Transcript Slide 1

Results for Students
and Individuals with Disabilities
September 2008
1
2006 - 2008 English Language Arts (ELA) Students with
Disabilities
The percentage of students with disabilities meeting the ELA Learning
Standards increased at every grade level except Grade 8 even with the
increase in ELL students with disabilities tested.
Grade 5
2006
Grade 6
2007
2008
Grade 7
2008
Grade 8
27.9%
22.8%
20.2%
27,285
29,983
30,661
31,195
31,180
31,077
181,381
15.6%
10.5%
26,692
28,281
29,985
29,055
29,842
29,514
173,369
29.4%
17.3%
16.1%
19.7%
16.8%
40.7%
29.1%
26.6%
29.8%
27.6%
30.8%
28.0%
26.6%
26.5%
Grade 4
23.9%
Grade 3 = 23,811
Grade 4 = 26,474
Grade 5 = 28,987
Grade 6 = 28,883
Grade 7 = 29,237
Grade 8 = 29,119
Grades 3-8= 166,511
Percentage of Students Scoring at
Levels 3 and 4
Grade 3
2007
13.3%
Number Tested - 2006
Grades 3-8
2
2006 - 2008 English Language Arts (ELA)
Students with Disabilities
There is a decease in the percentage of students with disabilities scoring
at Level 1 in all grades for the past two years. The decreases in Grades
5, 6 and 7 are substantial and improvement has been sustained from one
grade to the next.
Grade 3
Grade 4
8.3%
25.1%
25.4%
22.8%
17.6%
12.4%
Grade 6
8.7%
24.3%
Grade 5
34.6%
38.5%
32.9%
33.0%
8.9%
21.5%
28.0%
31.7%
33.2%
38.6%
26.7%
34.8%
37.3%
Percentage of Students Scoring at Level 1
Grade 7
Grade 8
Grades 3-8
3
2006
2007
2008
2006 - 2008 English Language Arts (ELA)
Students with Disabilities
Performance in Grades 3 - 8 by Need/Resource Capacity Category
In every category, there was an increase in the percentage of students with
disabilities who scored at proficient levels in ELA in 2008 compared to 2007 or
2006.
New York City
Large City*
Urban-Suburban
Rural
2006
2007
Average
Low
27.9%
22.8%
20.2%
48.9%
44.5%
40.3%
30.4%
26.0%
22.6%
20.9%
17.0%
13.5%
21.4%
17.1%
15.1%
16.1%
10.6%
12.6%
23.3%
17.5%
15.2%
Percentage of Students Scoring at Levels 3 and 4
Total Public
2008
4
2006 - 2008 English Language Arts (ELA)
Students with Disabilities
Performance in Grades 3 - 8 by Need/Resource Capacity Category
The percentage of students with disabilities scoring at Level 1 has been cut in
half in most Need/Resource Capacity categories over two years of testing.
New York City
Large City
Urban-Suburban
2006
Rural
2007
Low
17.6%
25.1%
7.2%
9.7%
34.6%
Average
14.5%
14.7%
19.3%
28.5%
20.9%
27.2%
40.4%
21.8%
30.3%
40.8%
27.1%
39.2%
45.8%
20.4%
30.6%
40.8%
Percentage of Students Scoring at Level 1
Total Public
2008
5
2006 - 2008 English Language Arts (ELA)
Students with Disabilities English Language Learners
Performance remains extremely low for ELL students with disabilities, especially for the
declining number who remain designated as ELL in grades 6, 7, and 8.
