test prep

Tweaked promotion policy part of broader prep for lower scores

Changes to the Department of Education’s student promotion policy are just one part of a sweeping offensive to prepare schools and families for tougher state tests and lower scores this spring.

In April, elementary and middle school students will take state math and reading tests that are aligned for the first time to new learning standards known as the Common Core. Education officials have warned that the state is likely to see scores plummet as a result, as they did in Kentucky — by 30 percent — when that state first administered Common Core-aligned tests.

In an email to principals on Friday, Chancellor Dennis Walcott offered reassurance that schools and students would not be penalized just because they post lower test scores this year. And he encouraged principals to use parent conferences over the next few weeks to steel parents for the drop-off.

“While we have been preparing for the implementation of the Common Core since before the state adopted the standards in 2010, the changes will start to hit home for many families when elementary and middle school students take state tests aligned to the Common Core this spring,” Walcott wrote. “We anticipate that these new tests will be more difficult to pass, at first.”

He reassured principals that students would still be admitted to schools based on their scores relative to other students, and that schools’ annual letter grades would continue to be generated using algorithms that heavily favor progress over performance. Raw scores won’t matter, except to create a new baseline against which to measure future growth, Walcott said.

And he also asked principals to send home letters to parents explaining the new promotion policy, which NY1 reported on Tuesday. Under the policy, students will no longer be held back if they do not pass their state math and reading tests. Instead, students with the lowest 10 percent of scores will have to attend summer school to avoid repeating their grade.

Walcott said today that the department selected that proportion after examining summer school enrollment in the past and assessing schools’ capacity for the future. Last year, 9 percent of students were required to attend summer school.

“As a system we have to respond, but we also have to take a look at our ability to handle a certain number of students for summer school and take a look at the past,” he said. “It’s basically based on analysis of information from the past and factoring in the unknown.”

The promotion rules are not actually all that different from are ones that the city informally adopted in 2010, when the state raised the scores needed to for students to be deemed proficient. While more students were required to attend summer school that year, many students did not hit the state’s proficiency bar but were promoted nonetheless.

The letter going home to parents offers advice about how to talk to children about the tests, which are likely to feel more challenging than the state tests students have taken in the past.

“Reassure [your child] that a score that is different from past years will not mean that your child isn’t learning or working hard enough,” Walcott wrote. “The new standards are a big change for our students and our teachers, and teachers have been working hard to support students during the transition. Fully adjusting will take time.”

Walcott’s complete letter to principals is below, followed by his letter to parents.

Dear Colleagues,

Over the last few years, thanks to the work you have been doing to transition to the Common Core standards, we have made significant progress toward our goal of ensuring that all of our students are ready to take on the challenges of college and careers.

While we have been preparing for the implementation of the Common Core since before the State adopted the standards in 2010, the changes will start to hit home for many families when elementary and middle school students take State tests aligned to the Common Core this spring.

We anticipate that these new tests will be more difficult to pass, at first. But I believe that this change is important: our new standards set high expectations for student learning. The new State tests will give us a new baseline for measuring our students’ growth. They will provide us with information about where students are on the path to graduating from high school prepared for college and a good job—and will support our efforts to do more for our students. With time, support, and hard work from you and your staff, I have full confidence that our students will rise to the challenge.

I am writing today to share some information about what the new State tests will mean for your students, teachers, and school, and to ask you to share this information with your school community:

  • Promotion Policy: New York City will align promotion standards to the Common Core over time. We expect that the number of students attending summer school this year will be similar to last year. In the past, decisions about summer school were made based on estimates of each student’s performance level on the State tests. This year, because the tests are new, we cannot predict how the State will determine performance levels. Instead, we will look at students’ raw scores. Students with the lowest scores will be recommended for summer school. This document describes the changes that will occur this year in more detail and answers questions you may have.
  • Admission to Screened Schools: Students who earn the highest scores—even if those scores are lower than in past years—will still have access to screened middle and high schools.
  • Teacher Evaluation: The State’s model for measuring teacher growth includes protections to keep teachers’ evaluations from being impacted by changes to the tests. Still, until we reach an agreement with the UFT, teachers will continue to be evaluated using the existing Satisfactory/Unsatisfactory system that does not include students’ test scores. Although this spring’s test scores may not impact evaluations this year, these scores will be factored into teacher evaluations when an agreement is reached.
  • School Accountability: The Progress Report also controls for changes in State tests by measuring each school’s performance in comparison to other schools, keeping our accountability system fair. Schools whose test scores are lower than in past years can continue to receive high Progress Report grades if their students’ performance and progress are higher relative to other schools, particularly schools serving similar students. The distribution of elementary and middle schools’ grades will also remain fixed, so there will not be an increase in the percentage of schools that receive low grades.

