UNDERSTANDING YOUR SCHOOL REPORT CARD
Information and Reporting Services
Room 863 EBA
Albany, N.Y. 12234
The New York State School Report Card is an important part of the Board of Regents effort to raise learning standards (see definition of learning standards in the Q & A) for all students. It is designed to provide information to the public on student performance on State tests and other measures of school and district performance. Knowledge gained from the school report card on a school’s strengths and weaknesses can be used to plan programs and curriculum and to allocate resources.
While the report card can assist in performing these important functions, misuse of the information on the report card can result in harmful programmatic decisions. When reviewing school performance, consider that student academic readiness, motivation, and family and community support vary among schools and significantly affect performance. Though the report card can indicate how well students performed against measured standards (e.g., State tests), it does not provide information about student performance on other measures valued by the community. As such, decisions about school programs are better made by combining information about performance with information gained by visiting the school. Reviewers of the report card should also note that small differences among schools and small year-to-year changes are not meaningful.
This year’s school report card is composed of complementary parts:
¨ an Overview of School Performance in English Language Arts, Mathematics, and Science and Analysis of Student Subgroup Performance (Overview and Analysis);
¨ a School Accountability Status report; and
¨ a Comprehensive Information Report (CIR).
The Overview reports the performance of students in English language arts (ELA) and mathematics, school enrollments, and school demographic data. It also reports the performance of students in science at the elementary and middle levels. The Overview includes graduation rates for groups of students who first entered grade 9 in the same school year (cohorts). In addition, the Overview includes the percentage of core classes taught by highly qualified teachers and the percentage of teachers with no valid teaching certificate. School data and district data are provided in separate reports: the School Report Card and the District Report Card. The school report compares the school's results with those of similar schools (see definition of similar schools in the Q & A), and the companion district report compares school district results with statewide results. The Analysis reports English, mathematics, and elementary- and middle-level science performance data and graduation-rate data for students grouped by race/ethnicity, disability status, gender, English proficiency status, income level, and migrant status.
The School Accountability Status report indicates whether a school made adequate yearly progress (AYP) in 2002–03. It also identifies schools in need of improvement and subject to interventions under the federal No Child Left Behind Act and schools requiring academic progress and subject to interventions under Commissioner’s Regulations for the 2003–04 school year.
The Comprehensive Information Report (CIR) reports three years of results on all State tests not included in the Overview and Analysis, including second language proficiency examinations, Regents competency tests, Regents examinations, the introduction to occupations examination, elementary- and middle-level social studies tests, and New York State Alternate Assessments for students with severe disabilities. The CIR also provides information on high school completers; attendance, suspension, and dropout rates; student enrollments and demographics; and professional staff.
Q. What are the learning standards?
A. The learning standards are descriptions of broad expectations of what students should know, understand, and be able to do at each grade level in seven subject areas as they progress through grades K-12 in New York State schools. The Board of Regents established these standards.
Q. What is the relationship between the school report card and the learning standards?
A. Both are part of the statewide strategy for raising the level of student achievement. The strategy includes:
¨ establishing standards in seven subject areas;
¨ changing the State tests to assess student progress toward achieving these higher standards;
¨ raising high school graduation requirements;
¨ building the capacity of schools to help students achieve the standards;
¨ ensuring high standards and support for teachers and administrators;
¨ building partnerships to improve student achievement; and
¨ increasing school and district accountability through public reporting of student performance.
Q. What is No Child Left Behind (NCLB)?
A. NCLB is federal legislation that is designed to ensure that all students are proficient in ELA and mathematics by 2013–14. District and school performance on State tests in the 2002–03 school year were evaluated using new accountability criteria based on NCLB legislation. (Further information on NCLB is available on the web: www.emsc.nysed.gov.)
Q. What is Adequate Yearly Progress (AYP)?
A. Adequate Yearly Progress (AYP) indicates acceptable progress by a district/school toward the goal of proficiency for all students. To make AYP, districts/schools must test 95 percent of students in each accountability group with 40 or more students. In addition, the Performance Index (PI) of each accountability group with 30 or more students must equal or exceed its Effective Annual Measurable Objective (AMO) or the group must make Safe Harbor.
Q. What is the Performance Index (PI)?
A. Schools are assigned Performance Indices (PIs) ranging from 0 to 200, based on the performance of students on the elementary- and middle-level State tests. Student scores on the tests are converted to four achievement levels, from Level 1 (indicating no proficiency) to Level 4 (indicating advanced proficiency). Schools are given partial credit for students scoring at Level 2 and full credit for students scoring at Level 3 or Level 4. They receive no credit for students scoring at Level 1. Schools improve their PI by decreasing the percentage of students scoring at Level 1 and increasing the percentages scoring at Levels 3 and 4.
Q. What is the Effective Annual Measurable Objective (AMO)?
A. The Effective Annual Measurable Objective (AMO) is the PI value that each accountability group within a school or district is expected to achieve to make AYP. The Effective AMO will be increased in regular increments beginning in 2004–05.
