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New York Education News
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NEW YORK EDUCATION NEWS
March 2006
IN THIS ISSUE:
* Graduation and Regents Exam Results
* New York Ranks Sixth in the Country in Average Teacher Salary, Third in Education Spending Per Student
* New York's Adequate Yearly Progress in 2004–2005
* Increase in Advanced Placement Student Success Achieved in All 50 States—New York Leads the Way
* Superintendent to Fight Pataki's Education Proposals
* FREE STUDENT WORKBOOKS FOR PREVIEW
* Unsubscribe
GRADUATION AND REGENTS EXAM RESULTS
Statewide high school graduation and Regents Exam results show that:
* 71 percent of the students who started ninth grade in 2000 had graduated after five years, by June 30, 2005.
* 64 percent of the students who started ninth grade in 2001 had graduated after four years.
* A lower percentage of African-American and Hispanic students graduated than did white students, showing a major achievement gap persists.
* If students took the required Regents Exams, the vast majority passed at 55.
* However, many students began ninth grade unprepared for high school work. In both 2000 and 2001, 25 percent of these students statewide—and 44 percent in New York City—showed serious academic problems in eighth-grade Math, scoring in Level 1.
* The vast majority of students who dropped out did not take Regents Exams.
* Slightly more general education students graduated last year, and slightly fewer special education students graduated.
"Sixty-four percent graduate in 4 years. That is a disturbing number. It is unacceptable," State Education Commissioner Richard Mills said.
There is hope for the future based on what students in lower grades are doing now.
Later classes showed significant improvement on the 4th-grade and 8th-grade English and Math tests. For example, in New York City, the percentage scoring at Level 1 on the 8th-grade Math test was cut in half by 2005—from 44 percent in 2001 to 20 percent in 2005. The percentage meeting all the standards almost doubled, from 22 percent in 2000 to 41 percent in 2005.
Fourth graders have also improved significantly over time. In 2000, only 42 percent of 4th graders in New York City met all the standards in English. By 2005, 60 percent did. The percentage of New York City's 4th graders with serious academic problems declined from 19 percent in 2000 to eight percent in 2005. Most high need school districts have made similar or, in some cases, more improvement.
For more information:
Performance on Regents Examinations
Public schools outside NYC
http://www.emsc.nysed.gov/irts/press-release/20060213/resofstateschools-regentsperf-2000-01cohorts.pdf
Public schools in NYC
http://www.emsc.nysed.gov/irts/press-release/20060213/nyc-schools-regentsperf-2000-01cohorts.pdf
Enrollment Outcomes of Students Who First Entered Grade 9 in 2000 and 2001
http://www.emsc.nysed.gov/irts/press-release/20060213/allschool-outcomes-2000-01cohort.pdf
NEW YORK RANKS SIXTH IN THE COUNTRY IN AVERAGE TEACHER SALARY, THIRD IN EDUCATION SPENDING PER STUDENT
Average teacher salaries rose 1.8% in New York from 2003–2004 to 2004–2005, which left New York sixth nationwide.
Spending per student rose 4.5% in New York from 2003–2004 to 2004–2005. That left New York third nationwide, out of the 50 states and the District of Columbia. Only Washington, D.C. and New Jersey spent more per student. Spending rose 4.4%, or 3.7% per student, on average nationwide.
New York the third best state in the nation in student-teacher ratio.
For more rankings and data, see http://www.nea.org/edstats/images/05rankings-update.pdf
NEW YORK'S ADEQUATE YEARLY PROGRESS IN 2004–2005
On December 14, 2005, Education Week released "Room to Maneuver," a special report on the progress of the No Child Left Behind Act. Eighty percent of New York schools showed adequate yearly progress in 2004–2005. That was up from 75% in 2003–2004.
Ninety-two percent of New York teachers were deemed highly qualified, but only 81% in high-poverty schools. Thirty-two states had 90% or more of their teachers rated highly qualified.
