2014 Common Core English and math test results

Measuring Student Progress in Grades 3-8 English Language Arts and Mathematics August 2014

EngageNY.org

Highlights: New York students are making progress. • New York has completed the fourth year of a 12-year Common Core phase-in, which culminates in the requirement that 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 was variable across need/resource groups. • Gains were made to close the achievement gap for AfricanAmerican 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 for the remaining eight years of the phase-in. EngageNY.org

2

Only 37.2% of our students exit their fourth year of high school ready for college and careers. New York's 4-year high school graduation rate is 74.9% for All Students however, 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

21.3

Asian/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

50.4

English Language Learners

31.4

English Language Learners

5.9

Students with Disabilities

48.7


5.4

*Students graduating with at least a score of 75 on Regents English and 80 on a Math Regents, which correlates with success in first-year college courses. Source: NYSED Office of Information and Reporting Services

EngageNY.org

3

Level 2

24%

40%

8%

Grade 8 - Reading

Level 1

28%

33% 18%

30%

7%

Grade 4 - Reading

Grade 4 - Math

Grade 8 - Math

5%

9%

24%

28%

33%

30%

41%

42%

New York’s proficiency scores on the 2013 National Assessment of Educational Progress (NAEP) ranged from 32 to 40 percent, which aligns with the proficiency rates on New York’s own tests of the Common Core Learning Standards.

Level 3

Level 4

4

Students and adults in the United States lag behind our international 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 of Adult Competencies (PIAAC) shows that in key work-related skills – such as literacy, 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 countries—Italy and Spain—of the 23 in the study, with only 9 percent of adults rated at the highest proficiency level.  Only 6 percent of US adults scored at the highest proficiency level on problem-solving. Sources: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2014024 http://www.edweek.org/ew/articles/2013/10/16/08report-b1.h33.html

EngageNY.org

5

New York is phasing in the Common Core over 12 years 2010: Board of Regents adopted Common Core 2013: Common Core Assessments administered in Grades 3-8 English 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 pass Common Core Regents Exams for graduation at the current score of 65 (partial proficiency). Class of 2022: First cohort of high school graduates required to pass Common Core Regents Exams for graduation at the aspirational college- and career ready score (proficiency). Transition to New York Common Core Assessments is a 12-year phase-in EngageNY.org

6

Hundreds of New York educators helped develop the New York Common Core Assessments New 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 administrators

These panels are informing:  College and Career Ready Determinations  Test specifications, policies, and item development  NYS policy-level and grade-level performance level descriptions  Setting performance standards EngageNY.org

77

Every test question is reviewed by New York educators according to rigorous criteria Every 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

8

New York is using the same cut scores in 2014. • The Grades 3-8 ELA and Math performance standards recommended by educators through the 2013 standard setting process were maintained on the 2014 tests. • Year-to-year comparisons provide a measure of student progress on our rigorous learning standards.

EngageNY.org

9

This summer, New York educators are using the 2014 results when planning for the 2014-15 school year. • In July, the Regional Information Centers (RICs) released secure instructional reports that displayed for teachers the raw score performance of each of their students on each test question and on each learning standard measured by the 2014 test. • Instructional reports allow for percentage comparisons at the class, school, district, and regional levels. • In August, 50% of test questions were released, with detailed explanations for correct and incorrect responses. • Released test questions help teachers and families better understand how the standards were measured and the reasons why students may have responded incorrectly. EngageNY.org

10

2014 scores are presented as samestudent year-to-year matched results. • 2014 results are presented for students who participated in all test books in both 2013 and 2014 (“matched students”). • This matched approach displays the year-to-year results of the exact same students in 2013 and 2014. • This matched approach is consistent with New York’s USED waiver from No Child Left Behind and New York’s teacher/principal evaluation system. • When results are combined across grades, comparisons are based on matched students enrolled in grades 3-7 in 2013 and grades 4-8 in 2014.

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

11

Student Cohorts Year-to-year same-student cohort comparisons will be important at the local level over the next 8 years through full Common Core implementation beginning with the Class of 2022.

