Student Progress in English Language Arts and Mathematics
Students in grades 3-8 showed modest progress in English Language Arts and mathematics in 2015, with slight increases in the percentage of students achieving proficiency levels. Despite incremental progress for Black and Hispanic students, achievement gaps persist. New York is implementing higher learning standards over a 12-year period, aiming for college and career readiness. The class of 2022 faces more rigorous graduation requirements to demonstrate proficiency. Students scoring at Level 3 and above are on track for meeting these standards.
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Measuring Student Progress in Grades 3-8 English Language Arts and Mathematics August 2015
Summary In 2015, students made modest progress in English Language Arts (ELA) and math in terms of the percentage of students achieving proficiency. For ELA, the percentage of test takers who scored at the Proficient Level (Levels 3 and 4) in 2015 was 31.3, compared to 30.6 in 2014 and 31.1 in 2013. For math, the percentage of test takers who scored at the Proficient Level (Levels 3 and 4) in 2015 was 38.1, compared to 36.2 in 2014 and 31.1 in 2013. In NYC, Ever English Language Learners (ELLs) students who received ELL services in school years prior to 2014-15 but not during the 2014-15 school year had higher levels of ELA and math proficiency than NYC students who never received ELL services (Never ELLs). Progress for Black and Hispanic students increased incrementally in ELA and math. However, the achievement gap persists. Approximately 80% of eligible test takers participated in the 2015 Grades 3-8 ELA and Math Tests; about 20% of eligible test takers did not have a recognized, valid reason for not participating. 2
New York is phasing in higher learning standards over 12 years 2010: Board of Regents adopted more rigorous, college and career readiness standards 2013: English Language Arts (ELA) and math assessments aligned to the new standards administered for first time in grades 3-8 2014: Roll-out of more rigorous Regents Exams June 2014: Algebra I (ELA offered, but not required) June 2015: Geometry (ELA offered, but not required) June 2016: Algebra II and ELA (required for 1st time) Class of 2017: First cohort of high school graduates required to pass more rigorous Regents Exams for graduation at the current score of 65 (partial proficiency) Class of 2022: First cohort of high school graduates required to pass more rigorous Regents Exams for graduation at the aspirational college and career ready score (proficiency); this cohort just completed fifth grade 3 3
For students who will graduate prior to the class of 2022 (students who just completed grades 6- 8), students scoring at Level 2 and Above on the ELA and math exams are on track for current graduation requirements. Students scoring at Level 3 and Above are on track to graduate at the aspirational college- and career-ready level. For students who will graduate in the class of 2022 and later (students who just completed grade five and lower), students scoring at Level 3 and Above on the ELA and math exams are on track to meet graduation requirements. Grades 3-8 ELA and Math Student excels in the higher learning standards for this grade level Level 4 Student is proficient in the higher learning standards for this grade level Level 3 Student is partially proficient in the higher learning standards for this grade level Level 2 Student is well below proficient in the learning standards for this grade level Level 1 Note: The change for the class of 2022 is due to a policy decision to have these students meet more rigorous graduation requirements to demonstrate college and career readiness, and not the result of a change in the rigor of the test. 4 4
