measuring student proficiency in grades 3-8 english language … · 2019-09-09 · essa and equity...

Measuring Student Proficiency

in Grades 3-8

English Language Arts

and Mathematics

September 9, 2019

ESSA and Equity

• NY’s ESSA plan aims to ensure that all students succeed and thrive

in school no matter who they are, where they live, where they go

to school or where they come from.

• NY’s ESSA plan is a set of interlocking strategies to promote

educational equity by providing support to districts and schools

as they work to ensure that every student succeeds.

• NY’s ESSA plan goes beyond ELA and math to include

science and social studies, acquisition of English proficiency by

ELLs and MLLs, and chronic absenteeism.

2

Next Generation

Learning Standards

• Deliberate, inclusive and transparent approach with educators to

develop our Next Generation Learning Standards.

• The standards are rigorous and will prepare children for successful

lives in the 21st century.

• Work continues through partnerships with BOCES and Teacher

Centers to develop resources and professional learning

opportunities to provide deeper learning for teachers.

3

Next Generation Learning Standards &

Assessment Projected Timeline

• September 2017: Adopted Next Generation Standards

• 2017-2018 School Year (New Baseline): New two-day

assessments measuring the current standards; new performance

standard-setting process; professional development on Next

Generation Standards;

• 2018-2019 School Year: Two-day assessments measuring the

current standards; professional development continuing on Next


• 2019-2020 School Year: Two-day assessments measuring the

current standards; professional development continuing on Next


• September 2020: Full implementation of the Next Generation

Standards;

• Spring 2021 (New Baseline): New tests aligned to Next Generation

Learning Standards and new performance standard-setting process.

4

Computer-Based Testing

• More than 194,800 students took the operational tests on computer at 1,100 schools in New York State offering grades 3-8 tests

More than 185,000 students took the ELA tests on computer

More than 130,000 students took the math tests on computer

• Some students encountered technical difficulties on the ELA test. NYSED paused testing to address the difficulties and held the contractor accountable. Math CBT went more smoothly.

• The Department remains committed to transitioning to CBT to:

Provide access to technology and improved instructional tools for all students;

CBT will allow NY to transition adaptive testing for special populations; and

Help prepare students for the world we live in

• Maintain CBT in 2019-20 with additional measures in place to help ensure testing goes smoothly:

Maintain CBT as an option for districts/schools that have started implementation.

Balance the number of students taking tests throughout the testing window.

5

2019 Summary -

Statewide• ELA: the percentage of all test takers in grades 3-8 who scored at the

proficient level (Levels 3 and 4) is 45.4 percent, an increase of two-

tenths of a percentage point.

• Math: the percentage of all test takers who scored at the proficient

level this year is 46.7 percent, an increase of 2.2 percentage points.

• Proficient is scoring at levels 3 or 4.

• 1,090,000 students participated a statement assessment.

% of Students Proficient in Grades 3-8

2018 2019Percentage

Point Change

# of Test

Takers

Statewide Combined Grades ELA 45.2 45.4 0.2 987,398

Statewide Combined Grades Math 44.5 46.7 2.2 948,606

6

2019 Summary – NYC

The percentage of NYC students who scored at the proficient level in ELA slightly exceeds the rest of the State.


2018 2019Percentage

Point Change

Statewide Combined Grades ELA 45.2 45.4 0.2

NYC Combined Grades ELA 46.7 47.4 0.7

Statewide Combined Grades Math 44.5 46.7 2.2

NYC Combined Grades Math 42.7 45.6 2.9

7

2019 Summary – Big 5 School Districts

NYC continues to have the highest percentage of students

proficient in ELA and Math with Yonkers having the second highest.

% of Students Proficient in ELA in Grades 3-8

2018 2019Percentage Point

Change

New York City 46.7 47.4 0.7

Buffalo 23.4 24.7 1.3

Rochester 11.4 13.2 1.8

Syracuse 15.4 17.7 2.3

Yonkers 26.7 31.5 4.8

% of Students Proficient in Math in Grades 3-8


Change

New York City 42.7 45.6 2.9

Buffalo 21.0 20.9 -0.1

Rochester 10.7 13.0 2.3

Syracuse 13.5 14.7 1.2

Yonkers 29.4 34.6 5.2

8

• The achievement gap between black and Hispanic students’ proficiency narrowed when compared with

their white peers. The gap also narrowed for American Indian/ Alaska Native students and their white

peers.