Number Tested 2005-06
Number Tested 2006-07
Number Tested 2007-08
Grade 3: 1,512
Grade 3: 3,816
Grade 3: 3,474
Grade 4: 1,858
Grade 4: 3,783
Grade 4: 3,606
Grade 5: 2,477
Grade 5: 3,451
Grade 5: 3,295
Grade 6: 2,246
Grade 6: 2,935
Grade 6: 2,841
Grade 7: 2,195
Grade 7: 2,534
Grade 7: 2,351
Grade 8: 2,194
Grade 8: 2,433
Grade 8: 1,933
Grades 3-8 Combined: 12,482
Grades 3-8 Combined: 18,952
Grades 3-8 Combined: 17,500
Grade 3
Grade 4
Grade 5
2005-06 ELL SWD
Grade 6
Grade 7
2006-07 ELL SWD
Grade 8
11.7%
8.4%
6.5%
1.7%
2.5%
1.1%
7.6%
3.6%
3.2%
5.6%
5.0%
4.1%
19.4%
9.8%
9.6%
14.1%
11.0%
10.3%
15.2%
14.1%
13.1%
Percentage of Students Scoring at Levels 3 and 4
Grades 3-8
2007-08 ELL SWD
6
2006-07 and 2007-08 Students with Disabilities
Grades 3-8 ELA – Statewide by Race/Ethnicity
Level 3 or 4
There is an increase in the statewide percentages of students with disabilities scoring at Levels 3
or 4 in all the race/ethnicity categories.
Whites (35.3%) and Asian/Pacific Islander (35.2%) had the highest percentage of students with
disabilities score on Grade 3-8 ELA at Level 3 or 4.
The largest percentage increases of scoring in Levels 3 or 4 in 2008 was Blacks (+46%) and
Hispanics (+36%) and American Indian/Alaskan Natives (28%).
Percentage of Students Scoring at Level 3 or 4
35.2%
28.5%
13.2%
2007
2008
Asian/Pacific
Islander
2007
19.2%
2008
Black
21.4%
15.7%
2007 2008
Hispanic
17.0%
2007
21.8%
2008
American
Indian/Alaskan
Native
30.7%
2007
35.3%
2008
White
7
2007-08 Students with Disabilities
ELA Grades 3-8
by Gender
Levels 3 - 4 Statewide
Performance is similar for male and female
students with disabilities with males outnumbering females by approximately 2 to 1
across all grade levels.
Number of Students With Disabilities
Tested
Percentage of Students Scoring at
Levels 3 or 4
8,474
18,811
4
10,013
19,970
5
10,665
19,996
6
10,876
20,319
7
10,751
20,429
8
10,668
20,409
Female
Male
Grade 7
12.1%
Grade 6
3
15.5%
Male
Male
28.0%
Female
Female
32.1%
Grade 5
23.6%
Male
24.3%
Grade 4
Female
41.7%
Male
38.8%
Grade 3
Female
29.9%
Male
29.7%
31.7%
28.9%
Female
Grade
Male
Grade 8
8
2006-07 and 2007-08 Students with Disabilities
Statewide Grades 3-8 ELA
by Race/Ethnicity and Gender
Level 3 or 4
There is an increase in the statewide percentages of students with disabilities Grade 3 to 8 ELA scoring at
Levels 3 or 4 for each gender in all the race/ethnicity categories.
The largest percentage of students with disabilities to score on Grade 3 – 8 ELA Level 3 or 4 was Asian/Pacific
Islander Females (36.9%); White Males (35.4%); White Females (35%) and Asian /Pacific Islander Males (34.4%)
The greatest percentage increase for scoring ELA Level 3 or 4 was Black Females (+50%); Black Males (43%);
Hispanic Females (+42%) and Hispanic Males (+34%).
American
Indian/Alaskan Native
35.4%
Female
Male
31.4%
29.5%
22.1%
Female
17.3%
Hispanic
21.4%
Male
16.5%
21.0%
Female
15.7%
Black
22.2%
Asian/Pacific Islander
Male
15.6%
Female
18.7%
13.1%
20.1%
13.4%
Male
35.0%
34.4%
28.1%
36.9%
29.3%
Female
Percentage of Students Scoring at Level 3 or 4
Male
White
9
2007 Female
2008 Female
2007 Male
2008 Male
2006 - 2008 Mathematics - Students with Disabilities
2006
Grade 5
Grade 6
2007
Grade 7
Grade 8
2008
47.8%
2008
27,325
30,072
31,662
31,119
31,037
30,899
181,114
37.2%
31.0%
20.7%
42.9%
17.1%
18.0%
42.4%
31.9%
21.6%
52.8%
41.7%
31.6%
53.4%
47.2%
66.6%
57.1%
50.0%
44.8%
Grade 4
26.8%
Grade 4 = 29,043
Grade 5 = 30,290
Grade 6 = 30,077
Grade 7 = 29,791
Grade 8 = 29,539
Grades 3-8= 175,785
Percentage of Students Scoring at
Levels 3 and 4
Grade 3
2007
26,780
28,327
29,960
29,040
29,659
29,305
173,071
30.2%
The percentage of students with disabilities
meeting the mathematics learning
standards increased substantially in 2008 in
Number Tested 2006
every grade.
