Published: October 15, 2025
In June 2025, New York State released data from the 2025 New York State Science Test, showing an increase in proficiency to 44%, compared to 35% in 2024. The test is designed to show mastery of the NYS P-12 Science Learning Standards, based on the Next Generation Science Standards (NGSS). This includes questions designed to assess students’ mastery of scientific knowledge and their exploration of real-world phenomena. The questions are composed of 60% multiple choice and 40% constructed responses. Technology Enhanced Items, such as drop & drag, graphing, grid and multi-select items may be coupled with the constructed response questions to further test Performance Expectations (PE) and higher Performance Level Descriptions (PLD). Students will be required to interpret data, create models and provide a deeper understanding through constructed responses. Writing meaningful constructed responses in science education is a skill that requires explicit instruction and practice over time. Responses must be clear and concise, based on scientific evidence that demonstrates mastery of a scientific concept or phenomenon.
Teachers are preparing students for the 2026 NYS Science Test by incorporating the CER framework in their daily lessons. The CER model (Claim, Evidence, and Reasoning) helps students develop critical thinking, scientific argument, and scientific writing skills. “Claim, evidence, and reasoning is an innovative instructional approach to writing scientific explanations and arguments, which are essential aspects of scientific inquiry and science education. Though constructing scientific explanations and arguments can be challenging for students of all ages, explicit implementation of the claim, evidence, and reasoning strategy can improve students’ conceptual understanding and scientific writing skills.”
The CER framework is a scaffolded approach that allows teachers to support students as they develop insight into scientific reasoning. Students present a claim based on a question or scientific phenomenon, provide evidence to support their claim, and justify their claim by stating the reasons. The CER framework is further aligned with the NGSS (Three Dimensional Learning) framework. Students can connect their claim to Disciplinary Core Ideas; provide evidence from data collected using the Scientific Engineering and Practices, and apply the Crosscutting Concepts where they logically connect their claim and evidence as they show their reasoning.
Using this scaffolded approach through a CER graphic organizer encourages critical thinking and prepares students to write well-written, constructed responses. For example, a teacher may pose the following question to a 4th grade class: Is water a liquid? A student answers the question by making a claim: Water is a liquid, it is free flowing and takes the shape of its container. The student can provide further evidence by referencing the classroom investigation: We poured water into various containers and noticed it took the shape of each container. During our experiment, we boiled water, and it turned into a gas. We also froze water, and it turned into ice. We learned that water is a liquid when it has a temperature between 32°F and 212°F. They can then explain their reasoning. The three states of matter (liquid, solid & gas) support my claim. In the liquid state, water is free-flowing and takes the shape of the container. When water is boiled to 212⁰F, it will turn into a gas. Water will freeze if the temperature is lower than 32⁰ F. It will solidify into ice. Therefore, water is neither a solid nor a gas. Water is a liquid when the temperature is between 32°F and 212°F. This example shows how a CER graphic organizer helps students organize their thoughts, construct ideas, and clarify complex information. The CER framework can be used in elementary, high school, and college settings. It provides an opportunity to promote high quality student work and offers a lasting conceptual understanding of science content.
Using the CER framework can also foster meaningful dialogue where students share their claim and defend it with confidence. Engaging in scientific discourse promotes a deeper understanding of scientific concepts and phenomena. Scientific argumentation skills are a key component of science learning practices essential for students in the 21st century. Through inquiry and debate, students can justify their claims and respectfully engage in scientific arguments. A scientific argument, “Uses evidence to make a case for whether a scientific idea is accurate or inaccurate.” When it is based on evidence, a scientific argument enables students to share their thoughts on science concepts and further explain why they think a certain way.
Prep Academy science and writing tutors will prepare your child for the 2026 NYS Science Assessments. We will explicitly teach your child the skills necessary to write meaningful constructed responses and participate in scientific arguments grounded in scientific concepts and phenomena.
Written by our staff author and teacher, Maryann Moriarty. Maryann has 17 years of teaching experience in New York City and was a contributing author at the Educator’s Room.