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Department staff recommend higher math and reading cut scores; propose phased, multi‑year implementation
Summary
After a standard‑setting process using the ID‑matching method, department assessment staff presented recommended cut scores that raise proficiency expectations in math and English/language arts and proposed phased implementation (four‑ or five‑year models) that add an 'approaching' category to recognize progress.
Department assessment staff told the board they completed a standard‑setting process in June 2025 using an ID‑matching methodology and are recommending higher proficiency cut scores for mathematics and English/language arts to align assessments with revised state standards.
Jason Ellis, director of assessment, described the process that produced the recommendations: the ID‑matching standard setting included a large set of educator and community participants who reviewed ordered item books and participated in three rounds of judgments, followed by vertical articulation across grade levels. Ellis said the department engaged technical advisors, an independent observer and an external contractor and that the process “was followed with fidelity.”
The department explained why changes were needed: standards were revised in 2023 and state assessments for the 2024–25 year are fully aligned to those more rigorous standards, but the existing proficiency cut scores reflected older expectations (2016–17). The department said cut scores must reflect the current standards so that the label “proficient” matches the higher expectations.
Staff presented numerical recommendations for grade‑level cut scores and described projected distributions if the new cuts were implemented immediately; the presentation projected a larger share of students in below‑basic and approaching categories and 39% combined in proficient and advanced under the new thresholds for certain grades.
To reduce disruption the department proposed phased options: a four‑year model and a five‑year model that would incrementally raise an interim “approaching” cut score while leaving the final proficient and advanced thresholds fixed. Under both models the department said it would hold divisions accountable while recognizing students who are making progress toward proficiency.
On high‑school graduation concerns, assistant superintendent Jennings told the board the department intends to protect current graduating cohorts from the new cuts: students graduating in 2026 who take end‑of‑course tests will be evaluated under the current 400‑point proficiency standard. He emphasized multiple existing pathways to demonstrate verified credits for graduation, including board‑approved substitute tests, local verified‑credit options and accommodations for students with disabilities.
The department plans to visit school divisions and other stakeholders to collect feedback and return to the board in October with implementation proposals.
