Graduation Rates: Students Who Started 9th Grade In 2001, 2002 and 2003 and 2006-07 Regents Examination Results

1
Graduation RatesStudents Who Started 9th
GradeIn 2001, 2002 and 2003and2006-07 Regents
Examination Results
2
The Bottom Line

• Statewide graduation rates are gradually
  increasing overall, according to reports from
  school districts.
• This is good. We need to see even more
  improvement. Overall rates are still too low.
• For the first time, we can collect data on
  graduation through August, as well as June. That
  shows the four-year statewide graduation rate is
  71 through August 2007.

3
The Bottom Line

• Among students who graduate, more are earning a
  Regents Diploma.
• Graduation rates for English Language Learners
  and Students with Disabilities are far too low
  and in many cases declining. This is a serious
  problem.
• Improvement in graduation rates is still uneven,
  with some schools not improving.

4
Graduation Rates The Total Cohort

• Graduation rates shown in these slides include
  all students who began 9th grade in a particular
  year (for example, 2003), no matter how long they
  remained in school.

4
5
Examples of Improvement

• Although graduation rates for Black and Hispanic
  students are too low
• The graduation rate between the 2001 and 2003
  cohorts increased by 5.5 for Black students and
  5.2 for Hispanic students (3.4 for White
  students).
• This means about 2,400 more Black students
  graduated and 2,000 more Hispanic students.
• Plus Comparing those cohorts after 4 years,
  more Black and Hispanic students are staying in
  school. Fewer dropped out.

6
Examples of Improvement

• Between the 2001 and 2003 cohorts, the percent
  receiving a Regents Diploma increased by 7 for
  Black male students, 5 for Hispanic male
  students, and 3 for White male students.

7
Examples of Improvement

• Comparing students who graduated between the 2001
  and 2003 cohorts
• The percent of Black male students receiving a
  Regents Diploma increased from 56 to 63 -- a
  gain of 7.
• The percent of Hispanic male students receiving a
  Regents Diploma increased from 62 to 67 a
  gain of 5.
• The percent of White male students receiving a
  Regents Diploma increased from 88 to 90 -- a
  gain of 2.

8
A Fifth Year of High SchoolMakes a Difference

• Among all students who started 9th grade in 2002,
  73 had graduated by 2007, an increase of six
  percentage points or 13,000 during the fifth
  year.

9
A Fifth Year of High SchoolMakes a Difference

• In New York City, the graduation rate increased
  from 50 to almost 60 because of the 5th year.
• Among Black and Hispanic students who started 9th
  grade in 2002, the graduation rate increased
  about 10 because of the fifth year.

10
Examples of Serious Problems

• 11.5 of students who started 9th grade in 2003
  had dropped out after 4 years. This represents
  over 25,000 students.
• The percentage of ELL students graduating
  declined by 5 between the 2001 and 2003 cohorts.
  This represents almost 600 students.

11
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
11
12
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.
12
13
69 of students statewide who started 9th grade
in 2003 graduated by June 2007. 17 were still
enrolled.
2003 Total Cohort Students 220,332
All Students in Public Schools
13
14
71 of students statewide in the 2003 Total
Cohort graduated by August 2007. 15 were still
enrolled.
2003 Total Cohort Students 220,332
All Students in Public Schools
14
15
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
• 212,272
• 214,729
• 220,332

15
16
Graduation Rates by Need/Resource Group

• For 4, 5, and 6 Years

17
In New York City, the percentage of students
graduating increases significantly in the 5th
year.
Percentage of Students Graduating with Regents or
Local Diploma After 4, 5 and 6 Years Results
Through June

• Cohort Membership
• 74,143
• 74,032
• 76,017

17
18
In the Big 4 Cities, the percentage graduating
increases in the 5th year.
Percentage of Students Graduating with Regents or
Local Diploma After 4, 5 and 6 Years Results
Through June

• Cohort Membership
• 8,480
• 8,896
• 8,743

18
19
The same trend is true in High Need
Urban-Suburban Districts.
Percentage of Students Graduating with Regents or
Local Diploma After 4, 5 and 6 Years Results
Through June

