Measuring Student Proficiency in Grades 3-8 English Language Arts - - PowerPoint PPT Presentation

Measuring Student Proficiency in Grades 3-8 English Language Arts and Mathematics

August 22, 2019

ESSA and Equity

• NY’s ESSA plan aims to ensure that all students succeed and thrive

in school no matter who they are, where they live, where they go to school or where they come from.

• NY’s ESSA plan is a set of interlocking strategies to promote

educational equity by providing support to districts and schools as they work to ensure that every student succeeds.

• NY’s ESSA plan goes beyond ELA and math to include

science and social studies, acquisition of English proficiency by ELLs and MLLs, and chronic absenteeism.

2

ESSA and Equity:

Strategies

• State assessments are one part of NY’s overall strategy to determine

the level of equity in schools and allocate resources but assessments are not the only part.

• NY’s ESSA strategies to foster equity include to:



Address disparities in training for teachers to help them be effective in the classroom;



Provide students more access to rigorous high school coursework;



Make schools equally welcoming environments for all students;



Increase fiscal transparency in school building spending;



Place emphasis on importance of early learning as a strategy for lifelong academic and social emotional success;



Expand opportunities for parent and family engagement; and



Use multiple measures to allow students to demonstrate proficiency in state learning standards.

• NYSED will collect data for these ESSA indicators to see if

improvements in equity are being realized.

3

ESSA and Equity:

Assessments

• State assessments:
• Provide important information to teachers, administrators

and parents about how students, schools and school districts are performing for planning purposes.

• Identify where the gaps in achievement persist
• Establish a foundation to determine which grades,

schools and groups of students need additional support.

• NY’s ESSA plan will evolve over time to add additional

measures of school quality and student success.

4

ESSA and Equity:

Accountability

• New York’s ESSA Plan:



Is about equity – ensuring all students have access to a high- quality education



Recognizes and rewards strengths



Incentivizes creating and expanding coursework and programs that lead to student success; and



Provides targeted help where help is needed.

• In 2019, identified 106 Target Districts, 245 Comprehensive

Support & Improvement and 125 Targeted Support & Improvement schools

• In 2019, identified 562 Recognition Schools

5

Next Generation Learning Standards

• Deliberate, inclusive and transparent approach with educators to

develop our Next Generation Learning Standards.

• The standards are rigorous and will prepare children for successful

lives in the 21st century.

• Work continues through partnerships with BOCES and Teacher

Centers to develop resources and professional learning

• pportunities to provide deeper learning for teachers.

6

Next Generation Learning Standards & Assessment Projected Timeline

• September 2017: Adopted Next Generation Standards
• 2017-2018 School Year (New Baseline): New two-day

assessments measuring the current standards; new performance standard-setting process; professional development on Next Generation Standards;

• 2018-2019 School Year: Two-day assessments measuring the

current standards; professional development continuing on Next Generation Standards;

• 2019-2020 School Year: Two-day assessments measuring the

current standards; professional development continuing on Next Generation Standards;

• September 2020: Full implementation of the Next Generation

Standards;

• Spring 2021 (New Baseline): New tests aligned to Next Generation

Learning Standards and new performance standard-setting process.

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Computer-Based Testing

• More than 194,800 students took the operational tests on computer at 1,100 schools in

New York State offering grades 3-8 tests



More than 185,000 students took the ELA tests on computer



More than 130,000 students took the math tests on computer

• Some students encountered technical difficulties on the ELA test. NYSED paused testing

to address the difficulties and held the contractor accountable. Math CBT went more smoothly.

• The Department remains committed to transitioning to CBT to:



Provide access to technology and improved instructional tools for all students;



CBT will allow NY to transition adaptive testing for special populations; and



Help prepare students for the world we live in

• Maintain CBT in 2019-20 with additional measures in place to help ensure testing goes

smoothly:



Maintain CBT as an option for districts/schools that have started implementation.



Balance the number of students taking tests throughout the testing window.

8

2019 Summary - Statewide

• ELA: the percentage of all test takers in grades 3-8 who scored at the

proficient level (Levels 3 and 4) is 45.4 percent, an increase of two- tenths of a percentage point.

• Math: the percentage of all test takers who scored at the proficient

level this year is 46.7 percent, an increase of 2.2 percentage points.

• Proficient is scoring at levels 3 or 4.
• 1,090,000 students participated a statement assessment.

