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Patchogue‑Medford leaders say district is holding steady on Regents as trustees press for class‑level comparisons
Summary
District presenters reported percent passing and mastery for Regents, 3–8 assessments and I‑Ready diagnostics and described curriculum and benchmark adjustments; trustees asked whether classroom course grades align with Regents performance and pressed for comparative course‑average analyses.
The Patchogue‑Medford Board of Education heard a detailed presentation on Nov. 17 about the district’s New York State Regents and 3–8 assessment results, and trustees pressed administrators for more clarity on how course grades compare with exam outcomes.
The assessment presentation reviewed June Regents and 3–8 results across subjects and noted the district’s comparisons to Suffolk County and historical 2023–2024 data. The presenter summarized that in English the district recorded an 83 percent passing rate with 38 percent at mastery and described similar subject‑level pass/mastery figures for history, math and science. The presenter reminded the board that official 2025 statewide results were not yet posted and that some Regents exams were recently updated.
Administrators said departments are conducting "gap analyses" of question stems, redesigning benchmarks and aligning classroom assessments to the expectations of revised Regents. Mr. Hanley and Mr. Salado were cited as working with teachers to tailor instruction and adjust benchmark assessments so classroom work better matches new exam formats.
During Q&A, trustees asked whether course‑level passing rates are higher than Regents passing rates and whether teachers view Regents performance as an accurate snapshot of classroom mastery. One trustee asked, "So, are you saying that most of the kids aren't passing in the classroom?" District staff responded that course pass rates tend to be higher than Regents pass rates because course grades include participation, quizzes and other components; the district said it has conducted analyses comparing course averages to Regents outcomes and can provide additional cross‑tabulations to the board.
Trustees and staff discussed instructional responses to shifting test formats, including consultant support for science transitions, PLC time for teachers to share effective practice, and additional emphasis on literacy in math. The presentation said the district aims to increase percent passing to at least 85 percent as a department goal over five years and will adjust instruction and benchmarks to support that goal.
The board did not take a formal vote related to the assessment presentation; presenters and trustees agreed to share detailed course‑level comparisons and additional benchmark data with the board in follow‑up materials.
