2014 grades 3-8 elamath - final 8-13-14_1_1

8/11/2019 2014 Grades 3-8 ELAMath - final 8-13-14_1_1

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EngageNY.org

Measuring Student Progress inGrades 3-8 English Language

Arts and MathematicsAugust 2014


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Highlights: New York students are making progress.

New York has completed the fourth year of a 12-yearCommon Core phase-in, which culminates in the requirementthat the Class of 2022 pass Common Core Regents Exams at

the proficient / college- and career-ready level. In 2014, there was significant statewide progress in Math,

including every need/resource group (i.e., urban, suburban,and rural).

There was slight progress in ELA, and performance wasvariable across need/resource groups.

Gains were made to close the achievement gap for African-

American and Latino students, particularly in NYC. For our students and their teachers, these score results are

one component of a rigorous and relevant course of study forthe remaining eight years of the phase-in.

EngageNY.org 2


3/68

Only 37.2% of our students exit their fourth yearof high school ready for college and careers.

New York's 4-year high school graduation rate is 74.9% for All Studentshowever, the achievement gaps are disturbing.

June 2013 Graduation Rate

Graduation under Current Requirements(Completion)

Calculated College and Career Ready*(Readiness)

% Graduating % Graduating

All Students 74.9 All Students 37.2

American Indian 62.2 American Indian 21.3Asian/Pacific Islander 80.6 Asian/Pacific Islander 57.2

Black 59.7 Black 14.2

Hispanic 59.2 Hispanic 18.0

White 86.5 White 50.4English Language Learners 31.4 English Language Learners 5.9

Students with Disabilities 48.7 Students with Disabilities 5.4

*Students graduating with at least a score of 75 on Regents English and 80 on a Math Regents, which correlates withsuccess in first-year college courses.

Source: NYSED Office of Information and Reporting Services

EngageNY.org 3


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4

30%

24%

18%

28%3

3%

41%

42%

40%

28% 30

% 3

3%

24%

9%

5

% 7% 8

%

Grade 4 - Reading Grade 8 - Reading Grade 4 - Math Grade 8 - Math

Level 1 Level 2 Level 3 Level 4

New Yorks proficiency scores on the 2013 NationalAssessment of Educational Progress (NAEP) ranged

from 32 to 40 percent, which aligns with the proficiencyrates on New Yorks own tests of the Common Core

Learning Standards.


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Students and adults in the United States lag behind ourinternational competitors on international assessments of

academic skills. On the Program for International Student Assessment (PISA), United States

students performed:

24th out of 65 nations in Reading

36th

out of 65 nations in Mathematics 28th out of 65 nations in Science

A recent international study by the Program for International Assessment ofAdult Competencies (PIAAC) shows that in key work-related skills such asliteracy, numeracy, and problem-solving skills US adults scored below

international averages: Only 12 percent of US adults scored at the highest level of proficiency in

literacy, compared with 22 percent in Finland and 23 percent in Japan.

In numeracy, US adults outscored only their peers in two countriesItaly

and Spainof the 23 in the study, with only 9 percent of adults rated atthe highest proficiency level.

Only 6 percent of US adults scored at the highest proficiency level onproblem-solving.

EngageNY.org 5

Sources:http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2014024

http://www.edweek.org/ew/articles/2013/10/16/08report-b1.h33.html


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EngageNY.org

New York is phasing in the Common Core

over 12 years2010: Board of Regents adopted Common Core

2013: Common Core Assessments administered in Grades 3-8English Language Arts (ELA) and Math

2014: Roll-out of Common Core Regents Exams begins June 2014: Algebra I (ELA offered, but not required)

June 2015: Geometry (ELA offered, but not required)

June 2016: Algebra II and ELA (required for 1st time)

Class of 2017: First cohort of high school graduates required to passCommon Core Regents Exams for graduation at the current score of65 (partial proficiency).

Class of 2022: First cohort of high school graduates required to pass

Common Core Regents Exams for graduation at the aspirationalcollege- and career ready score (proficiency).

Transition to New York Common Core Assessments is a

12-year phase-in66


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Hundreds of New York educators helped develop

the New York Common Core AssessmentsNew York educators are represented on the following panels:

New York State Content Advisory Panels

Spans early childhood and P12 through CUNY, SUNY and CICU faculty

Item Development, Item Review, Final Form Review

Performance Standards (cut scores)

P12 teachers, higher education faculty, and administratorsThese panels are informing:

College and Career Ready Determinations

Test specifications, policies, and item development

NYS policy-level and grade-level performance leveldescriptions

Setting performance standards

7EngageNY.org 7


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Every test question is reviewed by New York

educators according to rigorous criteriaEvery item:

Developed with NYS-certified teachers to measure

Common Core Learning Standards Field-tested

Reviewed multiple times in development cycle by

multiple NYS-Certified Teachers Meets best practice for item quality, fairness and

accessibility

Meets rigorous criteria developed by NYSED Educator participation opportunities:

http://www.p12.nysed.gov/assessment/teacher/home.html#teacher-op

EngageNY.org 88


9/68

New York is using the same

cut scores in 2014.

