students who started 9 grade in 2006, 2007, 2008, 2009 and ......dec 18, 2014 · local diploma...
TRANSCRIPT
1
Graduation Rates:
Students Who Started 9th Grade
in 2006, 2007, 2008, 2009 and 2010
2 2
Even with more rigorous requirements, the
statewide graduation rate increased again for the
2010 cohort. • The graduation rates announced today reflect the achievement
of the first group of students who entered grade 9 following
adoption of the Regents Reform Agenda in 2009-10 (including
adoption of the Common Core standards in July 2010).
• At the end of the 2010-11 school year, the Department began
posting statewide and school/district graduation rate Aspirational
Performance Measures (APMs) of college/career readiness.
• The majority of students who graduated in 2011-12 or later did
not have a local diploma option for graduation.
• Even with these more rigorous requirements, the graduation rate
for the 2010 cohort (76.4%) is over ten percentage points greater
than it was for the 2001 cohort (65.8%), which means that over
20,000 more students graduated in June 2014 than in June
2005.
Domains of College and Career
Readiness
3
Defines the academic knowledge
and skills students need to be
successful in college and
careers.
Specifies the non-
cognitive, socio-emotional
knowledge and skills that
help students successfully
transition from high school to
college or careers.
Describes the career-
specific opportunities
for students to gain the
knowledge, skills, and
competencies they need
to pursue and succeed in their
chosen career.
3
4 4
Although requirements have become more
rigorous and more students are completing high
school, too few students demonstrate academic
readiness for college or the workforce.
This is true, regardless of the definition of Academic
Readiness*:
– The percent of students who graduate in 4 years
with aspirational scores on the English and a math
Regents Exam: 38% of the 2010 cohort, or
– The percent of students who graduate and
complete the more rigorous and comprehensive
coursework required for the Advanced Designation
diploma: 31% of the 2010 cohort.
*See Slide 23 for a description of the Aspirational Performance Measures (APMs).
5 5
Too few students complete the advanced
coursework necessary for college and the
workforce.
• To earn an Advanced Designation diploma, a student must
– pass two additional Regents Exams in math and one additional
Regents Exam in science and
– complete additional coursework in a language other than English
(LOTE) or Career and Technical Education (CTE) or the Arts.
• The percentage of students who complete the Advanced
Designation diploma has remained relatively flat over the years.
• Large achievement gaps remain, particularly on the Advanced
Designation diploma.
• In response to field requests, the Department has added the Algebra
2/Trigonometry and Chemistry Regents Exams to the August test
administration window. This change may help additional students
earn the Advanced Designation diploma.
6 6
Critical aspects of our work will help prepare
students for college and careers.
• Implementing Common Core standards, curriculum and
instruction aligned to the standards, and statewide
assessments that measure student progress on the
standards;
• Supporting instructional data systems that display
student achievement and help teachers and principals
improve their practice;
• Recruiting, developing, retaining, and rewarding effective
teachers and principals;
• Turning around the lowest-achieving schools.
7 7 7
60.9
%
54.0
%
45.5
%
48.4
%
66.2
%
52.8
%
74.0
%
60.4
%
46.8
%
48.0
%
66.0
%
74.0
%
61.3
%
53.4
%
43.0
%
48.8
%
66.4
%
52.4
%
74.9
%
64.2
%
52.8
%
43.4
%
51.1
%
68.8
%
53.7
%
76.4
%
61.0
%
47.4
%
46.1
%
45.9
%
63.2
%
49.0
%
73.4
%
43.4
%
50.0
%
New York City Buffalo CSD Rochester CSD Syracuse CSD Yonkers CSD Large City High
N/RC*
Total Public
2006 Cohort 2007 Cohort 2008 Cohort 2009 Cohort 2010 Cohort
Percentage of Students Graduating with a Local, Regents, or Regents with
Advanced Designation Diploma After 4 Years
Results Through June, All Students
Graduation rates reported statewide and for Big 5 Districts as of June
2014 have generally increased over the last five years.
* Large City High N/RC = Buffalo, Rochester, Syracuse, and Yonkers combined.
