1. 11 Assessing College & Career Readiness July 17, 2012

2. 2 Our Challenge Graduating All Students College & Career Ready New York's 4-year high school graduation rate is 74% for All Students. However, the gaps are disturbing. June 2011 Graduation Rate Graduation under Current Requirements Calculated College & Career Ready* % Graduating All Students74.0All Students34.7 American Indian59.6American Indian16.8 Asian/Pacific Islander82.4Asian/Pacific Islander55.9 Black58.4Black11.5 Hispanic58.0Hispanic14.5 White85.1White48.1 English Language Learners38.2English Language Learners6.5 Students with Disabilities44.6Students with Disabilities4.4 *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

3. 3 Higher education degree holders: Earn and contribute more to economic growth 3 2010 By Educational Degree Unemployment RateMedian Annual Earnings

4. 4 U.S. college graduation rates have stagnated relative to the rest of the developed world. Decline in relative position of U.S. from 1995 to 2009

5. 5 Over 50% of students in NYS two-year institutions of higher education take at least one remedial course. Source: NYSED Administrative Data for all Public, Independent and Proprietary 2- and 4-year institutions of higher education

6. 6 Regents Reform Agenda Path to College & Career Readiness College and Career Ready Students Highly Effective School Leaders Highly Effective Teachers Implementing Common Core standards and developing curriculum and assessments aligned to these standards to prepare students for success in college and the workplace Building instructional data systems that measure student success and inform teachers 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

7. In the 21 st Century Economy, College Readiness = Career Readiness Research by Achieve, ACT, and others indicate a high degree of convergence. The knowledge and skills that high school graduates will need to be successful in college are the same as those they will need to be successful in a job that: pays enough to support a family well above the poverty level, provides benefits, and offers clear pathways for career advancement through further education and training. ACT. (2006). Ready for College and Ready for Work: Same or different? Iowa City, IA. American Diploma Project (2005). Rising to the Challenge: Are High School Graduates Prepared for College and Work? Washington, DC.

8. 8 Alignment of Performance Standards to College & Career Readiness In 2010, national experts conducted analyses of New York State assessment data and performance in first-year college courses Admissions directors of two- and four-year public and private colleges in the Western NY, Central NY, Hudson Valley, and New York City regions supported the experts’ determination that Regents scores ranging from 75 to 85 in ELA and Math were required for success in entry-level credit-bearing courses In 2010, NYSED reset the performance standards on grades 3 – 8 ELA and Math assessments such that a designation of Meets Proficiency Standard (Level 3) was indicative of a 75% chance of achieving a college- and career-ready score on the ELA and Math Regents exams 2010

9. 9 Set new elementary- and middle-level college-ready performance standards based on the likelihood of scoring in high school at 75 or 80 on the ELA and math Regents exams Moved assessments towards end of school year to give students more time to learn 2010 Increased length of assessments to better measure NY State Learning Standards Stopped releasing test items to ensure better security Added “audit” questions to monitor and mitigate against score inflation Maintained elementary- and middle-level college-ready performance standards through equating First published Aspirational Performance Measure graduation rate metrics. 2011 Started embedding field test questions to get more precise measures for future assessments Gave students additional time to complete assessment Maintained elementary- and middle-level college-ready performance standards through equating Published Aspirational Performance Measure graduation rate metrics 2012 Grades 3-8 ELA and Math Assessment Improvements to Increase Rigor and Alignment with College & Career Readiness

10. 10 2012 Grade 3-8 English Language Arts and Mathematics Results

11. 11 The average scale scores on the English Language Arts test this year were generally slightly higher than last year English Language Arts 2006-2012 By Grade Mean Scale Scores

12. 12 The average scale scores on the Math test this year were generally slightly higher than last year Mathematics 2006-2012 By Grade Mean Scale Scores

13. 13 Each year, scores are “equated” so that performance levels have the same meaning from one year to the next. Because of year-to-year differences in individual test items, the number of raw scores needed to reach a scale score or performance level may change. Grade Math 2011 Math 2012 ELA 2011 ELA 2012 3684 663 4676 671 5676 668 6674 662 7670 665 8674 658 Scale Scores Needed for Proficiency

14. 14 Grades 3-8 ELA Results

15. 15 55.1 percent of grades 3-8 students across the State met or exceeded the proficiency standard, a small increase from last year English Language Arts 2006 – 2012 Grades 3-8 Combined Percentage of Students Scoring at Levels 3 and 4 Grades 3-8: 1,205,120 1,228,362 1,207,778 1,200,4601,196,2831,195,4321,192,129 2006 2007 2008 2009201020112012 Number of Students Tested

16. 16 Grade 3 = 185,603198,457195,777198,367 196,604196,757 198,878 Grade 4 = 190,951197,499197,016195,942 199,530197,385 195,346 Grade 5 = 201,262202,133198,022197,856 197,448200,602 197,786 Grade 6 = 204,249204,463200,505197,996 198,135198,450 200,821 Grade 7 = 210,735211,839207,278202,805 200,183200,551 199,131 Grade 8 = 212,320213,971209,180207,494 204,383201,687 200,167 Grades 3-8= 1,205,1201,228,3621,207,7781,200,460 1,196,2831,195,432 1,192,129 Number Tested 2006 2007 2008 2009201020112012 As a result of raising the bar for what it means to be proficient, fewer students met or exceeded the new ELA proficiency standard in 2010. In 2012, progress toward this new standard varied by grade.