Our school communities need to know about the promise these standards hold to help broaden students’ options as they approach adulthood. They also need to know about the new tests and to have their questions addressed. The work you have done over the past several years positions you well for these critical conversations. It is important that your school community understand the challenges ahead and feel confident in your school’s ability to manage this change. With the support of your network, please take the following steps:

  • In advance of parent-teacher conferences:
    • discuss these changes with teachers and provide an opportunity for them to share their concerns.
    • backpack home this letter to parents of students in grades 3–8; translated versions are available here.
  • During parent-teacher conferences: make copies of the letter available to families.
  • Before spring recess begins in March: bring your school community together to share this information and answer questions about the changing tests. These conversations could take place during parent-teacher conferences, curriculum nights, PTA and SLT meetings, or other events.

There are many resources available to support you in this effort, both on the Common Core Library and on EngageNY. These include sample activities you can use to help parents better understand the contrasts between old and new State tests, PowerPoint presentations that explain the Common Core shifts, and videos and other materials for parents—including a recording of a webinar I led recently about the Common Core. We will continue to update the Common Core Library with additional resources that I encourage you to share with parents.

Again, as you speak with your school community in the coming weeks, I encourage you to communicate that this spring’s tests are new and will be more challenging, and to make clear that you will continue to support your students in reaching these higher expectations that focus on the skills students need to succeed. I appreciate your leadership in this effort.


Dennis M. Walcott


Newark schools would get $37.5 million boost under Gov. Murphy’s budget plan

PHOTO: OIT/Governor's Office
Gov. Phil Murphy gave his first budget address on Tuesday.

Newark just got some good news: Gov. Phil Murphy wants to give its schools their biggest budget increase since 2011.

State funding for the district would grow by 5 percent — or $37.5 million — next school year under Murphy’s budget plan, according to state figures released Thursday. Overall, state aid for K-12 education in Newark would rise to $787.6 million for the 2018-19 school year.

The funding boost could ease financial strain on the district, which has faced large deficits in recent years as more students enroll in charter schools — taking a growing chunk of district money with them. At the same time, the district faced years of flat funding from the state, which provides Newark with most of its education money.

“This increase begins to restore the deep cuts made to teaching and support staff and essential programs for students in district schools over the last seven years,” said David Sciarra, executive director of the Education Law Center, who noted that a portion of the increase would go to Newark charter schools.

Newark’s boost is part of a nearly $284 million increase that Murphy is proposing for the state’s school-aid formula, which has not been properly funded since 2009. In the budget outline he released Tuesday, Murphy said the increase was the first installment in a four-year plan to fully fund the formula, which calls for about $1 billion more than the state currently spends on education.

Even with Murphy’s proposed boost, Newark’s state aid would still be about 14 percent less than what it’s entitled to under the formula, according to state projections.

Murphy, a Democrat, is counting on a series of tax hikes and other revenue sources — including legalized marijuana — to pay for his budget, which increases state spending by 4.2 percent over this fiscal year. He’ll need the support of his fellow Democrats who control the state legislature to pass those measures, but some have expressed concerns about parts of Murphy’s plan — in particular, his proposal to raise taxes on millionaires. They have until June 30 to agree on a budget.

In the meantime, Newark and other school districts will use the figures from Murphy’s plan to create preliminary budgets by the end of this month. They can revise their budgets later if the state’s final budget differs from Murphy’s outline.

At a school board meeting Tuesday before districts received their state-aid estimates, Interim Superintendent Robert Gregory said he had traveled to Trenton in December to tell members of Murphy’s team that the district was “running out of things to do” to close its budget gap. He said the district wasn’t expecting to immediately receive the full $140 million that it’s owed under the state formula. But Murphy’s plan suggested the governor would eventually send Newark the full amount.