• Asian/ Pacific Islander students continued to perform the highest in proficiency among race and

ethnicity groups.

• The implementation of ESSA Plan, the My Brother’s Keeper movement and social emotional learning

will help to further close the gaps.

2018

Proficiency

Achievement

Gap to White

Peers

2019

Proficiency

Achievement

Gap to White

Peers

Change in Gap

2018 to 2019

Black ELA 34.5 17.3 35.3 15.9 -1.4

Hispanic ELA 35.1 16.7 35.7 15.5 -1.2

American Indian/ Alaskan Native ELA 38.5 13.3 39.1 12.1 -1.2

White ELA 51.8 N/A 51.2 N/A N/A

Asian/ Pacific Islander ELA 66.7 N/A 67.1 N/A N/A

2018

Proficiency

Achievement

Gap to White

Peers

2019

Proficiency

Achievement

Gap to White

Peers

Change in Gap

2018 to 2019

Black Math 29.3 24.9 32.1 23.4 -1.5

Hispanic Math 31.8 22.4 34.6 20.9 -1.5

American Indian/ Alaskan Native Math 36.3 17.9 40 15.5 -2.4

White Math 54.2 N/A 55.5 N/A N/A

Asian/ Pacific Islander Math 71.2 N/A 73.4 N/A N/A

% of Students Proficient & Achievement Gap

2019 Summary – Proficiency by Race and Ethnicity

9

2019 Summary – ELA Proficiency and

Achievement Gap

10

21.9%

19.8%

18.1%

17.3%

15.9%

20.7%

19.1%

17.8%

16.7%

15.5%

16.6%16.1%

14.3%

13.3%

12.1%

10.0%

12.0%

14.0%

16.0%

18.0%

20.0%

22.0%

24.0%

26.0%

28.0%

30.0%

2015 2016 2017 2018 2019

Black/White Hispanic/White American Indian-Alaskan Native/ White

11

28.4%

27.0%

26.0%

24.9%

23.4%

25.1%

24.3%

23.4%

22.4%

20.9%

19.0%

20.5%

19.1%

17.9%

15.5%

10.0%

12.0%

14.0%

16.0%

18.0%

20.0%

22.0%

24.0%

26.0%

28.0%

30.0%

2015 2016 2017 2018 2019

Black/White Hispanic/White American Indian-Alaskan Native/ White

2019 Summary – Math Proficiency and

Achievement Gap

2019 Summary – Charter Schools

• Charter school students’ proficiency on the ELA and math

exams was higher for students attending charter schools

in NYC than the rest of state.

• # Charter Students Statewide who took ELA: 70,555

(7.1% of test takers statewide)

• # Charter Students Statewide who took Math: 67,297

(7.1% of test takers statewide)



Change

Charter Schools Combined Grades ELA 54.0 54.0 0.0

NYC Charter Combined Grades ELA 57.3 57.3 0.0

Charter Schools Combined Grades Math 55.8 58.9 3.1

NYC Charter Combined Grades Math 59.6 63.2 3.6

12

Test Refusal Rate

Continues to Decline

• In 2019, the test refusal rate was approximately 16%.

• That is a two-percentage-point drop from 18% in

2018.

13

2019

Grades 3-8

ELA Test Results

14

72

.2%

42

.9%

75

.9%

41

.2%

67

.2%

35

.4%

70

.9%

32

.4%

78

.3%

41

.9%

78

.8%

45

.5%

73

.7%

39

.8%

82

.2%

50

.5%

80

.5%

47

.4%

67

.0%

36

.6%

72

.2%

49

.0%

71

.4%

40

.0%

81

.1%

47

.6%

75

.7%

45

.2%

84

.7%

52

.3%

79

.3%

47

.7%

64

.1%

37

.5%

68

.8%

47

.1%

69

.4%

39

.7%

81

.4%

47

.7%

74

.6%

45

.4%

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2017 2018 2019

15

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Combined

GradesGrade 8

Percentage of All Test Takers Statewide in 2017, 2018, and 2019 who scored at Level 2 and Above and Level 3 and

Above by Grade Level

*Due to the change in 2018 to the two-session test design and performance standards, the 2017 Grades 3-8 ELA and Math results cannot be compared with 2018 and 2019 results.

