Posts tagged "graduation rates"
June 17, 2013
June 17, 2013
ALBANY — After listening to State Education Commissioner John King present the state’s latest graduation rate data today, members of the Board of Regents were divided on how to respond.
Some grumbled about the rates, pointing in particular to declines that the state’s five largest cities experienced. But others said they had expected far worse.
Though statewide graduation rates stayed steady at 74 percent, rates in the “Big Five” fell by 2.8 points on average, a dip that was largely weighted by a seven-point decline in Buffalo. In New York City, the four-year graduation rate dropped by half a point, to 60.4 percent.
Elsewhere in the state, districts considered “low-need” because many students come from relatively affluent families graduated students on time 94 percent of the time.
“Our affluent children do as well as anybody,” said Regent Kathleen Cashin, of Brooklyn. “Where we don’t do well is with the poor. This concerns me because of the fact that every single large city district has gone down.” (more…)
June 11, 2012
Of students who entered high school in 2007, 60.9 percent graduated four years later, according to the new figures. When August graduates are included, the rate rises to 65.5 percent.
Sixty-one percent of students who entered city high schools in 2006 graduated on time in 2010. That year’s graduation rate with August graduates included was 65.1 percent.
The plateau comes after six years of growth that saw graduation rates rise from 46.5 percent in 2005 to 61 percent last year. Before that, graduation rates were stagnant for a decade and its steady improvement over the past six years has been one of the Bloomberg administration’s cornerstone achievements to cite in defending its education policies.
And as graduation standards increase, the flattened figures aren’t likely to resume that rate of improvement in coming years. Graduation could drop by as much as much as 10 percent next year. That’s the percentage of high school students – or about 8,000 students – who graduated with a local diploma, which allowed them to graduate despite scoring under 65 on one Regents exam. The local diploma has been phased out and the option won’t be available to this year’s students. (more…)
May 23, 2012
Tougher graduation requirements almost two decades in coming are putting thousands of city students at risk of not earning a diploma this year.
Advocates are asking the state to give more students more time before fully implementing more stringent graduation requirements, but city officials say educators and students have had plenty of time to prepare.
For the first time, students in New York State will only be able to graduate with a Regents diploma, requiring they receive a 65 or above on at least five Regents exams. In the past, students could graduate with a local diploma, allowing them to receive a 55 on at least five exams. In the 1990s, state officials initiated a change to make requirements for the local diploma increasingly stringent, until it could be phased out. Last year, students were able to receive a local diploma by passing four Regents exams with a 65, and one with a 55.
It’s impossible to know how many students will be affected, but the Department of Education estimates that 10 percent of the city’s class of 2011— almost 8,000 students — received a local diploma. (more…)
February 23, 2012
The Department of Education is cracking down on graduation rate inflation, following an internal audit that uncovered errors and possible evidence of cheating at 60 high schools.
The audits, conducted by the department’s internal auditor, scrutinized data at 60 high schools that had posted unusual or striking results. Of the 9,582 students who graduated from the schools in 2010, the audit found that 292 did not have the exam grades or course credits required under state regulations.
At one school, Landmark High School, 35 students had graduated without earning all of the academic credits required for graduation. At another, Pablo Neruda Academy for Architecture and World Studies, 19 students had gotten credits through “credit recovery” that the school could not prove complied with state requirements. At two schools, Fort Hamilton High School and Hillcrest High School, an examination of Regents exams uncovered problems in the scoring of multiple students’ tests.
Department officials said they had asked Special Commissioner of Investigation Richard Condon to launch inquiries at nine schools based on issues raised during the audits. (Schools where investigations were already underway were excluded from the audit.)
Students who graduated without sufficient credits won’t have their diplomas revoked, officials said. And schools won’t have their graduation rates revised to reflect the audited numbers, either, except potentially where the city found schools had purged students from their rolls without confirming that they had enrolled elsewhere.
Instead, department officials are cracking down on loopholes in city and state regulations about how to graduate students. Among the major policy changes are revisions to Regents exam scoring procedures, new limitations on “credit recovery” options for students who fail courses, and an alteration to the way schools determine whether a student has met graduation requirements.
The changes reflect a new understanding of the degree to which principals had become confused with — or, in some cases, ignorant of — graduation policies. They also reflect an unusual acknowledgment from the Department of Education that its strategies for delivering support to schools and holding them accountable are not always successful. (more…)
February 9, 2012
For the third year in a row, the city’s data watchdog has concluded that the schools the city is trying to close serve especially needy students.
In 2010 and 2011, the Independent Budget Office put together longer reports about the city’s school closure proposals on the request of Robert Jackson, chair of the City Council’s education committee. But this year, the office, which has a special mandate to scrutinize the Department of Education’s facts and figures, compiled details about the demographics, performance, and funding of schools on the chopping block on its own. Then it released the statistics in an easy-to-read, stand-alone format.
Among the many people who are receiving the IBO’s 13-slide presentation by email today are the members of the Panel for Educational Policy, who are set to vote on the closure proposals tonight, according to spokesman Doug Turetsky.
“It’s an accessible format so people can see the stats and come to their own conclusions,” he said.