2015 Grades 3-8 ELA Test Results EngageNY.org
2015 Statewide Performance in ELA 38.8% 37.8% 37.1% 36.4% 35.3% 35.7% 35.1% 35.0% 33.6% 33.0% 31.9% 30.9% 30.6% 29.5% 26.2% 25.0% 23.6% 22.0% 21.3% 20.0% 16.2% 14.4% 11.3% 9.7% 9.7% 9.3% 5.6% 4.8% Grade 3 Grade 4 Grade 5 Level 1 Grade 6 Grade 7 Grade 8 Combined Grades Level 2 Level 3 Level 4 6
Students Statewide Made Modest Gains in ELA The percentage of students who met or exceeded the ELA proficiency standard (Levels 3 and 4) increased to 31.3 in 2015 from 30.6 in 2014 and 31.1 in 2013. 2013 2014 2015 72.6% 72.0% 71.2% 70.5% 70.5% 69.6% 69.4% 69.2% 69.1% 68.3% 68.0% 67.5% 66.4% 65.9% 64.7% 64.4% 64.5% 64.1% 62.9% 62.9% 62.2% 34.7% 34.2% 33.8% 32.7% 32.4% 31.6% 31.4% 31.2% 31.3% 31.1% 31.0% 30.6% 30.6% 30.3% 30.2% 29.8% 29.6% 29.2% 29.0% 28.4% 28.0% 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 Combined Grades Grade 7 Grade 8 Grade 5 Grade 4 Grade 6 Grade 3 Percentage of All Test Takers Statewide in 2013, 2014, and 2015 who scored at Level 2 and Above and Level 3 and Above by Grade Level 7
2015 NYC Performance in ELA 39.1% 38.4% 37.8% 37.3% 36.8% 36.0% 35.4% 34.9% 34.0% 33.6% 32.5% 31.9% 30.8% 28.7% 24.9% 23.9% 22.4% 21.0% 19.8% 19.2% 15.2% 14.8% 11.4% 10.5% 9.4% 9.0% 5.7% 5.3% Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Combined Grades NYC Level 1 Level 2 Level 3 Level 4 8
NYC Students Made Progress in ELA The percentage of NYC students who met or exceeded the ELA proficiency standard (Levels 3 and 4) is approaching statewide levels. In 2015, 30.4 percent of students combined across all grades were proficient or above, compared to 31.3 percent statewide. 2013 2014 2015 71.3% 69.5% 69.2% 68.1% 68.3% 67.3% 66.6% 66.4% 65.4% 65.1% 64.9% 64.4% 63.7% 63.5% 62.7% 62.7% 62.8% 62.4% 62.2% 61.5% 61.0% 32.9% 31.2% 31.3% 30.4% 30.2% 30.0% 30.0% 29.7% 28.9% 28.8% 28.4% 28.5% 28.2% 28.2% 27.3% 26.8% 26.5% 25.6% 25.5% 25.3% 23.4% 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 Combined Grades NYC Grade 7 Grade 8 Grade 5 Grade 4 Grade 6 Grade 3 Percentage of All NYC Test Takers in 2013, 2014, and 2015 who scored at Level 2 and Above and Level 3 and Above by Grade 9
Big 5 City District Performance in ELA ELA performance was mixed among Big 5 districts. Some districts had a slightly higher percentage of students scoring at Level 3 and Above in 2015, while performance in other districts held relatively steady. 68.3% 2013 2014 2015 67.5% 66.4% 66.4% 65.4% 63.7% 55.5% 55.3% 52.5% 39.9% 39.0% 36.7% 32.9% 31.6% 31.3% 31.1% 30.6% 30.4% 29.1% 28.5% 28.6% 28.4% 26.5% 24.3% 20.3% 18.6% 16.4% 11.9% 11.9% 11.5% 8.7% 8.5% 8.1% 5.4% 5.5% 4.7% 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above NYC Total Public Buffalo Rochester Syracuse Yonkers Percentage of All Test Takers in 2013, 2014, and 2015 who scored at Level 2 and Above and Level 3 and Above Combined Grades 10
Statewide Performance in ELA by Need/Resource Group In 2015, ELA performance remained consistent for most Need/Resource Groups, with low-need districts continuing to outperform other groups. 52.2% 51.5% 49.1% 2013 2014 2015 35.1% 34.1% 33.2% 31.3% 31.1% 30.6% 30.4% 28.5% 27.5% 26.5% 26.1% 23.1% 23.0% 22.4% 21.9% 17.2% 16.2% 16.0% 11.5% 11.2% 10.4% NYC Large City Urban- Suburban Rural Average Low Charter Total Public Percentage of All Test Takers in 2013, 2014, and 2015 who scored at Level 3 and Above Combined Grades 11
