New York State’s top education policymakers raised concerns Monday about whether the state is doing enough to address persistent racial gaps on state exams.
The discussion was the first opportunity the Board of Regents have had to discuss the results of last school year’s reading and math tests since they were released late last month. And while the Regents seemed to be in agreement that the gaps are problematic, there was little discussion of what to do about it beyond requesting more data.
The test scores released in September show just under 35 percent of black students statewide are proficient in reading, 17 points below their white peers. In math, the gap jumps to 25 points. (The gaps are similar for Hispanic students compared with their white peers.)
The gaps are even wider in New York City.
Regent Judith Johnson, who has repeatedly criticized the state tests for not reflecting student learning across different ethnic groups, said the education department is still not doing enough to analyze the causes of racial differences in proficiency on the grades 3-8 exams. Those gaps, Johnson said, will bring down the competitiveness of the American workforce.
“It’s absolutely based on poverty and color,” Johnson said. “That has not changed and that begs for analysis at this point.”
Commissioner MaryEllen Elia acknowledged “troubling gaps” on student achievement, but also said state officials, including the Regents, have been working on it for years. She also pushed back on the idea that the tests themselves aren’t useful, arguing they draw attention to issues of inequity.
“If we didn’t have an opportunity to see this, it wouldn’t be as high up in our mindsets,” she said.
While some gaps have narrowed slightly among certain student groups, it’s happening at a glacial rate, said Regent Luis Reyes. He pointed to a two-year period where the gap between Hispanic students and their white peers shrunk by about 1 percent on both math and English tests.
“One percent is not a revolution, it’s not a reform, it’s not a transformation,” Reyes said. “It’s ice age.”
Reducing an emphasis on state tests in how officials judge overall school performance is part of the education department’s plan under the federal Every Student Succeeds Act. In coming up with school ratings, officials will consider factors such as how often students are suspended, are absent from class, and how prepared they are for life after high school.
Regent Kathy Cashin said she wants to see teaching and learning take the main stage of the state’s education agenda. “The needle hasn’t moved for minority children in decades,” she said.
Elia emphasized that the test includes an essay and that it’s not “just a multiple choice test.” And she reminded the Regents that the math and English assessments are required by the federal government, but there are options to consider performance-based testing on science exams. Elia has previously shown some interest in an alternative science test.