• Cohort Membership
• 16,844
• 16,926
• 17,419

19
20
Increases are smaller in High Need Rural
Districts in the 5th year.
Percentage of Students Graduating with Regents or
Local Diploma After 4, 5 and 6 Years Results
Through June

• Cohort Membership
• 14,476
• 14,549
• 14,455

20
21
Average Need Districts show increases in the 5th
year.
Percentage of Students Graduating with Regents or
Local Diploma After 4, 5 and 6 Years Results
Through June

• Cohort Membership
• 69,008
• 69,820
• 71,893

21
22
Low Need Districts show small increases in the
5th year.
Percentage of Students Graduating with Regents or
Local Diploma After 4, 5 and 6 Years Results
Through June

• Cohort Membership
• 29,093
• 30,209
• 31,452

22
23
Results for Students by Race/Ethnicity and
Gender
23
24
Cohort Memberships by Race and Gender2001, 2002,
2003 CohortsAll Students
25
During the past 3 years, graduation rates have
increased for all racial and ethnic groups,
except American Indians. This is especially true
for Black and Hispanic students, but results are
still too low.
Percentage of Students Graduating with Regents or
Local Diploma After 4 YearsThrough June, Plus
2003 Cohort Through August
25
26
More female than male students graduate after 4
years , but graduation rates have been increasing
for all groups, except American Indians.
Percentage of Students Graduating with Regents or
Local Diploma After 4 Years Through June
Solid colors FemalesStripes Males
26
27
Graduation rates through August 2007 show an
increase over June.
Percentage of Students Who Started 9th Grade in
2003 and Graduating with Regents or Local Diploma
After 4 Years through June and August 2007
Solid colors Females Stripes Males
Asian
American Indian / Alaska Native
Black
White
Hispanic
Blue August 2007
Red June 2007
28
Although graduation rates are still too low
More Black and Hispanic students are graduating
or staying in school after 4 years. Fewer are
dropping out.
29
Of Black students who started 9th Grade in 2001,
45 graduated, 29 were still in school, and 22
dropped out after 4 years.
2001 Total Cohort Students 40,363
29
30
The situation has improved. Of Black students who
started 9th grade in 2003, 51 graduated, 29 are
still in school, and 17 have dropped out. And
more Black students are in the 2003 cohort.
Results after 4 years, June 2007
2003 Total Cohort Students 42,593
30
31
Of Hispanic Students Who Started 9th Grade in
2001, 42 graduated, 29 were still in school,
and 25 dropped out after 4 years.
Results After Four Years through June 2006
2001 Total Cohort Students 35,753
31
32
The situation has improved. Of Hispanic students
who started 9th grade in 2003, 47 graduated, 30
are still in school, and 20 had dropped out
after 4 years. And more Hispanic students are in
the 2003 cohort.
Results After Four YearsJune 2007
2003 Total Cohort Students 38,963
32
33
A fifth year of high school makes a significant
difference in graduation for Asian, Black, and
Hispanic students.
34
A 5th year makes a difference for American Indian
students.
Percentage of Students Graduating with Regents or
Local Diploma After 4, 5 and 6 Years Results
Through June

• Cohort Membership
• 936
• 925
• 920

34
35
A 5th year makes a difference for Asian students.
Percentage of Students Graduating with Regents or
Local Diploma After 4, 5 and 6 Years Results
Through June

• Cohort Membership
• 14,272
• 14,952
• 15,402

35
36
A 5th year makes a significant difference for
Black students. For students who started 9th
grade in 2002, almost 10 more graduated in the
5th year.
Percentage of Students Graduating with Regents or
Local Diploma After 4, 5 and 6 Years Results
Through June

• Cohort Membership
• 40,363
• 40,869
• 42,593

36
37
The same is true for Hispanic students. For
students who started 9th grade in 2002, 10 more
graduated in the 5th year.
Percentage of Students Graduating with Regents or
Local Diploma After 4, 5 and 6 Years Results
Through June

