Updated: November 3, 2009

NYC Progress Reports for High Schools

Updated: November 3, 2009

2

High School Progress Reports

1. Purpose and Background

2. Overview of Progress Reports

a. Metrics

b. Peer / City Horizons

3. Confirmed Changes for the 2008-09 Progress Reports

4. Calculations of HS Progress Report measures

5. Appendix – Tools and Resources

3

WH

AT EVALUATE

ENFORCE CONSEQUENCES

ENABLE

HO

W

Progress ReportsGrades based on student outcomes

Quality ReviewsScores based on performance management criteria

Learning Environment SurveyParent, teacher, and student surveys about school environment

Federal and State EvaluationMeasures of schools’ Adequate Yearly Progress and accountability standing

Rewards Monetary bonuses

ConsequencesImmediate restructuring of chronically failing schools. Target setting for other D/F schools; if no improvement, leadership change after 2 and closure after 4 years

Aligned MechanismsCity and SSO performance targets, Principals’ Performance Review and bonuses, school-wide teacher performance bonuses

Periodic Assessments Diagnose and track progress

Achievement Reporting and Innovation System (ARIS)Fully integrated knowledge and data management

Children First IntensiveHands-on data training through Inquiry Teams

Knowledge ManagementSupport structures and tools for collaboration and knowledge sharing

School Accountability for NYC schools

4

Progress Report Guiding Principles

• Measure student outcomes as accurately as possible given the different challenges schools face

• Ensure that schools can verify and re-create metrics so schools understand how they are measured and how they can improve their performance

• Compare school performance to that of “peer schools” (schools serving similar student populations) and all schools Citywide

• Be criterion-referenced, not norm-referenced (all schools know their targets, the cut-offs for each grade, and can receive an A if they make significant progress)

• Produce outcomes that are not correlated with socioeconomic status, Special Education populations, or other demographic characteristics

• Incorporate direct input from parents, teachers, and students

5

Progress Report Overview

The Progress Report measures:

• Longitudinal progress with students (to and beyond proficiency)

• Mastery by all students of state learning standards as required by state and federal (NCLB) law

• Student attendance in school

• Closing of the achievement gap for high need populations

• Desired conditions for learning as assessed by hundreds of thousands of parents, teachers, and students

• Student readiness for high school (and ultimately) college success

• High school graduation and progress toward high school graduation

5

6

54.7%

81.1%

93.2%

Longitudinal progress to and beyond proficiency is directly related to success in high school and after

Progress Reports have been developed for most general education schools

• The first official Progress Reports were released in Fall 2007 (evaluating the 2006-2007 school year)• Elementary/Middle Schools (EMS)• High Schools (HS)• Transfer Schools (HST)

• Progress Reports for YABCs and Early Childhood schools have been developed and are currently slotted for the first official release in Fall 2009 (evaluating the 2008-2009 school year)

• Progress Reports for other school types, such as D75 and D79, are still under development

7Note: The “09 Progress Reports” refer to the Progress Reports that evaluate the 2008-09 school year

8

An evolving process

• After the 2006-07 release, we gathered feedback on the Progress Reports from Principals, parents, CSA, UFT, Panel for Educational Policy, School Support Organizations, and many other parties

• Based on this feedback, we made several changes to the Progress Reports for 2007-08

• We also held feedback sessions after the 2007-08 release; however, in an effort to provide stability to schools, only minor modifications were made to the Progress Reports for 2008-09

• Changes for the 2009-2010 release will be announced later this Fall

9




a. Metrics





10

Progress Report (page 1)

Three ways of evaluating schools1. Progress Report grade2. Quality Review score3. NYS Education, Federal

Accountability Status

11

Progress Report Categories and ScoringGrade and

Overall ScoreOut of 100 points

(front page)

School Environment

15 points

Student Performance

25 points

Student Progress

60 points

Additional Credit

Up to 15 points

• Learning Environment Survey results

• Attendance

• Student test scores in ELA and Math (median proficiency and % Level 3/4)

