accountability and overview report 2008 09...state in 2008–09, the third indicator is science at...

New York State Public Schools Report Card

The New York State Report Card is an important part

of the Board of Regents’ effort to raise learning standards for

all students. It provides information to the public on the state’s

performance under the State and federal accountability systems,

on student performance, and on other measures of performance.

Knowledge gained from the report card on the state’s strengths

and weaknesses can be used to improve instruction and services

to students.

State assessments are designed to help ensure that all

students reach high learning standards. They show whether

students are getting the knowledge and skills they need

to succeed at the elementary, middle, and commencement

levels and beyond. The State requires that students who are not

making appropriate progress toward the standards receive

academic intervention services.

Use this report to:1 Get Statewide

Profile information. Thissectionshowscomprehensive

datarelevanttothestate’slearningenvironment.

2 Review State Accountability Status.

Thissectionindicateswhetherthestatemadeadequateyearlyprogress(AYP).

3 Review an Overview of Statewide Performance.

ThissectionhasinformationaboutstatewideperformanceonstateassessmentsinEnglish,mathematics,andscience.

Formoreinformation:OfficeofInformationandReportingServicesNewYorkStateEducationDepartmentRoom863EBAAlbany,NY12234Email:[email protected]

The New York State Report CardAccountability and Overview Report 2008–09

Page1November25,2009

Statewide Profile

Thissectionshowscomprehensivedatarelevanttothestate’slearningenvironment,includinginformationaboutenrollment,averageclasssize,andteacherqualifications.

Enrollment

Pre-K

Kindergarten

Grade1

Grade2

Grade3

Grade4

Grade5

Grade6

UngradedElementary

Grade7

Grade8

Grade9

Grade10

Grade11

Grade12

UngradedSecondary

Total K–12

Average Class Size

Common Branch

Grade 8

English

Mathematics

Science

SocialStudies

Grade 10

English

Mathematics

Science

SocialStudies

Enrollment InformationEnrollment countsareasofBasicEducationalDataSystem(BEDS)day,whichistypicallythefirstWednesdayofOctoberoftheschoolyear.Thestatepublicenrollmentincludespublicschooldistricts,charterschools,NYSED-operatedprograms,andBOCESprograms.Studentsclassifiedbydistrictsas“pre-first”areincludedinfirstgradecounts.

Average Class Size InformationAverage Class Size isthetotalregistrationinspecifiedclassesdividedbythenumberofthoseclasseswithregistration.Common Branch referstoself-containedclassesinGrades1–6.

Statewide Profile1


.

2006–07 2007–08 2008–09

40,063 45,263 70,625

186,243 184,717 187,515

200,272 196,578 194,701

194,200 196,137 193,207

194,108 191,179 193,083

192,235 191,681 190,082

196,999 192,043 191,410

199,845 195,577 191,970

53,693 54,000 56,753

208,283 203,307 197,104

210,369 205,171 202,078

249,208 242,279 235,687

232,027 229,686 223,981

194,489 194,243 194,259

178,472 185,810 185,848

50,815 51,977 53,589

2,741,258 2,714,385 2,691,267

2006–07 2007–08 2008–09

22 21 22

22 22 22

22 22 22

23 22 23

23 22 23

23 22 23

22 21 22

23 22 22

24 22 23

Statewide Profile1

Attendance and Suspensions InformationA district’s Annual Attendance Rate isdeterminedbydividingthedistrict’stotalactualattendancebythetotalpossibleattendanceforaschoolyear.Adistrict’sactualattendanceisthesumofthenumberofstudentsinattendanceoneachdaythedistrict’sschoolswereopenduringtheschoolyear.Possibleattendanceisthesumofthenumberofenrolledstudentswhoshouldhavebeeninattendanceoneachdayschoolswereopenduringtheschoolyear.Thestate’sAnnual Attendance Rateisaweightedaverageofalldistrict-levelattendancerates.Student Suspensionrateisdeterminedbydividingthenumberofstudentswhoweresuspendedfromschool(notincludingin-schoolsuspensions)foronefulldayorlongeranytimeduringtheschoolyearbytheBasicEducationalDataSystem(BEDS)dayenrollmentsforthatschoolyear.Astudentiscountedonlyonce,regardlessofwhetherthestudentwassuspendedoneormoretimesduringtheschoolyear.

Demographic Factors InformationEligible for Free LunchandReduced-Price Lunch percentagesaredeterminedbydividingthenumberofapprovedlunchapplicantsbytheBasicEducationalDataSystem(BEDS)enrollmentinfull-dayKindergartenthroughGrade12.Eligible for Free Lunch andLimited English Proficient countsareusedtodetermineSimilar Schools groupingswithinaNeed/Resource Capacitycategory.

Demographic Factors

# % # % # %

EligibleforFreeLunch

Reduced-PriceLunch

StudentStability*

LimitedEnglishProficient

Racial/Ethnic Origin

AmericanIndianorAlaskaNative

BlackorAfricanAmerican

HispanicorLatino

AsianorNative

Hawaiian/OtherPacificIslander

White

Multiracial

Attendance and Suspensions

# % # % # %

AnnualAttendanceRate

StudentSuspensions

Statewide Profile1


2006–07 2007–08 2008–09

1,001,767 37% 986,578 37% 1,030,575 39%

213,885 8% 211,396 8% 214,831 8%

N/A N/A N/A N/A N/A N/A

199,828 7% 198,550 7% 202,220 8%

13,511 ** 13,147 ** 13,027 **

534,335 19% 526,867 19% 517,997 19%

559,543 20% 565,479 21% 571,699 21%

195,644 7% 199,959 7% 205,486 8%

1,431,470 52% 1,403,836 52% 1,374,718 51%

6,755 ** 5,097 ** 8,340 **

* Availableonlyattheschoollevel. ** Percentageislessthan1.

2005–06 2006–07 2007–08

N/A 95% N/A 93% N/A 93%

152,841 6% 142,676 5% 143,124 5%

Staff Counts InformationOther Professionals includesadministrators,guidancecounselors,schoolnurses,psychologists,andotherprofessionalswhodevotemorethanhalfoftheirtimetonon-teachingduties.Teacherswhoaresharedbetweenbuildingswithinadistrictarereportedonthedistrictreportonly.

Teacher Qualifications InformationThePercent Teaching Out of Certificationisthepercentdoingsomorethanonanincidentalbasis;thatis,thepercentteachingformorethanfiveperiodsperweekoutsidecertification.

Core ClassesareprimarilyK-6commonbranch,English,mathematics,science,socialstudies,art,music,andforeignlanguages.Tobe Highly Qualified,ateachermusthaveatleastaBachelor’sdegree,becertifiedtoteachinthesubjectarea,andshowsubjectmattercompetency.

Teacher Turnover Rate InformationTeacher Turnover Rateforaspecifiedschoolyearisthenumberofteachersinthatschoolyearwhowerenotteachinginthefollowingschoolyeardividedbythenumberofteachersinthespecifiedschoolyear,expressedasapercentage.