2014 Enrollment Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

Graduating Class Class of 2023 Class of 2022* Class of 2021 Class of 2020 Class of 2019 Class of 2018

* The Class of 2022 is the first cohort of high school graduates required to pass Common Core Regents Exams for graduation at the aspirational college- and career-ready score (proficiency). EngageNY.org

12

New York will once again rise to the challenge of higher standards. • Eight years after the phase-out of the local diploma began, the graduation rate for the 2009 cohort continued to increase. • New York schools, teachers, students, and parents met the challenge posed by the phaseout of the local diploma. • Eight years from now, the 2022 cohort will graduate with the requirement to meet aspirational college- and career-ready learning standards. • With proper planning and support, New York schools, teachers, students, and parents will once again rise to the challenge. EngageNY.org

13

For Grades 3-8 ELA and Math, students at Levels 2 and above are on track for current graduation requirements. Students at Levels 3 and above are on track to graduate at the aspirational college- and career-ready level. Grades 3-8 ELA and Math Level 4: Student excels in the Common Core Learning Standards for this grade level Level 3: Student is proficient in the Common Core Learning Standards for this grade level (on track to achieve at the aspirational college- and career-ready level, first required for Regents Diploma purposes with the Class of 2022) Level 2: Student is partially proficient in the Common Core Learning Standards for this grade level (on track to meet current New York high school graduation requirements)

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

EngageNY.org

14

2014 Grades 3-8 Math Results

EngageNY.org

Level 1

Level 2

Grade 6 Level 3

Grade 7

4.8%

17.4%

36.0% 41.8% 9.8%

23.1%

Grade 5

34.0% 33.1%

Grade 4

26.2% 35.7% 19.9% 18.2%

31.1% 28.9% 24.6% 15.4%

Grade 3

25.8% 31.6% 24.5% 18.1%

16.0%

26.9% 30.9% 26.2%

The percentage of math students statewide that met or exceeded the proficiency standard (Levels 3 or 4) in each grade level ranged from 22.2 to 42.6.

Grade 8

Level 4

The percentage proficient in Grade 8 is lower than other grades because of a USED waiver that, for the first time in 2014, eliminated unnecessary double testing and allowed approximately 50,000 accelerated math students to participate in high school math Regents Exams instead of the grade-level math test. 16

Students statewide made significant 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 combined across all grades. 2013

2014

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

G r 3 2 0 1 G r 4 2 0 1

3& above

i n 3 i n 4

2& above

G r 4 2 0 1 G r 5 2 0 1

3& above

i n 3 i n 4

2& above

G r 5 2 0 1 G r 6 2 0 1

3& above

i n 3 i n 4

2& above

G r 6 2 0 1 G r 7 2 0 1

3& above

i n 3 i n 4

2& above

G r 7 2 0 1 G r 8 2 0 1

3& above

2& above

35.8%

31.2%

22.2%

17.4%

2& above

69.6%

66.9%

64.0%

32.9%

31.7%

38.1%

30.8%

54.7%

66.0%

72.3%

73.8% 40.0%

37.4%

61.2%

68.9%

42.6%

35.4%

72.1%

74.2%

71.2%

In Each Grade and Combined for 2014 and 2013

3& above

i n C o m b i n e d 3 i n 4

17

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 across all grades. 2013

2014


G r 3 2 0 1 G r 4 2 0 1

3& above

i n 3 i n 4

2& above

G r 4 2 0 1 G r 5 2 0 1

3& above

i n 3 i n 4

2& above

G r 5 2 0 1 G r 6 2 0 1

3& above

i n 3 i n 4

2& above

G r 6 2 0 1 G r 7 2 0 1

3& above

i n 3 i n 4

2& above

G r 7 2 0 1 G r 8 2 0 1

3& above

i n 3 i n 4

2& above

34.5%

30.1%

23.7%

18.0%

2& above

66.9%

64.0%

62.2% 30.8%

29.5%

35.1%

30.3%

50.3%

62.0%

68.3%

69.4% 40.0%

36.5%

58.8%

68.4%

41.2%

34.6%

70.4%

72.0%

70.0%


3& above

C o m b i n e d

18

Although lower-need communities continued to outperform other areas of the State in Mathematics proficiency (Levels 3 or 4), there were year-to-year increases in all Need/Resource groups. Percentage of Matched Students scoring at Level 3 and above

