Algebra 1 Regents Score Calculator: 2026 NYSED Charts

ALGEBRA I REGENTS · JANUARY, JUNE AND AUGUST 2026 · REVIEWED OCTOBER 2, 2026

Use the Algebra 1 Regents score calculator above to turn the points on a marked practice examination into a scale score for that examination’s date. The 2026 Algebra I papers have 35 questions and 82 available raw points. A scale score of 65 is the standard passing benchmark: it begins at 28 raw points on the January 2026 chart and 29 raw points on the June and August 2026 charts.

The most important entry is often the easiest to misunderstand. Part I asks how many multiple-choice answers were correct. Parts II, III and IV ask for points awarded under the written-response rubrics. Those are different quantities. This guide walks through a complete example, explains how partial credit changes the total, and shows how to choose useful practice after seeing your result.

How many points do you need to pass Algebra 1 Regents?

For the January 2026 examination, the first raw total that converts to 65 is 28 out of 82. For June and August 2026, it is 29 out of 82. These figures answer a question about awarded points, not a fixed number of completed questions. A student can reach a total through multiple-choice points, written-response points, or a combination of both.

Because each correct Part I answer earns two points, 14 correct answers contribute 28 raw points. That reaches 65 on January’s chart, but it converts to 64 on both June’s and August’s. With 15 correct answers, the contribution is 30 raw points. These calculations describe the published charts. The examination directions require all questions to be answered. You may misjudge your accuracy, and written responses offer additional opportunities to demonstrate understanding.

For a realistic study target, look beyond a single point at the boundary. A practice result based on several uncertain rubric decisions can move when a teacher reviews the work. Build confidence by solving additional types of questions and earning points consistently across papers. No particular cushion guarantees a future result, but a plan built around secure skills is more useful than hoping the next conversion matches a favorable past chart.

What do Levels 3, 4 and 5 mean here?

On all three 2026 Algebra I charts, Level 3 covers scale scores 65–74, Level 4 covers 75–84, and Level 5 covers 85–100. Level 1 covers 0–54 and Level 2 covers 55–64. The calculator’s level describes the overall examination result. It does not tell you which individual skills you have learned or which errors need attention.

Keep score interpretation separate from diploma eligibility. A calculator cannot determine your required assessments, credits, appeal eligibility, or any safety-net provision. A score below 65 is not automatically a diploma decision, and a score above it does not establish that every graduation requirement has been met. Ask your school counselor how the current rules apply to your own record.

Where the 82 Algebra I Regents points come from

The January, June and August 2026 examinations all use the same section structure. The first Next Generation Algebra I Regents examination was administered in June 2024. If you are working from an older paper, check its actual design and accompanying scoring materials rather than assuming that its totals match this calculator.

Part I has no partial credit. The 11 written questions together account for 34 possible points. That is why simply counting correct questions gives an incomplete picture. A four-point response and a two-point multiple-choice response contribute different amounts. A written response can also earn less than its maximum when the question’s scoring rubric recognizes some correct work.

A raw score measures the credit awarded before conversion. A raw-point percentage is that total divided by 82 and multiplied by 100. A scale score is the value supplied by the dated conversion chart. Label these quantities clearly in a practice notebook. Writing “36 raw points” avoids the confusion created by an unexplained “36,” which could otherwise be mistaken for a percentage or a reported examination grade.

A complete raw-to-scale scoring example

Imagine you have finished a released June 2026 practice paper. You check your answer sheet against the official key and find 11 correct Part I answers. Your written work receives the illustrative rubric totals below. These are invented student results used to demonstrate arithmetic, not ratings assigned to any particular official response.

The formula is raw score = 2 × Part I correct answers + Part II points + Part III points + Part IV points. In this example, 2 × 11 + 7 + 5 + 2 = 36. The June 2026 chart converts 36 raw points to a scale score of 69, which is Level 3. January and August happen to give the same result at this particular raw total.

Dividing 36 by 82 gives approximately 43.9% of available raw points. That number is mathematically valid, but it is not the Regents scale score. Converting by percentage would report a different quantity and produce the wrong examination result. Similarly, counting only fully correct written answers would discard the partial credit already earned in the example.

Now suppose the student later earns full credit on one additional Part I question. The raw total rises by two, from 36 to 38. On the June chart, 38 still converts to 69. The increase in raw points and the increase in scale points need not match. Check the actual lookup rather than assuming every extra correct answer adds two to the reported scale score.

The section record also suggests what to review. This student’s 7 of 12 in Part II and 5 of 16 in Part III deserve separate inspection. The lower Part III proportion might reflect incomplete multi-step explanations, harder content, or a time problem. The total alone cannot distinguish those possibilities; the marked responses can.

