SUMMARY OF REPORTSUMMARY OF REPORTtoto

NYS BOARD OF REGENTSNYS BOARD OF REGENTSandand

COMMISSIONER OF EDUCATIONCOMMISSIONER OF EDUCATION

Presented by the Math A PanelPresented by the Math A Panel

onon

October 8, 2003October 8, 2003

INTRODUCTIONINTRODUCTION

THANK YOU!THANK YOU!

TThe Panel deeply appreciates the invitation to he Panel deeply appreciates the invitation to assist with this important effort.assist with this important effort.

THIS IS A CONSENSUS REPORT.THIS IS A CONSENSUS REPORT.All 41 recommendations are supported by all 13 All 41 recommendations are supported by all 13

Panel members.Panel members.

GRATEFUL FOR HELP.GRATEFUL FOR HELP.TThe Panel is grateful for all of the help from SED he Panel is grateful for all of the help from SED

staff members.staff members.

INTRODUCTION, cont’dINTRODUCTION, cont’d

The Panel believes that, because of the The Panel believes that, because of the length and complexity of this report, we length and complexity of this report, we need to be very clear in stating what we need to be very clear in stating what we intend the report to say.intend the report to say.

WHAT THE REPORT DOES WHAT THE REPORT DOES NOTNOT SAY: SAY:

This report does NOT say there are some This report does NOT say there are some problems with the Math A testing program, problems with the Math A testing program, so throw out Math A.so throw out Math A.

The report does NOT say there are The report does NOT say there are problems with the Math A testing program, problems with the Math A testing program, so don’t give kids math Regents exams so don’t give kids math Regents exams any more.any more.

Conclusions like these would be a Conclusions like these would be a misinterpretation of this report.misinterpretation of this report.

THE REPORT THE REPORT DOESDOES SAY: SAY:

There are problems:There are problems: with the clarity of the Math A standardswith the clarity of the Math A standards with the support systems needed for such an with the support systems needed for such an

ambitious endeavor, andambitious endeavor, and with some of the technical aspects of the with some of the technical aspects of the

development of the Math A Regents exams.development of the Math A Regents exams.

These problems are solvable; 41 These problems are solvable; 41 recommendations were developed to recommendations were developed to address the problems identified.address the problems identified.

THE PANEL BELIEVES . . . THE PANEL BELIEVES . . .

NYS has the highest math standards in NYS has the highest math standards in the nation; we want to keep it that way.the nation; we want to keep it that way.

Much positive change has occurred with Much positive change has occurred with the new math standards, in particular the new math standards, in particular access for hundreds of thousands of kids access for hundreds of thousands of kids to high quality programs that were not to high quality programs that were not available to their counterparts a decade available to their counterparts a decade ago.ago.

We must move forward, not backward.We must move forward, not backward.

THE PANEL BELIEVES . . .THE PANEL BELIEVES . . .

The problems with Math A are complex and The problems with Math A are complex and systemic.systemic.

Therefore, the solutions, of necessity, are Therefore, the solutions, of necessity, are complex, and must be systemic.complex, and must be systemic.

The recommendations should be considered as The recommendations should be considered as a whole.  Accepting even a majority of the a whole.  Accepting even a majority of the recommendations may not result in any change.  recommendations may not result in any change.  We believe that all the pieces need to be in We believe that all the pieces need to be in place for this plan to work.place for this plan to work.

ALIGNMENT IS ESSENTIALALIGNMENT IS ESSENTIALContent

Standards

ClassroomInstruction

Curriculum Test Development Process

Regents Exam

FINDING: The Math A content standards are

not clear. FINDING: There are technical

problems in the test

development process, which

result in the exams being inconsistent

over time.

FINDING: There is no

agreed upon

curriculum.

FINDING: Because the standards are

unclear, and there is no agreed upon

curriculum, teachers look to past Regents exams for guidance.

FINDING: THE SYSTEM IS NOT ALIGNED.