For this and other data, see: http://www.coloradoea.org/media/nclb_1214.pdf
INCREASE IN ADVANCED PLACEMENT STUDENT SUCCESS ACHIEVED IN ALL 50 STATES—NEW YORK LEADS THE WAY
President in State of the Union Calls for More AP Teachers
The College Board, the not-for-profit membership association that administers the AP Program, has released the second annual Advanced Placement Report to the Nation, showing that all 50 states and the District of Columbia have achieved an increase in the percentage of high school students earning a grade of 3 or higher in college-level AP courses since 2000.
In the nation's public schools, 14.1 percent of students in the class of 2005 demonstrated mastery of an AP Exam by earning an exam grade of 3 or higher—the grade predictive of college success—on one or more AP Exams while in high school. This is up from 13.2 percent for the class of 2004 and 10.2 percent for the class of 2000.
Although 35 states and the District of Columbia have lower results than the nationwide average of 14.1 percent, every single state and the District of Columbia saw a greater proportion of its class of 2005 score a 3 or higher than occurred within its class of 2000. AP achievements for each state's class of 2000 and class of 2005 are detailed in the report.
These achievements are noteworthy because, over the last five years, the U.S. public high school population has increased by more than 100,000 students. U.S. schools have done more than maintain the proportion of students who succeed on an AP Exam before graduating from high school—they have increased that proportion from 10 percent to 14 percent.
The achievement in spreading AP courses is elevating the quality of our nation's secondary school classrooms. The Trends in International Mathematics and Science Study found that, while the rest of U.S. students ranked at the bottom of advanced math and physics achievement among developed nations, the U.S. AP Calculus and AP Physics students, even those who failed to earn a successful AP Exam grade, were competitive in math and science achievement with students from the top-performing nations.
Students who take AP math and science courses in high school are much more likely than other students to continue a course of study in science, technology, engineering, or mathematics (STEM) majors than students who do not take such courses in high school. In his State of the Union address on January 31, President George W. Bush called for the training of 70,000 high school teachers "over five years" for Advanced Placement science and math courses.
Maintaining Quality in the AP Classroom
The report shows that the quality of learning in AP classrooms has remained steady as schools have invited more students to take on the challenge of an AP course. AP Examinations use standards that are set by college and university professors who administer AP Exam questions to their own students and identify the knowledge and skills that must be demonstrated on each question. To ensure that each AP Exam, from year to year, is of equivalent difficulty and rigor, selected multiple-choice questions, which are not disclosed, are woven back into subsequent AP Exams, enabling psychometricians and statisticians to ensure that an AP Exam grade one year represents the same level of content mastery as in previous years.
The report includes graphs for four high-volume AP Examinations and shows that the students who took AP Exams in 2005 are achieving learning outcomes equivalent to those experienced by the smaller, less diverse AP student population who took AP Exams in earlier years.
To assist schools in maintaining the quality of courses labeled "AP" as these opportunities continue to expand, beginning in fall 2006, [in the soon-to-be-published AP Policy Guides] the College Board is implementing an AP Course Audit designed to ensure that each course labeled "AP" provides students with the content knowledge and resources needed for them to have a successful, college-level experience while still in high school.
Equity Gaps in AP
Despite increased diversity in the AP classroom, African-American and Native American students remain significantly underrepresented in AP classrooms. Nationwide, African-American students make up 13.4 percent of the student population, but only 6.4 percent of AP Exam takers, and Native Americans make up 1.1 percent of the student population, but only 0.5 percent of the AP examinee population.
Leading the Nation
* New York leads the nation: Nearly 23 percent of students in New York's class of 2005 earned an AP Exam grade of 3 or higher while in high school.
* This year Maryland and Utah joined New York in seeing more than 20 percent of their students achieve such AP results.
* California, Virginia, Connecticut, Massachusetts, and Florida are all poised to achieve that milestone soon, perhaps with this year's graduating class.
The Most Improvement
* Maryland, North Carolina, Washington, Connecticut, Delaware, and Florida have seen the greatest amount of positive change since 2000 in the proportion of students who succeed on an AP Exam in high school.
* The states that achieved the largest expansion of successful AP Exam performance from 2004 to 2005: Oregon, Delaware, Alaska, Arkansas, Maine, Maryland, New York, Virginia, and Washington.
Eliminating Equity Gaps
* Florida, Maryland, and the District of Columbia have each achieved the significant milestone of seeing Latino student representation in AP courses outpace Latino student representation in non-AP courses.
