I taught high school Math at NYC Lab School in the mid- to late-1990s, during the days of Sequential Math I, II, and III – before the advent of the soon-to-disappear Math A and Math B. Having spent time in the last 2 –3 weeks helping my 10th grade son prepare for his January Math A exam, I was appalled by the degree to which expectations for high school mathematics competency in New York State (and consequently NYC) has been diminished. The phenomenon President Bush often cites about “the soft bigotry of low expectations” has indeed become a real! ity in New York State.The Math A exam consists of 30 multiple choice questions, each worth two points, plus nine extended answer questions variously worth 2, 3, or 4 points. The maximum possible score is 84, but conversion to a 100-point scale is done by a test-specific conversion chart rather than a strict percentage basis. On the June 2007 exam, for example, a student needed to earn only 35 of those 84 points (41.7%) to earn a passing grade of 65. On today’s January 2008 exam, the cutoff dropped again, to 34 out of 84. In other words, 40.5% is now the new 65%.
But wait, it gets worse. Suppose a student knew the answers today to 13 of the 30 multiple choice questions and blindly guesses at the other 17 (assume for the moment that he or she cannot answer any of! the extended answer questions). This student has a 1/4 chance! of gues sing correctly on each of those 17 remaining multiple choice questions, so on average he or she can get 4.25 more questions correct by just guessing. Seventeen correct answers (13 known + 4 guessed) yields 34 points, and that converts to a 65 final score. Yet the student only really “knew the math” for 13 questions (good for 26 points). The 8 points received from guessing represented 23.5% of his or her passing grade total of 34. Meanwhile, the student’s “knowledge level” grade of 31.0% (26/84) has netted him or her a 66. So a paltry 31% is the new 65%.
Compare this to the pre-NCLB days of Sequential I, II, and III exams. Those tests contained 18 short answer questions (2 points each) and 17 multiple choice questions (2 points each), from which students were required to choose and answer 30 questions. A series of extended answer questions accounted for 40 more points. On those exams, scaled to 1! 00 points, students were required to earn 65 points to get a 65. A student forced to guess on all the multiple choice questions could expect on average to get 4.25 correct (1/4 of 17), good for 8.5 points. Blind guessing would then, on average, gain the student just 13.1% (8.5/65) of his or her passing grade. Compared to the Math A student who could pass today’s Regents exam with a knowledge level grade of 31%, the earlier Sequential I student needed on average a “knowledge level” grade of 56.5%, a level 82.3% higher than today’s students.
This lowering of the mathematics bar for New York’s public high school students offers yet one more example of how standards and expectations have been dropped as a result of No Child Left Behind. In fact, the difference is so substantial as to call into question any claims by the NYSED or the DOE about increases in the Regents mathematics pass rates and, by ! extension, State and City graduation rates. A look at the Math! A grade conversion charts since 2004 further substantiates this view.
Raw scores (out of 84) needed for a passing grade of 65%
--------------------------------------2004--------2005---------2006---------2007--------2008
Math A – January exams -------- 37 ----------- 34 ---------- 33 ----------- 35 ---------- 34
Math A – June exams ------------ 37 ----------- 36 ---------- 35 ----------- 35
Math A – August exams --------- 36 ----------- 34 ---------- 34 ----------- 34
Math B – June exams ------------ 45 ----------- 48 ---------- 47 ----------- 47
Where it took a raw score of 36 or 37 (out of 84) to get a 65% final grade in 2004, it now takes just a 34 or 35 (with a low of just 33 in January 2006). By comparison, the raw score cutoff for passing the Math B exam, where there is far less pressure related to State graduation requirements, has remained virtually unch! anged over four years. Any system that allows government to decide where they will set the bar on each exam and then take political credit for improved performance must be inherently suspect.
Subjected to the same competency standards as students were a decade ago for Sequential Math I, a sizable percentage of today’s high school students would likely fail to meet the mathematics portion of their graduation requirements. We’re not necessarily educating better, just lowering the bar. The New York miracle in high school mathematics is just as ethereal (and phony) as George W. Bush’s now discredited “Texas Miracle” when he was that State’s Governor.
[Admittedly, this discussion ignores the Part 2, 3, and 4 extended answer questions. More on this aspe! ct of the Math A exams in another posting. Note, however, that! multipl e choice questions (generally less demanding, amenable to guessing, and more easily copied or otherwise communicated from student to student) constitute 60 of Math A’s 84 points (71.4%) compared to, at most, 34% (34/100) of the earlier Sequential Math I exams.]
math b regents solutions
