In New York State schools the most important standardized tests are the Regents exams. The Board of Education believes that Regents scores provide the best measure for comparing the effectiveness and success of schools, and thereby, teachers. On the contrary, many believe that the Regents exams only show the results of students’ performance on one test, and not their overall performance. For this reason, New York State should due away with Regents exams.
The biggest problem with Regents exams is that students simply need to pass in order to receive Regents credit. Therefor, a student who achieves the lowest passing score of 65, receives the same credit as a student who scores in the 90’s. If one school’s students all pass with scores in the high 60’s and another school has 100 students score in the 90’s and five student’s fail, New York State considers the first school to be more effective and successful. That is clearly not an accurate measurement.
- “In a press release from January 4th, 2005, Mayor Bloomberg’s office claimed that the ‘Number of Schools Under Registration Review Schools Hits an All- Time Low of 35; 55% Reduction from 3 Years Ago’ What is not mentioned is that many of the schools on the SURR schools were large schools that were closed and replaced with several small academy style schools. For this reason, another consequence of the emphasis on Regents scores is that the larger schools are become a relic of the past, unless they can meet extremely high standards,” (Department of Education).
While, New York State believes these tests are the best way to assess the effectiveness of individual instructors, the numbers can be misleading. It doesn’t matter whether they have a large class or small class. It doesn’t matter if one school has stronger support services then another, or better technology support. All teachers are placed on the same scale and that is not fair.
Too often, New York State teachers are forced to teach to the test rather than use creative and outside-the-box teaching methods. While this allows teachers to create a simple, basic curriculum, it takes away their freedom to be creative and go outside the curriculum. As a result, many students coast through the year, only to consume themselves in practice Regents exams at the end of the school year in order to prepare for the test. Is that the best way to meet students’ academic needs and prepare them for the future? Does that accurately measure how successful a teacher is? Especially when low scores result in teacher’s receiving poor ratings and denial of promotions and tenure.
In June 2008, New York State requested $7 million in the state’s budget to maintain the assessment program. This is money that can be better spent. There are too many schools in New York in need of better technology and support services, as well as increased staffs and supplies. Some schools have Smart Boards in every classroom, while others do not even have enough textbooks for every student in the building.
New York State’s practice of administering Regents exams is an ineffective way to assess the success of students and effectiveness of teachers. The money used to create and administer these test can be better spent elsewhere.
Works Cited
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