Special Education

Annual Performance Report for 2008-09 - February 2010 - Indicator 2

Overview of the Annual Performance Report Development:

See Overview of the Development of the Annual Performance Report (APR) in the Introduction section, page 1.

Monitoring Priority: FAPE in the LRE

Indicator 2: Percent of youth with individualized education programs (IEPs) dropping out of high school.
(20 U.S.C. 1416 (a)(3)(A))

Measurement:

Measurement for youth with IEPs is the same measurement as for all youth.  The calculation is explained below.

New York State’s (NYS) Measurement:

Percent of “total cohort” of students with disabilities who dropout as of August after four years of first entering 9th grade or for ungraded students with disabilities, after four years of becoming 17 years of age.

Please note, the above measurement represents a change from the data provided in the Federal Fiscal Year (FFY) 2007, FFY 2006, and FFY 2005 APRs.  In these earlier documents, the State reported results of the total cohort after four years as of June (or for ungraded students with disabilities, after four years from becoming 17 years of age). Based on a change in federal requirements for FFY 2008, which required the State to use the same data as are used under Title I of the Elementary and Secondary Education Act (ESEA), the change has been made to report results of the total cohort, four years later, as of August (or for ungraded students with disabilities, after four years from becoming 17 years of age).

Data Source:

NYS uses the same total cohort data for dropout rate calculation as are used in the ESEA graduation rate calculation and follows the timeline established by the Department under Title I of ESEA.  At the beginning of the State Performance Plan (SPP) in 2004-05, this was the percent of the “graduation-rate cohort*” of students with disabilities who dropped out of school.  To remain consistent with ESEA changes, beginning with school year 2005-06, the reference group changed to the “total cohort.”

NYS’ Calculation for Drop Out Rate for School Year 2008-09:

For FFY 2008, the 2004 district total cohort is the denominator. 

The 2004 district total cohort consists of all students, regardless of their current grade level, who met one of the following conditions:

  • First entered grade 9 at any time during the 2004-05 school year (July 1, 2004 through June 30, 2005); or in the case of ungraded students with disabilities, reached their seventeenth birthday during the 2004–05 school year; or
  • Ungraded students are included in the 2004 cohort if their birth date is between July 1, 1987 and June 30, 1988 (inclusive).

Students who have spent at least five months in district schools or out-of-district placements during year 1, 2, 3, or 4 of high school are included in the district total cohort unless they transferred to another diploma-granting program outside the district.  For the 2004 Total Cohort, Year 1, 2, 3, and 4 are the 2004-05, 2005-06, 2006-07, and 2007-08 school years, respectively.

A student will be included in the district total cohort if the student’s enrollment record in the district shows that the student was enrolled for:

  • at least five continuous (not including July and August) months and the Reason for Ending Enrollment in the district was not one of the following: transferred to a school in another district, a nonpublic school, or a school outside New York; died; transferred by court order; or left the US; or
  • less than five months and has an ending reason indicating that the student dropped out or transferred to an Alternative High School Education Preparation Program (AHSEPP) or High School Equivalency Preparation Program (HSEPP) program and the student’s previous enrollment record in that district (assuming one exists) indicates that the student:

a.) was enrolled in the district for at least five months (not including July and August); and

b.) dropped out or transferred to an AHSEPP or HSEPP program.

The numerator for the computation of the rate of dropping out is the number of total cohort students with disabilities who drop out as of August after four years of first entering 9th grade or for ungraded students with disabilities, after four years of becoming 17 years of age.

Definition of Drop Out:

Information pertaining to the rules for reporting dropout data can be found throughout the Student Information Repository System (SIRS) Manual at:  http://www.p12.nysed.gov/irs/sirs/2009-10/2009-10SIRSManual5-0.pdf. The definition of “dropout” may be found on page 280 of the SIRS Manual in the Glossary of Terms - Appendix 22:

“A dropout is any student, regardless of age, who left school prior to graduation for any reason except death or leaving the country and has not been documented to have entered another program leading to a high school diploma or an approved program leading to a high school equivalency diploma.  The NYSED reports an annual and cohort dropout rate.  A student who leaves during the school year without documentation of a transfer to another program leading to a high school diploma or to an approved high school equivalency program or to a high school equivalency preparation program is counted as a dropout unless the student resumes school attendance before the end of the school year.  The student’s registration for the next school year does not exempt him or her from dropout status in the current school year.  Students who resume and continue enrollment until graduation are not counted as dropouts in the cohort dropout calculation.  In computing annual dropout rates, students who are reported as having been counted by the same school as a dropout in a previous school year are not counted as a dropout in the current school year.”