* California and Texas, states with large Latino populations, are within reach of this goal.
The full report is available at: http://www.collegeboard.com/prod_downloads/about/news_info/ap/2006/2006_ap-report-nation.pdf
SUPERINTENDENT TO FIGHT PATAKI'S EDUCATION PROPOSALS
The North Shore Superintendent Edward Melnick lambasted Governor George Pataki's education proposals and asked the community for support in a fight for public education at the last district board meeting on February 9.
"We truly face what many have termed a major attack on public education as we know it, from a variety of sources, including our current Governor and legislature," he said during the meeting's opening.
One of Pataki's proposals offers a $400 rebate to residents in districts that keep budget increases below 4 percent or 120 percent of inflation, whichever is lower. Public education advocates in New York criticize this plan because it is impossible for most districts to maintain their academic and interscholastic programs without on average a 6.5-percent increase over last year, according to the Educational Conference Board
"For North Shore, a 4-percent cap would mean minimally cutting 25 to 50 percent of our interscholastic, athletics and arts programs and eliminating approximately 20 to 25 of our current teaching positions, resulting in class sizes well above the Nassau County average," said Melnick.
For the complete article, please go to: http://www.antonnews.com/glencoverecordpilot/2006/02/24/news/nsboe.html
FREE STUDENT WORKBOOKS AVAILABLE FOR PREVIEW (Advertisement)
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Queue also offers Math and Reading workbooks for grades 1 and 2, and publishes a wide variety of other workbooks in Literature, Science, History, Government, Health, and ESL. Samples of student workbooks are available for preview.
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<div style="text-align: center;"><span style="font-weight: bold;"></span><big><big><span style="font-family: Capitals; font-weight: bold;"><a name="top"></a><span style="color: rgb(0, 0, 0); font-family: Arial;">NEW YORK
EDUCATION NEWS</span></span><br style="font-family: Arial;">
</big></big>
</div>
<div style="text-align: justify; font-family: Arial;" class="Section1">
<div style="text-align: center;"><big><big style="font-family: Arial;">March 2006</big><span style="font-weight: bold; text-decoration: underline;"><br>
</span></big><big><span style="font-weight: bold; text-decoration: underline;"></span></big></div>
<big><span style="font-weight: bold; text-decoration: underline;"></span></big>
<hr style="width: 100%; height: 2px;"><big><span style="font-weight: bold; text-decoration: underline;"></span><small><span style="font-weight: bold;">IN THIS
ISSUE:</span></small></big><small><o:p></o:p></small>
<ul>
<li style="text-align: left;"><a href="#graduation">Graduation and Regents Exam Results</a><a href="#Maryland_Cited"> </a></li>
<small> </small><li style="text-align: left;"><a href="#ny_ranks"><span style="font-weight: bold;"></span>New York Ranks Sixth in the Country in Average Teacher Salary, Third in Education Spending Per Student <span style=""></span></a></li>
<li style="text-align: left;"><a href="#ayp"><span style="font-weight: bold;"></span>New York's Adequate Yearly Progress in 2004–2005<o:p></o:p></a></li>
<li style="text-align: left;"><a href="#increase">Increase in Advanced Placement Student Success Achieved in All 50 States—New York Leads the Way</a></li>
<li style="text-align: left;"><span style="font-weight: bold;"></span><a href="#Pataki">Superintendent to Fight Pataki's Education Proposals</a></li>
</ul>
<ul style="font-weight: bold; color: rgb(0, 102, 0);">
<li><a href="#Free_Student">Free
Student Workbooks for Preview</a></li>
</ul>
<ul>
<li><a href="#Unsubscribe">Unsubscribe</a></li>
<small> </small>
</ul>
<hr style="width: 100%; height: 2px;"><a name="graduation"></a><span style="font-weight: bold;">GRADUATION AND REGENTS EXAM RESULTS</span><br>
<br>
Statewide high school graduation and Regents Exam results show that:<br>
<ul>
<li>71 percent of the students who started ninth grade in 2000 had graduated after five years, by June 30, 2005.</li>
<li>64 percent of the students who started ninth grade in 2001 had graduated after four years.</li>
<li>A
lower percentage of African-American and Hispanic students graduated