• Student progress on ELA and Math test scores (avg. change and % making progress)

• Graduation rates (4-year and 6-year)

• Exemplary progress on test scores with high need students

• Exemplary progress in credit gains with high need students

• Learning Environment Survey results

• Attendance

• Credit accumulation

• Regents completion and pass rates

Elementary, Middle, and K-8 Schools

High Schools

12




a. Metrics





13

School Environment – Surveys + Attendance

1. Academic Expectations

2. Communication

3. Engagement

4. Safety and Respect

School surveys tell us about the learning environment at each school. Survey results contribute 10 points to the Progress Report. Student attendance contributes another 5 points.

School Community

Parents Teachers

Students

14

EMS Student Performance and Progress

200

800

Scaled scores

State ELA and Math tests are graded on a scale of 200 to 800

Performance levels

The State decides what scaled scores correspond to each

performance level (1, 2, 3, or 4)

Level 1

Level 2

Level 3

Level 4

Proficiency Ratings

The City uses a more precise translation to distinguish among

students at each performance level

4.00 – 4.50

3.00 – 3.99

2.00 – 2.99

1.00 – 1.99Not meeting learning standards

Partially meeting learning standards

Meeting learning standards

Meeting learning standards with distinction

Proficiency

The Progress Report rewards progress for students at all levels of performance

Different cohorts of students Same cohorts of students

15

Imagine there are 20 3rd Graders at Gotham Elementary School

1

2 3

4

5 6

7

89 10

12

1315

11

1614

191817

20

Level 4 (Advanced)

Level 3 (Proficient)

Level 2

Level 1

1.00

2.99

3.00

2.00

1.99

4.50

4.00

3.99

• 20% (4 out of 20) of the 3rd Graders at Gotham ES are Proficient or Advanced

• If all we measured were Student Achievement, this would be the only measurement that would matter (and students 4-6 would be the main focus of attention)

16

These 20 students are now 4th Graders at Gotham Elementary School

1

2 3

45 6

7

89 10

12

1315

11

1614

191817

20

Level 4 (Advanced)


Level 2

Level 1

1.00

2.99

3.00

2.00

1.99

4.50

4.00

3.99

• The following year, when these students are 4th Graders, two more students are Level 3 and now 30% of students are Proficient or Advanced

17

2.00

1.99

• When these students are 5th Graders, 30% of students are still scoring at Levels 3 & 4, but…

Some of the students who scored at Levels 3 & 4 last year improve even more

Some of the students who

scored at Level 2 last year

improve within Level 2

Some of the students who

scored at Level 1 last year improve

to Level 2 or within Level 1

Finally, these students become 5th Graders at Gotham Elementary School

1.00

2.99

3.00

4.50

4.00

3.99

Level 4 (Advanced)


Level 2

Level 1

1

2 3 45 6

7

89

101213

15

11

16

14

191817

20

18

HS Student Performance and ProgressWe measure graduation rates as well as the key performance

indicators that track progress toward graduation

CreditsCredits

Credits

Year 1

Year 2

Year 3Graduation

• Advanced Regents Diploma with Honors

• Advanced Regents Diploma

• Regents Diploma

• Local Diploma

• GED

Regents(completion and pass rates)

English

Math

U.S. History

Global Studies

Science

+

19

High School: Weighted Regents Pass Rates

More weight is given to students with lower proficiency based on

the 8th grade New York State tests

The Weighted Regents Pass Rates measure progress made since the 8th grade ELA, Math, Science, and Social Studies tests

“Expected” Regents pass rate based on

8th grade proficiency

(%)

100%

90%

33%25%

1 2Decile

9 10

Weight 1.0 1.1 3.0 4.0

Illustrative

20

Closing the Achievement Gap

• We award schools “additional credit” for closing the achievement gap with high need populations