Teacher Qualifications

Total Number of Teachers

PercentwithNoValidTeachingCertificate

PercentTeachingOutofCertification

PercentwithFewerThanThreeYearsofExperience

PercentagewithMaster’sDegreePlus30HoursorDoctorate

Total Number of Core Classes

PercentNotTaughtbyHighlyQualifiedTeachers

Total Number of Classes

PercentTaughtbyTeachersWithoutAppropriateCertification

Teacher Turnover Rate

TurnoverRateofTeacherswithFewerthanFiveYearsofExperience

TurnoverRateofAllTeachers

Staff Counts

TotalOtherProfessionalStaff

TotalParaprofessionals*

AssistantPrincipals

Principals

* Notavailableattheschoollevel.

Statewide Profile1


2006–07 2007–08 2008–09

207,747 221,514 223,132

3% 1% 1%

5% 5% 4%

11% 10% 9%

32% 33% 34%

500,476 547,874 542,258

5% 5% 3%

705,619 712,119 717,860

5% 5% 4%

2005–06 2006–07 2007–08

20% 20% 20%

14% 13% 13%

2006–07 2007–08 2008–09

18,618 31,478 32,078

45,024 66,776 67,568

2,074 5,502 5,650

3,171 4,661 4,731

Statewide Accountability2

Understanding How Accountability Works in New York StateThefederalNoChildLeftBehind(NCLB)Actrequiresthatstatesdevelopandreportonmeasuresofstudentproficiencyin1)Englishlanguagearts(ELA),in2)mathematics,andon3)athirdindicator.InNewYorkStatein2008–09,thethirdindicatorisscienceattheelementary/middlelevelandgraduationrateatthesecondarylevel.SchoolsordistrictsthatmeetpredefinedgoalsonthesemeasuresaremakingAdequateYearlyProgress(AYP).

FormoreinformationaboutaccountabilityinNewYorkState,visit:http://www.emsc.nysed.gov/irts/accountability/.

1 English Language Arts (ELA)

TomakeAYPinELA,everyaccountabilitygroupmustmakeAYP.ForagrouptomakeAYP,itmustmeettheparticipationandtheperformancecriteria.

englishlanguage arts

mathematics third indicator

Secondary-Level Graduation Rate: ForaschooltomakeAYPingraduationrate,thepercentofstudentsinthe2004 graduation-ratetotalcohortintheAllStudentsgroupearningalocalorRegentsdiplomabyAugust31,2008mustequalorexceedtheGraduation-RateStandard(55%)ortheGraduation-RateProgressTarget.

QualifyingforSafeHarborinSecondary-LevelELAandMath:Toqualify,thepercentofthe2004 graduation-ratetotalcohortearningalocalorRegentsdiplomabyAugust31,2008mustequalorexceedtheGraduation-RateStandard(55%)ortheGraduation-RateProgressTargetforthatgroup.

A Participation CriterionAttheelementary/middlelevel,95 percentofGrades3–8studentsenrolledduringthetestadministrationperiodineachgroupwith40ormorestudentsmustbetestedontheNewYorkStateTestingProgram(NYSTP)inELAor,ifappropriate,theNewYorkStateEnglishasaSecondLanguageAchievementTest(NYSESLAT),ortheNewYorkStateAlternateAssessment(NYSAA)inELA.Atthesecondarylevel,95 percentofseniorsin2008–09ineachaccountabilitygroupwith40ormorestudentsmusthavetakenanEnglishexaminationthatmeetsthestudents’graduationrequirement.

B Performance Criterion

Attheelementary/middlelevel,thePerformanceIndex(PI)ofeachgroupwith30ormorecontinuouslyenrolledtestedstudentsmustequalorexceeditsEffectiveAnnualMeasurableObjective(AMO)orthegroupmustmakeSafeHarbor.(NYSESLATisusedonlyforparticipation.)Atthesecondarylevel,thePIofeachgroupinthe2005cohortwith30ormoremembersmustequalorexceeditsEffectiveAMOorthegroupmustmakeSafeHarbor.TomakeSafeHarbor,thePIofthegroupmustequalorexceeditsSafeHarborTargetandthegroupmustqualifyforSafeHarborusingthethirdindicator,scienceorgraduationrate.

2 Mathematics

ThesamecriteriaformakingAYPinELAapplytomathematics.Attheelementary/middlelevel,themeasuresusedtodetermineAYParetheNYSTPandtheNYSAAinmathematics.Atthesecondarylevel,themeasuresaremathematicsexaminationsthatmeetthestudents’graduationrequirement.

3 Third Indicator

InadditiontoEnglishlanguageartsandmathematics,theschoolmustalsomakeAYPinathirdareaofachievement.Thismeansmeetingthecriteriainscienceattheelementary/middlelevelandthecriteriaingraduationrateatthesecondarylevel.

Elementary/Middle-Level Science:TomakeAYP,theAllStudentsgroupmustmeettheparticipationcriterionandtheperformancecriterion.

A Participation Criterion EightypercentofstudentsinGrades4and/or8enrolledduringthetestadministrationperiodintheAllStudentsgroup,ifithas40ormorestudents,mustbetestedonanaccountabilitymeasure.InGrade4,themeasuresaretheGrade4elementary-levelsciencetestandtheGrade4NYSAAinscience.InGrade8science,themeasuresaretheGrade8middle-levelsciencetest,Regentsscienceexaminations,andtheGrade8NYSAAinscience.

B Performance CriterionThePIoftheAllStudentsgroup,ifithas30ormorestudents,mustequalorexceedtheStateScienceStandard(100)ortheScienceProgressTarget.

QualifyingforSafeHarborinElementary/Middle-LevelELAandMath:Toqualify,thegroupmustmeetboththeparticipationcriterionandtheperformancecriterioninscience.



Useful Terms for Understanding AccountabilityAccountability Cohort for English and MathematicsThe2005schoolaccountabilitycohortconsistsofallstudentswhofirstenteredGrade9anywhereinthe2005–06schoolyear,andallungradedstudentswithdisabilitieswhoreachedtheirseventeenthbirthdayinthe2005–06schoolyear,whowereenrolledonOctober1,2008 anddidnottransfertoadiplomagrantingprogram.StudentswhoearnedahighschoolequivalencydiplomaorwereenrolledinanapprovedhighschoolequivalencypreparationprogramonJune30,2009,arenotincludedinthe2005 schoolaccountabilitycohort.The2005 districtaccountabilitycohortconsistsofallstudentsineachschoolaccountabilitycohortplusstudentswhotransferredwithinthedistrictafterBEDSdayplusstudentswhowereplacedoutsidethedistrictbytheCommitteeonSpecialEducationordistrictadministratorsandwhomettheotherrequirementsforcohortmembership.CohortisdefinedinSection100.2(p)(16)oftheCommissioner’sRegulations.