Student Proficiency Statewide in ELAThe percentage of students who met or exceeded the

ELA proficiency standard (Levels 3 and 4) is 45.4% in 2019

74

.2%

40

.6%

45

.7%

17

.8%

32

.3%

7.6

%

36

.7%

13

.1%

65

.7%

29

.6%

73

.7%

39.8

%

76

.5%

46.7

% 53

.2%

23

.4%

38

.5%

11

.4%

40

.0%

15

.4%

61

.0%

26

.7%

75

.7%

45

.2%

75.4

%

47

.4% 52

.7%

24

.7%

38

.9%

13

.2%

41

.1%

17

.7%

63

.3%

31

.5%

74

.6%

45

.4%

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2017

2018

2019

16

YonkersBuffalo Total PublicSyracuseRochesterNYC

Big 5 City District Performance in ELA

Percentage of All Test Takers in 2017, 2018, and 2019 who scored at Level 2 and Above and Level 3 and

Above by Combined Grades


High Need Districts

40.6

%

17

.5% 23

.2% 28

.0%

40

.1%

60

.1%

45

.0%

39

.8%4

6.7

%

19

.7%

27

.8% 33

.2%

44

.5%

64

.8%

54

.0%

45

.2%

47

.4%

22

.3% 28

.1%

32

.5%

43

.7%

64

.7%

54

.0%

45

.4%

NYC Large City Urban-Suburban Rural Average Low Charter Total Public

2017

2018

2019


17

Statewide Performance in ELA by

Need/Resource GroupLow-need districts continue to outperform other groups. In addition, Charter Schools and NYC exceed the

performance of public schools statewide.

Percentage of All Test Takers in 2017, 2018, and 2019 who scored at Level 3 and Above by

Combined Grades

86

.6%

60

.8%

65

.0%

29

.0%

66

.2%

29

.2%

68

.8%

32

.7%

80.1

%

47

.1%

87

.8%

66

.7%

67

.6%

34

.5%

69

.2%

35

.1%

71

.0%

38

.5%

81

.2%

51.8

%

87

.6%

67

.1%

66

.4%

35

.3%

67

.8%

35

.7%

70

.3%

39

.1%

79.9

%

51

.2%

2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above

2017 2018 2019 *Due to the change in 2018 to the two-session test design and performance standards, the 2017 Grades 3-8 ELA and Math results cannot be compared with 2018 and 2019 results.

Statewide Performance in ELA by Race and EthnicityWhile the achievement gap between black, Hispanic and American Indian/ Alaskan Native students and their white peers

continues to narrow, much work remains to be done to close the gap

American

Indian/Alaska

Native

Asian/Pacific

Islander HispanicBlack White

18

Percentage of All Test Takers in 2017, 2018, and 2019 who scored at Level 2 and Above and Level 3 and Above by

Combined Grades

86

.9%

61

.0% 67

.1%

28

.9%

67

.2%

29

.7%

73.6

%

37

.4%

87

.2%

61

.0%

88

.1%

67

.2%

69

.1%

34

.0%

70

.3%

36

.0%

74

.5%

42

.8%

88

.4%

66

.5%

87

.9%

67

.9%

67

.5%

35

.0%

68

.8%

36

.5%

74

.5%

43

.8%

87

.4%

66

.6%


2017 2018 2019

American

Indian/Alaska

Native

Asian/Pacific

Islander

HispanicBlack White

NYC Performance in ELA by Race and Ethnicity

Percentage of All Test Takers in 2017, 2018, and 2019 who scored at Level 2 and Above and Level 3 and Above

by Combined Grades

NYC’s performance by race and ethnicity parallels statewide public school performance.