• Elementary/Middle/K-8 Schools earn additional credit through exemplary gains on State tests with their high need populations

• High Schools earn additional credit through exemplary gains based on credit accumulation and Regents results with their high need populations

1. English Language Learners

2. Special Education Students

3. Hispanic Students who are in the Lowest Third Citywide

4. Black Students who are in the Lowest Third Citywide

5. Other Students who are in the Lowest Third Citywide

5 NCLB Populations

The Progress Report rewards schools that close the achievement gap

21




a. Metrics





22

Peer groups

• A peer group is a group of schools with similar student populations that serve approximately the same grade levels

> For elementary and K-8 schools, peer groups are determined based on a comparison of student demographics across schools

> For middle schools, peer groups are determined based on a comparison of student performance on ELA and Math test scores

> For high schools, peer groups are determined based on a comparison of student performance on ELA and Math test scores as well as student demographics

• Peer groups consist of up to 40 schools serving approximately the same grade levels (i.e., elementary schools have only other elementary schools in their peer group; same goes for middle schools, K-8 schools, and high schools)

• Each school has a unique peer group (so each school can be in the middle of its peer group)

23

Comparing results across peer schools and the City

Peer Horizon Scores(count 3X – 75%)

• Each school’s performance is compared to the performance of schools in its peer group

• The “Peer Horizon” is the range of outcomes achieved by the peer group (i.e., the top and the bottom score in the peer group for each measure)

City Horizon Scores(count once – 25%)

• Each school’s performance is also compared to the performance of all schools Citywide

• The “City Horizon” is the range of outcomes achieved by all schools Citywide (i.e., the top and the bottom score in the City for each measure)

The Peer Horizon scores count three times as much as the City Horizon scores because we want to emphasize the relative

performance of schools with similar student populations.

24

Example: Attendance (Peer Horizon)

School A has an attendance rate of 90%

• The attendance rates for schools in School A’s peer group ranged from 85% to 95%

• School A scored exactly in the middle between the lowest and highest score in its peer group

• Therefore, School A’s Peer Horizon score would be 50%

85% 95%90%

School A’s attendance is 50% of the distance

between the lowest and highest scores in its peer

group

50%

Lowest peer score*

Highest peer score*

Note: Minimums and maximums are established using +/- 2 standard deviations from the mean

25

School A has an attendance rate of 90%

• The attendance rates for all schools Citywide ranged from 80% to 95%

• School A scored exactly two thirds of the way from the lowest to the highest score among City schools

• Therefore, School A’s City Horizon score would be 67%

80% 95%90%

School A’s attendance is 67% of the distance

between the lowest and highest scores among City

schools

67%

Lowest City score*

Highest City score*


Example: Attendance (City Horizon)

.75 x (.50) + .25 x (.67) = .54

26

Example: Attendance Metric (5 points)

90%

85% 95%

50%

Peer Min* Peer Max*


80% 95%

67%

City Min* City Max*

counts for 75% counts for 25%

Weighted horizon score

.54 x 5 points = 2.7 Total points earned for attendance

Your School Relative to City Horizon:Your School Relative to Peer Horizon:

Your School’s Score:

27




a. Metrics





28

1. Weighted Regents Pass Rates for students without 8th grade test scores

2. Student attendance

Confirmed changes to the High School Progress Report

29

More weight is given to students with lower

proficiency based on the 8th grade New York State tests

“Expected” Regents pass rate

based on 8th grade proficiency

(%)

100%

90%

33%

25%

10 9 Decile2 1

Illustrative

1.0 1.1 3.0 4.0Weight

• These measures award credit to schools for students who pass a Regents exam (with a 65 or higher), where the amount of credit is based on the student’s starting proficiency (i.e., a school receives more credit for helping a lower-performing student pass the exam)

