THE STATE
EDUCATION DEPARTMENT / THE UNIVERSITY
OF THE STATE OF 
TO: 
EMSCVESID Committee 
FROM: 
Jean C. Stevens 
SUBJECT: 
Component Retesting 
DATE: 
February 27, 2007 
STRATEGIC
GOAL: 
Goals 1 & 2 
AUTHORIZATION(S): 

Issue for Discussion
Should the Component Retest Program be
discontinued? If yes, will other
safety net options that exist for students who are at risk of not meeting the
higher graduation standards be sufficient?
Reason for
Consideration
Review of policy.
Proposed Handling
This question will come before the Regents EMSCVESID Committee at its March 2007 meeting.
Procedural
History
Not applicable.
Background Information
Component retesting is the process by which a student who has failed the
Regents examination in Comprehensive English and/or Mathematics A two or more
times is retested only on the areas of the learning standards in which the
student has failed to demonstrate proficiency. For each eligible student, the
school must conduct item analyses on answer papers written by the student for
two administrations of that Regents examination to determine in which
component(s) the student is deficient in comparison to the performance of
students who are just passing with a scale score in the 6567 range. The
underlying assumption of this program is that certain areas of the learning
standards tested on the Regents examinations can be identified as weaknesses for
a student, and instructional intervention can be targeted to a student’s
particular needs. The Component Retest Program was developed as part of a
program of intervention strategies for students who are at risk of not meeting
the State learning standards.
Reasons for Discontinuing
Component Retest Program:
There are several reasons why Department staff recommend discontinuing the Component Retest Program:
1. The Regents Appeals Process is now in effect and provides students with an effective safety net. This strategy is in addition to the two safety net options available for students with disabilities to earn a local diploma: (1) the lowpass option on Regents examinations; and (2) taking and passing Regents Competency Tests that correspond to required Regents examinations.
2. Component retesting was intended to ease the transition to the revised diploma and graduation requirements, but this program has not been effective in meeting this purpose.
a. The average number of students taking component retests each year is low compared to the Regents testing program (average of only 5,299 students annually vs. approximately 260,000 students taking Math A and Comprehensive English each January and June). Of the 5,299 students tested in 20052006, 4,809 were general education students and 490 were students with disabilities. Out of the total 5,299 students tested, 633 were LEP/ELL general education or special education students.
b. The cost of producing the component retests – both in money and time – is disproportionately high for the number of students served by the program. The cost for this program is approximately $862,000 per year. The example below compares the cost between preparing the Regents Mathematics A examination versus the component retest:
Math A Regents Exam 
Component Retest 
$2.35 per student 
$261.00 per student 
c. Results for students taking component retests are varied:
Total Public ELA and Mathematics A Component Retests: 20052006

Number of Students
Tested 
Count of Students
Scoring 
Percentage of Tested
Students Scoring  
054 
5564 
65/abv 
054 
5564 
65/abv  
All
Students 
5,299 
952 
537 
3,810 
18% 
10% 
72% 
Female
Students 
2,675 
504 
290 
1,881 
19% 
11% 
70% 
Male
Students 
2,624 
448 
247 
1,929 
17% 
9% 
74% 
LEP
Students 
633 
188 
106 
339 
30% 
17% 
54% 
Non LEP
Students 
4,666 
764 
431 
3,471 
16% 
9% 
74% 
American
Indian/Alaskan Native Students 
20 
3 
3 
14 
15% 
15% 
70% 
Asian/Pacific Islander
Students 
257 
58 
30 
169 
23% 
12% 
66% 
Black
Students 
1,031 
389 
183 
459 
38% 
18% 
45% 
Hispanic
Students 
1,197 
376 
199 
622 
31% 
17% 
52% 
White
Students 
2,794 
126 
122 
2,546 
5% 
4% 
91% 
General Education
Students 
4,809 
808 
467 
3,534 
17% 
10% 
73% 
Students With
Disabilities 
490 
144 
70 
276 
29% 
14% 
56% 
Total Public Score Results:
20042006
Assessment 
Year 
Number
Tested 
% scoring 65 or
above 
Component Retest
Comprehensive English, Component A 
20042005 
1,002 
78.7% 
20052006 
1,777 
68.3  
Component
Retest Comprehensive English, Component B 
20042005 
492 
75.4 
20052006 
554 
81.9  
Component
Retest Math, Component 4 
20042005 
376 
10.9 
20052006 
938 
53.7  
Component
Retest Math, Component 5 
20042005 
202 
36.1 
20052006 
674 
81.9  
Component
Retest Math, Component 6 
20042005 
106 
51.9 
20052006 
584 
91.8  
Component
Retest Math, Component 7 
20042005 
250 
25.2 
20052006 
772 
71.2 
20052006 Demographic Analysis of Students
Tested

Number of Students
Tested 
Percentage of
Total 
All
Students 
5,299 
 
Female
Students 
2,675 
50% 
Male
Students 
2,624 
50% 
LEP
Students 
633 
12% 
Non LEP
Students 
4,666 
88% 
American
Indian/Alaskan Native Students 
20 
0% 
Asian/Pacific Islander
Students 
257 
5% 
Black
Students 
1,031 
19% 
Hispanic
Students 
1,197 
23% 
White
Students 
2,794 
53% 
General Education
Students 
4,809 
91% 
Students With
Disabilities 
490 
9% 
3. Schools must maintain regular classroom instruction for students in all grades during the week that component retests are administered. This also means that, to participate in the component retests, students must be absent from regular classroom instruction in courses they must successfully complete to graduate.
4. Schools find it difficult to conduct the required item analyses on answer papers to determine which component retest(s) each eligible student must take. The item analyses are time consuming; it is likely that schools make errors in these analyses and students may end up taking the wrong component(s); and they take away time teachers have for regular services.
In October 2005, the Board of Regents approved amendments to Section
100.5 of the Regulations of the Commissioner of Education that phased in the 65
graduation standard. At that time, the Board of Regents also approved an appeals
process through which students who are at risk of not meeting the standard can
earn a diploma.
Under the new Regents appeals process, students entering Grade 9 in 2005
can now appeal to graduate with a lower score on a required Regents examination.
Students may appeal their scores on a maximum of two of the five required
Regents examinations. Students who are granted an appeal on one examination, and
who have attained a passing score of 65 or above on each of the four remaining
required Regents examinations, will be determined to have met all graduation
requirements and thereby earn a Regents diploma. Students who are granted an appeal on two
examinations, and have attained a passing score of 65 or above on each of the
three remaining required Regents examinations, will be determined to have met
all graduation requirements and thereby earn a local diploma. This latter option will not be available
for students entering Grade 9 in 2008 since the local diploma will only be an
option available for students with disabilities. This new appeals process provides
students with an effective safety net. The appeals process is in addition to the
two safety net options for students with disabilities.
Recommendation
Staff recommend that, with the appeals process on Regents examinations in
place for students along with the safety nets available for students with
disabilities, the Board of Regents review the reasons for discontinuing the
Component Retest Program and indicate whether it concurs with the phasing out of
the underutilized program.
Timetable for Implementation
Upon the Board of Regents agreement with the staff recommendation, the Component Retest Program would be phased out immediately.