March 2015

In a March 2015 Newsletter to the school community, the Kingston

City School District encourages parents not to opt out of or refuse the NYS Common Core

Math and ELA tests in grades 3-8 citing several reasons and potential consequences. The

district writes:

“For most students in grades 3-4, 50 minutes is allotted each day for 3 consecutive days for

ELA. Math is 40,40 and 50 minutes respectively for each day. In middle level, ELA testing

averages 60 minutes, one day at 70, one day at 60, and one day at 50 minutes. Math is slightly

shorter. 40 minutes for days 1 and 2, and 50 minutes for day 3 in grade 3 and 70 minutes in

the other grades. This may be extended for identified students if it is in their IEP. The total

testing time accounts for less than one percent of class time each year. “

This is false. New York State allots 70 minutes of testing, plus 10 minutes of test preparation

for each of the three days of third and fourth grade Common Core ELA tests. Fifth graders

taking the NYS Common Core ELA test are allotted 90 minutes plus 10 minutes of preparation

time for each of the three days of testing. While some students may finish these tests in less

than the allotted time, many do not. By reducing the allotted time for these tests by almost an

hour, this statement presents an unfortunate misrepresentation of the facts. In math, third

graders are allotted 60 minutes on day one and two of the NYS Common Core Math tests and

70 minutes on day three. Again, parents are presented with an abbreviated amount of time

spent on testing. While the district informs parents that students with IEPs may have extended

time for these tests, it hardly conveys the fact that some students may spend up to 9 hours

taking each of the mandated assessments.

http://www.p12.nysed.gov/assessment/ei/2015/tdmath35-15.pdf

The newsletter further asserts:

“If at least 95% of a grade level or subgroup does not participate, the district will not meet the

required participate rate. This will result in our remaining a focus district and being required to

do additional school reviews and plans, taking valuable teacher time and energy away from the

classroom. It could also impact the allowable use of funding. Teachers are impacted by their

APPR scores. Lack of participation will most likely skew the results from any given class.”

The implication is that low-test participation will result in the district continuing to be labeled a

Focus District. The truth is far more complex. What is not explained is that the Kingston CSD

will remain a Focus District regardless of whether or not the district meets the 95% test

participation requirement this year. This is because for the past two years the district has not

met the state determined graduation rate and test score targets required to have the Focus

label removed. So ultimately, it makes no difference whether or not the Kingston CSD meets

the 95% participation requirement this year. Kingston CSD will remain a Focus District and will

have to continue to set aside 5-15% of its title one monies for interventions no matter how

many parents refuse the tests.

It should be noted that in order to no longer be considered a Focus District, Kingston CSD

must show two years of adequate growth (as defined by NYS) for economically disadvantaged

students and African American students as evidenced by state test scores. To date, the district

has not met these targets and as such, is not eligible to have the Focus designation removed.

Parents should be aware that these tests disproportionately label economically disadvantaged

students and students of color as failures. In Kingston, approximately 78% of students who are

considered economically disadvantaged scored a 1 (below standard) on the 2014 grades 3-8

NYS ELA and Math state tests. It is a matter of grave concern that these tests

disproportionately label poor students as failures. We encourage parents to carefully consider

their support for an economically biased assessment that unfairly labels their schools and their

children as failures. In school districts where more than half of the student body lives in

poverty, it is important that academic achievement and progress is measured using

assessments that accurately reflect what children CAN do rather than assessments designed

to punish.

Whether or not a parent refuses the NYS Common Core tests in grades 3-8, it is our hope that

this information will help parents to make informed decisions for their children. We continue to

recognize the importance of valid, authentic assessments and hope that in the near future,

NYS will recognize and act upon the concerns of parents, educators, and communities. We

urge parents to demand transparent, fair, and developmentally appropriate assessments that

are vetted for cultural and economic bias and provide useful feedback that can be used to

support each individual child and their unique set of strengths and weaknesses.

Learn more at nysape.org