Make a points-to-target plan

Suppose the same student wants to reach the 75 benchmark on this released paper. That requires 50 raw points, so the gap from 36 is 14. One illustrative route is three more correct Part I answers for six points, raising Part II from 7 to 10 for three points, raising Part III from 5 to 9 for four points, and raising Part IV from 2 to 3 for one point. Together, those improvements add 14.

This calculation makes the goal concrete without predicting which questions the student will get right next time. Each proposed gain needs a reason grounded in the paper. If four Part III points were lost because the student could not interpret a graph, assign graph-interpretation practice. Do not simply increase the slider and treat the higher result as evidence of readiness. After practice, test the skill on unfamiliar questions and see whether the points are actually earned.

Why there is no single permanent Regents curve

Each NYSED conversion chart identifies the administration for which it may be used. The month and year on your practice booklet should match the answer key, rating guide, conversion chart and calculator selection. Choosing the newest available chart for an older paper does not make the result more accurate. The paper’s date determines the correct conversion.

Identical point totals and passing boundaries do not make two charts identical. For example, 27 raw points converts to 64 in June 2026 and 63 in August 2026. Both charts first reach 65 at 29 raw points. A short table of passing targets therefore cannot substitute for all the raw-to-scale entries in the official PDF.

The relationship is also not a straight line. On January’s chart, 28 raw points gives 65, while 29 and 30 both give 66. Two neighboring raw totals can share a scale score. Do not interpolate between selected examples, round a raw percentage to the nearest passing value, or extrapolate from one chart to an unreleased administration.

If your teacher assembles a review sheet from several examinations, mark it for the points or skills being assessed. It does not automatically have a corresponding Regents scale score. A useful report might say “8 of 10 linear-equation questions correct, with two distribution errors.” Reserve dated Regents conversions for complete, identified papers scored with their matching materials.

How to enter your results accurately

Choose January, June or August 2026 before entering your scores. Changing the date resets all four section inputs to zero, so write down your totals before comparing anything. That reset helps prevent carrying a set of scores into an unintended examination selection. Re-enter the marked totals for the paper you actually want to evaluate.

1. Part I: enter the number correct, from 0 to 24. The calculator converts this count into twice as many raw points.
2. Part II: add the rubric points on the six responses and enter a whole-number total from 0 to 12.
3. Part III: add the points on the four responses and enter a whole-number total from 0 to 16.
4. Part IV: enter the points awarded on the final response, from 0 to 6.
5. Review the output: compare the raw total with your own addition, then read the scale score and performance level for the selected date.

Use either the sliders or the numeric fields. Reset All clears the entries for a fresh attempt. Perfect Score fills the section maxima; it demonstrates the 82-point maximum rather than evaluating your work. After experimenting with possible improvements, restore your actual results before recording a practice score.

A Part II entry of 15 is impossible in this format, even though 15 points could be possible in a different examination’s section. An odd Part I point contribution also signals a mistake because each correct answer contributes two. Written-response totals may be odd. Keep those simple checks separate: the full examination’s raw total can be any whole number from zero through 82.

When the displayed result looks unexpected, recheck the date, the distinction between correct answers and points, and your written-response addition. If the interactive tool is unavailable, use the same formula manually and find the result in the official conversion PDF. The sources at the end include each supported chart.

Partial credit depends on the evidence in your response

Constructed responses are marked with question-specific rubrics. There is no universal rule that showing any work earns one point, or that a nearly correct answer always loses exactly one point. A response may show a correct method with a calculation error, misunderstand the main concept, omit a requested explanation, or provide a result without sufficient supporting work. Those are different situations.

Separate your solution from your intention

During practice marking, cover the official model response and read what you actually wrote. Can another person identify your equation, follow the relevant steps, and see the answer requested? If your explanation exists only in your head, it is not visible evidence. Add it during later practice, but do not retroactively score an unwritten explanation as though it had been on the original paper.

Consider the original equation 4(2x − 3) = 3x + 13. A clear solution shows 8x − 12 = 3x + 13, then 5x = 25, then x = 5. Substitution gives 28 on both sides. If a student writes 8x − 3 at the first step, the error is in distribution. If the distribution is correct but the final division is wrong, the error occurs later. An official rubric determines any credit; this comparison helps identify what to repair.

Look for each requested component

Circle the action words in a practice question: solve, graph, explain, justify, interpret, or compare. A graph may need a labeled scale, an appropriate boundary, plotted points, or an identified feature. A context question may need units or an explanation of what a value means. Completing the algebra is only one part of a response when the question explicitly asks for more.