• Students are assigned to a “decile” based on their 8 th grade proficiency in that subject (in previous years, students without 8th grade test scores were excluded from these measures; see following slides for how we will incorporate these students this year)

Change #1: Weighted Regents Pass Rates for students without 8th grade test scores

30

This year, students with missing 8th grade test scores will be assigned a “decile equivalent” based on their demographics

• Each student will be assigned a weight, which is a function of his demographic characteristics

• The weights are derived using the following system:

Demographic characteristic

Weight

Black/Hispanic +1

Free Lunch +1

Special Education +2

English Language Learner

+2(English Regents only)

Students with interrupted formal education (SIFE)

+1(English Regents only)

• Weight of zero (for English) – not B/H, not Free Lunch, not Special Education, not ELL

• Weight of seven (for English) – B/H, Free lunch, Special Education, ELL, SIFE

31

Student weight

Probability of passing

“Decile” points

0 89% 1.12

1 77% 1.31

2 70% 1.44

3 53% 1.97

4 49% 2.03

5 35% 2.86

6 19% 5.21

7 10% 10.00

• For students without 8th grade test scores, “decile” points are based on the historical pass rates of each demographic group (represented by students who have the same weight)

Illustrative

Probabilities of passing and “decile” weights – English Regents

32

Probabilities of passing and “decile” weights – Other Regents

Illustrative

Probability of Passing (based on historical pass rates)

“Decile” points

33

Change #2: Student Attendance

• We wanted to ensure that no school’s attendance outcome was adversely affected by the H1N1 virus

• Therefore, the 2008-09 Progress Report will only measure attendance up through April 30th, 2009

34




a. Metrics





35

Calculations of Progress Report measures

• School Environment

– Survey scores

– Attendance

• Student Performance (4-year and 6-year)

– Graduation rate

– Weighted diploma rate

• Student Progress (ELA and Math)

– Percentage of students earning 10+ credits (in year 1, year 2, year 3)

– Percentage of students in the school’s lowest third earning 10+ credits (in year 1, year 2, year 3)

– Average completion rate for remaining Regents

– Weighted Regents pass rate (English, Math, Science, U.S. History, Global History)

36

School Environment (15 points)

• Survey scores – same measures as last year; 2.5 points each for four survey categories

– Academic Expectations

– Communication

– Engagement

– Safety and Respect

• Attendance – the total number of days attended by all students divided by the total number of days on the school’s register for all students (data can be reviewed using the RGAR screen in ATS); includes the attendance for all students on a school’s register at any point during the school year (September through June); 5 points

37

Student Performance (25 points)• Graduation rates are based on the graduation outcomes of all students in a

school’s graduation cohort

• The following criteria are used to determine a student’s cohort

– General Education students and any Special Education student who is not NYSAA-eligible: these students enter a cohort based on their 9th grade entry year

– Special Education students who are NYSAA-eligible: these students enter a cohort upon turning 17

• Students are attributed to the last diploma-granting school they attend prior to June 30th of their 4th year of high school

• The 4-year graduation rate reflects the number of students in the school’s 2005 cohort who graduate by August 2009 divided by the total number of students in the school’s 2005 cohort

• The 6-year graduation rate reflects the number of students in the school’s 2003 cohort who graduate by August 2009 divided by the total number of students in the school’s 2003 cohort

• GEDs and IEP diplomas are not included in the graduation rates, but are included in the weighted diploma rates

38

Student Performance (25 points)

Diploma TypeGraduation

Weight

With CTE-Endorsed Diploma

With Advanced

Designation in Arts

With Associates

Degree

GED 0.5 NA NA NA

IEP 1.0(NYSAA only)

NA NA NA

Local 1.0 1.5 NA 1.5

Regents 2.0 2.5 2.5 2.5

Advanced Regents 2.5 3.0 3.0 3.0

Advanced Regents with Honors

3.0 3.0 3.0 3.0

Graduation weights in ‘Weighted Diploma Rates’