Statewide Performance in ELA by Race/Ethnicity All race/ethnicity groups had a slightly higher percentage of students meeting or exceeding the ELA proficiency standard (Levels 3 and 4) in 2015, although the achievement gap continues statewide. 83.2% 82.5% 82.4% 2013 2014 2015 77.1% 75.5% 74.7% 60.4% 59.9% 58.4% 57.2% 57.3% 56.5% 54.4% 54.3% 53.5% 52.5% 50.4% 50.1% 40.4% 39.9% 38.5% 23.8% 22.0% 21.2% 19.7% 18.5% 18.5% 17.7% 17.4% 16.2% 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above American Indian/Alaska Native Asian/Pacific Islander Black Hispanic White Percentage of All Test Takers Scoring at Level 2 and Above and Level 3 and Above for 2013, 2014, and 2015 Combined Grades 12
NYC Performance in ELA by Race/Ethnicity 2013 2014 2015 83.3% 82.8% 82.6% 82.0% 81.7% 81.6% 66.9% 65.7% 63.6% 58.4% 57.4% 57.0% 56.6% 55.5% 54.9% 52.0% 51.3% 49.5% 49.2% 47.8% 47.0% 28.7% 26.7% 25.6% 19.8% 19.0% 18.3% 18.1% 16.6% 16.4% 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above Asian/Pacific Islander Black Hispanic American Indian/Alaska Native White 13 Percentage of All NYC Test Takers Scoring at Level 2 and Above and Level 3 and Above for 2013, 2014, and 2015 Combined Grades 13
Girls Continued to Outperform Boys Statewide in ELA in 2015 73.0% 72.6% 72.1% 63.8% 62.7% 61.0% 36.4% 35.4% 35.1% 27.0% 26.5% 26.3% 2 & above 3 & above 2 & above 3 & above Males Females 2013 2014 2015 Percentage of All Test Takers Scoring at Level 3 and Above for 2013, 2014, and 2015 Combined Grades by Gender 14
Across all race/ethnicity groups, girls performed better than boys statewide on the ELA proficiency standard (Levels 3 and 4). 86.7% Females 79.8% 79.9% Males 69.8% 66.2% 63.7% 61.5% 58.1% 55.3% 51.2% 47.3% 47.2% 46.7% 34.6% 28.1% 23.7% 23.1% 20.0% 15.8% 14.0% 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above Asian/ Pacific Islander Black Hispanic American Indian/Alaska Native White Percentage of All Test Takers Scoring at Level 2 and Above and Level 3 and Above for 2015 by Gender and Race/Ethnicity 15
Charter School Performance in ELA 2013 2014 2015 71.9% 71.7% 69.9% 69.1% 69.0% 68.3% 67.5% 66.9% 66.4% 59.5% 58.4% 58.0% 31.3% 31.1% 30.6% 29.3% 28.0% 27.5% 26.1% 25.0% 23.1% 20.5% 19.6% 17.4% 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above Rest of State Charters All Charters Total Public NYC Charters The Percentage of All Test Takers in 2013, 2014, and 2015 who scored at Level 2 and Above and Level 3 and Above Combined Grades 16
Statewide English Language Learner Performance in ELA English Language Learners (ELLs) statewide continued to make slight gains in ELA with a higher percentage of students scoring at Level 2 and Above and Level 3 and Above, although their proficiency levels are still well below those of Ever ELL and Never ELL students. 75.1% 74.6% 70.1% 69.1% 68.3% 67.5% 66.4% 2013 2014 2015 33.9% 33.0% 31.1% 31.3% 30.5% 30.6% 27.8% 25.0% 25.1% 24.5% 3.9% 3.3% 3.2% 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above Total Public Never ELLs3 Current ELLs1 Ever ELLs2 1 Students 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. 17 Ever and Never ELLs data are only available for 2014 and 2015.
NYC English Language Learners Performance in ELA In NYC, Ever ELLs outperformed NYC students who have never received ELL services (Never ELLs) and outperformed Ever ELLs statewide. 78.8% 77.8% 70.1% 69.1% 68.3% 67.5% 66.4% 2013 2014 2015 34.2% 33.8% 32.0% 31.1% 31.1% 31.3% 30.6% 27.4% 26.4% 25.0% 4.4% 3.6% 3.2% 2 & above 3 & above 2 & above 3 & above 2 & above Never ELLs3 3 & above 2 & above 3 & above Ever ELLs2 Current ELLs1 Total Public 1 Students 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. 18 Ever and Never ELLs data are only available for 2014 and 2015.