Grade 3 = 27,045
Grades 3-8
10
2006 - 2008 Mathematics - Students with Disabilities
There is a substantial decease in the percentage of students with disabilities scoring in
math at Level 1 in all grades in each of the past two years.
Grade 3
Grade 4
Grade 5
2006
Grade 6
2007
Grade 7
Grade 8
19.9%
28.2%
36.8%
29.5%
40.2%
44.4%
28.6%
17.5%
42.1%
23.9%
33.5%
44.4%
16.3%
23.7%
35.9%
20.4%
24.8%
28.8%
11.0%
17.5%
23.7%
Percentage of Students Scoring at Level 1
Grades 3-8
2008
11
2006 - 2008 Mathematics
Levels 3 or 4 in Grades 3 - 8 Students with Disabilities
by Need/Resource Capacity
Students with disabilities have improved their math scoring performance in all the Need /
Resource Capacity categories in each of the past two consecutive years.
The greatest percentage increases at Level 3 or 4 scoring was in Large Cities (+57.5%); UrbanSuburban High Need districts (+38.7%) and New York City districts (+32.3%).
2006
2007
Average
Low
30.2%
37.2%
47.8%
Rural
52.1%
59.0%
68.6%
Urban-Suburban
34.2%
41.1%
52.0%
24.8%
31.2%
40.6%
Large City
24.7%
28.9%
40.1%
New York City
15.7%
18.1%
28.5%
24.8%
32.8%
43.4%
Percentage of Students Scoring at Levels 3 and 4
Total Public
2008
12
2006 - 2008 Mathematics
Performance in Grades 3 - 8 Students with Disabilities by Need/Resource
Capacity
Students with disabilities in Large City Districts were about 4 times as likely as those in Low Need
Districts to score at Level 1.
The percentage of students with disabilities scoring at Level 1 decreased in every Need /
Resource Capacity category for two consecutive years. .
New York City
Large City
2006
Urban-Suburban
Rural
2007
Low
2008
19.9%
28.2%
8.7%
12.2%
36.8%
Average
16.5%
16.8%
23.0%
29.7%
23.5%
29.9%
38.7%
25.1%
34.2%
42.0%
Percentage of Students Scoring at Level 1
33.4%
46.4%
53.5%
22.4%
32.9%
43.7%
The largest percentage decrease in Level 1 scoring was in New York City (-31.9%); Low Need
Districts (-28.7%) and the Large City Districts (-28.0%)
Total Public
13
2006-07 and 2007-08 Students with Disabilities
Grades 3-8 Math - Levels 3 or 4
Statewide by Race/Ethnicity
There is an increase in the statewide percentages of students with disabilities scoring in grade 38 math at Levels 3 or 4 in all the race/ethnicity categories.
Asian/Pacific Islander students with disabilities significantly outperform all other groups.
67.5%
Percentage of Students Scoring at Level 3 or 4
56.5%
45.8%
42.9%
33.7%
32.0%
56.3%
39.7%
28.1%
23.2%
2007
2008
Asian/Pacific Islander
2007
2008
Black
2007
2008
Hispanic
2007
2008
American
Indian/Alaskan Native
2007
2008
White
14
2007-08 Students with Disabilities
Math Grades 3-8
by Gender
Levels 3 - 4 Statewide
Number of Students With Disabilities
Tested
In math, males outperform female students with
disabilities across all grade levels.
Grade
Percentage of Students Scoring at
Levels 3 or 4
8,478
18,847
4
10,038
20,034
5
10,667
19,995
6
10,843
20,276
7
10,699
20,338
8
10,605
20,294
Grade 6
Male
Grade 7
32.3%
Female
28.7%
Male
43.7%
41.5%
Grade 5
Female
Male
3
44.1%
Male
39.2%
Grade 4
Female
55.8%
Male
47.2%
Grade 3
Female
56.4%
Male
47.5%
68.9%
61.4%
Female
Female
Male
Grade 8
15
Regents English Examination
Students with Disabilities
Since 1997, there has been more than 514% increase in the number of students with disabilities
tested. Of the students tested in 2007, 63% achieved a score between 55-100.