Note: any weight in blue is doubled for a Special Education student or student who enters high school two or more years over-age

39

Student Progress (60 points) – Credits• Credit measures look at the percentage of students in year 1, year 2, and year 3 that earn

10 or more credits in that year (September through August)

• Students are attributed to schools on a semester basis using the following criteria

– Fall semester – a student must be on a school’s register as of January 1, 2009

– Spring semester – a student must be on a school’s register as of June 1, 2009

– Summer period – a student must be on a school’s register as of June 1, 2009

• If a student is on different school registers as of January 1 and June 1, that student’s outcome (10+ credits?) is shared 50% for each school. If a student is not on a school’s register on either January 1 or June 1, that student is excluded from the measure

• For the lowest third measures, students are assigned to the lowest third based on their average ELA and Math 8th grade proficiency. If a student only has one 8th grade test, we use that as the student’s proficiency. If a student does not have an ELA OR Math 8 th grade test, that student cannot qualify for the school’s lowest third

• Note: “year” is not equivalent to “grade” for these measures. A student who repeats 9 th grade would count in the “year 2” measure because it would be the student’s second year of high school

• Note: a student who drops out of a high school and does not re-enroll at another high school counts as earning zero credits until he finishes his “4 th year”, at which time he is no longer included in the credit measures

40

Activity – Total credits earned for credit measures

StudentFall

creditsSpring credits

Summer credits

Total credits

10+ credits?

(yes/no/NA)

A 6 6 0 12 Yes

B 4 5 0

C 5 4 1

D 3 5 1

E 4 6 0

F 7 2 0

G 3 4 3

H 6 0 0

Example of credit determinations(from the perspective of school 01M999)

41

StudentFall

creditsSpring credits

Summer credits

Total credits

10+ credits?

(yes/no/NA)

A 6 6 0 12 Yes

B 4 5 0 9 No

C 5 4 1 10 Yes

D 3 5 1 9 No

E 4 6 0 10 Yes

F 7 2 0 9 No

G 3 4 3 10 Yes

H 6 0 0 6 No

Example of credit determinations(from the perspective of school 01M999)

Activity – Total credits earned for credit measures

42

Activity – Attribution of students for credit measures

StudentDBN from

1/1/09DBN from

6/1/09

Weight for school 01M999

(100%/50%/0%)

A 01M999 01M999 100%

B 01M999 01M999

C 01M999 01M999

D 01M999 01M999

E 01M999 01M000

F 01M999 01M000

G 01M111 01M999

H 01M999 NA

Example of student attribution and weights for credit measures(from the perspective of school 01M999)

43

Activity – Attribution of students for credit measures

StudentDBN from

1/1/09DBN from

6/1/09

Weight for school 01M999

(100%/50%/0%)

A 01M999 01M999 100%

B 01M999 01M999 100%

C 01M999 01M999 100%

D 01M999 01M999 100%

E 01M999 01M000 50%

F 01M999 01M000 50%

G 01M111 01M999 50%

H 01M999 NA 0%

Example of student attribution and weights for credit measures(from the perspective of school 01M999)

44

Student Progress (60 points) – Regents

• The “Average Completion Rate for Remaining Regents” tracks a student’s progress toward passing (with a 65 or higher) the five core subject area Regents exams required for graduation with a Regents Diploma

• The five core subject areas are: ELA, Math, Science, U.S. History, and Global History

• If a student has already passed a Regents exam subject area, then passing additional exams in that subject area is irrelevant for this measure (i.e., if a student has previously passed the Math A Regents, any additional passes of either the Math A, Math B, or Integrated Algebra exam do not count for this measure)

• Students are not included in this measure until they are in their second year of high school

• As with credits, students are attributed to a school on a semester basis; if a student is on separate registers as of January 1 and June 1, his contribution to this measure is shared between the two schools (e.g., 50% of the numerator and 50% of the denominator goes to both schools)

