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THE STATE
EDUCATION DEPARTMENT / THE UNIVERSITY
OF THE STATE OF NEW YORK / ALBANY, NY 12234 |
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TO: |
EMSC-VESID Committee |
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FROM: |
James A. Kadamus |
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SUBJECT: |
Mathematics Standards Committee Recommendations |
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DATE: |
June 7, 2005 |
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STRATEGIC
GOAL: |
Goals 1 and 2 |
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AUTHORIZATION(S): |
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Summary
Issue for
Discussion
Should the Regents accept the recommendations of the Mathematics
Standards Committee regarding the development of high school mathematics
examinations and revisions to the mathematics graduation requirements?
Reason for
Consideration
Review of policy.
Proposed Handling
This question will come before the EMSC-VESID Committee on June 20, 2005
for discussion and direction on next steps.
Procedural History
The Mathematics Standards Committee issued its first report to the Board of Regents in November 2004. The report recommended that the proposed learning standard for mathematics and its respective performance indicators be sent out to the field for public comment. Over 2,000 comments were received. The Committee reviewed all of the comments and revised the material where it was appropriate.
In January 2005,
the Regents accepted two of the three recommendations presented by the Co-Chairs
of the Mathematics Standards Committee, William Brosnan and Theresa
McSweeney. The Regents approved the
revised mathematics learning standard and the performance indicators for
pre-kindergarten through grade 8.
The Regents also approved the continuance of the Committee's work on the
high school level performance indicators.
In
March, the Regents adopted the high school performance indicators for Algebra,
Geometry, and Algebra 2 and Trigonometry, along with the alignment modifications
to prekindergarten through grade 8, as recommended by the Mathematics Standards
Committee. At that meeting, the Regents also
agreed to consider the Committee’s remaining four high school recommendations at
a later date. Those
recommendations were:
1. A Regents
examination be developed and administered for each of the three courses
(Algebra, Geometry, and Algebra 2 and Trigonometry).
2. The mathematics
graduation requirement for a Regents Diploma be the passing of one Regents
examination in mathematics, and the passing of three units of credit of high
school mathematics. The Committee
also recommended that the credit granted for the Algebra course be limited to
two units.
3. The mathematics
graduation requirement for a Regents Diploma with Advanced Designation be that
students take and pass the three courses of high school mathematics, and that
the first two cohorts pass two of the three Regents examinations in mathematics
and that subsequent cohorts pass all three Regents examinations in
mathematics.
4. Ways of rewarding
students for taking and mastering more than the graduation requirements be
explored and implemented.
Recommendation
Staff recommend that the Board of Regents review the attached report that
provides the pros and cons on test implementation timeline issues associated
with recommendation #1 as well as consider staff responses to the remaining
recommendations of the Mathematics Standards Committee relating to graduation
requirements.
Timetable for Implementation
Based on the Committee’s discussion and direction at the June meeting,
staff anticipate bringing the recommendations back to the Committee for a policy
decision in September.
Subsequently, proposed amendments to Commissioner’s Regulations will be
developed for approval in late fall 2005.
Attachment
Report on Mathematics Standards Committee
Recommendations
In March
2005, the Board of Regents adopted the high school performance indicators for
Algebra, Geometry, and Algebra 2 and Trigonometry, along with the alignment
modifications to pre-kindergarten through grade 8, as recommended by the
Mathematics Standards Committee. At
that meeting, the Regents also
agreed to consider the Committee’s remaining four high school recommendations at
a later date. The four remaining
recommendations are presented below along with SED staff comments:
(1) The Mathematics
Standards Committee recommends that a Regents examination be developed and
administered for each of the three courses (Algebra, Geometry and Algebra 2 and
Trigonometry).
SED Staff
Comment
While we agree,
and recommend that the Board accept the recommendation to develop and administer
three mathematics Regents examinations, the design, development and
implementation of multiple Regents examinations requires an analysis of
instructional issues, students’ opportunity to learn the material, professional
development of staff in school districts, and the requirements of the Regents
examination development process.
Attachment A outlines three options for test implementation with pros and
cons associated with each.