EngageNY.org 9

The Grades 3-8 ELA and Math performance standards

recommended by educators through the 2013standard setting process were maintained on the 2014tests.

Year-to-year comparisons provide a measure ofstudent progress on our rigorous learning standards.


10/68

This summer, New York educators are using the 2014

results when planning for the 2014-15 school year.

EngageNY.org 10

In July, the Regional Information Centers (RICs) releasedsecure instructional reports that displayed for teachers the raw

score performance of each of their students on each testquestion and on each learning standard measured by the 2014test.

Instructional reports allow for percentage comparisons at theclass, school, district, and regional levels.

In August, 50% of test questions were released, with detailedexplanations for correct and incorrect responses.

Released test questions help teachers and families betterunderstand how the standards were measured and the reasonswhy students may have responded incorrectly.


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2014 scores are presented as same-

student year-to-year matched results.

EngageNY.org 11

2014 results are presented for students whoparticipated in all test books in both 2013 and 2014( matched students ).

This matched approach displays the year-to-yearresults of the exact same students in 2013 and 2014.

This matched approach is consistent with New Yorks

USED waiver from No Child Left Behind and NewYorks teacher/principal evaluation system.

When results are combined across grades,comparisons are based on matched students enrolledin grades 3-7 in 2013 and grades 4-8 in 2014.

*Unmatched results will be available at http://data.nysed.gov.


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Student Cohorts

EngageNY.org 12

2014 Enrollment Graduating Class

Grade 3 Class of 2023

Grade 4 Class of 2022*

Grade 5 Class of 2021Grade 6 Class of 2020



* The Class of 2022 is the first cohort of high school graduates required to passCommon Core Regents Exams for graduation at the aspirational college- and

career-ready score (proficiency).

Year-to-year same-student cohort comparisons will be important atthe local level over the next 8 years through full Common Coreimplementation beginning with the Class of 2022.


13/68

New York will once again rise to the challengeof higher standards.

EngageNY.org 13

Eight years after the phase-out of the localdiploma began, the graduation rate for the 2009cohort continued to increase.

New York schools, teachers, students, andparents met the challenge posed by the phase-out of the local diploma.

Eight years from now, the 2022 cohort willgraduate with the requirement to meetaspirational college- and career-ready learning

standards. With proper planning and support, New York

schools, teachers, students, and parents willonce again rise to the challenge.


14/68

For Grades 3-8 ELA and Math, students at Levels 2 and above are ontrack for current graduation requirements. Students at Levels 3 and

above are on track to graduate at the aspirational college- andcareer-ready level.

EngageNY.org 14

Grades 3-8 ELA and Math

Level 4: Student excels in the Common Core Learning Standardsfor this grade level

Level 3: Student is proficient in the Common Core LearningStandards for this grade level

(on track to achieve at the aspirational col lege- and career-readylevel, first required for Regents Diploma purposes with the Class

of 2022)

Level 2: Student is partially profic ient in the Common CoreLearning Standards for this grade level

(on track to meet current New York high school graduationrequirements)

Level 1: Student is well below proficient in the learning standardsfor this grade level

14


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EngageNY.org

2014 Grades 3-8

Math Results


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16

26.9%

25.8

% 31.1

%

26.2

% 3

4.0

%

36.0

%

30.9

%

31

.6%

28.9

% 35.7

%

3

3.1

% 4

1.8

%

26.2

%

24.5

%

24.6

%

19.9

%23.1

%

17.4

%

16.0

%

18.1

%

15.4

%

18.2

%

9.8

%

4.8

%

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8


The percentage of math students statewide that met or exceeded the

proficiency standard (Levels 3 or 4) in each grade level ranged from22.2 to 42.6.

The percentage proficient in Grade 8 is lower than other gradesbecause of a USED waiver that, for the first time in 2014, eliminatedunnecessary double testing and allowed approximately 50,000accelerated math students to participate in high school math Regents

Exams instead of the grade-level math test.


17/68

17

Students statewide made signif icant progress in Mathematics.The percentage of students who met or exceeded the proficiency standard(Levels 3 or 4) increased from 31.2 to 35.8 combined across all grades. The

percentage at Levels 2 and above increased from 66.9 to 69.6 combinedacross all grades.

