The New York Board of Regents and the New York State Education Department remain firmly committed to the testing regime that has aroused so much parent rebellion and produced no gains on NAEP for 20 years. The state always finds good news in the test scores, but NAEP has been consistently flat.
Opt outs declined by a percentage point, but still nearly one of every five eligible students did not take the tests.
Federal law (the “Every Student Succeeds Act”) says that parents have the right to opt out if their state permits it, but at the same time requires that every school must have a 95% participation rate or face sanctions–a flat contradiction.
New York has not yet clarified how it intends to punish the high-performing schools on Long Island where half the students didn’t take the tests.
This article appeared in Newsday, the main newspaper on Long Island.
The number of students boycotting state tests has declined slightly statewide, but Long Island remains a stronghold of the opt-out movement, state officials announced Wednesday.
The state Education Department, in a media advisory, said the percentage of students in grades three through eight opting out of exams last spring dipped to 18 percent, down from 19 percent in 2017 and 21 percent in 2016. Tests, which are mandated by federal law, cover English Language Arts and mathematics.
The advisory provided no specific percentage for Nassau and Suffolk counties, but did note that the bicounty region “remains the geographic area with the highest percentage of test refusals in both mathematics and ELA.” Newsday’s own surveys of Island districts last spring found boycott rates of nearly 50 percent.
Among students who took the tests statewide, 45.2 percent scored at the proficient level in English, and 44.5 percent in math, the education department reported. Agency officials said results could not be compared with those from prior years because the format of last spring’s tests was sharply revised.
Total testing days in the spring were reduced to four, down from six in prior years, in an effort to provide some relief for parents and teachers who had complained the assessments were too stressful.
New York’s opt-out movement has proved the biggest and most enduring in the nation. The movement first appeared on Long Island in 2013, then exploded statewide two years later, and has remained especially strong in Nassau and Suffolk, and in some suburbs of Westchester County and the Buffalo area.
On the Island, more than 90,000 students in grades three through eight refused to take the state English Language Arts exam in April, representing nearly 50 percent of those eligible, according to Newsday’s survey of Island districts at the time.
Across New York, the number of students boycotting the state tests from 2015 through 2017 has hovered near 200,000 of 1 million eligible pupils in each of the past three years.

I’m a parent on Long Island. I’m also a teacher. I remember Hillary Clinton coming to Long Island and telling News Day, a pro testing editorial board run news paper, that she would have her children take the tests. I never felt so abandoned and let down by the Democrats. Even after suffering for 8 years under Obama/Duncan education “reform”. So much was lost during those years.
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Her daughter never took the tests. She had no idea why parents were opting out.
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Would a political heavyweight, with practically unlimited resources and personnel, make an uninformed snap comment? Or was it a practical political decision? I wonder. I guess we’ll never know.
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Chelsea Clinton was raised outside New York State and she went to public school, so of course she never took NYSED tests or another state’s equivalent.
As a middle school student at Sidwell Friends, however, she absolutely did take a multi-day, multiple-choice, fill-in-the-bubble, computer-scored standardized test every year in grades five, six, seven, and eight. Here’s an excerpt from the head of school on why Sidwell’s leaders, educators, and families believed this was worthwhile:
Like many parents, Hillary Clinton appreciated having a high-quality third-party assessment as another data point in addition to what she was being told by her daughter’s teachers and principals.
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Tim,
Would the parents of Sidwell’s object to a third party’s influence that changed their child’s curriculum to focus on those tests? Would they allow an unproven teacher evaluation system to compel(force) its teachers to spend more time preparing for those tests? Would those parents allow the diversion of resources to more scripted curricular and test preppy worksheets?
We have yet to discover the full negative effects of the NYS Regent Reform agenda of the past decade or two. How it has fully affected the lives of students, teachers and families has not completely surfaced yet.
This situation you cite has noting to do with NYS. Parents that participate in optout are protesting more that just a bubble test. And you and our politicians (should) know it. I have a hard time believing that HC’s response was out of ignorance.
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My kid took the tests. I consider myself a progressive and I support parents choosing for their kid to take the test or not. I don’t believe a test score reflects anything but a vague snapshot on a single day that has little to do with the school. Hillary didn’t say teachers should be judged on test scores of their students. Hillary did not say every child should take the tests – she just answered that she personally would not have her children opt out.
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I think most people that visit this blog would disagree that the scores are simply benign and harmless. The opt-out movement put the breaks on “reform” in NYS more than any other measure. It’s too bad that you missed the opportunity, as a parent and a self-identified progressive, to be a part of it. Especially since your comment suggests you got nothing more than a snapshot of something that has little to do with your child’s education.
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Question: Do the DEMS know how AWFUL their policies are re: education? Do they know they betrayed this country in the name of the Common Gore and high stakes testing? I think: YES.
OPT OUT!
