NYS/FEHB

Regional Data-Graduation Rate2001 – 2003 Cohort

2

Percentage of Students Graduating with Regents or Local Diploma After 4 Years

Results Through June, All Students

Graduation rates reported by school districts have increased slowly overall during the past two years.

Graduation Rates for Districts

87%

2003 CohortPercentage of Students Graduating with Regents or Local

Diploma After 4 Years

Results Through June, All Students

85% 83%79%

77% 76% 75%72%

66%

4

For students who entered 9th grade in 2003, graduation rates were higher in August 2007 than in June. This increase represents about 5,500 more students graduating statewide.

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Four Year Graduation Rates for June and August for the 2003 Cohort

6

More students statewide graduate after 5 and 6 years.

Percentage of Students Graduating with Regents or Local Diploma After 4, 5 and 6 YearsResults Through June

Cohort Membership

2001 212,272

2002 214,729

2003 220,332

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High Need Rural Districts

Percentage of Students Graduating with Regents or Local Diploma After 4, 5 and 6 YearsResults Through June

Cohort Membership

2001 14,476

2002 14,549

2003 14,455

Average Need DistrictsPercentage of Students Graduating with Regents or Local Diploma After 4, 5 and 6 Years

Results Through June

Cohort Membership

2001 69,008

2002 69,820

2003 71,893

Low Need Districts

Percentage of Students Graduating with Regents or Local Diploma After 4, 5 and 6 YearsResults Through June

Cohort Membership

2001 29,093

2002 30,209

2003 31,452

Percentage of Students Graduating with Regents or Local Diploma After 4,5, and 6 Years

2001 CohortAfter 4 Years After 5 Years After 6 Years Cohort

Membership

BM 79% 85% 85% 66

CH 80% 82% 82% 49

LP 89% 89% 89% 56

LL 71% 71% 71% 7

MA 73% 75% 75% 219

SR 64% 74% 74% 101

SRF 74% 74% 76% 34

SL 84% 86% 86% 156

TL 76% 80% 80% 88

Percentage of Students Graduating with Regents or LocalDiploma After 4, 5, and 6 Years

2001Cohort

Percentage of Students Graduating with Regents or Local Diploma After 4,5, and 6 Years

2002 CohortAfter 4 Years After 5 Years After 6 Years Cohort

Membership

BM 72% 74% N/A 78

CH 84% 90% N/A 58

LP 83% 83% N/A 69

LL 100% 100% N/A 6

MA 68% 72% N/A 225

SR 65% 67% N/A 104

SRF 78% 78% N/A 32

SL 75% 76% N/A 147

TL 78% 78% N/A 97

Percentage of Students Graduating with Regents or LocalDiploma After 4, 5, and 6 Years

2002 Cohort

After 4 Years After 5 Years After 6 Years Cohort Membership

BM 76% N/A N/A 63

CH 83% N/A N/A 53

LP 85% N/A N/A 75

LL 75% N/A N/A 8

MA 72% N/A N/A 205

SR 66% N/A N/A 112

SRF 87% N/A N/A 23

SL 77% N/A N/A 158

TL 79% N/A N/A 72

Percentage of Students Graduating with Regents or Local Diploma After 4,5, and 6 Years

2003 Cohort

Percentage of Students Graduating with Regents or LocalDiploma After 4, 5, and 6 Years

2003 Cohort

Although 4-year graduation rates for students with disabilities have not improved, more students are remaining in school. Fewer are dropping out.

