KIPP STAR 2010-11 Annual Report

8/3/2019 KIPP STAR 2010-11 Annual Report

1/45


2/45


3/45


4/45


5/45


6/45


7/45

KIPP STAR COLLEGE PREP CHARTER SCHOOL

ConsolidatedFiscal Year 2010 - 2011

Elementary Middle High1

TOTAL

Total Enrollment 0 278 72 350

Total Expenditures 37,562 4,497,563 1,517,944 6,053,0

Average Expenditures Per Pupil2

N/A 16,192 20,943 17,2

Total Administrative Expenditures 28,770 1,111,069 468,142 1,607,9

General Administration Salaries 28,770 668,355 344,668 1,041,7

General Administration Expenditures3

- 442,714 123,474 566,

Average Administrative Expenditures Per Pupil4

N/A 4,000 6,459 4,

General Administration Expenditures represents the Shared Services Team administration fee.

Represents KIPP STAR's portion of KIPP NYC College Prep High School. Allocation is based on the number of KIPP STAR students relative to total high sch

nrollment.

Average Expenditures Per Pupil equals the sum of all expenditures divided by the total number of enrolled students.

Average Administrative Expenditures Per Pupil equals the sum of all general administraion salaries and other general administration expenditures divide

he total number of enrolled students. Employee benefit costs are not reported here.


8/45

NYSEDAnnualReportGuidelinesforNewYorkStateCharterSchoolsRevisedJuly15,2011

AppendixD:FY2012BudgetBoardofRegentsauthorizedschoolsonly

KIPPSTARisauthorizedbytheSUNYBoardofTrusteesandwillsubmitthefinancialinformationrequiredpertheirguidelines.


9/45


10/45

KIPP STAR

CHARTER SCHOOL

2010-11 ACCOUNTABILITY

PLANPROGRESS REPORT

Submitted to the SUNY Charter Schools Institute on:

September 30, 2011

By Kevin Flynn

KIPP STAR

c/o 625 West 133rd Street | New York, NY 10027

t. (212) 991-2600 x 6028 | f. (212) 234-8396

e. [email protected]


11/45

KIPP STAR Charter School 2010-11 Accountability Plan Progress Report

Page 1 of 35

Kevin Flynn prepared this 2010-11 Accountability Progress Report on behalf of the schools board

of trustees:

Trustees Name Board PositionDavid B. Massey Chair, Audit Committee

Andrew S. Paul

Girish Bhakoo Treasurer, Audit Committee

Carrie Gennuso Audit Committee

Jacqueline Adams

Thomas Lehrman


12/45


Page 2 of 35

INTRODUCTION

KIPP STAR opened in July 2003 in Harlem, NY serving 87 fifth graders. In 2006-07, KIPP STAR

reached full capacity with 308 5-8 graders. In 2008-09, KIPP STAR in conjunction with KIPP AMP,

KIPP Academy and KIPP Infinity Charter Schools expanded to serve 9th grade students at KIPP

NYC College Prep High School. In the coming school year, KIPP STAR will expand to serveKindergarten students at KIPP STAR Elementary School.

In 2010-11, 97 percent of KIPP STAR students were African-American or Hispanic and 70 percent

qualified for free or reduced price lunch.

Despite changes to the states middle school testing program, while the schools absolute

performance remained similar to the previous year, KIPP STAR students continue to outperform

their city, district and state-wide peers in English language arts and mathematics.

As KIPP STARs leading cohort of students has reached 10th grade at KIPP NYC College Prep High

School, more substantive data on their performance to date are available. While students are given

until their 4th year enrolled in high school to pass Regents examinations in English language arts,mathematics, science and social studies, KIPP STARs leading cohort of students have exceeded or

come close to exceeding their accountability plan targets in each subject.

School Enrollment by Grade Level and School Year

School

YearK 1 2 3 4 5 6 7 8 9 10 11 12 Total

2006-07 80 81 70 308

2007-08 67 69 64 268

2008-09 78 49 60 249

2009-10 81 80 52 39 301

2010-11 86 71 79 47 38 33 354

High School Cohorts

Accountability Cohort

The states Accountability Cohort consists specifically of students who are in their fourth year of

high school after having entered the ninth grade. For example, the 2007 state Accountability Cohort

is comprised of students who entered the 9th grade in the 2007-08 school year, were enrolled in the

school on the states annual enrollment-determination day (BEDS day) in the 2010-11 school year,and either remained in the school for the rest of the year or left for an acceptable reason. (See New

York State Education Departments website for their accountability rules and cohort definitions:

http://www.emsc.nysed.gov/irts/accountability/home.shtml)

The following table indicates the number of students in the schoolspreliminary Accountability

Cohort. The students listed below are in their first and second years in high school. As cohort

membership is not finalized until their fourth year in high school, cohort membership may change.


13/45


14/45


Page 4 of 35

ENGLISH LANGUAGE ARTS

Goal 1: English Language Arts

All students at the school will become proficient in reading and writing of the English language

Background

The fifth and sixth grade used the Guided Reading program to ensure consistency in instructional

practices. Students reading two or more levels below grade level participated in the guided reading

program. Students one or two years above grade level participated in a discussion-based reading

group that challenged them to continue growing. Learning specialists used the pull-out model and

push-in/parallel teaching model for students who are significantly behind grade levels in grades five

and six. We continued to use the push-in model in sixth and seventh grades. We also began a

school-wide focus on using interim assessments to gather student achievement data to drive our

instruction so that we ensure that all of our students learn. We reviewed interim assessment reports

showing progress toward mastery of skill for each student. In addition, we implemented a

systematized intervention program for students who need further support. All grades participate in

DEAR Time (drop everything and read) at least thirty minutes a day, four times per week. The ELA

department participated in bi-monthly meetings.

Goal 1: Absolute MeasureEach year through 2008-09, 75 percent of all tested students who are enrolled in at least their second

year will perform at or above Level 3 on the New York State English language arts examination.

In 2009-10 and 2010-11, 75 percent of all tested students who are enrolled in at least their second

year will perform at or above the states Time Adjusted Level 3 cut scores on the New York State

English Language arts examination.2

Method

The school administered the New York State Testing Program English language arts assessment to

students in 5th through 8th grade in April 2011. Each students raw score has been converted to a

grade-specific scaled score and a performance level. Through 2008-09, the criterion for success on

this measure required students who have been enrolled in at least their second year (defined as

enrolled by BEDS day of the previous school year) to score at Levels 3 or 4. For 2009-10 and 2010-

11, the criterion for success on this measure requires students to have a Scale Score at or above the

states Time Adjusted Level 3 cut scores1, presented in the table below.

Grade Time AdjustedCut Scores

Level 3

3 657

2 In order to abide by the measures to which schools are held accountable in their schools Accountability Plans, the

Institute will continue to use the Time Adjusted Level 3 cut scores, which provide year-to-year consistency with the

Plans standard while accounting for the timing of the test administration (i.e., SED now gives the test later in the schoolyear).