Students with Disabilities Performance in ELA Although only 5.7 percent of students with disabilities* met or exceeded the ELA proficiency standard (Level 3 and 4) in 2015, the percentage of students scoring at Level 2 and Above edged slightly higher to 28.3 percent. 75.8% 75.4% 74.4% 36.6% 35.9% 35.6% 28.3% 27.8% 27.4% 5.7% 5.2% 4.9% 2 & above Students with Disabilities 3 & above Students with Disabilities 2 & above General Education 3 & above General Education 2013 2014 2015 19 * Earlier this summer, USED denied a waiver request by SED that would have allowed certain students with severe disabilities to be tested at their instructional level rather than grade level. 19
2015 Grades 3-8 Math Test Results EngageNY.org
2015 Statewide Performance in Math A USED waiver eliminated unnecessary double testing and allowed accelerated math students to participate in high school math Regents Exams instead of the Grade 8 Math Test, which may cause a decrease in the percentage proficient in Grade 8. 39.7% 38.4% 33.6% 32.7% 31.6% 31.2% 30.8% 30.7% 30.2% 29.9% 28.4% 27.9% 27.0% 26.5% 26.3% 23.8% 23.7% 22.8% 22.3% 19.8% 19.3% 19.0% 18.3% 16.4% 15.8% 15.3% 12.0% 6.6% Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Combined Grades Level 1 Level 2 Level 3 Level 4 21
Students Statewide Made Progress in Math The percentage of students who met or exceeded the proficiency standard (Levels 3 and 4) increased to 38.1 in 2015 from 36.2 in 2014 and 31.1 in 2013. A USED waiver eliminated unnecessary double testing and allowed accelerated math students to participate in high school math Regents Exams instead of the Grade 8 Math Test, which may cause a decrease in the percentage proficient in Grade 8. 2013 2014 2015 73.3% 73.1% 73.0% 72.6% 72.1% 71.6% 71.1% 71.1% 69.7% 69.3% 69.3% 69.2% 68.9% 67.9% 67.2% 66.4% 64.6% 62.6% 62.1% 60.3% 60.3% 43.1% 42.7% 42.2% 42.0% 41.8% 39.3% 38.9% 38.1% 37.2% 36.4% 36.2% 34.8% 34.2% 32.0% 31.1% 30.6% 29.9% 27.8% 27.5% 21.9% 21.5% 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 Combined Grade 7 Grade 8 Grade 5 Grade 4 Grade 6 Grade 3 Grades The Percentage of All Test Takers Statewide in 2013, 2014, and 2015 who scored at Level 2 and Above and Level 3 and Above by Grade Level 22
2015 NYC Performance in Math A USED waiver eliminated unnecessary double testing and allowed accelerated math students to participate in high school math Regents Exams instead of the Grade 8 Math Test, which may cause a decrease in the percentage proficient in Grade 8. 41.0% 36.6% 36.6% 33.5% 32.3% 32.2% 32.0% 31.3% 31.1% 30.9% 30.8% 30.3% 30.1% 27.1% 24.2% 21.8% 20.9% 19.9% 19.7% 18.3% 18.3% 17.2% 16.8% 16.7% 15.4% 14.4% 12.9% 8.0% Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Combined Grades NYC Level 1 Level 2 Level 3 Level 4 23
NYC Students Made Progress in Math The percentage of NYC students who met or exceeded the proficiency standard (Levels 3 and 4) for math was 35.2 in 2015, up from 34.3 in 2014 and 29.7 in 2013 combined across all grades. A USED waiver eliminated unnecessary double testing and allowed accelerated math students to participate in high school math Regents Exams instead of the Grade 8 Math Test, which may cause a decrease in the percentage proficient in Grade 8. 2013 2014 2015 70.7% 70.1% 69.9% 69.7% 69.0% 67.8% 68.0% 67.6% 67.7% 66.9% 66.7% 66.5% 66.2% 63.4% 63.4% 63.1% 60.5% 60.2% 59.0% 58.0% 55.5% 40.9% 40.0% 39.1% 38.8% 38.7% 38.5% 35.5% 35.3% 35.2% 34.3% 33.8% 33.2% 32.5% 29.7% 29.7% 29.7% 28.9% 25.8% 25.1% 22.8% 22.5% 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 Combined Grades NYC Grade 7 Grade 8 Grade 5 Grade 4 Grade 6 Grade 3 Percentage of All NYC Test Takers in 2013, 2014, and 2015 who scored at Level 2 and Above and Level 3 and Above by Grade 24
Big 5 City District Performance in Math Each Big 5 district had a slightly higher percentage of students scoring at Level 3 and Above in 2015. 69.3% 69.3% 2013 2014 2015 67.2% 66.5% 66.2% 63.4% 54.7% 54.0% 46.9% 40.1% 39.2% 38.1% 36.2% 35.3% 35.2% 34.3% 31.1% 29.7% 29.3% 29.2% 28.7% 28.3% 27.8% 25.4% 24.0% 21.8% 15.1% 14.6% 13.1% 9.6% 9.4% 8.3% 7.4% 7.2% 6.9% 5.0% 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above NYC Total Public Buffalo Rochester Syracuse Yonkers Percentage of All Test Takers in 2013, 2014, and 2015 who scored at Level 2 and Above and Level 3 and Above Combined Grades 25