MATH A IS BUILT ON AMATH A IS BUILT ON AK-8 MATH FOUNDATIONK-8 MATH FOUNDATION

Grade 3

Kindergarten

Grade 4

Grade 2

Math A

Grade 6

Grade 8

Grade 7

Grade 5

Almost half the students are

scoring a 1 or a 2 on the Math 8 assessment

The effort to raise all students to the Math A standards must start in the early grades.

Even with everything aligned for Math A, the problem seen in 8th grade cannot be solved in a matter of months in Math A.

Grade 1

ITEM RESPONSE THEORYITEM RESPONSE THEORY

Classical Test Theory.Classical Test Theory. Each Item is given a “p” Each Item is given a “p” value estimating the probability of getting the value estimating the probability of getting the item correct. This is simply the percent of item correct. This is simply the percent of students in the field sample that get it correct. If students in the field sample that get it correct. If 75% of the sample get it correct, then p(item) = 75% of the sample get it correct, then p(item) = 0.75. p-values range from 0 to 1.0.75. p-values range from 0 to 1.

ITEM RESPONSE THEORY, cont’dITEM RESPONSE THEORY, cont’d

Item Response Theory.Item Response Theory. Uses mathematical formulas to Uses mathematical formulas to transform the p-value to another number, called the transform the p-value to another number, called the Rasch Item Difficulty, commonly called a “b-value.“ Rasch Item Difficulty, commonly called a “b-value.“

The range is usually -3.0 to +3.0. More negative means The range is usually -3.0 to +3.0. More negative means the item is relatively easy; more positive means it is the item is relatively easy; more positive means it is relatively harder; 0 is “average.” relatively harder; 0 is “average.”

These can be thought of as roughly similar to standard These can be thought of as roughly similar to standard deviations:deviations: most items will fall between -1.0 and +1.0;most items will fall between -1.0 and +1.0; vast majority between -2.0 and +2.0;vast majority between -2.0 and +2.0; -2.0 very easy, +2.0 very hard;-2.0 very easy, +2.0 very hard; -3.0 anyone can get; +3.0 no one can get.-3.0 anyone can get; +3.0 no one can get.

MATH A STANDARD SETTINGMATH A STANDARD SETTING

At the first round of testing (98-99), the items At the first round of testing (98-99), the items were arrayed by their b-values, from easiest were arrayed by their b-values, from easiest to hardest. A large group of people met and to hardest. A large group of people met and spent time deciding where the line should be spent time deciding where the line should be drawn for passing (65) and passing with drawn for passing (65) and passing with distinction (85). The lines drawn were:distinction (85). The lines drawn were:

0.692 for Passing (65)0.692 for Passing (65) 1.612 for Passing with Distinction (85)1.612 for Passing with Distinction (85)

STANDARDS – A CLARIFICATIONSTANDARDS – A CLARIFICATION

““Content Standards”Content Standards” are statements of are statements of expectations about student knowledge and skill expectations about student knowledge and skill in the content area. (For example: “Students in the content area. (For example: “Students will be able to solve algebraically two will be able to solve algebraically two simultaneous equations with two variables.”)simultaneous equations with two variables.”)

““Performance Standards”Performance Standards” are the set are the set performance levels for the exam. (For example: performance levels for the exam. (For example: 0.692 for Passing – 65 -- and 1.612 for Passing 0.692 for Passing – 65 -- and 1.612 for Passing with Distinction – 85.)with Distinction – 85.)

THE IMPORTANCE OF ANCHOR THE IMPORTANCE OF ANCHOR ITEMS AND FIELD TESTINGITEMS AND FIELD TESTING

TEST DEVELOPMENT

CYCLE #1

Set of Test Items

After testing, representative group selected: anchor items

FIELD TEST TEST

DEVELOPMENT CYCLE #2

FIELD TESTTEST

DEVELOPMENT CYCLE #3

Anchor Items

New Items

Anchor Items

New Items

In each test development cycle, the estimated difficulty of each new item is

determined based on the field test group’s performance on the anchor items.