• Cohort Membership
• 35,753
• 36,797
• 38,963

37
38
Fifth year gains for White students are smaller.
Percentage of Students Graduating with Regents or
Local Diploma After 4, 5 and 6 Years Results
Through June

• Cohort Membership
• 120,946
• 121,159
• 121,949

38
39
Results for Students with Disabilities
39
40
39 of students with disabilities statewide who
started 9th grade in 2003 had graduated by June
2007. 29 were still enrolled.
2003 Total Cohort Students 28,528
40
41
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 2.2
GED 2.2
GED 1.9

• Cohort Membership
• 28,906
• 26,999
• 28,528

41
42
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
• 28,906
• 26,999
• 28,528

42
43
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
43
44
Results for English Language Learners
44
45
25 of ELL students statewide who started 9th
grade in 2003 had graduated by June 2007. 41
were still enrolled. 29 dropped out.
2003 Total Cohort Students 11,403
45
46
More ELL students graduate after 5 and 6 years,
but results are still low.
Percentage of Students Graduating with Regents or
Local Diploma After 4, 5 and 6 Years Results
Through June

• Cohort Membership
• 13,111
• 11,065
• 11,403

46
47
Graduation rates for ELL students have declined
statewide.
Approximately 76 of English Language Learners in
New York State live in New York City

• Cohort Membership
• 2001 13,111
• 2002 11,065
• 2003 11,403

47
48
Graduation rates are highest for students who
are Former English Language Learners.
Percent of students who started 9th grade in 2003
graduating by June 2007
Cohort MembershipEnglish Language Learners
11,403Former English Language Learners
4,009Non-English Language Learners 204,920
For the first time in 2007, graduation results
were collected and disaggregated for students who
were formerly English language learners. Federal
rules define this as a student who has left ELL
status within the past two years.
48
49
Among students who graduated, more ELL students
earned a local diploma.
Graduating students who entered 9th grade in 2003
and graduated in June 2007
Totals may not add to 100 because of rounding.
49
50
Credentials EarnedRegents Diplomas vs.Local
Diplomas
50
51
Regents vs. Local Diplomas

• The following slides generally show a slow
  increase in the percentage of Regents Diplomas
  awarded.

52
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
graduated2001, 2002, 2003 Total Cohorts
Totals may not add to 100 because of rounding.
52
53
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
53
54
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 JuneBy
Need/Resource Capacity Category
54
55
Few English Language Learners receive a Regents
Diploma.
Percentage of Total Cohort Who Received a Regents
Diploma or Regents Diploma with Advanced
Designation After 4 Years Results Through JuneBy
Need/Resource Capacity Category
55
56
Few Black and Hispanic students receive a Regents
Diploma, but results have improved, according to
school district reports.
Percentage of Total Cohort Who Received a Regents
Diploma or Regents Diploma with Advanced
Designation through June After 4 Years
56
57
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 JuneBy
Racial/Ethnic Category
57
58
Total Cohort Graduation Rate Public Schools,
Asian 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 JuneBy
Racial/Ethnic Category
58
59
Total Cohort Graduation Rate Public Schools,
Black 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 JuneBy
Racial/Ethnic Category
59
60
Total Cohort Graduation Rate Public Schools,
Hispanic 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 JuneBy
Racial/Ethnic Category
60
61
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 JuneBy
Racial/Ethnic Category
61
62
The number of annual High School Graduates has
increased over time.
Year Number of Students Earning Regents or Local Diplomas
1995-96 136,754
1996-97 138,990
1997-98 139,531
1998-99 140,365
1999-00 141,510
2000-01 141,634
2001-02 143,070
2002-03 143,818
2003-04 153,202
2004-05 153,202
2005-06 161,732
2006-07 164,790
This shows the total number of students
graduating each year, regardless of which cohort
they belong to.
63
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.

