Smarter Balanced and SAT scores in NH decline in math and English proficiencyBy DAVE SOLOMON
New Hampshire Union Leader
October 23. 2017 10:10PM
CONCORD — The state Department of Education released statewide results for the Smarter Balanced and SAT standardized tests on Monday, showing a decline in proficiency in both English and math from the previous year, according to Commissioner of Education Frank Edelblut.
Students in grades 3 through 8 took the Smarter Balanced test, aligned with the Common Core Curriculum Standards, while students in grade 11 took the Scholastic Aptitude Test (SAT).
Among third-grade students, 54 percent were proficient in English language arts and 55 percent were proficient in math, both down by three percent from 2015-16.
In grades 4 through 8, the decline in reading proficiency ranged from 4 percent in grade 6 to 1 percent in grade 7.
The statewide average for grades 3 through 8 was 58 percent proficiency in English, down 3 percent; and 49 percent proficient in math, down 2 percent.
Grade 11 students who took the SAT fared better, with 66 percent proficient in English, equal to last year’s number; and 44 percent proficient in math, a 3 percent improvement over 2015-16.
“We are obviously concerned about the decline in student performance and will be working closely with schools to understand the underlying drivers,” said Commissioner of Education Frank Edelblut.
Edelblut said all states that participated in the Smarter Balanced consortium for 2016-17 saw a similar decline in their English results, except California, which stayed even.
School-by-school results are available on the Department of Education website at http://my.doe.nh.gov/profiles/
“Now that the data has been certified, we will do some deep analysis to understand the results, looking at how our districts, schools and subgroups performed,” said Sandie MacDonald, the administrator for the Bureau of Instructional Support and Student Assessment.
“While schools and families have had individualized student information to assist in supporting students since last spring, this is the Department’s first opportunity to look at the aggregate state and district data we need to support our schools.”