NY High School Biology Learning Standards
The first administration of the new NYS Regents biology exam, which assesses students on the performance expectations below, is planned for June 2025 (per the NYSED science implementation roadmap).
The performance expectations are listed as they appear on the course map for courses that culminate in a biology Regents exam. There are a total of 30 performance expectations on the course map.
The performance expectations are listed in the exact order they appear on the course map. However, the course map notes that "instructional sequences are not assumed" and "student performance expectations (PEs) may be taught in any sequence or grouping within a course".
HS. Structure and Function
HS-LS1-1 | Genes, proteins, and tissues
Construct an explanation based on evidence for how the structure of DNA determines the structure of
proteins which carry out the essential functions of life through systems of specialized cells.
Clarification statement: Emphasis should be on how the DNA code is transcribed and translated in the synthesis of proteins. Types of proteins involved in performing life functions include enzymes, structural proteins, cell receptors, hormones, and antibodies.
Assessment boundary: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the detailed biochemistry of protein synthesis.
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HS-LS1-2 | Interacting body systems
Develop and use a model to illustrate the hierarchical organization of interacting systems that provide
specific functions within multicellular organisms.
Clarification statement: Emphasis is on functions at the organism’s system level such as nutrient uptake, water delivery, immune response, and organism response to stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.
Assessment boundary: Assessment does not include interactions and functions at the molecular or chemical reaction level.
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HS-LS1-3 | Feedback mechanisms and homeostasis
Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
Clarification statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, and root development in response to water levels.
Assessment boundary: Assessment does not include the cellular processes involved in the feedback mechanism.
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HS. Inheritance and Variation of Traits
HS-LS1-4 | Cellular division and differentiation
Use a model to illustrate cellular division (mitosis) and differentiation.
Clarification statement: Emphasis should be on the outcomes of mitotic division and cell differentiation on growth and development of complex organisms and possible implications for abnormal cell division (cancer) and stem cell research.
Assessment boundary: Assessment does not include specific gene control mechanisms or recalling the specific steps of mitosis.
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HS-LS1-8 | Human reproduction
Use models to illustrate how human reproduction and development maintains continuity of life.
Clarification statement: Emphasis is on structures and function of human reproductive systems, interactions with other human body systems, embryonic development, and influences of environmental factors on development.
Assessment boundary: Assessment does not include the details of hormonal regulation or stages of embryonic development.
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