Read the full rubric and its examples before assigning points. Follow directions about required methods and rounding. An alternative valid approach may be acceptable under the rating guidance, but a response that contradicts a required method needs careful checking. Do not invent fractional points or average between two rubric categories when deciding on a practice total.

The 2026 booklet directions for Parts II, III and IV state that a correct numerical answer with no work shown receives only one credit. That makes the written solution especially important on a four- or six-credit question. It does not mean every unsupported response automatically receives a point; the response still has to meet the applicable directions and scoring criteria.

Required methods matter too. The rating guidance says that when a problem requires an algebraic or graphic method, a correct solution using a different method receives half the credit of a correct solution using the required method. If the question asks you to solve algebraically, a calculator graph alone does not meet that request. Use technology to verify your result when appropriate, while putting the requested reasoning on the page.

Handle uncertainty honestly

For a disputed response, record the two plausible whole-number scores and the reason for the uncertainty. Ask a teacher which rubric description fits. While waiting, you can calculate a lower and upper practice total. Label the resulting range as uncertainty in marking, not uncertainty in the conversion chart. Once the awarded points are fixed, the matching published lookup is fixed too.

When that notice applies, ensure Question 24 is credited in the Part I count once. Do not add another two points if the credited question is already included. Use official notices alongside the original key and guide, and check with the school when reviewing an actual reported result.

Find the algebra mistake behind the missing points

A score becomes useful when it points to a repair you can practice. For each missed question, write the first step that went wrong. “Lost the negative sign while dividing” is specific enough to test. “Need to get better at math” gives you no way to choose the next question or recognize progress.

Linear equations and inequalities

Check distribution, combining like terms, and applying the same operation to both sides. In an inequality, multiplying or dividing both sides by a negative number reverses the inequality symbol. For example, −3x + 5 ≥ 17 becomes −3x ≥ 12, so x ≤ −4. Test x = −5: the original left side is 20, which satisfies the inequality. Test x = 0: it gives 5, which does not.

That pair of checks connects the symbols to the solution set. When graphing the result, identify whether the endpoint is included and which side contains acceptable values. For a word problem, define the variable before writing an inequality. A numerical answer can be reasonable algebraically while using the wrong quantity or ignoring a whole-number restriction in the situation.

Functions, inputs and outputs

Function notation names a relationship; it is not a multiplication instruction. If f(x) = 2x − 7, then f(4) means substitute 4 for the input, producing 1. The instruction “solve f(x) = 4” asks a different question: which input produces the output 4? Solving 2x − 7 = 4 gives x = 5.5. Confusing those tasks can produce a neat calculation that answers the wrong question.

Practice moving among a rule, table, graph and sentence. Label the horizontal and vertical quantities, then explain the meaning of an intercept or a rate of change. Before using Sly Academy’s graphing calculator to compare functions, predict one feature on paper and use the graph to check it. This online study tool does not establish which devices are permitted in an examination.

Quadratic structure and exponential growth

For x² − 5x + 6 = 0, factoring gives (x − 2)(x − 3) = 0, so the solutions are 2 and 3. Relate those solutions to the horizontal-axis intercepts of y = x² − 5x + 6. A vertex answers a different question about the graph’s turning point. State which feature the problem requests before reaching for a familiar procedure.

When distinguishing linear and exponential models, compare equal input steps. The models A(w) = 100 + 15w and B(w) = 100(1.15)^w both give 115 when w = 1. At w = 2, they give 130 and 132.25. The first adds a constant amount; the second multiplies by a constant factor. One matching value does not make the models equivalent. Explain the starting value, change rule and time unit in context.

Systems and contextual answers

A system asks for values satisfying both relationships. Suppose 30 tickets were sold, adult tickets cost $7, child tickets cost $4, and receipts totaled $159. With a adult tickets and c child tickets, the equations are a + c = 30 and 7a + 4c = 159. Substituting c = 30 − a gives 3a + 120 = 159, so a = 13 and c = 17.

Check both constraints: 13 + 17 = 30 and 7(13) + 4(17) = 159. Then answer in words, identifying which value belongs to each ticket type. A graphing solution should also identify the intersection in the correct variable order. Checking only one equation can miss a pair that fits the total number of tickets but fails the revenue condition.

Statistics and meaningful interpretation

Start a data question by identifying the variables, units and group being described. For a fitted line predicting height from age, the slope has units of height per year; it is not simply “the graph goes up.” Read the requested statistic carefully, because the mean and median answer different questions and can respond differently to an extreme observation.

When evaluating a model, a residual is the observed value minus the predicted value. If an observation is 18 and the model predicts 15, the residual is 3: that point lies above the fitted line. Interpret calculations using the context, avoid treating association as proof of causation, and be cautious when predicting far beyond the observed data. Check your course materials and released questions for the particular statistical skills being assessed.

