NYC DOE S COLLEGE AND CAREER READY BENCHMARKS. Graduate NYC! Community Best Practices Forum October 1, 2012

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1 NYC DOE S COLLEGE AND CAREER READY BENCHMARKS Graduate NYC! Community Best Practices Forum October 1, 2012

2 RAISING THE BAR FOR OUR STUDENTS: GRADUATION RATES AND COLLEGE READINESS CONTINUES TO INCREASE * ** Best Outcome A,er Four Years of High School Non- Graduate Local Diploma Regents Diploma College Readiness Index (CRI) Percentage of students in cohort who met the standards for passing out of remedial coursework at CUNY College Ready* *According to the Progress Report College Readiness Index, which is defined as the percentage of students who met the 2012 standards for passing out of remedial coursework at CUNY. **2011 graduation outcomes are unofficial pending state release. 2

3 MORE NYC STUDENTS ARE ENROLLING IN COLLEGE Total Number of DOE Graduates* Enrolling in CUNY as First Time Freshman Citywide Note: In 2010, CUNY saw a decrease in overall first- Sme freshman enrollment following a change in enrollment policy: from rolling admissions to a formalized applicason deadline. 16,254 16,778 18,665 19,298 20,930 22,697 24,294 25,589 25,033 3 Senior Colleges Community Colleges Source: CUNY Office of Institutional Research and Assessment, init_remedial_need_by_hs_type.xlsx, 07/21/11. *Includes all students who report to CUNY that they have graduated from a NYC high school (at any point in time).

4 ALTHOUGH MORE NYC DOE STUDENTS ARE ENROLLING IN COLLEGE, TOO MANY ARE NOT READY Percent of DOE Graduates* Enrolling in CUNY as First-time Freshman In Need of Remedial Coursework** CHANGES IN CUNY COLLEGE READINESS CRITERIA OCCURRED IN 2008 AND % 53% 54% 49% 49% 46% 48% 50% 51% 57% Note: 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 in need 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

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

6 COLLEGE AND CAREER READINESS BENCHMARKS: FOUR DOMAINS DOMAIN EXAMPLES Common Core Learning Standards Academic mastery that students demonstrate at every grade level, defined by the Common Core Learning Standards. Academic & Personal Behaviors Learning habits and skills that support academic readiness and include non- cognisve, socio- emosonal qualises that support resiliency, and college/career persistence. Academic Programming College and Career Access Choices about the level of rigor and subjects that students will pursue yield pathways that either prepare or prevent students from taking the academic courses necessary for success a\er high school. Students need to make informed choices about the courses and scores they need to achieve to graduate and have the widest possible range of opportunises for equitable access and entry points to highly challenging/college prep coursework. Learning about postsecondary pathways and careers to develop meaningful personal aspirasons with a clear sense of the roadmap to their goals, and the specific supports at key transison points to ulsmately gain entry to a well- matched college/career training program. 6

7 RESEARCH BASE Analysis of NYC student-level data; course taking patterns, test scores and high school outcomes National research on academic predictors of college persistence (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

8 ACADEMIC & PERSONAL BEHAVIORS This domain includes the learning habits and skills that support academic readiness and includes non- cognisve, socio- emosonal qualises that support resiliency, and college/career persistence. Persistence Engagement Work Habits/ OrganizaPonal Skills CommunicaPon/ CollaboraPon Skills Self- RegulaPon Persistence is needed to support long- term commitment to educasonal goals through a posisve mindset and self- efficacy. Engagement supports achievement in school by increasing students' social- emosonal connecson to the environment and their social confidence. Strong work habits and organizasonal skills support successful navigason of college and careers. CommunicaSon and collaborason are essensal skills in successful college and career transisons. Self- regulason is key to resiliency. Students must develop coping skills, self- control, and confidence to work through challenges. 8