Adequate Yearly Progress (AYP)AdequateYearlyProgress(AYP)indicatessatisfactoryprogressbyadistrictoraschooltowardthegoalofproficiencyforallstudents.

Annual Measurable Objective (AMO)TheAnnualMeasurableObjective(AMO)isthePerformanceIndex(PI)valuethatsignifiesthatanaccountabilitygroupismakingsatisfactoryprogresstowardthegoalthat100percentofstudentswillbeproficientintheState’slearningstandardsforEnglishlanguageartsandmathematicsby 2013–14.TheAMOsforeachgradelevelwillbeincreasedasspecifiedinCR100.2(p)(14)andwillreach200in2013–14.(SeeEffectiveAMOforfurtherinformation.)

Continuously Enrolled StudentsAttheelementary/middlelevel,continuouslyenrolledstudentsarethoseenrolledintheschoolordistrictonBEDSday(usuallythefirstWednesdayinOctober)oftheschoolyearuntilthetestadministrationperiod.Atthesecondarylevel,allstudentswhomeetthecriteriaforinclusionintheaccountabilitycohortareconsideredtobecontinuouslyenrolled.

Effective Annual Measurable Objective (Effective AMO)TheEffectiveAnnualMeasurableObjective(EffectiveAMO)isthePerformanceIndex(PI)valuethateachaccountabilitygroupwithinaschoolordistrictisexpectedtoachievetomakeAdequateYearlyProgress(AYP).TheEffectiveAMOisthelowestPIthatanaccountabilitygroupofagivensizecanachieveinasubjectforthegroup’sPInottobeconsideredsignificantlydifferentfromtheAMOforthatsubject.Ifanaccountabilitygroup’sPIequalsorexceedstheEffectiveAMO,itisconsideredtohavemadeAYP.AmorecompletedefinitionofEffectiveAMOandatableshowingthePIvaluesthateachgroupsizemustequalorexceedtomakeAYPareavailableatwww.emsc.nysed.gov/irts.

Graduation-Rate Total Cohort Thistermisdefinedonthegraduation-rateaccountabilitypage.

Performance Index (PI)PerformanceIndexisavaluefrom 0to200thatisassignedtoanaccountabilitygroup,indicatinghowthatgroupperformedonarequiredStatetest(orapprovedalternative)inEnglishlanguagearts,mathematics,orscience.Studentscoresonthetestsareconvertedtofourperformancelevels,fromLevel1toLevel4.(SeeperformanceleveldefinitionsontheOverviewSummarypage.)Attheelementary/middlelevel,thePIiscalculatedusingthefollowingequation: 100×[(CountofContinuouslyEnrolledTestedStudents PerformingatLevels2,3,and4+theCountatLevels3 and4)÷CountofAllContinuouslyEnrolledTestedStudents]

Atthesecondarylevel,thePIiscalculatedusingthefollowingequation: 100×[(CountofCohortMembersPerformingat Levels2,3,and4+theCountatLevels3and4)÷Countof AllCohortMembers]

Alistoftestsusedtomeasurestudentperformanceforaccountabilityisavailableatwww.emsc.nysed.gov/irts.

Progress TargetForaccountabilitygroupsbelowtheStateStandardinscienceorgraduationrate,theProgressTargetisanalternatemethodformakingAdequateYearlyProgress(AYP)orqualifyingforSafeHarborinEnglishlanguageartsandmathematicsbasedonimprovementoverthepreviousyear’sperformance.

Safe HarborSafeHarborprovidesanalternatemeanstodemonstrateAdequateYearlyProgress(AYP)foraccountabilitygroupsthatdonotachievetheirEffectiveAnnualMeasurableObjectives(AMOs)inEnglishormathematics.

Safe Harbor TargetsThe2008–09safeharbortargetswerecalculatedusingthefollowingequation: 2007–08PI+(200–the2007–08PI)×0.10

Science Progress TargetTheelementary/middle-level 2008–09 ScienceProgress Targetiscalculatedbyaddingonepointtothe2007–08 PI. The 2009–10 ScienceProgressTargetiscalculatedbyaddingonepointtothe 2008–09 PI.The 2008–09targetis providedforgroupswhosePIwasbelowtheStateScienceStandardin 2008–09.

Science StandardThecriterionvaluethatrepresentsaminimallysatisfactoryperformanceinscience.In2008–09,theStateScienceStandardattheelementary/middlelevelisaPerformanceIndex(PI)of100.TheCommissionermayraisetheStateScienceStandardathisdiscretioninfutureyears.



Summary

On which accountability measures did the state make Adequate Yearly Progress (AYP) and which groups made AYP on each measure?

Elementary/Middle Level Secondary Level

Student GroupsEnglish

LanguageArts Mathematics Science

English

LanguageArts Mathematics GraduationRate

All Students

Ethnicity



HispanicorLatino

AsianorNativeHawaiian/OtherPacificIslander

White

Multiracial Other Groups

StudentswithDisabilities


EconomicallyDisadvantaged

Student groups making AYP in each subject


AYP Status

4 MadeAYP

✔SH MadeAYPUsingSafeHarborTarget

✘ DidNotMakeAYP

— InsufficientNumberofStudents toDetermineAYPStatus

4 4 4 4 4 4

4 4 ✔SH 4

4 4 ✔SH ✘

4 4 ✔SH ✔SH

4 4 4 4

4 4 4 4

4 4 4 4

✔SH 4 ✘ ✘

✔SH 4 ✘ ✔SH

4 4 ✔SH 4

410 of 10 410 of 10 41 of 1 ✘8 of 10 ✘ 8 of 10 41 of 1


How did students in each accountability group perform on elementary/middle-level English language arts accountability?

Student Group (Total:ContinuousEnrollment)1

AYP Participation Test Performance Performance Objectives

StatusMetCriterion

PercentageTested

MetCriterion

PerformanceIndex

EffectiveAMO

SafeHarborTarget2008–09 2009–10

All Students

Ethnicity



HispanicorLatino


White

Multiracial

Other Groups

StudentswithDisabilities2

LimitedEnglishProficient3


Final AYP Determination

Accountability Measures

notes1 Thesedatashowthecountofstudentsenrolledduringthetestadministrationperiod(usedforParticipation)

followedbythecountofcontinuouslyenrolledtestedstudents(usedforPerformance).Foraccountabilitycalculations,studentswhowereexcusedfromtestingformedicalreasonsarenotincludedintheenrollmentcount.

2 IfthestatefailedtomakeAYPsolelybecauseoftheperformanceofstudentswithdisabilities,metthe95%participationrequirementforthisgroup,andwouldmeetorexceedtheAMOforthissubjectif34pointswereaddedtothePI,thenthestateisconsideredtohavemadeAYPforstudentswithdisabilities.

