Measuring Student Proficiency in Grades 3-8 English ......ESSA, Equity and Assessments • NY’s...

Measuring Student Proficiency

in Grades 3-8

English Language Arts

and Mathematics

October 15, 2018

ESSA, Equity and Assessments

• NY’s ESSA plan is ensuring that all students succeed and thrive in school no matter who they are, where they live, where they go to school or where they come from

• NY’s ESSA plan is a set of interlocking strategies to promote educational equity by providing support to districts and schools as they work to ensure that every student succeeds. Every student includes English language learners, students with disabilities,

economically disadvantaged students, neglected and delinquent youth, migrant students, homeless students, and students in rural districts where sparse population density creates its own challenges

• NY’s ESSA plan goes beyond ELA and math to include science and social studies, acquisition of English proficiency by ELLs and MLLs, and chronic absenteeism

2


• State assessments are one part of NY’s overall strategy to determine the level of equity in schools and allocate resources but assessments are not the only part.

• NY’s ESSA strategies to foster equity include to:

Address disparities in training for teachers to help them be effective in the classroom;

Provide students more access to rigorous high school coursework;

Make schools equally welcoming environments for all students;

Increase fiscal transparency in school building spending; and

Use multiple measures to allow students to demonstrate proficiency in state learning standards

• NYSED will collect data for these ESSA indicators to see if improvements in equity are being realized

3


• State assessments:

o Provide important information about how students,

schools and school districts are performing

o Identify where the gaps in achievement persist

o Establish a foundation to determine which grades,

schools and groups of students need additional

support

• NY’s ESSA plan will evolve over time to add additional

measures of school quality and student success

4


• New York’s ESSA Plan:

Is about equity – ensuring all students

have access to a high-quality education

Recognizes and rewards strengths

Incentivizes creating and expanding

coursework and programs that lead to

student success; and

Provides targeted help where help is

needed5

Next Generation

Learning Standards

• Deliberate, inclusive and transparent approach to develop our Next

Generation Learning Standards

• The standards are rigorous and will prepare children for successful

lives in the 21st century

• Nearly 3,000 educators who received in-depth professional learning

this year

6

Next Generation Learning Standards &

Assessment Projected Time Line

• September 2017: Adopted Next Generation Standards

• 2017-2018 School Year (New Baseline): New two-day

assessments measuring the current standards; new performance

standard-setting process; professional development on Next

Generation Standards;

• 2018-2019 School Year: Two-day assessments measuring the

current standards; professional development continuing on Next


• 2019-2020 School Year: Two-day assessments measuring the

current standards; professional development continuing on Next


• September 2020: Full implementation of the Next Generation

Standards;

• Spring 2021 (New Baseline): New tests measuring Next

Generation Standards and new performance standard-setting

process.

• This time line allows teachers to adjust to the new standards. 7

Brand New Baseline• New baseline established due to switch from three

to two-day testing

• Conducted standards review to determine

knowledge and skills needed at each performance

level (1-4)

• With a new baseline, you cannot compare

proficiency levels with prior years

• This year and next two years will be comparable

(2018, 2019 & 2020)

• A new baseline will be established for the Next

Generation Assessments in Spring 2021

8

Performance Standard

Review Process

• Panels of NYS educators certified in the grade-level

• Followed a standardized, research-based process

• Discussed expectations for students in each

performance level and reviewed 2018 test questions

• Made recommendations to the Commissioner on the

knowledge and skills required of students at each grade

level

• Commissioner accepted recommendations

• Performance standards applied to student tests to

determine proficiency levels

9

Computer-Based Testing• Spring 2018 is the second time the state offered operational assessments on

computers

• More than 145,000 students took the operational tests on computer at more than 10% of schools in New York State offering grades 3-8 tests

More than 100,000 students took the ELA tests on computer

More than 74,000 students took the math tests on computer

• Some students encountered technical difficulties on the ELA test. NYSED addressed them and held Questar accountable. Math CBT went more smoothly.