19


90.5

%

71.9

%

72.9

%

41.6

%

73.3

%

41.2

%

75.8

%

44.3

%

84.2

%

57.2

%

85.0

%

62.7

%

60.1

%

29.1

%

62.5

%

30.3

%

65.0

%

34.0

%

75.9

%

45.6

%

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

Females

Males

American

Indian/Alaska

Native

Asian/

Pacific

Islander

HispanicBlack White

Across all Race and Ethnicity groups, girls continued

to perform better than boys in ELA statewide

Percentage of All Test Takers Scoring at Level 2 and Above and Level 3 and Above for 2019 by

Gender and Race and Ethnicity20

21

Charter School Performance in ELA8

3.9

%

48

.2%

69

.8%

30

.8%

81

.3%

45

.0%

73

.7%

39

.8%

86

.5%

57

.3%

72

.4%

39

.1%

83

.9%

54

.0%

75

.7%

45.2

%

85

.3%

57

.3%

71

.4%

39

.1%

82

.7%

54

.0%

74

.6%

45

.4%

2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above

2017 2018 2019

Total PublicNYC Charters All ChartersRest of State Charters

Percentage of All Test Takers in 2017, 2018, and 2019 who scored at Level 2 and Above and Level 3 and Above

by Combined Grades

NYC charter schools outperformed rest of state charters in ELA.


32

.4%

5.2

%

85

.8%

45

.2%

76

.4%

42

.6%

73

.7%

39

.8%

39.6

%

9.2

%

87

.6%

54

.7%

78

.3%

48.0

%

75

.7%

45

.2%

36

.9%

8.7

%

86

.9%

55

.0%

77.0

%

48

.0%

74

.6%

45

.4%


2017

2018

2019

Never ELLs3Current ELLs1 Ever ELLs2 Total Public

1Students identified as ELL during the reported year. 2Students identified as ELL any year prior to the reported year but not including the reported year.3Students never reported to have received ELL services.

Statewide English Language Learner

Performance in ELAEver ELLs performed better than Total Public in ELA.

22


34

.6%

5.6

%

88

.4%

49

.1%

77

.9%

44

.7%

73

.7%

39

.8%

41.3

%

9.9

%

90

.0%

58

.7%

79

.9%

50

.8%

75

.7%

45

.2%

38

.5%

9.3

%

89

.4%

59

.3%

78

.8%

51

.5%

74

.6%

45

.4%


2017

2018

2019

*Due to the new two-session test design and performance standards, the 2018 Grades 3-8 ELA and Math results cannot be compared with prior-year results.


Statewide1Students identified as ELL during the reported year. 2Students identified as ELL any year prior to the reported year but not including the reported year.3Students never reported to have received ELL services.

NYC English Language Learners

Performance in ELA

23

38.6

%

9.3

%

80

.9%

46

.0%

44

.3%

13

.8%

82

.2%

51

.7%

42

.4%

13

.9%

81

.3%

52

.0%

2 & above Students with Disabilities 3 & above Students with Disabilities 2 & above General Education 3 & above General Education

2017

2018

2019

Students with Disabilities Performance in ELA13.9% of students with disabilities met or exceeded the ELA proficiency standard (Levels 3 and 4) in 2019,

and the percentage of students scoring at Level 2 or above is 42.4%.

24


42

.2%

10

.7%

82

.8%

48

.6%

48

.2%

15

.8%

84

.3%

55

.2%

46

.3%

16

.1%

83

.6%

56

.2%


2017

2018

2019

NYC Students with Disabilities

Performance in ELA16.1% of Students with Disabilities in NYC met or exceeded the ELA proficiency standard (Levels 3 and 4)

in 2019.

25


2019

Grades 3-8

Math Test Results

26

75

.3%

48

.4%

73

.2%

43

.0%

67

.9%

43

.1%

70

.1%

39

.8%

67

.0%

37

.7%

58

.5%

21

.6%

69

.5%

40

.2%

75

.8%

53

.8%

74

.2%

48

.2%

67

.3%

43

.6%

68

.9%

44

.2%

66

.8%

41

.3%

61

.4%

30

.0%

69

.7%

44

.5%

78

.5%

54

.5%

76.9

%

50

.4%

68

.0%

46

.3%

70

.3%

47

.0%

70

.0%

43

.5%

61

.5%

33

.2%

71

.6%

46

.7%

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2017 2018 2019*Due to the change in 2018 to the two-session test design and performance standards,

the 2017 Grades 3-8 ELA and Math results cannot be compared with 2018 and 2019 results.

ESSA eliminated unnecessary double testing and allowed accelerated math students to participate in high school math Regents

Exams instead of the Grade 7 or 8 Math Test, which may lower the percentage proficient in Grades 7 and 8 as compared to other

grades. Note: Accelerated math course availability varies by district and school.