UPDATE: Department of Education officials disputed some of the data in the slides and said the budget office had not given them as much time to review the report before publication as an agreement between the two offices requires.
They urged the IBO not to release the report and then to retract it once it was published because data on at least one slide did not match information the city had provided. The budget office retracted one slide that showed change over time in the number of students with special needs at the schools.
But other slides showed that the schools up for closure enroll more than the average proportion of students who have disabilities, are overage, or are considered English language learners, confirming analyses published elsewhere. (more…)
January 26, 2012
The Bloomberg administration has long touted the small high schools it created as outperforming large schools closed to make way for them. But a new report finds, for the second time, that the schools also post higher graduation rates than other city schools that stayed open.
Being randomly selected to attend small high schools opened under the Bloomberg administration made students significantly more likely to graduate, even as the schools got older, according to the report, conducted by researchers at the nonprofit firm MDRC.
The researchers updated a 2010 study that examined “small schools of choice” that opened between 2002 and 2008 and did not select students based on their academic performance. Of the 123 schools that fit that bill, 105 had so many applicants that the schools selected among them randomly, through a lottery.
The lottery process enabled the researchers to compare what happened to two groups of students that started out statistically identical: those who were admitted to the small schools and those who lost the lotteries and wound up in older, larger schools. That type of comparison is considered the “gold standard” in education research.
The original study found that the small high schools had positive effects on their students — but it looked only at the schools’ very first enrollees. The new report looks at those students in the fifth year after they enrolled and also at the second set of students who enrolled at the schools.
It finds that the higher graduation rate — 67.9 percent, compared to 59.3 percent for students who were not admitted — continued for the second group of students who enrolled and cut across all groups of students, regardless of their race, gender, family income, or academic skills upon enrollment. Students at the small schools were also more likely to meet the state’s college readiness standards in English, though not in math.
“Small schools for a variety of reasons, I always felt, were going to succeed in certain ways,” said Richard Kahan, the head of Urban Assembly, a nonprofit that started a handful of schools included in the study. “But I would not have predicted the impact.” (more…)
July 6, 2011
“Everything about this school has improved. Everything.”
Geraldine Maione, principal of William E. Grady Career and Technical Education High School in Brighton Beach, does not hesitate when asked about the trajectory of her school.
Maione just finished her first year at Grady, where she was greeted with a staff weary of leadership changes, a curriculum that has see-sawed between emphasizing traditional academics and the school’s signature “shops,” and a D grade on its 2009-10 progress report.
She was also given $1.4 million of additional “transformation” money through the federal government’s program to improve low-achieving schools.
At the end of her first year, staff members say they’ve felt the impact of Maione’s leadership and the additional funds—though it is unclear if the school is yet making the academic gains it needs to avoid facing closure in the future.
The transformation money helped pay for an array of cosmetic changes to the building and school trips to colleges throughout New York state, Pennsylvania, and Washington, DC.
The entrance area was repainted from black and white to maroon and yellow, the school colors. The front doors are now framed by planters, filled with flowers, that double as benches. Murals featuring civil rights leaders and faces of current students fill once-blank hallway walls. (more…)
June 15, 2011
The 14 high schools the city is trying to close this year posted lower-than-average graduation rates — but they are not all the city’s worst.
Now, teachers union officials are drawing attention to three other high schools approved for closure that posted graduation rate increases two times or more than the city’s overall 2 percent gain. In the Bronx, Christopher Columbus High School’s 4-year graduation rate rose by 5.7 percentage points, to 41.6 percent. Norman Thomas High School, in Manhattan, saw its 4-year rate go from 37 percent to 47.8 percent. Brooklyn’s Paul Robeson High School saw a similar leap, to 50 percent from 40.4 percent last year.
“We knew that we had increased our graduation rate last year by 10 percent and have been saying that since November but no one pays any attention,” said Stefanie Siegel, a Robeson teacher who has been active in protests against the school’s planned closure.
“When our spirits were high after we won the court case last year, we made great gains in a short period of time,” she said.
That court case was the lawsuit the teachers union won to stop the city from closing 19 low-performing schools. Performance boosts at three of the high schools kept them off the chopping block this year. Two of the schools got higher progress report grades, 85 percent of which depend on graduation rates and students’ progress toward graduation. The city said it was confident in a leadership change at the third school.
The schools with oversized gains this year still lag well behind the citywide average 4-year graduation rate of 61 percent. And many of the other schools slated for closure continued to post dismal graduation figures. (more…)
June 14, 2011
City students are doing better than ever, the achievement gap is closing — and state officials’ concern about college readiness is misguided.
Those were the messages Mayor Bloomberg broadcast at the city’s press conference about new graduation rate data, which put the city’s official 4-year graduation rate over 60 percent for the first time.
Indeed, the data released today show that two trends continued last year: The city’s graduation rate again rose faster than that of other urban districts in New York State, and black and Hispanic students posted larger gains than white and Asian students, though they still lag far behind.
But today’s data also draw attention to the fact that many city students are making it to graduation despite weak academic skills. According to a new measure the state adopted this year, just 21 percent of students who entered city high schools in 2006 were ready for college four years later. A higher proportion of graduates — 35 percent — met the state’s standards, city officials noted. (more…)