% of Students Proficient in Grades 3-8

2018 2019 Percentage Point Change # of Test Takers Statewide Combined Grades ELA 45.2 45.4 0.2 987,398 Statewide Combined Grades Math 44.5 46.7 2.2 948,606 9

2019 Summary – NYC

The percentage of NYC students who scored at the proficient level in ELA slightly exceeds the rest of the State.

% of Students Proficient in Grades 3-8

2018 2019 Percentage Point Change Statewide Combined Grades ELA 45.2 45.4 0.2 NYC Combined Grades ELA 46.7 47.4 0.7 Statewide Combined Grades Math 44.5 46.7 2.2 NYC Combined Grades Math 42.7 45.6 2.9 10

2019 Summary – Big 5 School Districts

NYC continues to have the highest percentage of students proficient in ELA and Math with Yonkers having the second highest.

% of Students Proficient in ELA in Grades 3-8

2018 2019 Percentage Point Change New York City 46.7 47.4 0.7 Buffalo 23.4 24.7 1.3 Rochester 11.4 13.2 1.8 Syracuse 15.4 17.7 2.3 Yonkers 26.7 31.5 4.8

% of Students Proficient in Math in Grades 3-8

2018 2019 Percentage Point Change New York City 42.7 45.6 2.9 Buffalo 21.0 20.9

• 0.1

Rochester 10.7 13.0 2.3 Syracuse 13.5 14.7 1.2 Yonkers 29.4 34.6 5.2 11

• The achievement gap between black and Hispanic students’ proficiency narrowed when compared with

their white peers. The gap also narrowed for American Indian/ Alaska Native students and their white peers.

• Asian/ Pacific Islander students continued to perform the highest in proficiency among race and

ethnicity groups.

• The implementation of ESSA Plan, the My Brother’s Keeper movement and social emotional learning

will help to further close the gaps.

2018 Proficiency Achievement Gap to White Peers 2019 Proficiency Achievement Gap to White Peers Change in Gap 2018 to 2019 Black ELA 34.5 17.3 35.3 15.9

• 1.4

Hispanic ELA 35.1 16.7 35.7 15.5

• 1.2

American Indian/ Alaskan Native ELA 38.5 13.3 39.1 12.1

• 1.2

White ELA 51.8 N/A 51.2 N/A N/A Asian/ Pacific Islander ELA 66.7 N/A 67.1 N/A N/A 2018 Proficiency Achievement Gap to White Peers 2019 Proficiency Achievement Gap to White Peers Change in Gap 2018 to 2019 Black Math 29.3 24.9 32.1 23.4

• 1.5

Hispanic Math 31.8 22.4 34.6 20.9

• 1.5

American Indian/ Alaskan Native Math 36.3 17.9 40 15.5

• 2.4

White Math 54.2 N/A 55.5 N/A N/A Asian/ Pacific Islander Math 71.2 N/A 73.4 N/A N/A % of Students Proficient & Achievement Gap

2019 Summary – Proficiency by Race and Ethnicity

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2019 Summary – ELA Proficiency and Achievement Gap

13

21.9% 19.8% 18.1% 17.3% 15.9% 20.7% 19.1% 17.8% 16.7% 15.5% 16.6% 16.1% 14.3% 13.3% 12.1%

10.0% 12.0% 14.0% 16.0% 18.0% 20.0% 22.0% 24.0% 26.0% 28.0% 30.0% 2015 2016 2017 2018 2019 Black/White Hispanic/White American Indian-Alaskan Native/ White

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28.4% 27.0% 26.0% 24.9% 23.4% 25.1% 24.3% 23.4% 22.4% 20.9% 19.0% 20.5% 19.1% 17.9% 15.5%

10.0% 12.0% 14.0% 16.0% 18.0% 20.0% 22.0% 24.0% 26.0% 28.0% 30.0% 2015 2016 2017 2018 2019 Black/White Hispanic/White American Indian-Alaskan Native/ White

2019 Summary – Math Proficiency and Achievement Gap

2019 Summary – Charter Schools

• Charter school students’ proficiency on the ELA and math

exams was higher for students attending charter schools in NYC than the rest of state.

