High School Accountability Rules Implementing No Child Left Behind NCLB

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High School Accountability Rules Implementing
No Child Left Behind (NCLB)
The New York State Education Department
Edited by Jie ZhangPrincipalQueens High School
for the Sciences at York College March 20, 2008
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Measuring Performance
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At the secondary level, student
performance is measured using state assessments
in English language arts and mathematics, and
using graduation rate.
Assessment performance is defined at four
levels Level 1 Basic Level 2 Basic
Proficiency Level 3 Proficient Level 4
Advanced Proficiency
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Calculation of the Performance Index (PI)
A Performance Index (PI) is a value from 0 to 200
that is assigned to an accountability group,
indicating how that group performed on a required
State test (or approved alternative) in English
language arts, mathematics, or science. PIs are
determined using the following equations
Secondary Level PI (number of cohort members
scoring at Levels 2, 3, and 4 the number
scoring at Levels 3 and 4) number of cohort
members X 100
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Secondary-Level Accountability Assessments
At the secondary level, the assessments that are
used when determining performance indices for an
accountability group are shown below. Beginning
with the 2002 Cohort, the second or third
assessment taken in grade 12 is no longer
excluded from accountability calculations.
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Participation Rate
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Secondary Level
For an accountability group with 40 or more
students to make Adequate Yearly Progress in
English language arts (ELA) and mathematics, 95
percent of seniors must take an assessment that
meets the students graduation requirement in
that subject. In 200708, if the participation
rate of an accountability group falls below 95
percent, the Department will calculate a weighted
average of the 200607 and 200708 participation
rates. If the average participation rate equals
or exceeds 95 percent, the group will meet the
participation requirement. Seniors are
students whose Repository record for the district
or school reports them as enrolled in grade 12 on
June 30, 2008 or as enrolled during the 200708
school year and graduated between July 1, 2007
and June 30, 2008. All students meeting these
criteria will be counted as seniors, including
students who are not included in the district or
school accountability cohort.
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High School Accountability Cohorts for 2007-08
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Guide to Accountability Cohorts

• High schools are accountable for three areas
• English and mathematics performance
• English and mathematics participation and
• graduation rate.
• A different group of students is measured in each
  of these areas. Further, the cohort used to
  measure English and mathematics performance was
  redefined beginning with the 2002 cohort (NYC
  2006) the cohort used to measure graduation rate
  has been redefined beginning with the 2003 (NYC
  2007) cohort.

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2007-08 High School Accountability
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2004 Accountability Cohort Definition

• This cohort will be used to determine if the
  school met the performance requirements in
  English and mathematics at the secondary level
  for the 200708 school year. The 2004
  accountability cohort consists of all students,
  regardless of their current grade status, who
  were enrolled in the school on October 1, 2007
  (BEDS day) and met one of the following
  conditions
• first entered grade 9 (anywhere) during the
  200405 school year (July 1, 2004 through June
  30, 2005) or
• in the case of ungraded students with
  disabilities, reached their seventeenth birthday
  during the 200405 school year.

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2004 Accountability Cohort Definition (contd)

• The State will exclude the following students
  when reporting data on the 2004 accountability
  cohort
• Students who transferred to another high school
  or out-of-district placement will be removed from
  the school cohort, students who transferred to
  another district will be removed from the
  district cohort, students who transferred to a
  criminal justice facility outside the district
  between BEDS day 2007 and June 30, 2008 will be
  removed from the school and district cohorts
• students who transferred to an approved
  alternative high school equivalency preparation
  (AHSEP) or high school equivalency preparation
  (HSEP) program (CR 100.7) between BEDS day 2007
  and June 30, 2008 and met the conditions stated
  on the next slide will be removed from the school
  and district cohorts
• students who left the U.S. and its territories
  between BEDS day 2007 and June 30, 2008 will be
  removed from the school and district cohorts and
• students who died between BEDS day 2007 and June
  30, 2008 will be removed from the school and
  district cohorts.

