NYSRA Statement on ELA Issues

FOR IMMEDIATE RELEASE: December 15, 1999
Contact: Maureen Goodwin 607-898-3367

The New York State Reading Association issued the attached statement with regard to student performance on the State Education Department's 4th and 8th grade assessments in English Language Arts and action needed by the State, local school districts and teachers.

The New York State Reading Association is a professional organization comprised 6,000 individuals who are reading teachers, classroom teachers, college educators, curriculum specialists, school library media professionals, literacy specialists, administrators, and parents.

This statement has been issued in response to the many public concerns over the new learning standards and the new 4th and 8th grade assessments of student achievement and learning. The New York State Reading Association welcomes all comments and encourages a lively and continuing public discussion about learning, learning standards, and the importance of reading in the lifelong learning endeavor.

Questions and/or comments may be directed to Maureen Goodwin, Government Affairs Chairperson for the Association, by calling 1-607-898-3367. Further information about the New York State Reading Association may also be obtained by going to the Association's website at www.nysreading.org.

STATEMENT of the New York State Reading Association

New York State Education Department 4th Grade and 8th Grade English Language Arts Assessments

Many questions are being raised with regard to statewide performance on the new 4th grade and 8th grade assessments for English Language Arts and Mathematics. Clearly, over the past several years, the Board of Regents and the State Education Department have advanced the cause of higher academic standards and accountability not only among students, but also among teachers, administrators and schools.

The New York State Reading Association is concerned, as are others, over the pace of implementation of the new standards. We do not, however, believe that these concerns should in any way result in a shrinking away from the need to raise the standards and to place a new set of expectations on our teachers, our schools and our students.

VALIDITY OF THE NEW ASSESSMENTS

The new assessments are intended to measure the academic achievement of students at critical junctures in their educational development. It has been suggested by some teachers, administrators, professional organizations and others that the tests do not reflect the new learning standards and may be expecting too much too soon from students and the educational system.

Indeed, the new tests are geared to a higher set of standards than the previous 3rd and 6th grade "PEP" tests. On the whole, NYSRA believes that the tests reflect the curriculum and standards, and represent performance-based assessment. In any transition period, there are naturally going to be a number of questions on relevance and validity. NYSRA is reaching out to our members for anecdotal information that will help us identify any common trends in student performance exhibited during this first round of tests. New York State Reading Association Statement on English Language Arts Assessments Page Two

"TEACHING TO THE TESTS"

Teachers must place greater emphasis on test performance due to very visible school-by-school accountability measures. However, these tests are only one measure of students' abilities. Teaching to the tests refocuses student and teacher

activities within the classroom. If the tests are true measures of New York State's higher standards, then it is very appropriate to teach to their content.

NEW PRESSURES ON STUDENTS Many express concern regarding increased pressure incurred by students due to higher standards and more challenging assessments. Research suggests that children respond positively to higher expectations. This new generation of assessments underscores the need for children to achieve academically at much higher levels.

TEST TAKING SKILLS

Test preparation skills are important to the extent that they allow students and staff to focus on the content of the test as well as on the format. In a time when new tests are being administered, it is only logical and prudent that we prepare students for the kinds of questions and the measures that will be used to determine their performance on these assessments. It is also important not to cause some students to fare poorly on the tests simply because of their lack of familiarity with testing techniques.

OVERALL EXPECTATIONS

Teachers can teach and respond to their students' educational needs, especially those needs related to attaining higher academic standards. This is all the public is requesting from our educational system. We know what is needed in the classroom collectively and for individual students -- educators need to be empowered to perform. All teachers need to stay current on best practices, engage in sustained and relevant professional development and remain cognizant of student needs within the classroom. Becoming familiar with the tests and new curriculum demands is imperative.

In order to achieve all these objectives, schools need to focus with intent on professional development for teachers (as required under SED's Professional Development Planning initiative), current technology, certified intervention teachers (as required under the new Academic Intervention Services initiative), equipping classrooms with up-to-date text books and laboratories, and safe and healthy learning environments.

We all know that these types of investments and improvements will cost more money. We must be willing to increase funding and more strategically target investments at the federal, state and the local levels and to re-order our priorities and spending plans as needed.