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Meeting of the Board of Regents | April 2009

Wednesday, April 1, 2009 - 11:00pm

sed seal                                                                                                 

 

 

signature of Johanna Duncan-PoitierTHE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

 

TO:

EMSC Committee

FROM:

Johanna Duncan-Poitier

SUBJECT:

Grades 3-8 Testing Policy Overview—Updated Testing Options

DATE:

April 17, 2009

 

STRATEGIC GOAL:

Goals 1 & 2

AUTHORIZATION(S):

 

 

SUMMARY

 

Issue for Discussion

 

Should the Department change the schedule of Grades 3-8 tests to a date later in the year? Should the Department go back to the field with the specific options for changes in the testing schedule for their input and to determine the potential impact of these options on school districts? 

 

 

Reason(s) for Consideration

 

Following the March discussion, the Board agreed that specific options for changes to the testing calendar, and the impact of these options on the timing of the tests, test scoring, reporting of test results to school districts, and on accountability decision-making timelines be shared with the field. This month, staff has prepared four options for the Board to consider. Following that discussion, these options will be shared with the field for additional input.

 

Three of the four options shorten the time for test administration, scoring, scanning, and equating so that test results can be returned faster. Three of the four options also call for administering the tests for all grade levels 3-8 during the same testing period; we currently stagger the administration of the tests, with Grades 3-5 first, followed by Grades 6-8.

 

 

 

 

 

Procedural History

 

During the March 2008 meeting of the Regents Committee on Policy Integration and Innovation, the Commissioner presented information about the administration, scanning, scoring, and score reports for the Grades 3-8 Mathematics and English Language Arts examinations. We also indicated that we would continue to examine possible short-term and long-term solutions to the issues.

 

At the May 2008 meeting of the Board of Regents, the Senior Deputy Commissioner described a plan to significantly expedite the release the Grades 3-8 ELA and Math test scores. The goal described was to return scores within 10 weeks of the last make-up exam administered. The creation of a system to achieve this has been accomplished.

 

At the December 2008 meeting of the Regents EMSC Committee, staff presented updated information regarding the administration, scanning, scoring, and score returns for the Grades 3-8 English Language Arts and Mathematics examinations.  The Board then requested a fuller discussion regarding primary policy issues regarding this testing program for the January 2009 EMSC Committee meeting.

 

During the January 2009 meeting of the Regents EMSC Committee, staff presented updated information on administration, scanning, scoring, and score returns for the Grades 3-8 English Language Arts and Mathematics examinations. The Senior Deputy Commissioner suggested a survey of the field for input on test scheduling and that staff evaluate the cost/benefit of possibly moving the tests from their current administration times to later in the academic year.

 

              During the February 2009 meeting of the Regents EMSC Committee, staff presented updated information regarding costs and benefits tied to administering the tests at different times in the spring as well as the advantages and challenges associated with multiple-choice versus open-ended test formats. The Board also reviewed how the revised testing program can support the Regents Growth for All accountability initiative.

 

In order to help inform the Regents policy decision, staff conducted a field survey which included questions on test scheduling, test question format, and scoring options. The Department received 22,569 responses to the survey which was posted on-line for three weeks.  During the March 2009 meeting of the Regents EMSC Committee, staff presented detailed information from the Grades 3-8 testing field survey.  The data from the survey showed that, while the majority of respondents supported changing the testing calendar, there was not a consensus regarding a preferred scheduling period for the tests. Two points of agreement among respondents were a desire to continue using a mixture of multiple-choice and open-ended questions on the tests and a preference for local or regional scoring.  

 

Based on the results of the survey, it was agreed that Department staff would prepare specific proposals for alternative testing dates and, after discussion with the Regents, present them to the field for additional input. In preparation for doing this, staff reviewed the school calendars for the next several years and assessed the various impacts of moving the tests. At the April meeting, staff will provide the Board with the specifics related to the possible options. The Board can then decide if it wishes to survey the field again concerning changing the testing schedule and if so, which options should be included in the survey.  

