NYC DOE'S COLLEGE AND CAREER READY BENCHMARKS - GraduateNYC

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NYC DOE’SCOLLEGE ANDCAREER READYBENCHMARKSGraduate NYC!Community BestPractices ForumOctober 1, 2012

RAISING THE BAR FOR OUR STUDENTS: GRADUATION RATESAND COLLEGE READINESS CONTINUES TO - College Readiness Index (CRI)Percentage of students in cohort who metthe standards for passing out of remedialcoursework at CUNY*According to the Progress Report College Readiness Index, which is defined as the percentage of students who met the 2012 standards forpassing out of remedial coursework at CUNY. **2011 graduation outcomes are unofficial pending state release.2

MORE NYC STUDENTS ARE ENROLLING IN FirstTimeFreshman2002- 5,58925,03319,298Senior st- Sondeadline.Community CollegesSource: CUNY Office of Institutional Research and Assessment, init remedial need by hs type.xlsx, 07/21/11. *Includes allstudents who report to CUNY that they have graduated from a NYC high school (at any point in time).

ALTHOUGH MORE NYC DOE STUDENTS ARE ENROLLING INCOLLEGE, TOO MANY ARE NOT READYPercent of DOE Graduates* Enrolling in CUNY as First-time Freshman In Need of Remedial Coursework**CHANGES IN CUNYCOLLEGE READINESSCRITERIA OCCURREDIN 2008 AND 8%200850%51%200920102011Note: Students entering baccalaureate programs at senior colleges who initially needed remediation completed remediation over the summer or, if SEEK or ESL,were exempt from the baccalaureate admissions policy. Some senior colleges also enroll students in Associate’s programs.Source: CUNY Office of Institutional Research and Assessment. *Includes all students who report to CUNY that they have graduated from a NYC high school (at any point in time). **Students inneed of remedial coursework did not meet CUNY proficiency standards or pass the CUNY Assessment tests. In 2008, CUNY instituted more rigorous requirements for requiring remediation. ent-tests/faqs.html#14

WHY BENCHMARKS? New accountability measures set the bar for student outcomes inacademic readiness and postsecondary enrollment; Needed a roadmap of how to get there; a common languagearound the process.

COLLEGE AND CAREER READINESS BENCHMARKS:FOUR ncludeAcademic&PersonalBehaviorsnon- ‐cogniSve,socio- matelygainentrytoawell- ‐matchedcollege/careertrainingprogram.6

RESEARCH BASE Analysis of NYC student-level data; course taking patterns,test scores and high school outcomes National research on academic predictors of collegepersistence (Adelman, Balfanz) Emerging, and established research on youth development,resilience and college readiness/persistence (Conley, Treisman, Dweck, Yeager, Duckworth, Tinto, Bean) Best practices and documentation in the college access field(Savitz-Romer, Miller-Lieber, McDonough)7

ACADEMIC & PERSONAL llsthatsupportacademicreadinessandincludesnon- ‐cogniSve,socio- tosupportlong- indsetandself- tinschoolbyincreasingstudents'social- sinsuccessfulcollegeandcareertransiSons.Self- ‐RegulaPonSelf- opingskills,self- ‐control,andconfidencetoworkthroughchallenges.8

ACADEMIC eRequirements*forRegentsDiploma 8ELAcredits;and65 onELARegentsExam 6Mathcredits;and65 onapplicableMathRegentsExam dtwocreditsofphysicalscience;and65 onapplicableScienceRegentsExam 8Historycreditsinrequiredcourses,including65 onapplicableUSHistoryandGovernmentRegentsExamand65 onGlobalHistoryRegents 2creditsinLOTE(ForeignLanguage) 2Art creditsinVisualArt,Music,Danceand/orTheater 4creditsinPE&Health 1Heathcredit 7elecSvecredits ForstudentsinCTEorArtsprograms fCollegeandCareerReadiness bra,Geometry,andAlgebraII/Trigonometry; 80 onapplicableMathRegents65 eworkin t,AlgebraII/Trigonometryorhigher- ‐Chemistry,PhysicsorAPScience;levelmathsubject65 onChemistryRegentsExam;65 onPhysicsRegentsExam 6LOTE(ForeignLanguage)credits Passacourse/assessmentapprovedthroughCPCCProcess higher 3 onanyAdvancedPlacement(AP)exam;4 onanyInternaSonalBaccalaureate(IB)exam hnicalassessmentforlicensureand/orcerSficaSon ArtsendorsedDiploma StudentsearntheirAdvancedRegentsDiplomas. 75 onELARegentsExam*Specific Graduation Requirements for all students (including the safety net for students with disabilities and students pursuing an Advanced Regentsdiploma or CTE and Arts endorsement) can be found at uirements/default.htm Students completing an approved 10 credit sequence in the Arts or CTE are only required to complete two credits of a second language.9