• The Department remains committed to transitioning to CBT to:

provide access to technology and improved instructional tools for all students, including students with disabilities who benefit from an equitable testing environment offered on computer;

Computer-based testing will allow NY to transition adaptive testing for special populations; and

help prepare students for the world we live in

10

2018 Summary -

Statewide• ELA: the percentage of all test takers in grades 3-8 who scored at the

proficient level (Levels 3 and 4) is 45.2 percent

• Math: the percentage of all test takers who scored at the proficient

level this year is 44.5 percent

• Proficient is scoring at levels 3 or 4

• Scores from last year’s exam cannot be compared to this year’s

% of Students Proficient in Grades 3-8

2017 2018# of Test

Takers

Statewide Combined

Grades ELA 39.8 45.2 966,661

Statewide Combined

Grades Math40.2 44.5 931,449

11

2018 Summary – NYC

The percentage of NYC students who scored at the proficient level in

ELA slightly exceeds the rest of the State.


2017 2018

Statewide Combined Grades

ELA 39.8 45.2

NYC Combined Grades ELA 40.6 46.7

Statewide Combined Grades

Math40.2 44.5

NYC Combined Grades Math 37.8 42.7

12

2018 Summary – Big 5 School Districts

NYC continues to have the highest percentage of students

proficient in ELA and Math with Yonkers having the second highest.

% of Students Proficient in ELA in

Grades 3-8

2017 2018

New York City 40.6 46.7

Buffalo 17.8 23.4

Rochester 7.6 11.4

Syracuse 13.1 15.4

Yonkers 29.6 26.7

% of Students Proficient in Math in

Grades 3-8

2017 2018

New York City 37.8 42.7

Buffalo 17.2 21.0

Rochester 7.9 10.7

Syracuse 11.0 13.5

Yonkers 28.3 29.4

13

• The achievement gap between black and Hispanic students’ proficiency narrowed slightly when

compared with their white peers. The gap also narrowed slightly for American Indian/ Alaska Native

students and their white peers.

• Asian/ Pacific Islander students continued to perform the highest in proficiency among race and

ethnicity groups.

• The implementation of ESSA Plan, the My Brother’s Keeper movement and social emotional learning

will help to further close the gaps.

2018

Proficiency

Achievement

Gap to White

Peers

2017 Proficiency Achievement

Gap to White

Peers

Change in Gap

2017 to 2018

Black ELA 34.5 17.3 29 18.1 -0.8

Hispanic ELA 35.1 16.7 29.2 17.9 -1.2

American Indian/ Alaskan

Native ELA

38.5 13.3 32.7 14.4 -1.1

White ELA 51.8 47.1

Asian/ Pacific Islander ELA 66.7 60.8

2018

Proficiency

Achievement

Gap to White

Peers

2017 Proficiency Achievement

Gap to White

Peers

Change in Gap

2017 to 2018

Black Math 29.3 24.9 24.4 26 -1.1

Hispanic Math 31.8 22.4 27 23.4 -1.0

American Indian/ Alaskan

Native Math

36.3 17.9 31.3 19.1 -1.2

White Math 54.2 50.4

Asian/ Pacific Islander Math 71.2 67.2

% of Students Proficient & Achievement Gap

2018 Summary – Proficiency by Race and Ethnicity

14

2018 Summary – Charter Schools

• Charter school students’ proficiency on the ELA and math

exams was higher for students attending charter schools

in NYC than the rest of state.

• # Charter Students Statewide who took ELA: 66,649

(6.9% of test takers statewide)

• # Charter Students Statewide who took Math: 63,642

(6.8% of test takers statewide)


2017 2018

Charter Schools Combined Grades ELA 45.0 54.0

NYC Charter Combined Grades ELA 48.2 57.3

Charter Schools Combined Grades Math 48.2 55.8

NYC Charter Combined Grades Math 51.7 59.6

15

Test Refusal Rate Declined

• In 2018, the test refusal rate was approximately 18%

• That is a one-percentage-point drop from 2017.

16

2018

Grades 3-8

ELA Test Results

17

73

.3%

41

.9%

75

.6%

40

.8%

63

.8%

33

.5%

72.6

%

34

.4%

71

.7%

35

.5%

76

.3%

40

.9%

72

.2%

37

.9%

72.2

%

42

.9%

75

.9%

41

.2%

67

.2%

35

.4%

70

.9%

32

.4%

78

.3%

41

.9%

78

.8%

45.5

%

73

.7%

39

.8%

82

.2%

50

.5%

80

.5%

47

.4%

67

.0%

36

.6%

72.2

%

49

.0%

71

.4%

40

.0%

81

.1%

47

.6%

75

.7%

45

.2%

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2016

2017

2018

18

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Combined

GradesGrade 8

Percentage of All Test Takers Statewide in 2016, 2017, and 2018 who scored at Level 2 and Above and Level 3 and

Above by Grade Level

*Due to the new two-session test design and performance standards, the 2018 Grades 3-8 ELA and Math results cannot be compared with prior-year results.

