School Report Cards For 2003–2004. 2 Student Achievement Key Finding: The Bottom Line Student achievement is improving as students: show fewer academic

School Report CardsFor 2003–2004

2

Student AchievementKey Finding: The Bottom Line

• Student achievement is improving as students:

• show fewer academic problems,• are better prepared for high

school, and • meet higher standards. • More students are graduating.

3


• If students take the required Regents Exams, then overwhelmingly they pass at 55 and even 65.

• Data show students entering high school each year are better prepared to do high school work.

• But in the Class of 2004 too many students entered high school unprepared for high school work and didn’t pass their courses. Therefore, they didn’t even take the Regents Exams in 4 years.

4

Key Finding: More Students are Better Prepared for High School

• In 8th grade English and math, fewer students scored in Level 1 (indicating serious academic difficulties) each year between 2000 and 2004.

• Fewer students are being held back in 9th grade each year, which indicates more students are entering high school better prepared for high school work.

5

Fewer students scored at Level 1 in middle-level math.The percentage of students with serious academic problems (Level 1) has declined. Therefore, students who entered 9th grade after 2000 should be better prepared for high school.

Percentage of Students Scoring at Level 1

47

.5%

48

.5%

36

.9%

23

.0%

17

.2%

29

.1%

43

.6%

45

.9%

30

.3%

17

.3%

12

.5%

5.2

%

24

.9%

44

.1% 5

0.3

%

32

.3%

19

.7%

14

.2%

6.4

%

26

.3%

33

.7%

18

.6%

11

.9%

8.0

%

3.3

%

16

.5%2

2.5

% 29

.0%

17

.3%

10

.4%

7.2

%

3.2

%

13

.9%

7.8

%

19

.6%

3.5

%

9.6

%14

.4%

23

.8%

40

.9%

33

.2%

28

.0%

New York City Large City Urban-Suburban

Rural Average Low Total Public

1999 2000 2001 2002 2003 2004Public Schools Only

6

16

.0%

14

.9%

11

.1%

7.0

%

4.6

% 8.9

%

23

.2%

23

.4%

16

.5%

10

.4%

6.6

%

2.7

%

13

.2%

22

.9%

24

.2%

17

.9%

11

.1%

7.4

%

2.7

%

13

.6%

20

.1%

11

.3%

8.9

%

5.4

%

1.9

%

9.5

%

11

.3% 1

5.9

%

9.4

%

7.4

%

4.3

%

1.5

%

7.3

%

1.9

%

7.1

%

0.9

%3.3

%

5.0

%

9.1

%

15

.5%

12

.6%

15

.0%

New York City Large City Urban-Suburban

Rural Average Low Total Public

1999 2000 2001 2002 2003 2004

Fewer students scored at Level 1 in middle-level English.The percentage of students with serious academic problems (Level 1) has declined. Therefore, students who entered 9th grade after 2000 should be better prepared for high school.

Public Schools Only

Percentage of students scoring in Level 1

7

Fewer students are being held back in 9th grade each year.

The percentage held back peaked in 1998-99 and has declined each year since then. This indicates students are increasingly better prepared for high school work. These results are consistent with a declining percentage of students who score in level 1 in 8th grade math and English.

0.0

20.0

40.0

60.0

80.0

100.0

1995 1996 1997 1998 1999 2000 2001 2002

Total Public

28.3 32.2

34.8

35.3

35.7

29.4

27.2

25.7

0

20

40

60

80

100

1995 1996 1997 1998 1999 2000 2001 2002

NYC

More Students Overall Are Taking and Passing Regents Examinations, 1996–2004 -- Even as More Regents Exams Are Required

9

Regents EnglishThe number of students scoring 65 or higher on the Regents English examination has increased by more than 67 percent since 1996.

114 123135

176166

177 175 183

153 150

91102 105

123 118136 130 140

152

191171

157

120113

159 152

0

50

100

150

200

250

1996 1997 1998 1999 2000 2001 2002 2003 2004

Num

ber

in T

hous

ands

Tested 55-100 65-100

All Students

10

Regents MathematicsMore students scored 65 or higher on Regents Math A in 2004 than took the Sequential Mathematics, Course I examination in 1998.

158 158171

192 192

166

212 217

120 130 139 146133

107

158

114 106 116 119 124105

81

131

176

204

201

0

50

100

150

200

250

1996 1997 1998 1999 2000 2001 2002 2003 2004

Num

ber

in T

hous

ands

Tested 55-100 65-100

Data for 1999–2002 include both Mathematics A and Sequential Mathematics, Course I.