15/45


Page 5 of 35

4 654

5 654

6 654

7 652

8 652


16/45


Page 6 of 35

The table below summarizes participation information for this years test administration. The table

indicates total enrollment and total number of students tested. It also provides a detailed breakdown

of those students excluded from the exam. Note that this table includes all students according to

grade level, even if they have been enrolled for less than one year.

2010-11 State English Language Arts Exam

Number of Students Tested and Not Tested

GradeTotal

Tested

Not Tested3 Total

EnrolledIEP ELL Absent

5 85 0 0 1 86

6 70 0 0 1 71

7 79 0 0 0 79

8 44 0 0 3 47

All 278 0 0 5 283

Results

The following table presents the state ELA test results for students in grades 5 through 8. Consistent

with FERPA regulations, data on 5th grade students enrolled in at least their second year are

excluded.

Charter School Performance on 2010-11 State English Language Arts Exam

By All Students and Students Enrolled in At Least Their Second Year

Grade Population

Percent Scoring at or

above Time

Adjusted Level 3

Cut Score

Number

Tested

5All Students 71.8 85

Students in At Least 2nd Year - 2


Students in At Least 2nd Year 63.8 69


Students in At Least 2nd

Year 74.7 79



AllAll Students 67.3 278

Students in At Least 2

nd

Year 64.8 193Evaluation

With 65 percent of students scoring above the time adjusted cut scores on the state English language

arts exam, KIPP STAR fell short of achieving its 75 percent target.

3 Students exempted from this exam according to their Individualized Education Program (IEP), because of English Language

Learners (ELL) status, or absence for at least some part of the exam.


17/45


Page 7 of 35

Additional Evidence

English Language Arts Performance by Grade Level and School Year

Grade

Percent of Students Enrolled in At Least Their Second Year at Levels 3 and 4

through 2008-09 and a Scale Score at or above Time Adjusted Level 3 cut scorein 2009-10 and 2010-11

2007-08 2008-09 2009-10 2010-11

PercentNumber

TestedPercent

Number

TestedPercent

Number

TestedPercent

Number

Tested5 - - - - - 2 - 2

6 70 70 77 41 73 75 64 69

7 82 60 81 63 79 47 75 79

8 51 61 90 60 51 51 51 43

All 67 210 83 183 68 175 65 193

Action Plan

We are committed to improving the frequency and quality of literacy instruction at STAR. Below is

a list of our programs and initiatives for the 2011-12 school year:

70 minutes of reading instruction and 70 minutes of writing instruction each day across gradelevels.

70 minutes of nonfiction reading and writing instruction in grades 5 and 6, and an increased focuson direct reading skill instruction and assessment in science and history in grades 7 and 8.

Common writing expectations established by writing teachers and utilized across all content areasin all grade levels.

25 minutes of DEAR time across the school, Monday-Thursday (Fridays also in grades 5 and 6.) 40 minutes of guided reading in grades 5 and 6 Monday through Thursday in leveled groups of 5-

10 students.

Small group instruction in all grades twice per week. Weekly one on one coaching of all teachers with a focus on creating rigorous weekly assessments

and data analysis.

Increased love of reading through contests, book fairs, and the Read-A-Thon.We are committed to ensuring that our students with special needs are meeting their goals,

particularly in literacy. Below is a list of our programs and initiatives:

Three learning specialists, each serving students in two grade levels. Push-in support in reading and writing classes daily for all students with special needs. Small group instruction time with learning specialists and content team teachers. Speech, OT, counseling, and additional SETSS support to meet student IEP needs. Math support across all grade levels in math class and through small group instruction. Co-planning and differentiation support for teachers provided by learning specialists weekly.

Goal 1: Absolute MeasureEach year, the schools aggregate Performance Index (PI) on the State English language arts exam

will meet the Annual Measurable Objective (AMO) set forth in the states NCLB accountability

system.


18/45


Page 8 of 35

Method

The federal No Child Left Behind law holds schools accountable for making annual yearly progress

towards all students being proficient by the year 2013-14. As a result, the state sets an Annual

Measurable Objective (AMO) each year to determine if schools are making satisfactory progress

toward the goal that 100 percent of students will ultimately be proficient in the states learning

standards in English Language Arts. To achieve this measure, all tested students must have a

Performance Index (PI) value that equals or exceeds this years English language arts AMO.

As SED has not yet determined this years AMO, schools need not calculate their

Performance Index and may omit reporting on this measure.

Goal 1: Comparative MeasureEach year, the percent of all tested studentswho are enrolled in at least their second year and

performing at or above Level 3 on the state English language arts exam will be greater than that of allstudents in the same tested grades in the local school district.Method

Tested students who were enrolled in at least their second year are compared to all tested students in

the surrounding public school district. Comparisons are between the results for each grade in which

the school had tested students and the results for the respective grades in the local school district, as

well as between the total result of students in at least their second year at the school and the total

result for all students at the corresponding grades in the school district.

Results

The table below compares KIPP STARs 5th through 8th grade students to the neighboring schools

and home district. KIPP STAR is located in NYC CSD 5. Consistent with FERPA regulations, data

on 5th grade students enrolled in at least their second year are excluded.

2010-11 State English Language Arts Exam

Charter School and District Performance by Grade Level

Grade

Percent of Students at Levels 3 and 4

Charter School Students

In At Least 2nd YearAll District Students

PercentNumber

TestedPercent

Number

Tested

5 - 2 32.8 892

6 44.9 69 30.1 998

7 32.9 79 23.9 1064

8 34.9 43 27.3 1175

All 37.3 193 28.3 4129

Evaluation


19/45


Page 9 of 35

The comparative target was met. KIPP STAR students outperformed their peers in CSD 5 by nearly

10 percentage points.

Additional Evidence

English Language Performance of Charter School and Local District

by Grade Level and School Year

Grade

Percent of Charter School Students at Levels 3 and 4 and Enrolled in At Least their Second Year

Compared to Local District Students

2007-08 2008-09 2009-10 2010-11

Charter

School

Local

District

Charter

School

Local

District

Charter

School

Local

District

Charter

School

Local

District

5 - - - - - 27 - 32.8

6 70 48 77 71 35 31 44.9 30.1

7 81 52 81 67 28 29 32.9 23.9

8 54 30 90 47 37 24 34.9 27.3

All 67 43 81 61 33 28 37.3 28.3

Goal 1: Comparative Measure

Each year, the school will exceed its predicted level of performance on the state English language

arts exam by at least a small Effect Size (performing higher than expected to a small degree)

according to a regression analysis controlling for students eligible for free lunch among all public

schools in New York State.Method

The Charter Schools Institute conducts a Comparative Performance Analysis, which compares the

schools performance to demographically similar public schools state-wide. Regression analysis is

used to control for the percentage of students eligible for free lunch among all public schools in NewYork State. The schools actual performance is then compared to the predicted performance of

public schools with a similar free lunch percentage. The difference between the schools actual and

predicted performance, relative to other schools with similar free lunch statistics, produces an Effect

Size. An Effect Size of 0.3 is considered performing higher than expected to a small degree, which is

the requirement for achieving this measure.

