By Hank Russell
A recent report from the Empire Center for Public Policy found that New York State students in grades 3 to 8 have improved their proficiency in English Language Arts (ELA) and Mathematics last school year. However, the report raises questions about how the state’s Education Department (NYSED) defines “proficiency.”
Preliminary data showed that 57% of New York students were proficient in Math, compared to 54% last year. Additionally, 53% were ELA-proficient, which is up from the previous school year’s figure of 46%. Previous findings reported that state scores were either the same or below the national average, although New York spends twice as much per pupil as the U.S. does ($30,012 to $16,526).
Both schools also led Long Island in math proficiency, each at 97%. Compared to last year, Lakeville’s score dropped slightly from 98%, while Ratner-Seaman Elementary improved from 94% in 2023-2024, based on data from the Empire Center.
According to the report, 471 out of the 712 school districts reported (66%) saw an increase in proficiency rates in Math and 634 (89%) in ELA, compared to the previous school year. This was a significant shift since the previous year’s (2023-24) results, when only 413 of the school districts (58%) increased proficiency rates in Math and 296 (42%) in ELA.
Quogue Union Free School District in Long Island had the highest proficiency with 94% in both ELA and Math, according to the Empire Center. Fire Island UFSD, the state’s most expensive school district with a per-pupil expenditure close to $150,000, had a proficiency rate of 48% in ELA and 57% in Math, for its 21 students who were tested.
Among the 3,712 schools in the entire state, 89 (2.4%) reported proficiency rates in the 90th percentile in ELA, and 150 (4%) in Math. Among them, ten schools had 100% proficiency in Math and four schools in ELA. Locally, Lakeville Elementary School in Great Neck and Jeffrey Ratner-Robert Seaman Elementary School in Jericho had the highest percentage of ELA proficiency of 95%. That is a major improvement from the 2023-2024 school year, when each school achieved 83% proficiency.
Despite these improvements, Empire Center President Zilvinas Silenas said he had doubts as to whether this data can be directly compared to that of previous years. There have been news reports that the state may have lowered the passing benchmark for students in New York City, as city legislators boasted of improved math and ELA scores.
”We would love to celebrate this increase in scores, however, the New York State Department of Education needs to dispel doubts on whether we are observing a genuine and long-overdue improvement or merely changes to the definition of what constitutes ‘proficiency,’” he said.
Long Island Life & Politics reached out to the state Education Department. The agency sent over a press release from December 4 addressing the controversy. According to the press release, the NYSED did not lower standards, did not adjust scores to change results, did not make the tests any easier or any harder and did not take any shortcuts.
“Today’s results reflect the challenges and progress in our schools, and they reaffirm the importance of the work underway through NY Inspires,” NYSED Chancellor Lester W. Young Jr. said in a statement. “Our commitment remains steadfast: every student in New York deserves access to rigorous instruction, high-quality learning materials, and exceptional educators. When we see assessments as opportunities for learning and growth, we uncover each child’s unique strengths and needs. Together, as families, educators, and communities, we can empower every student to grow, thrive, and reach their fullest potential.”
Commissioner Betty A. Rosa added, “This data tells a clear story: when educators have strong training, aligned curriculum, and consistent support, students benefit. Our professional development efforts, literacy initiatives, and curriculum guidance are working, and we see that reflected in classrooms across the state. A comprehensive, multi-measure assessment strategy gives us the insight we need to continue moving forward together. New York’s students deserve nothing less.”