3 IfthecountofLEPstudentsisequaltoorgreaterthan30,formerLEPstudentsarealsoincludedintheperformancecalculations.

‡ ThisstudentgroupdidnotmakeAYPinscience;therefore,itdidnotqualifyforSafeHarbor.

AYP Status

4 MadeAYP


✘ DidNotMakeAYP



(1,231,251:1,191,115) 4 4 99% 4 176 143

(5,674:5,436)

4 4 99% 4 167 143

(236,407:226,015)

4 4 99% 4 162 143

(259,737:245,951) 4 4 99% 4 162 143

(94,003:89,272)

4 4 100% 4 186 143

(632,381:621,710) 4 4 100% 4 185 143

(3,049:2,731) 4 4 99% 4 182 142

(208,435:198,953)

✔SH 4 98% ✔SH 133 143 124 140

(88,755:75,794)

✔SH 4 99% ✔SH 128 143 117 135

(622,338:594,231)

4 4 99% 4 164 143

410 of 10

Elementary/Middle-Level English Language Arts10of10 StudentgroupsmakingAYPinEnglishlanguagearts

4 MadeAYP

November25,2009




2 IfthestatefailedtomakeAYPsolelybecauseoftheperformanceofstudentswithdisabilities,metthe95%participationrequirementforthisgroup,andwouldmeetorexceedtheAMOforthissubjectif34pointswereaddedtothePI,thenthestateisconsideredtohavemadeAYPforstudentswithdisabilities.


‡ ThisstudentgroupdidnotmakeAYPinscience;therefore,itdidnotqualifyforSafeHarbor.

How did students in each accountability group perform on elementary/middle-level mathematics accountability measures?



StatusMetCriterion

PercentageTested

MetCriterion

PerformanceIndex

EffectiveAMO


All Students (1,232,121:1,189,745) 4 4 99% 4 184 118

Ethnicity

AmericanIndianorAlaskaNative(5,678:5,393)

4 4 99% 4 179 118

BlackorAfricanAmerican(236,482:224,063)

4 4 99% 4 171 118

HispanicorLatino(260,109:247,209) 4 4 99% 4 177 118

AsianorNativeHawaiian/OtherPacificIslander(94,472:90,925)

4 4 100% 4 195 118

White(632,254:619,439) 4 4 100% 4 191 118

Multiracial(3,126:2,716) 4 4 99% 4 187 117

Other Groups

StudentswithDisabilities2(208,210:197,203)

4 4 98% 4 149 118

LimitedEnglishProficient3(89,590:82,152)

4 4 99% 4 162 118

EconomicallyDisadvantaged(622,505:594,110)

4 4 99% 4 177 118

Final AYP Determination 410 of 10

Elementary/Middle-Level MathematicsAccountability Measures 10of10 StudentgroupsmakingAYPinmathematics

4 MadeAYP

AYP Status

4 MadeAYP


✘ DidNotMakeAYP






Elementary/Middle-Level ScienceAccountability Measures

How did students in each accountability group perform on elementary/middle-level science accountability measures?



StatusSafeHarborQualification

MetCriterion

PercentageTested

MetCriterion

PerformanceIndex

StateStandard

ProgressTarget

2008–09 2009–10

All Students

Ethnicity



HispanicorLatino


White

Multiracial

Other Groups





AYP Status

4 MadeAYP


✘ DidNotMakeAYP



1of1 StudentgroupsmakingAYPinscience

4 MadeAYP

(414,664:394,232) 4 Qualified 4 98% 4 176 100

(1,947:1,796)

Qualified 4 97% 4 170 100

(79,661:73,571)

Qualified 4 97% 4 154 100

(87,493:81,309) Qualified 4 98% 4 157 100

(31,347:29,782)

Qualified 4 99% 4 185 100

(213,267:206,986) Qualified 4 99% 4 190 100

(949:788) Qualified 4 98% 4 184 100

(69,305:63,785)

Qualified 4 96% 4 144 100

(29,524:26,427)

Qualified 4 98% 4 129 100

(207,077:193,811)

Qualified 4 98% 4 162 100

41 of 1

November25,2009


notes1 Thesedatashowthecountof12thgradersin2008–09(usedforParticipation)followedbythecountofstudents

inthe2005cohort(usedforPerformance).2 IfthestatefailedtomakeAYPsolelybecauseoftheperformanceofstudentswithdisabilities,metthe95%

participationrequirementforthisgroup,andwouldmeetorexceedtheAMOforthissubjectif34pointswereaddedtothePI,thenthestateisconsideredtohavemadeAYPforstudentswithdisabilities.


‡ ThisstudentgroupdidnotmakeAYPingraduationrate;therefore,itdidnotqualifyforSafeHarbor.

Secondary-Level English Language ArtsAccountability Measures 8of10 StudentgroupsmakingAYPinEnglishlanguagearts

✘ DidNotMakeAYP

How did students in each accountability group perform on secondary-level English language arts accountability measures?

Student Group (12thGraders:2005Cohort)1


StatusMetCriterion

PercentageTested

MetCriterion

PerformanceIndex

EffectiveAMO


All Students (197,251:196,311) 4 4 99% 4 177 170

Ethnicity

AmericanIndianorAlaskaNative(736:773)

✔SH 4 98% ✔SH 165 167 165 169


✔SH 4 98% ✔SH 159 170 159 163

HispanicorLatino(34,544:34,846) ✔SH 4 99% ✔SH 160 170 160 164


4 4 99% 4 186 170

White(110,437:109,609) 4 4 99% 4 188 170

Multiracial(349:332) 4 4 98% 4 167 165

Other Groups


✘ 4 95% ✘ 123 170 126‡ 131


✘ 4 98% ✘ 119 170 123‡ 127


✔SH 4 99% ✔SH 165 170 164 169

Final AYP Determination ✘ 8 of 10

AYP Status

4 MadeAYP


✘ DidNotMakeAYP


November25,2009


Secondary-Level MathematicsAccountability Measures 8of10 StudentgroupsmakingAYPinmathematics

✘ DidNotMakeAYP

How did students in each accountability group perform on secondary-level mathematics accountability measures?

Student Group (12thGraders:2005Cohort)1


StatusMetCriterion

PercentageTested

MetCriterion

PerformanceIndex

EffectiveAMO


All Students (197,251:196,311) 4 4 99% 4 178 165

Ethnicity

AmericanIndianorAlaskaNative(736:773)

4 4 98% 4 166 162


✘ 4 98% ✘ 158 165 159 162

HispanicorLatino(34,544:34,846) ✔SH 4 98% ✔SH 162 165 162 166


4 4 99% 4 190 165

White(110,437:109,609) 4 4 99% 4 189 165

Multiracial(349:332) 4 4 98% 4 167 160

Other Groups


✘ 4 96% ✘ 128 165 133‡ 135


✔SH 4 99% ✔SH 146 165 146‡ 151


4 4 99% 4 168 165

Final AYP Determination ✘ 8 of 10

AYP Status

4 MadeAYP


✘ DidNotMakeAYP


notes1 Thesedatashowthecountof12thgradersin2008–09(usedforParticipation)followedbythecountofstudents

inthe2005cohort(usedforPerformance).2 IfthestatefailedtomakeAYPsolelybecauseoftheperformanceofstudentswithdisabilities,metthe95%

participationrequirementforthisgroup,andwouldmeetorexceedtheAMOforthissubjectif34pointswereaddedtothePI,thenthestateisconsideredtohavemadeAYPforstudentswithdisabilities.