Given the timing of the states release of poverty data, the 2010-11 analysis is not yet available. This

report contains 2009-10 results, the most recent ones available.

Results

KIPP STARs overall comparative performance in 2009-10 was lower than expected to a smalldegree.

2009-10 English Language Arts Comparative Performance by Grade Level


20/45


Page 10 of 35

Grade

Percent of

Free Lunch

Eligible

Students

Number of

Students

Tested

Percent of Students

at Levels 3&4Difference

between Actual

and Predicted

Effect Size

Actual Predicted

3

4

5 75 38.7 45.1 -6.4 -0.436 79 34.2 43.0 -8.8 -0.58

7 47 27.7 38.6 -10.9 -0.68

8 51 37.3 39.8 -2.5 -0.14

All 58.5 252 35.0 42.2 -7.2 -0.47

Schools Overall Comparative Performance:

Lower than expected to a small degree

Evaluation

KIPP STARs aggregate Effect Size was -0.47, and the school did not exceed its 0.3 Effect Size

target.

As a result of enacting an absolute preference for students qualifying for free or reduced price lunch

in our admissions policies, the percentage of enrolled students qualifying for free or reduced price

lunch has increased in the lower grades in recent years. Because an aggregate free lunch statistic is

used in the calculation of this measure, the variation in free lunch eligibility across grades is not

taken into consideration and lower grade effect sizes are depressed. As more students are enrolled in

the lower grades, the negative effect is magnified.

Additional Evidence

English Language Arts Comparative Performance by School Year

School

YearGrades

Percent

Eligible for

Free Lunch

Number

TestedActual Predicted

Effect

Size

2006-07 5-8 68.4 311 60.8 46.2 0.81

2007-08 5-8 53.1 270 67.0 60.7 0.33

2008-09 5-8 58.0 251 81.3 71.4 0.64

2009-10 5-8 58.5 252 35.0 42.2 -0.47

Goal 1: Growth MeasureOn the current years state English language arts exam, each grade-level cohort will reduce by one-

half the gap between the percent at or above Level 3 on the previous years state English language

arts exam and 75 percent at or above Level 3. If a grade-level cohort exceeds 75 percent at or above

Level 3 in the previous year, that cohort is expected to show at least an increase in the current year.

Method


21/45


Page 11 of 35

This measure examines the change in performance of the same group of students from one year to the

next and the progress they are making towards the absolute measure of 75 percent of students

performing at or above proficient. Each grade level cohort consists of those students who took the

state exam in 2010-11 and also have a state exam score in 2009-10. It includes students who

repeated the grade. Students who repeated the grade are included in their current grade level cohort,

not the cohort to which they previously belonged. In addition, the aggregate of all cohorts is

examined to determine the growth of all students who took a state exam in both years.

Results

The table below shows KIPP STARs cohort growth on the State ELA exam. Consistent with

FERPA regulations, data on the 5th grade cohort are excluded.

Cohort Growth on State English Language Arts Exam from 2009-10 to 2010-11

GradeCohort

Size

Percent Performing At or Above

Level 3Target

Achieved2009-10 Target 2010-11

5 2 - - - -6 69 40.6 57.8 44.1 No

7 77 33.8 54.4 34.2 No

8 43 25.6 50.3 32.5 No

All 189 42.5 n/a 42.8 n/a

From 2008-09 to 2009-10, none of the schools three grade level cohorts achieved its growth target

and overall performance declined. Per FERPA regulations, data on the 5th grade cohort are not

presented. While the schools cohorts did not reach their targets, performance improved in each

grade level.

Additional Evidence

Cohort Performance on State English Language Arts Exam

Since the Advent of the Grades 3-8 Testing Program by School Year

School YearCohort

Grades

Number of Cohorts

Meeting TargetNumber of Cohorts

2007-08 6-8 2 4

2008-09 6-8 4 4

2009-10 6-8 0 3

2010-11 6-8 0 3

ENGLISH LANGUAGE ARTS

Goal 1: Absolute MeasureEach year 80 percent of students in the high school Accountability Cohort will score at least 65 on

the New York State Regents English exam by the completion of their fourth year in the cohort.Method


22/45


Page 12 of 35

The school administered the New York State Regents Comprehensive English exam that students

must pass to graduate. Regents are scored on a scale from 0 to 100, and students must score at least

65 to pass. This measure examines the percent of the Accountability Cohort that passed the exam by

the completion of their fourth year in the cohort. Students have until the summer of their fourth year

to do so- the results presented below are preliminary as KIPP STAR has only enrolled students in

high school for 2 years.

Results

After only their second year in high school, 72 percent of KIPP STARs leading high school cohort

has already passed the English Regents Exam, nearly exceeding the schools target. Students in the

2010 cohort have yet to take the exam.

Moreover, KIPP STAR students are not just passing the exam, of the 26 students who have already

passed the exam, 23 scored at or above 75- the score indicating college readiness by the State.

Preliminary English Regents Passing Rate by Cohort and Year

Cohort

Designation

2007-08 2008-09 2009-10 2010-11

Number

in Cohort

Percent

Passing

Number

in Cohort

Percent

Passing

Number

in Cohort

Percent

Passing

Number

in Cohort

Percent

Passing

2009 36 N/A 36 72.2

2010 35 N/A

Goal 1: Comparative MeasureEach year, the percent to students in the high school Accountability Cohort passing the Regents

English exam with a score of 65 or above will exceed that of the high school Accountability Cohort

from the local school district.Method

The performance of students in their fourth year in the charter school Accountability Cohort is

compared to that of 2006 cohort of students in the local school district. Given that students may take

Regents exam up through the summer of their fourth year, the most recently available district results

are presented. While the students included in the district comparison had 4 years to pass the exam,

KIPP STAR students have been enrolled in high school for only 2 years.

Results

Preliminary English Regents Passing Rate

of Accountability Cohorts by Charter School and School District

Cohort

Charter School School District

Percent

Passing

Cohort

Size

Percent

Passing

Cohort

Size

2009 72 36 73 922


23/45


Page 13 of 35

Evaluation

After only their second year in the high school, KIPP STARs leading high school cohort scored

proficient or better on the Regents ELA exam at a rate just one percentage point below students in

NYC CSDs 4th year cohort in 2010. With two years remaining to pass the exam, KIPP STAR

students are expected to far outperform the district before graduating. Moreover, KIPP STAR

students are not just passing the exam, of the 26 students who have already passed the exam, 26scored at or above 75- the score indicating college readiness by the State.

