Overview of the Annual Performance Report Development:

See Overview of the Development of the Annual Performance Report on page 1.

Monitoring Priority: FAPE in the LRE

Indicator #2:  Percent of youth with IEPs dropping out of high school compared to the percent of all youth in the State dropping out of high school.

(20 U.S.C. 1416 (a)(3)(A))

Measurement:

Measurement for youth with IEPs should be the same measurement as for all youth.  Explain calculation.

New York State’s Measurement:

Percent of “graduation-rate cohort*” of students with disabilities who drop out of school.

New York State’s Calculation: 

The number of students in the “graduation-rate cohort” who drop out of school within four years divided by the total number of students in the graduation rate cohort, expressed as a percent.

Definition of dropout:  

School principals must report as dropouts students who complete a school year and do not re-enroll (appear on the attendance register) the following school year unless the student can be documented to have graduated, transferred to another educational program leading to a high school diploma or a high school equivalency diploma, left the United States, or died. These students should be counted as dropouts in the year in which they did not re-enroll.

Any student who, on the last day of required attendance for the school year, has been absent for twenty (20) consecutive, unexcused days and has not resumed attendance should be counted as a dropout.

This definition of “dropout” may be found on page 167-168 of the STEP Reporting Manual at: http://www.p12.nysed.gov/irs/STEP/2006/STEPManual-2006.pdf

When SED computes the total number of dropouts and dropout rate, any student who was reported as a dropout in a previous year is not counted again as a dropout.

Schools with grade seven or higher who do not grant diplomas are responsible for ensuring that students completing their programs enroll in a diploma-granting school to complete their secondary education.  They must report students who complete their program and who do not enroll in and attend a diploma-granting secondary school as dropouts.  These students are reported in the school year in which they fail to enroll and to attend the diploma-granting program.

*See indicator #1 for definitions of Graduation-Rate Cohort and District Accountability Cohort.

Also see “Change in definition of 2003 Graduation-Rate Cohort” described in Indicator #1.

NYS has adjusted its baseline data and targets for this indicator based on data for the 2000 and 2001 total cohorts for the same reasons as described in Indicator #1. See Indicator #1 for definition of the total cohort.

Target:

FFY

Measurable and Rigorous Target

2005

(School Year 2005-06 data is based on 2002 Total cohort)

The drop-out rate for students with disabilities will be 19 percent.

Actual Target Data for FFY 2005:

In 2005-06, the dropout rate after four years for the cohort of students with disabilities who first entered 9th grade in 2002 or if ungraded became 17 years of age during the 2002-03 school year was 22.2 percent. The State did not meet its 2005-06 school year target of 19 percent.

As displayed in the tables that follow, there was a wide variation in the 2005-06 dropout rates among school districts of different Need Resource Capacity categories. For example, the dropout rate in NYC was 30.4 percent, in the large four cities (Buffalo, Syracuse, Rochester, and Yonkers) 39.7 percent, in average need districts 16.6 percent and in the low need districts 5.6 percent.

Also as displayed in the tables that follow, students with disabilities dropped out at twice the rate from the large five cities as from other school districts. The dropout rate in the large five cities combined was 32 percent compared  to 16.9 percent in rest of the State.

Total Cohort, As of June 30, Four Years Later

Cohort Year

All Students

Students with Disabilities

# in Cohort

Drop-Out Rate

# in Cohort

Drop-Out Rate

2000

199,312

11.9%

21,262

13.0%

2001 (New Baseline Data)

212,135

15.4%

26,281

25.5%

2002

216,910

14.0%

27,453

22.2%

 
 
Total Cohort Analysis of Students with Disabilities (SWD) Drop-Out Rate by Need/Resource Capacity Category of School District

Need/Resource Capacity Category

2001 Total Cohort of SWD

2002 Total Cohort of SWD

# in Cohort

Drop-Out Rate

# in Cohort

Drop-Out Rate

New York City

7,627

37.8%

7,587

30.4%

Large Four Cities

1,784

42.8%

1,862

39.7%

Urban/Suburban High Need Districts

2,487

25.5%

2,619

26.2%

Rural High Need Districts

2,165

25.1%

2,240

26.1%

Average Need Districts

8,733

18.3%

9,366

16.6%

Low Need Districts

3,459

7.5%

3,740

5.6%

Charter Schools

11

42.3%

39

30.8%

Total State

26,281

25.5%

27,453

22.2%

 