‡ ThisstudentgroupdidnotmakeAYPingraduationrate;therefore,itdidnotqualifyforSafeHarbor.

Graduation Rate InformationTomakeAYPingraduationrate,thepercentageof2004graduation-ratetotalcohortmembersearningalocalorRegentsdiplomabyAugust31,2008forthe“AllStudents”groupmustequalorexceedtheGraduation-RateStandardortheGraduation-RateProgressTargetfor2008–09.

TheGraduationRateStandardisthecriterionvaluethatrepresentsaminimallysatisfactorypercentageofcohortmembersearningalocaldiploma.TheStateGraduation-RateStandardforthe2004cohortis55percent.TheCommissionermayraisetheGraduation-RateStandardathisdiscretioninfutureyears.

The2008–09Graduation-RateProgressTargetiscalculatedbyaddingonepointtothepercentageofthe2003cohortearningalocalorRegentsdiplomabyAugust31,2007.The2009–10Graduation-RateProgressTargetiscalculatedbyaddingonepointtothepercentageofthe2004 cohortearningalocalorRegentsdiplomabyAugust31,2008.ThistargetisprovidedforeachgroupwhosepercentageearningalocalorRegentsdiplomabyAugust31,2008 isbelowtheGraduation-RateStandardin2008–09(55%).Groupswithfewerthan30cohortmembersarenotsubjecttothiscriterion.


How did students in each accountability group perform on graduation rate accountability measures?

Student Group (CohortCount)

Graduation Objectives

AYPMetCriterion

GraduationRate1

StateStandard

ProgressTarget

2008–09 2009-10

All Students

Ethnicity



HispanicorLatino


White

Multiracial

Other Groups





notes1 Percentageofthe2004cohortthatearnedalocalorRegentsdiplomabyAugust31,2008.2 IfthecountofLEPstudentsisequaltoorgreaterthan30,formerLEPstudentsarealsoincluded

intheperformancecalculations.

Graduation RateAccountability Measures


(221,430)

4 4 74% 55%

(876)

4 61% 55%

(41,971)

4 59% 55%

(39,995)

4 57% 55%

(15,738)

4 82% 55%

(122,536) 4 84% 55%

(314) 4 69% 55%

(30,850)

4 45% 55% 42 46

(10,031)

✘ 43% 55% 29 44

(73,165)

4 63% 55%

41 of 1

1of1 StudentgroupsmakingAYPingraduationrate

4 MadeAYP

About the Performance Level DescriptorsLevel 1:Not Meeting Learning Standards.Studentperformancedoesnotdemonstrateanunderstandingofthecontentexpectedinthesubjectandgradelevel.

Level 2:Partially Meeting Learning Standards.Studentperformancedemonstratesapartialunderstandingofthecontentexpectedinthesubjectandgradelevel.

Level 3:Meeting Learning Standards.Studentperformancedemonstratesanunderstandingofthecontentexpectedinthesubjectandgradelevel.

Level 4:Meeting Learning Standards with Distinction.Studentperformancedemonstratesathoroughunderstandingofthecontentexpectedinthesubjectandgradelevel.

Overview of Statewide Performance3

Summary of

PercentageofstudentsthatscoredatoraboveLevel3

TotalTested

English Language Arts

Grade3

Grade4

Grade5

Grade6

Grade7

Grade8

Mathematics

Grade3

Grade4

Grade5

Grade6

Grade7

Grade8

Science

Grade4

Grade8

PercentageofstudentsthatscoredatoraboveLevel3

2005 TotalCohort

Secondary Level

English

Mathematics


2008–09 Statewide PerformancePerformanceontheStateassessmentsinEnglishlanguagearts,mathematics,andscienceattheelementaryandmiddlelevelsisreportedintermsofmeanscoresandthepercentageoftestedstudentsscoringatoraboveLevel2,Level3,andLevel4.PerformanceontheStateassessmentsinELAandmathematicsatthesecondarylevelisreportedintermsofthepercentageofstudentsinacohortscoringattheselevels.

76% 198,219

77% 195,827

82% 197,765

81% 197,931

80% 202,679

69% 207,409

93% 200,184

87% 197,561

88% 199,452

83% 199,915

87% 204,585

80% 209,215

88% 196,825

68% 185,178

77% 224,902

77% 224,902

0% 50% 100%

0% 50% 100%


Results by Student Group

Percentagescoringatlevel(s): Percentagescoringatlevel(s):

2–4 3–4 4 2–4 3–4 4

All StudentsFemale

Male



HispanicorLatino


White

Multiracial

SmallGroupTotals

General-EducationStudents


EnglishProficient



NotDisadvantaged

Migrant

NotMigrant

note

Other Assessments Numberscoringatlevel(s): Numberscoringatlevel(s):

2–4 3–4 4 2–4 3–4 4

NewYorkStateAlternateAssessment(NYSAA):Grade3Equivalent

NewYorkStateEnglishasaSecondLanguageAchievementTest(NYSESLAT)†:Grade3

NY State Public

Percentagescoringatlevel(s):

2–4 3–4 4

100%


2008–09 School Year 2007–08 School Year

TotalTested TotalTested

198,219 95% 76% 11% 195,570 94% 70% 12%96,714 97% 80% 13% 95,006 96% 73% 13%

101,505 94% 72% 9% 100,564 93% 67% 11%

909 95% 66% 5% 958 93% 59% 6%

37,551 92% 63% 5% 37,699 91% 56% 6%

42,349 92% 64% 5% 41,446 89% 54% 5%

15,884 98% 87% 17% 14,424 97% 80% 16%

100,831 97% 84% 14% 100,778 97% 81% 17%

695 97% 82% 11% 265 96% 79% 13%

0 — — — 0 — — —

168,427 98% 83% 12% 165,782 98% 77% 14%

29,792 77% 36% 2% 29,788 74% 31% 2%

179,969 96% 79% 12% 178,190 95% 74% 13%

18,250 86% 47% 1% 17,380 82% 33% 1%

104,298 93% 66% 6% 99,750 91% 57% 6%

93,921 98% 87% 16% 95,820 98% 84% 19%

58 81% 47% 2% 57 91% 54% 2%

198,161 95% 76% 11% 195,513 94% 70% 12%

The—symbolindicatesthatdataforagroupofstudentshavebeensuppressed.Ifagrouphasfewerthanfivestudents,dataforthatgroupandthenextsmallestgroup(s)aresuppressedtoprotecttheprivacyofindividualstudents.



