School Report Cards 2004

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School Report Cards20042005
2
The Bottom Line

• More schools are making Adequate Yearly Progress.
• Fewer students show serious academic problems
  (Level 1) in elementary and middle school.
• More students are reaching higher standards
  (Level 3 and 4) in elementary school and in
  middle school math, but not middle school
  English.

3
The Bottom Line

• More students are graduating each year, and more
  are earning Regents Diplomas.
• But
• In the Class of 2005 as weve seen too few
  graduated in 4 years. More graduate in 5 years.
• Data show graduation rates are closely tied to
  attendance rates. As attendance declines below
  95, graduation rates decline significantly.

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The Bottom Line

• The Class of 2005 was among the first to take the
  higher standards middle school tests. Many scored
  in Level 1 then.
• The groups of students who came after them have
  performed much better in elementary and middle
  school. This indicates graduation rates should go
  up in the future.
• In fact, more students are passing Regents Exams,
  which indicates students are doing better in
  their courses.
• But there is no time to waste.

5
The Bottom Line

• The Regents will extend New Yorks education
  reform with a focus on high school.
• They are considering setting graduation targets
  and attendance targets and holding schools
  accountable for them.
• They are focused on new reforms in teaching and
  in school safety.

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More Schools Are Making Adequate Yearly Progress

• Schools make Adequate Yearly Progress (AYP) if
  they reach an annual target for improvement set
  by the state. This shows some good improvement
  overall.
• The number of indicators for which a school is
  accountable depends on
• the grade levels in the school and
• the number of accountability groups.
• The School AYP Rate is the percentage of
  indicators for which a school is accountable and
  for which they made AYP. A K-5 school could have
  as many as 27 indicators, with 9 accountability
  groups (race/ethnicity, ELL, special education,
  etc.) on each of 3 tests.

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Holding Schools Accountable The Bottom LineHow
Many Schools Made Adequate Yearly Progress
(AYP)?
Overall, the percentage of schools making AYP on
all measures increased from 75.0 to 83.1.
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Schools Making AYP Elementary SchoolsA larger
percentage of schools made AYP in 2004-05 than in
2003-04 in mathematics.
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Schools Making AYP Middle Schools A larger
percentage of schools made AYP in 2004-05 than in
2003-04 in English and in science.
10
Schools Making AYP High SchoolsMore schools
made AYP in 2004-05 than in 2003-04 in English
and math.
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Nonetheless, as we saw in February, graduation
rates for the Class of 2005 were too low.
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2001 Cohort After Four Years64 percent of
students in the 2001 cohort graduated by June
2005 18 percent were still enrolled and 11 had
dropped out.
2001 Cohort
Students 214,494
All Students in
Public Schools
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2000 Cohort After 5 Years 71 percent of
students in the 2000 cohort graduated by June
2005, 6 percent were still enrolled.
210,159 Students
All Students in
Public Schools
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Key Fact - Graduation rates are strongly tied to
attendance rates.
15
Average attendance rates decline with poverty.
The average rates here may seem high but mask
large differences among schools.
Average Attendance Rates for 2003-04
Public Schools Only
All Students
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Schools with the lowest attendance rates also
have the lowest graduation rates. Graduation
rates tend to drop as schools fall below 95
attendance. The graduation rate decline gets very
large the more attendance falls below 92.
Graduation Rates after four years for the 2001
cohort
Annual Attendance Rates Schools are arranged by
deciles.
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Who Are the Students? Performance in Elementary
and Middle School

• Who are the students in the Class of 2005?
• They are the students who took the 8th grade
  tests soon after New Yorks education reform
  and higher standards tests began. Many showed
  serious academic problems then.
• Who are the students who came after them and are
  now in high school?
• They are students who generally showed improved
  achievement in elementary and middle school.