Data for 2003 and 2004 are for Mathematics A only.

All Students

11

Regents Global History and GeographyThe number of students scoring 65 or higher on the Regents Global History and Geography examination has increased by more than 65 percent since 1996.

122 131146

157174

187206

92 86104

116

150136

148 152

206192174167

161149134

121103

173

128

0

50

100

150

200

250

1996 1997 1998 1999 2000 2001 2002 2003 2004

Num

ber

in T

hous

ands

Tested 55-100 65-100

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

12

Regents U.S. History & Government The number of students scoring 65 or higher on the Regents U.S. History & Government examination has increased by more than 63 percent since 1996.

108119 126

139 144

176 179

87 8696 104 108

121135

150 142

173164

156165

158141

101 111127122

0

50

100

150

200

250

1996 1997 1998 1999 2000 2001 2002 2003 2004

Num

ber

in T

hous

ands

Tested 55-100 65-100

All Students

13

Regents Living Environment/BiologyThe number of students scoring 65 or higher on a Regents Biology exam has nearly doubled since 1996.

110 106 114 123 129

184 178 188 185

75 80 81 88 91

144 154 151 146

165168167164

92 95105 109

0

50

100

150

200

250

1996 1997 1998 1999 2000 2001 2002 2003 2004

Num

ber

in T

hous

ands

Tested 55-100 65-100

All Students

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 2004 are for the Regents Living Environment examination.

14

How Did Students Perform Who Entered 9th Grade in

2000?

15

New Student Data System• We’ve been moving toward a new, more complete

data system.• As we announced in December -- For the group of

students who entered 9th grade in 2000, the new data system counts 199,312 students, more than the number who took the 8th grade tests four years earlier. Of those, 178,050 were general education students.

• Included are students who entered 9th grade in 2000 and graduated, dropped out, moved to a GED program, or were still enrolled in June 2004.

16

Basic Finding:

• If general education students take the Regents Exams, then overwhelmingly they pass. For those who entered 9th grade in 2000, 92% of general education students who took all 5 Regents Exams passed at 55, and 77% passed at 65. Most of them were seniors.

17

If general education students take the required Regents Exams over 4 years, then overwhelmingly they pass. 92% of general education students entering 9th grade in 2000 who took all 5 required exams passed at 55, and 77% passed at 65 after 4 years. These were mostly seniors.

ScoreTotal State New York City

Number of

Students

Percentage of

Students

Number of

Students

Percentage of Students

Gen Ed Students with scores on five exams

130,924 36,456

Gen Ed Students with a score of 65 or higher on five exams

101,123 77.2% 21,887 60.0%

Gen Ed Students with scores of 55 or higher on five exams

120,058 91.7% 31,431 86.2%

The Board of Regents is considering ways to move to a 65 passing score.

Possible options to move to 65:

Gen Ed Students with an average score of 65 or higher on five exams, at least four scores above 65 and all scores above 55

113,801 86.9% 27,707 76.0%

Gen Ed Students with an average score of 65 or higher on five exams and no score below 55

116,939 89.3% 29,337 80.5%

18

For Students Who Entered 9th Grade in 2000, How Was Performance on Each Exam?

• If students took the exams, then they passed in overwhelming numbers.

• Very few failed.

• However, too many students failed their courses and did not take the Regents Exams, which are end-of-course tests.

19

Why Do Some Students Not Take the Exams in 4 Years? The Bottom Line

• People sometimes forget students have to pass their courses and earn course credits to graduate. Local schools determine passing grades in these courses.

• If students enter 9th grade with serious academic problems in reading and math, they fail their courses. They are held back. They don’t earn enough credits to graduate in 4 years. They may take 5 or more years to graduate. Many also drop out. The Regents Exams are not a factor in their difficulties, as the data show.

20

Courses that Students Who Entered 9th Grade in 2000 Had to Pass

• Students had to earn 20.5 course credits to graduate. (A credit equals a year-long course.)

• Students had to PASS:• 4 years of English• 4 years of social studies (including U.S. History and Global

History)• 2 years of math• 2 years of science• Courses in the arts, health, and physical education.• Students who entered 9th grade after 2000 are required to

pass 3 years of math and science for a total of 22 credits.

