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Board of Regents

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Future students may see Regents exams decoupled from their diploma

By Mallie Jane Kim

In the heat of finals season anxiety on June 10, New York State Education Department shared a vision for future updates as to how students earn a high school diploma, including decoupling Regents exams from graduation requirements. 

But these changes are not happening just yet.

“A lot of people got very excited on Monday when the Regents met to discuss what their vision is going to be for the new graduation measures,” said Karen Roughley, Three Village Central School District board member, at a meeting June 12. “But right now it is still a vision.”

In addition to removing Regents as a graduation requirement, the education department’s vision sets out a “Portrait of a Graduate,” which would require New York students show proficiency in critical thinking, problem solving, literacy across content areas, cultural and social-emotional competency, effective communication and global citizenship. Under the vision, credits would be based on demonstrating proficiency rather than time spent in class and students could demonstrate proficiency through various pathways, not limited to assessments like Regents exams.

Roughley, who sat as a parent member on the Blue Ribbon Commission which initially gave the recommendations that inspired this new vision, emphasized that the state Department of Education still needs to work out details before implementing any changes.

“It looks beautiful on their presentation,” she said. “It’s something I think that we need to aspire to, but there’s a lot of questions that need to be answered.”

The Board of Regents plans to hold forums through October to gather feedback from stakeholders and will continue to fine-tune the vision into a full plan, which should be ready by November.

Regents exam scores in final grade

Those Regents exams were front of mind for some worried parents and students, who in Three Village will see their exam scores count as 10% of their final grade for the first time since a COVID-era “Do No Harm” policy allowed the scores to be left out if they would negatively impact a final mark.

Despite emails requesting a return of “Do No Harm,” the Three Village board opted to stay the course they charted in a 4-2 vote last November to end the policy, but left open the possibility of reexamining the issue in the fall.

 “A vote is a vote, and it has to matter unless the circumstances have changed,” said board president Susan Rosenzweig. “They really haven’t right now.”

 New York does not provide a recommendation on whether or how much to count Regents exams in final course grades, but rather leaves it up to each individual district. 

Three Village administrators say Regents scores shouldn’t be a major worry for students. District data presented at the meeting showed even if a student exam score is 20 percentage points less than their average grade per quarter, the overall grade would only drop by two points. For example, a student who has a 95 in the four quarters of classwork but scores 75% on the Regents, the overall grade would drop to 93.

“It wouldn’t have a significant impact,” said Brian Biscari, assistant superintendent for educational services, who previously shared the rationale for including the scores was partly out of concern students take the exams less seriously when they don’t count toward their GPA.

Though to some, even two points may be extremely valuable. 

“Oftentimes a single point can be the difference between being accepted or rejected from your dream school,” wrote an unnamed student in an email to the Three Village board. “As someone who strives for excellence in the classroom, I work diligently to ensure that my GPA is the highest it can possibly be.”

The student’s email, read aloud during the public comment section of the board meeting, added that lower scores could also disadvantage Three Village students looking to earn scholarships. 

Biscari pointed to the fact that teachers are the ultimate authority on each student’s grade and can adjust a final grade if a student underperforms on a test, relative to their demonstrated proficiency. 

“A two-point discrepancy is well within our teachers’ purview to change,” he said.

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The New York State Capitol building in Albany. File photo

By Jim Polansky

As the dust attempts to settle following two weeks of state assessment administration, preceded by months of politically charged debate and activism, I’ll, once again, express my plea that the state powers-that-be reflect on the situation and its root causes and attempt to redirect their decision-making toward what is in the best interests of the children of New York.

I can attest to the fact that the administrators, teachers and staff members in Huntington clearly understand their responsibilities. They continue to develop and refine their crafts but have never lost sight of the individual differences demonstrated by the students in their classrooms or buildings. They comprehend the concept of college and career readiness and recognize their roles within a systemic approach to a child’s education. They have instructionally prepared their students in alignment with the new standards, while continually striving to instill in students a love of learning. They have done everything possible to put aside their anxieties in the face of statewide educational unrest, rapidly moving evaluation targets and mandates that seemingly appear out of nowhere. I imagine all of this is characteristic of the majority of schools and districts throughout the state.

I’d like to think that some learning has been accomplished or perspective gained from recent events. For example, broad-scale changes are likely to meet with failure if necessary preparations are not made or if measures are not put into place to facilitate those changes. (The cliché applies — one cannot build a plane while it is being flown.)  No amount of federal monies is worth the potential outcomes of a rushed and, therefore, flawed change process.

I’ll add that the importance of accountability and evaluation should not be minimized. But an unproven system based on unproven measures will surely contribute to inaccurate outcomes — both false positive and false negative.

Education Law §3012-d has been passed. It requires the state’s Board of Regents to redesign the Annual Professional Performance Review (APPR) process by June 30 and subsequently requires districts to submit a new plan by Sept. 1. The bulk of plan development would be slated for a time when key stakeholders may not be available.

There are numerous education-related issues facing New York at this juncture. These issues must be approached with common sense and, again, with an eye toward what is best for our students. Why not begin such an approach with accepting the recent recommendation and allowing districts until at least September 2016 to build valid and sensible APPR plans?  Give districts the time, resources and capacity to do this right. Provide them with the guidance and support they need.  Leave threats of withholding aid out of the equation.

Education in New York is broken as a result of misguided and rushed initiatives that have left districts to their own devices to address state policy issues and misinformation spread throughout their communities. It is imperative that those in Albany reflect on what has happened and take the critical steps needed to restore transparency, close the wounds and repair what was and could return to being one of the finest educational systems in the country.

Jim Polansky is the superintendent of the Huntington school district and former high school principal.