Parents' Frequently Asked Questions about New York State's Annual Grades 3-8 English Language Arts and Mathematics Tests

PARENTS’ FREQUENTLY ASKED QUESTIONS ABOUT

NEW YORK STATE’S ANNUAL GRADES 3-8

ENGLISH LANGUAGE ARTS & MATHEMATICS TESTS & GRADES 5 & 8 SCIENCE TESTS

The Grades 3-8 English Language Arts (ELA) and Mathematics Tests and Grades 5 & 8 Science Tests are administered in the spring to

students across New York State. These annual tests for students in grades 3-8 are required by the federal Every Student Succeeds Act

(ESSA) of 2015. Public and charter school students enrolled in Grades 3–8 are expected to take the ELA, math, and science tests

administered for their grade level. The tests are designed to measure how well students are mastering the learning standards that guide

classroom instruction and are a valuable tool used to help ensure students have the support needed to succeed. The tests can also help

identify any learning needs a student may have. The annual tests are one measure used to assess student learning and is one tool of

many used by educators to ensure students are getting the services and supports they need to prepare for career, college, and civic

readiness.

1. What is the length of the 2024 tests?

• The 2024 Grades 3–8 ELA and Math Tests consist of two sessions each that are administered over two days.

• The 2024 Grades 5 & 8 Science Tests consist of a single session that is administered in one day.

2. What is computer-based testing (CBT)?

• Students testing on computer will select their answers for the multiple-choice questions on the computer instead of on an

answer sheet and will type their responses to the open-ended questions on the computer instead of handwriting them in

paper test booklets.

• CBT has been successfully implemented in many states. New York State builds on its statewide transition to CBT for the

Grades 3–8 ELA, Math and Science Tests in 2024. In Spring 2024, all students in grades 5 and 8 will take the ELA, math,

and science tests via CBT. The other grade levels may also participate in CBT, but paper-based testing will still be available

for these students. The transition will continue in 2025 and 2026, with two grades being added each year until all

grades 3-8 tests are administered by computer in 2026.

• The Question Sampler (https://ny.nextera.questarai.com/tds/#practice) is available publicly online and offers an opportunity

for students, parents, and educators to become familiar with CBT.

• As New York State transitions to CBT, paper-based testing will remain available as an accommodation for students who,

according to their Individualized Education Programs (IEPs) or Section 504 Plans, must test on paper and for students who

require an alternate language edition of the mathematics or science test. In addition, paper-based testing will remain

available to religious and independent schools, who do not make use of technology in the classroom because of religious

beliefs.

3. When will the 2024 tests be administered?

• There will be a multiple-week window (Monday, April 8 – Friday, May 17) to administer the Grades 3–8 ELA and Math

Computer-based Tests and the Grades 5 & 8 Science Computer-based Tests. Schools will select two consecutive school

days within the window for ELA and math and one day for science. Make-ups can be administered up until the end of the

window. The expanded computer-based testing window provides greater flexibility to schools that do not wish to test during

the April 8 solar eclipse and those that may close for the observance of Eid al-Fitr.

• The Grades 3, 4, 6 & 7 ELA Tests administered on paper will be given on two consecutive school days of the school’s

choosing between Wednesday, April 10 – Friday, April 12, with make-up dates between Monday,

April 15 – Wednesday, April 17.

• The Grades 3, 4, 6 & 7 Math Tests administered on paper will be given on two consecutive school days of the school’s

choosing between Tuesday, May 7 – Thursday, May 9, with make-up dates between Friday, May 10 – Tuesday, May 14.

4. Will the tests continue to be untimed?

• The 2024 Grades 3-8 ELA and Math Tests and the Grades 5 & 8 Science Tests will be untimed. Schools and districts have

the discretion to create their own approaches to ensure that all students who are productively working are given the time

they need within the confines of the regular school day to take the tests. A supervised lunch break should be arranged for

students during any of the test sessions if necessary.

• If the test is given in a large-group setting, administrators may permit students who finish to hand in their test materials (or

submit the test if testing on computer) and leave the room. If so, students should exit quietly so they do not disturb any

students still working.

• While exact testing times will vary by student, estimated testing times are in the 2024 ELA and Math Educator Guides

https://www.nysed.gov/state-assessment/grades-3-8-ela-and-math-test-manuals and Science Educator Guide

(https://www.nysed.gov/state-assessment/nys-grades-3-8-science-learning-standards).

5. What types of questions are asked on the tests?

• The tests include multiple-choice and open-ended questions, which assess the learning standards.

