Transcript Document

NYS/FEHB
Regional Data-Graduation Rate
2001 – 2003 Cohort
Graduation rates reported by school districts
have increased slowly overall during the
past two years.
Percentage of Students Graduating with Regents or Local
Diploma After 4 Years
Results Through June, All Students
2
Graduation Rates for Districts
2003 Cohort
Percentage of Students Graduating with Regents or Local
Diploma After 4 Years
Results Through June, All Students
87%
85%
83%
79%
77%
76%
75%
72%
66%
For students who entered 9th grade in 2003,
graduation rates were higher in August 2007
than in June. This increase represents about
5,500 more students graduating statewide.
4
Four Year Graduation Rates for June and August
for the 2003 Cohort
5
More students statewide graduate after 5
and 6 years.
Percentage of Students Graduating with Regents or Local Diploma After 4, 5 and 6 Years
Results Through June
Cohort Membership
2001
212,272
2002
214,729
2003
220,332
6
High Need Rural Districts
Percentage of Students Graduating with Regents or Local Diploma After 4, 5 and 6 Years
Results Through June
Cohort Membership
2001
14,476
2002
14,549
2003
14,455
7
Average Need Districts
Percentage of Students Graduating with Regents or Local Diploma After 4, 5 and 6 Years
Results Through June
Cohort Membership
2001
69,008
2002
69,820
2003
71,893
Low Need Districts
Percentage of Students Graduating with Regents or Local Diploma After 4, 5 and 6 Years
Results Through June
Cohort Membership
2001
29,093
2002
30,209
2003
31,452
Percentage of Students Graduating with Regents
or Local Diploma After 4,5, and 6 Years
2001 Cohort
After 4 Years
After 5 Years
After 6 Years
Cohort
Membership
BM
79%
85%
85%
66
CH
80%
82%
82%
49
LP
89%
89%
89%
56
LL
71%
71%
71%
7
MA
73%
75%
75%
219
SR
64%
74%
74%
101
SRF
74%
74%
76%
34
SL
84%
86%
86%
156
TL
76%
80%
80%
88
BM
CH
LP
LL
After 4 Years
76%
80%
80%
74%
74%
76%
74%
74%
64%
73%
75%
75%
71%
71%
71%
84%
86%
86%
89%
89%
89%
80%
82%
82%
79%
85%
85%
Percentage of Students Graduating with Regents or Local
Diploma After 4, 5, and 6 Years
2001Cohort
MA
SR
After 5 Years
SRF
After 6 Years
SL
TL
Percentage of Students Graduating with Regents
or Local Diploma After 4,5, and 6 Years
2002 Cohort
After 4 Years
After 5 Years
After 6 Years
Cohort
Membership
BM
72%
74%
N/A
78
CH
84%
90%
N/A
58
LP
83%
83%
N/A
69
LL
100%
100%
N/A
6
MA
68%
72%
N/A
225
SR
65%
67%
N/A
104
SRF
78%
78%
N/A
32
SL
75%
76%
N/A
147
TL
78%
78%
N/A
97
BM
CH
LP
LL
After 4 Years
78%
78%
75%
76%
78%
78%
65%
67%
68%
72%
72%
74%
83%
83%
84%
90%
100%
100%
Percentage of Students Graduating with Regents or Local
Diploma After 4, 5, and 6 Years
2002 Cohort
MA
After 5 Years
SR
SRF
After 6 Years
SL
TL
Percentage of Students Graduating with Regents
or Local Diploma After 4,5, and 6 Years
2003 Cohort
After 4 Years
After 5 Years
After 6 Years
Cohort
Membership
BM
76%
N/A
N/A
63
CH
83%
N/A
N/A
53
LP
85%
N/A
N/A
75
LL
75%
N/A
N/A
8
MA
72%
N/A
N/A
205
SR
66%
N/A
N/A
112
SRF
87%
N/A
N/A
23
SL
77%
N/A
N/A
158
TL
79%
N/A
N/A
72
CH
LP
LL
After 4 Years
79%
66%
72%
75%
BM
77%
85%
83%
76%
87%
Percentage of Students Graduating with Regents or Local
Diploma After 4, 5, and 6 Years
2003 Cohort
MA
After 5 Years
SR
SRF
After 6 Years
SL
TL
Although 4-year graduation rates for students with
disabilities have not improved, more students are
remaining in school. Fewer are dropping out.