71

.2%

35

.4%

72

.1%

37

.4%

61

.2%

30

.8%

72

.3%

31

.7%

54

.7%

17

.4%

66

.9%

31

.2%

74

.2%

42

.6%

68

.9%

40

.0%

73

.8%

38

.1%

66

.0%

32

.9%

64

.0%

22

.2%

69

.6%

35

.8%

2 &

above

3 &

above

2 &

above

3 &

above

2 &

above

3 &

above

2 &

above

3 &

above

2 &

above

3 &

above

2 &

above

3 &

above

2013 2014

Percentage of Matched Students scoring at Level 2 and above and Level 3 and above

In Each Grade and Combined for 2014 and 2013

G r 3 i n

2 0 1 3

G r 4

i n

2 0 1 4

G r 4 i n

2 0 1 3

G r 5

i n

2 0 1 4

G r 5 i n

2 0 1 3

G r 6

i n

2 0 1 4

G r 6 i n

2 0 1 3

G r 7

i n

2 0 1 4

G r 7 i n

2 0 1 3

G r 8

i n

2 0 1 4

C o m b i n e d


18/68

18

Students in New York City made significant progress in Mathematics.The percentage of students who met or exceeded the proficiency standard(Levels 3 or 4) increased from 30.1 to 34.5 combined across all grades. The

percentage at Levels 2 and above increased from 64 to 66.9 combined acrossall grades.

70

.0%

34

.6%

70

.4%

36

.5%

58

.8%

30

.3%

68

.3%

29

.5%

50

.3%

18

.0%

64

.0%

30

.1%

72

.0%

41

.2%

68

.4%

40

.0%

69

.4%

35

.1%

62

.0%

30

.8%

62

.2%

23

.7%

66

.9%

34

.5%

2 &

above

3 &

above

2 &

above

3 &

above

2 &

above

3 &

above

2 &

above

3 &

above

2 &

above

3 &

above

2 &

above

3 &

above

2013 2014



G r 3 i n

2 0 1 3

G r 4

i n

2 0 1 4

G r 4 i n

2 0 1 3

G r 5

i n

2 0 1 4

G r 5 i n

2 0 1 3

G r 6

i n

2 0 1 4

G r 6 i n

2 0 1 3

G r 7

i n

2 0 1 4

G r 7 i n

2 0 1 3

G r 8

i n

2 0 1 4

C o m b i n e d


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19

Although lower-need communities continued to outperform otherareas of the State in Mathematics proficiency (Levels 3 or 4), there

were year-to-year increases in all Need/Resource groups.

30.1

%

10.1

% 14.7

% 19.9

%

32.7

%

51.3

%

31.0

%

31.2

%34.5%

12.4

% 17.3

% 24.1

%

37.6

%

56.9

%

39.4

%

35.8

%

NYC Large City Urban-

Suburban

Rural Average Low Charter Total Public

2013 2014

Percentage of Matched Students scoring at Level 3 and above

for 2014 and 2013


20/68

20

A smaller percentage of students met or exceeded the Mathematics

proficiency standard (Levels 3 or 4) in the Big 4 city districts thanstatewide. Year-to-year performance increased in each Big 5 citydistrict, and NYC performance approached statewide levels.

64

.0%

30

.1% 3

7.7

%

1

1.4

%

26

.2%

4.8

%

29

.2%

7.2%

49

.3%

16

.1%

66

.9%

31

.2%

66

.9%

34

.5%

39

.3%

13

.1%

28

.8%

6.8%

27

.1%

7.6%

53

.7%

21

.1%

69

.6%

35

.8%

2 &

above

3 &

above

2 &

above

3 &

above

2 &

above

3 &

above

2 &

above

3 &

above

2 &

above

3 &

above

2 &

above

3 &

above

2013 2014


for 2014 and 2013

YonkersBuffaloTotal Public

SyracuseRochesterNYC


21/68

21

Although the achievement gap remains statewide, an increased

percentage of students across all race/ethnicity groups met orexceeded the Mathematics proficiency standard (Levels 3 or 4).

86.3

%

59

.5%

50

.1%

16

.1%

55

.8%

18

.9%

60

.5%

23

.2%

76

.2%

38

.7%

89

.1%

66

.4%

52

.6%

19

.3%

59

.1%

23

.1%

62

.3%

27

.0%

78

.7%

43.7

%

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

2013 2014


for 2014 and 2013

AI / ANAsian HispanicBlack White


22/68

22

In New York City, an increased percentage of students across allrace/ethnicity groups met or exceeded the Mathematics proficiency

standard (Levels 3 or 4).

87

.5%

60

.9%

50

.8%

16

.1%

56

.0%

19

.1%

67

.0%

31

.1%

82

.3%

50

.4%

90

.3%

68

.1%

53

.2%

18

.5%

59

.4%

23

.2%

69

.4%

36

.0%

85.0%

56

.0%


2013 2014


for 2014 and 2013



23/68

23

Across all race/ethnicity groups, girls performed better than boys

statewide on the Mathematics proficiency standard (Levels 3 or 4).

90.0

%

67

.4%

55

.8%

21

.0%

60

.6%

23

.5%

63

.8%

27

.1%

79

.9%

44

.0%

88.3

%

65

.4%

49.5

%

17

.7%

57

.7%

22

.7%

60

.8%

26

.9%

77

.6%

43

.5%


Females Males


for 2014



24/68

24

Although only 11 percent of current English Language Learners met orexceeded the Math proficiency standard, the percentage of students scoringat Level 2 and above increased to 36.7%. The percentage is 27.1 at Level 3

and above and 59.5 at Level 2 and above for students who once, but nolonger, received ELL services.