9 ACADEMIC PROGRAMMING GraduaPon Credit AccumulaPon and Performance Requirements* for Regents Diploma 8 ELA credits; and 65+ on ELA Regents Exam 6 Math credits; and 65+ on applicable Math Regents Exam 6 Science credits, including two credits of life science and two credits of physical science; and 65+ on applicable Science Regents Exam 8 History credits in required courses, including 65+ on applicable US History and Government Regents Exam and 65+ on Global History Regents 2 credits in LOTE (Foreign Language) 2 Art ^ credits in Visual Art, Music, Dance and/ or Theater 4 credits in PE & Health 1 Heath credit 7 elecsve credits For students in CTE or Arts programs^, complete all course requirements in approved CTE sequences Performance Requirements for College and Career Readiness as defined by CUNY 75+ on ELA Regents Exam 80+ on applicable Math Regents Exam and complesng coursework in Algebra II/Trigonometry or higher- level math subject AddiPonal Recommended Indicators of College and Career Readiness 8 Math credits; Course load should include Integrated Algebra, Geometry, and Algebra II /Trigonometry; 65+ on Algebra II or Math B Regents Exam 8 Science credits, including a sequence that consists of at least three courses from the following: Living Environment, Chemistry, Physics or AP Science; 65+ on Chemistry Regents Exam; 65+ on Physics Regents Exam 6 LOTE (Foreign Language) credits^ Pass a course/assessment approved through CPCC Process Complete a dual enrollment course for college credit such as College Now, CUNY Early College, etc. with a grade of "C" or higher 3+ on any Advanced Placement (AP) exam; 4+ on any InternaSonal Baccalaureate (IB) exam For students in CTE programs, pass industry recognized technical assessment for licensure and/or cersficason Arts endorsed Diploma Students earn their Advanced Regents Diplomas. *Specific Graduation Requirements for all students (including the safety net for students with disabilities and students pursuing an Advanced Regents diploma or CTE and Arts endorsement) can be found at ^ Students completing an approved 10 credit sequence in the Arts or CTE are only required to complete two credits of a second language. 9

10 COLLEGE & CAREER ACCESS This domain describes a set of transacsonal benchmarks students need to complete to support academic transisons and to ulsmately gain entry to a well- matched college/career training program. College & Career ExploraPon Money Ma^ers Summer Ma^ers Ge`ng In Students and families need to understand the roadmap to higher educason and careers and explore their opsons in order to set high expectasons and work towards achieving them. AspiraPons* Planning*Assessments Financial planning and accurate informason about paying for higher educason are necessary to ensure matriculason. Affordability*InformaPon Summer months are an important Sme to develop the skills and experiences that help students develop college and career plans. TransiPon Students need direct assistance in complesng tasks required for entry to their next educasonal insstuson. Enrichment*Admission 10

11 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 Instructional Expectations Academic and Personal Behaviors: Integrated into new quality review rubric 11

12 CITYWIDE INSTRUCTIONAL EXPECTATIONS CONDITIONS FOR SUCCESSFUL IMPLEMENTATION The implementation of this work is a multi-year process. Schools, in consultation with their networks, are expected to strategically implement the work in ways most likely to shift teaching practice and enhance individual students learning based on school strengths and areas of development. Successful schools will 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 students engage 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 behaviors necessary 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 for students, as required by New York State s implementation of Response to Intervention (RTI). Note that while schools will be held accountable in the current phase of implementation for K-5 reading only, all schools should consider systems for supporting students across the content areas. 12

13 IMPLEMENTATION AND SUPPORT FOR COLLEGE AND CAREER READINESS Supports: Tools and Training OpPons InsPtute Trainings (1,600 trained counselors over the next 3 years) Where Are They Now Reports Common Core Library examples FAFSA ComplePon Data GraduaPon Cards College Planning Handbook Planning for Success: Planning Guide by parents for parents Accountability Progress Report Quality Review 13

14 COMMON CORE LIBRARY: TOOLS Examples and self assessment tools in each benchmark area. Can be used to guide conversation in school team meetings and goal setting/partnership meetings. 14

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

16 PROGRESS REPORT STRUCTURE The Progress Report is a school-level assessment of a school s contribution to student learning. Graded A through F, schools are compared primarily to schools with student populations most like their own (their peer group), as well as to all schools Citywide. Grade and Overall Score Student Progress Student Performance School Environment College and Career Readiness Closing the Achievement Gap Elementary, K- 8 and Middle Schools 60 points 25 points 15 points points High Schools 55 points 20 points 15 points 10 points 16 points New secson 16

17 NEW FOR : COLLEGE AND CAREER READINESS METRICS The following metrics were piloted as unscored metrics on the Progress Report last year and are included as scored metrics in a new College and Career Readiness section this year College Preparatory Course Index (CPCI) 3.33 points > Measures the percent of students in a 4-year graduating cohort who took and passed 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] > Measures the percent of students in a graduating cohort who attained a Regents diploma and met the CUNY standard for passing out of remediation in math and ELA Postsecondary 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 service 17