• Note: a student who drops out of a high school and does not re-enroll at another high school counts as passing zero Regents per year until the end of his “4 th year”, at which time he is no longer included in this measure

45

Student Progress (60 points) – Regents

InformationStudents in their first year of HS

Students in their second year of HS

Students in their third year of HS

Students in their fourth year of

HS

Number of Regents still needed to

pass (denominator)

Excluded 5 minus number of Regents

subjects passed prior to high

school

5 minus number of Regents

subjects passed prior to third year

5 minus number of Regents

subjects passed prior to fourth

year

Number of Regents

passed this year

(numerator)

Excluded Number of Regents subjects

passed in first OR second year

of HS

Number of Regents subjects

passed in third year of HS

Number of Regents subjects passed in fourth

year of HS

• In general, we look at two pieces of information for each student

1. The number of Regents exams still needed to pass to graduate with a Regents diploma (a student’s contribution to the denominator)

2. The number of Regents exams passed in that school year (a student’s contribution to the numerator)

46

Example #1 – A student’s Regents history for ‘Average Completion Rate’ measure

Year of HS Regents outcomesNumber of Regents subjects passed in

this year

Number of Regents subjects still needed to pass at the start of the

year

1/2 Passed Global,Failed ELA,

Passed Math A

2 5

3 Passed ELA and Living Environment

2 3

4 Passed U.S. History 1 1

Regents history for one student

47

Example #2 – A student’s Regents history for ‘Average Completion Rate’ measure

Year of HS Regents outcomes Subjects PassedNumber of

Regents subjects passed in this year

Number of Regents subjects still needed to pass at the start of

the year

Pre-HS Passed Living Environment

Science NA NA

1 Passed Global,Failed Math A

Global NA NA

2 Failed ELA,Passed Math A

Math 2 4

3 Passed ELA and Chemistry

ELA 1 2

4 Passed U.S. History and Physics

U.S. History 1 1

Regents history for one student (from perspective of the high school)

48

Activity – A student’s Regents history for ‘Average Completion Rate’ measure




the year

Pre-HS Passed Integrated Algebra

1 Passed Living Environment

2 Failed Global

3 Passed Math BPassed Global

Failed ELA

4 Failed ELAPassed ELA

Passed U.S. HistoryPassed Chemistry


49

Activity – A student’s Regents history for ‘Average Completion Rate’ measure




the year

Pre-HS Passed Integrated Algebra

Math NA NA

1 Passed Living Environment

Science NA NA

2 Failed Global None 1 4

3 Passed Math BPassed Global

Failed ELA

Global 1 3

4 Failed ELAPassed ELA

Passed U.S. HistoryPassed Chemistry

ELAU.S. History

2 2


50

Student Progress (60 points) – Regents• The “Weighted Regents Pass Rate” measures award credit to schools for students that

pass a Regents exam (with a 65 or higher), where the amount of credit is based on the student’s starting proficiency (i.e., a schools receives more credit for helping a lower-performing student pass the exam). If a student’s starting proficiency is not available (i.e., missing 8th grade test score), the amount of credit is based on the student’s demographic characteristics

• There is one measure for each of the five Regents subject areas: ELA, Math, Science, U.S. History, and Global History

• Deciles are determined separately for all Regents exams (i.e., Chemistry deciles are different than Physics deciles, etc.)

