Overall schoolwork is the real benchmark

On Aug.7, the New York State Education Department (NYSED) released the results of the English language arts (ELA) and mathematics tests that were administered to students in grades 3-8 in spring 2013. For the first time, the tests were based upon the new State Common Core Learning Standards (CCLS), which were to be implemented by school districts in the 2012-’13 school year.

As predicted by the State Commissioner of Education, John B. King, Jr., student scores across Long Island and the entire state of New York declined significantly from past years. In fact, on average, scores decreased by 29 percent state-wide.

These new tests were preceded by an initial game changer from NYSED. In 2010, the “cut scores,” or the score needed to achieve a level 3 or 4 on the test, were raised significantly. In other words, NYSED made it harder to achieve proficiency. Now, just three years later, students and teachers were faced with entirely new tests based upon criteria introduced just seven short months before the tests were administered. This is hardly enough time to implement new curriculum under the best of circumstances!

Once you interject the devastation of Hurricane Sandy and the loss of instructional time, it became even more difficult for many districts to implement the CCLS appropriately. Coupled with a newly mandated Annual Professional Performance Review (APPR) that caused a great deal of anxiety amongst teachers and administrators across the state, the new tests/benchmarks are another challenge for public education. And, further, if the tests are, indeed, “benchmarks,” as King declares, then the results of the tests should be used by professionals and not released to create a media frenzy of “plummeting test scores.”

In a letter to parents released on the very same day as the published results, King stated, “I want to make it very clear that the change in test scores (including, possibly, one in your child’s score) does not mean that students are learning less or that teachers and schools are performing worse than last year.”

While this statement is certainly true, it comes to us a little too late. How does one explain the commissioner’s statement to an 8-year-old child or to a parent who is looking at the individual score report? It is yet another challenge for us.

As educators and parents, it is our responsibility to make sure that our students and children understand that it is the daily meaningful classroom work and ongoing assessment with the teachers who know them best that are the real benchmarks of student achievement, not single-event state tests.

Hewlett-Woodmere public schools remains steadfast in the district’s shared vision, mission, and student outcomes for Educating the Future for the Future assuring that its 21st century graduates are college- and career-ready.

Bisso is the superintendent of Hewlett-Woodmere schools.

Have an opinion about this topic? Send your letter to the editor, jbessen@liherald.com.