New York City test results reveal increase in math scores and decrease in English scores

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Mathematical performance showed an uptick in New York City public schools during the previous academic year, while English scores experienced a slight decline, as per the latest state exam outcomes revealed on Wednesday by city authorities.

For students in grades 3-8, the percentage of students considered proficient or above in math increased to 53.4%, up by 3.5 percentage points. However, the proportion of students reading at grade level decreased to 49.1%, marking a 2.6 point drop.

The decline in English scores coincides with a crucial period, given the emphasis of Schools Chancellor David Banks on enhancing literacy rates. All primary schools have been directed to adopt one among three approved reading programs. City officials admitted that the adoption of the new curriculum, initiated in less than half of the local districts last year and set to expand to all schools this autumn, might have impacted test scores negatively as teachers adapted to new materials.

An analysis revealed that districts that commenced using the new curriculum last academic year witnessed an average proficiency rate decline of 3.5 percentage points. In districts not under the curriculum mandate, the drop was marginally lower, at 2.8 percentage points. The Education Department’s analysis shows similar patterns.

These statistics encompass students in grades 3-5, as middle schools have not yet been universally instructed to change reading curriculums. (Students scoring 3 on state tests are deemed proficient, while 4 indicates proficiency.)

“Substantial change doesn’t occur overnight, and the slight decrease in [English] test scores reflects a transitional period as our school system adjusts to a new instructional method,” remarked Banks in a statement. City officials also noted that other states implementing curriculum revisions have encountered initial test score drops.

Nevertheless, experts caution against interpreting aggregate test scores alone, as various factors beyond curriculum alterations could impact scores, such as fluctuations in federal COVID relief funding and increased chronic absenteeism rates. The Education Department did not randomly choose schools mandated to change their curriculums in the initial phase of implementation.

According to Aaron Pallas, a professor at Columbia University’s Teachers College, who specializes in school performance and accountability systems, the state test scores should be viewed “only as a general gauge of students’ performance and not as a definitive assessment or judgment” on the curriculum revamp. “When multiple changes occur simultaneously, isolating the impact of a curriculum change is immensely challenging,” Pallas stated.

Authorities referred to data from a separate set of assessments that kindergarteners to second graders underwent last spring, revealing improved reading scores compared to the previous year. However, these statistics indicated that the schools adopting new curriculums had a slightly smaller increase in scores compared to non-mandated schools, with officials citing no significant differences.

Susan Neuman, a professor at New York University endorsing the curriculum adjustments, cautioned against drawing hasty conclusions from the city’s assessment data. “Using state test scores to evaluate the curriculum mandate at this stage is not valid,” Neuman remarked. Referring to the assessment data derived from Acadience, a company screener, Pallas expressed skepticism about its suitability for evaluating policy implementation, as it typically identifies struggling students for additional assistance, rather than tracking wider changes.

While acknowledging the city’s desire to boast rising numbers, Pallas doubted that the observed increase had much to do with the educational shifts underway.

The early release of state test scores on Wednesday, compared to previous years, stems from the green light provided by state education officials for local score disclosure. While last year’s scores were delayed until fall due to state officials setting cut scores for the new exam, this year and the previous year witnessed late September and late October data releases, respectively.

The scores also revealed disparities among various student groups.

Around 70% of Asian American students and almost 66% of white students achieved proficiency or higher on English exams, contrasting with nearly 39% of Black students and approximately 36% of Latino students. Only 21% of students with disabilities were deemed to be performing at grade level.

In mathematics, nearly 80% of Asian American children and slightly over 72% of white children demonstrated proficiency, while about 38% of Black students and almost 40% of Latino students met the standard. Students with disabilities showed significantly lower math proficiency rates, at just above 27%.

The figures released on Wednesday do not encompass charter schools.

Overall, the state’s standardized tests have undergone multiple modifications in recent years, making year-on-year data comparisons challenging. The cancellation of exams in 2020 due to the pandemic, their reinstatement as optional the following year statewide, and the introduction of a new exam aligned with the Next Generation Learning Standards in 2023 have all contributed to these challenges.

This year, the city’s fifth and eighth graders undertook a computer-based version of these exams, aligning with the state’s phased-in shift toward computer-based testing.

In addition, 185 schools in the city voluntarily opted for digital English exams for particular grades, while 166 schools did the same for mathematics.

Though some studies suggest lower exam performance on computers or tablets, definitive research is lacking. Several states have transitioned to computer-based testing, each yielding varying outcomes.

City officials acknowledged the limitations in disentangling the impact of computer-based testing from other influences on student scores.

Despite this, tests remain valuable for schools and districts, aiding instructional decisions and tailoring individual student learning plans.

Interested in exploring school-level test outcomes? Access a searchable breakdown of math and English scores across all public schools in the city.

Alex Zimmerman, a New York reporter covering NYC public schools. Contact Alex at .