30

.2%

7.5

%

54

.8%

22

.0%

69

.5%

32

.9%

66

.9%

31

.2%3

6.7

%

11

.0%

59

.5%

27

.1%

72

.0%

37

.6%

69

.6%

35

.8%

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

2013 2014


and Level 3 and above

for 2014 and 2013

Current ELL includes students who were identified as ELLduring the 2013-14 school year.

One-Time ELL includes students identified as ELL in any

school year preceding the 2013-14 (excludes students who areCurrent ELLs).

Never ELL includes students who were never reported toreceive ELL services.

Never ELLCurrent ELLs One-Time ELLs(excluding Current ELLs) Total Public


25/68

25

Although only 8.8 percent of students with disabilities* met orexceeded the Mathematics proficiency standard (Levels 3 or 4), the

percentage of students scoring at Level 2 and above increased to 33percent.

30

.3%

7.2

%

74

.4%

36

.1%

33

.0%

8.8

%

77

.1%

41

.4%

2 & above Studentswith Disabilities


2 & above GeneralEducation


2013 2014


for 2014 and 2013

* New York has a waiver request pending with USED that would allow students with

severe disabilities to be tested at their instructional level rather than grade level.


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26

The percentage of students enrolled in charter schools that met orexceeded the Mathematics proficiency standard (Levels 3 or 4)

increased. NYC charter schools achieved higher proficient and above

and partial proficient and above percentages than Rest of Statecharter schools and all public schools statewide.

73

.5%

34

.2%

60

.9%

20

.1%

70

.6%

31

.0%

66

.9%

31

.2%

78

.0%

42.5

%

67

.7%

29

.3%

75

.7%

39

.4%

69

.6%

35

.8%


2013 2014


for 2014 and 2013

NYC Charters Rest of State Charters All Charters Total Public


27/68

EngageNY.org

2014 Grades 3-8English Language Arts

Results


28/68

28

36.8

%

2

9.5

% 34.7

%

26.0%

33.8

%

26.

1%3

1.4

% 37.2

%

35.5

%

45.2

%

36.8

%

38.4

%

28.1

%

23.2%

20.2

%

15.5

% 2

3.4%

24.7

%

3.7

% 1

0.0

%

9.5

% 13.4

%

6.1

% 10.8

%

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8


The percentage of ELA students statewide that met or

exceeded the proficiency standard (Levels 3 or 4) in eachgrade level ranged from 28.8 to 35.5 percent.


29/68

2929

Students statewide are doing slightly better in ELA.The percentage of students who met or exceeded the ELA proficiency

standard (Levels 3 or 4) increased from 31.3 to 31.4 combined across all

grades. The percentage at Levels 2 and above increased from 69 to 70combined across all grades.

66

.2%

32

.3%

70

.5%

31

.0%

66

.7%

30

.8%

72

.3%

30

.4%

69

.3%

32

.3%

69

.0%

31

.3%

70

.5%

33

.2%

65

.3%

29

.8%

74

.0%

28

.8%

66

.2%

29

.4%

73

.9%

35

.5%

70

.0%

31

.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

2013 2014

Percentage of Matched Students Scoring at Level 2 and above and Level 3 and above


G r 3 i n

2 0 1 3

G r 4

i n

2 0 1 4

G r 4 i n

2 0 1 3

G r 5

i n

2 0 1 4

G r 5 i n

2 0 1 3

G r 6

i n

2 0 1 4

G r 6 i n

2 0 1 3

G r 7

i n

2 0 1 4

G r 7 i n

2 0 1 3

G r 8

i n

2 0 1 4

C o m b i n e d

St d t i N Y k Cit d i b tt i ELA


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3030

Students in New York City are doing better in ELA.The percentage of students who met or exceeded the ELA proficiency

standard (Levels 3 or 4) increased from 27.4 to 29.4 combined across all

grades. The percentage at Levels 2 and above increased from 65.5 to 68.2combined across all grades.

64

.0%

29

.4%

67

.9%

28

.1%

65

.2%

29

.2%

66

.4%

23

.8%

64

.1%

26

.4%

65

.5%

27

.4%

68

.9%

32

.3%

65

.0%

29

.4%

71

.4%

26

.4%

64

.9%

28

.1%

70

.6%

30

.3%

68

.2%

29

.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

2013 2014



G r 3 i n

2 0 1 3

G r 4

i n2 0 1 4

G r 4 i n

2 0 1 3

G r 5

i n2 0 1 4

G r 5 i n

2 0 1 3

G r 6

i n2 0 1 4

G r 6 i n

2 0 1 3

G r 7

i n2 0 1 4

G r 7 i n

2 0 1 3

G r 8

i n

2 0 1 4

C o m b i n e d


31/68

3131

Although lower-need communities continued to outperform otherareas of the State in ELA proficiency (Levels 3 or 4), NYC showed the

largest gains.