Turn one marked examination into your next week of practice

Keep a short error log rather than copying every solution into a notebook. Include the examination date, question number, points lost, first incorrect step, and one action for the next session. The point of the log is to identify repeated patterns. Five unrelated mistakes need a different plan from five errors caused by distributing a negative sign.

This diagnostic rubric organizes study; it does not award official exam points. Choose the two patterns that appear most often or prevent you from starting several questions. Practice them in small sets, then mix them with topics you already know. Mixed practice tests whether you can select the method without a heading announcing which procedure to use.

A manageable sequence of sessions

First session: mark a complete released examination and resolve obvious counting errors. Save the four section totals before using the calculator. Select two repair goals with concrete wording, such as “reverse the inequality after dividing by a negative” and “explain the meaning of slope with units.”

Middle sessions: work through a few targeted questions, check your reasoning, and retry the missed ones without looking at a solution. On a later day, use fresh examples. Being able to repeat a worked answer immediately is weaker evidence than choosing the method independently after a delay.

Final session: take another complete released paper under realistic conditions and mark it with that paper’s own materials. Compare recurring errors, section points, unfinished responses and time use. Use the scale score as a summary alongside those details. A small scale-score change across different papers is not enough by itself to establish a reliable trend.

If another Regents subject is on your schedule, keep its scoring log separate. The Geometry Regents scoring guide and calculator uses that subject’s own structure and conversion materials. Reuse the habit of careful marking, but do not carry an Algebra I raw-score threshold into a Geometry practice test.

Rehearse the practical details before a timed paper

The released 2026 booklets specify a standard three-hour examination and require a graphing calculator and a straightedge or ruler. Follow your school’s instructions about approved equipment and any accommodations. Confirm your calculator model and setup with the school; an internet-connected graphing tool used at home is not a substitute for an approved examination calculator.

Practice with the current Algebra I Next Generation reference sheet. It includes useful relationships such as slope, the quadratic formula, exponential models, sequences and interquartile range. For each formula you use, identify what its letters represent and which values from the question belong in it. A supplied formula saves memorization, but choosing the right relationship and substituting accurately still require understanding.

Keep the work you want scored in the answer spaces specified by the booklet. The supplied scrap graph paper is not scored. When reviewing a practice attempt, note whether a missing explanation was truly unknown or was worked out elsewhere and never transferred. That distinction leads to a practical correction for the next paper: leave time to check that every requested part appears in the scored response.

Common Algebra 1 Regents scoring questions

Does 65 mean I answered 65 percent correctly?

No. A 65 scale score comes from the matching NYSED conversion chart. Your raw-point percentage is a separate calculation, and questions have different point values. Written responses can also earn partial credit. Use the awarded raw total when finding the scale score.

Can I enter the number of written questions I finished?

Enter the points those responses earned under the rubric. Finishing four questions does not establish a particular section score. Check each response individually, then add the points for its section. The Part I field is the one that takes a count of correct answers.

Why did one extra raw point leave my scale score unchanged?

Some neighboring raw scores map to the same scale score. That is a feature of the published table, not evidence that the point was lost. Keep recording raw points as well as scale scores so that a small improvement remains visible even when it does not cross a scale-score boundary.

Should I change dates to see a higher result?

Use the date printed on the examination you completed. Comparing charts can help you understand scoring, but the highest displayed result is not the valid result for every paper. Changing the calculator selection also resets the entries, so recheck the inputs before interpreting anything.

What if my practice estimate differs from my school score?

Check the examination date, answer-sheet count, written-response points, addition and applicable official notices. Ask the school to explain the discrepancy through its established process. A practice calculator cannot authorize a rescore or replace the official result.

Sources

Official NYSED examination materials supporting the structure, conversions and scoring guidance in this article. Reviewed October 2, 2026.

• Algebra I Regents examination archive, answer keys, rating guides and conversion charts
• January 2026 Algebra I raw-to-scale conversion chart (PDF)
• June 2026 Algebra I raw-to-scale conversion chart (PDF)
• August 2026 Algebra I raw-to-scale conversion chart (PDF)
• June 2026 Algebra I examination booklet and section directions (PDF)
• June 2026 Algebra I rating guide and question-specific rubrics (PDF)
• January 2026 Spanish-edition Question 24 scoring notice (PDF)
• NYSED June 2024 administration memo, including the first Next Generation Algebra I examination (PDF)
• Next Generation Algebra I reference sheet
• NYSED graphing calculator guidelines (PDF)
• Current New York State graduation requirements