FOR IMMEDIATE RELEASE, JUNE 1, 2000

For More Information, Contact:

Alan Ray, Chris Carpenter, Bill Hirschen, Tom Dunn at (518) 474-1201

Internet: http://www.nysed.gov

ON STATE’S ELEMENTARY SCHOOL ENGLISH TEST

Second year results on the State’s elementary school English test show 59 percent of students are now achieving New York’s higher learning standards in English by the time they reach fourth grade. This is up from 48 percent in 1999.

Thirty-one percent have learned some of the knowledge and skills needed to achieve the standards but require extra help to reach all the standards in reading, writing, and listening. This shows an improvement from last year, when 41 percent were in Level 2.

Another 10 percent have serious academic difficulties and need extensive help, down from 11 percent last year.

"More and more students are achieving the standards," Regents Chancellor Carl Hayden said. "These results show New York State is wise to invest heavily in education, because the students and the schools are rising to the challenge. We need now to keep the momentum going."

"The improvement is significant," State Education Commissioner Richard Mills said. "The results indicate more students and schools are focusing more intensely on reading and writing. We need to congratulate them for their higher achievement. At the same time, all of us realize we have much work to do. Many students still need extra help. We must close the performance gap. We need to direct resources to the neediest districts."

At total of 216,649 public school students took the test this year, compared with 210,791 last year, an increase of 2.8 percent.

Achievement on the test is divided into four levels based on the higher learning standards adopted by the Board of Regents:

59 percent of students were at Levels 3 and 4:

Level 4 (Score range 692-800)

Test scores indicate student performance exceeds the standards. The student demonstrates superior knowledge and skill for each standard area of English for elementary students and proficient intermediate skills in reading, writing, and listening delineated in the learning standards and core curriculum.

Level 3 (Score range 645-691)

Test scores indicate student performance at least meets the standards. The student demonstrates knowledge and skills for each standard of English for elementary students and some intermediate skills in reading, writing, and listening delineated in the learning standards and the core curriculum.

Level 2 (Score range 603-644)

Test scores indicate the student will need some extra help to meet all of the standards. The student demonstrates some knowledge and skills for each standard of English or full proficiency in one or two of the assessed standards for elementary students but none of the intermediate skills in reading, writing, and listening delineated in the learning standards and the core curriculum.

Level 1 (Score range 455-602)

Test scores indicate the student has serious academic deficiencies. The student needs the most help to reach the standards. The student demonstrates no evidence of proficiency at all in one or more of the standards of English for elementary students and does not reach proficiency in any of the three standards.

Schools have received an individual "student performance report" with scores that show the level of achievement for each student tested. Teachers, parents and students can then use the information to help make decisions about what kind of work is needed to improve achievement. The test results should be used in conjunction with classroom work and teacher observations of the student’s overall progress.

Each school and each school district also receives an overall performance report.

"We need to remember why we introduced this test: to measure how well students are achieving the standards and to encourage students and schools to focus more than ever on reading and writing. It is a useful tool that schools should use to see what help students might need," Commissioner Mills said.

In releasing the results, Mills also provided information about school district performance by need (see attached). All types of districts showed improvement, with smaller, high need, urban-suburban districts showing the best improvement as a group.

Results for special education students also showed improvements. A total of 24 percent of students with disabilities reached the standards vs. 18 percent last year. "These children are making progress," Mills said, "but we need to do much more to help all of these students reach the standards."