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Clinton’s tone-deaf words on education, repeatedly showing her lack of grasping how terrible things have gotten, allowed Trump (a guy not actually knowing what he was saying but still willing to say whatever his supporters wanted to hear) to gain blind voters when he repeatedly said that he would “get rid of Common Core.” He didn’t know or care what that promise meant, but at least HE was getting the message that voters needed to hear it.
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If you live in NYS ask any 8th grader, you know what their scores were in grades 3 to 7.
I just asked a class and they all stated that they can’t remember ever seeing their scores.
They do get mailed home . . . eventually. Many must get lost in the shuffle of chaotic home life. You would think that kids would get their scores in school. You know, those really super important test.
In case you’re wondering here is a sample score report that parents eventually receive.
Click to access mathscorereport-17eng.pdf
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Advice to parents. Mark these “Please don’t expect me to take this at all seriously” and mail them back.
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Wow, that is quite bizarre.
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RageAgainstTheTestocracy : I can’t imagine reading that kind of CR*P as a student. It would have totally demolished me to have been rated a failure or below standard. How many kids get rated failure year after year after year? And they are supposed to be motivated by this?
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In NY’s large and small city school districts with a high percentage of LIMs, failure rates in math and ELA (3 to 8) range from 70% to 85+%.
Year after tear after year after year after year . . .
NYS School Report Cards contain the granular data:
https://data.nysed.gov/lists.php?type=district
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I wonder what information they consider to be useful to someone who is trying to plan instruction. I see no useful “diagnostic” information here even if they had gotten the info in a timely fashion.
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The tests have no value. None!
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These tests will NEVER inform/improve instruction. Witness the relatively flat scores after years of “unpacking” the Common Core standards and endless PD sessions. These tests will NEVER be able to indicate WHY a student answered any particular item incorrectly. The possibilities are almost infinite. . .
confusing item
bad standard
limited vocabulary
exhaustion
chronic absenteeism
no stakes (for students)
bad mood
accrued skill deficit
dyslexia
hates school
hates his teacher
hates tests
hates life
mental illness
physical illness
testing fatigue
socially distracted
convinced he sucks at math
boredom
apathy
ineffective teacher
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You GO, Long Islanders!! You make me proud to have been raised as a NYS resident 40 yrs ago, back in the days when that meant a lot, K-12-wise — when we were among the top ed-achievers in the nation. I remember feeling so proud that my NYS teaching-cert was reciprocal w/CA state-teacher cert, cuz we two highest-qual K-12 ed in nation!
Sadly both states have wandered far from their once-well-funded K-12 pubschs & once-stellar, well-funded state colleges— tho I think NYS is still better-off on both counts: at least we have no Prop 13 to live down & regroup from. (And tho we never had free hi-qual state colleges as CA once did, we also did not defund ours & put them out of reach of middle-class residents). But our K-12 pubschs have been challenged over & over again by Cuomo, w/budget-slashing, & ed-reform scams imitative of lousy-ed southern/ rust-belt states, pimping privatized alt-schs funded by NYS citizens’ taxes, while holding pubsch feet to the fire w/’hi-stakes accountability’ designed to push kids into low-qual alt schs, in a not-so-subtle play to lower sch taxes.
And meanwhile how many times have I seen NYS ads promising no taxes at all for 10 yrs to biz moving to NYS? Just keep underfunding NYS K12, Cuomo, & you’ll find biz is hesitant to ask employees to move to a state that underfunds its pubschs.
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“back in the days when that meant”
Ain’t we all been there and done that?
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The ELA tests are an utter joke. First, the standards are so vague that it is impossible to operationalize them enough to test them validly or reliably. Anyone who doesn’t understand why this is so doesn’t know enough about English literature and language to be making decisions for others about these matters. Second, the tests don’t measure what they purport to measure or what people think that they measure. Command of reading and writing (not to mention speaking and listening and thinking) involves a lot ore than some puerile list of skills, which is what the purported “standards” are. At the highest level, one can make a distinction between descriptive or declarative knowledge (knowing that) and procedural knowledge (knowing how). The “standards” and the tests don’t treat the former at all, which is utterly absurd, and they treat the latter so vaguely and generally that nothing specific can be learned or, importantly, measured. And that’s just the beginning of a long list of reasons why these tests are ridiculous.
I’ve long felt that a good measure of the general intelligence of education officials and administrators is the degree to which they take these “standards” and the tests on them seriously.
They are a scam.
And, ofc, there are some diagnostic, formative, and summative tests that have real use to students and to teachers. These tests have none.
Well, they are pretty good predictors of the test-takers’ ZIP codes. I’ll grant that. But we already know those.
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“They are a scam.”
Exactly! We need to put and say in blunt word what the deforms are!
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Bob: regarding your statement: ” First, the standards are so vague that it is impossible to operationalize them enough to test them validly or reliably.”