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2004 Accountability Cohort(Transfers to GED
Removed from Cohort)
Students will be removed from the school and
district cohorts if the final enrollment record
shows that on June 30, 2008 the student a) has
earned a high school equivalency diploma or b)
is enrolled in an AHSEP or HSEP program. Students
will be removed from the school cohort if the
enrollment records show that the student has
transferred to a different high school and is
working toward or has earned a high school
diploma. Students will be removed from the
district cohort if the enrollment records show
that the student has transferred to a high school
in a different district and is working toward or
has earned a high school diploma.
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2004 Accountability Cohort(Transfers to GED
Remaining in Cohort)
Students will remain in the cohort of the school
and district from which they transferred to an
approved GED program if the final enrollment
record shows that on June 30, 2008 the student
a) has not earned a high school equivalency
diploma b) is not enrolled in an AHSEP or HSEP
program and c) has not transferred to a high
school that provides instruction leading to a
high school diploma. Students who transfer back
to the high school from which they transferred to
an AHSEP or HSEP program without first entering
another high school will remain in the district
and school cohort.
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Transfers to GED

• On the Repository, districts must provide the
  following information for students who transfer
  to approved GED programs during the 2005-06,
  2006-07, or 2007-08 school years (as defined in
  CR 100.7)
• The ending reason on the enrollment record for
  the high school must be transferred to an AHSEP
  or HSEP program.
• The GED enrollment record must provide a service
  provider code for an AHSEP or HSEP program.

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Transfers to GED (continued)

• If the student is not enrolled in the AHSEP or
  HSEP program on June 30, 2008, the ending date
  and reason must be provided.
• To be considered still enrolled, the student must
  have been in attendance at least once during the
  last 20 days of the program or have excused
  absences for that period.

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Graduation Rate2003 Cohort for 200708
2003 Graduation-Rate Cohort Members of the 2003
school accountability cohort students
eliminated from that cohort solely because they
transferred to an AHSEP or HSEP program. 2003
Graduation Rate Number of graduation-rate
cohort members who earned a Regents or local
diploma on or before August 31, 2007 number of
graduation-rate cohort members. Example 2003
school accountability cohort count
153 Students eliminated from this cohort because
they transferred to an AHSEP or HSEP program
7 Graduation-rate cohort (2003 school
accountability cohort count) 153 (students
eliminated from the cohort because they
transferred to an AHSEP or HSEP program) 7
160 2003 graduation-rate cohort members who
earned a Regents or local diploma on or before
August 31, 2007 129 Graduation Rate (Percent
of 2003 Graduation-Rate Cohort Earning a Local
Diploma by August 31, 2007) 129 (153 7)
80.6
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Accountability Standards
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Annual Measurable Objectives (AMOs) and State
Standards for 200708
The Annual Measurable Objective (AMO) is the PI
value that signifies that an accountability group
is making satisfactory progress toward the goal
that 100 of students will be proficient in the
States learning standards in ELA and math by
201314. The State Standards are the PI values
that signify minimally satisfactory performance
in graduation rate.

• Secondary Level
• English Language Arts AMO PI of 165
• Mathematics AMO PI of 159
• Graduation-Rate State Standard 55 (may be
  raised by the Commissioner)

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Annual Measurable Objectives for200708 to
201314

• School Year Secondary Level
• ELA Math
• 200708 165 159
• 200809 171 166
• 200910 177 173
• 201011 183 180
• 201112 188 186
• 201213 194 193
• 201314 200 200

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(No Transcript)
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Making Safe Harbor
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200708 Safe Harbor Calculation for ELA and Math

• Safe Harbor is an alternate means to demonstrate
  AYP for accountability groups whose PI is less
  than their Effective AMO. The Safe Harbor Target
  calculation for ELA and math for 200708 using
  the 200607 PI is
• Safe Harbor Target 2006-07PI (200
  2006-07PI) ? 0.10