8 8 8
65.5
%
55.3
%
49.0
%
53.0
%
72.1
%
56.3
%
76.8
%
64.7
%
47.8
%
51.1
%
72.1
%
76.7
%
66.0
%
56.0
%
48.1
%
51.9
%
72.3
%
56.6
%
77.8
%
68.4
%
55.5
%
51.0
%
55.7
%
75.8
%
59.0
%
79.1
%
65.1
%
49.6
%
50.5
%
50.7
%
68.3
%
52.7
%
76.1
%
48.6
%
53.5
%
New York City Buffalo CSD Rochester CSD Syracuse CSD Yonkers CSD Large City High
N/RC*
Total Public
2006 Cohort/August 2007 Cohort/August 2008 Cohort/August 2009 Cohort/August 2010 Cohort/August
Percentage of Students Graduating with a Local, Regents, or Regents with
Advanced Designation Diploma After 4 Years
Results Through August, All Students
Additional students graduate statewide and in the Big 5 Districts as of
August of the fourth year of high school.
* Large City High N/RC = Buffalo, Rochester, Syracuse, and Yonkers combined.
9 9 9
64.5
% 76.1
% 84.4
% 93.5
%
74.0
%
65.1
%
77.4
%
93.9
%
74.0
%
65.9
%
79.2
%
85.7
% 94.1
%
74.9
%
66.0
%
79.6
%
86.6
% 94.4
%
76.4
%
73.4
%
93.3
%
83.0
%
75.4
%
64.5
%
84.8
%
Urban-Suburban High
N/RC
Rural High N/RC Average N/RC Low N/RC Total Public
2006 Cohort 2007 Cohort 2008 Cohort 2009 Cohort 2010 Cohort
Percentage of Students Graduating with a Local, Regents, or Regents with
Advanced Designation Diploma After 4 Years
Results Through June
All Students
Graduation rates for high-need urban/suburban and rural districts
have increased over the past five years. Average- and low-need
districts have the highest graduation rates.
Note: This slide does not include the Big 5 Districts. See Slide 7 for Big 5 results through June.
10 10 10
67.9
% 77.5
% 86.0
% 94.5
%
76.8
%
69.3
% 78.8
%
94.7
%
76.7
%
69.5
% 80.7
%
87.2
% 94.9
%
77.8
%
69.7
% 81.2
%
88.0
%
95.1
%
79.1
%
76.1
%
94.2
%
84.7
%
76.8
%
68.0
%
86.5
%
Urban-Suburban High
N/RC
Rural High N/RC Average N/RC Low N/RC Total Public
2006 Cohort 2007 Cohort 2008 Cohort 2009 Cohort 2010 Cohort
Percentage of Students Graduating with a Local, Regents, or Regents with
Advanced Designation Diploma After 4 Years
Results Through August
All Students
As with the Big 5 Districts, additional students graduate in high-need
urban/suburban, high-need rural, average-need, and low-need districts
as of August of the fourth year of high school.
Note: This slide does not include the Big 5 Districts. See Slide 8 for Big 5 results through August.
11 11 11
58.9
%
63.0
%
67.8
%
73.7
%
70.0
%
63.8
%
70.1
%
64.7
%
57.2
%
56.0
%
2006 Cohort 2007 Cohort 2008 Cohort 2009 Cohort 2010 Cohort
June
August
Percentage of Students Graduating with a Local, Regents, or
Regents with Advanced Designation Diploma After 4 Years
Results Through June and August
All Students
A small but increasing number of students are served by charter high
schools. As with traditional schools, more charter school students
graduate as of August compared to June*.
Cohort Size
2006 1,011
2007 1,115
2008 1,628
2009 2,215
2010 2,648
* Year-to-year changes in percentages will be affected by very small cohort sizes. For example,
although the percentage of charter school graduates for the 2010 cohort as of June decreased
compared to the 2009 cohort, the number of graduates increased.
12 12
9% 7% 4% 4% 4%
12% 10%
5% 5%
13% 10%
5%
33% 36% 41% 41% 41%
36% 39% 45% 45%
37% 40% 46%
31% 31% 30% 31% 31%
31% 31% 30% 31% 31% 31% 30%
Local Diploma Regents Diploma Regents Diploma with Advanced Designation
2006 2007 2008 2009
Four Years Five Years Six Years
74.0%
80.0% 80.9%
73.4% 74.0%
79.2%
74.9%
79.9% 81.4%
Cohort Size
2006 224,744
2007 223,285
2008 221,366
2009 218,469
2010 212,000
The cohort
graduation rate is
presented at the top
of the columns. The
overall rate may not
equal the sum of
each diploma type
due to rounding.