• If a student takes the same exam more than once in the school calendar year (January through August administration), the highest exam score is used

• If a student has already passed a Regents exam, then passing that same Regents exam again (even with a higher score) or even failing that same Regents exam at a different time is irrelevant for this measure

• If a student takes a higher level Regents exam (e.g., Math B, Chemistry) and has already fulfilled the Regents requirement for that subject area (e.g., Math A, Living Environment), the results only count if they are positive (i.e., failing Math B after previously passing Math A does not count in the measure)

• As with credits, students are attributed to a school on a semester basis; January Regents are attributed to a school based on the student’s January 1 location; June and August Regents are attributed to a school based on the student’s June 1 location

51

Year of HS

Fall Regents outcomes

Spring Regents outcomes

Summer Regents outcome

Pass/Fail Outcome for Weighted Regents Pass

Rate measures

1 Math A – 57 Math A – 59 Math A – 65 Pass Math A

2 ELA – 45 ELA – 57 Math A – 78 Fail ELA

3 ELA – 68 Math B – 59 U.S. History – 67

Pass ELAPass U.S. History

4 Global – 75 Living Environment – 65

Math B – 72

U.S. History – 63

Pass GlobalPass Living EnvironmentPass Math B


Example – A student’s Regents history for ‘Weighted Regents Pass Rate’ measures

52

Year of HS





Rate measures

1 Math A – 39 Living Environment – 62

Living Environment –

67

Fail Math APass Living Environment


Math A – 66ELA – 55

NA

3 ELA – 78 Chemistry – 45 Global – 67

4 U.S. History 78 Chemistry – 67Global – 62

NA


Activity – A student’s Regents history for ‘Weighted Regents Pass Rate’ measures

53

Year of HS





Rate measures


Living Environment –

67

Fail Math APass Living Environment


Math A – 66ELA – 55

NA Pass Math AFail ELA

3 ELA – 78 Chemistry – 45 Global – 67 Pass ELAPass Global

4 U.S. History 78 Chemistry – 67Global – 62

NA Pass U.S. HistoryPass Chemistry


Activity – A student’s Regents history for ‘Weighted Regents Pass Rate’ measures

54

Student Fall DBNSpring DBN

Fall Regents outcome

Spring/Summer Regents outcome

Pass/Fail outcome for

01M999

Pass/Fail outcome for other school

1 01M999 01M999 Math A – 57 Math A – 59 Fail math NA

2 01M999 01M999 ELA – 45 ELA – 66

3 01M999 01M000 Global – 63 Global 65

4 01M999 01M000 Living Environment –

66

Living Environment – 64

5 01M000 01M999 U.S. History – 57

U.S. History – 59

Example of student attribution for Regents measure

Activity – Attribution of students for ‘Weighted Regents Pass’ measure

55

Student Fall DBNSpring DBN

Fall Regents outcome

Spring/Summer Regents outcome

Pass/Fail outcome for

01M999

Pass/Fail outcome for other school

1 01M999 01M999 Math A – 57 Math A – 59 Fail math NA

2 01M999 01M999 ELA – 45 ELA – 66 Pass ELA NA

3 01M999 01M000 Global – 63 Global 65 Fail Global Pass Global

4 01M999 01M000 Living Environment –

66

Living Environment – 64

Pass Living Environment

NA

5 01M000 01M999 U.S. History – 57

U.S. History – 59 Fail U.S. History

Fail U.S. History

Example of student attribution for Regents measure

Activity – Attribution of students for ‘Weighted Regents Pass’ measure

56

The point of all this?

To expand the sphere of success at every school

57

Contact us

• PR_Support at (212) 374-6646 or [email protected]

• Phil Vaccaro, Executive Director, School Performance, [email protected]

• Brook Fonzone, Implementation Manager, School Performance, DAAR [email protected]

58




a. Metrics





59

A Progress Report Data File is sent to each school for data verification and potential inquiry work

60

A unique Progress Report Modeler is built for each school, allowing schools to simulate their scores

ARIS also provides schools with Progress Report information

61

For example, you can filter to view students in the Lowest Third Citywide

You can view the highest Regents score

each student has achieved by subject

Trainings are held throughout the year

62

The Progress Report website contains several public resources

63

http://schools.nyc.gov/Accountability/SchoolReports/ProgressReports/default.htm

1. Detailed result spreadsheets

2. Translation Guides 3. Educator Guides

Documents

Updated: November 3, 2009