“The governor’s address offers a promising sign,” Gregory said.

Civics lesson

With district’s blessing, Newark students join national school walkout against gun violence

PHOTO: Patrick Wall

Thousands of Newark students walked out of their schools Wednesday morning in a district-sanctioned protest that was part of a nationwide action calling for an end to gun violence.

At Barringer Academy of the Arts and Humanities in the North Ward, students gathered in the schoolyard alongside Mayor Ras Baraka and interim schools chief Robert Gregory, who offered support to the protesters and even distributed a “student protest week” curriculum to schools.

Just after 10 a.m., hundreds of students watched in silence as a group of their classmates stood in a row and released one orange balloon every minute for 17 minutes — a tribute to the 17 people fatally shot inside a high school in Parkland, Florida last month.

While the Barringer students and faculty mourned those victims they had never met, they also decried gun violence much closer to home: siblings and relatives who had been shot, times they were threatened with guns on the street. Principal Kimberly Honnick asked the crowd to remember Malik Bullock, who was a 16-year-old junior at Barringer when he was shot to death in the South Ward last April.

“Too many lives have been lost way too soon,” she said. “It is time for us to end the violence in our schools.”

School districts across the country have grappled with how to respond to walkouts, which were scheduled to occur at 10 a.m. in hundreds of schools. The student-led action, which was planned in the wake of the Florida mass shooting, is intended to pressure Congress to enact stricter gun laws.

Officials in some districts — including some in New Jersey — reportedly threatened to punish students who joined in the protest. But in Newark, officials embraced the event as a civics lesson for students and a necessary reminder to lawmakers that gun violence is not limited to headline-grabbing tragedies like the one in Parkland — for young people in many cities, it’s a fact of life.

“If there’s any group of people that should be opposed to the amount of guns that reach into our communities, it’s us,” Baraka said, adding that Newark police take over 500 guns off the street each year. “People in cities like Newark, New Jersey — cities that are predominantly filled with black and brown individuals who become victims of gun violence.”

On Friday, Gregory sent families a letter saying that the district was committed to keeping students safe in the wake of the Florida shooting. All school staff will receive training in the coming weeks on topics including “active shooter drills” and evacuation procedures, the letter said.

But the note also said the district wanted to support “students’ right to make their voices heard on this important issue.” Schools were sent a curriculum for this week with suggested lessons on youth activism and the gun-control debate. While students were free to opt out of Wednesday’s protests, high schools were expected to allow students to walk out of their buildings at the designated time while middle schools were encouraged to organize indoor events.

In an interview, Gregory said gun violence in Newark is not confined to mass shootings: At least one student here is killed in a shooting each year, he said — though there have not been any so far this year. Rather than accept such violence as inevitable, Gregory said schools should teach students that they have the power to collectively push for changes — even if that means letting them walk out of class.

“Instead of trying of trying to resist it, we wanted to encourage it,” he said. “That’s what makes America what it is.”

PHOTO: Patrick Wall
Students released one balloon for each of the 17 people killed at a high school in Parkland, Florida last month.

After Barringer’s protest, where people waved signs saying “Love,” “Enough,” and “No to gun violence, several ninth-graders described what it’s like to live in communities where guns are prevalent — despite New Jersey’s tight gun restrictions.

Jason Inoa said he was held up by someone claiming to have a gun as he walked home. Destiny Muñoz said her older brother was shot by a police officer while a cousin was recently gunned down in Florida. The Parkland massacre only compounded her fear that nowhere is safe.

“With school shootings, you feel terrified,” she said. “You feel the same way you do about being outside in the streets.”

Even as the students called for tougher gun laws, they were ambivalent about bringing more police into their schools and neighborhoods. They noted that the Black Lives Matter movement, which they said they recently read about in their freshmen social studies class, called attention to black and Hispanic people who were treated harshly or even killed by police officers.

Ninth-grader Malik Bolding said it’s important to honor the victims of school shootings like the one in Parkland, Florida. But the country should also mourn the people who are killed in everyday gun violence and heed the protesters who are calling for it to end, he added.

“Gun violence is gun violence — it doesn’t matter who got shot,” he said. “Everybody should be heard.”