than did white students, showing a major achievement gap persists.</li>
<li>If students took the required Regents Exams, the vast majority passed at 55.</li>
<li>However,
many students began ninth grade unprepared for high school work. In both
2000 and 2001, 25 percent of these students statewide—and 44 percent in
New York City—showed serious academic problems in eighth-grade Math,
scoring in Level 1.</li>
<li>The vast majority of students who dropped out did not take Regents Exams.</li>
<li>Slightly more general education students graduated last year, and slightly fewer special education students graduated.</li>
</ul>
"Sixty-four
percent graduate in 4 years. That is a disturbing number. It is
unacceptable," State Education Commissioner Richard Mills said.<br>
<br>
There is hope for the future based on what students in lower grades are doing now.<br>
<br>
Later classes showed significant improvement on the 4th-grade and
8th-grade English and Math tests. For example, in New York City, the
percentage scoring at Level 1 on the 8th-grade Math test was cut in
half by 2005—from 44 percent in 2001 to 20 percent in 2005. The
percentage meeting all the standards almost doubled, from 22 percent in
2000 to 41 percent in 2005.<br>
<br>
Fourth graders
have also improved significantly over time. In 2000, only 42 percent of
4th graders in New York City met all the standards in English. By 2005,
60 percent did. The percentage of New York City's 4th graders with
serious academic problems declined from 19 percent in 2000 to eight percent
in 2005. Most high need school districts have made similar or, in some
cases, more improvement.<br>
<br>
For more information:<br>
<br>
<span style="font-weight: bold;">Performance on Regents Examinations</span><br>
<br>
<span style="font-style: italic;">Public schools outside NYC</span><br>
<a href="http://www.emsc.nysed.gov/irts/press-release/20060213/resofstateschools-regentsperf-2000-01cohorts.pdf">http://www.emsc.nysed.gov/irts/press-release/20060213/resofstateschools-regentsperf-2000-01cohorts.pdf</a><br>
<br>
<span style="font-style: italic;">Public schools in NYC</span><br>
<a href="http://www.emsc.nysed.gov/irts/press-release/20060213/nyc-schools-regentsperf-2000-01cohorts.pdf">http://www.emsc.nysed.gov/irts/press-release/20060213/nyc-schools-regentsperf-2000-01cohorts.pdf</a><br>
<br>
<span style="font-weight: bold;">Enrollment Outcomes of Students Who First Entered Grade 9 in 2000 and 2001</span><br>
<a href="http://www.emsc.nysed.gov/irts/press-release/20060213/allschool-outcomes-2000-01cohort.pdf">http://www.emsc.nysed.gov/irts/press-release/20060213/allschool-outcomes-2000-01cohort.pdf</a><br>
<br>
<a href="NY_Education_3.html#top">back to top</a> <br>
<br>
<hr style="width: 100%; height: 2px;">
<div style="text-align: left;"><a name="ny_ranks"></a><span style="font-weight: bold;">NEW YORK RANKS SIXTH IN THE COUNTRY IN AVERAGE TEACHER SALARY, THIRD IN EDUCATION SPENDING PER STUDENT</span><br>
</div>
<br>
Average teacher salaries rose 1.8% in New York from 2003–2004 to 2004–2005, which left New York sixth nationwide. <br>
<br>
Spending
per student rose 4.5% in New York from 2003–2004 to 2004–2005. That
left New York third nationwide, out of the 50 states and the District
of Columbia. Only Washington, D.C. and New Jersey spent more per student. Spending
rose 4.4%, or 3.7% per student, on average nationwide.<br>
<br>
New York the third best state in the nation in student-teacher ratio.<br>
<br>
For more rankings and data, see <a href="http://www.nea.org/edstats/images/05rankings-update.pdf">http://www.nea.org/edstats/images/05rankings-update.pdf</a><br>
<br>
<a href="NY_Education_3.html#top">back to top</a><br>
<br>
<hr style="width: 100%; height: 2px;">
<div style="text-align: left;"><a name="ayp"></a><span style="font-weight: bold;">NEW YORK'S ADEQUATE YEARLY PROGRESS IN 2004–2005</span><br>
</div>
<br>
On
December 14, 2005, <span style="font-style: italic;">Education Week</span> released "Room to Maneuver," a
special report on the progress of the No Child Left Behind Act. Eighty percent of
New York schools showed adequate yearly progress in 2004–2005. That was
up from 75% in 2003–2004.<br>
<br>
Ninety-two percent of New York teachers were
deemed highly qualified, but only 81% in high-poverty schools. Thirty-two
states had 90% or more of their teachers rated highly qualified.<br>