 

Background Information

 

 

Current Purpose of the New York State Grades 3-8 Testing Program

 

The New York State Testing Program is designed to evaluate the implementation of the State Learning Standards at the student, school, district, and statewide levels. These tests present the opportunity to: annually assess the implementation of the State’s learning standards; measure individual student and cohort progress; and gather data on student readiness for study at the next level. New York State is required to administer tests in English Language Arts (ELA) and Mathematics under the No Child Left Behind Act (NCLB).  These tests must: address the depth and breadth of the State’s Learning Standards; be valid, reliable, and of high technical quality; and be designed to provide a coherent system across grades and subjects.  The Grades 3-8 Testing Program is administered to approximately 250,000 students per grade in both public and nonpublic schools.  With the exception of the small population of severely disabled students who qualify to take the New York State Alternate Assessment (NYSAA), all students, general education, students with disabilities, and English Language Learners (ELLs) in all public school districts are required to take these tests. 

 

The ELA tests target student progress toward three of the four content standards (the Department does not test speaking). The mathematics tests target student progress toward the five content bands. The established cut scores classify student proficiency into one of four Performance Levels based on their test performance:

 

Level 1:  Not Meeting Learning Standards

              Student performance does not demonstrate an understanding of the ELA/Mathematics knowledge and skills expected at this grade level.

 

              Level 2:  Partially Meeting Learning Standards

              Student performance demonstrates a partial understanding of the ELA/Mathematics knowledge and skills expected at this grade level.

 

              Level 3:  Meeting Learning Standards

              Student performance demonstrates an understanding of the ELA/Mathematics knowledge and skills expected at this grade level.

 

              Level 4:  Meeting Learning Standards with Distinction

              Student performance demonstrates a thorough understanding of the ELA/Mathematics knowledge and skills expected at this grade level.

 

              All students who score below the State-designated Performance Level 3 must be provided Academic Intervention Services.

 

 

 

 

 

Current Testing Periods of Other Large States

 

              The Department obtained the testing schedules of other large states.  Please note that not all states test reading, writing, and listening (some test only reading), nor do they all have constructed response or open-ended items as well as multiple choice items. New York administers tests that measure English Language Arts (reading, writing, and listening) and includes both constructed response and multiple choice questions on the tests.

 

 

State

Average Number of Students

Tested per Grade

Test Content

Subject

Test Administration Period

Date Schools Get Results

California

481,000

MC only

Reading and Math

California Department of Education does not establish testing schedules for school districts.  Schools administer the California Standards Tests within a 21-day window that is comprised of ten days before and 10 days after the day on which the school completes 85 percent of all instruction for the year.  District coordinators set the testing period within the 21-day regulatory window for the Standardized Testing and Reporting (STAR) Program.

The state, county, school district, and school summary reports will be posted on the Internet on August 15th each year at http://star.cde.ca.gov/.

Texas

305,000

MC only

Reading and Math

Reading: March 3

Math: April 7

March 20: Reading

April 24: Math

New York

230,000

MC and CR

ELA and Math

Jan. 12-16 (Grades 3-5);

Jan. 20-23 (Grades 6-8);

Mar. 2-6 (Grades 3-5);

Mar. 9-13 (Grades 6-8)

May: ELA

June: Math

Florida

200,000

MC and CR

Reading and Math

Late February and early to mid-March

Late May/Early June

Illinois

150,000

MC and CR and Short Answer

Reading and Math

March 2-13

August

Ohio

132,000

MC and CR

Reading and Math

April 20 – May 8

June 30

Pennsylvania

130,000

MC and CR

Reading and Math

March 16-27

June 10

  • Largest states by population

 

 

 

Key:     MC = multiple choice

              CR = constructed response or open-ended

 

 

 

Field Survey Results

 

              In March 2009, the Board reviewed the findings of the Grades 3-8 Testing Survey.  A total of 22,569 people responded in this very helpful survey. Highlights include:

 

  • Respondents varied in their preference for which month the ELA tests should be given. Responses were as follows:            January — 22%, March — 21%, April — 18%, May — 25%, and June — 14%.

 

  • More respondents preferred that the Math tests be given in May (40%), but no month received a majority.

 

  • 70% of all respondents believed that the exams should be separated by one or more months.

 

  • Respondents were almost evenly split on the issue of whether the testing period for Grades 3-8 English Language Arts and Mathematics should be concentrated into one or two weeks during which each test would be administered to all students statewide on the same day.