17. 17 In 2012, the majority of the Grades 3-5 students statewide met or exceeded the English Language Arts proficiency standard (Level 3 or Level 4). The percentage of students in Grades 3-5 who scored at Level 4 increased compared to 2011. (2011 results are striped; 2012 results are solid)

18. 18 In 2012, the majority of the Grades 6-8 students statewide met or exceeded the English Language Arts proficiency standard (Level 3 or Level 4). The percentage of students who scored at Level 4 compared to 2011 varied by grade level. (2011 results are striped; 2012 results are solid)

19. 19 11.7 percent of English Language Learners met or exceeded the ELA proficiency standard 2006 2007 2008 2009201020112012 Grades 3-8: 27,507 72,08273,19974,85479,34881,869 79,552 Number of ELL Students Tested

20. 20 15.5 percent of Students with Disabilities met or exceeded the ELA proficiency standard Grades 3-8: 166,511 173,369 181,381 182,847 188,096 186,886 185,682 2006 2007 2008 2009 201020112012 Number of Students with Disabilities Tested

21. 21 41.1 percent of Economically Disadvantaged grades 3-8 students met or exceeded the ELA proficiency standard

22. 22 The ELA results for racial/ethnic groups across grades 3-8 reveal the persistence of the achievement gap 2012 Total Students Asian: 96,272 Black: 220,328 Hispanic:270,236 American Indian/ Alaskan Native: 6,137 White:586,984 Total Public: 1,192,129

23. 23 Across grades 3-8, 60.1 percent of girls, compared to 50.4 percent of boys, met or exceeded the ELA proficiency standard

24. 24 Across grades 3-8, low-need communities continued to outperform large cities and rural areas in English Language Arts

25. 25 A smaller proportion of grades 3-8 students met or exceeded the ELA proficiency standard in the Big 5 cities than statewide.

26. 26 A smaller proportion of Grade 8 students met or exceeded the ELA proficiency standard in the Big 5 cities than statewide.

27. 27 The percentage of students scoring at Level 4 statewide and in the Big 5 was generally slightly higher than last year English Language Arts 2009-2012 Statewide and Big 5 Grades 3-8 Combined Percentage of Students Scoring at Level 4

28. 28 In 2010, Charter Schools saw similar declines in the proportion of their students who met or exceeded the new ELA proficiency standard. In 2012, progress toward this standard varied by grade. Number of charter school students tested (Grades 3-8 combined) 20069,916 students tested 200712,108 students tested 200815,222 students tested 200917,862 students tested 201021,315 students tested 201125,479 students tested 201230,492 students tested

29. 29 Grades 3-8 Mathematics Results

30. 30 64.8 percent of grades 3-8 students across the State met or exceeded the mathematics proficiency standard, a slight increase from last year Mathematics 2006-2012 Grades 3-8 Combined Percentage of Students Scoring at Levels 3 and 4 2006 2007 2008 2009 2010 2011 2012 Number of Students Tested Grades 3-81,259,9561,238,6351,217,789 1,211,3601,210,384 1,207,539 1,202,504

31. 31 As a result of raising the bar for what it means to be proficient, fewer students met or exceeded the new mathematics proficiency standard in 2010. In 2012, progress toward this new standard increased slightly. Number of Students Tested 2006 2007 2008 2009201020112012 Grade 3 201,956 200,217 197,500 200,336198,785 198,825 200,625 Grade 4 202,791 199,391 198,730 197,704201,769 199,459 197,116 Grade 5 209,242 203,956 199,746 199,511199,594 202,738 199,552 Grade 6 211,428 206,220 202,058 199,940200,774 200,417 202,394 Grade 7 217,308 213,436 209,039 204,648202,723 202,492 200,933 Grade 8 219,414 215,415 210,716 209,221206,739 203,608 201,884 Grades 3-81,259,9561,238,6351,217,789 1,211,3601,210,384 1,207,539 1,202,504

32. 32 In 2012, the majority of the Grades 3-5 students statewide met or exceeded the mathematics proficiency standard (Level 3 or Level 4). The percentage of students in Grades 4 and 5 who scored at Level 4 increased compared to 2011. (2011 results are striped; 2012 results are solid)

33. 33 In 2012, the majority of the Grades 6-8 students statewide met or exceeded the mathematics proficiency standard (Level 3 or Level 4). The percentage of students in Grades 6 and 8 who scored at Level 4 increased compared to 2011. (2011 results are striped; 2012 results are solid)

34. 34 34.4 percent of English Language Learners met or exceeded the mathematics proficiency standard

35. 35 28.5 percent of Students with Disabilities met or exceeded the mathematics proficiency standard

36. 36 53.3 percent of Economically Disadvantaged grades 3-8 students met or exceeded the mathematics proficiency standard

37. 37 The mathematics results for racial/ethnic groups across grades 3-8 reveal the persistence of the achievement gap

38. 38 Across grades 3-8, 65.9 percent of girls, compared to 63.7 percent of boys, met or exceeded the mathematics proficiency standard

39. 39 Across grades 3-8, low-need communities continued to outperform large cities and rural areas on the mathematics proficiency standard

40. 40 A smaller proportion of grades 3-8 students met or exceeded the mathematics proficiency standard in the Big 5 cities than statewide.