“When the Department computes the total number of dropouts and drop-out 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.”

For further information about cohorts used in the past, see SPP Indicator 1 for the definitions of Graduation-Rate Cohort and School and District Accountability Cohort, and the history of changing the definition of Graduation-Rate Cohort in 2006-07.

Note:  NYS baseline and targets were adjusted in FFY 2007, when the ESEA measure used by the State to determine graduation rate changed to being based on the performance of the “total cohort.”

 

FFY

Measurable and Rigorous Target

FFY 2008
(2008-09 school year)
(2004 total cohort as of August 2008)*

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

*Note:  In FFY 2008, the language in this target chart was adjusted to be consistent with March 2009 federal requirements for the lag in reporting for this indicator using ESEA definitions and timelines. 

Actual Target Data for FFY 2008:

NYS exceeded its target for this indicator.  In the 2008-09 school year, 16 percent of students with disabilities in the 2004 cohort, as of August four years later, dropped out of school.  This represents a 0.9% improvement over last year’s performance.  It also exceeds the target by two percentage points.

Total Cohort, As of August, Four Years Later

Cohort Year

All Students

Students with Disabilities

# in Cohort

Drop-Out # & Rate

# in Cohort

Drop-Out # & Rate

2003

220,332

n=25,415
11.5%

28,528

n=4,829
16.9%

2004

223,726

n=22,253
10%

31,252

n=5,001
16%

 

Need/ Resource Capacity Category

2003 Total Cohort of SWD, As of August, Four Years Later

2004 Total Cohort of SWD, As of August, Four Years Later

# in Cohort

Drop-Out Rate

# in Cohort

Drop-Out Rate

New York City

8,407

22.0%

10,117

21.6%

Large Four Cities

1,536

38.9%

1,612

31.4%

Urban/Suburban High Need Districts

2,778

20.0%

2,633

16.5%

Rural High Need Districts

2,323

19.9%

2,382

19.4%

Average Need Districts

9,563

12.5%

10,216

12.0%

Low Need Districts

3,873

4.0%

4,165

3.8%

Charter Schools

48

31.3%

127

23.6%

Total State

28,528

16.9%

31,252

16.0%

 

Group of School Districts

2003 Total Cohort of SWD, as of August, Four Years Later

2004 Total Cohort of SWD, As of August, Four Years Later

# in Cohort

Drop-Out
Rate

# in Cohort

Drop-Out Rate

Big Five Cities

9,943

24.6%

11,729

22.9%

Rest of State

18,585

12.8%

19,523

11.8%

Total State

28,528

16.9%

31,252

16.0%

Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that occurred for FFY 2008:

Explanation of Progress or Slippage

  • FFY 2008 data show progress.  The dropout rate of students with disabilities for the 2004 total cohort four years later, as of August, improved by 0.9 percentage points compared to the 2003 total cohort rate, from 16.9 percent to 16.0 percent.  The State exceeded its 2008 target of 18 percent by two percentage points.
  • The State’s progress is more significant given that the number of students with disabilities in the total cohort has continued to increase each year, in part as a result of improved accuracy in data reporting.  There were 2,776 more students with disabilities in the 2004 total cohort compared to the previous year’s cohort.
  • The dropout rate for the 2004 total cohort improved in every Need/Resource Capacity category of school districts.
  • The range of dropout rates for the 2004 total cohort by Need/Resource Capacity category of school districts was between 31.4 percent in the large four cities to 3.8 percent in the low need school districts.
Improvement Activities Completed during 2008-09

The Office of Vocational and Educational Services for Individuals with Disabilities (VESID) obtained and utilized technical assistance resources and materials from the National Dropout Prevention Center for Students with Disabilities (NDPC-SD).  Also see technical assistance resources accessed as identified for Indicator 1 (improving graduation rates).

For Improvement Activities Completed, see Indicator 1.

Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines / Resources for FFY 2008 [If applicable]

See Indicator 1.

Last Updated: June 30, 2010