Embargoed until 11:00 a.m. Wednesday, March 17, 2004 School Report Card Data 2002–2003

Embargoed until 11:00 a.m.

Wednesday, March 17, 2004

School Report Card Data2002–2003

Students Taking and Passing Regents

Examinations Each Year, 1996–2003

3

Regents EnglishThe number of students scoring 65 or higher on the Regents English examination has increased by more than 53 percent since 1996.

114123

135

176166

177 175 183

153 150

91102 105

123 118

136 130140

157

120113

159 152

0

30

60

90

120

150

180

1996 1997 1998 1999 2000 2001 2002 2003

Nu

mb

er

in T

ho

usa

nd

s

Tested 55-100 65-100

All Students

4

Regents MathematicsAs many students scored 55 or higher on Regents Math A in 2003 as took the Sequential Mathematics, Course I examination in 1996.

158 158171

192 192

166

212

120 130 139 146133

107

158

114 106116 119 124

105

81

131

204

0

50

100

150

200

250

1996 1997 1998 1999 2000 2001 2002 2003

Nu

mb

er

in T

ho

usa

nd

s

Tested 55-100 65-100

Data for 1999–2002 include both Mathematics A and Sequential Mathematics, Course I.

Data for 2003 are for Mathematics A only.

All Students

5

Regents Global History and GeographyThe number of students scoring 65 or higher on the Regents Global History and Geography examination has increased by more than 60 percent since 1996.

122 131146

157174

187 206

92 86104

116

150136

148

192

167161149

134121

103

173

128

0

30

60

90

120

150

180

210

1996 1997 1998 1999 2000 2001 2002 2003

Nu

mb

er

in T

ho

usa

nd

s

Tested 55-100 65-100

The data for 2001 through 2003 are for the Regents Global History and Geography examination only. The data for 2000 are for both the Regents Global History and Geography and Global Studies examinations. The data for previous years are for Regents Global Studies only.

All Students

6

Regents U.S. History & Government The number of students scoring 65 or higher on the Regents U.S. History & Government examination has increased by more than 72 percent since 1996.

108119

126139 144

176 179

87 8696

104 108121

135

150

164 165158

141

101111

127122

50

75

100

125

150

175

1996 1997 1998 1999 2000 2001 2002 2003

Nu

mb

er

in T

ho

usa

nd

s

Tested 55-100 65-100

All Students

7

Regents Living Environment/BiologyThe number of students scoring 65 or higher on a Regents Biology exam has doubled since 1996.

110 106114

123129

184178

188

75 80 8188 91

144154 151

168167164

92 95105 109

50

75

100

125

150

175

200

1996 1997 1998 1999 2000 2001 2002 2003

Nu

mb

er

in T

ho

usa

nd

s

Tested 55-100 65-100

Data for 2001 are for both the Regents Biology examination and the Regents Living Environment examination. Data for 2002 and 2003 are for the Regents Living Environment examination.

All Students

8

Performance of the 1999Cohort by Need/Resource

Capacity Category

9

Regents English Requirement as of June 2003The majority (87 percent) of students in the 1999 cohort passed the Regents English examination at 55 after four years.