For a group to make safe harbor in English or
math, it must meet its Safe Harbor Target and
also meet the graduation rate qualification for
safe harbor. To qualify at the secondary level,
it must make the State Standard or its Progress
Target for graduation rate.
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Sample 2007-08 Safe Harbor Calculation Based on
2006-07 PI
200607 Math Effective AMO 138 (group size
46) 200607 Math PI 120 200708 Safe Harbor
Target 120 (200 120) ? 0.10 128 In
2006-07 this group did not make its Effective
AMO. It was assigned a safe harbor target for
2007-08 based on the PI it achieved.
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Graduation RateQualifying for Safe Harborin
ELA and Math in 200708

• To qualify to make safe harbor in ELA and math
  at the secondary level, the percent of the 2003
  graduation-rate cohort earning a local or Regents
  diploma by August 31, 2007 must equal or exceed
  the State Standard (55 percent) or the groups
  Progress Target for secondary-level graduation
  rate.

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Graduation-Rate Progress Targets
Progress Targets are determined in graduation
rate at the secondary level for groups that do
not meet the State Standard. To make AYP in
graduation rate, the All Students group must
meet the State Standard or its Progress Target.
To qualify for safe harbor in ELA and math, an
accountability group must meet the State Standard
or make its Progress Target. Progress Targets in
graduation rate for the following year can be
found on the Accountability and Overview Report
part of the New York State District/School Report
Card.
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Secondary-Level Graduation-Rate Progress Targets
Progress Targets are calculated in graduation
rate at the secondary level for schools whose
performance is below the State Standard. Schools
that make their Progress Target are considered to
have made AYP in graduation rate and to qualify
for safe harbor in ELA and math at the secondary
level. At the secondary level, the 200708
Graduation-Rate Progress Target is the value that
the Percent of the 2003 Graduation-Rate Cohort
Earning a Local or Regents Diploma by August 31,
2007 for the All Students group must equal or
exceed. For 200708, this target is determined by
adding one point to the Percent of the 2003
Graduation-Rate Cohort Earning a Local Diploma by
August 31, 2007. Example Graduation-Rate
Standard 55 Percent of the 2003 Graduation-Rate
Cohort Earning a Local Diploma by August 31, 2007
53 200708 Graduation-Rate Progress Target 53
1 54
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Making Adequate Yearly Progress (AYP)See Sample
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Determining State and Federal Accountability
Status
General Rules
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Determining State Status
A school must fail to make AYP for two
consecutive years to be placed in improvement
status. A school that makes AYP for two
consecutive years is removed from improvement
status for the subject and grade in which it was
identified.
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Determining Federal Status (cont.)
A school must fail to make AYP for two
consecutive years to be placed in improvement
status. A school that makes AYP for two
consecutive years is removed from improvement
status for the subject and grade in which it was
identified.
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Accountability for Students with Disabilities
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New York State Alternate Assessment (NYSAA)

• NYSAA performance levels are counted the same as
  general assessment (NYSTP, Regents, etc.) levels
  when determining PIs for English, mathematics,
  and science.
• NCLB regulations allow a maximum of one percent
  of scores used in calculating the PI for each
  accountability measure for a district to be based
  on proficient and advanced proficient scores on
  the NYSAA.
• In 200708, to meet this requirement, districts
  that have more than one percent of their
  continuously enrolled tested students performing
  at Levels 3 and 4 on the NYSAA must count some of
  these students at Level 2 when determining PIs.

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Testing Ungraded Students with Disabilities

• CSE must determine that the student meets the
  criteria specified in the New York State
  Alternate Assessment Administration Manual
  2007-2008 at the following link
• http//www.emsc.nysed.gov/osa/nysaa/toc07-08.pdf.
  

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Whom to Contactfor Further Information

• The New York State Report Card, contact the
  School Report Card Coordinator at
  rptcard_at_mail.nysed.gov
• New York State assessments, go to the Office of
  State Assessment web site at www.emsc.nysed.gov/os
  a
• Federal No Child Left Behind legislation, go to
  the United States Department of Education web
  site at www.ed.gov
• Data collection and reporting for New York State,
  go to the Information and Reporting Services web
  site at www.emsc.nysed.gov/irts or contact Martha
  Musser at mmusser_at_mail.nysed.gov or (518)
  474-7965
• Accountability, contact Ira Schwartz at
  ischwart_at_mail.nysed.gov or [phone]