Statewide, the Percentage of Cohort Members Earning a Local,
Regents, or Regents with Advanced Designation Diploma
76.4%
81.1% 81.5%
2006 2007 2008 2009 2010 2006 2007 2008
The statewide percentage of students earning Local Diplomas has decreased.
The percentage of students earning Regents Diplomas with Advanced
Designation, an indicator of career and college readiness, remains flat.
13 13
12% 8%
3% 3% 4%
16% 12%
4% 4%
19%
14%
5%
33% 37%
41% 41% 43%
36% 42%
49% 50%
38%
43%
51%
16% 16% 17% 17%
18%
17% 17% 17% 17%
17% 17% 17%
2006 2007 2008 2009 2010 2006 2007 2008 2009 2006 2007 2008
Local Diploma Regents Diploma Regents Diploma with Advanced Designation
Four Years Five Years Six Years
60.4%
70.2% 73.2%
61.0% 60.9%
69.4%
Cohort Size
2006 78,346
2007 79,476
2008 79,719
2009 78,721
2010 75,524
61.3%
69.5% 73.0%
The cohort
graduation rate is
presented at the top
of the columns. The
overall rate may not
equal the sum of
each diploma type
due to rounding.
64.2%
71.4% 72.7%
The Percentage of Cohort Members Earning a Local,
Regents, or Regents with Advanced Designation Diploma
The four-year graduation rate for New York City increased. The percentage
of students earning each diploma type increased slightly.
14
The Achievement Gap Persists
• The graduation rate achievement gap between cohort
percentages of Black or Hispanic and White students
remains relatively stable (about 25 percentage points
for the 2010 cohort).
• The achievement gap is widest for the Advanced
Designation diploma (about 30 percentage points for
the 2010 cohort).
• Achievement gaps exist between females and males
across all racial/ethnic groups.
15 15
4% 3% 4% 4% 3% 4% 5% 4% 4%
45% 42% 40%
46% 43% 39%
46% 44%
40%
9% 12%
42%
9% 12%
43%
10% 13%
44%
Black Hispanic White Black Hispanic White Black Hispanic White
Local Diploma Regents Diploma Regents Diploma with Advanced Designation
2008 2009 2010
58.1% 59.7%
86.5%
57.8%
85.7%
59.2%
The Percentage of Cohort Members Earning a Local,
Regents, or Regents with Advanced Designation Diploma as of June of year 4.
The cohort graduation rate is presented at the top of each column. The overall rate may not equal the sum of each diploma type due to rounding.
61.6% 61.6%
87.3%
Statewide, the graduation rate achievement gap by
racial/ethnic group persists, particularly for the
Advanced Designation Diploma
16 16
Statewide, the achievement gap exists between
females and males across all racial/ethnic groups.
68.9
%
86.0
%
66.5
%
65.6
%
90.0
%
79.8
%
78.8
%
56.7
%
57.8
%
84.8
%
73.2
%
55.0
% 61.6
%
61.6
%
87.3
%
76.4
%82.3
%
61.4
%
American Indian /
Alaska Native
Asian Black Hispanic White All Racial/Ethnic
Groups
Females Males Females and Males Combined
Percentage of Students in 2010 Total Cohort Graduating with Regents
or Local Diploma After Four Years Through June 2014
17 17
Race/ethnicity and gender achievement gaps
exist across the Big 5 Districts.
64%
61%
83%
52%
47%
73%
48%
39%
55%
52%
50%
61% 6
5%
71%
84%
53%
52%
73%
48%
40%
68%
39%
36%
60%
47%
29%
57%
48%
65%
71%
B H W B H W B H W B H W B H W
Females Males
Percentage of Students in 2010 Total Cohort Graduating with Regents
or Local Diploma After Four Years Through June 2014
N Y C B u f f a l o R o c h e s t e r S y r a c u s e Y o n k e r s
B = Black Students, H = Hispanic Students, W = White Students
18 18
Race/ethnicity and gender achievement gaps
exist across remaining Need/Resource Groups.
52% 5
7%
69%
66%
65%
78%
77%
68%
84%
81%
80%
91%
93%
89%
97%
45% 5
0%
65%
56% 59%
70%
63% 6
7%
78%
73%
73%
86%
85%
83%
94%
B H W B H W B H W B H W B H W
Females
Males
Percentage of Students in 2010 Total Cohort Graduating with Regents
or Local Diploma After Four Years Through June 2014
Urban/ Suburban High N/RC
Rural High N/RC Average N/RC Low N/RC
B = Black Students, H = Hispanic Students, W = White Students
Large City High N/RC
19
English Language Learners
• The graduation rates for English Language Learners have generally
decreased over the past five years.