Summary of the English Language Arts Goal

Type Measure Outcome

Absolute

75 percent of all tested students who are enrolled in at least their second year

will perform at or above at or above the Time Adjusted Level 3 cut score on

the New York State examination.

Achieved

Absolute

Each year, the schools aggregate Performance Index (PI) on the State exam

will meet the Annual Measurable Objective (AMO) set forth in the statesNCLB accountability system.

N/A

Comparative

Each year, the percent of all tested students who are enrolled in at least their

second year and performing at or above Level 3 on the State exam will be

greater than that of all students in the same tested grades in the local school

district.

Achieved

ComparativeEach year, the school will exceed its predicted level of performance on the

State exam by at least a small Effect Size.N/A

Growth

On the 2010-11 state exam, each grade-level cohort will reduce by one-half

the gap between the percent at or above level 3 on the 2009-10 state exam

and 75 percent at or above Level 3.

Did Not Achieve

Comparative

Each year, the percent to students in the high school Accountability Cohort

passing the Regents English exam with a score of 65 or above will exceed

that of the high school Accountability Cohort from the local school district.

N/A

Absolute

Each year 80 percent of students in the high school Accountability Cohort

will score at least 65 on the New York State Regents English exam by the

completion of their fourth year in the cohort.

N/A

Action Plan

Recognizing that our ELA scores in 2009-10 did not meet our expectations, entering this year we

implemented a leveled writing program across all KIPP NYC middle schools, deepened our use of the

nationally normed MAP assessment, and implemented our first ever common interim assessment

program, as well as built out a data platform to make those results easily accessible to teachers and

principals. We also increased the level of coaching and sharing that was available to all of our teachers.

Our plans for next year include:

1. Aligning our curriculum and assessments across our middle schools;2. Aligning our standards and assessments across our elementary schools;3. Upgrading our interim assessments and teacher generated assessments to reflect the newly

aligned curriculum and to increase our confidence level in their predictive value;


24/45


Page 14 of 35

4. Implementing a shared data protocol to ensure that we use more strategically and effectively thedata from our teacher-generated and interim assessments;

5. Implementing the KIPP Framework for Excellent Teaching as a coaching and development tool;6. Improving our ability to share lessons and assessments by using the new version of KIPP: Share

powered by Better Lesson; and

7. Beginning to research the impact that the shift to Common Core Standards will have on all of theabove and starting to adjust accordingly.


25/45


Page 15 of 35

MATHEMATICS

Goal 2: MathematicsAll students at the school will demonstrate competency in the understanding and application of

mathematical computation and problem solving.

Background

The fifth, sixth, seventh, and eighth grade math curriculum is based on New York state standards.

The seventh and eighth graders take algebra. All math classes are held for ninety minutes daily. In

the fifth grade, students participate in an additional mathematics problem-solving class twice per

week for forty-five minutes. In sixth grade, students who are two or more grade levels behind in

math, receive extra support twice per week for forty-five minutes. Fifth and sixth graders also had

the opportunity to join the Math Club which met once per week. This group of students placed

second in a city math competition this year. During the fourth quarter, the top performing seventh

graders participated in the eighth grade algebra class. A learning specialist provided additional

support during each seventh grade algebra class. The math department participated in weekly

meetings

Goal 2: Absolute MeasureEach year through 2008-09, 75 percent of all tested students who are enrolled in at least their second

year will perform at or above Level 3 on the New York State mathematics examination.

In 2009-10 and 2010-11, 75 percent of all tested students who are enrolled in at least their second

year will perform at or above the states Time Adjusted Level 3 cut scores on the New York State

mathematics examination4.

Method

The school administered the New York State Testing Program mathematics assessment to students in

5th through 8th grade in May 2011. Each students raw score has been converted to a grade-specific

scaled score and a performance level. Through 2008-09, the criterion for success on this measure

required students who have been enrolled in at least their second year (defined as enrolled by BEDS

day of the previous school year) to score at Levels 3 or 4. For 2009-10 and 2010-11, the criterion for

success on this measure requires students to have a Scale Score at or above the states Time Adjusted

Level 3 cut scores1, presented in the table below.

Grade

Time Adjusted

Cut Scores

Level 33 656

4 655

5 653

4 In order to abide by the measures to which schools are held accountable in their schools Accountability Plans, the

Institute will continue to use the Time Adjusted Level 3 cut scores, which provide year-to-year consistency with the

Plans standard while accounting for the timing of the test administration (i.e., SED now gives the test later in the schoolyear).


26/45


Page 16 of 35

6 653

7 651

8 652

The table below summarizes participation information for this years test administration. The table

indicates total enrollment and total number of students tested. It also provides a detailed breakdown

of those students excluded from the exam. Note that this table includes all students according to

grade level, even if they have been enrolled for less than one year.

2010-11 State Mathematics Exam

Number of Students Tested and Not Tested

GradeTotal

Tested

Not Tested5 Total

EnrolledIEP ELL Absent

5 85 0 0 1 86

6 71 0 0 1 71

7 79 0 0 0 79

8 47 0 0 3 47

All 278 0 0 4 283

Results

The table below presents state 2009-10 state math test results for KIPP STARs 5th through 8th grade

students. Consistent with FERPA regulations, data on 5th grade students enrolled in at least their

second year are excluded.

Charter School Performance on 2010-11 State Mathematics Exam


Grade Population

Percent Scoring at or

above Time

Adjusted Level 3

Cut Score

Number

Tested


Students in At Least 2nd Year - 2





8All Students 100 47

Students in At Least 2nd Year 100 43

AllAll Students 93.5 278


5 Students exempted from this exam according to their Individualized Education Program (IEP), because of English

Language Learners (ELL) status, or absence for at least some part of the exam


27/45


Page 17 of 35

Evaluation

With 96 percent of students scoring above 650 on the state Mathematics exam, KIPP STAR far

exceeded its 75 percent Accountability Plan target.

Additional Evidence

Mathematics Performance by Grade Level and School Year

Grade


through 2008-09 and at or above Time Adjusted Level 3 cut score in 2009-10

and 2010-11

2007-08 2008-09 2009-10 2010-11

PercentNumber

TestedPercent

Number

TestedPercent

Number

TestedPercent

Number

Tested5 - - - - - 2 - 2

6 90 70 94 49 97 74 97.1 67

7 97 69 98 63 98 46 96.2 76

8 95 64 98 60 92 51 100 43

All 94 121 97 123 96 173 96.9 187

Goal 2: Absolute MeasureEach year, the schools aggregate Performance Index (PI) on the State mathematics exam will meet

the Annual Measurable Objective (AMO) set forth in the states NCLB accountability system.Method

The federal No Child Left Behind law holds schools accountable for making annual yearly progress

towards all students being proficient by the year 2013-14. As a result, the state sets an AnnualMeasurable Objective (AMO) each year to determine if schools are making satisfactory progress

toward the goal that 100 percent of students will ultimately be proficient in the states learning

standards in Mathematics. To achieve this measure, all tested students must have a Performance

Index (PI) value that equals or exceeds this years mathematics AMO.