18 COLLEGE PREPARATORY COURSE INDEX This metric is based on the percentage of students in the class of 2012 who have accomplished 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, Early College), 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

19 COLLEGE READINESS INDEX The College Readiness Index is the percent of students the class of 2012 and the class of 2010 that met all three of these requirements (new options for in bold): 1. Graduate with a Regents Diploma; AND 2. Demonstrate readiness in English by scoring 75 on the English Regents, 480 on the Critical Reading SAT, 20 on the ACT English, or passing CUNY assessment tests in Reading and Writing; AND 3. Demonstrate readiness in Math by scoring 80 on the math Regents*, 480 on the math SAT, 20 on 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 needs to demonstrate advanced course work in math by: Earn two credits in a STARS course identified as geometry and two credits in a STARS course identified as algebra II/trig or pre-calculus Passing a course identified in STARS as Algebra II/Trigonometry or Pre-Calculus and also attempting (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

20 FAFSA Completion Project and NYC: Goal and Access o The Goal: For guidance counselors and other school staff who provide college advisement to have real-time data (updated every 2 weeks) to use in assisting students in their FAFSA completion process, thus increasing the likelihood of their students enrolling in college. o Where can school staff find this information? o Data will be accessed via ARIS Private Communities in ARIS Connect FAFSA Completion Data Timeline for Dates November December 2011 December 2011 January 2012 June 2012, biweekly Task Guidance counselors asked to update all grade level information in the NYCDOE central database to allow for confirmation of current 12 th grade students Webinars and training sessions will be provided for cluster, network and school staff on how to access the FAFSA data and how best to support their students on FAFSA completion Data will be received on students filing the FAFSA for the college school year Student-level files will be distributed to principals guidance counselors and other college advisement staff via ARIS Private Communities Data will be refreshed every 2 weeks 20

21 WHERE ARE THEY NOW? > Allowing schools to develop a baseline understanding of how well they are preparing their students for the goal of college and career readiness with the onset of the Common Core Learning Standards To access reports in your ARIS Private Community, visit 21

22 WHAT ARE WHERE ARE THEY NOW? REPORTS? > The Where Are They Now? (WATN) reports are intended to provide schools with information on students performance at their next academic institution. > The functionality of the reports enables schools to view the later outcomes of several cohorts of former students and to compare the performance for different subgroups. > This is the third year that reports have been released. For the first time this year reports were released for all school types (early childhood, elementary, middle, high, transfer, and YABC programs). 22

23 WHERE ARE THEY NOW? REPORT DEMO 23

24 WATN REPORTS INFORM MANY ASPECTS OF COLLEGE AND CAREER READINESS > Enabling guidance counselors to better understand where students go after graduation. > 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: Comprehensive Educational Plans (CEP), Professional Development (PD) Plans, etc. > Using functionality on subgroup comparisons (ELLS, SWD, ethnicity) to deepen conversations around equity. > Helping schools assess their students development of non-academic behaviors that may not be fully captured in other performance data. 24

25 CONTACT INFORMATION Andrea Soonachan, Office of Postsecondary Readiness Sonali Murarka, Office of Research, Accountability, and Data 25

26 APPENDIX 26

27 THE INTERACTIVE DASHBOARD ALLOWS SCHOOLS TO CUSTOMIZE THEIR REPORTS The Dashboard tab is an interacsve Excel tool that allows schools to view data for mulsple cohorts and comparison groups of students. 1. Schools select one of four cohorts to view 2. Schools select from a number of subpopulasons to compare performance 3. The legend shows the comparison group selected for the data in the Dashboard 27

28 SCHOOLS HAVE MANY DIFFERENT OUTCOMES TO CHOOSE FROM Outcome Annual attendance rate School Level Early Childhood, Elementary/Middle School % earning 3+ on ELA/Math Early Childhood, Elementary School % earning 10+ credits per year Middle School % of former 8 th graders who passed required Regents exams Middle School Four-year high school graduation rate (by diploma type) College enrollment % (by institution type) College persistence in first two years Middle School High School High School % requiring remediation (CUNY enrollees only) High School Average first semester performance (CUNY enrollees only) High School > Elementary schools can view the percentage of their students achieving proficiency at the next level, broken down by subgroups. > Middle schools can track over time the rate at which their students are graduating on-time from high school. > High schools can track postsecondary enrollment rates by subgroups and become familiar with the most common CUNY institutions that graduates are selecting. 28