Total Cohort Analysis of Students with Disabilities (SWD) Drop-Out Rate for Big Five Cities combined and Rest of School Districts

Group of School Districts

2001 Total Cohort of SWD

2002 Total Cohort of SWD

# in Cohort

Drop-Out Rate

# in Cohort

Drop-Out Rate

Big Five Cities

      9,411    

38.8%

9,449

38.8%

Rest of State

17,496

18.1%

19,866

18.8%

Total State

26,281

25.5%

27,453

22.2%

Discussion of Improvement Activities Completed:

In order to focus the State’s technical assistance efforts and improve performance of students with disabilities in school districts that are the lowest performing school districts for students with disabilities, during the 2006-07 school year, the State notified 107 school districts (or 75 school districts if New York City is counted as a single district) based on their 2004-05 school year data that they were designated as “in need of assistance” or “in need of intervention”. The designations were based on graduation rates or drop-out rates of students with disabilities. Six of the 107 school districts did not have sufficient numbers of students with disabilities in the 2001 total cohort to have a valid graduation or drop-out rate, so they were identified based on the performance of students with disabilities on grades 4 and 8 ELA and math assessments.

On October 5, 2006, the Commissioner of Education held a press conference and issued a press release to publicly announce this list of school districts. See press release at http://www.oms.nysed.gov/press/specialed100506.htm and public posting of list of school districts at http://www.p12.nysed.gov/specialed/swd-100506/swd-list.html.  See Indicator #1 discussion of improvement activities completed.

Explanation of Progress or Slippage that occurred for 2005-2006 School Year:

The dropout rate decreased from 25.5 percent in 2004-05 school year to 22.2 percent in 2005-2006 school year. The State did not meet its 2005-06 target of 19 percent. The State revised its 2004-05 baseline data from 18.9 percent to 25.5 percent. This revision was necessary due to more accurate data reported by school districts.

As displayed on the previous page, most categories of school districts showed an improvement in their dropout rates, however, there is a wide variation in the dropout rates among school districts of different need/resource capacity categories. School district with high needs relative to their resource capacity to meet student needs have the highest dropout rates. For example, in New York City, the dropout rate for the 2002 cohort of students with disabilities was 30.4 percent, in the large four cities combined (Buffalo, Syracuse, Rochester and Yonkers) it was 39.7 percent and in the low need school districts the rate was 5.6 percent.

Revisions, with Justification, to Proposed Targets FFY 2005:

NYS has revised its baseline and targets for this indicator so they are based on data for the 2000 “total cohort”. We initially proposed targets for the drop-out rate based on data on the performance of the 2000 “accountability cohort”. The definitions of the accountability cohort and the graduation-rate cohort will be revised such that the definition of the graduation-rate cohort will become similar to the current definition of the 2000 total cohort. The total cohort includes more students and provides a better basis for measuring the drop-out rate. This is the same cohort that will be used to measure the graduation rate as described under Indicator #1.

FFY

Measurable and Rigorous Target

2005

(2005-06)

(2002 total cohort)

No more than 19 percent of students with disabilities will drop out of school. 

2006
(2006-07)
(2003 total cohort)

No more than 19 percent of students with disabilities will drop out of school. 

2007
(2007-08)
(2004 total cohort)

No more than 19 percent of students with disabilities will drop out of school. 

2008
(2008-09)
(2005 total cohort)

No more than 18 percent of students with disabilities will drop out of school. 

2009
(2009-10)
(2006 total cohort)

No more than 16 percent of students with disabilities will drop out of school. 

2010
(2010-11)
(2007 total cohort)

No more than 15 percent of students with disabilities will drop out of school. 

Revisions, with Justification, to Improvement Activities/ Timelines/ Resources for FFY 2005:

1.     Designation of school districts for targeted intervention

The same improvement activities as reported in Indicator #1 were added to directly address the drop-out rate for students with disabilities. The following performance criteria was set for designation of school districts as "in need of assistance" or "in need of intervention" based on performance on drop-out rates.

See Indicator #1. 

2.     Model Transition Programs

Beginning in 2006-07, VESID issued a Request for Proposals for the development and implementation of Model Transition Programs by school districts throughout the State.  These projects will be awarded through competitive contracts with 60 school districts in collaboration with VESID Vocational Rehabilitation District Offices