17

.3%

14

.4%

12

.8%

7.8

%

5.2

%

2.2

%

9.6

%

6.8

%

5.8

%

4.4

%

1.9

%

1.3

%

0.7

%

3.4

%

75

.9%

79

.8%

82

.8%

90

.3%

93

.5%

97

.2%

87

.0%

61

.0%

61

.1%

70

.7%

82

.2%

88

.2%

95

.1%

77

.9%

35

.4%

43

.4%

24

.7%

17

.9%

17

.2% 3

5.5

%

63

.3%

NYC Large City Urban-Sub Rural Average Low TotalPublic

Not Tested 0-54 55-100 65-100 85-100

Data source: COHR data

1999 district cohort members = 154,500

General-Education Students in the 1999 District Cohort

10

16

.8%

13

.3%

10

.6%

6.0

%

3.7

%

1.5

%

8.5

%

12

.9%

15

.9%

9.7

%

4.4

%

3.4

%

1.3

%

7.0

%

70

.4%

70

.8%

79

.7%

89

.6%

92

.9%

97

.3%

84

.5%

54

.5%

50

.4% 6

8.5

%

81

.1%

87

.2%

95

.0%

74

.9%

41

.2%

50

.6%

29

.3%

22

.4%

13

.5%

42

.7%

70

.3%


Not Tested 0-54 55-100 65-100 85-100

Regents Mathematics

15

.9%

10

.3%

10

.6%

6.2

%

5.6

%

2.5

%

9.0

%

5.3

%

4.4

%

3.5

%

1.0

%

0.7

%

0.3

%

2.5

%

78

.8%

85

.4%

85

.9%

92

.8%

93

.6%

97

.2%

88

.5%

64

.1%

69

.2%

76

.9%

86

.4%

90

.4%

96

.2%

81

.0%

33

.9%

40

.4%

23

.7%

19

.7%

14

.7% 3

1.9

%

59

.0%


Not Tested 0-54 55-100 65-100 85-100

Regents Global History and Geography

23

.1%

18

.8%

16

.2%

7.7

%

6.1

%

2.7

% 12

.3%

4.6

%

4.3

%

3.1

%

1.8

%

1.4

%

0.6

%

2.5

%

72

.3%

76

.9%

80

.7%

90

.5%

92

.6%

96

.7%

85

.2%

57

.8%

58

.7%

69

.1%

80

.4%

86

.2%

93

.6%

75

.7%

28

.2%

32

.9%

19

.1%

16

.8%

11

.4% 2

8.0

% 49

.6%


Not Tested 0-54 55-100 65-100 85-100

Regents U.S. History and Government Regents Science

17

.1%

7.7

%

11

.4%

5.4

%

4.4

%

1.8

%

8.7

%

8.5

%

6.7

%

3.7

%

1.5

%

1.1

%

0.4

%

3.8

%

74

.4%

85

.7%

84

.9%

93

.1%

94

.5%

97

.8%

87

.5%

59

.2%

70

.2%

76

.8%

88

.7%

91

.7%

96

.4%

80

.1%

29

.2%

37

.5%

20

.1%

12

.6%

11

.5% 3

0.7

% 52

.6%


Not Tested 0-54 55-100 65-100 85-100

General-Education Students in the 1999 District Cohort as of June 2003 by N/RC


11

Performance of the 1999 Cohort by Race/Ethnicity

12

Regents English Requirement as of June 2003The majority of students in all groups scored 55-100 on the examination, but White students were more than three times as likely as Black and Hispanic students to score 85 or higher.

13

.5%

17

.0%

20

.2%

9.1

%

5.4

%

9.6

%

3.6

%

7.1

%

8.0

%

4.3

%

1.3

%

3.4

%

82

.8%

75

.9%

71

.9% 86

.6%

93

.4%

87

.0%

70

.5%

57

.9%

56

.2% 7

7.9

%

88

.1%

77

.9%

46

.2%

13

.2%

20

.4%

12

.8%

37

.7%

35

.4%

AmericanIndian

Black Hispanic Asian White Total Public

Not Tested 0-54 55-100 65-100 85-100


1999 district cohort members = 154,500

General-Education Students in the 1999 District Cohort

13

General-Education Students in the 1999 District Cohort as of June 2003 by Race/Ethnicity