As SED has not yet determined this years AMO, schools need not calculate their

Performance Index and may omit reporting on this measure.

Goal 2: Absolute Measure

Each year, 80 percent of students in the high school Accountability Cohort will score at least 65 on aNew York State Regents mathematics exam by the completion of their fourth year in the cohort.Method

The school administered the New York State Regents Geometry, Integrated Algebra and Algebra 2

exams. Regents are scored on a scale from 0 to 100, and students must score at least 65 to pass.

This measure requires students in each Accountability Cohort to pass any one of the Regents

mathematics exams by their fourth year in the cohort. Students may have taken a particular Regents


28/45


Page 18 of 35

mathematics exam multiple times or have taken multiple mathematics exams; once they passed a

mathematics exam, their performance on subsequent exams did not affect their status as passing.

Students have until the summer of their fourth year to pass a mathematics exam.

Results

Preliminary Regents Mathematics Passing Rate by Cohort and Year

Cohort

Designation

2007-08 2008-09 2009-10 2010-11

Number

in Cohort

Percent

Passing

Number

in Cohort

Percent

Passing

Number

in Cohort

Percent

Passing

Number

in Cohort

Percent

Passing

2009 36 94.4 36 97.2

2010 35 91.7

Evaluation

After their second year in high school, nearly 100 percent of KIPP STARs leading high school

cohort has passed a Regents mathematics exam, exceeding the schools 80 percent accountability

plan target. After their first year in high school, 92 percent of the schools 2010 cohort has alreadypassed a Regents mathematics exam.

In addition, 71 percent of KIPP STAR 8th graders taking the Regents Integrated Algebra exam scored

proficient or better and are on track to take additional advanced mathematics classes upon entry to

the 9th grade.


Each year, the percent of all tested studentswho are enrolled in at least their second year and

performing at or above Level 3 on the state mathematicsexam will be greater than that of all students

in the same tested grades in the local school district.

Method



the school had tested students and the results for the respective grades in the local school district, as

well as between the total result of students in at least their second year at the school and the total

result for the corresponding grades in the school district.

Results

The chart below compares the performance of KIPP STAR students to that of students enrolled in the

same tested grades in District 5. Consistent with FERPA regulations, data on 5th grade students

enrolled in at least their second year are excluded.

2010-11 State Mathematics Exam


Grade


Charter School Students

In At Least 2nd YearAll District Students


29/45


Page 19 of 35

PercentNumber

TestedPercent

Number

Tested

5 - 2 42.1 905

6 72.5 69 39.7 1010

7 86.1 79 38.3 1092

8 76.7 43 42.5 1192

All 78.2 193 40.7 4199

Evaluation

The measure was met and far exceeded. Overall, 5th through 8th graders at KIPP STAR nearly

doubled the proficiency rate of their district counterparts.

Additional Evidence

In 2010-11, while the districts scores increased somewhat KIPP STAR outperformed the district by

an even large margin than in the previous year. From 2006-07 through 2010-11, KIPP STAR

outperformed NYC CSD 5 by more than 30 percentage points.

Mathematics Performance of Charter School and Local District


Grade



2007-08 2008-09 2009-10 2010-11

Charter

School

Local

District

Charter

School

Local

District

Charter

School

Local

District

Charter

School

Local

District

5 - - - - - 39 - 42.1

6 90 66 94 56 85 39 72.5 39.7

7 97 60 98 79 83 38 86.1 38.3

8 97 61 98 64 61 36 76.7 42.5

All 97 61 98 72 77 38 78.2 40.7

Goal 2: Comparative MeasureEach year, the percent to students in the high school Accountability Cohort passing a Regents

mathematics exam with a score of 65 or above will exceed that of the high school accountability

cohort from the local school district.Method

The performance of students in their fourth year in the charter school Accountability Cohort iscompared to that of the respective cohort of students in the local school district. Given that students

may take Regents exam up through the summer of their fourth year, the most recently available

district results are presented. Data presented for the 2009 and 2010 cohort are preliminary, as these

students have only completed their first and second years of high school, respectively.

Results


30/45


Page 20 of 35

The table below summarizes KIPP STARs high school accountability cohort performance relative to

that of NYC CSD 5. Comparison data presented are for the fourth year Accountability Cohort of

NYC CSD 5.

Mathematics Regents Passing Rate

by Charter School and School District

Cohort


Percent

Passing

Cohort

Size

Percent

Passing

Cohort

Size

2009 97.2 36 71 886

2010 91.7 35 71 886

Evaluation

After only their second year in high school, nearly 100 percent of KIPP STAR high school students

passed a Regents mathematics exam. KIPP STAR far outperformed students in its host district,

where only 70 percent of students passed a Regents mathematics exam after 4 years in high school in

2009-10.

Goal 2: Comparative MeasureEach year, the school will exceed its predicted level of performance on the state mathematics exam

by at least a small Effect Size (performing higher than expected to a small degree) according to a

regression analysis controlling for students eligible for free lunch among all public schools in New

York State.Method

The Charter Schools Institute conducts a Comparative Performance Analysis, which compares the

schools performance to demographically similar public schools state-wide. Regression analysis isused to control for the percentage of students eligible for free lunch among all public schools in New

York State. The schools actual performance is then compared to the predicted performance of

public schools with a similar free lunch percentage. The difference between the schools actual and

predicted performance, relative to other schools with similar free lunch statistics, produces an Effect

Size. An Effect Size of 0.3 is considered performing higher than expected to a small degree, which is

the requirement for achieving this measure.

Given the timing of the states release of poverty data, the 2010-11 analysis is not yet available. This

report contains 2009-10 results, the most recent ones available.

Results

In 2010-11, KIPP STARs overall comparative performance was higher than expected to a large

degree.

Grade

Percent of

Free Lunch

Eligible

Students

Number of

Students

Tested

Percent of Students

at Levels 3&4Difference

between Actual

and Predicted

Effect Size

Actual Predicted

3


31/45


Page 21 of 35

4

5 75 64.0 57.5 6.5 0.38

6 78 83.3 52.4 30.9 1.66

7 46 82.6 51.7 30.9 1.54

8 51 60.7 44.1 16.6 0.75

All 58.5 250 72.8 52.1 20.7 1.07

Schools Overall Comparative Performance:

Higher than expected to a large degree

Evaluation

KIPP STAR performed higher than expected to a large degree and far exceeded its 0.3 Effect Size

target with an overall Effect Size of 1.07.