GED 1.9%GED 2.2%

GED 2.2%

Cohort Membership

2001 28,906

2002 26,999

2003 28,528

Results After 4 Years, Through June

Dropped Out

Transferred to GED

Still Enrolled IEP Diploma

Graduated Cohort Membership

BM 12% 2% 8% N/A 79% 66

CH 14% N/A 2% 4% 80% 49

LP 7% N/A N/A 4% 89% 56

LL 14% N/A N/A N/A 71% 7

MA 15% 0% 9% 2% 73% 219

SR 14% 6% 14% 2% 64% 101

SRF 3% 3% 6% 12% 74% 34

SL 4% 8% 4% 1% 84% 156

TL 8% 6% 8% 2% 76% 88

Results After 4 Years 2001 Cohort

Results After 4 Years 2002 Cohort

Dropped Out

Transferred to GED

Still Enrolled IEP Diploma

Graduated Cohort Membership

BM 12% 1% 10% 5% 72% 78

CH 7% N/A 9% N/A 84% 58

LP 12% 1% 4% N/A 83% 69

LL N/A N/A N/A N/A 100% 6

MA 11% 0% 19% 1% 68% 225

SR 11% 11% 13% N/A 65% 104

SRF 9% 3% 6% N/A 78% 32

SL 7% 3% 3% 12% 75% 147

TL 7% 1% 11% 2% 78% 97

Results After 4 Years 2003 Cohort

Dropped Out

Transferred to GED

Still Enrolled IEP Diploma

Graduated Cohort Membership

BM 11% N/A 11% 2% 76% 63

CH 9% N/A 4% 4% 83% 53

LP 8% 1% 5% N/A 85% 75

LL 13% N/A 13% N/A 75% 8

MA 12% N/A 14% 2% 72% 205

SR 11% 4% 14% 4% 66% 112

SRF N/A N/A 13% N/A 87% 23

SL 11% 1% 8% 4% 77% 158

TL 7% 1% 11% 1% 79% 72

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Percentage of Students Graduating with Regents or Local Diploma

After 4 Years Through June

Four-year graduation rates for students with disabilities are especially low in high need districts.

More students with disabilities graduate after 5 years.

Percentage of Students Graduating with Regents or Local Diploma After 4, 5 and 6 YearsResults Through June

Cohort Membership

2001 28,906

2002 26,999

2003 28,528

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Of those students who graduate, most receive a Regents or Advanced Regents Diploma. Few receive a Local Diploma.

Total Cohort Graduation Rate after 4 years, credentials earned by students who graduated2001, 2002, 2003 Total Cohorts

Totals may not add to 100% because of rounding.

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Percentage of Total Cohort Who Received a Regents Diploma or Advanced Regents Diploma through June After 4 Years

This and the following slides show the percentage of students getting a Regents Diploma out of all the students who started 9th grade.

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Percentage of Total Cohort Who Received a Regents Diploma or Regents Diploma with Advanced Designation After 4 Years

Results Through JuneBy Need/Resource Capacity Category

Very few students with disabilities earn a Regents Diploma.

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Percentage of Total Cohort Who Received a Regents Diploma or Regents Diploma with Advanced Designation After 4 Years

Results Through JuneBy Racial/Ethnic Category

Total Cohort Graduation RatePublic Schools, American Indian / Alaska Native Students

2001, 2002, 2003 Cohorts

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Percentage of Total Cohort Who Received a Regents Diploma or Regents Diploma with Advanced Designation After 4 Years

Results Through JuneBy Racial/Ethnic Category

Total Cohort Graduation RatePublic Schools, White Students

2001, 2002, 2003 Cohorts

Working to Get Accurate Data• This year we transitioned to a new data system that

gives a unique ID to every high school student. Now this ID will follow students throughout their school years.

• This will help make it easier to ensure the data are accurate.

• School districts are required to keep documentation on every student who transfers to another district. Otherwise that student must be counted as a dropout.

• During the next year, we will be monitoring reported data to ensure that correct documentation is available and help districts improve as needed.

• We will publish the findings.

What Successful Schools Do to Raise Graduation Rates

• Focus on improving the 9th grade promotion rate. This starts with “bridge” programs in the summer for students with low 8th grade scores. New York City has been able to estimate the probability of graduation based on a threshold number of credits upon entering 9th grade. That knowledge makes the summer bridge program an urgent matter.

• Figure out which children are in which cohort at the start of school. This makes the challenge more focused.

• Know the data, know the children personally, and make sure all the other adults do, too.

What Successful Schools Do to Raise Graduation Rates

• Tell entering 9th graders that some will graduate in four years, and others “have skills that we will work on,” and they too will graduate in years five or six. Let no one feel excluded or like a failure.

• Work on those skills through morning, afternoon and evening sessions in flexible groups so students can easily move to a new group to learn the next skill set as they progress.

What Successful Schools Do to Raise Graduation Rates

• Use short diagnostic tests often during the year to check gains in the skills measured by the standards and the Regents exams. Keep reassessing to ensure that students really grasp the content.

• By the middle of 9th grade, the students needing intensive help get an “Advocate,” who is a teacher committed to talking with each of the 15 students in that teacher’s care every single day.

What Successful Schools Do to Raise Graduation Rates

• In June of senior year, identify students who are a credit or two away from graduation. Assign someone to stay in daily contact with each of them and their families. Support the students through summer school and the August Regents and graduation.

• Schedule twice weekly meetings of teachers to examine student work, teacher practice, and the interim assessments that gauge student progress. Share the notes from these professional conversations.

• Make sure the support systems are in place: attendance taking and analysis, social services, guidance.