Algebra 1 regents grading rubric 2023

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Overview

The Connecticut Summative Assessment system includes the following assessments:

• The Connecticut Smarter Balanced Assessment for students in Grades 3 through 8.
• The Next Generation Science Standards (NGSS) assessment for students in Grades 5, 8, and 11. 
• The Connecticut SAT School Day for students in Grade 11.
• The Connecticut Alternate Assessment System: 
  - Connecticut Alternate Assessment (CTAA) for English Language Arts and Mathematics for eligible students in Grades 3 through 8 and 11;
  - Connecticut Alternate Science (CTAS) Assessment for eligible students in Grades 5, 8, and 11; and
  - The Collaborative for the Alternate Assessment of English Language Proficiency (CAAELP) for eligible students in Grades K - 12.
• The English Language Proficiency assessment (LAS Links) in Grades K - 12 for English learners.
• The Connecticut Physical Fitness Assessment in Grades 4, 6, 8, and high school.  
• The Kindergarten Entrance Inventory is administered to kindergarten students. 

2022 - 23 Assessment Calendar

General Assessment Resources

Sensible Assessment 

• Sensible Assessment Practices - The purpose of this document is to offer guidance to educators including general education teachers, special education teachers, interventionists, instructional specialists, and related service providers on how they can “assess” their incoming students when the new school year begins without necessarily having to “test” them.

• Sensible Assessment Practices Webinar Series - This webinar series, consisting of short, topic-specific focal areas, was developed to support district administrators and teachers in preparation for school. Sessions complement the Sensible Assessment Practices document.

Assessment Policy Overview  

• 2021-22 - Connecticut's Summative Assessment System - Assessment Policy Overview - This resource outlines the general policies of the Connecticut State Department of Education for all state summative assessments that are administered to Connecticut public school students.

Special Population Resources

•   Special Population Documentation and Resources
  

United States Department of Education Peer Review Status Letters

• Connecticut Smarter Balanced Assessment 
• Connecticut SAT School Day 
• The Connecticut Alternate Assessment (CTAA)
• English Language Proficiency Assessment 
• Connecticut Alternate Science (CTAS) Assessment
• The Next Generation Science Standards (NGSS) Assessment

IMPORTANT INFORMATION ON SAT, ACT, AND CATW:

SAT, ACT: Ordinarily, students can demonstrate that they meet the University’s proficiency requirements in English and Math based on their SAT, ACT, or NY State Regents test scores. Because of testing disruptions caused by the pandemic, the University will not collect or use SAT or ACT scores for admissions or proficiency determinations through the spring 2023 admissions cycle.

Effective fall 2023 through spring 2025 admission cycles, students will have the option to submit SAT or ACT exam scores as part of their application. However, students should carefully consider whether they would like to send their test scores, and should carefully review the information and FAQs on the SAT/ACT Test Optional Policy available here.

The University will continue to collect Regents exam scores and use them for proficiency determinations and will continue to run the proficiency index based on Regents exam scores (when available) and an applicant’s high school GPA. If an applicant does not have any relevant Regents Exam scores, proficiency in English and math will be assessed based on high school GPA or High School Equivalency exam scores.

CUNY Assessment Test in Writing (CATW): Ordinarily, English as a Second Language (ESL) students who do not meet CUNY’s proficiency requirements in English, including ESL students who do not meet CUNY’s English Proficiency Index benchmark score, are assessed via the CATW. Because of testing disruptions caused by the pandemic, ESL students will instead be evaluated via the ESL Diagnostic Assessment (ESLD), an on-line web-based assessment, and appropriate English course placement will be determined by the college English/ESL faculty based on their review of the student’s ESLD response.

The ESLD is comprised of two sections:

• • In Section 1, students will write an essay response to a reading passage.  Students may use a dictionary, including a bi-lingual dictionary, but no other outside sources. The essay response should do the following:
    • • Explain the main point the author is making.
      • Share what you think (your opinion) about the author’s main point.
      • Support your opinion about the author’s main point by connecting it with your personal experience and/or what you have read, seen, learned about in school and/or on TV or social media about the topic.
      • Once you have finished your essay, be sure to review your writing and make any changes or corrections that will help the reader clearly understand the points in your essay.