27

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Combined

Grades

Grade 8

The Percentage of All Test Takers Statewide in 2017, 2018, and 2019 who scored at Level 2 and Above and

Level 3 and Above by Grade Level

Student Proficiency Statewide in MathStudents who met or exceeded the proficiency standard (Levels 3 and 4) is 46.7% in 2019.

Big 5 City District Performance in MathNYC remains the top performer among the Big 5 districts while Yonkers is the second highest in Math.

66

.8%

37

.8%

41

.2%

17

.2%

27

.6%

7.9

%

29

.9%

11

.0%

58

.6%

28

.3%

69

.5%

40.2

%

67

.5%

42.7

%

42

.2%

21

.0% 2

7.8

%

10

.7%

30

.5%

13

.5%

56

.3%

29

.4%

69

.7%

44

.5%

69

.9%

45

.6%

42

.4%

20

.9%

32

.3%

13

.0%

33

.0%

14

.7%

58

.8%

34

.6%

71.6

%

46

.7%

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2017

2018

2019

ESSA eliminated unnecessary double testing and allowed accelerated math students to participate in high school math Regents

Exams instead of the Grade 7 or 8 Math Test, which may lower the percentage proficient in Grades 7 and 8 as compared to other

grades. Note: Accelerated math course availability varies by district and school.

28

YonkersBuffalo Total PublicSyracuseRochesterNYC




37

.8%

16

.7% 22

.4%

31

.4%

44

.2%

64

.6%

48

.2%

40

.2%

42

.7%

19

.2% 2

5.6

%

35

.2%

47

.7%

67

.9%

55.8

%

44

.5%

45.6

%

21

.4% 2

8.0

%

35

.9%

48

.7%

69

.4%

58

.9%

46

.7%

NYC Large City Urban-Suburban Rural Average Low Charter Total Public

2017 2018 2019


Statewide Performance in Math by

Need/Resource GroupIn 2019, low-need districts continued to outperform other groups. Charter schools and average need districts

outperformed the total public population.

29

Percentage of All Test Takers in 2017, 2018, and 2019 who scored at Level 3 and Above by Combined Grades

High Need Districts

30

87

.8%

67

.2%

54

.4%

24

.4%

59

.1%

27

.0%

62

.3%

31

.3%

79

.9%

50.4

%

88

.0%

71

.2%

55

.2%

29

.3%

59

.6%

31.8

%

62

.4%

36

.3%

79

.4%

54

.2%

89.3

%

73

.4%

58

.0%

32

.1%

62

.3%

34

.6%

66

.3%

40

.0%

80

.2%

55.5

%


2017 2018 2019


Statewide Performance in Math by Race and EthnicityAmong black, Hispanic and America Indian/Alaskan Native students, the achievement gap with their white peers

continued to narrow but persists statewide.

American

Indian/Alaska

Native

Asian/Pacific

Islander

HispanicBlack White



31

88

.5%

67

.8%

52

.6%

20

.7%

58.1

%

25

.3%

63

.8%

33

.1%

84

.2%

59

.0%

89

.0%

72

.2%

53

.4%

25

.4%

58

.9%

30

.3%

64.0

%

38

.2%

84

.2%

63

.6%

90

.0%

74

.4%

56

.2%

28

.3%

61

.6%

33

.2%

68

.2%

42

.6%

86

.0%

66

.6%


2017 2018 2019

American

Indian/Alaska

Native

Asian/Pacific

IslanderHispanicBlack White

NYC Performance in Math by Race and Ethnicity

Percentage of All NYC Test Takers Scoring at Level 2 and Above and Level 3 and Above for 2017, 2018, and 2019

by Combined Grades


Percentage of All Test Takers scoring at Level 2 and Above and Level 3 and Above for 2019 by Gender and Race and Ethnicity