10.9

%

17.2

%

19.4

%

6.8%

4.0% 8.5%

6.9% 15

.9%

15.1

%

4.2%

3.3% 7.0%

82.2

%

67.0

%

65.5

%

89.0

%

92.8

%

84.5

%

70.7

%

49.1

%

48.6

%

82.2

%

86.8

%

74.9

%

28.7

%

13.7

%

15.6

%

55.3

%

52.6

%

41.2

%

AmericanIndian


Not Tested 0-54 55-100 65-100 85-100

Regents Mathematics Regents Global History and Geography


12.9

%

15.4

%

18.8

%

8.3%

5.2% 9.0%

2.4% 6.0%

6.0%

2.7%

0.7%

2.5%

84.7

%

78.6

%

75.2

% 89.1

%

94.1

%

88.5

%

76.0

%

61.9

%

59.4

%

83.0

%

90.6

%

81.0

%

21.6

%

11.8

%

12.8

%

44.0

%

43.3

%

33.9

%

AmericanIndian


Not Tested 0-54 55-100 65-100 85-100

14.8

%

22.2

%

26.2

%

11.9

%

6.6% 12

.3%

4.7%

5.1%

5.3%

2.3%

1.3%

2.5%

80.6

%

72.7

%

68.6

% 85.8

%

92.2

%

85.2

%

69.7

%

56.0

%

51.9

%

78.7

%

85.9

%

75.7

%

16.4

%

10.6

%

10.4

%

36.9

%

35.8

%

28.2

%

AmericanIndian


Not Tested 0-54 55-100 65-100 85-100

9.5% 16

.4%

20.1

%

7.6%

4.3% 8.7%

5.1% 9.0%

8.6%

4.0%

1.3% 3.8%

85.5

%

74.6

%

71.3

% 88.4

%

94.4

%

87.5

%

77.0

%

58.5

%

55.9

%

81.0

%

91.0

%

80.1

%

20.8

%

6.6%

8.0%

35.1

%

39.2

%

29.2

%

AmericanIndian


Not Tested 0-54 55-100 65-100 85-100


14

Performance of Seniors in the 1999 Cohort

15

16.2% 18.1% 19.5% 20.1% 20.0% 16.9% 15.6% 14.9%

1995-96 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03

Most students become seniors in 4 years. Some don’t. Here’s why.Historically, some students are held back in 9th grade, especially in high need districts, because they are not prepared for high school work. Therefore, they don’t become seniors in their fourth year of high school. This chart shows the percentage of 9th grade students held back each year since we began to collect data in 1995-96.

16

Percentage of General-Education Students in the 1999 District Accountability Cohort who were Seniors as of June 2003 by N/RC

63% 76

% 84% 92

%

95%

97%

84%

NYC LargeCities

Urban/Sub Rural Average Low TotalPublic


General Education

17

Regents English Requirement as of June 2003 96% of general-education seniors in the 1999 district accountability cohort met the English graduation requirement in four years.

1.3

%

2.8

%

4.5

%

2.9

%

2.4

%

1.3

%

2.2

%

2.4

%

3.2

%

2.8

%

1.4

%

1.0

%

0.5

%

1.5

%

96

.3%

94

.0%

92

.7%

95

.7%

96

.5%

98

.2%

96

.3%

81

.3%

74

.3%

80

.4%

87

.6%

91

.3%

96

.2%

88

.1%

41

.5%

45

.3%

28

.9%

26

.6%

22

.0% 3

8.1

%

64

.1%


Not Tested 0-54 55-100 65-100 85-100


1999 district cohort seniors = 129,500

General-Education Seniors in the 1999 District Cohort

18

Performance of General-Education Seniors in the 1999 District Cohort as of June 2003 by N/RC