• The questions require students to apply their knowledge and, in open-ended responses, explain their reasoning. Students

will read texts, write responses, and solve real-world word problems, all of which are foundational skills necessary for

success in their next grade.

• The Department will continue to release at least 75% of test questions that count toward students’ scores, including all

open-ended questions. You can view previously released test questions (https://www.nysed.gov/state-assessment/past-

grades-3-8-tests) on the Department’s website.

• Additional information on the test design is available in the ELA, Math, and Science Educator Guides.

6. How are New York State teachers involved in the test development process?

• Hundreds of New York State educators were involved in creating, reviewing, and selecting questions for the

tests.

7. Are there testing accommodations for students with disabilities?

• Yes, testing accommodations are changes made in the administration of the tests that provide an opportunity for students

with disabilities to demonstrate mastery of skills and attainment of knowledge without being limited or unfairly restricted due

to the effects of a disability. Specific testing accommodations are recommended for individual students by the school’s

Committee on Special Education (CSE) or Section 504 Committee based on the student’s unique needs.

• Testing accommodations must be documented on students’ IEPs or Section 504 Plans and could include: flexibility in

scheduling (e.g., scheduled breaks); flexibility in the test setting (e.g., separate location); changes in test presentation (e.g.,

enlarged print); and changes in the method of response (e.g., use of a scribe for written responses).

• Principals are responsible for ensuring that accommodations for students with disabilities are implemented on all State and

local tests consistent with the recommendations in the IEP/Section 504 plan and in accordance with Department policy.

8. Do English Language Learners (ELLs) who are new to the United States take the Grades 3-8 ELA Tests?

• For the 2024 Grades 3-8 ELA Tests, schools are allowed to exempt ELLs (including those from Puerto Rico) who, on

April 1, 2024, will have been attending school in the U.S. for the first time for less than one year.

• All other ELLs are expected to participate in the ELA tests.

• There are no exemptions for students from the math or science tests.

9. Are there testing accommodations for English Language Learners (ELLs)?

• Yes. The school principal may authorize certain testing accommodations to ELLs in accordance with their best judgment

about the needs of these students. Principals should consult with each student’s classroom teacher in making these

determinations.

• Testing accommodations could include, for the ELA, math, and science tests, separate location and bilingual glossaries;

and, for the math and science tests only, translated paper editions in Arabic, Bengali, Chinese (Simplified), Chinese

(Traditional), Haitian Creole, Korean, Russian, and Spanish; oral translation (for lower-incidence languages); and writing

responses in students’ home language.

10. What will I learn from my child’s score report?

• The results of the annual assessments will provide information about your child’s academic progress and achievement. You

can use your child’s score report to guide a discussion with your child’s teacher(s) about additional supports that may be

helpful in school, as well as ways to support your child’s learning at home.

• The report will show how your child scored in specific skill and concept areas.

• State test results may differ from the information on your child’s school report card. Report card grades are cumulative and

based on many factors, including class participation, homework, attendance, quizzes, tests, and other instructional activities,

all of which are important in determining a child’s academic achievement.

11. When will the test results be available?

• As in prior years, we anticipate the test results will be available in September.

12. How will the test results be used?

• The results can be used to see how schools, districts, and the State overall are progressing with the State learning

standards. The 2023 scores for your school/district are available on the Department’s public data site

(https://data.nysed.gov/).

• State law and Regulations of the Commissioner prohibit school districts from making promotion or placement decisions

based solely or primarily on student performance on these tests. However, the statute provides that a district may consider

student performance on the assessments in these decisions provided it uses multiple measures in addition to the

assessments and the assessments do not constitute the major factor in such determinations. Districts should also establish

procedures to ensure that parents/students are involved in and may appeal such determinations.

• Additionally, the results cannot be used to evaluate teachers.

13. How are the state assessments different from the other assessments that my child takes in school?

• Schools use a number of assessment strategies throughout the year to provide information about what students know and

are able to do. This local assessment of student learning allows appropriate services and supports to be provided to students.

To get a full picture of the learning that has taken place, district- or teacher-developed assessments, vendor-developed

assessments, coursework, and portfolio- or project-based assignments may all come into play. These measures can be

formal or informal, formative or summative, pencil and paper or computerized.

• State assessments provide a critical picture of opportunity to learn across New York State. Based on the results, the

Department can identify areas that would benefit from additional resources or support from Department staff. The purpose

of assessing and identifying where support can benefit students and educators is to foster equity.

• Each type of assessment has a specific role to play, and a full picture of student achievement is best seen when these

multiple measures are reviewed together.