<br>
For this and other data, see: <a href="http://www.coloradoea.org/media/nclb_1214.pdf">http://www.coloradoea.org/media/nclb_1214.pdf</a><br>
<br>
<a href="NY_Education_3.html#top">back to top</a> <br>
<br>
<hr style="width: 100%; height: 2px;">
<div style="text-align: left;"><a name="increase"></a><span style="font-weight: bold;">INCREASE IN ADVANCED PLACEMENT STUDENT SUCCESS ACHIEVED IN ALL 50 STATES—NEW YORK LEADS THE WAY</span><br>
</div>
<br>
<span style="font-style: italic;">President in State of the Union Calls for More AP Teachers</span><br>
<br>
The
College Board, the not-for-profit membership association that
administers the AP Program, has released the second annual Advanced
Placement Report to the Nation, showing that all 50 states and the
District of Columbia have achieved an increase in the percentage of
high school students earning a grade of 3 or higher in college-level AP
courses since 2000.<br>
<br>
In the nation's public schools,
14.1 percent of students in the class of 2005 demonstrated mastery of
an AP Exam by earning an exam grade of 3 or higher—the grade predictive
of college success—on one or more AP Exams while in high school. This
is up from 13.2 percent for the class of 2004 and 10.2 percent for the
class of 2000.<br>
<br>
Although 35 states and the District of
Columbia have lower results than the nationwide average of 14.1
percent, every single state and the District of Columbia saw a greater
proportion of its class of 2005 score a 3 or higher than occurred
within its class of 2000. AP achievements for each state's class of
2000 and class of 2005 are detailed in the report.<br>
<br>
These
achievements are noteworthy because, over the last five years, the U.S.
public high school population has increased by more than 100,000
students. U.S. schools have done more than maintain the proportion of
students who succeed on an AP Exam before graduating from high
school—they have increased that proportion from 10 percent to 14
percent.<br>
<br>
The achievement in spreading AP courses is
elevating the quality of our nation's secondary school classrooms. The
Trends in International Mathematics and Science Study found that, while
the rest of U.S. students ranked at the bottom of advanced math and
physics achievement among developed nations, the U.S. AP Calculus and
AP Physics students, even those who failed to earn a successful AP Exam
grade, were competitive in math and science achievement with students
from the top-performing nations.<br>
<br>
Students who take AP
math and science courses in high school are much more likely than other
students to continue a course of study in science, technology,
engineering, or mathematics (STEM) majors than students who do not take
such courses in high school. In his State of the Union address on
January 31, President George W. Bush called for the training of 70,000
high school teachers "over five years" for Advanced Placement science
and math courses.<br>
<br>
<span style="font-weight: bold;">Maintaining Quality in the AP Classroom</span><br>
<br>
The report shows that the quality of learning in AP classrooms has remained
steady as schools have invited more students to take on the challenge
of an AP course. AP Examinations use standards that are set by college
and university professors who administer AP Exam questions to their own
students and identify the knowledge and skills that must be
demonstrated on each question. To ensure that each AP Exam, from year
to year, is of equivalent difficulty and rigor, selected
multiple-choice questions, which are not disclosed, are woven back into
subsequent AP Exams, enabling psychometricians and statisticians to
ensure that an AP Exam grade one year represents the same level of
content mastery as in previous years.<br>
<br>
The report
includes graphs for four high-volume AP Examinations and shows that the
students who took AP Exams in 2005 are achieving learning outcomes
equivalent to those experienced by the smaller, less diverse AP student
population who took AP Exams in earlier years.<br>
<br>
To
assist schools in maintaining the quality of courses labeled "AP" as
these opportunities continue to expand, beginning in fall 2006, [in the
soon-to-be-published AP Policy Guides] the College Board is
implementing an AP Course Audit designed to ensure that each course