1.6

%

3.5

%

4.4

%

3.0

%

2.2

%

1.1

%

2.1

%

6.1

%

11

.9%

6.6

%

3.4

%

2.7

%

1.0

%

3.8

%

92

.3%

84

.6%

89

.0%

93

.6%

95

.1%

98

.0%

94

.1%

74

.2%

61

.2% 77

.7%

85

.4%

89

.7%

95

.9%

84

.9%

48

.2%

52

.6%

34

.0%

33

.3%

17

.2%

45

.8%

71

.3%


Not Tested 0-54 55-100 65-100 85-100

4.1

%

3.6

%

6.0

%

3.4

%

4.2

%

2.0

%

3.9

%

1.1

%

1.4

%

1.4

%

0.5

%

0.4

%

0.2

%

0.6

%

94

.7%

95

.0%

92

.7%

96

.1%

95

.4%

97

.8%

95

.5%

82

.6%

80

.2%

84

.8%

90

.3%

92

.6%

96

.9%

89

.8%

39

.7%

42

.1%

27

.6%

29

.4%

18

.8% 34

.2%

59

.7%


Not Tested 0-54 55-100 65-100 85-100

4.4

%

8.0

%

8.2

%

2.9

%

3.2

%

1.8

%

3.8

%

2.0

%

2.4

%

2.0

%

1.4

%

1.2

%

0.6

%

1.4

%

93

.5%

89

.6%

89

.8%

95

.7%

95

.6%

97

.7%

94

.8%

78

.1%

69

.8%

78

.1%

85

.3%

89

.2%

94

.7%

85

.8%

33

.0%

34

.3%

22

.2%

25

.3%

14

.3% 29

.9% 5

0.0

%


Not Tested 0-54 55-100 65-100 85-100

3.4

%

1.8

%

5.8

%

2.6

%

2.9

%

1.3

%

2.9

%

3.6

%

2.8

%

1.8

%

0.8

%

0.7

%

0.2

%

1.5

%

93

.0%

95

.4%

92

.4%

96

.5%

96

.4%

98

.5%

95

.6%

77

.8%

81

.1%

85

.1%

92

.5%

93

.8%

97

.2%

89

.4%

34

.3%

39

.0%

23

.3%

19

.1%

14

.6% 3

2.7

% 53

.2%


Not Tested 0-54 55-100 65-100 85-100


19

Percentage of General-Education Students in the 1999 District Accountability Cohort who were Seniors as of June 2003 by Race/Ethnicity

84%

65%

61%

82% 94

%

84%

AmericanIndian


General Education


20

Regents English Requirement as of June 2003: For SeniorsWhile more than 90% of students in each group met the graduation requirement, larger percentages of White and Asian students than Black and Hispanic students achieved scores above 65 or above 85.

4.1

%

2.5

%

2.5

%

1.4

%

2.1

%

2.2

%

2.6

%

3.0

%

3.4

%

1.9

%

0.9

%

1.5

%

93

.3%

94

.4%

94

.1%

96

.7%

97

.0%

96

.3%

80

.3%

75

.5%

77

.4%

88

.7%

91

.9%

88

.1%

48

.6%

20

.1%

24

.2%

18

.3%

44

.8%

41

.5%

AmericanIndian


Not Tested 0-54 55-100 65-100 85-100


1999 district cohort seniors = 129,500

General-Education Seniors in the 1999 District Cohort

21

General-Education Seniors in the 1999 District Cohort as of June 2003 by Race/Ethnicity