• The percentage of ELLs earning the Regents Diploma after four years has
not increased sufficiently to offset the decrease in those earning the Local
Diploma.
• However, the graduation rate for students who exited LEP status and no
longer receive ELL services is comparable to non-ELL students.
• The Board of Regents has launched a number of initiatives to improve
district services for ELLs, including:
– For the first time in 30 years, an update to the Part 154 regulations that govern services for
ELLs;
– Release of the Blueprint for ELL Success;
– Release of Bilingual Common Core Progressions;
– Development of ELL scaffolds for optional curricular materials;
– Memorandum of Understanding with NYCDOE to strengthen services for NYC ELLs;
– State Aid proposals for targeted funding to support ELLs; and
– A new graduation safety net appeal process for certain ELL students who enter the U.S.
during ninth grade or above.
20 20
40.3
%
33.3
%
34.4
%
31.2
%
40.3
%
36.9
%
24.3
%
34.4
%
55.8
%
41.5
%
39.4
%
26.2
%
30.4
%
34.5
%
38.6
%
38.2
%
53.5
%
35.4
%
20.7
% 28.9
%
26.8
% 35.0
%
47.7
%
34.3
%
32.3
%
21.6
%
23.9
%
38.8
%
35.2
%
45.2
%
31.4
%
18.5
%
32.5
%
23.5
%
47.0
%
New York City Large City High
N/RC
Urban-
Suburban High
N/RC
Rural High
N/RC
Average N/RC Low N/RC Total Public
2006 Cohort 2007 Cohort 2008 Cohort 2009 Cohort 2010 Cohort
Overall, the graduation rate for English Language
Learners decreased slightly for the 2010 cohort
compared to the 2009 cohort. Percentage of English Language Learner Students Graduating with Regents or Local
Diploma as of June of Year 4
21 21
The percentage of English Language Learners earning the Regents
Diploma after four years has not increased sufficiently to offset the
decrease in those earning the Local Diploma.
14%10%
4% 3% 3%
21%
6% 5%
24%
6%5%
6%
6% 4%
7% 6%
6%6%
7% 6%
6%
17%19%
6%
26%
31%
37%20%
23%
25%
23%24%
24%29%
34%34%
2006 2007 2008 2009 2010 2006 2007 2008 2009 2006 2007 2008
Local Diploma Regents Diploma Regents Diploma with Advanced Designation
Four Years Five Years Six Years
34.3%
51.6%
56.7%
40.3%
38.2%
51.7%
The percentage of English Language Learner cohort members earning a Local, Regents or Regents with
Advanced Designation Diploma
Cohort Membership
2006 11,635
2007 12,236
2008 11,986
2009 12,277
2010 11,365
31.4%
45.8%
55.2%
31.2%
45.1%
49.9%
22 22 22
31.4
%
31.2
%
71.0
%
72.9
%
77.9
%
79.0
%
74.9
%
76.4
%
Results Through June After 4 Years
The graduation rate for students who no longer receive
English Language Learner services is comparable to the
general population.
Current ELL One-Time ELL
(Excluding Current
ELL)
Never ELL All Students
2009 2010 2009 2010 2009 2010 2009 2010
* Data are available for the 2005-06 to 2013-14 school years only. Therefore, students in the 2010 cohort who received ELL services
prior to grade 4 (prior to 2005-06 for students in grade 12 in the 2013-14 school year) will not be identified as One-Time ELL;
similarly, students in the 2009 cohort who received ELL services prior to grade 5 (prior to 2005-06 for students in grade 12 in the
2012-13 school year) will not be identified as One-Time ELL.
Current ELL includes
students who were
identified as ELL during
the school year of their
last enrollment .
One-Time ELL includes
students identified as ELL
in any school year
preceding the school year
of their last enrollment
(excludes students who
are Current ELLs).*
Never ELL includes
students who were never
reported to receive ELL
services.*
23 23
Cohort Outcomes on Two Aspirational Performance
Measures (APMs) are Reported for all Districts and
High Schools.
1. Advanced Regents Diploma Percentage APM
The percentage of cohort students who earned a Regents Diploma with Advanced
Designation (22 units of credit, 7-9 Regents examinations at 65 or above, and
advanced course sequences in languages other than English, CTE, or the arts).
