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School Report Cards 2002–2003 An Overview

School Report Cards 2002–2003 An Overview. School Report Card: Overall Trends. Elementary school achievement is up in English and math over 1999. Middle school achievement is up in math but not English.

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School Report Cards 2002–2003 An Overview

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  1. School Report Cards2002–2003An Overview

  2. School Report Card: Overall Trends • Elementary school achievement is up in English and math over 1999. Middle school achievement is up in math but not English. • These results for 2003 were announced earlier this year, so we will focus today on high school.

  3. School Report Card: Overall Trends • More students are taking and passing Regents Exams at 65 each year, even as 5 exams are required. • The number of students graduating each year remains stable. • More students are getting a Regents Diploma, requiring a 65 score on 8 exams including 2 math and 2 science. • Despite gains, an achievement gap continues in high school.

  4. More students overall are taking and passing Regents Exams at 65 each year, 1996–2003.

  5. Regents EnglishThe number of students scoring 65 or higher on the Regents English Exam has increased by more than 53 percent since 1996. All Public School Students

  6. Regents MathematicsAs many students scored 55 or higher on Regents Math A in 2003 as took the Math I Exam in 1996. Data for 1999–2002 include both Mathematics A and Sequential Mathematics, Course I. Data for 2003 are for Mathematics A only. All Public School Students

  7. Regents Global History and GeographyThe number of students scoring 65 or higher on the Regents Global History and Geography Exam has increased by more than 60 percent since 1996. The data for 2001 through 2003 are for the Regents Global History and Geography examination only. The data for 2000 are for both the Regents Global History and Geography and Global Studies examinations. The data for previous years are for Regents Global Studies only. All Public School Students

  8. Regents U.S. History & Government The number of students scoring 65 or higher on the Regents U.S. History & Government Exam has increased by more than 72 percent since 1996. All Public School Students

  9. Regents Living Environment/BiologyThe number of students scoring 65 or higher on a Regents Biology Exam has doubled since 1996. Data for 2001 are for both the Regents Biology examination and the Regents Living Environment examination. Data for 2002 and 2003 are for the Regents Living Environment examination. All Public School Students

  10. The vast majority of seniors continue to pass Regents Exams even as 5 exams are required.

  11. Most students become seniors in 4 years. Some don’t. Here’s why. Historically, some students are held back in 9th grade, especially in high need districts, because they are not prepared for high school work. Therefore, they don’t become seniors within 4 years. This shows the percentage of 9th grade students held back each year since we began to collect data in 1995-96.

  12. Percentage of General-Education Students in the 1999 Accountability Cohort who were Seniors as of June 2003 Data source: COHR data

  13. Regents English Pass Rate96% of general-education seniors in the 1999 district accountability cohort met the English graduation requirement in four years (as of June 2003). General-Education Seniors in the 1999 District Cohort 1999 district cohort seniors = 129,500 Data source: COHR data

  14. Performance of General-Education Seniors in the 1999 Accountability Cohort as of June 2003 Regents Mathematics Regents Global History and Geography Regents U.S. History and Government Regents Science Data source: COHR data

  15. Most students become seniors in 4 years. Some don’t. Here’s why. Historically, some students are held back in 9th grade, especially in high need districts, because they are not prepared for high school work. Therefore, they don’t become seniors within 4 years. This shows the percentage of 9th grade students held back each year since we began to collect data in 1995-96.

  16. Percentage of General-Education Students in the 1999 Accountability Cohort who were Seniors as of June 2003 by Race/Ethnicity Data source: COHR data

  17. Regents English Pass Rate as of June 2003: For SeniorsOver 90% of all racial/ethnic groups scored over 55 on the English Regents Exam after 4 years. General-Education Seniors in the 1999 Accountability Cohort 1999 district cohort senior s = 129,500 Data source: COHR data

  18. More than 87% of General-Education Seniors passed the Math, Global, U.S. History, and Science Exams after 4 years. 1999 Accountability Cohort as of June 2003 by Race/Ethnicity Regents Mathematics Regents Global History and Geography Regents U.S. History and Government Regents Science Data source: COHR data

  19. A large majority of students in the 1999 cohort are passing Regents Exams, even as 5 exams are required.However, despite gains, an achievement gap continues in high school.

  20. Regents English Pass Rate as of June 2003A large majority (87 percent) of students (seniors and non-seniors) in the 1999 cohort passed the Regents English Exam at 55 after 4 years. General-Education Students in the 1999 Accountability Cohort 1999 district cohort members = 154,500 Data source: COHR data

  21. A majority of General-Education Students in the 1999 Accountability Cohort (seniors and non-seniors) passed Regents Exams in Math, Global, U.S. History, and Science after 4 years. 1999 Accountability Cohort as of June 2003 by Need/Resource Category Regents Mathematics Regents Global History and Geography Regents U.S. History and Government Regents Science Data source: COHR data

  22. Regents English Requirement as of June 2003The majority of students (seniors and non-seniors) in all groups scored 55-100 after 4 years, but an achievement gap continues by race/ethnicity. General-Education Students in the 1999 Accountability Cohort Data source: COHR data

  23. Most General-Education Students in the 1999 Accountability Cohort (seniors and non-seniors) passed Regents Exams in Math, Global, U. S. History, and Science after 4 years, but an achievement gap continues. 1999 Accountability Cohort as of June 2003 by Race/Ethnicity Regents Global History and Geography Regents Mathematics Regents U.S. History and Government Regents Science Data source: COHR data

  24. The number of students graduating each year remains stable, even as 5 Regents Exams are required.

  25. Graduates Since higher standards were adopted in 1996, the number of high school graduates has remained stable. All Public School Students Counts for 1995-96 to 2000-01 include January, June, and August graduates of the reporting year. Counts for 2001-02 include August 2001, January and June 2002 graduates. Counts for 2002-03 include August 2002, January and June 2003 graduates.

  26. 1998 Graduation Rate Cohort Three-fourths of students in the 1998 graduation rate cohort graduated by August 2002. Public School Students

  27. 1998 Graduation Rate CohortSignificant gaps exist among racial/ethnicity groups in graduation rate. While Hispanic and Black students have the lowest graduation rate after four years, they also have the largest percentage still enrolled and working toward diplomas. General and Special Education Students in the 1998 Graduation Rate Cohort as of August 2002 Public School Students

  28. Regents DiplomasThe percentage of students earning Regents diplomas has increased significantly since higher standards were adopted in 1996. Regents Diplomas require passing at least eight Regents exams at 65, including two math, two science, and a language other than English.

  29. School Report Card: Overall Trends • More students are taking and passing Regents Exams at 65 each year, even as 5 exams are required. • The number of students graduating each year remains stable. • More students are getting a Regents Diploma, requiring a 65 score on 8 exams including 2 math and 2 science. • Despite gains, an achievement gap continues in high school.

  30. What should we do to close the achievement gap? • Too many students reach high school unable to read and write and do math beyond the elementary level. Start in middle school and earlier to focus on those who are falling behind. • Create transition plans to help low performing 8th graders succeed in 9th grade.

  31. What should we do to close the achievement gap?(continued) • Learn from those who are making impressive gains, getting students to pass at 65. Mobilize school staff to keep better track of each student, analyze problems, give extensive extra help. • Place the most qualified teachers in the lowest performing schools. • Adopt the Regents proposal to reform State Aid to schools.

  32. School Report Cards2002–2003An Overview

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