As of late, test scores in New York are constantly declining, raising concerns amongst educators because children aren’t meeting their standards. This all began during the COVID-19 pandemic, as COVID played a major role in disrupting children’s ability to learn, with a lack of in-person discussion and the distraction of technology.
Here at AMS, we are also witnessing math test scores dropping. Lots of test scores sit at 70% or lower, and this is occurring throughout New York. In New York, the proficiency rate ranges from 40-54% for all grades, while other states tend to be 10.9 percent higher. Ever since 2019, New York test scores have dropped 10%. We interviewed two teachers, Ms. Garcia, head of the high school math department, and AP pre-calculus teacher Mr. Gonzalez, to understand how AMS is attempting to find a solution for this issue and their own guess as to why New York math scores have become so low. As the team lead for high school math, Ms. Gracia plays a crucial role in guiding other high school teachers like Mr. Gonzalez.
The main issues Ms. Garcia pointed out technology and lack of math . She stated, “not being able to practice our math skills at home, and also a little bit having to do with math fluency. Kids just aren’t picking up things as quickly.” Part of the issue is the lack of distribution of homework with lesson practice, which means children are unable to learn math topics as quickly as people would like them to, affecting their fluency. Giving practice outside of school is very valuable because there are 7 hours of school, and an hour or less goes into each math class. “We have acquired new calculators this year that’re going to be very helpful for students. Also, we have been providing math after school and math on Saturdays.” With additional hours of practice, kids can hopefully have a more efficient comprehension, and dance either math skills, and the upgraded calculator gives children the ability to learn more on their own.
believes lowering expectations for kids and AI has impacted children’s ability to level up in math. “I think in part it’s due to lowering of expectations of what students can achieve… Students can go home right now and use Photomath for their math homework.” When teachers hold children to lower expectations, they aren’t as willing to do better themselves. Their value in pushing children to their limit, even if they are doing so well, giving them a push is important. And AI has also become a big issue because students are able to take a screenshot or insert their problem into the AI and receive a quick answer. It discourages them, making them prefer to get the answers easily instead of doing the work. He also mentions some solutions. “I think part of the approach AMS is taking is designing classes that meet students where they are. So, just giving more targeted support to students who need it.
Something both AMS teachers mentioned is that test scores don’t actually define how good you are at math. Mr. Gonzalez said, “Tests today are designed to test how kids think, as far as I’ve seen. doesn’t tell the whole story, but it tells part of the story.” Ms. Garcia said, “I don’t fully believe that test results do show a child’s ability because sometimes there are kids who might not be good test takers, but they do have good math abilities.” Once tests aren’t all that matter due to the many factors that affect people’s ability to take tests: testing anxiety, lack of energy, or just being unable to focus. The Voice of AMS will update this story after the math supports discussed are implemented.
