Teachers express concern that RCSD science scores fall short of the state norm

Rochester, New York – The Rochester City School District’s fifth-grade scientific performance is much below the state average, according to test results from the 2023–2024 academic year published by the State Education Department. While 35% of pupils statewide scored proficiently on tests, only 10% of students in RCSD did so.

According to teacher Briana Bendlin, the test was modified this year to conform to the Next Generation Science Standards.

“In my experience as a former fourth-grade teacher, most students did not require the entire day to complete the written portion of the science test,” she stated.

Another educator, Jennifer Quinn-Burroughs, talked about her experience with the new exam.
“That science exam was really lengthy. It’s the longest test I’ve ever seen for fifth graders,” she remarked. Even her most accomplished pupils found it difficult to finish it in the allotted school day, she observed.

Bendlin noted comparable difficulties, stating, “A lot of students took at least two days; it was long, it was arduous.” In fact, one student took almost five days to complete the test.

According to both educators, the exam prioritized reading comprehension over a true understanding of science.

“It wasn’t the question’s content, but rather whether they understood the way it was asked,” Bendlin stated.

“That test was all about what facts you have memorized, and that is not the way we’re teaching science,” Quinn-Burroughs continued.

Additionally, the teachers noted that pupils’ performance is impacted by taking many tests at once. They attacked the test for being inflexible and devoid of experiential learning opportunities.

“That exploratory nature that students need when it comes to science is not accommodated by the way that curriculum is scripted,” Bendlin said.
Bendlin said, “Oh absolutely not,” in response to the question of whether test results fairly represent a student’s scientific understanding. She emphasized the need to see pupils as learners rather than as curricular products and urged for a comprehensive overhaul of the testing system.

“I don’t think a test is the right environment for kids as far as their mental health is concerned, and I don’t think it’s a measure of truly what they know,” Quinn-Burroughs said, expressing concerns about the effect of testing on students’ mental health. Bendlin said that more time is needed to accurately compare this year’s data with previous years. The school district has not yet responded to News10NBC’s request for their thoughts on the scores.