Student Proficiency Statewide in ELAThe percentage of students who met or exceeded the

ELA proficiency standard (Levels 3 and 4) is 45.2% in 2018

19

17

.8%

19

.5%

33

.0%

27

.8%

28

.6%

18

.9% 2

4.3

%

31

.7%

33

.1%

30

.4%

23

.1%

31

.4%

33

.5%

30

.5%

43

.3%

29

.4%

22.4

%

22

.1% 2

8.0

%

27

.0%

28

.9%

7.2

%

18

.0%

14

.2%

26

.9%

12

.1%

20

.6%

16

.3%

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 CombinedGradesLevel 1 Level 2 Level 3 Level 4

2018 Statewide Performance in ELA

72

.7%

40

.9%

76

.4%

41

.4%

64

.1%

34

.1%

72.8

%

34

.7%

73

.7%

36

.0%

77

.9%

40

.5%

72

.9%

38

.0%

71.2

%

42

.6%

76

.1%

42

.0%

67

.0%

36

.1%

69

.7%

32

.3%

80

.4%

43

.3%

81

.2%

47.5

%

74

.2%

40

.6%

81

.8%

50

.6%

80

.7%

49

.4%

67

.2%

38

.0%

72.1

%

49

.0%

73

.7%

42

.7%

83

.6%

50

.8%

76

.5%

46

.7%

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2016

2017

2018

20


Grades

NYC

Grade 8

NYC Student Performance Exceeded the State’s in ELA

Percentage of All NYC Test Takers in 2016, 2017, and 2018 who scored at Level 2 and Above and Level 3 and Above by

Grade Level

Students who met or exceeded the ELA proficiency standard (Levels 3 and 4) is 46.7% in 2018.


2018 NYC Performance in ELA

21

18

.2%

19.3

%

32

.8%

27

.9%

26

.3%

16

.4%

23

.5%

31

.2%

31

.4%

29

.2%

23

.1%

31

.0%

32

.8%

29

.8%

41

.7%

27

.5%

21

.9%

20

.2%

27

.6%

26

.9%

27

.7%

8.9

%

21

.9%

16

.1%

28

.7%

15

.0%

23

.8%

19

.0%

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 CombinedGrades NYC

Level 1 Level 2 Level 3 Level 4

72

.9%

38

.0% 44

.2%

16

.4%

30

.5%

6.7

%

33

.9%

10

.9%

62

.1%

26

.0%

72

.2%

37

.9%

74

.2%

40

.6%

45

.7%

17

.8%

32

.3%

7.6

%

36.7

%

13

.1%

65.7

%

29

.6%

73

.7%

39

.8%

76

.5%

46

.7%

53

.2%

23

.4%

38

.5%

11

.4%

40

.0%

15

.4%

61

.0%

26

.7%

75

.7%

45

.2%

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2016

2017

2018

22

YonkersBuffalo Total PublicSyracuseRochesterNYC

Big 5 City District Performance in ELA

Percentage of All Test Takers in 2016, 2017, and 2018 who scored at Level 2 and Above and Level 3 and

Above by Combined Grades


High Need Districts

38

.0%

15

.4% 2

1.2

% 27

.3%

39

.4%

58

.9%

40

.3%

37

.9%

40

.6%

17

.5%

23

.2% 28

.0%

40

.1%

60

.1%

45

.0%

39

.8%4

6.7

%

19

.7% 2

7.8

% 33.2

%

44

.5%

64

.8%

54

.0%

45

.2%

NYC Large City Urban-Suburban Rural Average Low Charter Total Public

2016

2017

2018


23

Statewide Performance in ELA by

Need/Resource GroupLow-need districts continue to outperform other groups. In addition, Charter Schools and NYC exceed the

performance of public schools statewide.