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Performance on the Elementary and Middle School
English and Math Tests by Income, Race/Ethnicity,
and Need/Resource Capacity Index
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Elementary English Achievement Gap Closing High
Need Districts showed the biggest increase in the
number of students meeting all the standards this
year. High Need Districts have shown major
improvement since 1999.
Percentage of Students Scoring at Levels 3 and 4
All Students
Public Schools Only
20
Elementary-Level English Fewer Students Show
Serious Academic Problems In the Big 5 Cities and
in the Urban-Suburban Districts, substantially
smaller numbers of students scored at Level 1 in
2005 than in 1999.
Percentage of Students Scoring at Level 1
All Students
Public Schools Only
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Elementary-Level EnglishIn both income groups,
the percentage of students meeting the standards
increased in 2005.
Percent of Students Scoring at Level 1
Percent of Students Scoring at Levels 3 and 4
2005 Count of Tested Elementary-Level ELA
Students Disadvantaged 93,838 Not
Disadvantaged 102,004
All Students
Public Schools Only
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Elementary English Major Progress forMinority
StudentsFor the first time, more than half of
Black and Hispanic students now meet all
standards. The achievement gap has closed
significantly since 1999.
Percentage of Students Scoring at Levels 3 and 4
23
Elementary-Level English Major Progress for
Minority Students Fewer Black and Hispanic
students than ever before showed serious academic
problems by scoring at Level 1. Since 1999, the
decline has been significant.
Percentage of Students Scoring at Level 1
All Students
Public Schools Only
24
Elementary-Level Mathematics The percentage of
students achieving all the standards increased in
every need/resource capacity category. Since
1999, New York City and the Big Four have
achieved increases of about 25 percentage points.
Percentage of Students Scoring at Levels 3 and 4
25
Elementary-Level MathematicsThe percentage of
students with serious academic problems has
declined. The biggest declines have been in the
Big Five.
Percentage of Students Scoring at Level 1
Public Schools Only
All Students
26
Elementary-Level MathematicsComparing 2005 with
2001, more disadvantaged students are meeting the
standards and fewer are scoring at Level 1.
Percent of Students Scoring at Levels 3 and 4
Percent of Students Scoring at Level 1
2005 Count of Tested Elementary-Level Mathematics
Students Disadvantaged 103,648 Not
Disadvantaged 103,568
All Students
Public Schools Only
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Elementary-Level MathematicsAchievement Gap is
Closing The percentage of Black and Hispanic
students meeting all the standards improved
significantly this year. The percent doing so has
increased by over 30 percentage points since 1999.
Percentage of Students Scoring at Levels 3 and 4
28
Elementary-Level Mathematics The percentage of
Black and Hispanic students with serious academic
problems has declined substantially since 1999.
Percentage of Students Scoring at Level 1
Public Schools Only
All Students
29
Middle-Level MathematicsDespite a decline in
2005, more students overall are achieving all the
standards now than in 1999.
Percentage of Students Scoring at Levels 3 and 4
All Students
Public Schools Only
30
Middle-Level MathematicsIn each need/resource
capacity category more students achieved at least
partial proficiency in the standards in 2005 than
in 1999.
Percentage of Students Scoring at Levels 2, 3,
and 4
All Students
Public Schools Only
31
Middle-Level Mathematics Fewer Students Show
Serious Academic ProblemsCompared with 2004, the
percentage of students with serious academic
problems declined in New York City and most
districts, but increased slightly in the Big
Four.
Percentage of Students Scoring at Level 1
32
Middle-Level MathematicsThe performance of
disadvantaged students improved steadily between
2001 and 2005.
Percent of Students Scoring at Level 1
Percent of Students Scoring at Levels 3 and 4
2005 Count of Tested Middle-Level Mathematics
Students Disadvantaged 101,050 Not
Disadvantaged 120,138
All Students
Public Schools Only
33
Middle-Level Mathematics The percentage of
students meeting all the standards declined in
each racial/ethnic group in 2005. However, it
increased overall between 1999 and 2004. Despite
the decrease in 2005, Black and Hispanic students
were more than twice as likely to meet the
standards in 2005 as in 1999. However, their
performance is still too low.
Percentage of Students Scoring at Levels 3 and 4
34
Middle-Level Mathematics The percentage of Black
and Hispanic students scoring at Level 2 or above
increased by over 30 percentage points between
1999 and 2005.
Percentage of Students Scoring at Levels 2, 3,
and 4
Public Schools Only
All Students
35
Middle-Level Mathematics In all racial/ethnic
groups, the percentage of students scoring at
Level 1 has decreased since 1999, including this
year. The percentage of Black, Hispanic, Asian
and White students scoring at Level 1 has been
reduced by more than half.
Percentage of Students Scoring at Level 1
All Students
Public Schools Only
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Middle-Level English Statewide, the percentage
of students meeting the standards increased by
less than one percentage point. Rural, average
and low need districts achieved two to four
percentage point increases. New York City
declined, and the Big 4 stayed about the same.
The percentage of students scoring at Levels 3
and 4
All Students
Public Schools Only
37
Middle-Level EnglishIn every category except
Large Cities, 90 percent or more of students met
some of the standards.
The percentage of students scoring at Levels 2,
3, and 4
All Students
Public Schools Only
38
Middle-Level English Fewer Students Have
Problems New York City and High Need
Urban-Suburban Districts have significantly
reduced the percentage of students scoring at
Level 1 between 1999 and 2005.
The percentage of students scoring at Level 1
39
Middle-Level EnglishThe percentage of
disadvantaged students scoring at Level 1 in 2005
was half the percentage in 2001.
Percent of Students Scoring at Levels 3 and 4
Percent of Students Scoring at Level 1
2005 Count of Tested Middle-Level ELA
Students Disadvantaged 95,868 Not
Disadvantaged 119,188
Public Schools Only
All Students
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Middle-Level English Achievement Gap Persists
A large performance gap still exists between
White and Asian students and students in other
racial/ethnic groups.
Percentage of Students Scoring at Levels 3 and 4
Public Schools Only
All Students
41
Middle-Level EnglishMore Black and Hispanic
students scored at Level 2 or higher in 2005 than
in any previous year.
Percentage of Students Scoring at Levels 2, 3,
and 4
Public Schools Only
All Students
42
Middle-Level English Fewer Have Serious
Problems Fewer Black and Hispanic students show
serious academic problems, scoring at Level 1.
The percentage of students scoring at Level 1
All Students
Public Schools Only
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What Does Elementary, Middle School Achievement
Show Us?

