Students in the Brighton and Pittsford central school districts in large part met proficiency standards on state tests in both math and English language arts, according to figures released by the state Board of Regents.
That’s better than the statewide average, where just over half of grade-school students were proficient in math and English in standardized tests.
The tests have been adjusted to reflect the expectations for college-bound students. The new standards, while reducing the number of proficient students, are more closely aligned with the comparative level of competence for high school Regents exams and the demands of college, according to the Regents.
“It is always preferable to have ample time to make adjustments if needed before changes such as those to the cut scores are made,” said Pittsford Superintendent Mary Alice Price, in a statement. “When comparing our current scores to last year’s scores, our students continue to perform at high levels. Any impact due to the change in cut scores is being examined.”
Brighton Superintendent Kevin McGowan said administrators will use the results as an additional measuring stick for assessing students.
“This does not change the pride we have in our students’ achievement or the great work of our students,” he said.
A Level 2 score, according to the state Education Department, means student performance demonstrates a partial understanding of the content expected at their grade level.
The state Board of Regents reports that 53 percent of students in grades 3 through 8 this year scored “proficient” or higher in English while 61 percent met or exceeded the new proficiency standard in math.
The state Board of Regents raised the score that determines whether a student has earned a 1, 2, 3 or 4 on the tests. Students who earn 3 or 4 are considered proficient or better. Those who took tests in April and May 2010 had to answer more questions right in order to earn a 2, 3 or 4.
Schools must typically give more assistance to students who score a 2 or lower.
McGowan said there wasn’t “a tremendous amount of dialogue” between school districts and the state regarding the change.
“The changes in methodology are going to provide some challenges in analyzing, through this new scoring, what students are going to receive additional academic support,” McGowan said.
The Brighton schools chief sees the requirement of providing assistance as another potential unfunded mandate from the state.
“At a time when districts are doing everything they can to accommodate some pretty drastic changes in financial conditions, this will require many school districts to hire many additional staff members in order to provide academic intervention in the future,” said McGowan, who wasn’t sure if that would be the case in Brighton.