Statewide Performance in Math by Need/Resource Group In 2015, all need/resource groups made progress in math, with low-need districts continuing to outperform other groups. 63.3% 57.7% 2013 2014 2015 50.4% 43.4% 41.5% 40.8% 38.9% 38.1% 36.2% 35.2% 34.3% 32.4% 31.3% 31.1% 30.5% 29.7% 25.6% 19.6% 19.4% 17.9% 14.8% 14.5% 12.8% 9.0% NYC Large City Urban- Suburban Rural Average Low Charter Total Public Percentage of All Test Takers in 2013, 2014, and 2015 who scored at Level 3 and Above Combined Grades 26
Statewide Performance in Math by Race/Ethnicity All race/ethnicity groups had a greater percentage of students meeting or exceeding the math proficiency standard (Levels 3 and 4) in 2015, although the achievement gap persists statewide. 88.2% 87.8% 86.5% 2013 2014 2015 80.6% 78.8% 76.4% 66.0% 64.7% 64.4% 62.2% 59.9% 58.8% 58.5% 57.6% 55.4% 53.4% 52.6% 49.7% 49.2% 44.8% 38.1% 30.7% 27.6% 24.5% 23.4% 21.3% 20.9% 19.8% 18.5% 15.3% 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above Asian/Pacific Islander Black Hispanic American Indian/Alaska Native White 27 Percentage of All Test Takers Scoring at Level 2 and Above and Level 3 and Above for 2013, 2014, and 2015 Combined Grades 27
NYC Performance in Math by Race/Ethnicity 2013 2014 2015 89.2% 88.9% 87.4% 84.4% 84.5% 82.5% 67.3% 67.2% 66.8% 66.0% 63.2% 61.0% 58.8% 58.6% 56.7% 56.0% 55.2% 52.6% 52.5% 50.3% 49.8% 34.4% 34.3% 28.4% 23.7% 23.2% 19.1% 18.6% 18.6% 15.3% 2 & above Asian/Pacific Islander 3 & above 2 & above 3 & above 2 & above Hispanic 3 & above 2 & above American Indian/Alaska Native 3 & above 2 & above 3 & above Black White 28 28 Percentage of All NYC Test Takers Scoring at Level 2 and Above and Level 3 and Above for 2013, 2014, and 2015 Combined Grades
Girls Continued to Outperform Boys Statewide in Math in 2015 70.9% 70.7% 68.4% 67.8% 67.8% 66.0% 38.7% 37.5% 36.7% 35.8% 31.2% 30.9% 2 & above 3 & above 2 & above 3 & above Males Females 2013 2014 2015 Percentage of All Test Takers Scoring at Level 3 and Above for 2013, 2014, and 2015 Combined Grades by Gender 29
Across all race/ethnicity groups, girls performed better than boys statewide on the math proficiency standard (Levels 3 and 4). 89.1% 87.3% 81.8% 79.5% Females 67.0% Males 65.5% 65.2% 63.5% 60.3% 57.3% 56.6% 50.3% 50.0% 49.4% 31.2% 30.2% 24.8% 24.3% 23.2% 19.5% 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above American Indian/Alaska Native 3 & above 2 & above 3 & above Asian/ Pacific Islander Black Hispanic White Percentage of All Test Takers Scoring at Level 2 and Above and Level 3 and Above for 2015 by Gender and Race/Ethnicity 30
Charter School Performance in Math 2013 2014 2015 78.6% 77.8% 76.4% 75.6% 74.4% 71.5% 69.3% 69.3% 68.4% 67.2% 66.7% 63.1% 44.2% 43.9% 41.5% 40.8% 38.1% 36.2% 34.8% 31.3% 31.1% 30.4% 30.2% 21.0% 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above Rest of State Charters All Charters Total Public NYC Charters The Percentage of All Test Takers in 2013, 2014, and 2015 who scored at Level 2 and Above and Level 3 and Above Combined Grades 31
Statewide English Language Learner Performance in Math English Language Learners (ELLs) statewide continued to make slight gains in math. Ever ELLs had similar levels of math proficiency (Levels 3 and 4) to Never ELLs. 76.9% 72.5% 72.0% 70.3% 69.3% 69.3% 2013 2014 2015 67.2% 40.7% 40.6% 39.1% 38.1% 37.3% 37.4% 36.2% 35.6% 35.0% 31.1% 12.7% 12.1% 9.8% 2 & above 3 & above 2 & above Ever ELLs2 3 & above 2 & above Never ELLs3 3 & above 2 & above 3 & above Current ELLs1 Total Public 1 Students 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. Ever and Never ELLs data are only available for 2014 and 2015. 32
NYC English Language Learner Performance in Math In NYC, Current ELLs in NYC made small gains in math, although their proficiency levels remain below Ever ELLs and Never ELLs. Ever ELLs had a significantly higher level of math proficiency (Levels 3 and 4) than Never ELLs. 79.8% 2013 2014 2015 71.5% 69.5% 69.3% 69.3% 68.6% 67.2% 44.3% 41.3% 41.2% 38.1% 38.1% 37.3% 37.3% 36.2% 35.0% 31.1% 14.6% 14.0% 9.8% 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above Ever ELLs2 Never ELLs3 Current ELLs1 Total Public 1 Students 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. 33 Ever and Never ELLs data are only available for 2014 and 2015.