IMPORTANCE OF FIELD TESTINGIMPORTANCE OF FIELD TESTINGThe performance of the field test students on the The performance of the field test students on the anchor items is the basis for adjusting the b-values of anchor items is the basis for adjusting the b-values of all newly written items.all newly written items.

(For example, if the field test students score lower than the (For example, if the field test students score lower than the first test group on the anchor items, the conclusion is that first test group on the anchor items, the conclusion is that the field test group has weaker skills. Therefore, their the field test group has weaker skills. Therefore, their weaker skill level is used to adjust the b-values of the new weaker skill level is used to adjust the b-values of the new items accordingly. An item the field test group experiences items accordingly. An item the field test group experiences as difficult will have its b-value adjusted, using as difficult will have its b-value adjusted, using mathematical formulas, to correct for the skill level of the mathematical formulas, to correct for the skill level of the group.)group.)

The purpose of IRT is to establish item difficulty The purpose of IRT is to establish item difficulty independent fromindependent from the skill level of the group. the skill level of the group.

IRT HINGES ON:IRT HINGES ON:

The anchor items, how well they represent The anchor items, how well they represent the content standards, and how well they the content standards, and how well they “behave” statistically over time.“behave” statistically over time.

The size of the field test group. (NOTE: The size of the field test group. (NOTE: Not its representativeness, because the Not its representativeness, because the mathematical adjustment of the item mathematical adjustment of the item difficulty should correct for skill level.) difficulty should correct for skill level.)

RAW SCORE TO SCALE SCORERAW SCORE TO SCALE SCORECONVERSIONSCONVERSIONS

Scale Scale ScoreScore

Raw ScoreRaw Score

JuneJune

20022002

AugustAugust

20022002

JanuaryJanuary

20032003

JuneJune

20032003

6565 5252 5353 5252 5151

8585 7272 7272 7171 7070

The conversions each year are all based on the standards determined in 1998-1999: 0.692 for Passing 0.692 for Passing

(65) and 1.612 for Passing with Distinction (85).(65) and 1.612 for Passing with Distinction (85).

THE MATH A PANEL’S THE MATH A PANEL’S

FINDINGS AND FINDINGS AND

RECOMENDATIONSRECOMENDATIONS

SIMPLY PUT: THE STANDARDS SIMPLY PUT: THE STANDARDS ARE NOT CLEARARE NOT CLEAR

The anchor items look like they represent one The anchor items look like they represent one standard.standard.

Many of the Regents exam items look like they Many of the Regents exam items look like they represent a different standard.represent a different standard.

The examples in the guides to teachers look The examples in the guides to teachers look more like the anchor items. more like the anchor items.

Many Standards (Performance Indicators) are Many Standards (Performance Indicators) are worded so broadly that their intent is unclear; worded so broadly that their intent is unclear; they could be interpreted in many ways.they could be interpreted in many ways.

FINDINGS AND RECOMENDATIONSTHE MATH A STANDARDS

Finding 1Finding 1: : The Math A standards lack clarity and specificityThe Math A standards lack clarity and specificity (p. 15). (p. 15).

Recommendation 1A: Recommendation 1A: Educationally useful standards must be Educationally useful standards must be developed in mathematics for each grade, K-8, and for Math A and developed in mathematics for each grade, K-8, and for Math A and Math B, that consist of a clear, well-defined set of skills, the mastery of Math B, that consist of a clear, well-defined set of skills, the mastery of which is demonstrable which is demonstrable (p. 19).(p. 19).

Recommendation 1B: Recommendation 1B: SED should establish a mathematics SED should establish a mathematics standards committee to rewrite the standards into functional form, and standards committee to rewrite the standards into functional form, and to meet regularly in the future to analyze test results, thus ensuring to meet regularly in the future to analyze test results, thus ensuring continuous relevancecontinuous relevance (p. 19). (p. 19).

