Special Education

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 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.

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).    As of FFY 2008, federal requirements stipulate that the State use the same data as are used under Title I of the Elementary and Secondary Education Act (ESEA), hence the change from June to August.

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 United States Department of Education 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.”

Data Source:

The Student Information Repository System (SIRS) for collecting dropout data for all students.

NYS’ Calculation for Drop Out Rate for School Year 2010-11:

Reporting for this FFY 2012 APR, the 2007 district total cohort is the denominator.

The 2007 district total cohort consists of all students, regardless of their current grade level, who met one of the following conditions:

  • First entered 9th grade at any time during the 2007-08 school year (July 1, 2007 through June 30, 2008); or, in the case of ungraded students with disabilities, reached their 17th birthday during the 2007-08 school year; or
  • Ungraded students are included in the 2007 cohort if their birth date is between July 1, 1990 and June 30, 1991 (inclusive).

Students who have spent at least one day 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 2007 Total Cohort, years 1, 2, 3, and 4 are the 2007-08, 2008-09, 2009-10, and 2010-11 school years, respectively.  Beginning with the 2011-12 school year, the five-month requirement previously in place changed to a one-day requirement for inclusion in the district total cohort (unless transferred to another diploma-granting program outside the district).  This change applies to students with and without disabilities.

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 one day (not including July and August) 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.

The numerator for the computation of the rate of dropping out is the number of total cohort students with disabilities who dropped 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 Dropout:

Information pertaining to the rules for reporting dropout data can be found throughout the SIRS Manual at http://www.p12.nysed.gov/irs/sirs/.  The definition of “dropout” may be found on pages in Appendix VI: Terms and Acronyms:

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.  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.”

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.

FFY Measurable and Rigorous Target
FFY 2011
(2011-12 school year)
(2007 total cohort as of August 2011)*
No more than 12 percent of students with disabilities will drop out of school.
*Note:  The language in this target chart is consistent with March 2009 federal requirements for the lag in reporting for this indicator using ESEA definitions and timelines.

 

Actual Target Data for FFY 2012:

For the 2007 total cohort as of August 2011, 15.8 percent of students with disabilities dropped out of school.

Total Cohort, As of August, Four Years Later
Cohort Year All Students Students with Disabilities
# in Cohort Dropout # & Rate # in Cohort Dropout # & Rate
2006 224,744 n = 20,547
9.1%
32,696 n = 5,228
16.0%
2007 222,373 n = 19,406
8.7%
32,690 n = 5,124
15.7%

 

Need/ Resource
Capacity Category
2006 Total Cohort of
SWD As of August
Four Years Later
2007 Total Cohort of
SWD As of August
Four Years Later
# in Cohort1 Dropout Rate # in Cohort2 Dropout Rate
New York City 11,367 20.8% 11,669 21.4%
Large Four Cities 1,906 33.7% 1,750 27.4%
Urban/Suburban
High Need Districts
2,698 17.9% 2,259 20.1%
Rural High Need Districts 2,413 19.5% 2,170 21.0%
Average Need Districts 10,052 10.8% 9,990 10.9%
Low Need Districts 4,098 3.6% 4,695 2.7%
Charter Schools 162 13.6% 157 14.6%
Total State 32,696 16.0% 32,690 15.7%

 

Group of
School Districts
2006 Total Cohort of
SWD As of August
Four Years Later
2007 Total Cohort of
SWD As of August
Four Years Later
# in Cohort Dropout Rate # in Cohort Dropout Rate
Big Five Cities3 13,273 22.7% 13,419 22.2%
Rest of State 19,423 11.4% 19,271 11.2%
Total State 32,696 16.0% 32,690 15.7%

 

Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that occurred for FFY 2012:

Explanation of Progress or Slippage

The State did not meet its target for FFY 2012 (2011-12 school year) that no more than 12 percent of students with disabilities will drop out of school.  The State showed improvement, with a decrease in the dropout rate for students with disabilities of 0.3 percentage points from FFY 2011.  An analysis of the need/resource categories of districts and their dropout rates shows improvement in two categories and slippage in five.  New York City had a 0.6 percentage point increase and the Big Five Cities had a combined decrease of 0.5 percentage points, while the Rest of State total had a combined decrease of 0.2 percentage points compared to FFY 2011. 

Improvement Activities Completed during 2012-13

See improvement activities completed for Indicator 1.

Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines / Resources for FFY 2013 [If applicable]

None


1 2006 Cohort Number of Dropouts: 2370 in NYC;  642 in Large Four; 484 in High Need Urban/Suburban;  471 in High Need Rural; 1090 in Average; 149 in Low Need; 22 in Charter Schools
2 2007 Cohort Number of Dropouts (from June 2012 Press Release): 2495 in NYC;  479 in Large Four; 455 in High Need Urban/Suburban;  455 in High Need Rural (same as high need urban/suburban); 1089 in Average; 128 in Low Need; 23 in Charter Schools
3 Big Five Cities include NYC and the Large Four Cities

Last Updated: February 6, 2014