• # Charter Students Statewide who took ELA: 70,555

(7.1% of test takers statewide)

• # Charter Students Statewide who took Math: 67,297

(7.1% of test takers statewide)

% of Students Proficient in Grades 3-8

2018 2019 Percentage Point Change Charter Schools Combined Grades ELA 54.0 54.0 0.0 NYC Charter Combined Grades ELA 57.3 57.3 0.0 Charter Schools Combined Grades Math 55.8 58.9 3.1 NYC Charter Combined Grades Math 59.6 63.2 3.6 15

Test Refusal Rate Continues to Decline

• In 2019, the test refusal rate was approximately 16%.
• That is a two-percentage-point drop from 18% in

2018.

16

2019 Grades 3-8 ELA Test Results

17

72.2% 42.9% 75.9% 41.2% 67.2% 35.4% 70.9% 32.4% 78.3% 41.9% 78.8% 45.5% 73.7% 39.8% 82.2% 50.5% 80.5% 47.4% 67.0% 36.6% 72.2% 49.0% 71.4% 40.0% 81.1% 47.6% 75.7% 45.2% 84.7% 52.3% 79.3% 47.7% 64.1% 37.5% 68.8% 47.1% 69.4% 39.7% 81.4% 47.7% 74.6% 45.4% 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above

2017 2018 2019

18

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Combined Grades Grade 8 Percentage of All Test Takers Statewide in 2017, 2018, and 2019 who scored at Level 2 and Above and Level 3 and Above by Grade Level

*Due to the change in 2018 to the two-session test design and performance standards, the 2017 Grades 3-8 ELA and Math results cannot be compared with 2018 and 2019 results.

Student Proficiency Statewide in ELA

The percentage of students who met or exceeded the ELA proficiency standard (Levels 3 and 4) is 45.4% in 2019

19

15.3% 20.7% 35.9% 31.2% 30.6% 18.6% 25.4% 32.4% 31.5% 26.6% 21.7% 29.6% 33.8% 29.2% 45.2% 31.5% 21.9% 18.1% 25.2% 27.5% 28.4% 7.1% 16.2% 15.6% 29.0% 14.5% 20.1% 17.0% Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Combined Grades Level 1 Level 2 Level 3 Level 4

2019 Statewide Performance in ELA

71.2% 42.6% 76.1% 42.0% 67.0% 36.1% 69.7% 32.3% 80.4% 43.3% 81.2% 47.5% 74.2% 40.6% 81.8% 50.6% 80.7% 49.4% 67.2% 38.0% 72.1% 49.0% 73.7% 42.7% 83.6% 50.8% 76.5% 46.7% 84.4% 53.3% 79.4% 49.6% 64.5% 39.8% 69.4% 48.4% 71.2% 42.7% 83.8% 50.6% 75.4% 47.4% 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above

2017 2018 2019

20

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Combined Grades Grade 8

NYC Student Performance Exceeded the State in ELA

Percentage of All NYC Test Takers in 2017, 2018, and 2019 who scored at Level 2 and Above and Level 3 and Above by Grade Level

Students who met or exceeded the ELA proficiency standard (Levels 3 and 4) is 47.4% in 2019.

*Due to the change in 2018 to the two-session test design and performance standards, the 2017 Grades 3-8 ELA and Math results cannot be compared with 2018 and 2019 results.

2019 NYC Performance in ELA

21

15.6% 20.6% 35.5% 30.6% 28.8% 16.2% 24.6% 31.1% 29.8% 24.7% 21.0% 28.4% 33.2% 28.0% 43.9% 30.6% 21.8% 17.2% 24.9% 27.8% 27.7% 9.4% 19.0% 18.0% 31.2% 17.8% 22.8% 19.7% Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Combined Grades Level 1 Level 2 Level 3 Level 4

74.2% 40.6% 45.7% 17.8% 32.3% 7.6% 36.7% 13.1% 65.7% 29.6% 73.7% 39.8% 76.5% 46.7% 53.2% 23.4% 38.5% 11.4% 40.0% 15.4% 61.0% 26.7% 75.7% 45.2% 75.4% 47.4% 52.7% 24.7% 38.9% 13.2% 41.1% 17.7% 63.3% 31.5% 74.6% 45.4% 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above

2017 2018 2019

22 Yonkers Buffalo Total Public Syracuse Rochester NYC

Big 5 City District Performance in ELA

Percentage of All Test Takers in 2017, 2018, and 2019 who scored at Level 2 and Above and Level 3 and Above by Combined Grades

*Due to the change in 2018 to the two-session test design and performance standards, the 2017 Grades 3-8 ELA and Math results cannot be compared with 2018 and 2019 results.