27.4

%

10.9

% 16.9

% 22.5

%

35.0

%

52.0

%

23.3

% 31.3

%

29.4

%

11.4

%16.8

% 22.4

%

33.7

%

49.4

%

24.9

% 31.4

%


Suburban


2013 2014


for 2014 and 2013


32/68

3232

A smaller percentage of students met or exceeded the ELAproficiency standard (Levels 3 or 4) in the Big 4 cities than statewide.

Year-to-year increases were largest in NYC and Yonkers, and NYCperformance approached statewide levels.

65

.5%

27

.4%

40

.7%

12

.1%

29

.7%

5.6%

33

.4%

8.5

%

53

.8%

16

.9%

69

.0%

31

.3%

68

.2%

29

.4%

40

.9%

12

.2%

30

.8%

5.7%

33

.5%

8.5

%

57

.2%

18

.7%

70

.0%

31

.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

2013 2014


for 2014 and 2013

YonkersBuffalo Total

PublicSyracuseRochesterNYC


33/68

3333

Although the achievement gap remains statewide, an increasedpercentage of students of color met or exceeded the ELA proficiency

standard (Levels 3 or 4).

83.5

%

50.6

%55.2

%

16.9

%

57.6

%

18.0

%

61.1

%

22.4

%

77.5

%

40.1

%

85.7

%

52.6

%56.4

%

17.6

%

60.0

%

18.9

%

62.8

%

22.9

%

77.4

%

39.0

%


2013 2014


for 2014 and 2013


I N Y k Cit i d t f t d t i ll


34/68

3434

In New York City, an increased percentage of students in allrace/ethnicity groups met or exceeded the ELA proficiency standard

(Levels 3 or 4).

82.9

%

48.5

% 5

7.0

%

17.2

%

57.1

%

17.2

%

68.0%

28.2

%

82.2

%

47.5

%

85.6

%

51.6

% 59.1

%

18.6

%

60.2

%

18.7

%

70

.0%

28.8

%

84.7

%

50.3

%


2013 2014


for 2014 and 2013



35/68

3535

Across all race/ethnicity groups, girls performed better than boys

statewide on the ELA proficiency standard (Levels 3 or 4).

88.9

%

57

.6% 6

3.0

%

21

.6%

65

.3%

22

.1%

67

.3%

27

.3%

81

.9%

44

.4%

82

.7%

47

.8%

49

.4%

13.7%

54

.8%

15

.9%

58

.5%

18

.7%

73

.1%

33

.9%


Females Males


for 2014


Although only 2 6 percent of current English Language Learners met or


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3636

Although only 2.6 percent of current English Language Learners met orexceeded the ELA proficiency standard, the percentage of students scoring atLevel 2 and above increased to 25.2%. The percentage is 18.7 at Level 3 and

above and 57.5 at Level 2 and above for students who once, but no longer,received ELL services.

1

9.0

%

1.7

%

53

.7%

17

.0%

71

.9%

33

.1%

69

.0%

31

.3%

25

.2%

2.6

%

57.5%

1

8.7

%

72

.6%

33

.0%

70

.0%

31

.4%


2013 2014


and Level 3 and above

for 2014 and 2013

Current ELL includes students who were identified as ELLduring the 2013-14 school year.

One-Time ELL includes students identified as ELL in anyschool year preceding the 2013-14 (excludes students who are

Current ELLs).

Never ELL includes students who were never reported toreceive ELL services.

Never ELLCurrent ELLs One-Time ELLs(excluding Current ELLs)

Total Public

New York has a waiver request pending with USED that would exemptnewly arrived ELLs from participating in the ELA assessments for two

years.

Although only 5 2 percent of students with disabilities* met or


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3737

Although only 5.2 percent of students with disabilities* met orexceeded the ELA proficiency standard (Levels 3 or 4), the percentage

of students scoring at Level 2 and above increased to 29.4.

27.3

%

4.7

%

77

.2%

36

.6%

29

.4%

5.2

%

77

.9%

36

.5%





2013 2014

Percentage of Matched Students Scoring at Level 2 and above and Level 3 and above

for 2014 and 2013

* New York has a waiver request pending with USED that would allow students with

severe disabilities to be tested at their instructional level rather than grade level.

Th t f t d t l l d i h t h l th t t


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The percentage of students enrolled in charter schools that met orexceeded the ELA proficiency standard (Levels 3 or 4) increased.

NYC charter schools achieved higher proficient and above and partialproficient and above percentages than Rest of State charter schools.

71

.2%

25

.2%

57

.6%

17

.0%

68

.1%

23

.3%

69

.0%

31

.3%

72

.7%

26

.9%

60

.2%

18

.2%

69

.8%

24

.9%

70

.0%

31

.4%


2013 2014


for 2014 and 2013

NYC Charters Rest of State Charters All Charters Total Public

NYSED h id d t i t l d t t


39/68

NYSED has provided extensive tools and resources to supportimplementation of the Common Core.

EngageNY.org 39

Earlier this week, NYSED awarded Teaching is the Core grants to distr icts tosupport teams of administrators and teachers in reviewing all localassessments given in the distr ict, eliminating non-essential assessments,and improving districts practices around the use of assessment to informhigh-quality instruction.