Recommendation 1C: Recommendation 1C: SED should develop and disseminate SED should develop and disseminate suggested curricula for mathematics instruction for each grade K-8, and suggested curricula for mathematics instruction for each grade K-8, and for Math A and Math Bfor Math A and Math B (p. 19). (p. 19).

Recommendation 1D: Recommendation 1D: To benefit from the extensive research and To benefit from the extensive research and deliberation of the current Math A Panel, some of the current Panel deliberation of the current Math A Panel, some of the current Panel members should be included in both new committees recommended in members should be included in both new committees recommended in this report, i.e., the standards committee, and the curriculum this report, i.e., the standards committee, and the curriculum development committeedevelopment committee (p. 20). (p. 20).

FINDINGS AND RECOMENDATIONSTHE MATH A STANDARDS

Finding 2: Finding 2: The design concept that the Math A exam should The design concept that the Math A exam should be taken by the typical student after three semesters of instruction be taken by the typical student after three semesters of instruction has not been successful has not been successful (p. 20).(p. 20).

Recommendation 2: Recommendation 2: The standards and curricula should be The standards and curricula should be structured so that the typical student will take the Math A exam after structured so that the typical student will take the Math A exam after one year of high school mathematicsone year of high school mathematics (p. 20). (p. 20).

FINDINGS AND RECOMMENDATIONSTHE MATH A EXAM

Finding 3: Finding 3: The June 2003 Regents Math A exam was harder The June 2003 Regents Math A exam was harder than past Math A examsthan past Math A exams (p. 25). (p. 25).

Recommendation 3A:Recommendation 3A: Establish and maintain narrow Establish and maintain narrow statistical targets for difficulty of Parts I, II, III, and IV of the Math A statistical targets for difficulty of Parts I, II, III, and IV of the Math A exam forms exam forms (p. 28)(p. 28)..

Recommendation 3B:Recommendation 3B: Review the Math A item poolReview the Math A item pool (p. 28). (p. 28). Recommendation 3C:Recommendation 3C: The difficulty of problems in theThe difficulty of problems in the

anchor item set, in the guidance documents provided to teachers, anchor item set, in the guidance documents provided to teachers, and on the actual tests should be alignedand on the actual tests should be aligned (p. 28). (p. 28).

Recommendation 3D:Recommendation 3D: The weighting of the open-ended The weighting of the open-ended items, number of scale points possible on the open-ended item items, number of scale points possible on the open-ended item rubrics, and other aspects of the scoring of open-ended items rubrics, and other aspects of the scoring of open-ended items should be reconsidered should be reconsidered (p. 29).(p. 29).

Recommendation 3E:Recommendation 3E: The Math A test should focus on a The Math A test should focus on a more limited, more clearly-specified set of content standards and more limited, more clearly-specified set of content standards and indicatorsindicators (p. 29). (p. 29).

FINDINGS AND RECOMMENDATIONSTHE MATH A EXAM

Finding 4:Finding 4: The Math A tests have not been able to maintain a The Math A tests have not been able to maintain a consistent performance standard over timeconsistent performance standard over time (p. 29). (p. 29).

Recommendation 4A:Recommendation 4A: Alternative equating designs should be Alternative equating designs should be consideredconsidered (p. 32). (p. 32).

Recommendation 4B:Recommendation 4B: Sampling procedures for estimating item Sampling procedures for estimating item performance must be improvedperformance must be improved (p. 32). (p. 32).

Recommendation 4C:Recommendation 4C: Replace the anchor item setReplace the anchor item set (p. 33). (p. 33). Recommendation 4D:Recommendation 4D: Revisit performance standards (cut scores)Revisit performance standards (cut scores)

(p. 33).(p. 33).

FINDINGS AND RECOMMENDATIONSTHE MATH A EXAM

Finding 5: The New York State Education Department cannot accurately predict performance on Math A test (p. 33).