High Need Districts

40.6% 17.5% 23.2% 28.0% 40.1% 60.1% 45.0% 39.8% 46.7% 19.7% 27.8% 33.2% 44.5% 64.8% 54.0% 45.2% 47.4% 22.3% 28.1% 32.5% 43.7% 64.7% 54.0% 45.4% NYC Large City Urban-Suburban Rural Average Low Charter Total Public

2017 2018 2019 *Due to the change in 2018 to the two-session test design and performance standards, the 2017 Grades 3-8 ELA and Math results cannot be compared with 2018 and 2019 results.

23

Statewide Performance in ELA by Need/Resource Group

Low-need districts continue to outperform other groups. In addition, Charter Schools and NYC exceed the performance of public schools statewide.

Percentage of All Test Takers in 2017, 2018, and 2019 who scored at Level 3 and Above by Combined Grades

86.6% 60.8% 65.0% 29.0% 66.2% 29.2% 68.8% 32.7% 80.1% 47.1% 87.8% 66.7% 67.6% 34.5% 69.2% 35.1% 71.0% 38.5% 81.2% 51.8% 87.6% 67.1% 66.4% 35.3% 67.8% 35.7% 70.3% 39.1% 79.9% 51.2% 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above

2017 2018 2019 *Due to the change in 2018 to the two-session test design and performance standards, the 2017 Grades 3-8 ELA and Math results cannot be compared with 2018 and 2019 results.

Statewide Performance in ELA by Race and Ethnicity

While the achievement gap between black, Hispanic and American Indian/ Alaskan Native students and their white peers continues to narrow, much work remains to be done to close the gap

American Indian/Alaska Native Asian/Pacific Islander Hispanic Black White 24

Percentage of All Test Takers in 2017, 2018, and 2019 who scored at Level 2 and Above and Level 3 and Above by Combined Grades

86.9% 61.0% 67.1% 28.9% 67.2% 29.7% 73.6% 37.4% 87.2% 61.0% 88.1% 67.2% 69.1% 34.0% 70.3% 36.0% 74.5% 42.8% 88.4% 66.5% 87.9% 67.9% 67.5% 35.0% 68.8% 36.5% 74.5% 43.8% 87.4% 66.6% 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above

2017 2018 2019

American Indian/Alaska Native Asian/Pacific Islander Hispanic Black White

NYC Performance in ELA by Race and Ethnicity

Percentage of All Test Takers in 2017, 2018, and 2019 who scored at Level 2 and Above and Level 3 and Above by Combined Grades NYC’s performance by race and ethnicity parallels statewide public school performance.

25

*Due to the change in 2018 to the two-session test design and performance standards, the 2017 Grades 3-8 ELA and Math results cannot be compared with 2018 and 2019 results.

79.1% 46.0% 68.6% 33.9% 81.0% 51.4% 70.8% 39.4% 79.4% 51.1% 69.9% 39.9% 2 & above 3 & above 2 & above 3 & above

2017 2018 2019

Females Males

Girls Continued to Outperform Boys Statewide in ELA in 2019

Percentage of All Test Takers Scoring at Level 2 and Above and Level 3 and Above for 2017, 2018, and 2019 Combined Grades by Gender

26

*Due to the change in 2018 to the two-session test design and performance standards, the 2017 Grades 3-8 ELA and Math results cannot be compared with 2018 and 2019 results.

90.5% 71.9% 72.9% 41.6% 73.3% 41.2% 75.8% 44.3% 84.2% 57.2% 85.0% 62.7% 60.1% 29.1% 62.5% 30.3% 65.0% 34.0% 75.9% 45.6%

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

Females Males

American Indian/Alaska Native Asian/ Pacific Islander Hispanic Black White

Across all Race and Ethnicity groups, girls continued to perform better than boys in ELA statewide

Percentage of All Test Takers Scoring at Level 2 and Above and Level 3 and Above for 2019 by Gender and Race and Ethnicity

27

28

Charter School Performance in ELA

83.9% 48.2% 69.8% 30.8% 81.3% 45.0% 73.7% 39.8% 86.5% 57.3% 72.4% 39.1% 83.9% 54.0% 75.7% 45.2% 85.3% 57.3% 71.4% 39.1% 82.7% 54.0% 74.6% 45.4% 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above

2017 2018 2019

Total Public NYC Charters All Charters Rest of State Charters

Percentage of All Test Takers in 2017, 2018, and 2019 who scored at Level 2 and Above and Level 3 and Above by Combined Grades

NYC charter schools outperformed rest of state charters in ELA.