• Many students in the Class of 2005 those who
  took the 8th grade tests in 2001 were not
  prepared for high school work.
• Rising achievement for more recent groups of
  students should help raise future graduation
  rates.
• However, we must and will still do more for
  all students now. (More on that later)

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High School Student Achievement

• Too many students in the Class of 2005 did not
  take the Regents Exams in 4 years because they
  were not prepared for high school work, failed
  their courses, and did not earn enough credits.
  Many are still in school.

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More students who entered 9th grade in 2001
passed the Regents Exams than graduated in 4
years. But too many students were not tested
because they failed their courses.
Examination Percent Not Tested Percent Scoring Percent Scoring Percent Scoring
Examination Percent Not Tested 0-54 55-64 65-100
English 21.0 5.0 6.2 67.9
Mathematics 20.1 5.7 7.4 66.9
Global History 18.7 6.7 6.8 67.7
U.S. History 23.6 4.6 6.4 65.3
Science 17.4 4.6 5.6 72.3
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Most of the students who entered 9th grade in
2001 and dropped out after 4 years typically had
not taken Regents Exams. Many who took them
passed. Again, they did not take them because
they did not pass their courses.
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Students who started 9th grade in 200l appear to
have passed Regents Exams at somewhat higher
rates after 4 years than students who started 9th
grade in 2000 after 5 years.
As of June 30, 2005 As of June 30, 2005 As of June 30, 2005
of Students who began 9th Grade in 2001 passing Regents Exams at 55 After 4 years of Students who began 9th Grade in 2000 passing Regents Exams at 55 After 5 years
English 79.3 77.8
Math 79.9 75.5
Global 79.5 78.5
U.S. History 76.5 76.1
Science 82.6 80.5
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Overall, more students now are taking and passing
Regents Exams each year.
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Regents EnglishThe number of students passing
the Regents English Exam has increased since
1996, and especially since 2002.
All Students
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Regents MathematicsThe number of students taking
and passing Regents Math has increased greatly,
especially since 2002.
Data for 19992002 include both Mathematics A
and Sequential Mathematics, Course I. Data for
2003 through 2005 are for Mathematics A only.
All Students
51
Regents Global History and GeographyThe number
of students passing Global History has increased
significantly since 2002.
The data for 2001 through 2003 are for the
Regents Global History and Geography examination
only. The data for 2000 are for both the Regents
Global History and Geography and Global Studies
examinations. The data for previous years are
for Regents Global Studies only.
All Students
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Regents U.S. History Government The number of
students passing U.S. History has increased
greatly since 2000.
All Students
53
Regents Living Environment/BiologyThe number of
students passing the Biology Exam has increased
greatly since 2000 and made a big jump this year.
Data for 1996 through 2000 are for the Regents
Biology examination. Data for 2001 are for both
the Regents Biology and the Regents Living
Environment examinations. Data for 2002 through
2005 are for the Regents Living Environment
examination.
All Students
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More students are graduating each year and more
are reaching higher standards and earning Regents
Diplomas.
55
Graduates Since higher standards were adopted in
1996, the number of high school graduates has
increased, and especially in the past two years.
All Students
Counts for 1995-96 through 2000-01 include
January, June, and August graduates of the
reporting year. Beginning in 2001-02, August
graduates are included with January and June
graduates of the next school year.
56
More general-education graduates are reaching
higher standards. More are earning Regents
Diplomas. The increase in Regents Diplomas last
year was especially large, because for the first
time, students could earn a Regents Diploma
