To help inform the Regents deliberations, the Department – together with testing experts Daniel Koretz and Howard Everson (both are members of the State’s Technical Advisory Group) and CTB/McGraw-Hill, the state’s assessment contractor – conducted a series of studies and surveys concerning student cut scores and student proficiency. Among their findings were the following:
Nearly a quarter of students in all New York State two and four-year institutions of higher education take remedial coursework;
Students taking more remedial courses in their first year of college are less likely to persist in higher education;
Students who score below an 80 on their math Regents exam have a much greater likelihood of being placed in a remedial college course;
Students who score above an 80 on their math Regents exam have a good chance of earning at least a C in college-level math;
Students who score at least a 75 on their English Regents exam have a good chance of earning at least a C in Freshman Composition;
Institutions of higher education around the state consider a score of 75-85 on Regents exams to be the bare minimum for college readiness;
Students at the current Level 3 proficiency standard on their 8th grade math exam have less than a 1 in 3 chance of earning an 80 on their math Regents;
Students in high need districts at the current Level 3 proficiency standard on their 8th grade ELA exam have about a 50-50 chance of earning a 75 on the English Regents;
Students scoring below 80 on their math regents and below 75 on their English Regents exams have a high likelihood of scoring below 500 on the SAT.
Students stuck in reg ed have a low probability of being taught the entire grade level math course content, due to the 'needs' of the included and the curriculum coordinator's need to game the test by excluding portions of the grade level material.
The range of scores for a '3' is too wide. On some of the exams, one can flunk the essay and still earn a '3'. This makes the child ineligible for remedial tutoring at school.
absolutely - plus I learned, a couple of years ago, that the range for a '4' is far too narrow
In some middle school years, there is virtually no range for the '4.' That is, say the top raw score is a 30; the cut-off for a 3 is 28, a 28 being the highest 3.
Students stuck in reg ed have a low probability of being taught the entire grade level math course content, due to the 'needs' of the included and the curriculum coordinator's need to game the test by excluding portions of the grade level material.
ReplyDeleteThe range of scores for a '3' is too wide. On some of the exams, one can flunk the essay and still earn a '3'. This makes the child ineligible for remedial tutoring at school.
absolutely - plus I learned, a couple of years ago, that the range for a '4' is far too narrow
ReplyDeleteIn some middle school years, there is virtually no range for the '4.' That is, say the top raw score is a 30; the cut-off for a 3 is 28, a 28 being the highest 3.
Score compression and inflation at the same time.