Additional Evidence

From 2006-07 through 2010-11, KIPP STAR performed higher than expected to a large degree and

exceeded its Effect Size target each year.

Mathematics Comparative Performance by School Year

School

YearGrades

Percent

Eligible for

Free Lunch

Number

TestedActual Predicted

Effect

Size

2006-07 5-8 68.4 308 86.4 54.8 1.52

2007-08 5-8 53.1 271 88.6 71.9 0.85

2008-09 5-8 58.0 252 96.4 79.9 1.26

2010-11 5-8 58.5 250 72.8 52.1 1.07

Goal 1: Growth MeasureOn the current years state mathematics exam, each grade-level cohort will reduce by one-half the

gap between the percent at or above Level 3 on the previous years state mathematics exam and 75

percent at or above Level 3. If a grade-level cohort exceeds 75 percent at or above Level 3 in the

previous year, that cohort is expected to show at least an increase in the current year.

Method

This measure examines the change in performance of the same group of students from one year to the

next and the progress they are making towards the absolute measure of 75 percent of students

performing at or above proficient. Each grade level cohort consists of those students who took the

state exam in 2010-11 and also have a state exam score in 2009-10. It includes students who

repeated the grade. Students who repeated the grade are included in their current grade level cohort,

not the cohort to which they previously belonged. In addition, the aggregate of all cohorts is

examined to determine the growth of all students who took a state exam in both years.


32/45


Page 22 of 35

Results

The table below shows KIPP STARs cohort growth on the State Math Exam. Consistent with

FERPA regulations, data on the 5th grade cohort are excluded.

Cohort Growth on State Mathematics Exam from 2009-10 to 2010-11

GradeCohort

Size

Percent Performing At or Above

Level 3Target

Achieved2009-10 Target 2010-11

5 2 - - - N/A

6 69 68.1 71.6 72.5 Yes

7 76 84.2 84.3 85.5 Yes

8 44 77.3 77.4 76.2 No

All 191 71.5 73.3 80.4 Yes

Evaluation

Three out of four cohorts met their growth targets.

Additional Evidence

KIPP STARs cohort growth performance in 2010-11 is consistent with its level of performance in

the previous year.

Cohort Performance on Mathematics Exam

Since the Advent of the Grades 3-8 Testing Program by School Year

School Year CohortGrades

Number of CohortsMeeting Target

Number of Cohorts

2007-08 5-8 1 4

2008-09 5-8 3 4

2009-10 5-8 3 4

2010-11 5-8 3 4

Summary of the Mathematics Goal

With the exception of the cohort growth measure, KIPP STAR met and exceeded each of the

measures included in its Accountability Plan. While each of KIPP STARs middle school cohorts

did not reach its target, aggregate cohort performance remained high.


Absolute

75 percent of all tested students who are enrolled in at least their second year

will perform at or above at or above the Time Adjusted Level 3 cut score on


Achieved

Absolute

Each year, the schools aggregate Performance Index (PI) on the State exam

will meet the Annual Measurable Objective (AMO) set forth in the states

NCLB accountability system.

N/A


33/45


Page 23 of 35

Comparative

Each year, the percent of all tested students who are enrolled in at least their

second year and performing at or above Level 3 on the State exam will be

greater than that of all students in the same tested grades in the local school

district.

Achieved

ComparativeEach year, the school will exceed its predicted level of performance on the

State exam by at least a small Effect Size.Achieved

Growth On the 2010-11 state exam, each grade-level cohort will reduce by one-halfthe gap between the percent at or above level 3 on the 2009-10 state exam

and 75 percent at or above Level 3.

3 out of 4Cohorts

Achieved

Absolute

Each year, 80 percent of students in the high school Accountability Cohort

will score at least 65 on a New York State Regents mathematics exam by the

completion of their fourth year in the cohort.

N/A

Comparative

Each year, the percent to students in the high school Accountability Cohort

passing a Regents mathematics exam with a score of 65 or above will exceed

that of the high school accountability cohort from the local school district.

N/A

Action Plan

In order to maintain the student achievement attained during this year, the math department will

continue to participate in weekly meetings. In addition, they will also have bi-monthly extendedmeetings. We will also begin a school wide focus on using quality assessments to gather student

achievement data to drive our instruction so that we ensure that all of our students learn. In addition,

we will implement a systematized intervention program for students who need further support.

Lastly, a new mentor teacher program and peer observation system will ensure that every teacher is

consistently using effective teaching practices. In addition, a learning specialist will pull out students

who are two or more grade levels behind and teach Math is Life.


34/45


Page 24 of 35

SCIENCE

Goal 3: Science

All students at KIPP STAR will demonstrate competency in the understanding and application

of scientific reasoning and problem-solving.

Background

Our science curriculum is aligned with the NYS Science standards and the Earth Science Regents

standards for the 8th grade.

Goal 3: Absolute MeasureEach year, 75 percent of all tested students who are enrolled in at least their second year will perform

at or above Level 3 on the New York State science examination.Method

In place of the NYS 8th Grade Science examination, KIPP STAR administered the New York StateRegents Earth Science assessment to students in the 8th grade in the spring of 2010. Each students

raw score has been converted to a performance level and a grade-specific scaled score. The criterion

for success on this measure requires students who have been enrolled in at least their second year

(defined as enrolled by BEDS day of the previous school year) to score at Levels 3 or 4.

Results

In 2010-11, KIPP STAR administered the NYS Regents Earth Science examination to 8th grade

students in place of the NYS 8th grade science exam to give students a head start on rigorous high

school science content and place on track to take college level science exams during their high school

years. Of the 43 students enrolled in at least their second year at KIPP STAR who took the exam, 56percent scored at level 3 or 4.

Charter School Performance on 2010-11 Regents Earth Science Exam


Grade PopulationPercent at Each Performance Level Number

TestedLevel 1 Level 2 Level 3 Level 4 Level 3/4

8All Students 20.9 23.2 48.8 7.0 55.8 43

Students in At Least 2nd

Year 20.9 23.2 48.8 7.0 55.8 43

Evaluation

With 56 percent of students scoring proficient or better on the Earth Science Regents, the school fell

short of its 75 percent target. However, the Regents exam is considered to be a far more difficult

than the 8th grade science exam and is typically taken by students in the 10th grade.

Additional Evidence


35/45


Page 25 of 35

Science Performance


Grade


2007-08 2008-09 2009-10 2010-11

Percent

Number

Tested Percent

Number

Tested Percent

Number

Tested Percent

Number

Tested8 95 64 67 60 N/A N/A 56 43

Goal 3: Absolute MeasureEach year, 80 percent of students in the high school Accountability Cohort will score at least 65 on a

New York State Regents science exam by the completion of their fourth year in the cohort.Method

New York State administers multiple high school science assessments; current Regent exams areLiving Environment, Earth Science, Chemistry and Physics. The school administered the Regents

Living Environment and Earth Science exams. Regents are scored on a scale from 0 to 100, and

students must score at least 65 to pass. This measure requires students in each Accountability

Cohort to pass any one of the Regents science exams by their fourth year in the cohort. Students may

have taken a particular Regents science exam multiple times or have taken multiple science exams;

once they passed a science exam, their performance on subsequent exams did not affect their status

as passing. Students had until the summer of their fourth year to pass a science exam.