*Due to the change in 2018 to the two-session test design and performance standards, the 2017 Grades 3-8 ELA and Math results cannot be compared with 2018 and 2019 results.

32.4% 5.2% 85.8% 45.2% 76.4% 42.6% 73.7% 39.8% 39.6% 9.2% 87.6% 54.7% 78.3% 48.0% 75.7% 45.2% 36.9% 8.7% 86.9% 55.0% 77.0% 48.0% 74.6% 45.4% 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above

2017 2018 2019

Never ELLs3 Current ELLs1 Ever ELLs2 Total Public

1Students identified as ELL during the reported year. 2Students identified as ELL any year prior to the reported year but not including the reported year. 3Students never reported to have received ELL services.

Statewide English Language Learner Performance in ELA

Ever ELLs performed better than Total Public in ELA. 29

*Due to the change in 2018 to the two-session test design and performance standards, the 2017 Grades 3-8 ELA and Math results cannot be compared with 2018 and 2019 results.

34.6% 5.6% 88.4% 49.1% 77.9% 44.7% 73.7% 39.8% 41.3% 9.9% 90.0% 58.7% 79.9% 50.8% 75.7% 45.2% 38.5% 9.3% 89.4% 59.3% 78.8% 51.5% 74.6% 45.4% 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above

2017 2018 2019 *Due to the new two-session test design and performance standards, the 2018 Grades 3-8 ELA and Math results cannot be compared with prior-year results.

Never ELLs3 Current ELLs1 Ever ELLs2 Total Public Statewide

1Students identified as ELL during the reported year. 2Students identified as ELL any year prior to the reported year but not including the reported year. 3Students never reported to have received ELL services.

NYC English Language Learners Performance in ELA

30

38.6% 9.3% 80.9% 46.0% 44.3% 13.8% 82.2% 51.7% 42.4% 13.9% 81.3% 52.0% 2 & above Students with Disabilities 3 & above Students with Disabilities 2 & above General Education 3 & above General Education

2017 2018 2019

Students with Disabilities Performance in ELA

13.9% of students with disabilities met or exceeded the ELA proficiency standard (Levels 3 and 4) in 2019, and the percentage of students scoring at Level 2 or above is 42.4%. 31

*Due to the change in 2018 to the two-session test design and performance standards, the 2017 Grades 3-8 ELA and Math results cannot be compared with 2018 and 2019 results.

42.2% 10.7% 82.8% 48.6% 48.2% 15.8% 84.3% 55.2% 46.3% 16.1% 83.6% 56.2% 2 & above Students with Disabilities 3 & above Students with Disabilities 2 & above General Education 3 & above General Education

2017 2018 2019

NYC Students with Disabilities Performance in ELA

16.1% of Students with Disabilities in NYC met or exceeded the ELA proficiency standard (Levels 3 and 4) in 2019. 32

*Due to the change in 2018 to the two-session test design and performance standards, the 2017 Grades 3-8 ELA and Math results cannot be compared with 2018 and 2019 results.

2019 Grades 3-8 Math Test Results

33

75.3% 48.4% 73.2% 43.0% 67.9% 43.1% 70.1% 39.8% 67.0% 37.7% 58.5% 21.6% 69.5% 40.2% 75.8% 53.8% 74.2% 48.2% 67.3% 43.6% 68.9% 44.2% 66.8% 41.3% 61.4% 30.0% 69.7% 44.5% 78.5% 54.5% 76.9% 50.4% 68.0% 46.3% 70.3% 47.0% 70.0% 43.5% 61.5% 33.2% 71.6% 46.7% 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above

2017 2018 2019 *Due to the change in 2018 to the two-session test design and performance standards, the 2017 Grades 3-8 ELA and Math results cannot be compared with 2018 and 2019 results. ESSA eliminated unnecessary double testing and allowed accelerated math students to participate in high school math Regents Exams instead of the Grade 7 or 8 Math Test, which may lower the percentage proficient in Grades 7 and 8 as compared to other

• grades. Note: Accelerated math course availability varies by district and school.

34

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Combined Grades Grade 8 The Percentage of All Test Takers Statewide in 2017, 2018, and 2019 who scored at Level 2 and Above and Level 3 and Above by Grade Level

Student Proficiency Statewide in Math

Students who met or exceeded the proficiency standard (Levels 3 and 4) is 46.7% in 2019.