21

Performance of General-Education Students Who First Entered Grade 9 in 2000 (2000 Cohort) by

Need/Resource Capacity Category

22

30

.0%

27

.5%

19

.9%

15

.2%

8.8

%

4.1

% 17

.7%

6.7

%

5.4

%

4.0

%

2.3

%

1.6

%

0.6

%

3.7

%

63

.3%

67

.1%

76

.1%

82

.5%

89

.5%

95

.3%

78

.6%

55

.6%

57

.0% 69

.9%

77

.5%

86

.4%

94

.1%

73

.5%

32

.8%

42

.4%

25

.3%

16

.7%

13

.2% 3

2.7

%

61

.1%

NYC Large City Urban-Sub Rural Average Low TotalStudents

Not Tested 0-54 55-100 65-100 85-100

Regents English Exam as of June 2004Students who took the exam overwhelmingly passed. Few failed. However, in high need districts, many students did not take the exam in 4 years because they failed their courses.

General-Education Students in the 2000 Cohort

2000 cohort general-education members = 178,050

23

General-Education Students in the 2000 Cohort as of June 2004 by Need/Resource Capacity Category

Regents Mathematics Regents Global History and Geography

Regents U.S. History and Government Regents Science

31.1

%

25.4

%

17.2

%

12.0

%

7.2%

2.9% 17

.0%

9.6% 15

.3%

10.8

%

6.6%

4.7%

1.7% 7.0%

59.2

%

59.4

%

72.0

%

81.4

%

88.0

%

95.4

%

76.1

%

46.0

%

41.9

% 61.1

%

72.7

%

81.4

%

92.7

%

66.8

%31

.3%

40.0

%

22.7

%

16.2

%

9.1%

32.0

%

60.0

%NYC Large City Urban-Sub Rural Average Low Total

StudentsNot Tested 0-54 55-100 65-100 85-100

28

.2%

23

.1%

16

.9%

13

.4%

8.5

%

4.7

% 16

.6%

7.7

%

7.6

%

4.5

%

2.0

%

1.6

%

0.4

%

4.1

%

64

.1%

69

.3%

78

.7%

84

.5%

90

.0%

94

.8%

79

.4%

57

.1%

59

.9%

71

.9%

79

.6%

86

.9%

93

.6%

74

.5%

23

.3%

29

.8%

16

.7%

11

.3%

8.7

% 21

.5%

47

.8%


Not Tested 0-54 55-100 65-100 85-100

37

.1%

30

.4%

22

.2%

16

.5%

9.8

%

4.0

% 21

.0%

3.9

%

4.6

%

3.0

%

1.4

%

1.2

%

0.5

%

2.3

%

59

.0%

64

.9%

74

.8%

82

.1%

89

.0%

95

.5%

76

.7%

54

.3%

57

.9%

69

.7%

78

.6%

86

.7%

94

.5%

73

.3%

35

.8%

47

.8%

28

.7%

16

.7%

16

.2%

37

.2%

65

.7%


Not Tested 0-54 55-100 65-100 85-100

29

.1%

19

.2%

15

.4%

10

.7%

6.3

%

2.7

% 15

.5%

6.3

%

6.0

%

3.0

%

1.4

%

1.2

%

0.3

%

3.3

%

64

.6%

74

.9%

81

.6%

87

.8%

92

.5%

97

.0%

81

.3%

54

.4%

63

.3%

74

.8%

84

.6%

90

.4%

96

.2%

75

.7%

28

.6%

41

.3%

20

.9%

8.9

%

8.0

%

33

.7% 5

6.9

%


Not Tested 0-54 55-100 65-100 85-100

The same is true for other Regents Exams

24

Performance of General-Education Students Who First Entered Grade 9 in 2000 (2000 Cohort) by

Race/Ethnicity

25

31

.5%

29

.1%

33

.4%

16

.4%

9.8

% 17

.7%

3.5

%

6.7

%

7.2

%

4.9

%

1.5

%

3.7

%

64

.9%

64

.2%

59

.3% 7

8.7

%

88

.8%

78

.6%

56

.9%

55

.2%

51

.1% 7

3.6

%

85

.8%

73

.5%

44

.8%

12

.2%

20

.0%

12

.5%

35

.6%

32

.8%

AmericanIndian

Black Hispanic Asian White TotalStudents

Not Tested 0-54 55-100 65-100 85-100

Regents English Exam as of June 2004Students who took the exam overwhelmingly passed. Few failed. However, many minority students in high need districts did not take the exam in 4 years because they failed their courses.