NYC

Large City

UrbanSuburban

Rural

2013

Average

Charter

35.8%

31.0%

Low

31.2%

39.4%

56.9%

37.6%

24.1%

19.9%

17.3%

14.7%

12.4%

10.1%

32.7%

34.5%

30.1%

51.3%

for 2014 and 2013

Total Public

2014

19

A smaller percentage of students met or exceeded the Mathematics proficiency standard (Levels 3 or 4) in the Big 4 city districts than statewide. Year-to-year performance increased in each Big 5 city district, and NYC performance approached statewide levels.

2& above

3& above

NYC

2& above

3& above

Buffalo

2& above

2013

31.2%

3& above

Syracuse

Rochester 2014

21.1%

16.1%

3& above

7.6%

7.2%

6.8%

4.8%

2& above

35.8%

53.7%

27.1%

29.2%

28.8%

13.1%

11.4%

26.2%

39.3%

37.7%

34.5%

30.1%

49.3%

for 2014 and 2013

69.6%

66.9%

66.9%

64.0%


2& above

3& above

Yonkers

2& above

3& above

Total Public 20

Percentage of Matched Students scoring at Level 2 and above and Level 3 and above 78.7%

43.7%

27.0%

23.2%

23.1%

18.9%

19.3%

16.1%

38.7%

62.3%

60.5%

59.1%

55.8%

52.6%

50.1%

66.4%

76.2%

for 2014 and 2013

59.5%

89.1%

86.3%

Although the achievement gap remains statewide, an increased percentage of students across all race/ethnicity groups met or exceeded the Mathematics proficiency standard (Levels 3 or 4).

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

Asian

Black

Hispanic 2013

AI / AN

White

2014

21

In New York City, an increased percentage of students across all race/ethnicity groups met or exceeded the Mathematics proficiency standard (Levels 3 or 4). Percentage of Matched Students scoring at Level 2 and above and Level 3 and above

85.0%

56.0%

36.0%

31.1%

23.2%

19.1%

50.4%

69.4%

67.0%

59.4%

56.0% 18.5%

16.1%

53.2%

50.8%

68.1%

60.9%

82.3%

90.3%

87.5%

for 2014 and 2013


Asian

Black

Hispanic 2013

AI / AN

White

2014

22

Across all race/ethnicity groups, girls performed better than boys statewide on the Mathematics proficiency standard (Levels 3 or 4).

79.9%

43.5%

26.9%

27.1%

22.7%

23.5%

17.7%

21.0%

44.0%

60.8%

63.8%

57.7%

60.6% 49.5%

55.8%

65.4%

67.4%

77.6%

for 2014

88.3%

90.0%



Asian

Black

Hispanic Females

Males

AI / AN

White 23

Although only 11 percent of current English Language Learners met or exceeded the Math proficiency standard, the percentage of students scoring at 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 no longer, received ELL services. Percentage of Matched Students scoring at Level 2 and above and Level 3 and above for 2014 and 2013

Current ELL includes students who were identified as ELL during the 2013-14 school year. One-Time ELL includes students identified as ELL in any school year preceding the 2013-14 (excludes students who are Current ELLs).

2 & above

3 & above

Current ELLs

31.2%

35.8%

69.6%

37.6%

32.9%

66.9%

72.0%

27.1%

11.0%

7.5%

22.0%

36.7%

30.2%

59.5%

2014 54.8%

2013

69.5%

Never ELL includes students who were never reported to receive ELL services.

2 & above

3 & above

One-Time ELLs (excluding Current ELLs)

2 & above

3 & above

Never ELL

2 & above

3 & above

Total Public 24

Although only 8.8 percent of students with disabilities* met or exceeded the Mathematics proficiency standard (Levels 3 or 4), the percentage of students scoring at Level 2 and above increased to 33 percent.