90.0

%

73.6

%

61.3

%

34.5

%

63.4

%

34.7

%

68.4

%

40.6

%

81.2

%

55.5

%

88.7

%

73.2

%

54.8

%

29.9

%

61.3

%

34.6

%

64.4

%

39.4

%

79.3

%

55.5

%

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

Females

Males

32

American

Indian/Alaska

Native

Asian/

Pacific

Islander

HispanicBlack White

Across all Race and Ethnicity groups, girls

performed better than boys in math statewide

33

80

.4%

51.7

%

65

.2%

32

.4%

77

.7%

48

.2%

69

.5%

40

.2%

82

.3%

59

.6% 65.6

%

38

.4%

79

.2%

55

.8%

69

.7%

44.5

%

84

.5%

63

.2%

67

.5%

39

.7%

81

.4%

58

.9%

71.6

%

46

.7%


2017

2018

2019

Total PublicNYC Charters All ChartersRest of State Charters

Charter School Performance in Math

The Percentage of All Test Takers in 2017, 2018, and 2019 who scored at Level 2 and Above and Level 3

and Above Combined Grades

NYC charter schools outperformed rest of state charters in Math.


38

.5%

13

.2%

79

.3%

46

.8%

72

.1%

42

.7%

69

.5%

40

.2%

39.2

%

16.1

%

81

.1%

54

.1%

72

.2%

47

.0%

69

.7%

44

.5%

41

.4%

17

.0%

83

.4%

57.8

%

73

.9%

49

.1%

71

.6%

46

.7%


2017

2018

2019



Statewide English Language Learner

Performance in MathEver ELLs performed better than Never ELLs and Total Public in Math.

34



NYC English Language Learner

Performance in Math

35

41.4

%

14

.7%

80

.9%

49.7

%

69

.1%

40

.1%

69

.5%

40

.2%

42

.4%

18

.0%

83

.1%

57

.2%

69

.7%

44

.9%

69

.7%

44.5

%

44

.3%

18

.9%

85

.2%

61

.1%

72

.0%

47.8

%

71

.6%

46

.7%


2017

2018

2019



Statewide

36

34

.6%

11

.4%

76

.6%

46

.0%

35

.3%

14

.6%

76

.9%

50

.8%

38

.0%

16

.2%

78

.7%

53

.2%


2017

2018

2019


Students with Disabilities Performance in Math16.2% of Students with Disabilities met or exceeded the math proficiency standard (Level 3 and 4) in 2019.

Percentage of All Test Takers Scoring at Level 2 and Above and Level 3 and Above for 2017, 2018, and 2019 by Combined

Grades

37

36.2

%

11

.8%

74

.9%

44

.6%

37

.5%

15

.4%

75

.9%

50

.2%

41

.0%

17

.5%

78

.0%

53

.4%


2017

2018

2019


NYC Students with Disabilities

Performance in Math17.5% of Students with Disabilities in NYC met or exceeded the math proficiency standard (Level 3 and 4)

in 2019.

Percentage of All Test Takers Scoring at Level 2 and Above and Level 3 and Above for 2017, 2018, and 2019 by Combined

Grades

2019

Test Refusal Data

38

Test Refusal Data on 3-8 ELA and Math

Assessments

The test refusal rate continues to trend down – three

percentage points from 2017 and two from 2018.

39

2017

Test

Refusal

2018

Test

Refusal

2019

Test

Refusal

19% 18% 16%

7.6

%

8.3

%

0.9

%

1.1

%

7.4

%

8.1

%

3.9

%

4.3

%

50

.9%

50

.8%

28

.8%

26

.9%

0.6

%

0.5

%

ELA Math ELA Math ELA Math ELA Math ELA Math ELA Math ELA Math

New York City Big 4 Cities High NeedUrban/Suburban

High Need Rural Average Need Low Need Charter

2019 Test Refusal Students by

Need/Resource GroupOf the total test refusals statewide, the most are from average and low need districts.

40

Percentage by Combined Grades

*This data shows that out of test refusal students statewide, which percentage came from each Need/Resource Group.

This data does NOT represent the test refusal rate of each Need/Resource Group.

Conclusion• All race and ethnicity groups made progress, continuing to

slowly close the achievement gap

• Emphasis on fostering equity and closing gaps will continue

through:

implementing NY’s ESSA plan;

our My Brother’s Keeper movement;

a renewed focus on IDEA compliance;

placing emphasis on importance of early learning;

expanding opportunities for parent and family engagement; and

educating the whole child through social emotional learning,

culturally responsive-sustaining education and school climate

initiatives.

41

measuring student proficiency in grades 3-8 english language … · 2019-09-09 · essa and equity...

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