Is this not the problem of all testing? If we make it too obvious what we are going to test, the material is too narrow and we restrict learning by focusing the students to a narrow topic in anticipation of the test. If we make the material too broad, the test starts to lose its ability to determine if the behavior of the student is an indication of achievement.
To me this is the problem with testing of any kind.
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No, it’s not a problem with all testing. I used to tell my students, “Look. This is not a guessing game. I’m going to tell give you a study guide for this test, and it will tell you precisely what you will have to know and be able to do in order to do well on the test. If you know and are able to do these things, then you will do well on the test.” If I say, you will be able to multiply two two-digit numbers, or you will be able to define “the Code” and give two examples of tenor and vehicle in “Follow the Drinking Gourd,” it is, in fact, quite easy to test these reliably and validly. We should test what we can, in fact, actually test. The concrete is an instantiation of a more general ability, and that gets at the issue of narrow focus. Another way to avoid that narrow focus is to recognize that testing answers aren’t all that we should require of students. We should also have them doing lots of activities–writing, public speaking, various kinds of projects–that are far more open-ended. It’s time we stopped trying to do with tests what tests cannot do.
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While I agree with your approach and was doing two of those things just today, I am growing less comfortable with the stacking aspect of grades. Students either choose to work enough for a 80 or a 90, figuring that they are one level or another. They often internalize the numbers they are attached to. This hurts some because it defines them as lower and gives the others the often false impression that they are higher. Meanwhile, standardized tests offer very little to the conversation.
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FIXIN’ to TEST RAGG
Gimme a T . . .”T” gimme an E . . . “E” gimme an S . . .”S” gimme another T . . .”T”
What’s that spell?
School!
What’s that spell?
School!
What’s that spell?
School!
Yeah come on all of you teachin’ folks
Billy Gates wants your hearts and souls
He got himself a brave new plan
Makin’ him the big money man
So put down your books and pick up a test!
We’re gonna rate ‘em worst to best
And it’s one, two, three,
What are we testing for?
Don’t tell me, I don’t give a damn!
Common Core’s just a testing scam!
And it’s five, six, seven, cashin’ in with Mister Gates!
Ah, they don’t know poems, they don’t know math!
Whoopee! They all better pass
Well come on Pearson you’d better move fast
Your big chance has come at last
Gotta go out and write that test
Only trick items – a white hot mess
You know that kids should never have fun
Let’s test ‘em all to Kingdom come
And it’s one, two, three,
What are we testing for?
Don’t tell me, I don’t give a damn!
Common Core’s just a testing scam!
And it’s five, six, seven, cashin in with Mister Gates!
Ah, they don’t know poems, they don’t know math!
Whoopee! They all better pass
Well come on Wall Street, don’t move slow,
Its school deform lets go, go, go
There’s plenty good money on the way
By supplying schools with tests today
Just hope and pray that when the students bomb,
They drag all their teachers along.
And it’s one, two, three,
What are we testing for?
Don’t tell me, I don’t give a damn!
Common Core’s just a testing scam!
And it’s five, six, seven, cashin in with Mister Gates!
Ah, they don’t know poems, they don’t know math!
Whoopee! They all better pass
Now Soccer moms throughout the land
Pack your kids off to test again
Come on fathers, don’t hesitate,
Send em off before it’s too late.
Be the first one on your block
To know your kid’s dumb as a rock
And it’s one, two, three,
What are we testing for?
Don’t tell me, I don’t give a damn!
Common Core’s just a testing scam!
And it’s five, six, seven, cashin in with Mister Gates!
Ah, they don’t know poems, they don’t know math!
Whoopee! They all better pass
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Good job!
Good ol Country Joe McDonald and the Fish.
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HAAAAAA!!!! Wonderful. Thank you. What a delight!
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RageAgainstTheTestocracy:…Ohhh. You’re good. Glad you and Poet are on our team.
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New York State is walking a tightrope, the USDE has the authority to reduce Title 1 funding to the state, and, the opt out districts receive very little Title 1 dollars, the districts that will be harmed are the poorest districts – so far the USDE has only required state plans to increase participation rates, if participation rates fail to increase …. who knows? This is wholly a political decision …. Guess who may be the decision-maker?
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In the history of Title 1, from 1965 to the present, the feds have never withheld funding from poor districts to punish them. They huff and they bluff, but they have never done it. The threat is meant to gain compliance, but as you point out, the districts with high opt out rates are not in high poverty areas. The state education department can threaten to declare their schools “failing” and put them on a list of very bad schools, but wouldn’t that be bizarre to put the best schools in the state on the list of the worst schools? It would make the tests—and the efforts to force them on parents—even more ridiculous than they are now.
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“but they have never done it.”
Why?
Because it’s illegal?
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Exacto, Diane.
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“even more ridiculous”
Now that would take some doing!
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If funds are withheld it will result in angering not just the opt-out parents but also the opt-in parents and people like myself with no kids in school but who pay school taxes. It’s a losing situation for the powers-that-be.
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