22,735
20,081
18,949
16,309
17,321
15,366
14,325
14,101
13,518
12,144
12,607
11,194
10,461
9,514
8,606
9,680
7,545
5,647
4,419
4,175
3,414
2,499
1997
9,767
6,790
4,154
4,969
7,226
1999
8,305
10,506
8,424
5,675
Public Schools-Including Charter Schools
2,832
1998
13,079
2000
2001
2002
2003
2004
Number with Score of 65-100
Number with Score of 55-100
Number Tested
2005
2006
2007
16
Regents Competency Tests Examinations
Students with Disabilities
Large numbers of students with disabilities were tested on most RCT examinations.
From 2002 to 2007 Regents Competency Testing for Reading increased by 77%; Writing by 85%;
and Mathematics by 22%.
15,987
16,429
17,199
16,945
17,828
13,051
9,966
9,153
8,801
7,664
6,941
11,992
11,834
11,450
5,380
10,000
8,216
15,000
9,626
20,000
6,762
Number of Students
25,000
5,000
0
Reading
2002
Writing
2003
Public Schools, Including Charter Schools
2004
Mathematics
2005
2006
2007
17
Percent of Students with Disabilities Passing each
Regents Competency Tests
The Regents Competency Tests remain significant towards students with disabilities meeting
graduation requirements.
Reading
2002
2003
Public Schools, Including Charter Schools
2004
47.0%
49.0%
8,083
7,519
47.5%
8,163
10,030
59.2%
62.6%
11,159
72.4%
7,212
55.1%
70.0%
6,404
Writing
7,187
69.7%
6,137
80.2%
6,146
68.2%
4,737
52.6%
6,309
69.2%
53.0%
6,308
3,723
51.0%
5,839
60.2%
60.9%
5,861
4,950
58.7%
3,968
There has been a notable increase in the number of students with disabilities who have passed
the RCT in Reading (59%) and Writing (94%) from 2002 to 2007
Mathematics
2005
2006
2007
18
High School Outcomes for 2002 and 2003 Total Cohort
There is a significant increase in students with disabilities graduation rate after 5 years
Student Group
Cohort
Enrollment
Regents/
Local
Diploma
IEP Diploma
& Other
Transfer to
GED
Still
Enrolled
Dropout
2002 Total Cohort After 4 Years
All Students
214,729
67.2%
1.7%
1.2%
17.1%
12.8%
Gen.Ed.
Students
187,730
70.8%
0.3%
1.1%
16.1%
11.8%
Students with
Disabilities
26,999
42.5%
11.5%
2.2%
24.3%
19.5%
2002 Total Cohort After 5 Years
All Students
214,729
73.3%
2.5%
1.4%
6.5%
16.4%
Gen. Ed.
Students
187,730
77.0%
0.5%
1.2%
5.7%
15.5%
Students with
Disabilities
26,999
47.4%
16.4%
2.6%
11.4%
22.2%
2003 Total Cohort After 4 Years
All Students
220,332
68.6%
1.7%
1.2%
17.0%
11.5%
Gen. Ed.
Students
191,804
72.9%
0.2%
1.0%
15.1%
10.7%
Students with
Disabilities
28,528
39.3%
12.1%
2.2%
29.4%
16.9% 19
2003 Total Cohort after Four Years as of June
Graduation, IEP Diploma and Dropout Rates
NYC
2003
Total
Cohort
8,407
Large 4 Cities
1,536
% High School Diploma
Urban/Suburban
2,778
Rural High Need
Average Need
2,223
9,563
% IEP Diplomas
4.0%
4.7%
9.6%
12.5%
49.0%
19.9%
20.7%
35.9%
20.0%
15.7%
31.7%
38.9%
8.0%
22.5%
22.0%
14.8%
19.8%
The five cities had the lowest graduation rates and the highest
drop out rates. The rate of use of the IEP diploma varies widely
across Need Resource Capacity categories.
72.4%
The Average and Low Need Districts have higher graduation
rates, lower IEP diploma rates and lower dropout rates
compared to the High Need Districts.
