Test Score Adjustments Lead to Increase in Passing Students
In a move aimed at improving fairness and participation in standardised testing, the passing scores for New York's math and English tests in younger grades have been adjusted. This change, referred to as an "equating" process, is designed to balance test difficulty from year to year and better reflect student proficiency at each grade level.
The adjustments were implemented through a process called "standard setting," where educators and experts review test content, student work, and performance data to define the minimum scores that demonstrate proficiency. For younger grades in subjects like math and English, the passing scores were calibrated to align better with developmental expectations and curriculum standards appropriate for those grades.
The changes were primarily driven by factors such as the expansion of computer-based testing, which affects accessibility and student response patterns, and the need to discourage test no-shows and improve test-taking rates. The aim was to provide a reliable measure that supports targeted interventions and educational equity by ensuring younger students are assessed fairly against grade-level expectations.
These changes are documented in the New York State Education Department’s 2025 Annual Report, which highlights expanded testing access through increased computer-based testing centers and policy updates to enhance testing participation and accuracy of proficiency determinations.
The latest math and English scores in New York show an increase in students reaching proficiency, partly due to the lowering of the score needed to "pass," especially for younger grades.
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In addition, the state has not yet released school-by-school data, but parents and teachers are receiving results earlier than in past years. The earlier release of results is intended to help parents and teachers plan instruction.
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[1] New York State Education Department’s 2025 Annual Report. (n.d.). Retrieved from https://www.nysed.gov/annual-report/2025-annual-report
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