2. ELA/Math APM
The percentage of cohort students who graduated with a Local, Regents, or Regents
with Advanced Designation diploma and earned a 75 or greater on their English
Regents examination and earned a 80 or greater on a math Regents examination.
Outcomes on APMs are significantly lower than the overall graduation rates.
We will report APMs for schools and districts while college and career-ready graduation
requirements are phased in for students.
* NYSED will update these APMs as new research findings become available and as Regents Exams
begin to measure the Common Core Learning Standards. Although the ELA/Math APM remains a
useful within-year comparison against performance benchmarks and across schools and districts, this
measure is not directly comparable across cohorts.
24 24 24
61.3
%
53.4
%
43.0
% 48.8
%
66.4
% 74.9
%
64.2
%
52.8
%
43.4
% 51.1
%
68.8
% 76.4
%
17.0
%
7.4
%
5.6
%
5.9
%
7.1
%
30.6
%
17.6
%
7.3
%
4.9
%
5.5
%
8.9
%
31.2
%
11.7
%
5.1
%
6.6
%
9.7
%
37.2
%
24.4
%
26.6
%
12.5
%
6.1
%
9.3
% 14.8
%
38.1
%
New York City Buffalo Rochester Syracuse Yonkers Total Public
2009 Graduation Rate 2010 Graduation Rate
2009 Regents with Adv Designation 2010 Regents with Adv Designation
2009 ELA/Math APM 2010 ELA/Math APM
All Students After 4 Years
Results Through June
Aspirational Performance Measures (APMs) as a Percentage of the
Cohort Compared to Graduation Rate in the Big 5 School Districts
25 25 25
62.2
%
59.7
%
59.2
%
80.6
%
86.5
%
74.9
%
61.4
%
61.6
%
61.6
%
82.3
%
87.3
%
76.4
%
49.4
%
43.3
%
30.6
%
16.0
%
9.9
%
13.0
%
49.8
%
43.7
%
31.2
%
14.2
%
18.0
%
57.2
%
50.4
%
16.5
%
9.4
%
12.4
%21.3
%
37.2
%
38.1
%
50.8
%58.8
%
19.0
%
15.4
%
21.7
%
American
Indian/Alaska
Native
Black Hispanic Asian White All Students
2009 Graduation Rate 2010 Graduation Rate
2009 Regents with Adv Designation 2010 Regents with Adv Designation
2009 ELA/Math APM 2010 ELA/Math APM
All Students in Public Schools After 4 Years
Results Through June
Aspirational Performance Measures (APMs) as a Percentage of
the Cohort Compared to Graduation Rate by Race/Ethnicity
26 26 26
31.4
%
71.0
%
48.7
%
79.2
%
74.9
%
31.2
%
72.9
%
49.8
%
81.1
%
76.4
%
5.5
%
18.4
%
3.1
%
35.1
%
30.6
%
4.1
%
17.9
%
2.9
%
36.2
%
31.2
%
23.2
%
5.4
%
42.4
%
37.2
%
5.9
%
38.1
%44.0
%
4.9
%
23.5
%
5.3
%
English Language
Learners
One-Time ELL* Students with
Disabilities
General Education
Students
All Students
2009 Graduation Rate 2010 Graduation Rate
2009 Regents with Adv Designation 2010 Regents with Adv Designation
2009 ELA/Math APM 2010 ELA/Math APM
Students in Public Schools After 4 Years
Results Through June
Aspirational Performance Measures (APMs) as a Percentage of the
Cohort Compared to Graduation Rate
One-Time ELL includes
students identified as ELL
in any school year
preceding the school year
of their last enrollment.
(excludes students who
are Current ELLs).*
*One-Time ELL status is available for the 2009 and 2010 cohorts only. Data are sourced from 2005-06 to 2013-14 SIRS data. Therefore, students in the
2010 cohort who received ELL services prior to grade 4 (prior to 2005-06 for students in grade 12 in the 2013-14 school year) will not be identified as
One-Time ELL; similarly, students in the 2009 cohort who received ELL services prior to grade 5 (prior to 2005-06 for students in grade 12 in the 2012-13
school year) will not be identified as One-Time ELL.
27
Graduation Rates:
Students Who Started 9th Grade
in 2006, 2007, 2008, 2009 and 2010