2019 Statewide Performance in Math

The percentage of students at each performance level by grade level.

35

21.5% 23.1% 32.0% 29.7% 30.0% 38.5% 28.4% 23.9% 26.5% 21.8% 23.3% 26.5% 28.3% 24.8% 30.4% 24.1% 21.8% 23.8% 22.8% 19.8% 24.1% 24.1% 26.3% 24.4% 23.1% 20.6% 13.5% 22.6% Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Combined Grades Level 1 Level 2 Level 3 Level 4

ESSA eliminated unnecessary double testing and allowed accelerated math students to participate in high school math Regents Exams instead of the Grade 7 or 8 Math Test, which may lower the percentage proficient in Grades 7 and 8 as compared to other

• grades. Note: Accelerated math course availability varies by district and school.

73.7% 46.0% 70.4% 40.0% 65.3% 40.8% 65.7% 36.1% 64.2% 35.9% 59.1% 24.2% 66.8% 37.8% 74.3% 52.2% 72.3% 46.4% 65.2% 41.7% 64.7% 39.9% 64.3% 39.8% 62.7% 33.2% 67.5% 42.7% 77.7% 53.2% 75.7% 49.4% 67.3% 46.1% 67.0% 43.9% 67.9% 42.1% 61.7% 36.0% 69.9% 45.6% 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above

2017 2018 2019 *Due to the change in 2018 to the two-session test design and performance standards, the 2017 Grades 3-8 ELA and Math results cannot be compared with 2018 and 2019 results.

36

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Combined Grades Grade 8

NYC Student Proficiency in Math Increased

Percentage of All NYC Test Takers in 2017, 2018, and 2019 who scored at Level 2 and Above and Level 3 and Above by Grade Level

Students who met or exceeded the proficiency standard (Levels 3 and 4) is 45.6% in 2019.

ESSA eliminated unnecessary double testing and allowed accelerated math students to participate in high school math Regents Exams instead of the Grade 7 or 8 Math Test, which may lower the percentage proficient in Grades 7 and 8 as compared to other

• grades. Note: Accelerated math course availability varies by district and school.

2019 NYC Performance in Math

37

22.3% 24.3% 32.7% 33.0% 32.1% 38.3% 30.1% 24.4% 26.4% 21.2% 23.1% 25.8% 25.7% 24.4% 29.0% 22.0% 20.0% 20.6% 19.3% 18.2% 21.7% 24.2% 27.4% 26.1% 23.3% 22.8% 17.8% 23.9% Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Combined Grades Level 1 Level 2 Level 3 Level 4

ESSA eliminated unnecessary double testing and allowed accelerated math students to participate in high school math Regents Exams instead of the Grade 7 or 8 Math Test, which may lower the percentage proficient in Grades 7 and 8 as compared to other

• grades. Note: Accelerated math course availability varies by district and school.

Big 5 City District Performance in Math

NYC remains the top performer among the Big 5 districts while Yonkers is the second highest in Math.

66.8% 37.8% 41.2% 17.2% 27.6% 7.9% 29.9% 11.0% 58.6% 28.3% 69.5% 40.2% 67.5% 42.7% 42.2% 21.0% 27.8% 10.7% 30.5% 13.5% 56.3% 29.4% 69.7% 44.5% 69.9% 45.6% 42.4% 20.9% 32.3% 13.0% 33.0% 14.7% 58.8% 34.6% 71.6% 46.7% 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above

2017 2018 2019 ESSA eliminated unnecessary double testing and allowed accelerated math students to participate in high school math Regents Exams instead of the Grade 7 or 8 Math Test, which may lower the percentage proficient in Grades 7 and 8 as compared to other

• grades. Note: Accelerated math course availability varies by district and school.

38 Yonkers Buffalo Total Public Syracuse Rochester NYC

Percentage of All Test Takers in 2017, 2018, and 2019 who scored at Level 2 and Above and Level 3 and Above by Combined Grades

*Due to the change in 2018 to the two-session test design and performance standards, the 2017 Grades 3-8 ELA and Math results cannot be compared with 2018 and 2019 results.