Students will have 90 minutes to complete Section 1. Students who finish their essay response before the 90 minutes is up, may go on to Section 2. When 90 minutes have passed, students will automatically go to Section 2. Once students move to Section 2, they are NOT able to return to Section 1.

• • In Section 2, students will answer six questions regarding their English language skills.  This section is not timed and the responses will help the college ESL professors have a better understanding of the student’s language skills, in order to determine appropriate English course placement.

Additional information is provided in the ESLD Student Handbook.

What are CUNY’s proficiency requirements?

Students can demonstrate that they meet the University’s proficiency requirements in English and Math based on their SAT, ACT, or NY State Regents test scores:

English

Students may meet the proficiency requirement in English by documenting any one of the following:

• • • SAT I Verbal score of 480 or higher or SAT Critical Reading score of 480 or higher or SAT Evidence-Based Reading and Writing (EBRW) section score of 480 or higher
    • ACT English score of 20 or higher
    • NY State English Regents score of 75 or higher

Mathematics

Students may meet the proficiency requirement in mathematics by documenting any one of the following:

• • • SAT Math score of 500 or higher
    • SAT Math Section (exam date March 2016 and thereafter), score of 530 or higher
    • ACT Math score of 21 or higher
    • NY State Regents:
      • Common Core Regents: Score of 70 or higher in Algebra I or a score of 70 or higher in Geometry or a score of 65 or higher in Algebra 2.
      • Score of 80 or higher in Integrated Algebra or Geometry or Algebra 2/Trigonometry AND successful completion of the Algebra 2/Trigonometry or higher-level course.
      • Score of 75 or higher in one of the following:
        • Math A or Math B
        • Sequential II or Sequential III

CUNY’s Proficiency Index

Students who do not achieve the required scores on SAT, ACT, or New York State Regents Exams can satisfy the proficiency requirements with:

• • • an English proficiency index score of 65 or higher
    • a math proficiency index score of 60 or higher

Detailed information about the proficiency index is available below.

How do the University’s proficiency requirements affect admission to CUNY for freshmen?

Baccalaureate Programs

Candidates for freshman admission to a bachelor’s degree program must show that they are proficient in English and math on the basis of the SAT, ACT, New York State Regents, or meet the proficiency index scores  in order to be admitted.

Students who do not meet the proficiency requirements should speak to an admissions counselor to get more information about the best choice for their individual circumstances.

Three groups of students may be admitted to a bachelor’s program without first demonstrating proficiency:

• • 1. Applicants who already have a bachelor’s degree or higher from an accredited program. (However, ESL students may be asked by their college to take the ESL Diagnostic (ESLD) to assess their English language skills);
    2. Applicants who meet the proficiency requirement in math, who meet the University’s definition of ESL, and who meet all other admissions requirements may be admitted. These students must meet proficiency in English within two years of initial enrollment;
    3. Applicants who qualify for the SEEK program. SEEK students must meet the University’s proficiency requirement in English within one year of initial enrollment, and must meet the proficiency requirement in mathematics within two years of initial enrollment.

Associate Programs

Candidates for freshman admission to an associate program do not have to demonstrate proficiency in English or math based on the SAT, ACT, New York State Regents, or CUNY’s proficiency index to be admitted.  Students who do not meet the proficiency requirement in one or more areas have several options:

• • • Enroll in a free summer/winter immersion program.
    • Participate in CUNY Start, Math Start, or CLIP.
    • Enroll in the necessary remedial or corequisite courses at a CUNY community college, or in an associates’ program at a comprehensive college.

Once enrolled in an associate program, students may be required to take one or more remedial courses to build their skills in any areas in which they have not demonstrated proficiency. Students usually cannot begin a full program of college-level work in an associate program until they have achieved proficiency in English and math.

How do proficiency requirements affect admission to CUNY for transfer students?

Transfer Students From Outside CUNY

• • • Students with a 3-credit college-level English course with a grade of ‘C’ or better from an accredited college or university have satisfied the proficiency requirement in English.
    • Students with a 3-credit college-level math course with a grade of ‘C’ or better from an accredited college or university have satisfied the proficiency requirement in math.
    • Transfer applicants to associate programs who have not demonstrated proficiency based on the SAT, ACT, NYS Regents exams, or prior English or math courses and who have submitted an official high school transcript as part of their application, will be assessed by CUNY’s proficiency index. These applicants do not have to demonstrate proficiency to be admitted.