Students with Disabilities Performance in 2015 Although only 10.6 percent of students with disabilities* met or exceeded the math proficiency standard (Level 3 and 4) in 2015, the percentage of students scoring at Level 2 and Above increased to 34.3 percent. 76.6% 76.4% 74.0% 43.9% 41.6% 35.5% 34.3% 33.7% 29.9% 10.6% 9.6% 6.8% 2 & above Students with Disabilities 3 & above Students with Disabilities 2 & above General Education 3 & above General Education 2013 2014 2015 Percentage of All Test Takers Scoring at Level 2 and Above and Level 3 and Above for 2013, 2014, and 2015 Combined Grades 34 * Earlier this summer, USED denied a waiver request by SED that would have allowed certain students with severe disabilities to be tested at their instructional level rather than grade level. 34
Expected 2015 Test Taking Population vs. Those Not Tested in 2015 EngageNY.org
Not Tested Count Approximately 80 percent of eligible test takers participated in the 2015 Grades 3-8 Math and ELA Tests; about 20 percent of eligible test takers did not participate in these tests and did not have a recognized, valid reason for not participating. 80% Tested 2015 Did Not Participate and Did Not Have a Recognized, Valid Reason for Not Participating 20% SED historically has only tracked the number of students not tested for an invalid, unknown reason. These students are categorized as not tested students. The not tested count includes students who refused the test, as well as students who were absent during the test administration period. The count does not include students who were medically excused. 363636
Not Tested Students Students who did not test in 2015 and did not have a recognized, valid reason for not testing were: Much more likely to be White Much more likely to be from low need or average need districts More likely to have scored at Level 1 or 2 in 2014 Less likely to be English Language Learners Much less likely to be economically disadvantaged 3737
Race/Ethnicity of Not Tested Students in 2015 90% 80% 70% When compared to the expected 2015 test-taking population, those students who were not tested in 2015 were disproportionately white. 60% 50% 40% 30% 20% 10% 0% ELA Math ELA Math ELA Math ELA Math Asian Black Hispanic White Expected 2015 Test-Taking Population 2015 Not Tested 383838 38
Need/Resource Characteristics of Districts of Not Tested Students in 2015 60% When compared to the expected 2015 test-taking population, those students who were not tested in 2015 were disproportionately from average-need and low-need districts. 50% 40% 30% 20% 10% 0% 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 Expected 2015 Test-Taking Population 2015 Not Tested 393939 39
Disability Status of Not Tested Students in 2015 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% ELA Math Students With Disabilities 2015 Estimated Test-Taking Population 2015 Not Tested 404040 40
2014 Performance Levels of Not Tested Students in 2015 Not tested students in 2015 were more likely to have scored at Level 1 or 2 in 2014. 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% Level 1 in 2014 Level 2 in 2014 Level 3 in 2014 Level 4 in 2014 Level 1 in 2014 Level 2 in 2014 Level 3 in 2014 Level 4 in 2014 ELA Math Expected 2015 Test-Taking Population 2015 Not Tested 414141
ELL Status of Not Tested Students in 2015 100% 90% 80% When compared to the expected 2015 test-taking population, not tested students in 2015 were less likely to be ELL students. 70% 60% 50% 40% 30% 20% 10% 0% ELA Math ELA Math Non-ELL ELL Expected 2015 Test-Taking Population 2015 Not Tested 424242 Note: The Non-ELL category includes Ever ELLs and Never ELLs as defined previously (i.e., all students who are not in the Current ELLs category).
Test Participation of Economically Disadvantaged Students in 2015 When compared to the expected 2015 test-taking population, not tested students in 2015 were much less likely to be economically disadvantaged. 70% 60% 50% 40% 30% 20% 10% 0% ELA Math ELA Math Not Economically Disadvantaged Economically Disadvantaged 434343 Expected 2015 Test-Taking Population 2015 Not Tested
