What's happening
This bill amends education law to remove state test results from required use in annual teacher evaluations, relying instead on student learning objectives.
Why it matters
Reduces the emphasis on standardized state test scores as a measure of teacher effectiveness, potentially alleviating pressure and anxiety among teachers and students related to high-stakes testing.
Shifts the evaluation focus to Student Learning Objectives (SLOs), allowing more flexibility for teachers and schools to set meaningful, context-specific academic goals tailored to their student populations.
Empowers local school districts to select additional growth measures that fit their needs, as long as they follow state-approved models, which could foster innovation and responsiveness to local educational priorities.
May encourage a broader and more holistic approach to student assessment and teacher support, aligning with recommendations to reduce unnecessary testing and better reflect classroom realities.
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Who cares
Headline styles
End Test-Based Teacher Ratings
Plain English, a few words. Used as the page title.
Sponsors
No co-sponsors yet.
History
- Referred to education
- Referred to education
Full text
2 pagesUnderlined is new[Struck] is removedOfficial text on nysenate.gov ↗
STATE OF NEW YORK
419
2019-2020 Regular Sessions
IN SENATE (Prefiled)
January 9, 2019
Introduced by Sen. LANZA -- read twice and ordered printed, and when printed to be committed to the Committee on Education
AN ACT to amend the education law, in relation to the use of student testing results in annual teacher evaluations
The People of the State of New York, represented in Senate and Assembly, do enact as follows:
Section 1. Paragraph a of subdivision 4 of section 3012-d of the education law, as added by section 2 of subpart E of part EE of chapter 56 of the laws of 2015, subparagraph 1 as amended by section 3 of subpart C of part B of chapter 20 of the laws of 2015, is amended to read as follows:
a. Student performance category. Such category shall have at least one subcomponent and an optional second subcomponent as follows:
(1) For the first subcomponent, [(A) for a teacher whose course ends in a state-created or administered test for which there is a state-provided growth model, such teacher shall have a state-provided growth score based on such model, which shall take into consideration certain student characteristics, as determined by the commissioner, including but not limited to students with disabilities, poverty, English language learner status and prior academic history and which shall identify educators whose students' growth is well above or well below average compared to similar students for a teacher's or principal's students after the certain student characteristics above are taken into account; and (B) for a teacher whose course does not end in a state-created or administered test such teacher shall have] a student learning objective (SLO) consistent with a goal-setting process determined or developed by the commissioner, that results in a student growth score; provided that, for any teacher whose course ends in a state-created or administered assessment for which there is no state-provided growth model, such assessment must be used as the underlying assessment for such SLO;
EXPLANATION--Matter in italics (underscored) is new; matter in brackets
[ ] is old law to be omitted.
LBD05309-01-9
S. 419 2
(2) For the optional second subcomponent, a district may locally select a second measure in accordance with this subparagraph. Such second measure shall apply in a consistent manner, to the extent practicable, across the district and be [either: (A) a second state-provided growth score on a state-created or administered test under clause (A) of subparagraph one of this paragraph, or (B)] a growth score based on a state-designed supplemental assessment, calculated using a state-provided or approved growth model. The optional second subcomponent shall provide options for multiple assessment measures that are aligned to existing classroom and school best practices and take into consideration the recommendations in the testing reduction report as required by section one of subpart F of [the] part EE of chapter fifty-six of the laws of two thousand fifteen [which added this section] regarding the reduction of unnecessary additional testing.
The commissioner shall determine the weights and scoring ranges for the subcomponent or subcomponents of the student performance category that shall result in a combined category rating. The commissioner shall also set parameters for appropriate targets for student growth for both subcomponents, and the department must affirmatively approve and shall have the authority to disapprove or require modifications of district plans that do not set appropriate growth targets, including after initial approval. The commissioner shall set such weights and parameters consistent with the terms contained herein.
§ 2. This act shall take effect immediately.
Reflowed for reading: line numbers and page breaks removed. Cite the official text.
Sponsor's memo
Title of bill
An act to amend the education law, in relation to the use of student testing results in annual teacher evaluations
Purpose
Eliminates state administered test from the determination of student performance for purposes of teacher evaluations
Summary of specific provisions
Section one amends paragraph a of subdivision 4 of section 3012-d of the education law to eliminate the use of state administered student test scores in teacher evaluations.
Section two provides that the act shall take effect immediately.
Justification
A number of aspects outside of teachers control affect a student's test score, and recent concern has been raised over the reliability of test tools. It is increasingly difficult to prove that state administered test scores are an appropriate measure of a student's achievement. Because of this, student's test scores should not be a valid factor used in determining annual teacher evaluations. There are a number of factors outside of state administered test scores that can be used to assess a teacher's ability. Therefore, this bill guarantees that student's test scores are no longer used in evaluating a teacher's performance.
Prior legislative history
2018: S.5326 - Referred to Education 2017: S.5326 - Referred to Education
Fiscal implications
None.
Effective date
This act shall take effect immediately.
Summaries, headlines and scores are AI-generated from the official bill text. How we score bills. Source: NYS Open Legislation.