Percentage of All Test Takers in 2016, 2017, and 2018 who scored at Level 3 and Above by

Combined Grades

86

.2%

59

.0%

62

.9%

26

.2%

64

.5%

26

.8%

66.8

%

29

.9%

78

.6%

46

.0%

86

.6%

60

.8%

65

.0%

29

.0%

66

.2%

29

.2%

68

.8%

32

.7%

80

.1%

47

.1%

87

.8%

66

.7%

67

.6%

34

.5%

69

.2%

35

.1%

71.0

%

38

.5%

81

.2%

51

.8%

2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above

2016 2017 2018 *Due to the new two-session test design and performance standards, the 2018 Grades 3-8 ELA and Math results cannot be compared with prior-year results.

Statewide Performance in ELA by Race and EthnicityWhile the achievement gap between black, Hispanic and American Indian/ Alaskan Native students and their white peers

narrowed slightly, much work remains to be done to close the gap

American

Indian/Alaska

Native

Asian/Pacific

Islander HispanicBlack White

24

Percentage of All Test Takers in 2016, 2017, and 2018 who scored at Level 2 and Above and Level 3 and Above by

Combined Grades

86

.5%

58

.8% 6

5.7

%

26

.6%

65

.8%

27

.2%

72

.3%

34

.9%

86

.3%

58

.9%

86

.9%

61

.0% 67

.1%

28

.9%

67

.2%

29

.7%

73

.6%

37

.4%

87

.2%

61

.0%

88

.1%

67

.2%

69

.1%

34

.0%

70

.3%

36

.0%

74

.5%

42.8

%

88

.4%

66

.5%


2016 2017 2018

American

Indian/Alaska

Native

Asian/Pacific

Islander

HispanicBlack White

NYC Performance in ELA by Race and Ethnicity

Percentage of All Test Takers in 2016, 2017, and 2018 who scored at Level 2 and Above and Level 3 and Above

by Combined Grades

NYC’s performance by race and ethnicity parallels

statewide public school performance.

25


77

.8%

43

.9%

66

.8%

32

.2%

79

.1%

46

.0%

68

.6%

33

.9%

81

.0%

51

.4%

70

.8%

39

.4%

2 & above 3 & above 2 & above 3 & above

2016

2017

2018

Females Males

Girls Continued to Outperform Boys

Statewide in ELA in 2018

Percentage of All Test Takers Scoring at Level 2 and Above and Level 3 and Above for 2016, 2017, and 2018 Combined Grades by

Gender26


90.7

%

71.8

%

74.5

%

41.2

%

75.1

%

41.0

%

76.7

%

44.1

%

85.8

%

58.4

%

85.1

%

61.9

%

60.9

%

28.0

%

63.4

%

29.5

%

65.5

%

33.2

%

76.9

%

45.6

%

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

Females

Males

American

Indian/Alaska

Native

Asian/

Pacific

Islander

HispanicBlack White

Across all Race and Ethnicity groups, girls continued

to perform better than boys in ELA statewide

Percentage of All Test Takers Scoring at Level 2 and Above and Level 3 and Above for 2018 by

Gender and Race and Ethnicity27

28

Charter School Performance in ELA8

1.7

%

43

.0%

68

.0%

28

.8%

79

.1%

40

.3%

72

.2%

37

.9%

83

.9%

48

.2%

69

.8%

30

.8%

81

.3%

45

.0%

73

.7%

39

.8%

86

.5%

57

.3%

72

.4%

39

.1%

83

.9%

54

.0%

75

.7%

45

.2%

2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above

2016 2017 2018

Total PublicNYC Charters All ChartersRest of State Charters

Percentage of All Test Takers in 2016, 2017, and 2018 who scored at Leve 2 and Above and Level 3 and Above

by Combined Grades

NYC charter schools outperformed rest of state charters in ELA.


28

.5%

4.0

%

82

.6%

39

.7%

74

.9%

40

.8%

72

.2%

37

.9%

32

.4%

5.2

%

85

.8%

45

.2%

76

.4%

42

.6%

73

.7%

39

.8%

39

.6%

9.2

%

87

.6%

54

.7%

78

.3%

48

.0%

75

.7%

45

.2%


2016

2017

2018

Never ELLs3Current ELLs1 Ever ELLs2 Total Public

1Students identified as ELL during the reported year. 2Students identified as ELL any year prior to the reported year but not including the reported year.3Students never reported to have received ELL services.

Statewide English Language Learner

Performance in ELAEver ELLs increased their performance over Never ELLs and Total Public in ELA.