37.8% 16.7% 22.4% 31.4% 44.2% 64.6% 48.2% 40.2% 42.7% 19.2% 25.6% 35.2% 47.7% 67.9% 55.8% 44.5% 45.6% 21.4% 28.0% 35.9% 48.7% 69.4% 58.9% 46.7% NYC Large City Urban-Suburban Rural Average Low Charter Total Public

2017 2018 2019 *Due to the change in 2018 to the two-session test design and performance standards, the 2017 Grades 3-8 ELA and Math results cannot be compared with 2018 and 2019 results.

Statewide Performance in Math by Need/Resource Group

In 2019, low-need districts continued to outperform other groups. Charter schools and average need districts

• utperformed the total public population.

39

Percentage of All Test Takers in 2017, 2018, and 2019 who scored at Level 3 and Above by Combined Grades

High Need Districts

40

87.8% 67.2% 54.4% 24.4% 59.1% 27.0% 62.3% 31.3% 79.9% 50.4% 88.0% 71.2% 55.2% 29.3% 59.6% 31.8% 62.4% 36.3% 79.4% 54.2% 89.3% 73.4% 58.0% 32.1% 62.3% 34.6% 66.3% 40.0% 80.2% 55.5% 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above

2017 2018 2019 *Due to the change in 2018 to the two-session test design and performance standards, the 2017 Grades 3-8 ELA and Math results cannot be compared with 2018 and 2019 results.

Statewide Performance in Math by Race and Ethnicity

Among black, Hispanic and America Indian/Alaskan Native students, the achievement gap with their white peers continued to narrow but persists statewide.

American Indian/Alaska Native Asian/Pacific Islander Hispanic Black White

Percentage of All Test Takers in 2017, 2018, and 2019 who scored at Level 2 and Above and Level 3 and Above by Combined Grades

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88.5% 67.8% 52.6% 20.7% 58.1% 25.3% 63.8% 33.1% 84.2% 59.0% 89.0% 72.2% 53.4% 25.4% 58.9% 30.3% 64.0% 38.2% 84.2% 63.6% 90.0% 74.4% 56.2% 28.3% 61.6% 33.2% 68.2% 42.6% 86.0% 66.6% 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above

2017 2018 2019

American Indian/Alaska Native Asian/Pacific Islander Hispanic Black White

NYC Performance in Math by Race and Ethnicity

Percentage of All NYC Test Takers Scoring at Level 2 and Above and Level 3 and Above for 2017, 2018, and 2019 by Combined Grades

*Due to the change in 2018 to the two-session test design and performance standards, the 2017 Grades 3-8 ELA and Math results cannot be compared with 2018 and 2019 results.

Percentage of All Test Takers Scoring at Level 2 and Above and Level 3 and Above for 2017, 2018, and 2019 by Combined Grades by Gender

71.1% 40.7% 67.9% 39.7% 71.1% 45.1% 68.4% 44.1% 72.9% 47.1% 70.3% 46.4% 2 & above 3 & above 2 & above 3 & above

2017 2018 2019

42 Females Males

Girls Continued to Outperform Boys Statewide in Math in 2019

*Due to the change in 2018 to the two-session test design and performance standards, the 2017 Grades 3-8 ELA and Math results cannot be compared with 2018 and 2019 results.

Percentage of All Test Takers scoring at Level 2 and Above and Level 3 and Above for 2019 by Gender and Race and Ethnicity

90.0% 73.6% 61.3% 34.5% 63.4% 34.7% 68.4% 40.6% 81.2% 55.5% 88.7% 73.2% 54.8% 29.9% 61.3% 34.6% 64.4% 39.4% 79.3% 55.5%

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

Females Males

43 American Indian/Alaska Native Asian/ Pacific Islander Hispanic Black White

Across all Race and Ethnicity groups, girls performed better than boys in math statewide

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80.4% 51.7% 65.2% 32.4% 77.7% 48.2% 69.5% 40.2% 82.3% 59.6% 65.6% 38.4% 79.2% 55.8% 69.7% 44.5% 84.5% 63.2% 67.5% 39.7% 81.4% 58.9% 71.6% 46.7% 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above

2017 2018 2019

Total Public NYC Charters All Charters Rest of State Charters

Charter School Performance in Math

The Percentage of All Test Takers in 2017, 2018, and 2019 who scored at Level 2 and Above and Level 3 and Above Combined Grades

NYC charter schools outperformed rest of state charters in Math.

*Due to the change in 2018 to the two-session test design and performance standards, the 2017 Grades 3-8 ELA and Math results cannot be compared with 2018 and 2019 results.