Low Need
3,873
% Dropped Out
20
NYC
Number
In Cohort:
Large 4 Cities
6,813
1,735
Urban/Suburban
2,485
% High School Diploma (after four years)
% Dropped Out (after four years)
2,316
76.9%
Average Need
9,683
Low Need
3,925
% High School Diploma (after five years)
% Dropped Out (after five years)
21
5 Yrs 5.4%
4 Yrs 4.2%
5 Years
4 Years
15.4%
5 Yrs
5 Years
13.1%
58.0%
52.2%
Rural High Need
4 Years
24.0%
4 Years
5 Years
5 Years
21.6%
39.1%
35.1%
4 Years
26.4%
5 Years
4 Years
22.7%
39.6%
5 Years
33.5%
4 Years
43.8%
5 Years
40.3%
29.7%
5 Years
4 Years
25.3%
4 Years
34.0%
30.1%
4 Years
5 Years
23.4%
5 Years
19.2%
Greater percentages of students with disabilities graduated after five years of
school compared to four years in every Need Resource Capacity category of
school districts.
81.1%
2002 Students with Disabilities
Total Cohort after Four and Five Years
Graduation and Dropout Rates
2003 Total Cohort Graduation Rate
General Education Students and Students with Disabilities
Percentage of Students Graduating with Regents or Local Diploma After 4 Years
By Need/Resource Capacity Category
New York City
UrbanSuburban
Rural
72.4%
39.3%
49.0%
Average
Low
Total Public
22
Results Through June 2007
General Education Students
72.9%
93.8%
84.7%
35.9%
79.4%
66.4%
Large City
31.7%
19.8%
22.5%
52.6%
56.2%
There are similarities in the slope of the graduation rates of general education and
students with disabilities, with students with disabilities in Low Need districts graduating at
a higher rate than general education students in NYC, the Big4, and Urban-Suburban
districts.
Students with Disabilities
Number of Individuals with Disabilities and Percent they are of
Total Enrollment in NYS Institutions of Higher Education*
The number of self-identified individuals with disabilities in New York State higher
education programs is increasing.
45,000
37,793
40,000
35,000
30,000
34,041
28,174
38,027
40,587
40,245
36,060
30,593
3.6%
25,000
20,000
2.8%
41,088
3.0%
3.3%
1999
2000
3.4%
3.4%
3.4%
2001
2002
2003
3.6%
3.5%
15,000
10,000
5,000
0
1997
2004
2005
2006
23
Source: OHE
*Data for 1998 are not available
Improving Graduation and Drop-Out Rates
for Students with Disabilities Requires…
24
Coming to High School Prepared
P-16 Actions:
• Providing professional development and support to
schools to use “Quality Indicator Review and Resource
Guides” for
– Adolescent literacy instruction
– Positive behavioral supports, particularly small group and
individualized interventions
• Monitoring every school district’s policies and
procedures when the data shows they have a
disproportionate rate of long-term suspensions of
students with disabilities.
25
Access to Content Area Instruction
and Credit Bearing Courses
P-16 Actions
• We have set policy to promote integrated coteaching (special education and general
education co-teaching)
• We are providing professional development and
support to schools to provide research-based
strategy and direct instruction to students with
disabilities, particularly in adolescent literacy
26
Transition Planning
P-16 actions:
• Monitoring every school district to ensure the IEPs of
students with disabilities, ages 15 and older, include
good transition planning (goals and services to help
the student reach his/her post school goals)
• Directing Transition Coordination Sites to provide
technical assistance to schools with low graduation
and/or high drop out rates for students with disabilities
• Funding 60 model transition school-based programs
to support school-to-work and school-to-higher education
transition services in collaboration with VR and adult
providers
27
Additional Strategies
•
Explore the development of career and
technical education program options with
engaging curriculum and content instruction
•
Recognize schools with higher 5 year
graduation rates
•
Address IEP diploma policy to limit its use to
students with the most severe disabilities
28
Expanding State’s Technical
Assistance Resources
• Parent Centers – statewide (11 new) – 2
continuing
• Mediation
• State RTI Technical Assistance Center
• PBIS Statewide Technical Assistance Center
• Schools with Effective Instructional Practices for
Students with Disabilities
29