29


30

.9%

4.4

%

85

.5%

43

.2%

76

.7%

42

.1%

72

.2%

37

.9%

34

.6%

5.6

%

88.4

%

49

.1%

77

.9%

44

.7%

73

.7%

39

.8%

41

.3%

9.9

%

90

.0%

58

.7%

79

.9%

50

.8%

75

.7%

45

.2%


2016

2017

2018




NYC English Language Learners

Performance in ELA

30

33

.8%

7.9

%

80

.1%

44

.1%

38

.6%

9.3

%

80

.9%

46

.0%

44

.3%

13

.8%

82

.2%

51

.7%

2 & above Students with Disabilities 3 & above Students with Disabilities 2 & above General Education 3 & above General Education

2016

2017

2018

Students with Disabilities Performance in ELA13.8% of students with disabilities met or exceeded the ELA proficiency standard (Levels 3 and 4) in 2018,

and the percentage of students scoring at Level 2 or above is 44.3%.

31


2018

Grades 3-8

Math Test Results

32

74

.8%

44

.1%

72

.5%

44

.7%

68

.0%

40

.1%

74.1

%

40

.1%

66

.3%

35

.9%

60

.1%

23

.8%

69

.9%

39

.1%

75.3

%

48

.4%

73

.2%

43

.0%

67

.9%

43

.1%

70

.1%

39

.8%

67

.0%

37

.7%

58

.5%

21.6

%

69

.5%

40

.2%

75

.8%

53

.8%

74

.2%

48

.2%

67

.3%

43

.6%

68.9

%

44

.2%

66

.8%

41

.3%

61

.4%

30

.0%

69

.7%

44

.5%

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2016 2017 2018*Due to the new two-session test design and performance standards,

the 2018 Grades 3-8 ELA and Math results cannot be compared with prior-year results.

ESSA eliminated unnecessary double testing and allowed accelerated math students to participate in high school math Regents

Exams instead of the Grade 8 Math Test, which may lower the percentage proficient in Grade 8 as compared to other grades.

Note: Accelerated math course availability varies by district and school.

33


Grades

Grade 8

The Percentage of All Test Takers Statewide in 2016, 2017, and 2018 who scored at Level 2 and Above and

Level 3 and Above by Grade Level

Student Proficiency Statewide in MathStudents who met or exceeded the proficiency standard (Levels 3 and 4) is 44.5% in 2018.

2018 Statewide Performance in MathThe percentage of students at each performance level by grade level.

34

24

.2%

25

.8% 3

2.7

%

31

.1%

33

.2% 38

.6%

30

.3%

22

.0%

26

.0%

23

.7%

24

.7%

25

.4% 31

.4%

25

.1%30

.5%

23

.0%

23.0

%

22

.7%

23

.0%

17

.9% 2

3.8

%

23

.3%

25

.2%

20

.6%

21

.5%

18

.3%

12

.1%

20

.8%

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 CombinedGradesLevel 1 Level 2 Level 3 Level 4




72

.8%

41

.0%

69

.3%

41

.4%

66

.0%

37

.5%

71.0

%

36

.9%

63

.4%

34

.0%

59

.4%

25

.0%

67

.3%

36

.4%

73.7

%

46

.0%

70

.4%

40

.0%

65

.3%

40

.8%

65

.7%

36

.1%

64

.2%

35

.9%

59

.1%

24.2

%

66

.8%

37

.8%

74

.3%

52

.2%

72

.3%

46

.4%

65

.2%

41

.7%

64.7

%

39

.9%

64

.3%

39

.8%

62

.7%

33

.2%

67

.5%

42

.7%

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above


35


Grades

NYC

Grade 8

NYC Student Proficiency Statewide in Math

Percentage of All NYC Test Takers in 2016, 2017, and 2018 who scored at Level 2 and Above

and Level 3 and Above by Grade Level

Students who met or exceeded the proficiency standard (Levels 3 and 4)

is 42.7% in 2018.