2,202 2,048 1,835 1,473 2,002 1,819 1,578 1,207

1,696 N/A N/A N/A 1,154 N/A N/A N/A

† ThesecountsrepresentrecentlyarrivedLEPstudentswhousedtheNYSESLATtofulfilltheEnglishlanguageartsparticipationrequirement.

Statewide Results in Grade 3 English Language Arts

2009MeanScore:6702008 MeanScore:669

2008–09

2007–08

Range: 616–780 650–780 720–780

NumberofTestedStudents: 188,724183,952 150,290 137,139 21,228 24,205

95%

76%

11%

94%

12%

70%




2–4 3–4 4 2–4 3–4 4

All StudentsFemale

Male



HispanicorLatino


White

Multiracial

SmallGroupTotals



EnglishProficient



NotDisadvantaged

Migrant

NotMigrant

note

Other Assessments

Numberscoringatlevel(s): Numberscoringatlevel(s):

2–4 3–4 4 2–4 3–4 4


NY State Public


2–4 3–4 4

100%




200,184 99% 93% 27% 197,256 98% 90% 26%97,584 99% 94% 28% 95,784 98% 91% 26%

102,600 99% 92% 26% 101,472 97% 89% 26%

914 99% 90% 18% 951 97% 86% 15%

37,699 98% 87% 16% 37,872 96% 81% 14%

43,286 99% 90% 18% 42,365 97% 85% 17%

16,454 100% 97% 47% 14,894 99% 96% 48%

101,119 99% 96% 32% 100,900 99% 94% 32%

712 100% 95% 25% 274 99% 91% 27%

0 — — — 0 — — —

170,308 100% 96% 30% 167,435 99% 94% 30%

29,876 95% 74% 8% 29,821 89% 67% 7%

180,117 99% 94% 29% 178,231 98% 91% 28%

20,067 97% 84% 12% 19,025 95% 78% 10%

105,730 99% 90% 20% 101,103 97% 85% 18%

94,454 99% 97% 35% 96,153 99% 95% 35%

58 97% 72% 5% 57 98% 84% 7%

200,126 99% 93% 27% 197,199 98% 90% 26%




Numberscoringatlevel(s):

2–4 3–4 4

2,205 2,163 1,959 1,306 2,005 1,948 1,732 1,032

Statewide Results in Grade 3 Mathematics


2008–09

2007–08

Range: 624–770 650–770 703–770


99%

93%

27%

98%

26%

90%

November25,2009




TotalTested


TotalTested


2–4 3–4 4 2–4 3–4 4

All Students 195,827 96% 77% 7% 196,834 93% 71% 8%Female 95,273 97% 80% 9% 96,334 95% 75% 11%

Male 100,554 94% 74% 5% 100,500 90% 67% 6%

AmericanIndianorAlaskaNative 893 95% 69% 3% 931 88% 61% 4%

BlackorAfricanAmerican 37,519 93% 65% 3% 37,961 88% 56% 3%

HispanicorLatino 41,491 93% 65% 3% 41,193 88% 57% 3%


14,663 98% 87% 14% 14,294 96% 83% 15%

White 100,714 97% 85% 10% 102,219 96% 81% 11%

Multiracial 547 96% 80% 8% 236 94% 72% 9%

SmallGroupTotals 0 — — — 0 — — —

General-EducationStudents 164,724 99% 84% 9% 164,917 97% 79% 10%

StudentswithDisabilities 31,103 79% 37% 1% 31,917 69% 30% 1%

EnglishProficient 180,953 97% 80% 8% 182,206 94% 74% 9%

LimitedEnglishProficient 14,874 85% 41% 0% 14,628 76% 31% 0%

EconomicallyDisadvantaged 102,017 94% 67% 3% 99,515 89% 58% 4%

NotDisadvantaged 93,810 98% 88% 12% 97,319 97% 84% 13%

Migrant 55 93% 49% 0% 36 81% 36% 3%

NotMigrant 195,772 96% 77% 7% 196,798 93% 71% 8%

noteThe—symbolindicatesthatdataforagroupofstudentshavebeensuppressed.Ifagrouphasfewerthanfivestudents,dataforthatgroupandthenextsmallestgroup(s)aresuppressedtoprotecttheprivacyofindividualstudents.

Other Assessments


TotalTested


TotalTested


2–4 3–4 4 2–4 3–4 4

NewYorkStateAlternateAssessment(NYSAA):Grade4Equivalent 2,434 2,285 1,999 1,535 2,207 2,026 1,699 1,204

NewYorkStateEnglishasaSecondLanguageAchievementTest(NYSESLAT)†:Grade4 1,659 N/A N/A N/A 1,255 N/A N/A N/A


