ESSA Update “Graduation Rate & Career and College Readiness” Carol Eckl & Brenda Roof

English Language Proficiency New York State recognizes where a school or group is starting and expects progress from all Academic Achievement Graduation Rates English Language Proficiency Based on a set “end” goal of 200 points on the ELA and math Performance Indices, NY State has established a long-term goal for 2021-2022 of each accountability subgroup closing the achievement gap with the “end” goal by 20%. Based on an “end” goal of a 95% four-year cohort graduation rate, 96% for the five-year rate, and 97% for the six-year rate, NY State has established a long-term goal for 2021-2022 of closing the graduation rate gap with the “end” goal by 20%. Based on an “end” goal of 95% of English learners making progress in achieving English proficiency, NY State has established a long-term goal for 2021-2022 of closing the proficiency gap by 20%. Note: Goals are set at the state, district and school level for each subgroup. NYS also has set goals for other indicators of School Quality or Student Success, including chronic absenteeism and college, career, and civic readiness.

Achievement Growth Progress Graduation Rate ELP Chr. Absenteeism CCR At the high school level, each indicator is based on a specific cohort of students High School Accountability Cohort For all indicators, except the Graduation Rate Indicator: Includes all students enrolled on BEDS day of year 4 who first entered Grade 9 anywhere four years previously (e.g., the 2013 accountability cohort consists of students who first entered Grade 9 during the 2013-14 school year); and All ungraded students with disabilities who reached their 17th birthday in that same school year, who were enrolled for more than half of the current school year and did not transfer to another district’s or school’s diploma-granting program Excludes students who transfer to another school, enroll in and HSE program and remain enrolled or receive and HSE, are incarcerated, leave the country or die. High School Graduation Rate Total Cohort For the Graduation Rate Indicator: Consists of all students who first entered Grade 9 anywhere between July 1 and June 30 of a particular year; or All ungraded students with disabilities who reached their 17th birthday during that year. Excludes students who transfer to another school, are incarcerated, leave the country or die. *Note: For measures that use high school cohorts, a student who at any time during high school was an English Language Learner, a student with a disability, or economically disadvantaged will be included in their respective subgroup.

Graduation Rate Measure Achievement Growth Progress Graduation Rate Eng. Lang. Prof. Chr. Absenteeism CCCR Index Graduation Rate Measure Don’t forget: Safe harbor applies to this indicator. What does this measure? For high schools, how a subgroup is performing on the four-, five- and six-year graduation rates in comparison to: (1) the state’s long-term goals for the subgroup; (2) the state’s measure of interim progress (MIP) in that year, and (3) the school-specific MIP for that subgroup in that school year. Graduation rate results are lagged by one year, e.g., the 4-year cohort graduation rate for the 2017-18 school year is the 2013 graduation rate cohort. How is this measured? What are the steps to calculate a subgroup’s rating in this area? (Complete steps 1-6 for each of the four-, five- and six-year cohort graduation rates) Step 1: Calculate a subgroup’s Cohort Graduation Rate Step 2: Determine whether the subgroup’s Cohort Graduation Rate exceeds, meets or does not meet the state’s long-term goal for the applicable subgroup Step 3: Determine whether the subgroup’s Cohort Graduation Rate meets the higher of the state or school-specific MIP Step 4: If the subgroup’s Cohort Graduation Rate does not meet the higher of the state or school-specific MIP, determine whether the subgroup’s meets the lower of state or school-specific MIP Step 5: Apply Safe Harbor Rules as applicable Step 6: Average the Graduation Rate Levels for each of the four-, five- and six-year rates to determine an overall Graduation Rate Level using normal rounding rules. Graduation Rate Levels: What rating can my school or subgroup receive on this measure?   Did Not Meet State Long-Term Goal Met State Long-Term Goal Exceeded State Long-Term Goal Did not meet MIP Met lower MIP Met higher MIP 1 2 3 NA 3 4 NA 4 A school would fall into this category only if it met the lower of its two MIPs, but not the higher MIP.