General-Education Students in the 2000 Cohort

2000 cohort general-education members = 178,050

26

General-Education Students in the 2000 Cohort as of June 2004 by Race/Ethnicity



28

.8%

30

.4%

33

.8%

15

.0%

8.1

% 17

.0%

8.0

%

12

.4%

11

.7%

3.8

%

4.3

%

7.0

%

63

.3%

57

.2%

54

.4%

81

.3%

87

.7%

76

.1%

54

.7%

41

.5%

40

.8%

75

.2%

81

.3%

66

.8%

42

.8%

9.7

%20

.2%

9.0

%

46

.0%

31

.3%

AmericanIndian


Not Tested 0-54 55-100 65-100 85-100

29

.5%

27

.6%

31

.4%

15

.7%

8.9

% 16

.6%

4.2

%

8.5

%

8.0

%

4.1

%

1.5

%

4.1

%

66

.3%

63

.9%

60

.6% 8

0.2

%

89

.6%

79

.4%

59

.2%

55

.5%

52

.8%

76

.4%

86

.6%

74

.5%

32

.4%

6.9

%14

.3%

6.8

%

30

.9%

23

.3%

AmericanIndian


Not Tested 0-54 55-100 65-100 85-100

35

.5%

35

.3%

40

.3%

20

.0%

11

.0%

21

.0%

2.5

%

4.6

%

4.5

%

1.9

%

1.0

%

2.3

%

62

.0%

60

.1%

55

.3%

78

.0%

88

.0%

76

.7%

59

.7%

54

.1%

49

.8%

75

.5%

85

.8%

73

.3%

49

.2%

12

.2%

22

.3%

13

.0%

40

.7%

35

.8%

AmericanIndian


Not Tested 0-54 55-100 65-100 85-100

28

.2%

27

.6%

32

.1%

14

.3%

7.0

% 15

.5%

4.0

%

6.7

%

6.5

%

3.5

%

1.2

%

3.3

%

67

.9%

65

.6%

61

.4% 8

2.1

%

91

.9%

81

.3%

64

.8%

53

.8%

51

.3%

76

.9%

89

.5%

75

.7%

42

.1%

6.6

%21

.4%

5.7

%

29

.2%

28

.6%

AmericanIndian


Not Tested 0-54 55-100 65-100 85-100

The same is true for other Regents Exams

27

Performance of Seniors in the 2000 Cohort by

Need/Resource Capacity Category

28

Regents English Requirement as of June 2004:For Seniors by N/RC95% of general-education seniors in the 2000 cohort met the English graduation requirement in four years.

2.6

%

3.1

%

5.8

%

4.8

%

3.1

%

2.3

%

3.2

%

3.3

%

3.1

%

3.5

%

2.0

%

1.4

%

0.4

%

2.0

%

94

.2%

93

.7%

90

.7%

93

.2%

95

.5%

97

.2%

94

.9%

86

.4%

82

.3%

84

.2%

88

.0%

92

.4%

96

.1%

90

.3%

42

.0%

45

.8%

31

.3%

29

.0%

20

.6% 3

7.6

%

62

.6%

NYC Large City Urban-Sub Rural Average Low Total

Not Tested 0-54 55-100 65-100 85-100

2000 cohort seniors = 135,884

General-Education Seniors in the 2000 Cohort

29

The vast majority of General-Education Seniors in the 2000 Cohort passed the Regents Exams as of June 2004 in all N/RC Groups.



4.9

%

3.3

%

5.6

%

3.9

%

2.9

%

1.7

%

3.5

%

6.1

% 14

.9%

9.9

%

5.8

%

4.0

%

1.4

%

4.9

%

89

.1%

81

.8%

84

.4%

90

.3%

93

.1%

96

.9%

91

.5%

72

.2%

58

.6% 72

.5%

81

.4%

86

.6%

94

.3%

82

.0%

40

.1%

43

.2%

28

.0%

28

.2%

13

.6%

36

.9%

61

.3%

NYC Large City Urban-Sub Rural Average Low TotalNot Tested 0-54 55-100 65-100 85-100