2018 NYC Performance in Math

36

25

.7%

27.7

%

34

.8%

35

.3%

35

.7%

37

.3%

32

.5%

22

.1% 26

.0%

23

.6%

24

.9%

24

.5% 29

.4%

24

.9%28

.9%

20

.6%

20.4

%

19

.3%

19

.9%

17

.1% 21

.2%

23

.3%

25

.8%

21

.3%

20

.5%

19

.9%

16

.1% 2

1.4

%

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 CombinedGrades NYC

Level 1 Level 2 Level 3 Level 4




Big 5 City District Performance in MathNYC remains the top performer among the Big 5 districts while Yonkers is the second highest in Math.

67

.3%

36

.4% 41

.7%

16

.1%

27

.7%

7.2

%

29

.9%

10

.4%

55

.6%

24

.6%

69

.9%

39

.1%

66

.8%

37

.8%

41

.2%

17

.2%

27

.6%

7.9

%

29.9

%

11

.0%

58.6

%

28

.3%

69

.5%

40

.2%

67

.5%

42

.7%

42

.2%

21

.0% 2

7.8

%

10

.7%

30

.5%

13

.5%

56

.3%

29

.4%

69

.7%

44.5

%

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2016

2017

2018




37

YonkersBuffalo Total PublicSyracuseRochesterNYC




36

.4%

15

.1% 2

1.0

%

30

.9%

43

.8%

64

.5%

45

.4%

39

.1%

37

.8%

16

.7%

22

.4%

31

.4%

44

.2%

64

.6%

48

.2%

40

.2%

42

.7%

19.2

% 25

.6%

35

.2%

47

.7%

67

.9%

55

.8%

44

.5%

NYC Large City Urban-Suburban Rural Average Low Charter Total Public

2016 2017 2018


Statewide Performance in Math by

Need/Resource GroupIn 2018, low-need districts continued to outperform other groups. Charter schools and average need districts

outperformed the total public population.

38

Percentage of All Test Takers in 2016, 2017, and 2018 who scored at Level 3 and Above by Combined Grades

High Need Districts

39

88

.2%

66

.5%

54

.7%

23.0

%

59.8

%

25

.7%

62

.8%

29

.5%

80

.6%

50

.0%

87

.8%

67

.2%

54.4

%

24

.4%

59

.1%

27

.0%

62.3

%

31

.3%

79

.9%

50

.4%

88

.0%

71

.2%

55

.2%

29

.3%

59

.6%

31

.8%

62

.4%

36

.3%

79

.4%

54.2

%



Statewide Performance in Math by Race and EthnicityAmong black, Hispanic and America Indian/Alaskan Native students, the achievement gap with their white peers

closed slightly but persists statewide.

American

Indian/Alaska

Native

Asian/Pacific

Islander

HispanicBlack White



40

89

.0%

67

.2%

53

.5%

20

.0%

59

.3%

24

.3%

65

.3%

32

.2%

84

.4%

57

.8%

88

.5%

67

.8%

52

.6%

20

.7%

58

.1%

25

.3%

63

.8%

33

.1%

84

.2%

59

.0%

89

.0%

72

.2%

53

.4%

25

.4%

58

.9%

30

.3%

64

.0%

38

.2%

84

.2%

63

.6%


2016 2017 2018

American

Indian/Alaska

Native

Asian/Pacific

IslanderHispanicBlack White

NYC Performance in Math by Race and Ethnicity

Percentage of All NYC Test Takers Scoring at Level 2 and Above and Level 3 and Above for 2016, 2017, and 2018

by Combined Grades

*Due to the new two-session test design and new NYS educator-recommended performance standards, the 2018 Grades 3-8 ELA and Math results cannot be compared with prior-year results.

Percentage of All Test Takers Scoring at Level 2 and Above and Level 3 and Above for 2016, 2017, and 2018

by Combined Grades by Gender

71

.6%

39

.6%

68

.4%

38

.6%

71

.1%

40.7

%

67

.9%

39

.7%

71

.1%

45

.1%

68

.4%

44

.1%

2 & above 3 & above 2 & above 3 & above

2016

2017

2018

41

Females Males

Girls Continued to Outperform Boys

Statewide in Math in 2018*Due to the new two-session test design and performance standards, the 2018 Grades 3-8 ELA and Math results cannot be compared with

prior-year results.