Results

While this measure does not yet apply as KIPP STARs leading cohort has completed only their first

year in high school, the table below presents preliminary results for this measure.

Preliminary Science Regents Passing Rate by Cohort and Year

Cohort

Designation

2006-07 2007-08 2009-10

Number

in Cohort

Percent

Passing

Number

in Cohort

Percent

Passing

Number

in Cohort

Percent

Passing

Number

in Cohort

Percent

Passing

2009 36 80.6 36 97.2

2010 35 91.4

Evaluation

After only their second year in high school, 97 percent of KIPP STARs leading high school cohort

passed a science regents exam, exceeding the schools 80 percent target. After their first year in high

school, 91 percent of the schools 2010 cohort has already passed a Regents science exam.



36/45


Page 26 of 35

Each year, the percent of all tested studentswho are enrolled in at least their second year and

performing at or above Level 3 on the State science exam will be greater than that of all students in

the same tested grades in the local school district.Method



the school had tested students and the results for the respective grades in the local school district.

Results

2010-11 State Science Exam


Grade


Charter School StudentsIn At Least 2nd Year All District Students

PercentNumber

TestedPercent

Number

Tested

8 55.8 43 65 478

Evaluation

With 56 percent of students scoring proficient or better on the Earth Science Regents, KIPP STAR

did not outperform the district where 65 percent of students were proficient. However, at KIPP

STAR, the exam is taken by all students in the 8th

grade whereas in CSD 5, the exam is typicallytaken in the 10th grade and only by students who have already demonstrated success on another

Regents exam, commonly the Living Environment exam.

Additional Evidence

Science Performance of Charter School and Local District


Grade



2007-08 2008-09 2009-10 2010-11Charter

School

Local

District

Charter

School

Local

District

Charter

School

Local

District

Charter

School

Local

District

8 95 38 67 34 N/A N/A 56 65

() Goal 3: Comparative Measure


37/45


Page 27 of 35

Each year, the percent to students in the high school Accountability Cohort passing a Regents

Science exam with a score of 65 or above will exceed that of the high school Accountability Cohort

from the local school district.Method


compared to that of the respective cohort of students in the local school district. Given that students


district results are presented.

Results

While this measure does not yet apply as KIPP STARs leading cohort has completed only their first

year in high school, the table below presents preliminary results for this measure.

Science Passing Rate

of Accountability Cohorts by Charter School and School District

Cohort


Percent

Passing

Cohort

Size

Percent

Passing

Cohort

Size

2009 97.2 36 66 886

2010 86.1 35 66 886

Evaluation

After only their second year in high school, nearly 100 percent of KIPP STAR high school students

passed a Regents science exam. KIPP STAR far outperformed students in its host district, where

only 66 percent of students passed a Regents mathematics exam after 4 years in high school in 2009-10.

Summary

At the middle school level, KIPP STAR will continue to push students to excel on rigorous high

school exams during their 8th grade year. At the high school level, KIPP STAR students in their first

year of high school have already exceeded the schools Four year Accountability Cohort Proficiency

rate target and outperformed the local community school district in successful Regents exam

completion.


AbsoluteEach year, 75 percent of all tested students who are enrolled inat least their second year will perform at or above Level 3 on


N/A

Comparative

Each year, the percent of all tested students who are enrolled

in at least their second year and performing at or above Level

3 on the State exam will be greater than that of all students in

the same tested grades in the local school district.

N/A

AbsoluteEach year, 80 percent of students in the high school

Accountability Cohort will score at least 65 on a New YorkN/A


38/45


Page 28 of 35

State Regents mathematics exam by the completion of their

fourth year in the cohort.

Comparative

Each year, the percent to students in the high school

Accountability Cohort passing a Regents Science exam with a

score of 65 or above will exceed that of the high school

Accountability Cohort from the local school district.

N/A

Action Plan

At the middle school level, KIPP STAR will continue to push students to excel on rigorous high

school exams during their 8th grade year. At the high school level, based on students accelerated

trajectory, it is expected that they will be ready for participation in AP science classes in the years to

come.


39/45


Page 29 of 35

SOCIAL STUDIES

Goal 4: Social Studies

All students at KIPP STAR will demonstrate competency in the understanding and application

of social, geographical, civic, and world studies.

Background

At the middle school level, the Social Studies curriculum focused on non-fiction studies and non-

fiction reading strategies. In high school, students take Global History in 10th grade and United States

History afterwards. AP History courses will be offered as well.

Goal 4: Absolute Measure

Each year, 80 percent of students in the high school Accountability Cohort will score at least 65 on

the New York State Regents U.S. History exam by the completion of their fourth year in the cohort.MethodNew York State administers two high school social studies assessments: U.S. History and Global

History. In order to graduate, students must pass both of these Regents exams with a score of 65 or

higher. This measure requires students in each Accountability Cohort to pass the Global History

exam by the completion of their fourth year in the cohort. Students may have taken the exam

multiple times, and had until the summer of their fourth year to pass it. Once students passed it,

performance on subsequent administrations of the same exam did not affect their status as passing.

Results

In 2010-11, KIPP STARs leading high school cohort first took the Regents global history

examination. Results for this administration of the test are included below. Students in the 2010cohort have yet to take the exam.

Preliminary Regents Global History Passing Rate by Accountability Cohort and Year

Cohort

Designation

2007-08 2008-09 2009-10 2010-11

Number

in Cohort

Percent

Passing

Number

in Cohort

Percent

Passing

Number

in Cohort

Percent

Passing

Number

in Cohort

Percent

Passing

2009 36 N/A 36 97.2

2010 35 N/A

Evaluation

After only their second year in high school, 97 percent of KIPP STAR high school students passed

the Regents Global History exam and the school nearly exceeded its accountability plan target.

() Goal 4: Comparative Measure


40/45


Page 30 of 35

Each year, the percent to students in the high school Accountability Cohort passing the Regents

Global History exam with a score of 65 or above will exceed that of the high school Accountability

Cohort from the local school district.Method


compared to that of the respective cohort of students in the local school district. Given that students


district results are presented.

Results

In 2010-11, KIPP STARs leading high school cohort first took the Regents Global History

examination. KIPP STARs results are compared to the results of the fourth year cohort graduating

from NYC CSD 5 schools in 2010.