passing 5 Regents Exams and an Advanced Regents
Diploma with 8 Regents Exams.
General-Education Students Total Number of
Diplomas Awarded and Number of Regents Diplomas
1996-97 to 2004-05 School Years
57
More graduates with disabilities are reaching
higher standards. More are earning Regents
Diplomas. The increase in Regents diplomas last
year was especially large, because for the first
time, students could earn a Regents Diploma
passing 5 Regents Exams and an Advanced Regents
Diploma with 8 Regents Exams.
Students with Disabilities Total Number of
Diplomas Awarded and Number of Regents Diplomas
1996-97 to 2004-05 School Years
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To Recap Key Facts to Remember
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Holding Schools Accountable The Bottom LineHow
Many Schools Made Adequate Yearly Progress
(AYP)?
Overall, the percentage of schools making AYP on
all measures increased from 75.0 to 83.1.
60
2001 Cohort After Four Years64 percent of
students in the 2001 cohort graduated by June
2005 18 percent were still enrolled and 11 had
dropped out.
2001 Cohort
Students 214,494
All Students in
Public Schools
61
Schools with the lowest attendance rates also
have the lowest graduation rates. Graduation
rates tend to drop as schools fall below 95
attendance. The graduation rate decline gets very
large the more attendance falls below 92.
Graduation Rates after four years for the 2001
cohort
Annual Attendance Rates Schools are arranged by
deciles.
62
Elementary English Major Progress forMinority
StudentsFor the first time, more than half of
Black and Hispanic students now meet all
standards. The achievement gap has closed
significantly since 1999.
Percentage of Students Scoring at Levels 3 and 4
63
Middle-Level Mathematics In all racial/ethnic
groups, the percentage of students scoring at
Level 1 has decreased since 1999, including this
year. The percentage of Black, Hispanic, Asian
and White students scoring at Level 1 has been
reduced by more than half.
Percentage of Students Scoring at Level 1
All Students
Public Schools Only
64
Graduates Since higher standards were adopted in
1996, the number of high school graduates has
increased, and especially in the past two years.
All Students
Counts for 1995-96 through 2000-01 include
January, June, and August graduates of the
reporting year. Beginning in 2001-02, August
graduates are included with January and June
graduates of the next school year.
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The Bottom Line

• We have a mixed picture with progress for later
  classes after the students who first took the
  higher standards elementary and middle school
  tests but recent graduation rates that are much
  too low.
• There is no time to waste.

66
What Schools Are Doing

• Analyzing academic needs of all entering 9th
  graders who scored in Level 1 on 8th grade
  English and Math, placing place them in intensive
  catch-up classes, and matching specific services
  to each students way of learning
• Providing extra training to middle high school
  teachers to make sure they know how to teach
  reading
• Making sure entering 9th graders get to know
  several adults well
• Calling the homes of students with repeated
  absences, making home visits if needed

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What Schools Are Doing

• Working with health, service, and community
  organizations and colleges to support students
• Analyzing data to determine the best solutions
  for students in different situations
• Creating different high schools, with
  individualized classes, for disengaged students
  who are not succeeding in the regular high school
• Creating smaller schools with learning
  environments geared to the needs of individual
  students
• Teaching students how to manage their time, take
  notes, and study

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What the Regents Are ConsideringTo Reform High
School

• Set graduation targets. Measure results. Raise
  the targets each year.
• Set attendance targets. Measure results.
• Hold schools accountable for meeting the targets.
  Accelerate SURR requirements.
• Reform teaching by requiring, at a date certain,
  all teachers to teach only in their certification
  area.
• Monitor safety plans and violent incident data
  and require reforms.