2 & above Students with Disabilities

41.4%

36.1%

77.1%

8.8%

7.2%

33.0%

30.3%

for 2014 and 2013

74.4%



2 & above General Education

2013


2014

* 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. 25

The percentage of students enrolled in charter schools that met or exceeded 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 State charter schools and all public schools statewide. Percentage of Matched Students scoring at Level 2 and above and Level 3 and above

3 & above

NYC Charters

2 & above

3 & above

Rest of State Charters 2013

2 & above

3 & above

All Charters

31.2%

2 & above

35.8%

69.6%

66.9% 39.4%

31.0%

29.3%

20.1%

2 & above

75.7%

70.6%

67.7%

42.5%

34.2%

60.9%

78.0%

73.5%

for 2014 and 2013

3 & above

Total Public

2014

26

2014 Grades 3-8 English Language Arts Results

EngageNY.org

Grade 3

Grade 4

Grade 5

Level 1

Level 2

Grade 6

Level 3

Grade 7

10.8%

24.7%

38.4% 6.1%

23.4%

26.1%

33.8% 36.8% 15.5% 13.4%

9.5%

20.2%

26.0%

34.7% 35.5% 10.0%

3.7%

36.8% 31.4% 28.1%

29.5% 37.2% 23.2%

45.2%

The percentage of ELA students statewide that met or exceeded the proficiency standard (Levels 3 or 4) in each grade level ranged from 28.8 to 35.5 percent.

Grade 8

Level 4

28

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 70 combined across all grades. 2013

2014

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

2& above

G r 3 2 0 1 G r 4 2 0 1

3& above

i n 3 i n 4

G r 4 2 0 1 G r 5 2 0 1

3& above

i n 3 i n 4

2& above

G r 5 2 0 1 G r 6 2 0 1

3& above

i n 3 i n 4

2& above

G r 6 2 0 1 G r 7 2 0 1

3& above

i n 3 i n 4

2& above

G r 7 2 0 1 G r 8 2 0 1

3& above

31.3%

2& above

31.4%

70.0%

35.5%

32.3%

69.0%

73.9%

69.3% 29.4%

30.4%

66.2%

28.8%

30.8%

72.3%

74.0%

66.7% 31.0%

2& above

29.8%

65.3%

70.5% 33.2%

32.3%

70.5%

66.2%


3& above

i n C o m b i n e d 3 29 i n 4

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 68.2 combined across all grades. 2013

2014


2& above

G r 3 2 0 1 G r 4 2 0 1

3& above

i n 3 i n 4

G r 4 2 0 1 G r 5 2 0 1

3& above

i n 3 i n 4

2& above

G r 5 2 0 1 G r 6 2 0 1

3& above

i n 3 i n 4

2& above

G r 6 2 0 1 G r 7 2 0 1

3& above

i n 3 i n 4

2& above

G r 7 2 0 1 G r 8 2 0 1

3& above

i n 3 i n 4

27.4%

2& above

29.4%

68.2%

30.3%

26.4%

65.5%

70.6%

28.1%

23.8%

64.1%

64.9%

26.4%

29.2%

66.4%

71.4%

65.2% 28.1%

2& above

29.4%

65.0%

32.3%

29.4%

67.9%

68.9%

64.0%


3& above

C o m b i n e d 30

Although lower-need communities continued to outperform other areas of the State in ELA proficiency (Levels 3 or 4), NYC showed the largest gains. Percentage of Matched Students scoring at Level 3 and above

NYC

Rural

Low

Charter

31.4%

31.3%

23.3%

Average

24.9%

49.4%

33.7%

22.4%

16.8%

UrbanSuburban

22.5%

35.0%

Large City

16.9%

11.4%

10.9%

29.4%

27.4%

52.0%

for 2014 and 2013

Total Public

31 2013

2014

A smaller percentage of students met or exceeded the ELA proficiency standard (Levels 3 or 4) in the Big 4 cities than statewide. Year-to-year increases were largest in NYC and Yonkers, and NYC performance approached statewide levels.