Percentage of All Test Takers Scoring at Level 2 and Above and Level 3 and Above for 2018 by Gender and Race and Ethnicity

88.7

%

71.5

%

58.5

%

31.6

%

60.9

%

32.1

%

64.4

%

37.0

%

80.4

%

54.3

%

87.4

%

70.9

%

52.0

%

27.2

%

58.4

%

31.5

%

60.5

%

35.6

%

78.6

%

54.0

%

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

2 &above

3 &above

Females

Males

42

American

Indian/Alaska

Native

Asian/

Pacific

Islander

HispanicBlack White

Across all Race and Ethnicity groups, girls

performed better than boys in math statewide

43

80

.0%

48

.7%

65

.2%

30

.9%

77

.3%

45

.4%

69

.9%

39

.1%

80

.4%

51

.7%

65

.2%

32.4

%

77

.7%

48

.2%

69

.5%

40

.2%

82

.3%

59

.6%

65

.6%

38

.4%

79

.2%

55

.8%

69

.7%

44

.5%


2016

2017

2018

Total PublicNYC Charters All ChartersRest of State Charters

Charter School Performance in Math

The Percentage of All Test Takers in 2016, 2017, and 2018 who scored at Level 2 and Above and Level 3

and Above Combined Grades

NYC charter schools outperformed rest of state charters in Math.


37

.5%

11

.5%

78

.5%

43

.6%

72

.5%

41

.7%

69

.9%

39

.1%

38

.5%

13

.2%

79

.3%

46

.8%

72

.1%

42

.7%

69

.5%

40

.2%

39

.2%

16

.1%

81

.1%

54

.1%

72

.2%

47

.0%

69

.7%

44

.5%


2016

2017

2018

Never ELLs3Current ELLs1 Ever ELLs2

Total Public


Statewide English Language Learner

Performance in MathEver ELLs increased their performance over Never ELLs and Total Public in Math.

44



NYC English Language Learner

Performance in Math

45

40

.6%

13

.0%

80

.7%

46

.8%

69

.5%

38

.7%

69

.9%

39

.1%

41

.4%

14

.7%

80

.9%

49

.7%

69

.1%

40

.1%

69

.5%

40

.2%

42

.4%

18

.0%

83

.1%

57

.2%

69

.7%

44

.9%

69

.7%

44

.5%


2016

2017

2018



46

35

.3%

10

.9%

77

.2%

45

.0%

34

.6%

11

.4%

76

.6%

46

.0%

35

.3%

14

.6%

76

.9%

50

.8%

2 & above Students with Disabilities 3 & above Students with Disabilities 2 & above General Education 3 & above General Education

2016

2017

2018


Students with Disabilities Performance in Math14.6% of Students with Disabilities met or exceeded the math proficiency standard (Level 3 and 4) in 2018.

Percentage of All Test Takers Scoring at Level 2 and Above and Level 3 and Above for 2016, 2017, and 2018 by Combined

Grades

2018

Students Taking Regents in

Lieu of Grade Level Math

Exam

47

0.3

%

0.4

%

20

.9%

25

.2%

NYC State

Grade7

Grade8

Statewide: % of Students Taking Regents in Lieu

of Grade Level Math Exam

48

2018

Test Refusal Data

49

Test Refusal Data on 3-8 ELA and Math

Assessments

The test refusal rate is down one percentage point from 2017.

50

2017

Test

Refusal

2018

Test

Refusal

19% 18%

6.8

%

7.8

%

1.2

%

1.5

%

8.4

%

9.0

%

4.8

%

5.2

%

50

.8%

50

.2%

27

.5%

25

.8%

0.5

%

0.5

%

ELA Math ELA Math ELA Math ELA Math ELA Math ELA Math ELA Math

New York City Big 4 Cities High NeedUrban/Suburban

High Need Rural Average Need Low Need Charter

2018 Test Refusal Students by

Need/Resource GroupOf the total test refusals statewide, the most are from average and low need districts.

51

Percentage by Combined Grades

*This data shows that out of test refusal students statewide, which percentage came from each Need/Resource Group.

This data does NOT represent the test refusal rate of each Need/Resource Group.

Conclusion• Established a new baseline in 2018 that will be

comparable with scores in 2019 and 2020

Cannot compare 2018 scores with prior years because of

switch from 3 to 2-day testing

• All race and ethnicity groups made progress, continuing

to slowly close the achievement gap

• Emphasis on fostering equity and closing gaps will

continue through implementing ESSA, our My Brother’s

Keeper movement and educating the whole child

through social emotional learning, culturally responsive-

sustaining education and school climate initiatives

52

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