41. 41 A smaller proportion of Grade 8 students met or exceeded the mathematics proficiency standard in the Big 5 cities than statewide. Grade 8 math performance varied by grade level.

42. 42 In 2012, the percentage of students scoring at Level 4 varied by grade statewide and in the Big 5 Mathematics 2009-2012 Statewide and Big 5 Grades 3-8 Combined Percentage of Students Scoring at Level 4

43. 43 In 2010, Charter Schools saw similar declines in the proportion of their students who met or exceeded the new mathematics proficiency standard. In 2012, progress varied by grade. Number of charter school students tested (Grades 3-8 combined) 20069,908 students tested 200712,009 students tested 200815,161 students tested 200917,758 students tested 201021,357 students tested 201125,527 students tested 2012 30,492 students tested

44. Assessment: Work Underway Leading nation in Common Core assessment and curriculum design One of the first states to implement Common Core assessments ELA: Authentic, complex texts; informational texts; text-based analysis Math: Multiple representations, modeling, problem-solving 2012-13 Grade 3-8 Exams Based on Common Core beginning in Spring 2014 Continue to serve as centerpiece to New York State’s graduation requirements Designed to be indicators of college and career readiness Will use empirical data to set performance standards Regents Exams Target Launch: 2014-15 National consortium of states Increased alignment with Common Core through performance tasks, computer-based Will serve as indicator of college and career readiness using empirical data PARCC 44

45. New York State Assessment Transition Plan: ELA and Mathematics As of July 13, 2012 (Subject to Revision) 45 2012-13: the content of the grade 3-8 tests will be aligned to the Common Core 2013-14: some Regents Exams will be aligned to the Common Core 2014-15: all ELA and math Regents will be aligned to the Common Core 2014-15: transition to PARCC pending BoR approval 1 The PARCC assessments are scheduled to be operational in 2014-15 and are subject to adoption by the New York State Board of Regents. The PARCC assessments are still in development. All PARCC assessments will be aligned to the Common Core. 2 Funding Pending. 3 The PARCC consortium is developing ELA and mathematics assessments that will cover grades 3-11. New York State will continue to monitor the development of these assessments to determine how the PARCC assessments might intersect with the Regents Exams. Note that all new Regents Exams and PARCC assessments will be implemented starting with the end-of-year administration, rather than the winter or summer administrations. 4 The names of New York State’s Mathematics Regents Exams are expected to change to reflect the new alignment of these assessments to the Common Core. For additional information about the upper-level mathematics course sequence and related standards, see the “Traditional Pathway” section of Common Core Mathematics Appendix A (http://engageny.org/news/traditional-course-pathway-for-high-school- mathematics-courses-approved/).http://engageny.org/news/traditional-course-pathway-for-high-school- mathematics-courses-approved/ 5 This transition plan is specific to the NYSAA in ELA and mathematics. 6 New York State is a member of the NCSC national alternate assessment consortium that is engaged in research and development of new alternate assessments for alternate achievement standards. The NCSC assessments are scheduled to be operational in 2014-15 and are subject to adoption by the New York State Board of Regents.

46. 46 Assessing College & Career Readiness In 2010, the elementary- and middle-level ELA and math proficiency standard was re-set to be aligned with college- and career-ready performance in high school and post- secondary education. In 2011 and 2012, this proficiency standard was maintained through the annual equating process, which ensures that cut scores are equivalent from year to year. In 2013, performance standards for the new NYS Common Core 3-8 assessments will use a similar approach as was used in 2010 to set cut scores aligned with college and career readiness. In 2014-15, PARCC will follow NY’s lead and use similar college and career ready data to set performance standards for the PARCC assessments.

47. 47 Partnership for the Assessment of Readiness for College and Career (PARCC) A consortium of states working together to develop a common set of K-12 assessments in English and math anchored in what it takes to be ready for college and careers. New K-12 assessments will build a pathway to college and career readiness by the end of high school, mark students’ progress toward this goal from 3rd grade up, and provide teachers with timely information to inform instruction and provide student support.

48. 48 The PARCC Assessment System Target Launch in 2014-2015 The PARCC assessment system will: Better reflect the sophisticated knowledge and skills found in the English and math Common Core State Standards Include a mix of item types (e.g., short answer, richer multiple choice, longer open response, performance-based) Make significant use of technology and will be computer-based Include testing at key points throughout the year to give teachers, parents and students better information about whether students are on track or need additional support in particular areas