August 16, 2010
Dear RCSD Parents:
Earlier this summer, there were several articles in the local press regarding the revised State of New York English/Language Arts (ELA) and math, grade 3-8 assessments. As a prelude to the release of that information by the State Education Department, I thought it appropriate to provide a brief overview of Rye's results and inform you of what you can expect as school opens.
Last year at this time the State Education Department informed local school districts that the annual state assessments in ELA and math would be moved from January and February to late April and May of each school year, with more material covered and more academic rigor included in the assessments. A few weeks ago, Commissioner of Education Steiner recommended and the Board of Regents approved raising the assessment scores needed for a student to be declared proficient in these two assessments. Currently, there are four assessment levels: Level 1: Below Standard; Level 2: Meets Basic Standard; Level 3: Meets Proficiency Standard; and Level 4: Exceeds Proficiency Standard.
In the 2008-2009 school year, the mean State assessment results for grades 3 through 8 in the Rye City School District were reported as follows :
Subject Level 1 Level 2 Level 3 Level 4
ELA 0% 4% 67% 28%
Math 0% 2% 41% 56%
With more rigorous assessments and a higher score required to meet the proficient level, we knew it was possible that additional students would not meet the higher standard. Our students have worked hard to achieve good results and our mean 2009-2010 results are as follows:
Subject Level 1 Level 2 Level 3 Level 4
ELA 2% 14% 58% 26%
Math 1% 12% 38% 49%
On average, about 13% to 16% of our grade 3-8 students did not achieve the new 2010 proficient level.
Despite changes made by the State, Rye's assessment results are quite respectable; i.e., the changes have not had a significant impact on our district-wide performance. There are, however, grade level and class variations that need our analysis. Our principals and teachers are returning from vacations to review the assessment results, to investigate variations in student performance and to complete an item analysis to assess student strengths and weaknesses. Moreover, it is extremely important for us to understand where our teachers need additional instructional support to improve student achievement.
Individual school principals will communicate with their respective school communities and meet with you in groups to help you understand the results and to explain what plans will be put into place to support improved student achievement. The State provides parent reports for each child. Those reports will be sent home by each school, and classroom support or academic intervention will be provided, as appropriate. The middle school administration will follow-up on the fifth graders who are entering sixth grade.
School-by-school, parents have always had great interest in these results because they want their children to achieve at a high level. I want to remind you again, however, that these are results from two assessments administered on two days last year. It was a new and more rigorous assessment and the standard for proficiency has been raised. You should not be alarmed by the results.
By the way, the results of Regents exams in all the tested areas at the high school and middle school continue to be very strong. And finally, as usual, our high school Advanced Placements results are outstanding.
Sincerely yours,
Edward J. Shine, Ed.D.
Superintendent of Schools