Results After 4 Years, Through June
GED 1.9%
GED 2.2%
GED 2.2%
Cohort Membership
2001
28,906
2002
26,999
2003
28,528
Results After 4 Years
2001 Cohort
BM
Dropped
Out
12%
Transferred to Still Enrolled
GED
2%
8%
IEP
Graduated
Diploma
N/A
79%
Cohort
Membership
66
CH
14%
N/A
2%
4%
80%
49
LP
7%
N/A
N/A
4%
89%
56
LL
14%
N/A
N/A
N/A
71%
7
MA
15%
0%
9%
2%
73%
219
SR
14%
6%
14%
2%
64%
101
SRF
3%
3%
6%
12%
74%
34
SL
4%
8%
4%
1%
84%
156
TL
8%
6%
8%
2%
76%
88
Results After 4 Years
2002 Cohort
BM
Dropped
Out
12%
Transferred to Still Enrolled
GED
1%
10%
IEP
Graduated
Diploma
5%
72%
Cohort
Membership
78
CH
7%
N/A
9%
N/A
84%
58
LP
12%
1%
4%
N/A
83%
69
LL
N/A
N/A
N/A
N/A
100%
6
MA
11%
0%
19%
1%
68%
225
SR
11%
11%
13%
N/A
65%
104
SRF
9%
3%
6%
N/A
78%
32
SL
7%
3%
3%
12%
75%
147
TL
7%
1%
11%
2%
78%
97
Results After 4 Years
2003 Cohort
BM
Dropped
Out
11%
Transferred to Still Enrolled
GED
N/A
11%
IEP
Graduated
Diploma
2%
76%
Cohort
Membership
63
CH
9%
N/A
4%
4%
83%
53
LP
8%
1%
5%
N/A
85%
75
LL
13%
N/A
13%
N/A
75%
8
MA
12%
N/A
14%
2%
72%
205
SR
11%
4%
14%
4%
66%
112
SRF
N/A
N/A
13%
N/A
87%
23
SL
11%
1%
8%
4%
77%
158
TL
7%
1%
11%
1%
79%
72
Four-year graduation rates for students
with disabilities are especially low in
high need districts.
Percentage of Students Graduating with Regents or Local Diploma
After 4 Years Through June
20
More students with disabilities graduate
after 5 years.
Percentage of Students Graduating with Regents or Local Diploma After 4, 5 and 6 Years
Results Through June
Cohort Membership
2001
28,906
2002
26,999
2003
28,528
Of those students who graduate, most receive a
Regents or Advanced Regents Diploma. Few receive
a Local Diploma.
Total Cohort Graduation Rate after 4 years, credentials earned by students who graduated
2001, 2002, 2003 Total Cohorts
Totals may not
add to 100%
because of
rounding.
22
This and the following slides show the
percentage of students getting a Regents
Diploma out of all the students who started 9th
grade.
Percentage of Total Cohort Who Received a Regents Diploma or Advanced
Regents Diploma through June After 4 Years
23
Very few students with disabilities earn a
Regents Diploma.
Percentage of Total Cohort Who Received a Regents Diploma or Regents
Diploma with Advanced Designation After 4 Years
Results Through June
By Need/Resource Capacity Category
24
Total Cohort Graduation Rate
Public Schools, American Indian / Alaska Native Students
2001, 2002, 2003 Cohorts
Percentage of Total Cohort Who Received a Regents Diploma or Regents
Diploma with Advanced Designation After 4 Years
Results Through June
By Racial/Ethnic Category
25
Total Cohort Graduation Rate
Public Schools, White Students
2001, 2002, 2003 Cohorts
Percentage of Total Cohort Who Received a Regents Diploma or Regents
Diploma with Advanced Designation After 4 Years
Results Through June
By Racial/Ethnic Category
26
Working to Get Accurate Data
• This year we transitioned to a new data system that
gives a unique ID to every high school student. Now
this ID will follow students throughout their school
years.
• This will help make it easier to ensure the data are
accurate.
• School districts are required to keep documentation
on every student who transfers to another district.
Otherwise that student must be counted as a
dropout.
• During the next year, we will be monitoring
reported data to ensure that correct documentation
is available and help districts improve as needed.
• We will publish the findings.
What Successful Schools Do to Raise
Graduation Rates
• Focus on improving the 9th grade promotion rate. This
starts with “bridge” programs in the summer for
students with low 8th grade scores. New York City has
been able to estimate the probability of graduation
based on a threshold number of credits upon entering
9th grade. That knowledge makes the summer bridge
program an urgent matter.
• Figure out which children are in which cohort at the
start of school. This makes the challenge more focused.
• Know the data, know the children personally, and make
sure all the other adults do, too.
What Successful Schools Do to Raise
Graduation Rates
• Tell entering 9th graders that some will
graduate in four years, and others “have skills
that we will work on,” and they too will
graduate in years five or six. Let no one feel
excluded or like a failure.
• Work on those skills through morning,
afternoon and evening sessions in flexible
groups so students can easily move to a new
group to learn the next skill set as they progress.
What Successful Schools Do to Raise
Graduation Rates
• Use short diagnostic tests often during the year
to check gains in the skills measured by the
standards and the Regents exams. Keep
reassessing to ensure that students really grasp
the content.
• By the middle of 9th grade, the students
needing intensive help get an “Advocate,” who
is a teacher committed to talking with each of
the 15 students in that teacher’s care every
single day.
What Successful Schools Do to Raise
Graduation Rates
• In June of senior year, identify students who are a
credit or two away from graduation. Assign someone
to stay in daily contact with each of them and their
families. Support the students through summer
school and the August Regents and graduation.
• Schedule twice weekly meetings of teachers to
examine student work, teacher practice, and the
interim assessments that gauge student progress.
Share the notes from these professional
conversations.
• Make sure the support systems are in place:
attendance taking and analysis, social services,
guidance.