Graduation Rate Measure Example: High School XYZ Achievement Growth Progress Graduation Rate Eng. Lang. Prof. Chr. Absenteeism CCCR Index Graduation Rate Measure Example: High School XYZ High School XYZ 2017-2018 Graduation Rate Goals and Actual Data: All Students Group 4-year Graduation Rate 5-year Graduation Rate 6-year Graduation Rate State’s Long-Term Goal (2021-2022): All Students 83.3% 85.6% 86.6% State’s Measure of Interim Progress for 2017-2018: All Students 80.9% 83.5% 84.6% High School XYZ’s Measure of Interim Progress for 2017-2018 80.2% 82% Threshold to Exceed State’s Long-Term Goal? 89.15% 90.8% 91.8% Graduation Rate: All Students 80.0% 82.5% 84.1% This is a “higher MIP” because it exceeds the school’s MIP of 80.2%. This is a “lower MIP” because it is less than the state’s MIP of 84.6% Did the subgroup meet or exceed the state’s long-term goal? Did the subgroup meet the higher MIP? Did the subgroup meet the lower MIP? What Progress Level did the subgroup get for each subject? What is the subgroup’s average Progress Level? 4-year? 5-year? 6-year? No 4-year? 5-year? 6-year? No 4-year? 5-year? 6-year? No Yes 4-year? 5-year? 6-year? 1 2 (1+2+2) = 3 *This is rounded up to 2. 1.67* Because this school’s baseline graduation rate was lower than the state average, its school-specific measures of interim progress are lower than those of the state.

NYS ESSA Plan: College, Career and Civic Readiness DATAG Presentation -- July 12, 2018

The CCCR indicator is part of the effort to create a broader, more comprehensive measure of school success, beyond test scores. Upon recommendation of focus groups, it has come to include multiple benchmarks that demonstrate a student’s preparation for college, career, and civic engagement.

Key points to remember: This is an additional measure - it will only come into play for overall accountability if the Composite Performance and/or Graduation Rate calculations result in a Level 1. The cohort is the students enrolled on BEDS day of year 4 The calculation is based on student’s status in June of year 4 only - no credit if student completes requirements in August or later (exceptions: GED & Seal of Biliteracy)

Calculation Overview Students “earn” up to 2 points, determined by meeting certain criteria The school score can range from 0 (no students are college/career/civic-ready) to 200 (all students are CCC-ready) The school performance is compared to Measures of Interim Progress (MIP), which are calculated based on the “end goal” of all students achieving the highest category at the state level, and the individual school’s baseline data from 2016-17.

CCCR Criteria - 2 points (“full credit”) Regents diploma plus: Advanced Designation (passing 8 regents exams + LOTE or Art or CTE sequence) CTE Endorsement Seal of Biliteracy (*can take more than 4 years) Score of 3 or higher on an AP exam Score of 4 or higher on an IB exam High school credit earned in dual-enrollment course Passing score on nationally certified CTE examination

CCCR Criteria - 2 points (“full credit”) continued Students who do not receive a Regents diploma may still meet the full measures of readiness if they fit one of these categories: Local diploma plus CTE Endorsement Skills & Achievement Commencement Credential with an average ELA, math & science NYSAA score of 4 (rounded)

CCCR Criteria - 1.5 points Regents or Local Diploma with a CDOS endorsement Skills & Achievement Commencement Credential with an average ELA, math & science NYSAA score of 3 (rounded) Regents Diploma plus high school credit earned through an AP or IB course (the student did not take the associated exam, or failed to achieve a score that meets the higher criteria)

CCCR Criteria - 1 point Regents or Local Diploma with no endorsement or designation Skills & Achievement Commencement Credential with an average ELA, math & science NYSAA score of 2 (rounded)

CCCR Criteria - ½ (.5) point CDOS Credential with no accompanying diploma High-school equivalency diploma (GED) recipients, up to two years after leaving high school -- these students earn the credit in the year that they complete their HSE requirements, regardless of their cohort Students who do not meet any of the above criteria by June of their 4th year after starting high school receive 0 points.

The simple calculation: # students in CCCR level x weighting # students in cohort

Steps to NYS Rating: State-level and school-specific MIPs are calculated (based on baselines, long-term goal, and expected progress). CCCR index is calculated for each subgroup for the current year. The index calculation is compared (exceeds, meets, does not meet) to the state’s long-term goal. The index calculation is compared (meets, does not meet) to the state and school MIPs. Safe Harbor is considered, if applicable (see p. 99 in ESSA handout). The overall level is determined by the combination of factors above.

Level Matrix Did not meet state long-term goal Met state long-term goal Exceeded state long-term goal (50% of difference to state’s end goal) Did not meet MIP Level 1 Not possible Met lower MIP only Level 2 Level 3 Level 4 Met higher MIP

So what does this mean for us? Reporting: All dual enrollment courses All AP and IB scores All certified CTE examination scores Confirm all diplomas for the correct designations and endorsements Other things to think about: When are SWD completing CDOS requirements? Are you encouraging drop-outs to earn an equivalency diploma? Do students who do not typically earn Advanced Designation have access to other high-level CCCR criteria (dual-enrollment/AP/IB courses, CTE endorsements, etc.)?