6.2

%

4.8

%

7.2

%

6.0

%

4.5

%

3.4

%

5.1

%

1.7

%

3.2

%

2.3

%

1.0

%

0.9

%

0.3

%

1.2

%

92

.2%

92

.0%

90

.4%

92

.9%

94

.7%

96

.3%

93

.9%

86

.5%

83

.8%

84

.2%

88

.5%

91

.9%

95

.2%

90

.1%

29

.9%

32

.1%

20

.3%

19

.5%

13

.4% 24

.6%

48

.8%


7.2

%

5.7

%

7.7

%

6.1

%

4.1

%

2.2

%

5.0

%

1.6

%

2.3

%

2.4

%

1.1

%

0.9

%

0.3

%

1.2

%

91

.2%

92

.0%

89

.9%

92

.8%

94

.9%

97

.5%

93

.8%

86

.6%

84

.9%

84

.3%

89

.2%

92

.7%

96

.6%

90

.7%

46

.1%

51

.6%

35

.3%

29

.5%

25

.8% 4

2.8

%

67

.4%

NYC Large City Urban-Sub Rural Average Low Total

Not Tested 0-54 55-100 65-100 85-100

5.7

%

2.9

%

5.4

%

4.0

%

2.9

%

1.7

%

3.7

%

2.2

%

2.0

%

1.4

%

0.5

%

0.6

%

0.2

%

1.0

%

92

.1%

95

.1%

93

.1%

95

.4%

96

.5%

98

.1%

95

.2%

81

.9%

84

.2%

87

.1%

92

.7%

94

.8%

97

.4%

90

.9%

36

.7%

44

.4%

25

.6%

15

.6%

12

.2%

38

.3% 5

8.1

%


30

Graduation Rate

31

Basic Finding

• More students statewide graduate every year. Overall, 9,000 more students graduated last year, the 8th consecutive year that more students have graduated. Yet total high school enrollment has not risen as fast.

32

More Students Are Graduating Since higher standards were adopted in 1996, the number of high school graduates has increased statewide.

38,8

90

97,8

64 136,

754

39,1

78

99,8

12 138,

990

39,4

54

100,

077 13

9,53

1

38,9

95

102,

515 14

1,51

0

39,5

52

102,

082 14

1,63

4

38,2

79

104,

791 14

3,07

0

39,7

55

140,

365

100,

610 14

3,81

8

107,

212

36,6

06

43,0

74

153,

202

110,

128

NYC Rest of State Total Public

1995-96 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04

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.

33

Regents DiplomasThe percentage of students earning Regents Diplomas has increased significantly since higher standards were adopted in 1996. Regents Diplomas require passing at least 8 Regents exams, including 2 mathematics and 2 science exams.

39.6% 41.8% 43.4% 45.2%48.5% 50.3%

54.8% 56.3% 56.8%

0%

10%

20%

30%

40%

50%

60%

70%

1996 1997 1998 1999 2000 2001 2002 2003 2004

34

Graduation: Almost 68% of all students (general and special education) who entered 9th grade in 2000 had graduated with a Regents or local diploma after 4 years. 17% were still enrolled. Data from previous years indicate another 13,000 students will graduate by June 2005, making the 5-year graduation rate 74%.

IEP Dipl, Local Cert and other

exits1.5%

Still Enrolled17.3%

Dropped Out11.9%

Graduated67.5%

Transferred to GED Programs

1.8%

All Students in Public Schools

2000 Cohort Total Students = 199,312

35

2000 Cohort Black Students About three-fourths of Black students in the 2000 cohort had graduated or were still enrolled by June 2004. Almost 2 in 10 had dropped out.


exits1.7%

Still Enrolled31.3%

Dropped Out18.6% Graduated

45.4%


2.9%


2000 Cohort Black Students = 36,989

36

2000 Cohort Hispanic Students About three-fourths of Hispanic students in the 2000 cohort had graduated or were still enrolled by June 2004; more than two in ten had dropped out.


exits1.1%

Still Enrolled32.8%

Dropped Out21.4%

Graduated42.0%


2.7%


2000 Cohort Hispanic Students

= 31,434

37

2000 Cohort Asian Students Nearly 90 percent of Asian students in the 2000 cohort had graduated or were still enrolled by June 2004; about one-tenth had dropped out.


exits0.4%

Still Enrolled19.3%

Dropped Out10.6%

Graduated68.8%


0.9%


2000 Cohort Asian Students = 13,515

38

2000 Cohort White Students Eighty-one percent of White students in the 2000 cohort graduated by June 2004; seven percent had dropped out. White students were one-third as likely as Hispanics to have dropped out.


exits1.8%

Still Enrolled8.5%

Dropped Out7.4%

Graduated81.0%


1.3%


2000 Cohort White Students = 116,633

39

Graduation Rates for Minority Students

• The new data system provides statewide information we’ve not had before.