Recommendation 5A: SED should implement procedures for predicting the performance of test forms and groups of students on future Math A exams (p. 34).

Recommendation 5B: Policies for field testing and data collection should be revised (p. 34).

FINDINGS AND RECOMMENDATIONSTHE MATH A EXAM

Finding 6: Finding 6: Support and oversight for the Math A exam program Support and oversight for the Math A exam program should be improved should be improved (p. 34).(p. 34).

Recommendation 6A:Recommendation 6A: SED should immediately increase in-house SED should immediately increase in-house content and technical expertise resources by a minimum of one content and technical expertise resources by a minimum of one psychometrician and two math content specialists psychometrician and two math content specialists (p. 35).(p. 35).

Recommendation 6B:Recommendation 6B: SED should clarify the responsibilities SED should clarify the responsibilities assigned to its technical advisory committee, and should request assigned to its technical advisory committee, and should request this group to provide regular reports, including technical analyses, this group to provide regular reports, including technical analyses, reactions to proposed changes in test programs, and suggestions reactions to proposed changes in test programs, and suggestions for improving State testing programs (p. 35).for improving State testing programs (p. 35).

Recommendation 6C:Recommendation 6C: SED should increase demands placed on SED should increase demands placed on contractorscontractors (p. 36). (p. 36).

Recommendation 6D:Recommendation 6D: Internal coordination and Internal coordination and documentation should be improved documentation should be improved (p. 36).(p. 36).

FINDINGS AND RECOMMENDATIONSTHE INFRASTRUCTURE

Finding 7:Finding 7: Passing rate data for the State as a whole were not Passing rate data for the State as a whole were not available until three months after the exam; no data are collected available until three months after the exam; no data are collected regarding student performance on individual items, nor even regarding student performance on individual items, nor even regarding student performance on the four parts of the exam regarding student performance on the four parts of the exam (p. 37).(p. 37).

Recommendation 7:Recommendation 7: SED should increase its data collection SED should increase its data collection capacity to include item level data, and should accelerate its data capacity to include item level data, and should accelerate its data collection timetable collection timetable (p. 37).(p. 37).

Finding 8:Finding 8: WhileWhile the most important use of student the most important use of student performance data is to inform instruction, statewide data mining performance data is to inform instruction, statewide data mining models that would enable local schools and teachers to use these models that would enable local schools and teachers to use these data effectively are not generally available data effectively are not generally available (p. 37).(p. 37).

Recommendation 8:Recommendation 8: SED should substantially broaden its efforts SED should substantially broaden its efforts to assist districts in data collection, and the use of data to inform to assist districts in data collection, and the use of data to inform instruction instruction (p. 37).(p. 37).

FINDINGS AND RECOMMENDATIONSTHE INFRASTRUCTURE

Finding 9:Finding 9: The mathematical background of teachers delivering The mathematical background of teachers delivering math instruction varies widely; yet, raising almost three million math instruction varies widely; yet, raising almost three million children to higher levels of math achievement will be impossible children to higher levels of math achievement will be impossible without highly skilled teachers without highly skilled teachers (p. 37).(p. 37).

Recommendation 9A:Recommendation 9A: SED and higher education need to continue SED and higher education need to continue and to strengthen their partnerships to ensure strong teacher and to strengthen their partnerships to ensure strong teacher education programs, both pre-service and in-service education programs, both pre-service and in-service (p. 37).(p. 37).

Recommendation 9B:Recommendation 9B: The certification requirements for The certification requirements for elementary teachers and special education teachers should include elementary teachers and special education teachers should include a minimum of nine credits of college level mathematics (see a minimum of nine credits of college level mathematics (see Recommendation 9C), and three credits of teaching techniques in Recommendation 9C), and three credits of teaching techniques in mathematicsmathematics (p. 37). (p. 37).

