New York Senate Bill S03723

New York 2025-2026 Regular Session

• Introduced: 1/29/25
• Refer: 1/29/25
• Refer: 1/7/26

Caption

Requires the education department to report the results of English/language arts and mathematics assessments to parents of pupils by the last day of classes.

Summary

This bill would amend the New York Education Law to require that the results of English/language arts and mathematics assessments given to elementary school pupils be reported to the person in parental relation to the pupil by the last day of classes for that school year. It also requires the State Education Department and the Regents to establish and distribute the four proficiency levels for each grade level or assessment by May 20 each year, so that parents, school districts, and schools have a common reference for interpreting the results. In practical terms, the bill is a parent-notification measure focused on elementary school testing. It does not change the assessments themselves, but it changes when and how results and proficiency designations must be communicated, creating a statutory deadline for reporting and a statewide standard for explaining proficiency levels.

Impact

The bill would add a new section 3211-b to the Education Law, imposing a new reporting duty on the State Education Department for elementary English/language arts and mathematics assessments. Schools and districts would need to ensure that parents receive test results by the end of the school year, and the Regents and department would need to publish proficiency-level definitions annually by May 20. The affected parties are elementary school pupils, parents or guardians, school districts, schools, and the state education authorities responsible for assessment reporting.

Sentiment

Based on the bill text and the absence of recorded committee debate or votes, the measure appears to be a straightforward administrative and transparency proposal rather than a controversial policy change. Its purpose is to improve parent access to student assessment information and standardize how results are presented. No formal voting history or transcript indicates opposition or support beyond the bill’s introduction and referral.

Contention

No specific points of contention are documented in the provided materials. Potential areas of debate, if the bill were discussed, would likely involve the feasibility of meeting the reporting deadline, the administrative burden on districts and the Education Department, and whether the required proficiency-level explanations would meaningfully improve parent understanding. However, no named stakeholders or opposing positions are reflected in the available record.