Transfers from a CUNY College

All students who wish to transfer from a CUNY associate program to a CUNY bachelor’s program must meet the University’s college proficiency requirements in English and mathematics to be admitted.  Students may meet these requirements via the SAT, ACT, New York State Regents, or by meeting the proficiency index scores. Additional ways of meeting proficiency requirements:

• • • Students who have successfully completed the top-level remedial Reading/ESL Reading course at a CUNY college satisfy the reading portion of the English proficiency requirement. Likewise, students who have successfully completed the top-level remedial Writing/ESL Writing course at a CUNY college satisfy the writing component of the English proficiency requirement.
    • Students who successfully complete a 3-credit college-level English course at a CUNY college satisfy the proficiency requirement in English.
    • Students who have successfully completed Elementary Algebra (or approved alternative offered by the college) or a 3-credit college-level math course at a CUNY college satisfy the proficiency requirement in math.

What is the Proficiency Index and how will it work?

The proficiency index is a formula that combines overall high school grade point average with SAT and Regents scores to determine whether the student has a good chance of succeeding in a credit-bearing math or English course without any additional support. The  proficiency index scores will be used to determine whether the student is eligible to begin in college level English and math or if remedial intervention is necessary.

There are separate proficiency formulas for math and English. Both use information that is already part of the application for freshman admissions: student’s overall high school GPA at the time of application, SAT scores, and Regents scores. If an applicant has both SAT scores and Regents scores, the formula will use both scores, but if they have only Regents or only SAT, it will use whichever is available. If an applicant does not have any relevant Regents Exam or SAT scores, proficiency in English and math will be assessed based on high school GPA or High School Equivalency exam scores. The formula places more weight on high school grades than test scores, but higher test scores can help offset lower grades and vice versa.

What Proficiency Index scores are needed to achieve proficiency in English and math?

• • • English: a score of 65 or more
    • Math: a score of 60 or more

How will English as a Second Language (ESL) students be assessed for placement into courses?

ESL students who do not meet the benchmark scores in math will be assessed via the proficiency index in math; for English proficiency, ESL students will be evaluated in the following way:

• • • ESL students who do not have a New York State English Regents score will not be assessed via the English proficiency index. Students will be required to take the ESL Diagnostic (ESLD) to determine English proficiency and appropriate course placement.
    • ESL students who have a New York State English Regents score will be assessed via the English proficiency index. Students who do not meet the English proficiency index benchmark score will be required to take the ESL Diagnostic (ESLD) to determine appropriate course placement.

The ESL Diagnostic is an on-line web-based timed writing assessment that measures students’ ability to do college-level writing in English and assesses readiness for introductory college courses. In the ESLD, students are required to read, understand, and respond to a passage of 250-300 words. The ESLD is designed to assess the ability to think and write in English, similar to the way students will be asked to think and write throughout their college career. It consists of a reading text and writing instructions. Students must read the text and instructions and then write an essay responding to the text while following the instructions. Students have 90 minutes to complete the ESLD, and may use a dictionary, bilingual if preferred.

How do students in a top-level developmental course demonstrate proficiency to take college level courses?

To pass top-level reading, writing, or math developmental courses, students must have an overall course average of 70% or higher. Course averages are determined by two factors: 65% of the grade is determined by the instructor, based on student performance, and 35% of the grade is determined by the final exam.

What resources are available to assist me in preparing for the CUNY Elementary Algebra Final Exam?

CUNY mathematics faculty have provided samples of the CUNY Elementary Algebra Final Exam; available on the Test Preparation Resources page.

Who is required to meet the Ability to Benefit (ATB) testing requirement for NY State Aid eligibility?

All New York State residents who have a foreign high school diploma are required to meet the New York State ATB standards to be eligible for TAP and NY State Aid. Students are required to meet the scores listed on the following ATB test modules:

• • • Reading: a score of 233 or higher
    • Writing: a score of 235 or higher
    • Arithmetic: a score of 230 or higher

View ATB test preparation resources.

Is it possible to make special arrangements for testing?

Accommodations based on disabilities will be granted to comply with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. Students who wish to request such accommodations should consult their college’s Testing Office or Office of Student Services.

What is a good grade on Algebra 1 Regents?

What is a passing grade on the Algebra Regents?

How many questions do you need to get right to pass the Algebra 1 Regents?

Is 83 a good Regents score?