Recommendation 9C:Recommendation 9C: Mathematics courses required for Mathematics courses required for certification, both for mathematics teachers and elementary and certification, both for mathematics teachers and elementary and special education teachers, should be specific not only in terms of special education teachers, should be specific not only in terms of number of credits required to be taken, but also in terms of number of credits required to be taken, but also in terms of coursework required to be taken, e.g., calculus, number theory, coursework required to be taken, e.g., calculus, number theory, algebraic structures, probability and statistics, etc.algebraic structures, probability and statistics, etc. (p. 38). (p. 38).

FINDINGS AND RECOMMENDATIONSTHE INFRASTRUCTURE

Recommendation 9D:Recommendation 9D: The Panel believes that, for any teacher The Panel believes that, for any teacher responsible for teaching mathematics at any level, the 175-hour responsible for teaching mathematics at any level, the 175-hour professional development requirement should include specific professional development requirement should include specific mathematics requirements. The Panel's thinking is that:mathematics requirements. The Panel's thinking is that: teachers who teach mathematics exclusively should be required teachers who teach mathematics exclusively should be required

to take 100 of the 175 hours in the area of mathematics;to take 100 of the 175 hours in the area of mathematics; secondary teachers who are certified in, and who teach in, more secondary teachers who are certified in, and who teach in, more

than one subject area, should be required to take 50 of the 175 than one subject area, should be required to take 50 of the 175 hours in the area of mathematics;hours in the area of mathematics;

teachers who teach mathematics as part of a broad set of teachers who teach mathematics as part of a broad set of teaching responsibilities, e.g., elementary teachers and special teaching responsibilities, e.g., elementary teachers and special education teachers, should be required to take 30 of the 175 education teachers, should be required to take 30 of the 175 hours in the area of mathematics.hours in the area of mathematics.

Additionally, the range of possible courses that would satisfy Additionally, the range of possible courses that would satisfy these requirements should be clearly specified these requirements should be clearly specified (p. 38).(p. 38).

FINDINGS AND RECOMMENDATIONSTHE INFRASTRUCTURE

Finding 10. Finding 10. The public has very little awareness of Math A, The public has very little awareness of Math A, and may have misunderstandings about the goals of Math A and may have misunderstandings about the goals of Math A (p. 38).(p. 38).

Recommendation 10:Recommendation 10: Make greater use of SED Make greater use of SED communications capacity to engage the public in conversations communications capacity to engage the public in conversations about the importance of strong mathematics skills about the importance of strong mathematics skills (p. 38).(p. 38).

Finding 11: Finding 11: There isThere is often a "disconnect" between K-12 and often a "disconnect" between K-12 and higher education higher education (p. 38).(p. 38).

Recommendation 11Recommendation 11:: SED should encourage conversations SED should encourage conversations at the local and regional levels of K-12 teachers of mathematics and at the local and regional levels of K-12 teachers of mathematics and higher education professors of mathematics, for the purpose of higher education professors of mathematics, for the purpose of sharing curriculum, and exploring professional development sharing curriculum, and exploring professional development opportunities and other possible collaborations, to bridge the gap opportunities and other possible collaborations, to bridge the gap between K-12 and higher education between K-12 and higher education (p. 38).(p. 38).

FINDINGS AND RECOMMENDATIONSTHE INFRASTRUCTURE

Finding 12: Finding 12: Raising the level of mathematics achievement of all Raising the level of mathematics achievement of all students to high levels must start when children are very young, and students to high levels must start when children are very young, and must go beyond the school day for school aged children must go beyond the school day for school aged children (p. 39).(p. 39).

Recommendation 12:Recommendation 12: SED should encourage through grants and SED should encourage through grants and other means the expansion of mathematics education initiatives other means the expansion of mathematics education initiatives beyond K-12, such as the creation of partnerships between schools beyond K-12, such as the creation of partnerships between schools and libraries, and the greater use of public television and museums and libraries, and the greater use of public television and museums (p. 39).(p. 39).