NYSED is providing $500 mill ion of Race to the Top funding to schooldistricts to support their work to raise standards for teaching and learning:

Approximately $350 mill ion was provided through Race to the Top formula grantsavailable to all distr icts, along with approximately $150 mil lion in competitivegrants to d istricts and higher education partners, including several focused oncareer ladder models in which highly effective teachers and principals coach their

colleagues and strengthen district professional development support for schools.

NYSED supported almost 12,000 principal and teacher leaders and regionalprofessional development coordinators on ways to successfully implementthe Common Core, through 23 multi-day Network Team Institutes in Albany.

NYSED provided teachers with tools and resources to successfully

implement the Common Core, including exemplar curricular materials andvideos of excellent instruction, through its EngageNY.org website.Recognized nationally as an excellent source of high quality teachingmaterials, EngageNY.org has had over 73 million pageviews and the optionalcurriculum materials have been downloaded over 8 mill ion times.

NYSED has provided extensive tools and resources to support


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NYSED has provided extensive tools and resources to supportimplementation of the Common Core (contd)

EngageNY.org 40

In addition to providing struggling districts and schools with ongoingsupport focused on developing stronger teaching practices and schoolcultures, NYSED provided a special week-long program for over 1,000educators across 70 districts, which were identif ied as needingimprovement, focused on using Common Core resources to evaluate

their schools curriculum and instruction. Teacher Centers, funded through state grants administered by NYSED,

provide professional development services to over 267,000 teachers,41,000 teaching assistants, and school administrators on a variety oftopics, including the Common Core, college & career readiness, teacher

and principal evaluation, and using assessments and student work toinform instruction.

Regional Bilingual Education Resource Networks (RBERNs) andRegional Special Education Technical Assistance Support Centers (RSE-TASC) provide technical assistance and training on the Common Corefor educators serving ELLs and students with disabili ties, respectively.

E NY


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41

EngageNY.org

Resources for Professional Development

Common Coreinstructionalresources

Videosand videoalbums

Professionaldevelopmentturnkey kits

Resourcesfor parentsand families

Mostrecentvideos

Most relevantand current

information andnewest materials

highlighted foreasy access

Check out the newEngageNY.org:

Over 73 million page viewsand counting

Common Coreinstructional resources

Videos and video albums Professional development

turnkey kits Resources for parents and

families Most relevant and current

information and newestmaterials highlighted foreasy access

Although there is some correlation between 2014 Math


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EngageNY.org 42

* For a list of schools by poverty quintile, ranked by 2014 performance and 2014 positive change, seehttp://www.p12.nysed.gov/irs/pressRelease/20140814/home.html

Although there is some correlation between 2014 Mathperformance and Poverty, there are many examples of

Higher Poverty / Higher Performance schools*

Lower Poverty /Higher Performance

Higher Poverty /

Higher Performance

Lower Poverty /Lower Performance

Higher Poverty /Lower Performance

Statewide % proficient

Although there is some correlation between 2014 ELA


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EngageNY.org 43

* For a list of schools by poverty quintile, ranked by 2014 performance and 2014 positive change, seehttp://www.p12.nysed.gov/irs/pressRelease/20140814/home.html

Although there is some correlation between 2014 ELAperformance and Poverty, there are many examples of

Higher Poverty / Higher Performance schools*

Lower Poverty /Higher Performance

Higher Poverty /Higher Performance

Lower Poverty /Lower Performance

Higher Poverty /Lower Performance

Statewide % proficient


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We can learn from higher-achieving schools

at both lower and higher levels of wealth.

EngageNY.org 44

Lists of higher-achieving and higher-growth

schools at each of f ive levels of school poverty(0-20%, 21-40%, 41-60%, 61-80%, and 81-100%)can be found at:

http://www.p12.nysed.gov/irs/pressRelease/20140814/home.html

Achievement is defined as the 2014 percentage proficient at Level 3and above or Level 2 and above.Growth is defined as the percentage point difference between 2014and 2013 achievement.


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EngageNY.org

Appendix

Other Grades 3-8 Test Programs: Year-to-


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Other Grades 3 8 Test Programs: Year toYear* Comparisons Following First YearMeasuring Progress on New Standards

EngageNY.org 46

Test Program

ELA

Year 2 vs. Year 1

(Range of Proficiency Point

Changes)

Math

Year 2 vs. Year 1

(Range of Proficiency Point

Changes)Kentucky Vary by grade from a 1

percentage point decrease to a

7 percentage point increase.

Vary by grade from a 3

percentage point decrease to a 5

percentage point increase

Texas Vary by grade from a 5

percentage point decrease to a

4 percentage point increase.



percentage point increase.

Washington, DC Vary by grade from a 1 to 7





*In Kentucky (ELA and Math), Texas (ELA and Math), and Washington, DC (ELA) Year 1 is 2012 and Year 2 is 2013; in Washington,DC (Math) Year 1 is 2013 and Year 2 is 2014

D i f C ll d C


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Domains of College and Career

Readiness

EngageNY.org 47

Defines the academic knowledgeand skills students need to be

successful in college and

careers.

