From the Principal - Reva Gluck-Schneider, Principal
Dear PS 144Q Grade 3-6 Parents,
I would just like to update you on the recent release of the New York State English Language Arts and mathematics results since you may choose to access the scores through the DOE’s ARIS Parent Link website (https://arisparentlink.org/parentlink) beginning Monday, August 16th.
To assist you in reading the new scores, I have compared the 2009 and 2010 definitions of performance levels for English Language Arts and mathematics in the tables below. Cut scores for these tests were set according to new Proficiency standards redefined to align them with college-ready performance. As a result of raising the bar for what it means to be proficient, fewer students met or exceeded the new Mathematics and English Proficiency standards in 2010 than in previous years.
We continue to have high academic expectations for your children and look forward to meeting your individual students’ needs.
Sincerely,
Reva Gluck-Schneider
Principal, PS 144 Q
(718) 268-2775
(917) 363-8375 Blackberry
Rglucks@schools.nyc.gov
Definitions of Performance Levels
for the Grades 3-8 English Language Arts Tests
|
2009 |
2010 |
Level 1: Not Meeting Learning Standards
Student performance does not demonstrate an understanding of the English language arts knowledge and skills expected at this grade level. |
Level 1: Below Standard
Student performance does not demonstrate an understanding of the English language arts knowledge and skills expected at this grade level. |
| |
|
Level 2: Partially Meeting Learning Standards
Student performance demonstrates a partial understanding of the English language arts knowledge and skills expected at this grade level. |
Level 2: Meets Basic Standard
Student performance demonstrates a partial understanding of the English language arts knowledge and skills expected at this grade level. |
| |
|
Level 3: Meeting Learning Standards
Student performance demonstrates an understanding of the English language arts knowledge and skills expected at this grade level. |
Level 3: Meets Proficiency Standard
Student performance demonstrates an understanding of the English language arts knowledge and skills expected at this grade level. |
| |
|
Level 4: Meeting Learning Standards with Distinction
Student performance demonstrates a thorough understanding of the English language arts knowledge and skills expected at this grade level. |
Level 4: Exceeds Proficiency Standard
Student performance demonstrates a thorough understanding of the English language arts knowledge and skills expected at this grade level. |
Comparison of Scale Score Ranges Associated with Each Performance Level for the English Language Arts Tests
|
| Grade |
2009 Level 1 |
2010 Level 1 |
2009 Level 2 |
2010 Level 2 |
2009 Level 3 |
2010 Level 3 |
2009 Level 4 |
2010 Level 4 |
| 3 |
475-615 |
475-642 |
616-649 |
643-661 |
650-719 |
662-693 |
720-780 |
694-780 |
| 4 |
430-611 |
430-636 |
612-649 |
637-667 |
650-715 |
668-719 |
716-775 |
720-775 |
| 5 |
495-607 |
495-646 |
608-649 |
647-665 |
650-710 |
666-699 |
711-795 |
700-795 |
| 6 |
480-597 |
480-643 |
598-649 |
644-661 |
650-695 |
662-693 |
696-785 |
694-785 |
Definitions of Performance Levels for the 2009 and 2010 Grades 3-8 Mathematics Tests
|
2009 |
2010 |
Level 1: Not Meeting Learning Standards
Student performance does not demonstrate an understanding of the mathematics content expected at this grade level. |
Level 1: Below Standard
Student performance does not demonstrate an understanding of the mathematics content expected at this grade level. |
| |
|
Level 2: Partially Meeting Learning Standards
Student performance demonstrates a partial understanding of the mathematics content expected at this grade level. |
Level 2: Meets Basic Standard
Student performance demonstrates a partial understanding of the mathematics content expected at this grade level. |
| |
|
Level 3: Meeting Learning Standards
Student performance demonstrates an understanding of the mathematics content expected at this grade level. |
Level 3: Meets Proficiency Standard
Student performance demonstrates an understanding of the mathematics content expected at this grade level. |
| |
|
Level 4: Meeting Learning Standards with Distinction
Student performance demonstrates a thorough understanding of the mathematics content expected at this grade level. |
Level 4: Exceeds Proficiency Standard
Student performance demonstrates a thorough understanding of the mathematics content expected at this grade level. |
Comparison of Scale Score Ranges Associated with Each Performance Level for the Mathematics Exam
|
| Grade |
2009 Level 1 |
2010 Level 1 |
2009 Level 2 |
2010 Level 2 |
2009 Level 3 |
2010 Level 3 |
2009 Level 4 |
2010 Level 4 |
| 3 |
470-623 |
470-660 |
624-649 |
661-683 |
650-702 |
684-706 |
703-770 |
707-770 |
| 4 |
485-621 |
485-635 |
622-649 |
636-675 |
650-701 |
676-706 |
702-800 |
707-800 |
| 5 |
495-618 |
495-639 |
619-649 |
640-673 |
650-698 |
674-701 |
699-780 |
702-780 |
| 6 |
500-615 |
500-639 |
616-649 |
640-673 |
650-695 |
674-698 |
696-780 |
699-780 |
Statements of Mayor Bloomberg and Schools Chancellor Klein on Results of State Math and English Tests
07/28/2010
Statement of Mayor Michael R. Bloomberg:
"Today, the State Department of Education released the results of the math and English exams administered this spring. This year's scores maintained the major progress we have made raising student achievement levels in recent years, and the decision by the State to raise its benchmark for proficiency will help us raise achievement levels even higher. According to the new, tougher benchmarks, roughly 54 percent of city students in grades 3-8 are meeting or exceeding math standards, while just over 42 percent are meeting reading standards. Parents, teachers and principals should understand that these numbers do not mean our students are performing any worse than they were last year; it just means that there is a new, tougher benchmark for measuring our successes.
"In this increasingly competitive global economy, we need our students to have a strong foundation to be successful - and we are clearly headed in the right direction. Since 2002, we've seen an ongoing trend with New York City students outperforming students in school districts throughout the State. And I believe if we keep working together to raise our standards and give our students the support they need, there's no limit to what they can achieve."
Statement of Chancellor Joel I. Klein:
"After substantial progress since 2002, our kids should be proud. By any measure, on both the state tests and the highly respected National Assessment of Educational Progress, New York City students have far outpaced students in the rest of the state.
"Today's lesson is that we have a long way to go - with higher expectations, our toughest and most exciting work is just beginning. Our goal has never been just proficiency, or even a high school diploma; our goal is to graduate all our students college and career-ready. It's time to come together to help our students meet this great challenge. It will take an unprecedented effort from school officials, teachers, students, and parents; and it will take a more rigorous set of standards that require our students to do college-level work."