FINDINGS AND RECOMMENDATIONSADDITIONAL ISSUES --

SCORING RUBRICS, AND COMMUNICATION TO THE FIELD REGARDING GRADING

Finding 13:Finding 13: The scoring rubrics do not give credit for a variety of The scoring rubrics do not give credit for a variety of mathematically correct approaches mathematically correct approaches (p. 40).(p. 40).

Recommendation 13A:Recommendation 13A: Develop more generally worded, holistic Develop more generally worded, holistic scoring rubrics which permit credit to be granted for atypical, but scoring rubrics which permit credit to be granted for atypical, but mathematically correct, student responses mathematically correct, student responses (p. 40).(p. 40).

Recommendation 13B:Recommendation 13B: Rubrics should be designed so students Rubrics should be designed so students do not lose 33% or 50% credit for a minor arithmetic error do not lose 33% or 50% credit for a minor arithmetic error (p. 40).(p. 40).

Finding 14:Finding 14: There is a serious "disconnect" between the There is a serious "disconnect" between the perception of the SED content specialists and the perception of field perception of the SED content specialists and the perception of field classroom teachers regarding the application of the scoring rubrics classroom teachers regarding the application of the scoring rubrics (p. 40).(p. 40).

Recommendation 14Recommendation 14: : On each set of directions for the Math A On each set of directions for the Math A exam, a statement should be added confirming that the scoring exam, a statement should be added confirming that the scoring rubrics are a guide and should be applied using professional rubrics are a guide and should be applied using professional judgment judgment (p. 40).(p. 40).

FINDINGS AND RECOMMENDATIONSADDITIONAL ISSUES --

SCORING RUBRICS, AND COMMUNICATION TO THE FIELD REGARDING GRADING

Finding 15:Finding 15: There needs to be better communication of SED There needs to be better communication of SED grading interpretations during the grading process for the Math A grading interpretations during the grading process for the Math A exams exams (p. 41).(p. 41).

Recommendation 15A:Recommendation 15A: SED should continue on its path of setting SED should continue on its path of setting up a website during Math A Regents exam grading to provide up-to-up a website during Math A Regents exam grading to provide up-to-date clarifications to teachers grading the exam date clarifications to teachers grading the exam (p. 41).(p. 41).

Recommendation 15B:Recommendation 15B: SED should explore ways of sending up-SED should explore ways of sending up-to-date grading clarifications to the school districts during the to-date grading clarifications to the school districts during the grading period following the administration of the exam, as a backup grading period following the administration of the exam, as a backup to the website, to ensure the greatest possible consistency of to the website, to ensure the greatest possible consistency of grading across the State grading across the State (p. 41).(p. 41).

FINDINGS AND RECOMMENDATIONSADDITIONAL ISSUES --

CALCULATOR USE ON THE MATH A EXAM

Finding 16:Finding 16: Allowing the option of using a graphing calculator on Allowing the option of using a graphing calculator on the Math A exam provides some students with an advantage on the the Math A exam provides some students with an advantage on the exam, thus creating an inequitable situation exam, thus creating an inequitable situation (p. 41).(p. 41).

Recommendation 16:Recommendation 16: The use of calculators on the Math A The use of calculators on the Math A Regents exam should be standardizedRegents exam should be standardized (p. 42). (p. 42).

RECOMMENDATIONSCONCERNING THE JANUARY 2004 EXAM, AND ALL MATH A EXAMS UNTIL A NEW ONE IS DESIGNED

Recommendation 17:Recommendation 17: Until the standards are rewritten, new Until the standards are rewritten, new curricula are developed, the new course is delivered, and a new curricula are developed, the new course is delivered, and a new Math A Regents is designed and field tested, the Math A Regents Math A Regents is designed and field tested, the Math A Regents exam should be restructured so the exam includes: 30 Part I items, exam should be restructured so the exam includes: 30 Part I items, 5 Part II items, 2 Part III items, and 2 Part IV items 5 Part II items, 2 Part III items, and 2 Part IV items (p. 43).(p. 43).