• Four-year graduation rates for minority students are unacceptably low. This is a long-standing problem that must be solved.

• New York City’s data, reported for many years, shows 4-year minority graduation rates have been low for over a decade, but have improved somewhat in recent years.

Students Who Dropped Out

41

Basic Finding:• Overwhelmingly, general education students

who dropped out or entered GED programs never took Regents Exams. The few who took an exam most often passed at 55 or 65 rather than failed.

• Why did they drop out? Studies show many reasons, especially including poor preparation for high school. They failed their courses and did not earn the course credits they needed to graduate. Many also had personal and family problems. The Regents Exams were not a factor.

• Poor preparation for high school is a problem the Regents and schools are working to solve.

42

Almost 12% of general education students who entered 9th grade in 2000 dropped out in the four years. The vast majority of them did not take Regents Exams. Most of those who did take them passed at 55. Very few failed:

Regents

Examination

Percentage

Not Tested

Scores Earned by Tested Students

0-54 55-64 65-100 55-100

English 85.6 4.8 2.6 7.0 9.6

Mathematics 74.7 11.7 3.6 10.0 13.6

Global History 72.4 9.4 4.2 13.9 18.1

U.S. History 89.0 3.0 1.5 6.5 8.0

Science 69.5 8.2 4.9 17.5 22.4

Regents Exam performance of General Education students who entered 9th grade in 2000 and dropped out through June 30, 2004

Comparison of 1996, 1997, 1998, 1999, and 2000 Accountability Cohort Performance After Four

Years

44

Accountability Cohort • As announced before, we have used all the available

data for several years to collect information on students in order to hold schools accountable.

• Schools are held accountable for students who have been continuously enrolled in the school for at least two years. Those are the students included here.

• These data have been reported each year in the School Report Card, and statewide results are presented here for comparison with previous years.

45

89%

at

55-1

00

Regents English ExamMore students scored above 65 in the latest accountability cohort.

General-Education Accountability Cohort Enrollment After Four Years

1996: 143,500

1997: 145,000

1998: 144,500

1999: 154,500

2000: 155,000

Accountability Cohort (1996-2000) Performance After Four Years

90%

at

55-1

00

89%

at

55-1

00

87%

at

55-1

00

88%

at

55-1

00

8% 8%

75% 76% 78% 83%

10%9%7%

4%3%3%2%

3%

5%9%9%13%16%

80%

1996 1997 1998 1999 2000Not Tested 0-54 55-64 65-100

46

Regents Mathematics ExamResults have remained about the same for the past two years.


1996: 143,500

1997: 145,000

1998: 144,500

1999: 154,500

2000: 155,000

77%

at

55-1

00

87%

at

55-1

00

85%

at

55-1

00

86%

at

55-1

00

85%

at

55-1

00


7%

73% 78% 75% 75%

8%9%8%22%7%7%6%6%1%

10%10%9%9%4%

77%

1996 1997 1998 1999 2000Not Tested 0-54 55-64 65-100

47

Regents Global History and Geography ExamMore students are scoring above 65 each year.


1998: 144,500

1999: 154,500

2000: 155,000

88%

at

55-1

00

89%

at

55-1

00

89%

at

55-1

00


8%9%10%3%2%2%

5%8%10%

84%81%78%

1998 1999 2000

Not Tested 0-54 55-64 65-100

48

Regents U.S. History and Government ExamMore students scored above 65 in the latest accountability cohort.


1998: 144,500

1999: 154,500

2000: 155,000

85%

at

55-1

00

86%

at

55-1

00

86%

at

55-1

00


12%12%12%2%3%3%

3%10%8%

83%76%

77%

1998 1999 2000

Not Tested 0-54 55-64 65-100

49

Regents Science ExamMore students scored above 65 in the latest accountability cohort.


1999: 154,500

2000: 155,000

87%

at

55-1

00

90%

at

55-1

00

Accountability Cohort Performance After Four Years

7%9% 3%4%

5%7%

85%80%

1999 2000

Not Tested 0-54 55-64 65-100

50

Holding Schools Accountable: The Bottom LineWhat Schools Made Adequate Yearly Progress?

75 percent of public schools and 47 percent of districts made Adequate Yearly Progress (AYP) in every category under the State Accountability System in 2003-2004.

