New York State Education Department Releases 2024–25 State Assessment Results

The New York State Education Department (NYSED) today released the results of the 2024-25 Statewide Assessments, including Grades 3-8 English Language Arts (ELA) and Mathematics Assessments and the Regents Examinations. The data provides important insight into student learning, reflects the impact of statewide instructional priorities, and demonstrates the continued progress districts are making as part of NY Inspires, New York's strategic vision for improving teaching and learning. While it can provide context to review prior years' results to identify trends, the purpose of annual assessment data is not to look backward, but to provide guidance for future learning. New York's comprehensive assessment system is designed to provide clear insight into student learning and to identify the supports students and educators need.

Chancellor Lester W. Young, Jr. said, "Today's results reflect the challenges and progress in our schools, and they reaffirm the importance of the work underway through NY Inspires. Our commitment remains steadfast: every student in New York deserves access to rigorous instruction, high-quality learning materials, and exceptional educators. When we see assessments as opportunities for learning and growth, we uncover each child's unique strengths and needs. Together, as families, educators, and communities, we can empower every student to grow, thrive, and reach their fullest potential."

Commissioner Betty A. Rosa said, "This data tells a clear story: when educators have strong training, aligned curriculum, and consistent support, students benefit. Our professional development efforts, literacy initiatives, and curriculum guidance are working, and we see that reflected in classrooms across the state. A comprehensive, multi-measure assessment strategy gives us the insight we need to continue moving forward together. New York's students deserve nothing less."

Grades 3-8 Assessment Trends

This year's Grades 3-8 assessment results show meaningful signs of improvement, particularly in districts that have engaged deeply with NYSED's professional learning resources and instructional supports. Early literacy training, statewide literacy briefs, the curriculum review guide, and expanded professional development have all strengthened classroom instruction. Districts that implemented high-quality, evidence-based instructional materials and invested in sustained professional development demonstrated notable gains, underscoring that when teachers have the necessary supports, students thrive.

Regents Examination Results

NYSED also released results for students who participated in the Regents Examinations. New Regents Examinations were introduced in June 2025 for Geometry, Life Science: Biology, and Earth and Space Sciences. As expected, performance trends mirror what the NYSED staff has observed in similar scenarios, including last year with the revised Grades 5 and 8 assessments. When assessments are updated to align with new standards, scores often experience a slight dip in the first year. However, when the alignment of curriculum and instruction with the learning standards receives the urgency and attention it requires, scores rebound.

These results reaffirm the importance of a comprehensive, forward-looking assessment strategy that prioritizes understanding where students are and what supports they need next.

A Comprehensive Assessment Strategy

Assessments are essential tools for supporting students. New York's Educational Assessment Strategy, aligned with NY Inspires, provides guidance to districts and models the need for multiple sources of evidence to make informed decisions about instruction. To be effective, a district's assessment system must be intentionally designed so that tools and practices work together to provide a complete and coherent picture of student performance and progress. New York's strategy is guided by a theory of action that prioritizes gathering reliable data from multiple measures throughout the academic year. Schools and districts are encouraged to select the tools that best meet the needs of their educators and students.

This multifaceted approach strengthens the ability of teachers, school leaders, and families to understand student learning, while supporting the broader goals of NY Inspires: ensuring coherence, raising expectations, and preparing every student for success.

What Did Not Happen This Year

As the State releases the new data, NYSED also reaffirms several key points about what did not occur during this assessment cycle:

• Standards were not lowered. New York's academic standards remain rigorous and aligned to college- and career-ready expectations.
• Scoring was not adjusted to inflate or deflate results. Cut scores, scale scores, and performance levels remained consistent with established policies and were not manipulated. Standard procedures were implemented to ensure the rigor of the tests remained equivalent to previous years.
• Tests were not made easier or harder. Assessments are written, reviewed, and developed by New York State teachers and continue to follow established test-development protocols, including expert review, field testing, and psychometric validation.
• No shortcuts were taken. The integrity of the assessment process remains central to NYSED's mission.

Next Steps

NYSED will continue to support districts through targeted technical assistance, professional learning, and implementation guidance tied to NY Inspires. Additional resources and district-level data can be found on the NYSED Data website.