Specifies the non-cognitive, socio-emotionalknowledge and skills thathelp students successfullytransition from high school tocollege or careers.

Describes the career-specific opportunities

for students to gain theknowledge, skills, and

competencies they needto pursue and succeed in theirchosen career.


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EngageNY.org 48

2013 National Grade 12 NAEPResults

38% 39%

Grade

12

Reading Grade

12

Math

Grade

12

Reading Grade

12

Math

These data reflect the percentage of students likely to possessthe academic knowledge and skills necessary for college.

Source: http://nationsreportcard.gov/reading_math_g12_2013/#/preparedness

Why Readiness Matters


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College Remediation in NYS

EngageNY.org

Over 50% of students in NYS two-year institutions of higher education takeat least one remedial course.

Source: NYSED Administrative Data for all Public, Independent and Proprietary 2- and 4-year institutions of higher education49

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

All Institutions 2-Year Institution 4-Year Institution

2006-07

2007-08

2008-09

2009-10

2010-11

2011-12

Remediation Rates for First-time Undergraduates

49

R di l E ll t


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Remedial Enrollment

First-Time, Full-Time Freshman, Fall 2012

EngageNY.org 50

First-Time,Full-Time

Freshman

Math Reading Writing

CUNYCommunityColleges

15,443 55.6% 19.7% 20.5%

CUNY Senior

Colleges* 16,987 17.2% 2.0% 3.9%

SUNYCommunityColleges

39,399 39.4% 21.3% 29.5%

SUNY 4-yearColleges**

17,329 7.4% 1.9% 4.7%

*CUNY policy does not allow students entering bachelors programs to enroll in remedial courses. The remedial enrollments at thesenior colleges represent students enrolled in associate programs offered at three CUNY Senior Colleges.** Most remediation in the SUNY system occurs at community colleges with the exception of a small percentage of students in thehigher education opportunity programs offered at four-year institutions.

Higher Education Endorses


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Higher Education Endorses

Common Core SUNY Board of Trustees passed a resolution in May

2014 endorsing the Common Core, citing the need tobetter prepare the next generation of SUNY studentsand decrease the need for remediation.

In June 2014, 61 SUNY Presidents, the SUNYChancellor, the CUNY Chancellor joined over 150College Presidents from across the nation to commit

their support to Common Core standards andassessments that measure the student progress onthe Common Core.

EngageNY.org 51


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The Common Core Standards raise the bar for

educators and students, and in todays

competit ive and increasingly global economy,

anything less would be a disservice to our

youth.

Nancy L. Zimpher, SUNY Chancellor

EngageNY.org 52



53/68


Labor Market Is More Demanding

EngageNY.org

A post-secondary education is the

Passport to the American Dream

Of the projected 47 mil lion job openings between 2009-2018, nearly two-thirds wil l require workers to have at

least some post-secondary education and experts saythis percentage will only increase.

14 mill ion job openings wil l go to people with an

associates degree or occupational certificate and pay asignificant premium over many jobs open to those withjust a high school degree.

Sources: Pathways to Prosperity Project, Harvard University, February 2011; Georgetown Center on Education and the Workforce,Help Wanted: Projections of Jobs and Education

Requirements Through 2018,June 2010.

53



54/68


Earnings and Unemployment

$86,580$80,652

$23,452

$33,176

$37,338$39,936

$54,756

$65,676

No HS Diploma

HS Diploma

Some College, No Degree

Associate

Bachelors

Masters

Professional DegreeDoctorate

Median Annual Earnings by Educational Degree: 2011

SOURCE: 2011 Bureau of Labor Statistics, Current Population Survey

Unemployment Rate By Degree: 2011

14.1%

9.4%

8.7%

6.8%

4.9%

3.6%

2.4%

2.5%

Education pays in higher overall earnings and lower unemployment rates.

Average 7.6% Average $41,444

EngageNY.org 54

Business Community


55/68

Business Community

Supports Common Core

EngageNY.org 55

Businesses today spend an excessive amount

of time and money teaching workers skil ls theyshould have learned in schoolImplementing

vital reforms such as the Common Core to

improve workforce readiness is essential if

todays students are to become part of

tomorrows workforce.

Heather Briccetti, President & CEO of

The Business Council of New York State

Regents Reform Agenda


56/68

EngageNY.org

Regents Reform Agenda

CollegeandCareerReady

Students

HighlyEffectiveSchoolLeaders

HighlyEffectiveTeachers

Implementing Common Core standardsand developing curriculum andassessments aligned to these standardsto prepare students for success in

college and the workplace.

Supporting instructional data systemsthat measure student success and informteacher and principals how they can

improve their practice in real time.

Recruiting, developing, retaining, andrewarding effective teachers and

principals.

Turning around the lowest-achievingschools.

56

What is the Common Core?