labeled "AP" provides students with the content knowledge and resources
needed for them to have a successful, college-level experience while
still in high school.<br>
<br>
<span style="font-weight: bold;">Equity Gaps in AP</span><br>
<br>
Despite
increased diversity in the AP classroom, African-American and Native
American students remain significantly underrepresented in AP
classrooms. Nationwide, African-American students make up 13.4 percent
of the student population, but only 6.4 percent of AP Exam takers, and
Native Americans make up 1.1 percent of the student population, but
only 0.5 percent of the AP examinee population.<br>
<br>
<span style="font-family: Arial; font-weight: bold;">Leading the Nation</span><br style="font-family: Arial;">
<ul>
<li><span style="font-family: Arial;">New York leads the nation: Nearly 23 percent of students in New York's
class of 2005 earned an AP Exam grade of 3 or higher while in high
school.</span></li>
<li><span style="font-family: Arial;">This year Maryland and Utah joined New York in seeing more than 20 percent of their students achieve such AP results.</span></li>
<li><span style="font-family: Arial;">California, Virginia, Connecticut, Massachusetts, and Florida are all
poised to achieve that milestone soon, perhaps with this year's
graduating class.</span></li>
</ul>
<span style="font-family: Arial; font-weight: bold;">The Most Improvement</span><br style="font-family: Arial;">
<ul>
<li><span style="font-family: Arial;">Maryland, North Carolina, Washington, Connecticut, Delaware, and
Florida have seen the greatest amount of positive change since 2000 in
the proportion of students who succeed on an AP Exam in high school.</span></li>
<li><span style="font-family: Arial;">The states that achieved the largest expansion of successful AP Exam
performance from 2004 to 2005: Oregon, Delaware, Alaska, Arkansas,
Maine, Maryland, New York, Virginia, and Washington.</span></li>
</ul>
<span style="font-family: Arial; font-weight: bold;">Eliminating Equity Gaps</span><br>
<ul>
<li><span style="font-family: Arial;">Florida, Maryland, and the District of Columbia have each achieved the
significant milestone of seeing Latino student representation in AP
courses outpace Latino student representation in non-AP courses.</span></li>
<li><span style="font-family: Arial;">California and Texas, states with large Latino populations, are within reach of this goal.</span></li>
</ul>
<div style="text-align: left;">
The full report is available at: <a href="http://www.collegeboard.com/prod_downloads/about/news_info/ap/2006/2006_ap-report-nation.pdf">http://www.collegeboard.com/prod_downloads/about/news_info/ap/2006/2006_ap-report-nation.pdf</a><br>
</div>
<br>
<a href="NY_Education_3.html#top">back to top</a> <br>
<br>
<hr style="width: 100%; height: 2px;">
<div style="text-align: left;"><a name="Pataki"></a><span style="font-weight: bold;">SUPERINTENDENT TO FIGHT PATAKI'S EDUCATION PROPOSALS</span><br>
</div>
<br>
The
North Shore Superintendent Edward Melnick lambasted Governor George
Pataki's education proposals and asked the community for support in a
fight for public education at the last district board meeting on February 9.<br>
<br>
"We
truly face what many have termed a major attack on public education as
we know it, from a variety of sources, including our current Governor
and legislature," he said during the meeting's opening.<br>
<br>
One of
Pataki's proposals offers a $400 rebate to residents in districts that
keep budget increases below 4 percent or 120 percent of inflation,
whichever is lower. Public education advocates in New York criticize
this plan because it is impossible for most districts to maintain their
academic and interscholastic programs without on average a 6.5-percent
increase over last year, according to the Educational Conference Board<br>
<br>
"For
North Shore, a 4-percent cap would mean minimally cutting 25 to 50
percent of our interscholastic, athletics and arts programs and
eliminating approximately 20 to 25 of our current teaching positions,
resulting in class sizes well above the Nassau County average," said
Melnick.<br>
<br>
For the complete article, please go to: <a href="http://www.antonnews.com/glencoverecordpilot/2006/02/24/news/nsboe.html">http://www.antonnews.com/glencoverecordpilot/2006/02/24/news/nsboe.html</a>
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