 

  • 76% of all respondents favored local or regional scoring, while 24% favored State-contracted external vendor scoring.

 

  • Approximately 85% of all respondents preferred that the tests be a combination of both multiple-choice and open-ended questions.

 

              Following the March discussion, the Board agreed that specific options for changes to the testing calendar, and the impact of these options on the timing of the tests, test scoring, reporting of test results to school districts, and on accountability decision-making timelines be shared with the field. This month, staff has prepared four options for the Board to consider sharing with the field for additional input.

 

 

 

Possible Options for Board Consideration

 

Three of the four options shorten the time for test administration, scoring, scanning, and equating so that test results can be returned faster. Three of the four options also call for administering the tests for all grade levels 3-8 during the same testing period; we currently stagger the administration of the tests, with Grades 3-5 first, followed by Grades 6-8.

 

 

 

 

 

 

Option 1

 

Administer ELA and Math concurrently during the first week of May and score both sets of exams during the second week of May.

 

This option responds to those who have asked that the Department move the tests to the latest possible time period in the academic year. Option 1 presents aggressive test administration, scoring, scanning, equating and validation periods so the Department can meet the new accountability deadlines required by the U. S. Education Department (USED) and also have test scores available by early summer for curriculum work and for student placement in fall classes for Academic Intervention Services.

 

 

Option 1

2011 Testing Calendar

 

Task

Dates

# of Work Days

ELA & Math Test Administration

5/2-6

5

ELA & Math Scoring Period

5/9-13

5

Scanning, Equating, Validation and Return of Test Scores

5/16-6/30

34

Total Time for Administration, Scoring, Scanning, And Equating of ELA and Math tests

 

Approx. 8 weeks and 3 days (excluding holidays)

 

 

Advantages

 

  • More time will be available to teach grade-level curriculum before the tests.
  • Winter weather-related scheduling problems will be avoided.
  • The Department will be able to meet the new Federal requirement that all school accountability decisions be made before the beginning of the next school year.
  • This will help accustom students to what are in effect end-of-course tests as opposed to point-in-time tests as they are now.
  • This option reduces the overall time for test administration and scoring, which then allows more time for instruction.
  • This aggressive timeline will allow New York to administer the tests later and still  return test results sooner than other large states that have comparable tests (with open-ended and multiple choice questions). (Please see the chart showing other states’ timelines.)

 

Steps Required

 

  • Other State assessments are administered during this timeframe (New York State English as a Second Language Achievement Test (NYSESLAT), Grade 4 & 8 Science tests, and Social Studies 8 test) may need to be rescheduled to prevent a backlog of test scoring for schools.
  • Both sets of exams would have to be administered and scored simultaneously.
  • Test results for students will not be available before the end of the school year. As a result, this will change the time in which administrators can start data verification processes for accountability determinations.
  • It will require very careful scheduling for some schools to meet the administration timelines and ensure that all Students with Disabilities and English Language Learners are given all appropriate testing accommodations.

 

 

Option 2

 

Administer the Math tests in early May and the ELA tests in early June.

 

This option responds to those in the field who have requested that the Department move the tests to the latest possible time period in the academic year and keep them separated by one month. Under this option, the exams would be perceived as end-of-course exams as opposed to point-in-time exams as they are now.  ELA should be administered after Math because English Language Learners take the New York State English as a Second Language Achievement Test (NYSESLAT) in late May. It is important to give the NYSESLAT before the ELA test. See table below for possible 2010-11 schedule.

 

Option 2

2011 Testing Calendar

 

Task

Dates

# of Work Days

Math Test Administration

5/2-10

7

Math Test Scoring Period

5/11-17

5

Scanning, Equating & Validation

5/18-6/30

32

Tentative Return of Test Results

First Week of July

*

 

 

 

ELA Test Administration

6/1-10*

8

ELA Test Scoring Period

6/13-6/21

7

Scanning, Equating & Validation

6/22-8/4

32

Tentative Return of Test Results

First Week of August**

 

 

*Note 6/8/11 is Brooklyn/Queens Day: schools in those Boroughs are closed

 

** School Districts will not have time necessary to review Accountability Verification Reports in time for the Department to meet mandated school accountability reporting timelines from USED

 

Advantages

 

  • More time will be available to teach grade-level curriculum before the tests.
  • Winter weather-related scheduling problems will be avoided.
  • This will help accustom students to what are in effect end-of-course tests as opposed to point-in-time tests as they are now.
  • This option reduces the overall time for test administration and scoring, which then allows more time for instruction.