64
Continuing ImprovementsInto the Future

• Despite the fact that graduation rates are still
  too low
• Many students, and especially Black and Hispanic
  students, are improving. Gradually, more are
  graduating. More are staying in school.
• New Grade 3-8 English and Math tests this year
  also show more students achieving the Learning
  Standards especially in middle school and
  especially Black and Hispanic students.
• This should improve graduation rates going
  forward.

65
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.

66
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.

67
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 teachers care every single day.
  

68
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.

69
The Bottom Line

• Statewide graduation rates are gradually
  increasing overall, according to reports from
  school districts.
• This is good. We need to see even more
  improvement. Overall rates are still too low.
• For the first time, we can collect data on
  graduation through August, as well as June. That
  shows the four-year statewide graduation rate is
  71 through August 2007.

70
The Bottom Line

• Among students who graduate, more are earning a
  Regents Diploma.
• Graduation rates for English Language Learners
  and Students with Disabilities are far too low
  and in many cases declining. This is a serious
  problem.
• Improvement in graduation rates is still uneven,
  with some schools not improving.

71
Graduation RatesStudents Who Started 9th
GradeIn 2001, 2002 and 2003and2006-07 Regents
Examination Results
72
Additional Slides

• Showing Graduation, Dropout and Still Enrolled
  Counts by Race/Ethnicity,
• Diplomas received by those students who
  graduated,
• And
• Regents Exam Results

73
American Indian Students Who Started 9th Grade in
2003, Results After Four YearsJune 2007
2003 Total Cohort Students 920
73
74
Asian Students Who Started 9th Grade in 2003,
Results After Four YearsJune 2007
2003 Total Cohort Students 15,402
74
75
Black Students Who Started 9th Grade in 2003,
Results After Four YearsJune 2007
2003 Total Cohort Students 42,593
75
76
Hispanic Students Who Started 9th Grade in 2003,
Results After Four YearsJune 2007
2003 Total Cohort Students 38,963
76
77
White Students Who Started 9th Grade in 2003,
Results After Four YearsJune 2007
2003 Total Cohort Students 121,949
77
78
Regents U.S. History Government Students
Tested and Scores Received 1996-2007
All Students
79
Credentials EarnedBy Those Who
GraduatedRegents Diplomas vs.Local Diplomas
79
80
2003 Total Cohort Graduation Rate After 4 Years
Credentials Earned by Students Who Graduated All
Public School StudentsBy Need/Resource Capacity
Category
80
81
2003 Total Cohort Graduation Rate After 4 Years
By Racial/Ethic Group, By GenderCredentials
Earned by Students Who Graduated All Students
Cohort membership
448
472
7,375
8,027
21,538
21,055
19,278
19,685
59,362
62,587
81
82
2003 Total Cohort Graduation Rate After 4 Years
Credentials Earned by Students Who Graduated
American Indian/ Alaska Native Students and All
Students
82
83
2003 Total Cohort Graduation Rate After 4 Years
Credentials Earned by Students Who Graduated
Asian Students and All Students
83
84
2003 Total Cohort Graduation Rate After 4 Years
Credentials Earned by Students Who Graduated
Black Students and All Students
84
85
2003 Total Cohort Graduation Rate After 4 Years
Credentials Earned by Students Who Graduated
Hispanic Students and All Students
85
86
2003 Total Cohort Graduation Rate After 4 Years
Credentials Earned by Students Who Graduated
White Students and All Students
86
87
Annual Regents Exam ResultsThrough 2006-2007
88
Regents EnglishStudents Tested and Scores
Received 1996-2007
All Students
89
Regents Mathematics Students Tested and Scores
Received 1996-2007
Data for 19992002 include both Mathematics A
and Sequential Mathematics, Course I. Data for
2003 forward are for Mathematics A only.
All Students
90
Regents Global History and Geography Students
Tested and Scores Received 1996-2007
The data for 2001 forward 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 Students
91
Regents Living Environment/Biology Students
Tested and Scores Received 1996-2007
Data for 1996 through 2000 are for the Regents
Biology examination. Data for 2001 are for both
the Regents Biology and the Regents Living
Environment examinations. Data for 2002 through
2005 are for the Regents Living Environment
examination.
All Students