3& above

NYC

2& above

3& above

Buffalo

3& above

2014

18.7%

31.3%

3& above

Syracuse

Rochester 2013

8.5%

8.5%

2& above

31.4%

57.2%

33.5%

33.4%

16.9%

2& above

5.7%

5.6%

12.2%

12.1%

2& above

30.8%

29.7%

40.9%

29.4%

27.4%

40.7%

53.8%

for 2014 and 2013

70.0%

69.0%

68.2%

65.5%


2& above

3& above

Yonkers

2& above

3& above

Total 32 Public

Although the achievement gap remains statewide, an increased percentage of students of color met or exceeded the ELA proficiency standard (Levels 3 or 4). 85.7%

77.4%

39.0%

22.9%

22.4%

18.9%

18.0%

17.6%

16.9%

40.1%

62.8%

61.1%

60.0%

57.6%

56.4%

55.2%

52.6%

77.5%

for 2014 and 2013

50.6%

83.5%



Asian

Black

Hispanic 2013

AI / AN

White

2014

33

In New York City, an increased percentage of students in all race/ethnicity groups met or exceeded the ELA proficiency standard (Levels 3 or 4).

82.2%

50.3%

28.8%

18.7%

17.2%

18.6%

17.2%

28.2%

47.5%

70.0%

68.0%

60.2%

57.1%

59.1%

57.0%

51.6%

48.5%

84.7%

for 2014 and 2013

85.6%

82.9%



Asian

Black

Hispanic 2013

AI / AN

White

2014

34

Across all race/ethnicity groups, girls performed better than boys statewide on the ELA proficiency standard (Levels 3 or 4).


54.8%

73.1%

33.9% 18.7%

27.3% 15.9%

22.1%

13.7%

21.6%

44.4%

49.4%

58.5%

65.3%

63.0% 47.8%

57.6%

67.3%

81.9%

82.7%

88.9%

for 2014


Asian

Black

Hispanic Females

Males

AI / AN

White 35

Although only 2.6 percent of current English Language Learners met or exceeded the ELA proficiency standard, the percentage of students scoring at Level 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. Percentage of Matched Students scoring at Level 2 and above and Level 3 and above for 2014 and 2013

Current ELL includes students who were identified as ELL during the 2013-14 school year. One-Time ELL includes students identified as ELL in any school year preceding the 2013-14 (excludes students who are Current ELLs).

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

70.0%

69.0%

72.6%

31.4%

31.3%

33.1%

3 & above

Current ELLs

18.7%

2.6%

1.7%

17.0%

25.2%

19.0%

2 & above

33.0%

2014 53.7%

2013

57.5%

71.9%

Never ELL includes students who were never reported to receive ELL services.

2 & above

3 & above

One-Time ELLs (excluding Current ELLs)

2 & above

3 & above

Never ELL

2 & above

3 & above

Total Public 36

Although only 5.2 percent of students with disabilities* met or exceeded the ELA proficiency standard (Levels 3 or 4), the percentage of students scoring at Level 2 and above increased to 29.4. Percentage of Matched Students Scoring at Level 2 and above and Level 3 and above


36.5%

36.6%

77.9%

5.2%

4.7%

29.4%

27.3%

77.2%

for 2014 and 2013



2013


2014

* 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.

37

The percentage of students enrolled in charter schools that met or exceeded the ELA proficiency standard (Levels 3 or 4) increased. NYC charter schools achieved higher proficient and above and partial proficient and above percentages than Rest of State charter schools. Percentage of Matched Students scoring at Level 2 and above and Level 3 and above

2 & above

3 & above

NYC Charters

3 & above

Rest of State Charters 2013

2 & above

2 & above

31.4%

31.3%

70.0%

69.0%

3 & above

All Charters 2014

24.9%

23.3%

18.2%

17.0%

2 & above

69.8%

68.1%

60.2%

26.9%

25.2%

57.6%

72.7%

71.2%

for 2014 and 2013

3 & above

Total Public 38

NYSED has provided extensive tools and resources to support implementation of the Common Core. • Earlier this week, NYSED awarded Teaching is the Core grants to districts to support teams of administrators and teachers in reviewing all local assessments given in the district, eliminating non-essential assessments, and improving districts practices around the use of assessment to inform high-quality instruction. • NYSED is providing $500 million of Race to the Top funding to school districts to support their work to raise standards for teaching and learning: 

