Students Who Started 9 Grade in 2006, 2007, 2008, 2009 and ......Dec 18, 2014 · Local Diploma...

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



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




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




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

%


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



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


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



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



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


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



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


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




All Students in Public Schools After 4 Years


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




Students in Public Schools After 4 Years


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

Students Who Started 9 Grade in 2006, 2007, 2008, 2009 and ......Dec 18, 2014 · Local Diploma...

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