COLLEGE & CAREER nsandtoulSmatelygainentrytoawell- reerExploraPonMoneyMa ersSummerMa ersGe alinsStuSon.Enrichment*Admission10

DISSEMINATION OF BENCHMARKS Introduced June 9 to Principals Reviewed at trainings with counselors and networks Common Core Library (announced to Principals last week) Upcoming “Expect Success Family Guide” Integrated into key guidance document: Citywide InstructionalExpectations Academic and Personal Behaviors: Integrated into new qualityreview rubric11

CITYWIDE INSTRUCTIONAL EXPECTATIONSCONDITIONS FOR SUCCESSFUL IMPLEMENTATIONThe implementation of this work is a multi-year process. Schools, in consultation with their networks, areexpected to strategically implement the work in ways most likely to shift teaching practice and enhanceindividual students’ learning based on school strengths and areas of development. Successful schoolswill create an environment that enables this work.A. In every classroom, ensure a culture for learning.Set high expectations for all students.Plan in advance for multiple access points and ways of demonstrating understanding so that all studentsengage in rigorous learning experiences. These are two components of Universal Design for Learning(UDL).Ensure that all students have access to learn within the least restrictive environment appropriate.Find opportunities to work with all students on critical academic and personal behaviorsnecessary for college and career readiness: persistence, engagement, work habits/organization,communication/collaboration, and self-regulation.In K-5 reading, make specific plans for screening and provide tiered instruction and interventions forstudents, as required by New York State’s implementation of Response to Intervention (RTI). Note thatwhile schools will be held accountable in the current phase of implementation for K-5 reading only, allschools should consider systems for supporting students across the content areas.12

IMPLEMENTATION AND SUPPORT FOR COLLEGE AND CAREERREADINESSSupports:Tools andTraining thenext3years) WhereAreTheyNowReports CommonCoreLibraryexamples FAFSAComplePonData GraduaPonCards CollegePlanningHandbook sAccountability ProgressReport QualityReview13

COMMON CORE LIBRARY: TOOLShttp://tiny.cc/doeccrExamples and self assessment tools in each benchmark area.Can be used to guide conversation in school team meetings andgoal setting/partnership meetings.14

TO ADVANCE THE GOAL OF COLLEGE AND CAREERREADINESS FOR ALL STUDENTS, WE ADDED NEW METRICSTO THE 2012 HIGH SCHOOL PROGRESS REPORT TO:1)Raise the bar to focus on student success at the next level byadding metrics focused on college and career readiness.2)Specifically recognize schools for success with high needstudents in a way that will maintain the demographicneutrality of the report.3)Expand the scope and definition of success among highschools citywide.15

2011-12 PROGRESS REPORT STRUCTURE The Progress Report is a school-level assessment of a school’s contribution tostudent learning. Graded A through F, schools are compared primarily to schools with studentpopulations most like their own (their peer group), as well as to all schools nessClosingtheAchievementGapElementary,K- ts15points16- ecSon16

NEW FOR 2011-12: COLLEGE AND CAREER READINESSMETRICSThe following metrics were piloted as unscored metrics on the Progress Report last yearand are included as scored metrics in a new College and Career Readiness section this yearCollege Preparatory Course Index (CPCI)3.33 points Measures the percent of students in a 4-year graduating cohort who took and passedan approved rigorous college preparatory course or assessment while in high schoolCollege Readiness Index (CRI)4-year index [1.67 points] and 6-year index [1.67 points] Measures the percent of students in a graduating cohort who attained a Regentsdiploma and met the CUNY standard for passing out of remediation in math and ELAPostsecondary Enrollment Rate (PER)6-month rate [1.67 points] and 18-month rate [1.67 points] Measures the percent of students in a graduating cohort who enrolled in a two- or fouryear college, vocational program, or public service17

COLLEGE PREPARATORY COURSE INDEXThis metric is based on the percentage of students in the class of 2012 who haveaccomplished any one of the following achievements: Scored 65 on the Algebra II or Math B Regents exam, or Scored 65 on the Chemistry Regents exam, or Scored 65 on the Physics Regents exam, or Scored 3 on any Advanced Placement (AP) exam, or Scored 4 on any International Baccalaureate (IB) exam, or Earned a grade of “C” or higher in a college credit-bearing course (e.g. College Now, EarlyCollege), or Passed another course certified by the DOE as college- and career-ready, or Earned a diploma with a Career and Technical Education (CTE) endorsement, or Earned a diploma with an Arts endorsement, or Passed an industry-recognized technical assessment.18