Global History Passing Rate of Accountability Cohorts by Charter School and School District

Cohort


Percent

Passing

Cohort

Size

Percent

Passing

Cohort

Size

2009 78 36 66 922

Evaluation

After only their second year in high school, 78 percent of KIPP STAR high school students passed

the Regents Global History exam. KIPP STAR far outperformed students in its host district, where

only 66 percent of students passed the same exam after 4 years in high school in 2009-10.

Summary

At the high school level, KIPP STAR students in their first year of high school nearly met the

schools Four year Accountability Cohort Proficiency rate target and outperformed the local

community school district in successful Regents exam completion.


Absolute

Each year, 80 percent of students in the high school

Accountability Cohort will score at least 65 on the New York

State Regents Global History exam by the completion of their

fourth year in the cohort.

N/A

ComparativeEach year, the percent to students in the high schoolAccountability Cohort passing the Global History Regents

exam with a score of 65 or above will exceed that of the high

school Accountability Cohort from the local school district.

N/A


41/45


Page 31 of 35

NCLB

Goal 5: NCLB

The school will make Adequate Yearly Progress.

Goal 5: Absolute MeasureUnder the states NCLB accountability system, the schools Accountability Status will be Good

Standing each year.Method

Since all students are expected to meet the state's learning standards, the federal No Child Left

Behind legislation stipulates that various sub-populations and demographic categories of students

among all tested students must meet the state standard in and of themselves aside from the overall

school results. New York, like all states, established a system for making these determinations for its

public schools. Each year the state issues School Report Cards which indicate each schools status

under the states NCLB accountability system. For a schools status to be Good Standing it must

not have failed to make Adequate Yearly Progress (AYP) for two consecutive years.

Results

KIPP STAR is in Good Standing.

Evaluation

KIPP STAR is in Good Standing and met its NCLB goal

Additional Evidence

KIPP STAR has been in good standing during each year of operation.

NCLB Status by Year

Year Status

2005-06 Good Standing






42/45


Page 32 of 35

HIGH SCHOOL GRADUATION

GOAL 5: HIGH SCHOOL GRADUATION

() Goal 5: Absolute MeasureEach year, 75 percent of students in the high school Graduation Cohort will pass their core academic

subjects by the end of August and be promoted to the next grade.

Method

This measure serves as a leading indicator of the performance of high school cohorts and examines

their progress toward graduation based on annual credit accumulation. The measure requires that,

based on the schools promotion requirements, 75 percent of students in each cohort are promoted to

the next grade by the end of August.

Results

By the end of the 2010-11 school year, 92 percent of KIPP STARs leading cohort met the schools

promotional criteria and advanced to the next grade. A similarly high level of performance on this

measure was observed for the 2010 cohort, with 91 percent being promoted to the next grade.

Percent of Students Promoted by Cohort in 2010-11

Cohort

Designation

Number in

Cohort

Percent

promoted

2009 36 91.7

2010 35 91.4

Evaluation

With 92 percent of the 2009 cohort and 91 percent of the 2010 cohort being promoted to the next

grade, KIPP STAR exceeded its 80 percent target for cohort.

() Goal 5: Absolute Measure

Each year, 75 percent of students in the high school Graduation Cohort will score at least 65 on at

least three different New York State Regents exams required for graduation by the completion of

their second year in the cohort.

Method

This measure serves as a leading indicator of the performance of high school Cohorts and examines

their progress towards graduation based on Regents exam passage. The measure requires that 75

percent of students in each Cohort have passed at least three Regents exams by their second year in

the cohort. KIPP STARs leading Accountability Cohort completed its first year in high school in

August of 2010. Data for this cohort are presented below.


43/45


Page 33 of 35

Results

By the end of their second year in high school, 100 percent of KIPP STARs leading high school

Accountability Cohort has passed three Regents exams.

Percent of Students in their Second Year Passing Three Regents Exams by Cohort

Cohort

Designation

Number in

Cohort

Percent

Passing Three

Regents

2009 36 100.0

2010 35 91.4*

Evaluation

With 100 percent of students passing at least three Regents exams by the end of their second year in

the cohort, KIPP STAR exceeded its accountability plan target.

*For the 2010 cohort, after only one year in high school, 91 percent of students have passed at least 3

regents exams.

On average, students in the 2009 cohort have passed just over 5 Regents exams each, with some

students passing as many as 8 Regents exams after only their second year in high school.

Summary

Based on preliminary data, KIPP STAR is well on its way to exceeding its high school graduation

goal.


Absolute


Graduation Cohort will pass their core academic

subjects by the end of August and be promoted to the

next grade.

Achieved

Absolute


Graduation Cohort will score at least 65 on at least

three different New York State Regents exams

required for graduation by the completion of their

second year in the cohort.

Achieved

Absolute


Graduation Cohort will graduate after the completion

of their fourth year in the cohort.

Not Applicable

Absolute


Graduation Cohort will graduate after the completion

of their fifth year in the cohort.

Not Applicable

Comparative

Each year, the percent of students in the high school

Graduation Cohort graduating after the completion of

their fourth year will exceed that of the Graduation

Cohort from the local school district.

Not Applicable


44/45


Page 34 of 35

COLLEGE PREPARATION

() GOAL 6: COLLEGE PREPARATION

() Goal 6: Comparative MeasureEach year, the average performance of students in the 10th grade will exceed the state average on the

PSAT test in Critical Reading and Mathematics.

Method

This measure tracks student performance one of the most commonly used early high school college

prep assessment. Students receive a scale score in critical reading, writing and mathematics. Scalescores range from 20 to 80 on each subsection with 160 as the highest possible score. As students

may choose to take the test multiple times during the year, only the highest scores on each subsection

are considered when reporting on this measure. School averages are compared to the New York

State average for all 10th grade (sophomore) test takers in the given year.

Results

In 2010-11, the schools leading high school cohort completed 10th grade and took the PSAT for the

first time.

10th Grade PSAT Performance by School Year

School

Year

Number of

Students in the

10th Grade

Number of

Students

Tested

Critical Reading Mathematics

School New York

State

School New York

State

2010-11 33 32 40.1 40.5 40.1 42.4

Evaluation

In 2010-11, the schools performance on the PSAT exam was just under the state average in Critical

Reading and Mathematics. On the Writing portion of the exam, KIPP STAR student performance

exceeded the state average (38.6) with an average score of 40.7.


Comparative

Each year, the average performance of students in the

10th

grade will exceed the state average on the PSAT

test in Critical Reading and Mathematics. Did Not Achieve

Comparative

Each year, the average performance of students in the

12th grade will exceed the state average on the SAT

or ACT tests in reading and mathematics. Not Applicable


45/45


Absolute/Comparative/Growth

Each Year, the school will demonstrate the

preparation of its students for college through at least

one measure of its own design.Not Applicable

Absolute/Comparative/Growth

Each Year, the school will demonstrate college

attendance or achievement through at least one

measure of its own design.

Not Applicable

Documents

KIPP STAR 2010-11 Annual Report