38.5% 13.2% 79.3% 46.8% 72.1% 42.7% 69.5% 40.2% 39.2% 16.1% 81.1% 54.1% 72.2% 47.0% 69.7% 44.5% 41.4% 17.0% 83.4% 57.8% 73.9% 49.1% 71.6% 46.7% 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above

2017 2018 2019

Never ELLs3 Current ELLs1 Ever ELLs2 Total Public

1Students identified as ELL during the reported year. 2Students identified as ELL any year prior to the reported year but not including the reported year. 3Students never reported to have received ELL services.

Statewide English Language Learner Performance in Math

Ever ELLs performed better than Never ELLs and Total Public in Math. 45

*Due to the change in 2018 to the two-session test design and performance standards, the 2017 Grades 3-8 ELA and Math results cannot be compared with 2018 and 2019 results.

1Students identified as ELL during the reported year. 2Students identified as ELL any year prior to the reported year but not including the reported year. 3Students never reported to have received ELL services.

NYC English Language Learner Performance in Math

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41.4% 14.7% 80.9% 49.7% 69.1% 40.1% 69.5% 40.2% 42.4% 18.0% 83.1% 57.2% 69.7% 44.9% 69.7% 44.5% 44.3% 18.9% 85.2% 61.1% 72.0% 47.8% 71.6% 46.7% 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above

2017 2018 2019 *Due to the change in 2018 to the two-session test design and performance standards, the 2017 Grades 3-8 ELA and Math results cannot be compared with 2018 and 2019 results.

Never ELLs3 Current ELLs1 Ever ELLs2 Total Public Statewide

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34.6% 11.4% 76.6% 46.0% 35.3% 14.6% 76.9% 50.8% 38.0% 16.2% 78.7% 53.2% 2 & above Students with Disabilities 3 & above Students with Disabilities 2 & above General Education 3 & above General Education

2017 2018 2019 *Due to the change in 2018 to the two-session test design and performance standards, the 2017 Grades 3-8 ELA and Math results cannot be compared with 2018 and 2019 results.

Students with Disabilities Performance in Math

16.2% of Students with Disabilities met or exceeded the math proficiency standard (Level 3 and 4) in 2019.

Percentage of All Test Takers Scoring at Level 2 and Above and Level 3 and Above for 2017, 2018, and 2019 by Combined Grades

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36.2% 11.8% 74.9% 44.6% 37.5% 15.4% 75.9% 50.2% 41.0% 17.5% 78.0% 53.4% 2 & above Students with Disabilities 3 & above Students with Disabilities 2 & above General Education 3 & above General Education

2017 2018 2019 *Due to the change in 2018 to the two-session test design and performance standards, the 2017 Grades 3-8 ELA and Math results cannot be compared with 2018 and 2019 results.

NYC Students with Disabilities Performance in Math

17.5% of Students with Disabilities in NYC met or exceeded the math proficiency standard (Level 3 and 4) in 2019.

Percentage of All Test Takers Scoring at Level 2 and Above and Level 3 and Above for 2017, 2018, and 2019 by Combined Grades

2019 Test Refusal Data

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Test Refusal Data on 3-8 ELA and Math Assessments

The test refusal rate continues to trend down – three percentage points from 2017 and two from 2018.

50

2017 Test Refusal 2018 Test Refusal 2019 Test Refusal 19% 18% 16%

7.6% 8.3% 0.9% 1.1% 7.4% 8.1% 3.9% 4.3% 50.9% 50.8% 28.8% 26.9% 0.6% 0.5% ELA Math ELA Math ELA Math ELA Math ELA Math ELA Math ELA Math New York City Big 4 Cities High Need Urban/Suburban High Need Rural Average Need Low Need Charter

2019 Test Refusal Students by Need/Resource Group

Of the total test refusals statewide, the most are from average and low need districts. 51

Percentage by Combined Grades *This data shows that out of test refusal students statewide, which percentage came from each Need/Resource Group. This data does NOT represent the test refusal rate of each Need/Resource Group.

Conclusion

• All race and ethnicity groups made progress, continuing to

slowly close the achievement gap

• Emphasis on fostering equity and closing gaps will continue

through:



implementing NY’s ESSA plan;



• ur My Brother’s Keeper movement;



a renewed focus on IDEA compliance;



placing emphasis on importance of early learning;



expanding opportunities for parent and family engagement; and



educating the whole child through social emotional learning, culturally responsive-sustaining education and school climate initiatives.

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