Recommendation 18:Recommendation 18: The exam should be reviewed by a group of The exam should be reviewed by a group of practitioners, including math teachers, university mathematicians practitioners, including math teachers, university mathematicians and mathematics educators, with representatives from this Panel, and mathematics educators, with representatives from this Panel, prior to the administration of the exam prior to the administration of the exam (p. 43).(p. 43).

Recommendation 19:Recommendation 19: Until new items are developed and properly Until new items are developed and properly field tested, the exam items should be scaled in accord with the field tested, the exam items should be scaled in accord with the procedures used for the August rescaling of the June 2003 exam procedures used for the August rescaling of the June 2003 exam (p. 43).(p. 43).

RECOMMENDATIONSCONCERNING THE JANUARY 2004 EXAM, AND ALL MATH A EXAMS UNTIL A NEW ONE IS DESIGNED

Recommendation 20: Recommendation 20: The scaling should not be finalized until The scaling should not be finalized until after the exam has been administered and after a post equating after the exam has been administered and after a post equating procedure has been implemented to ensure the fairness of the test procedure has been implemented to ensure the fairness of the test (p. 43).(p. 43).

Recommendation 21:Recommendation 21: The 55 passing option on the Math A The 55 passing option on the Math A Regents Exam for a local diploma should be continued until after the Regents Exam for a local diploma should be continued until after the standards have been clarified, after new curriculum has been standards have been clarified, after new curriculum has been developed and disseminated, and after a new exam has been developed and disseminated, and after a new exam has been developed and administered for at least one school year (to ensure developed and administered for at least one school year (to ensure that it is performing in accord with its design) that it is performing in accord with its design) (p. 44).(p. 44).

Recommendation 22:Recommendation 22: The math RCT safety net for special The math RCT safety net for special education children should be continued until after the standards education children should be continued until after the standards have been clarified, after new curriculum has been developed and have been clarified, after new curriculum has been developed and disseminated, and after a new exam has been developed and disseminated, and after a new exam has been developed and administered for at least one school year (to ensure that it is administered for at least one school year (to ensure that it is performing in accord with its design) performing in accord with its design) (p. 44).(p. 44).

AN OFFER OF HELPAN OFFER OF HELP

The Panel believes this work is important. The Panel believes this work is important. Panel members have offered to continue Panel members have offered to continue helping by having representatives serve on helping by having representatives serve on the standards committee, on the curriculum the standards committee, on the curriculum committee, on any certification/professional committee, on any certification/professional development committees, and on the review development committees, and on the review committees for future exams -- especially committees for future exams -- especially the January 2004 exam -- and recommends the January 2004 exam -- and recommends this continued involvement to the Board.this continued involvement to the Board.

SUMMARY SUMMARY Content

Standards

Instruction

Curriculum Test Development Process

Regents Exam

The Standards need to be retooled.

The Math A Regents examneeds to have

technical changes

made, and to be linked to the retooled standards.

A grade by grade

curriculum,K-8, Math A,

Math Bneeds to be

writtenand

disseminated, with Math A being a one-year course.

Teachers need to understand the

standards, and need to have enough

preparation to teach the curriculum.

LINKAGES/PARTNERSHIPS • K-12 - Higher Ed • Public Libraries • Museums • Public Television

CONCLUSIONCONCLUSION

The Math A Panel believes these 41 The Math A Panel believes these 41 recommendations:recommendations:

will align all the elements of this effortwill align all the elements of this effort will greatly strengthen Math Awill greatly strengthen Math A will result in a strong K - Math B programwill result in a strong K - Math B program will improve mathematics education for all of the will improve mathematics education for all of the

children in New York Statechildren in New York State

We hope our thoughts are helpful and that they We hope our thoughts are helpful and that they will, ultimately, serve those for whom we are all will, ultimately, serve those for whom we are all here, the children.here, the children.