4.3

%

3.0

%

2.9

%

1.1

%

1.9

%

2.1

%

5.5

%

9.6

%

8.3

%

1.8

%

2.3

%

3.8

%

90

.2%

87

.4%

88

.8%

97

.1%

95

.7%

94

.1%

78

.7%

66

.2%

68

.5%

91

.1%

90

.1%

84

.9%

55

.3%

24

.0%

33

.1%

19

.9%

64

.2%

48

.2%

AmericanIndian


Not Tested 0-54 55-100 65-100 85-100

7.0

%

4.9

%

6.2

%

4.0

%

3.3

%

3.9

%

0.7

%

1.6

%

1.6

%

0.5

%

0.3

%

0.6

%

92

.3%

93

.5%

92

.2%

95

.5%

96

.4%

95

.5%

84

.9%

78

.6%

78

.3%

91

.3%

93

.4%

89

.8%

45

.5%

19

.7%

25

.4%

17

.0%

52

.0%

39

.7%

AmericanIndian

Black Hispanic Asian White Total PublicNot Tested 0-54 55-100 65-100 85-100

5.8

%

5.2

%

6.1

%

3.5

%

3.2

%

3.8

%

3.4

%

2.7

%

2.8

%

1.0

%

1.0

%

1.4

%

90

.9%

92

.1%

91

.1%

95

.5%

95

.8%

94

.8%

80

.1%

73

.8%

72

.2% 89

.1%

89

.6%

85

.8%

37

.6%

16

.0%

19

.4%

15

.3%

43

.8%

33

.0%

AmericanIndian

Black Hispanic Asian White Total PublicNot Tested 0-54 55-100 65-100 85-100

4.8

%

4.3

%

5.2

%

2.1

%

2.4

%

2.9

%

1.9

%

3.9

%

3.7

%

1.6

%

0.7

%

1.5

%

93

.3%

91

.7%

91

.1%

96

.3%

96

.9%

95

.6%

86

.1%

75

.4%

75

.3% 90

.0%

94

.0%

89

.4%

41

.2%

12

.4%24

.5%

9.7

%

41

.7%

34

.3%

AmericanIndian


Not Tested 0-54 55-100 65-100 85-100

22

Graduation Rate

23

1998 District Accountability Graduation Rate Cohort Three-fourths of students in the 1998 graduation rate cohort graduated by August 2002.

IEP Dipl, Local Cert and other

exits2%

Still Enrolled10%

Dropped Out8%

Graduated77%

Transferred to GED Programs

3%

Total Public District Graduation Rate Cohort = 165,000 (includes students excluded from the

district accountability cohort solely because they

transferred to a GED program)

All Students in Public Schools

24

1998 District Graduation Rate CohortGraduation rates varied significantly by need/resource capacity category of district.

77

%

2% 3%

59

%

75

% 86

%

88

% 94

%

57

%

2%1% 6

%

4%

3%

2%

1%

10

%

21

%

14

%

10

%

5% 5

%

3% 8

%10

%

8%

5% 4%

2%

15

%

3%

2%

1%

11

%

5%

NYC Large City Urban-Suburban

Rural Average Low Total Public

Graduated IEP Diploma Still Enrolled Dropped Out Transferred to GED


All Students in the 1998 District Graduation Rate Cohort as of August 2002

25

1998 District Graduation Rate CohortSignificant gaps exist among racial/ethnicity groups in graduation rate. While Hispanic students have the lowest graduation rate after four years, they also have the largest percentage still enrolled and working toward diplomas.

2%

78%

57%

53%

88%

77%

68%

3%

0%

3% 2% 2% 2%

12%

13% 20

%

23%

4%

10%

7%

14%

17%

4% 8%12%

6% 5% 3%3%

5%

AmericanIndian

Asian Black Hispanic White Total Public

Graduated IEP Diploma Still Enrolled Dropped Out Transferred to GED


All Students in the 1998 District Graduation Rate Cohort as of August 2002

26

Graduates Since higher standards were adopted in 1996, the number of high school graduates has remained stable.

13

6,7

54

138,

990

139,

531

141,

510

14

1,6

34

14

3,0

70

140,

365

14

3,8

18

Total Public

1995-96 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03

All Public School Students

Counts for 1995-96 to 2000-01 include January, June, and August graduates of the reporting year. Counts for 2001-02 include August 2001, January and June 2002 graduates. Counts for 2002-03 include August 2002, January and June 2003 graduates.

27

Regents DiplomasThe percentage of students earning Regents diplomas has increased significantly since the higher standards were adopted in 1996. Regents diplomas require the passing of at least eight Regents examinations, including two mathematics and two science.

39.6% 41.8% 43.4% 45.2%48.5% 50.3%

54.8% 56.3%

0%

10%

20%

30%

40%

50%

60%

70%

1996 1997 1998 1999 2000 2001 2002 2003

Documents

Embargoed until 11:00 a.m. Wednesday, March 17, 2004 School Report Card Data 2002–2003