 

 

Steps Required

 

  • Test results for students will not be available before the end of the school year. As a result, this will change the time in which administrators can start data verification processes for accountability determinations.
  • Test results will be available in mid-to late-summer for curriculum work and for determining AIS placement for students in the fall.
  • Other State assessments are administered during this timeframe. The New York State English as a Second Language Achievement Test (NYSESLAT), Grade 4 & 8 Science tests, and Social Studies 8 test) may need to be rescheduled to prevent a backlog of test scoring for schools.
  • Regional Scanning Centers will have additional assessments to scan at the same time (NYSESLAT, New York State Alternative Assessment (NYSAA), Science 4 & 8, and Social Studies 8) which have to be addressed delays. 
  • It will not be possible to make school accountability status determinations by the beginning of the next school year, as required by new USED regulations.

 

 

 

Option 3

 

              Keep the administration of the Grades 3-8 Math tests in early March and move the administration of the English language arts (ELA) tests from January to late March/early April.

 

              This option is one way to respond to those in the field who have requested a spring vs. winter administration of the ELA tests and return test scores before the end of the school year. (Please see table below for possible 2010-11 schedule). 

 

Option 3

2011 Testing Calendar

 

Task

Dates

# of Work Days

Math Test Administration

3/1-9

7

Math Test Scoring Period

3/10-18

7

Scanning, Equating & Validation

3/21-5/3

32

Tentative Return of Test Results

Early May

*

 

 

 

ELA Administration

3/28-4/5

7

ELA Scoring Period

4/6-4/18

9

Scanning, Equating & Validation

4/19-6/3^

33

Tentative Return of Test Results

First Week of June

*

^Monday, May 30, 2011 is Memorial Day

 

 

 

 

 

Advantages

 

  • Current scoring and scanning methods can continue.
  • Test results for students will be available before the end of the school year.
  • Test results will be back in time for school accountability status determinations to be made prior to the start of the next school year, as required by the U.S. Education Department (USED).
  • Administrators will be able to start data verification processes for accountability determinations prior to the start of summer.
  • Test results will be available for summer curriculum work and for student placement for the fall semester.

 

Steps Required

 

  • Due to the changing dates for Easter and Passover each year, it will not be possible to administer the ELA tests in the same exact late March/early April testing period from year to year. Both Easter and Passover may occur in both March and April from year to year.
  • Given the uncertain weather in areas of the State in the early spring, this option does not completely avoid the potential of weather-related scheduling problems.
  • This option may require moving the Grade 4 Science Performance & Written test and the Grade 8 Science Performance test to a June testing period.

 

Option 4

 

Retain the current testing calendar.

 

              This option responds to the 22 percent of those surveyed who did not want a change in the testing calendar.  Some people indicated that the Department’s ability to return test scores earlier than before would make them favor this option.

 

Option 4

2011 Testing Calendar

 

Task

Dates

# of Work Days

ELA Test Administration

1/10-28

14

ELA Test Scoring Period

1/24-2/10

14

Scanning, Equating & Validation

2/11-3/28

32

Tentative Return of Test Results

Early April

 

 

 

 

Math Test Administration

3/1-21

15

Math Test Scoring Period

3/22-4/8

14

Scanning, Equating & Validation

4/11-5/24

33

Tentative Return of Test Results

Early June

 

*Monday, May 30, 2011 is Memorial Day

 

 

 

 

Advantages

 

  • Test results will be returned prior to the end of the school year.
  • It will be possible for administrators to start data verification processes for accountability determinations prior to the start of summer.
  • Test results will be back in time for school accountability status determinations to be made prior to the start of the next school year.
  • Test administration and scoring windows can remain consistent with what is currently in place.
  • Test results will be available for summer curriculum work.

 

Steps Required

 

  • Schools may have winter weather-related issues in January and early March.

 

 

 

 

Recommendation

 

              After the Regents review the four options and their impact, staff will again survey the field for additional input to inform the Board in their final decision for the test schedule for the 2010-2011 school year.