2015 state tests

New York City scores on state tests inch up as opt-out movement triples

PHOTO: RJ Sangosti/Denver Post
Assistant attorney general Jonathan Fero, center, addresses the Colorado Supreme Court in 2013 at a hearing for another education case, Lobato vs. State of Colorado.

New York City’s scores on state tests continued to inch up in 2015, though the number of students refusing to sit for the tests this year tripled.

Just over 35 percent of city students in grades three through eight passed the math exams, up one point over last year. In English, just over 30 percent of students passed, a two-point increase over last year that brought the city closer than ever to the state average, according to figures released Wednesday.

“For the second straight year and for the first year fully on our watch, New York City’s children have raised up their test scores in both math and English,” Mayor Bill de Blasio said.

The state also released final tallies of the number of students who opted out of the tests, after that movement saw dramatic growth over the last year. Twenty percent of eligible students statewide opted out of the tests, following waves of parent protests in many districts and the encouragement of the state teacher’s union.

In the city, the numbers were smaller. Only 1.8 percent of test-takers boycotted the math tests and 1.4 percent sat out the English tests — a tiny fraction of students, but a more than threefold increase over 2014’s percentage and a major increase over the roughly 350 students who opted out in 2013.

The city’s modest test-score gains were shared by every racial and ethnic group, though not every grade. Third, fourth, and eighth graders saw very slight declines in math scores, while all grade levels saw English scores rise. Still, fewer than one in five Hispanic and black students passed the exams, while more than half of white and Asian students did. The gaps were even wider for students who are still learning English.

[See what city schools saw the biggest gains and dips here.]

Still, the results were good news for Mayor de Blasio and Chancellor Carmen Fariña. 2015 was their first full school year at the helm of the city school system, and the third year since officials adjusted the tests to align with the Common Core standards, which sent scores tumbling in 2013. Earlier this year, city officials lost their fight with state lawmakers

“My guess is that the mayor and chancellor are breathing a sigh of relief, considering the kind of siege they’re under form some media and state policymakers,” said Aaron Pallas, a professor of education and sociology at Teachers College.

The state’s proficiency rates remain higher than New York City’s, though the city has nearly closed that gap in recent years.

Across the state, 38.1 percent of test-takers met the state’s proficiency bar in math this year, up from 36.2 percent last year. In English, 31.3 percent earned a proficient score, up from 30.6 percent last year, which state officials called “modest progress.”

Officials also released detailed demographic information about the students across the state who sat out the tests. Those students were more likely to be white, from wealthier districts, and were more likely not to have passed last year’s test, according to the state education department. In New York City, 39 percent of the students who opted out of the tests did not earn a passing score in 2014, the department said.

The fact that so many of the boycotting students did not pass last year’s tests suggests that this year’s statewide results could be slanted in some way. The large number of opt-outs in the state, but relatively few in the city, could also muddy city-state comparisons.

“There is no question that when you have approximately 20 percent of students not take the tests, the results would have variation based on that,” Elia said.

The city’s charter schools continued to outdo citywide proficiency rates in math, but lag in English. Proficiency rates at charter schools increased from 28 percent to 29.3 percent in English, and from 43.9 percent to 44.2 percent in math. Those rates have improved at a slower rate than the district-school averages.

See more city-specific data here, and the statewide data here.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.