Q. What is Safe Harbor?
A. Safe Harbor provides an alternative means to demonstrate AYP for accountability groups that do not achieve their Effective AMOs. The safe harbor target is the PI value that represents the required level of improvement over the previous year’s performance. To make safe harbor, the accountability group must also make acceptable progress in science.
Q. What happens to districts/schools that do not make AYP?
A. Districts and schools that fail to make AYP for two consecutive years in the same grade and subject are placed in improvement status. Depending on the number of years the school has failed to make AYP, among other requirements, it may have to develop a school improvement plan, provide public school choice, provide Supplemental Education Services (SES), or take actions that may include replacing school staff, instituting a new curriculum, or restructuring the internal organization of the school. Districts in improvement status must develop an improvement plan and are ineligible to provide SES for their students. More information is available on the following Web site: http://www.emsc.nysed.gov/deputy/Documents/sch-acct-categories.htm.
Q. What are the accountability groups?
A. The accountability groups are all students and students grouped by race/ethnicity, disability status, English proficiency status, and income level. Gender and migrant status are disaggregated to report results but are not used for accountability purposes.
Q. What happens when there are too few students in a school to make a judgment about the school’s performance?
A. If a school reports fewer than 30 continuously enrolled students participating in a test, the school’s achievement or progress is determined by combining student results over two years in order to make the judgment on a minimum of 30 students. Data on small groups of students cannot provide reliable information as to what extent the school is providing a program that enables students in that group to meet the Effective AMO. Release of these data would also jeopardize the anonymity of the students.
Q. What are similar schools?
A. Similar schools are schools throughout the State that serve similar students and have similar resources. Each school report card compares the school’s performance with that of similar schools. The following factors are considered in grouping schools: a) the grade levels served by the school, b) rates of student poverty and limited English proficiency, and c) the income and property wealth of district residents. Student poverty levels are indicated by determining the percentage of children in the school who participate in the free-lunch program.
Q. What information is provided about students with disabilities?
A. The performance of students with disabilities on the grades 4, 5, and 8 tests is reported. Students with disabilities may use accommodations when taking State tests, if these accommodations are specifically written in their individualized education program, so caution should be used when comparing results among schools. The performance of students with severe disabilities administered the New York State Alternate Assessment (NYSAA) is also reported.
Q. How is the performance of limited English proficient (LEP) students assessed and reported?
A. Beginning in 2002–03, certain grades 4 and 8 LEP students who are not ready to participate effectively in the academic program are not required to take the State ELA test. Instead, their progress in learning English is measured and reported using the New York State English as a Second Language Achievement Test (NYSESLAT). The school report card shows the number of students in this category and the number who made appropriate progress in learning English. The mathematics, science, and social studies tests are translated into other languages for use by LEP students.
Q. What are the new requirements for a high school diploma?
A. Beginning with students who entered ninth grade in 2001, all students will be required to score 55 or higher (with local Board approval) on at least five Regents examinations and earn at least 22 units of credit, including four units in English, four in social studies, three in mathematics, three in science, one in the arts, one in a language other than English, one-half in health, and two in physical education. These students will have to score 65 or higher to earn a Regents diploma. Higher requirements have been established for an advanced designation on the Regents diploma.
Q. How will school report cards help parents ensure that their children’s schools are making AYP?
A. The school report card shows whether or not schools are making AYP. Parents can use the school report cards to see how well each student accountability group within the school is performing and whether or not student performance is improving.
Q. How can parents help their children meet higher standards?
A. Parents can help their children by talking with them and reading aloud to them, asking teachers what is expected at school, and monitoring their learning and homework.
Q. How can I get more information on the school report card and the new higher standards?
A. You may call the State Education Department at (518) 474-7965 or e-mail us at the following address: email@example.com. Copies of the New York State Report Card for all public schools and districts, information on the standards and new State assessments, and other information can be found on the Department’s web site: http://www.emsc.nysed.gov/irts.
Elementary- and middle-level tests in English language arts (ELA), mathematics, science, and social studies are designed to determine whether students have reached the higher learning standards. The tests challenge students to demonstrate their ability to read, write, and listen, and to understand and apply information related to mathematics, science, and social studies. The tests also show whether students are getting the foundation knowledge they need to succeed in later grades.
On the elementary- and middle-level ELA, mathematics, and social studies tests and the middle-level science test, performance is shown using four levels (Level 1, indicating no proficiency, to Level 4, indicating advanced proficiency), each encompassing a range of raw scores. The levels indicate how well students are progressing toward meeting the learning standards. On the elementary-level science test, performance is shown by indicating the number of tested students meeting the State-designated level (i.e., achieving the learning standards in elementary-level science) and the number not meeting the State-designated level. Mean scores are also reported for all of these tests.
School districts must develop a plan for providing appropriate academic intervention services to students who score at Level 1 or Level 2 on the elementary- and middle-level ELA, mathematics, and social studies tests and the middle-level science test, and for students who score below the State designated level on the elementary-level science test.