Attachment B outlines the timeline for implementation of the new
assessments and the phase-out of Mathematics A and B. After the Regents review, staff
recommend that the Department obtain additional field input on these timeline
options.
(2) The Mathematics
Standards Committee recommends that the mathematics graduation requirement for a
Regents diploma be the passing of one Regents examination in mathematics, and
the passing of three units of credit of high school mathematics. The Committee further
recommends that the credit granted for the Algebra course be limited to two
units.
SED Staff Comment
We recommend that
the Board accept this recommendation.
(3) The Mathematics
Standards Committee recommends that the mathematics graduation requirement for a
Regents Diploma with Advanced Designation be that students take and pass the
three courses of high school mathematics, and:
·
that the first
two cohorts pass two of the three Regents examinations in mathematics;
and
·
that subsequent
cohorts pass all three Regents examinations in
mathematics.
SED Staff Comment
We recommend that
the mathematics graduation requirement for a Regents Diploma with Advanced
Designation be that students take and pass the three courses of high school
mathematics, and that students also pass the Regents examinations in Algebra,
Geometry, and Algebra 2 and Trigonometry.
We believe that by meeting these testing requirements, students will
demonstrate a level of knowledge and skill equivalent to what is currently
expected for this credential.
(4) The Mathematics
Standards Committee recommends that ways of rewarding students for taking and
mastering more than the graduation requirements be explored and
implemented. The Committee members
offer to assist in this effort.
SED
Staff Comment
We recommend that
students who complete all coursework and testing requirements for the Regents
Diploma with Advanced Designation in mathematics and/or science and take
and pass three Regents examinations in each academic discipline with a score of
85 or better, earn a Regents Diploma with Advanced Designation, with an
annotation on the diploma that denotes mastery in mathematics and/or
science. In addition, we will
continue to discuss ways in which advanced high school mathematics coursework
might be recognized by higher education institutions.
Attachment
A
MATHEMATICS
REGENTS EXAMINATION IMPLEMENTATION TIMELINE OPTIONS
Option 1: 2006-2007
Implementation Timeline
First Regents
high school math examination available for students entering Grade 8 in
2005-06
Pros
·
Consistent with
Mathematics Standards Committee recommendation
·
Completes
pre-kindergarten—grade 12 mathematics transition
Cons
·
Does not allow
for sufficient instructional time or professional development under new
standards prior to first test administration; could create capacity issues for
districts that are implementing new mathematics standards and 3-8 tests in
2005-06
·
Does not allow
sufficient time for the approved Regents Test Development Process; therefore,
SED may not be able to guarantee that tests will be psychometrically sound. There would be insufficient time for
adequate field testing AND students would have had less than a year of
instructional time under the new standards, which would be insufficient to make
field testing results reliable
Option 2: 2007-2008
Implementation Timeline
First Regents
high school math examination available for students entering Grade 7 in
2005-06
Pros
·
Keeps momentum
for new mathematics standards at the high school level
·
Completes
pre-kindergarten—grade 12 mathematics transition
Cons
·
May not allow for
sufficient instructional time or professional development in some schools under
the new standards prior to first test administration
·
There may not
be sufficient time for adequate field testing AND students would have had
only one year of instructional time under the new standards, which would be
insufficient to make field testing results fully reliable
·
Staffing/capacity needs for Offices of State
Assessment (OSA) and Curriculum, Instruction and Instructional Technology might
not be met in time to begin development of new tests AND continue to
produce existing mathematics exams
Option 3: 2008-2009
Implementation Timeline
First Regents
high school math examination available for students entering Grade 6 in
2005-06
Pros
·
Allows for
sufficient instructional time under new standards prior to field testing and
first test administration; students would have had two years of instruction
under the new standards
·
Allows
schools/districts sufficient time for professional development for impacted
staff
·
Allows
sufficient time for the approved Regents Test Development process, including
field testing with appropriate samples of students
·
With this
implementation timeline, the Math A and Math B exams could be eliminated almost
immediately after introduction of the new exams (see Attachment B)
·
Should allow
sufficient time for SED internal capacity needs to be met
Cons
·
Slower
implementation than originally envisioned by the Mathematics Standards
Committee
·
Concern about
losing momentum in implementing the new mathematics standards at the high
school