COLLEGE READINESS INDEXThe College Readiness Index is the percent of students the class of 2012 and the class of 2010 that met allthree of these requirements (new options for 2011-12 in bold):1.Graduate with a Regents Diploma;AND2.Demonstrate readiness in English by scoring 75 on the English Regents, 480 on the CriticalReading SAT, 20 on the ACT English, or passing CUNY assessment tests in Reading andWriting;AND3.Demonstrate readiness in Math by scoring 80 on the math Regents*, 480 on the math SAT, 20on the ACT math, or passing the CUNY assessment test in math.*Note: If a student is using the Math Regents to demonstrate math readiness, the student also needsto demonstrate advanced course work in math by: Earn two credits in a STARS course identified as geometry and two credits in a STARScourse identified as algebra II/trig or pre-calculus Passing a course identified in STARS as “Algebra II/Trigonometry” or “Pre-Calculus” and alsoattempting (scoring 1 or higher on) the Algebra II/Trigonometry Regents exam or any A.P. / I.B.math exam, or Passing the Algebra II/Trigonometry Regents exam or any A.P/I.B. math exam, or Passing a course identified in STARS as “Calculus,” or Passing a course identified in STARS as a math class that results in college credit.19

FAFSA Completion Project and NYC: Goal and Accesso The Goal: For guidance counselors and other school staff who provide collegeadvisement to have ‘real-time’ data (updated every 2 weeks) to use in assistingstudents in their FAFSA completion process, thus increasing the likelihood of theirstudents enrolling in college.o Where can school staff find this information?oData will be accessed via ARIS Private Communities in ARIS ConnectFAFSA Completion Data Timeline for 2011-12DatesTaskNovember –December 2011 Guidance counselors asked to update all grade level information in theNYCDOE central database to allow for confirmation of current 12th gradestudentsDecember 2011 Webinars and training sessions will be provided for cluster, network andschool staff on how to access the FAFSA data and how best to support theirstudents on FAFSA completionJanuary 2012 –June 2012,biweekly Data will be received on students filing the FAFSA for the 2012-2013college school year Student-level files will be distributed to principals guidance counselorsand other college advisement staff via ARIS Private Communities Data will be refreshed every 2 weeks20

WHERE ARE THEY NOW? Allowing schools to develop a baseline understanding of how well they are preparing their students forthe goal of college and career readiness with the onset of the Common Core Learning StandardsTo access reports in your ARIS Private Community, visit http://www.tinyurl.com/watn2012.21

WHAT ARE “WHERE ARE THEY NOW?” REPORTS? The Where Are They Now? (WATN) reports are intended toprovide schools with information on students’ performance attheir next academic institution. The functionality of the reports enables schools to view thelater outcomes of several cohorts of former students and tocompare the performance for different subgroups. This is the third year that reports have been released. For thefirst time this year reports were released for all school types(early childhood, elementary, middle, high, transfer, and YABCprograms).22

“WHERE ARE THEY NOW?” REPORT DEMO23

WATN REPORTS INFORM MANY ASPECTS OFCOLLEGE AND CAREER READINESS Enabling guidance counselors to better understand where students go aftergraduation. Using the WATN reports as a marketing tool. Previewing the upcoming progress report metrics in a more streamlined, userfriendly format. Integrating analysis of WATN into existing grade and/or department meetings. Utilizing WATN reports when developing school plans: ComprehensiveEducational Plans (CEP), Professional Development (PD) Plans, etc. Using functionality on subgroup comparisons (ELLS, SWD, ethnicity) to deepenconversations around equity. Helping schools assess their students’ development of non-academic behaviorsthat may not be fully captured in other performance data.24

CONTACT INFORMATIONAndrea Soonachan, Office of Postsecondary [email protected] Murarka, Office of Research, Accountability, and [email protected]

APPENDIX26

THE INTERACTIVE DASHBOARD ALLOWSSCHOOLS TO CUSTOMIZE THEIR pselectedforthedataintheDashboard27

SCHOOLS HAVE MANY DIFFERENTOUTCOMES TO CHOOSE FROMOutcomeSchool LevelAnnual attendance rateEarly Childhood, Elementary/Middle School% earning 3 on ELA/MathEarly Childhood, Elementary School% earning 10 credits per yearMiddle School% of former 8th graders who passed required Regents examsMiddle SchoolFour-year high school graduation rate (by diploma type)Middle SchoolCollege enrollment % (by institution type)High SchoolCollege persistence in first two yearsHigh School% requiring remediation (CUNY enrollees only)High SchoolAverage first semester performance (CUNY enrollees only)High School Elementary schools can view the percentage of their students achieving proficiency at thenext level, broken down by subgroups. Middle schools can track over time the rate at which their students are graduating on-timefrom high school. High schools can track postsecondary enrollment rates by subgroups and become familiarwith the most common CUNY institutions that graduates are selecting.28

an approved rigorous college preparatory course or assessment while in high school College Readiness Index (CRI) 4-year index [1.67 points] and 6-year index [1.67 points]