How Are Proficiency Cut Scores Set in New York State Assessments?

In New York State, proficiency cut scores for the grades 3–8 English Language Arts (ELA) and Mathematics assessments are not set by a fixed percentage of students passing. Instead, they are established through a formal standard-setting process that relies on panels of New York educators. These panels recommend the minimum scores—called cut scores—that separate each achievement level. The process is designed to combine technical evidence with professional judgment, following the Standards for Educational and Psychological Testing (AERA, APA, & NCME, 2014). The New York State Education Department (NYSED) describes this process in its Standard Setting Process in Educational Assessment.

Key Definitions

• Cut score (or standard): The minimum score a student must achieve to be classified into a given achievement level. For example, the cut score for Level III is the lowest score that qualifies a student as “Meets Proficiency Standards.”
• Standard setting: The process of establishing achievement level descriptions and the cut scores that classify students into those levels.
• Achievement level: One of four categories used for NYS grades 3–8 ELA and math: Level I (Below Standards), Level II (Meets Basic Standards), Level III (Meets Proficiency Standards), and Level IV (Exceeds Proficiency Standards).
• Achievement level description: A statement of what students should know and be able to do at each level. These descriptions guide panelists in recommending cut scores.

How the Standard-Setting Process Works

NYSED’s standard-setting process for these assessments involves several key steps. While the exact procedures can vary by assessment, the general framework is described in NYSED’s process document.

1. Panel selection: NYSED assembles panels of New York State educators who are geographically representative of the state. The panels also include educators with diverse roles—such as special education and bilingual teachers—to ensure all student interests are represented.
2. Training: Panelists receive training that outlines the standard-setting process, their specific task, and the materials they will use.
3. Multiple rounds of discussion: Panelists engage in multiple rounds of discussion. They review the achievement level descriptions and their own professional knowledge to recommend the minimally acceptable performance for each achievement level.
4. Recommendation: For each achievement level, panelists recommend the cut score—the minimum threshold for classifying a student into that level rather than the next lowest level.
5. Final adoption: NYSED reviews the panel recommendations and establishes the final cut scores. These become part of the operational test scoring, as documented in technical reports such as the 2024 Operational Technical Report for Grades 3–8 ELA and Mathematics.

What the Achievement Levels Mean

For the grades 3–8 ELA and Mathematics exams, students are classified into one of four levels: Level I (Below Standards), Level II (Meets Basic Standards), Level III (Meets Proficiency Standards), or Level IV (Exceeds Proficiency Standards). The achievement level descriptions define what students should know and be able to do when they have reached each level. These descriptions guide the standard-setting panels in recommending cut scores.

An Illustrative Example

This example is illustrative only; it does not reflect actual NYSED cut scores.

Suppose a standard-setting panel recommends a cut score of 320 for Level III (Meets Proficiency Standards) on a particular grade-level math test. A student who scores 325 would be classified as Level III, while a student who scores 315 would be classified as Level II. The cut score is the minimum score needed to reach the higher level. In practice, NYSED sets separate cut scores for each grade and subject, and these scores can change when the test or standards change.

What Cut Scores Can and Cannot Tell You

Cut scores are useful for classifying student performance, but they have limits. They are based on expert judgment about what students should know and be able to do, not on a fixed percentage of students passing. This means that proficiency rates can change if the cut scores change, even if student performance remains the same. Cut scores also do not provide a complete picture of a student’s learning; they are one data point among many. For parents, the most important information is often the achievement level description and the student’s individual score report, which shows the scale score and performance level.

Additionally, cut scores are set for each grade and subject separately, so a Level III in grade 4 math is not directly comparable to a Level III in grade 8 ELA. Comparisons across years should also be made with caution, because test forms and cut scores can change.

Questions for Parents

• What achievement level did my child reach, and what does that level mean?
• Where can I find the cut scores for my child’s grade and subject? (NYSED publishes technical reports that include cut scores.)
• How can I help my child improve? The achievement level descriptions outline the knowledge and skills expected at each level.
• Who sets the cut scores? Panels of New York educators, not a single administrator or a fixed formula.
• Can cut scores change from year to year? Yes, they can be updated when standards or tests change.

Sources and Methodology

This article draws on two NYSED documents. The first is Standard Setting Process in Educational Assessment, which describes the standard-setting process, panel composition, and the role of cut scores. The second is the New York State Testing Program 2024 Operational Technical Report for Grades 3–8 ELA and Mathematics, which documents performance level cut scores and classification for the 2024 operational test. Source-check date: October 14, 2026. The 2024 technical report covers the 2024 test administration; the standard-setting process document is undated but currently published by NYSED.