57/68

What is the Common Core?

The development of the Common Core was a state-led effort to establish a shared set of cleareducational standards. 42 states and the Distr ict of Columbia are implementing the

Common Core*

The Common Core Standards are the first learning

standards to be back-mapped from the skills andknowledge students need to succeed in college andcareers, grade-by-grade all the way back tokindergarten.

The Common Core Standards are benchmarked tointernational standards and informed by the bestevidence and research.

EngageNY.org 57

* In addition to the 42 states that fully adopted the Common Core, Minnesota adopted the Common Core English Language Arts standards.

57

Common Core Curriculum


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Common Core Curriculum,

Instruction, and Assessments

Common Core curriculum, instruction, and

assessments are rigorous and focus onpriority knowledge and skills to ensure Collegeand Career Readiness.

EngageNY.org

6 Shifts in Mathematics

FocusCoherence

FluencyDeep understandingApplicationsDual intensity

6 Shifts in ELA/Literacy

Balancing informational and literary textBuilding knowledge in the disciplinesStaircase of complexity

Text-based answersWriting from sources

Academic vocabulary

5858

Bilingual Common Core Progressions


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g g

Analysis of the mainacademic demand ofeach standard

Performanceindicators thatdemonstrate howstudents at each levelof language

progression meet thestandard using grade-level text

EngageNY.org 59

Analysis of the linguistic demand of each standard

Scaffolds and supports that guide teachers for each proficiencylevel


60/68

EngageNY.org

Grade 3 Unmatched Data

G d 3 ELA F E h f th Bi 5


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61

Grade 3 ELA For Each of the Big 5

61

.1%

37.9%

25

.0%

28

.3%

53

.3%

63

.2%

30

.0%

13

.4%

5.5

% 10

.1%

20

.8%

31

.8%

NYC Buffalo Rochester Syracuse Yonkers Total Public

2 & above 3 & above

Percentage of students scor ing at Level 2 and above and Level 3 and above

for 2014

Grade 3 ELA For Each Need/Resource Group


62/68

62

Grade 3 ELA For Each Need/Resource Group

61

.1%

36

.4%

46

.6% 5

3.4

%

67

.3%

81

.2%

69

.8%

63

.2%

30

.0%

12

.4%

16

.7%

21

.4%

34.4%

50

.8%

34.2%

31

.8%


Suburban


2 & above 3 & above


for 2014

Grade 3 ELA For Each Race/Ethnicity


63/68

63

79

.0%

79

.1%

51

.2%

50

.8%

52

.8%

52

.6%

61

.3%

56

.9%

78

.7%

71

.3%

50

.1%

51

.1%

19

.6%

20

.1%

19

.9%

20

.1% 2

7.9

%

24

.6%

50

.4%

3

9.6

%

NYC Statewide NYC Statewide NYC Statewide NYC Statewide NYC Statewide

2 & above 3 & above


for 2014


Grade 3 ELA For Student Subgroups


64/68

64

Grade 3 ELA For Student Subgroups

28

.7%

46

.9%

66

.1%

26

.8%

69

.9%

6.5

%

16

.8%

34.0%

7.7

%

36.2%

Current ELLs One-Time ELL Never ELLs Students with

Disabilities

General Education

2 & above 3 & above


for 2014

Grade 3 Math For Each of the Big 5


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65

Grade 3 Math For Each of the Big 5

70

.0%

45

.3%

35.9

%

35

.3%

59

.8%

73

.1%

38.7

%

15

.9%

10

.2%

12

.5%

27

.8%

42

.2%

NYC Buffalo Rochester Syracuse Yonkers Total Public

2 & above 3 & above


for 2014

Grade 3 Math For Each Need/Resource Group


66/68

66

Grade 3 Math For Each Need/Resource Group

70

.0%

44

.4%

57

.0%

69

.4%

78

.6%

88

.9%

82

.0%

73.1

%

38

.7%

16

.6% 2

3.6

%

35.1

%

46

.9%

63

.4%

49

.6%

42

.2%


Suburban


2 & above 3 & above


for 2014

Grade 3 Math For Race/Ethnicity


67/68

67

90

.1%

89

.2%

56

.4%

57

.7% 6

3.6

%

63

.4%

73.0%

70

.4%

85

.8%

82

.1%

67

.2%

66

.5%

22

.7%

25

.0%

27

.9%

28

.7%

39

.5%

3

7.2

%

60

.4%

52

.5%

NYC Statewide NYC Statewide NYC Statewide NYC Statewide NYC Statewide

2 & above 3 & above


for 2014


Grade 3 Math For Student Subgroups


68/68

68

Grade 3 Math For Student Subgroups

46

.0%

60

.3%

75

.8%

42.5

%

78

.8%

16

.5%

28

.2%

44

.7%

16

.4%

47

.0%

Current ELLs One-Time ELL Never ELLs Students with

Disabilities

General Education

2 & above 3 & above


for 2014

2014 grades 3-8 elamath - final 8-13-14_1_1

Documents