Statewide Results in Grade 4 English Language ArtsNY State Public


2–4 3–4 4


2008–092007–08

Range: 612–775 650–775 716–775

NumberofTestedStudents: 187,347 182,100 150,574 139,987 14,231 16,567

96%100%

77%

7%

93%

8%

71%

November25,2009




TotalTested


TotalTested


2–4 3–4 4 2–4 3–4 4


Male 101,519 96% 87% 36% 101,357 95% 84% 30%





15,150 99% 96% 62% 14,749 98% 95% 55%

White 100,789 98% 92% 41% 102,268 97% 90% 36%

Multiracial 562 96% 86% 33% 249 95% 83% 29%








Migrant 61 92% 75% 8% 36 89% 61% 3%

NotMigrant 197,500 96% 87% 35% 198,469 95% 84% 29%


Other Assessments


TotalTested


TotalTested


2–4 3–4 4 2–4 3–4 4


Statewide Results in Grade 4 MathematicsNY State Public


2–4 3–4 4


2008–09

2007–08

Range: 622–800 650–800 702–800


96%100%

87%

35%

95%

29%

84%




2–4 3–4 4 2–4 3–4 4

All StudentsFemale

Male



HispanicorLatino


White

Multiracial

SmallGroupTotals



EnglishProficient



NotDisadvantaged

Migrant

NotMigrant

note

Other Assessments


2–4 3–4 4 2–4 3–4 4



Statewide Results in Grade 4 ScienceNY State Public


2–4 3–4 4


2008–09

2007–08

Range: 45–100 65–100 85–100




196,825 97% 88% 59% 197,708 97% 85% 50%95,744 97% 88% 58% 96,828 97% 85% 49%

101,081 97% 88% 59% 100,880 97% 85% 50%

891 96% 87% 51% 915 96% 81% 40%

37,424 94% 79% 40% 37,762 94% 72% 29%

42,319 94% 79% 41% 41,977 94% 73% 30%

15,197 98% 93% 72% 14,780 98% 91% 62%

100,417 99% 95% 71% 102,018 99% 94% 64%

577 97% 90% 61% 256 96% 88% 52%

0 — — — 0 — — —

166,025 98% 92% 64% 166,076 98% 89% 55%

30,800 90% 69% 28% 31,632 90% 64% 20%

180,201 98% 90% 62% 181,376 98% 88% 53%

16,624 87% 63% 22% 16,332 86% 55% 13%

102,793 95% 81% 44% 100,257 95% 76% 33%

94,032 99% 95% 75% 97,451 99% 95% 67%

60 92% 75% 25% 35 97% 74% 14%

196,765 97% 88% 59% 197,673 97% 85% 50%




2,423 2,349 2,282 1,880 2,191 2,071 1,987 1,547

97% 97%100%

88% 85%

59%50%

November25,2009




TotalTested


TotalTested


2–4 3–4 4 2–4 3–4 4


Male 100,893 99% 80% 13% 101,262 98% 76% 5%





14,637 100% 89% 22% 14,640 99% 86% 11%

White 102,154 100% 90% 18% 103,271 99% 86% 8%

Multiracial 533 100% 84% 14% 192 98% 83% 7%

SmallGroupTotals 0 — — — 0 – – –







Migrant 31 97% 65% 10% 42 98% 57% 0%

NotMigrant 197,734 99% 82% 14% 197,851 98% 78% 6%


Other Assessments


TotalTested


TotalTested


2–4 3–4 4 2–4 3–4 4






2–4 3–4 4


2008–09

2007–08

Range: 608–795 650–795 711–795


99% 98%100%

82%

14% 6%

78%

November25,2009




TotalTested


TotalTested


2–4 3–4 4 2–4 3–4 4


Male 101,784 97% 87% 36% 102,149 96% 83% 28%





15,175 99% 96% 63% 15,123 99% 94% 54%

White 102,222 99% 93% 43% 103,376 98% 90% 33%

Multiracial 552 97% 86% 30% 198 97% 84% 26%








Migrant 32 94% 75% 9% 45 89% 69% 4%

NotMigrant 199,420 98% 88% 36% 199,545 96% 83% 27%


Other Assessments


TotalTested


TotalTested


2–4 3–4 4 2–4 3–4 4




2–4 3–4 4


2008–09

2007–08

Range: 619-780 650-780 699-780


98%100%

88%

36%

96%

27%

83%

November25,2009




TotalTested


TotalTested


2–4 3–4 4 2–4 3–4 4


Male 101,367 100% 78% 6% 102,891 98% 63% 3%





14,807 100% 90% 19% 14,616 99% 78% 8%

White 102,975 100% 88% 12% 106,114 99% 79% 7%

Multiracial 463 100% 86% 11% 182 100% 75% 9%








Migrant 45 100% 47% 0% 40 93% 38% 0%

NotMigrant 197,886 100% 81% 9% 200,347 98% 67% 5%


* Level4rangeisfor2008–09only.The2007–08Level4rangeis705-785.

Other Assessments


TotalTested


TotalTested


2–4 3–4 4 2–4 3–4 4






2–4 3–4 4


2008–09

2007–08

Range: 598-785 650-785 696-785*


100%100%

67%

9%

98%

5%

81%

November25,2009




TotalTested


TotalTested


2–4 3–4 4 2–4 3–4 4


Male 102,477 96% 82% 28% 103,638 94% 78% 26%





15,399 99% 94% 55% 15,132 98% 93% 54%

White 103,134 98% 90% 34% 106,167 97% 88% 33%

Multiracial 484 98% 85% 27% 194 95% 77% 24%








Migrant 45 91% 47% 4% 44 91% 59% 5%

NotMigrant 199,870 96% 83% 28% 201,839 94% 79% 26%


Other Assessments


TotalTested


TotalTested


2–4 3–4 4 2–4 3–4 4




2–4 3–4 4


2008–09

2007–08

Range: 616-780 650-780 696-780


96%100%

83%

28%

94%

26%

79%

November25,2009




TotalTested


TotalTested


2–4 3–4 4 2–4 3–4 4

All Students 202,679 100% 80% 7% 207,041 98% 70% 3%

Female 98,552 100% 84% 8% 101,247 99% 75% 3%

Male 104,127 99% 77% 6% 105,794 98% 65% 2%

AmericanIndianorAlaskaNative 921 99% 74% 3% 1,011 98% 59% 1%




14,916 99% 87% 13% 14,570 99% 80% 6%

White 106,740 100% 89% 10% 109,917 99% 80% 4%

Multiracial 405 100% 84% 10% 157 99% 76% 5%








Migrant 37 100% 57% 0% 36 94% 47% 0%

NotMigrant 202,642 100% 80% 7% 207,005 98% 70% 3%


* Level4rangeisfor2008–09only.The2007–08Level4rangeis712-790.