Approximately $350 million was provided through Race to the Top formula grants available to all districts, along with approximately $150 million in competitive grants to districts and higher education partners, including several focused on career 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 regional professional development coordinators on ways to successfully implement the 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 and videos of excellent instruction, through its EngageNY.org website. Recognized nationally as an excellent source of high quality teaching materials, EngageNY.org has had over 73 million pageviews and the optional curriculum materials have been downloaded over 8 million times. EngageNY.org

39

NYSED has provided extensive tools and resources to support implementation of the Common Core (cont’d) • In addition to providing struggling districts and schools with ongoing support focused on developing stronger teaching practices and school cultures, NYSED provided a special week-long program for over 1,000 educators across 70 districts, which were identified as needing improvement, 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 of topics, including the Common Core, college & career readiness, teacher and principal evaluation, and using assessments and student work to inform instruction. • Regional Bilingual Education Resource Networks (RBERNs) and Regional Special Education Technical Assistance Support Centers (RSETASC) provide technical assistance and training on the Common Core for educators serving ELLs and students with disabilities, respectively.

EngageNY.org

40

EngageNY.org Resources for Professional Development Resources for parents and families

Videos and video albums

Common Core instructional resources

Professional development turnkey kits

Check out the new EngageNY.org: • • • •

Most relevant and current information and newest materials highlighted for easy access

Most recent videos

• •

Over 73 million page views and counting Common Core instructional resources Videos and video albums Professional development turnkey kits Resources for parents and families Most relevant and current information and newest materials highlighted for easy access

41

Although there is some correlation between 2014 Math performance and Poverty, there are many examples of Higher Poverty / Higher Performance schools*

Lower Poverty / Higher Performance

Higher Poverty / Higher Performance

Statewide % proficient

Higher Poverty / Lower Performance

Lower Poverty / Lower Performance

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

EngageNY.org

42

Although there is some correlation between 2014 ELA performance and Poverty, there are many examples of Higher Poverty / Higher Performance schools* Lower Poverty / Higher Performance

Higher Poverty / Higher Performance

Statewide % proficient

Higher Poverty / Lower Performance

Lower Poverty / Lower Performance

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

EngageNY.org

43

We can learn from higher-achieving schools at both lower and higher levels of wealth. Lists of higher-achieving and higher-growth schools at each of five 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/201 40814/home.html Achievement is defined as the 2014 percentage proficient at Level 3 and above or Level 2 and above. Growth is defined as the percentage point difference between 2014 and 2013 achievement. EngageNY.org

44

Appendix

EngageNY.org

Other Grades 3-8 Test Programs: Year-toYear* Comparisons Following First Year Measuring Progress on New Standards 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 1 to 7 percentage point increase.


Test Program

Washington, DC

*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

EngageNY.org

46

Domains of College and Career Readiness Defines the academic knowledge and skills students need to be successful in college and careers.

Specifies the noncognitive, socio-emotional knowledge and skills that help students successfully transition from high school to college or careers.

Describes the careerspecific opportunities for students to gain the knowledge, skills, and competencies they need to pursue and succeed in their chosen career. EngageNY.org

47

2013 National Grade 12 NAEP Results 38%

39%

Grade 12 Reading

Grade 12 Math

Grade 12 Reading

Grade 12 Math

• These data reflect the percentage of students likely to possess the academic knowledge and skills necessary for college. Source: http://nationsreportcard.gov/reading_math_g12_2013/#/preparedness

EngageNY.org

48

Why Readiness Matters – College Remediation in NYS Over 50% of students in NYS two-year institutions of higher education take at least one remedial course. Remediation Rates for First-time Undergraduates 60.0%