712

3,945

354

2,959

23

420

District Schools

Number Evaluated

Made AYP

Special Evaluation

51

Schools Making AYP -- Elementary Schools A larger percentage of schools made AYP in 2003-04 than in 2002-03 in each subject.

89.8

%

92.5

%

92.5

%

91.0

%

95.7

%

99.1

%English Math Science

2002-032003-04

52

Schools Making AYP -- Middle Schools

A larger percentage of schools made AYP in 2003-04 than in 2002-03 in English and in mathematics.

64.3

% 72.1

%

93.8

%

72.9

% 80.7

% 94.0

%English Math Science

2002-032003-04

53

Schools Making AYP – High Schools

Fewer schools made AYP in 2003-04 than in 2002-03 in English and in math. High Schools were not subject to the participation rate requirement in 2002-03.

77.2

%

76.6

%

97.3

%

61.0

%

59.9

%

91.4

%English Math Graduation Rate

2002-032003-04

54

School AYP Rate

• The number of indicators for which a school is accountable depends on:

• the grade levels in the school and • the number of accountability groups with 30

continuously enrolled students.• The School AYP Rate is the percentage of

indicators for which a school is accountable on which they made AYP. A K-5 school could have as many as 27 indicators, with 9 accountability group on each of 3 measures.

55

Schools– AYP Rate75% of schools made AYP on all of their accountability indicators in 2003-04.

0-29%5.1%

30-49%2.1%

50-69%5.8%

90-99%2.4%

80-89%6.5%

100%75.0%

70-79%3.1%

56


• Student achievement is improving as students:

• show fewer academic problems,• are better prepared for high

school, and• meet higher standards. • More students are graduating.

57

Performance of Students Who Entered 9th Grade in 2000 • If students took the exams, then they

passed in overwhelming numbers.

• Very few failed.

• However, too many students in this class entered high school unprepared, failed their courses and did not take the Regents Exams, which are end-of-course tests.

58

Why Do Some Students Not Take the Exams in 4 Years? The Bottom Line

• People sometimes forget students have to pass their courses and earn course credits to graduate. Local schools determine passing grades in these courses.

• If students enter 9th grade with serious academic problems in reading and math, they fail their courses. They are held back. They don’t earn enough credits to graduate in 4 years. They may take 5 or more years to graduate. Many also drop out. The Regents Exams are not a factor in their difficulties, as the data show.

59

Courses that Students in the Class of 2004 Had to Pass

• Students had to earn 20.5 course credits to graduate. (A credit equals a year-long course.) Students had to PASS:

• 4 years of English• 4 years of social studies (including U.S. History and

Global History)• 2 years of math• 2 years of science• Courses in the arts, health, and physical education.• Students who entered 9th grade after 2000 are required to

pass 3 years of math and science for a total of 22 credits.

60

Basic Finding: Graduation

• More students statewide graduate every year. Overall, 9,000 more students graduated last year, the 8th consecutive year that more students have graduated. Yet total high school enrollment has not risen as fast.

61

Graduation Rates for Minority Students

• The new data system provides statewide information we’ve not had before.

• Four-year graduation rates for minority students are unacceptably low. This is a long-standing problem that must be solved.

• New York City’s data, reported for many years, shows 4-year minority graduation rates have also been low for over a decade, but have improved somewhat in recent years.

62

What Districts Can Do to Improve Achievement

• Break large high schools into smaller schools or learning communities within a school. This will focus more attention on individual students.

• Expand proven career technical education programs. The Regents policy integrating academics and technical programs is working.

• Carry out middle school reform approved by the Regents.

• Make sure teachers are well-qualified, with professional development to teach to the standards.

63

What Schools Can Do to Improve Achievement

• Develop transition programs to help children move from 8th to 9th grade, including orientation in 8th grade, summer programs, added support in 9th grade.

• Develop “catch-up” programs to help students who enter 9th grade behind their peers.

• Expand high school reading and math programs for students who are behind their peers.

• Develop an intensive program to improve attendance.• Support counseling for family, health, mental health

problems; work with parents.

64

School Report Cards

• It’s important for everyone to know whether students and schools are achieving higher standards.

• Only by knowing the facts can we improve.

• Results on the tests, which measure the standards, are good yardsticks that help us evaluate how we can and should improve.

Documents

School Report Cards For 2003–2004. 2 Student Achievement Key Finding: The Bottom Line Student achievement is improving as students: show fewer academic