Other Assessments


TotalTested


TotalTested


2–4 3–4 4 2–4 3–4 4






2–4 3–4 4


2008–09

2007–08

Range: 600-790 650-790 705-790*


100%100%

80%

7%

98%

70%

3%

November25,2009




TotalTested


TotalTested


2–4 3–4 4 2–4 3–4 4


Male 105,155 98% 86% 30% 106,724 95% 77% 27%





15,601 99% 94% 55% 15,057 98% 91% 51%

White 106,806 99% 94% 38% 109,929 98% 89% 37%

Multiracial 421 98% 86% 29% 160 98% 81% 34%








Migrant 38 97% 74% 8% 39 97% 67% 8%

NotMigrant 204,547 99% 87% 30% 208,722 96% 79% 28%


Other Assessments


TotalTested


TotalTested


2–4 3–4 4 2–4 3–4 4




2–4 3–4 4


2008–09

2007–08

Range: 611-800 650-800 693-800


99%100%

87%

30%

96%

28%

79%

November25,2009




TotalTested


TotalTested


2–4 3–4 4 2–4 3–4 4


Male 105,843 98% 64% 4% 107,228 93% 50% 4%





15,051 98% 80% 9% 14,335 96% 70% 9%

White 109,366 99% 79% 7% 112,143 97% 68% 8%

Multiracial 331 98% 74% 5% 126 98% 72% 10%








Migrant 36 94% 50% 0% 32 81% 25% 0%

NotMigrant 207,373 98% 69% 5% 209,114 95% 56% 6%


Other Assessments


TotalTested


TotalTested


2–4 3–4 4 2–4 3–4 4






2–4 3–4 4


2008–09

2007–08

Range: 602-790 650-790 715-790


98%100%

69%

5%

95%

6%

56%

November25,2009




TotalTested


TotalTested


2–4 3–4 4 2–4 3–4 4


Male 106,778 96% 78% 18% 107,968 91% 68% 16%





15,686 99% 92% 43% 14,910 97% 88% 41%

White 109,352 98% 89% 24% 111,953 96% 81% 21%

Multiracial 348 97% 79% 17% 127 95% 83% 23%








Migrant 39 95% 74% 0% 33 85% 52% 0%

NotMigrant 209,176 96% 80% 19% 210,556 93% 70% 17%


Other Assessments


TotalTested


TotalTested


2–4 3–4 4 2–4 3–4 4




2–4 3–4 4


2008–09

2007–08

Range: 616-775 650-775 701-775


96%100%

80%

19%

93%

17%

70%


Results by Student Group TotalTested


TotalTested


2–4 3–4 4 2–4 3–4 4

All StudentsFemale

Male



HispanicorLatino


White

Multiracial

SmallGroupTotals



EnglishProficient



NotDisadvantaged

Migrant

NotMigrant

note

Other Assessments TotalTested


TotalTested


2–4 3–4 4 2–4 3–4 4


RegentsScience




185,178 93% 68% 21% 186,513 95% 71% 26%90,203 94% 68% 19% 90,351 95% 70% 23%

94,975 92% 69% 23% 96,162 94% 72% 28%

918 91% 63% 12% 994 94% 66% 17%

37,423 86% 45% 6% 37,878 89% 48% 8%

40,854 87% 49% 7% 39,765 91% 51% 9%

13,261 95% 77% 28% 12,571 97% 80% 33%

92,402 98% 85% 32% 95,185 99% 87% 39%

320 94% 74% 19% 120 95% 80% 35%

0 — — — 0 — — —

154,922 95% 74% 24% 156,118 97% 76% 29%

30,256 80% 38% 5% 30,395 85% 43% 7%

173,458 95% 71% 22% 175,742 96% 74% 27%

11,720 69% 22% 1% 10,771 78% 27% 3%

95,356 89% 53% 10% 92,689 92% 56% 12%

89,822 97% 84% 32% 93,824 98% 86% 39%

37 95% 62% 3% 34 91% 53% 3%

185,141 93% 68% 21% 186,479 95% 71% 26%




2,524 2,397 2,134 1,800 2,434 2,297 1,988 1,622

20,973 20,755 20,479 15,948 20,038 19,718 19,332 14,052

Statewide Results in Grade 8 ScienceNY State Public


2–4 3–4 4

2008–09

2007–08


93%

100%

68%

21%

95%

26%

71%

NY State Public


2–4 3–4 4



2–4 3–4 4 2–4 3–4 4

All StudentsFemale

Male



HispanicorLatino


White

Multiracial

SmallGroupTotals



EnglishProficient



NotDisadvantaged

Migrant

NotMigrant

note

Other Assessments


2–4 3–4 4 2–4 3–4 4

NewYorkStateAlternateAssessment(NYSAA):HighSchoolEquivalent***


100%


Statewide Total Cohort* Results in Secondary-Level Englishafter Four Years of Instruction

2005 Cohort2004 Cohort

2005 Cohort 2004 Cohort**

NumberofStudents

NumberofStudents

224,902 81% 77% 32% 223,953 80% 75% 30%110,275 85% 81% 38% 109,739 84% 79% 35%

114,627 77% 72% 26% 114,214 76% 70% 24%

980 67% 63% 18% 901 68% 62% 18%

43,854 70% 63% 14% 42,597 69% 60% 12%

42,649 70% 64% 14% 40,506 68% 60% 12%

16,067 89% 86% 43% 15,852 88% 85% 40%

120,947 87% 85% 43% 123,772 87% 83% 40%

405 77% 72% 21% 325 78% 75% 23%

0 — — — 0 — — —

192,821 86% 83% 37% 192,649 86% 81% 34%

32,081 46% 37% 4% 31,304 44% 34% 3%

213,817 82% 78% 33% 213,879 81% 76% 31%

11,085 51% 42% 2% 10,074 54% 41% 2%

82,819 75% 70% 17% 73,961 73% 64% 14%

142,083 84% 81% 40% 149,992 84% 80% 37%

30 37% 30% 3% 40 23% 15% 0%

224,872 81% 77% 32% 223,913 80% 75% 30%


2005 Cohort 2004 Cohort

NumberofStudents

NumberofStudents

*AtotalcohortconsistsofallstudentswhofirstenteredGrade9inaparticularyear,andallungradedstudentswithdisabilitieswhoreachedtheirseventeenthbirthdayinthatyear,andwereenrolledintheschool/districtforfivemonths.Studentsareexcludedfromthecohortiftheytransferredtoanotherschooldistrict,nonpublicschool,orcriminaljusticefacility,orlefttheU.S.anditsterritoriesordiedbeforethereportdate.Statewidetotalcohortalsoincludesstudentswhowereenrolledforfewerthanfivemonths.

**2004cohortdataarethosereportedinthe2007–08Accountability and Overview Report. ***ThemajorityofcohortmemberstookanolderversionoftheNYSAA,developedbefore2007.

81% 80%77%

75%

32% 30%

November25,2009

Statewide Total Cohort* Results in Secondary-Level Mathematics after Four Years of Instruction

NY State Public


2–4 3–4 4

2005 Cohort2004 Cohort


2005 Cohort 2004 Cohort**

NumberofStudents

Percentagescoringatlevel(s): NumberofStudents


2–4 3–4 4 2–4 3–4 4


Male 114,627 80% 74% 28% 114,214 79% 73% 28%





16,067 92% 90% 53% 15,852 92% 89% 53%

White 120,947 89% 86% 41% 123,772 89% 86% 40%

Multiracial 405 78% 71% 18% 325 85% 76% 20%








Migrant 30 43% 40% 7% 40 38% 38% 5%

NotMigrant 224,872 83% 77% 30% 223,913 83% 76% 29%

note The—symbolindicatesthatdataforagroupofstudentshavebeensuppressed.Ifagrouphasfewerthanfivestudents,dataforthatgroupandthenextsmallestgroup(s)aresuppressedtoprotecttheprivacyofindividualstudents.

Other Assessments

2005 Cohort 2004 Cohort

NumberofStudents

Numberscoringatlevel(s): NumberofStudents


2–4 3–4 4 2–4 3–4 4

NewYorkStateAlternateAssessment(NYSAA):HighSchoolEquivalent***

*AtotalcohortconsistsofallstudentswhofirstenteredGrade9inaparticularyear,andallungradedstudentswithdisabilitieswhoreachedtheirseventeenthbirthdayinthatyear,andwereenrolledintheschool/districtforfivemonths.Studentsareexcludedfromthecohortiftheytransferredtoanotherschooldistrict,nonpublicschool,orcriminaljusticefacility,orlefttheU.S.anditsterritoriesordiedbeforethereportdate.Statewidetotalcohortalsoincludesstudentswhowereenrolledforfewerthanfivemonths.

**2004cohortdataarethosereportedinthe2007–08Accountability and Overview Report. ***ThemajorityofcohortmemberstookanolderversionoftheNYSAA,developedbefore2007.

83% 83%

77%76%

30% 29%


100%

accountability and overview report 2008 09...state in 2008–09, the third indicator is science at...

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