50.0%

40.0%

2006-07 2007-08 2008-09

30.0%

2009-10 2010-11

20.0%

2011-12

10.0%

0.0% All Institutions

2-Year Institution

4-Year Institution

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

EngageNY.org

49

Remedial Enrollment First-Time, Full-Time Freshman, Fall 2012 First-Time, Full-Time Freshman

Math

Reading

Writing

CUNY Community Colleges

15,443

55.6%

19.7%

20.5%

CUNY Senior Colleges*

16,987

17.2%

2.0%

3.9%

SUNY Community Colleges

39,399

39.4%

21.3%

29.5%

SUNY 4-year Colleges**

17,329

7.4%

1.9%

4.7%

*CUNY policy does not allow students entering bachelor’s programs to enroll in remedial courses. The remedial enrollments at the senior 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 the higher education opportunity programs offered at four-year institutions.

EngageNY.org

50

Higher Education Endorses Common Core • SUNY Board of Trustees passed a resolution in May 2014 endorsing the Common Core, citing the need to better prepare the next generation of SUNY students and decrease the need for remediation. • In June 2014, 61 SUNY Presidents, the SUNY Chancellor, the CUNY Chancellor joined over 150 College Presidents from across the nation to commit their support to Common Core standards and assessments that measure the student progress on the Common Core. EngageNY.org

51

“The Common Core Standards raise the bar for educators and students, and in today’s competitive and increasingly global economy, anything less would be a disservice to our youth.” Nancy L. Zimpher, SUNY Chancellor

EngageNY.org

52

Why Readiness Matters – Labor Market Is More Demanding A post-secondary education is the “Passport to the American Dream” • Of the projected 47 million job openings between 20092018, nearly two-thirds will require workers to have at least some post-secondary education – and experts say this percentage will only increase. • 14 million job openings will go to people with an associate’s degree or occupational certificate and pay a significant premium over many jobs open to those with just 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.

EngageNY.org

53

Why Readiness Matters – Earnings and Unemployment Unemployment Rate By Degree: 2011 2.4%

Doctorate

2.5%

Professional Degree

3.6% 4.9% 6.8% 8.7% 9.4% 14.1% Average 7.6%

Median Annual Earnings by Educational Degree: 2011

$86,580 $80,652

Masters

$65,676 $54,756

Bachelors

$39,936

Associate

$37,338

Some College, No Degree

$33,176

HS Diploma

$23,452

No HS Diploma

Average $41,444

Education pays in higher overall earnings and lower unemployment rates.

SOURCE: 2011 Bureau of Labor Statistics, Current Population Survey

EngageNY.org

54

Business Community Supports Common Core “Businesses today spend an excessive amount of time and money teaching workers skills they should have learned in school…Implementing vital reforms – such as the Common Core – to improve workforce readiness is essential if today’s students are to become part of tomorrow’s workforce.” Heather Briccetti, President & CEO of The Business Council of New York State EngageNY.org

55

Regents Reform Agenda •

Implementing Common Core standards and developing curriculum and assessments aligned to these standards to prepare students for success in college and the workplace.

•

Supporting instructional data systems that measure student success and inform teacher and principals how they can improve their practice in real time.

•

Recruiting, developing, retaining, and rewarding effective teachers and principals.

•

Turning around the lowest-achieving schools.

Highly Effective School Leaders

Highly Effective Teachers

College and Career Ready Students

EngageNY.org

56

What is the Common Core? • The development of the Common Core was a stateled effort to establish a shared set of clear educational standards. 

42 states and the District of Columbia are implementing the Common Core*

• The Common Core Standards are the first learning standards to be back-mapped from the skills and knowledge students need to succeed in college and careers, grade-by-grade all the way back to kindergarten. • The Common Core Standards are benchmarked to international standards and informed by the best evidence and research. * In addition to the 42 states that fully adopted the Common Core, Minnesota adopted the Common Core English Language Arts standards.

EngageNY.org

57

Common Core Curriculum, Instruction, and Assessments • Common Core curriculum, instruction, and assessments are rigorous and focus on priority knowledge and skills to ensure College and Career Readiness. 6 Shifts in Mathematics

6 Shifts in ELA/Literacy Balancing informational and literary text Building knowledge in the disciplines Staircase of complexity Text-based answers Writing from sources Academic vocabulary

Focus Coherence Fluency Deep understanding Applications Dual intensity

EngageNY.org

58

Bilingual Common Core Progressions •

•

• •

Analysis of the main academic demand of each standard Performance indicators that demonstrate how students at each level of language progression meet the standard using gradelevel text Analysis of the linguistic demand of each standard Scaffolds and supports that guide teachers for each proficiency level

EngageNY.org

59

Grade 3 Unmatched Data

EngageNY.org

Grade 3 ELA For Each of the Big 5 Percentage of students scoring at Level 2 and above and Level 3 and above

Buffalo

Rochester

2 & above

31.8% 20.8% 10.1%

5.5%

25.0% 13.4%

NYC

28.3%

37.9%

30.0%

53.3%

61.1%

63.2%

for 2014

Syracuse

3 & above

Yonkers

Total Public

61

Grade 3 ELA For Each Need/Resource Group Percentage of students scoring at Level 2 and above and Level 3 and above

UrbanSuburban

63.2%

50.8% 21.4%

31.8%

34.2%

34.4%

Large City

16.7%

12.4%

NYC

53.4%

46.6%

36.4%

30.0%

61.1%

67.3%

69.8%

81.2%

for 2014

Rural

2 & above

Average

3 & above

Low

Charter

Total Public

62

Grade 3 ELA For Each Race/Ethnicity Percentage of students scoring at Level 2 and above and Level 3 and above

NYC

Statewide

Asian

NYC

Black

Statewide

NYC

Statewide

Hispanic 2 & above

NYC

24.6%

27.9%

20.1%

19.9%

20.1%

19.6%

39.6%

50.4%

71.3%

78.7% 56.9%

61.3%

52.6%

52.8%

50.8%

51.2%

50.1%

51.1%

79.0%

79.1%

for 2014

Statewide

AI / AN

NYC

Statewide

White

3 & above

63

Grade 3 ELA For Student Subgroups Percentage of students scoring at Level 2 and above and Level 3 and above

36.2% 7.7%

6.5%

Current ELLs

26.8%

16.8%

28.7%

34.0%

46.9%

66.1%

69.9%

for 2014

One-Time ELL

Never ELLs

2 & above


General Education

3 & above

64

Grade 3 Math For Each of the Big 5 Percentage of students scoring at Level 2 and above and Level 3 and above

NYC

Buffalo

Rochester

2 & above

42.2% 12.5%

27.8%

35.3% 10.2%

15.9%

35.9%

45.3%

38.7%

59.8%

70.0%

73.1%

for 2014

Syracuse

3 & above

Yonkers

Total Public

65

Grade 3 Math For Each Need/Resource Group Percentage of students scoring at Level 2 and above and Level 3 and above

73.1%

Large City

23.6%

16.6%

35.1%

42.2%

49.6%

63.4% 46.9%

57.0% 44.4%

38.7%

NYC

82.0%

78.6%

69.4%

70.0%

88.9%

for 2014

UrbanSuburban

Rural

2 & above

Average

3 & above

Low

Charter

Total Public

66

Grade 3 Math For Race/Ethnicity Percentage of students scoring at Level 2 and above and Level 3 and above

Asian

NYC

Black

Statewide

Statewide

Hispanic 2 & above

NYC

52.5%

60.4% 28.7%

27.9%

NYC

37.2%

39.5%

Statewide

25.0%

22.7%

NYC

82.1%

85.8% 70.4%

73.0%

63.4%

63.6%

56.4%

57.7%

66.5%

67.2%

89.2%

90.1%

for 2014

Statewide

AI / AN

NYC

Statewide

White

3 & above

67

Grade 3 Math For Student Subgroups Percentage of students scoring at Level 2 and above and Level 3 and above

Current ELLs

47.0%

42.5%

16.4%

16.5%

28.2%

44.7%

46.0%

60.3%

75.8%

78.8%

for 2014

One-Time ELL

Never ELLs

2 & above

3 & above


General Education

68

2014 Common Core English and math test results

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