Update on Data Reporting September 2005

Repository System Goal To consolidate the Department’s collection of individual student data in the repository system

Time Lines Beginning in , all K-8 data formerly reported in LEAP must be submitted through the State Repository System. In , high school data will continue to be reported in STEP as we transition to full implementation of the new system. By the school year, all data elements now reported through STEP, LEAP and selected other Department data collection forms will be reported through the State Repository System.

NYC Buffalo WNYRIC Rochester WFL Monroe Syracuse CNYRICMORIC Suffolk Nassau LHRIC Yonkers MHRIC NERIC Level 1 BroomeSCT Statewide Data Warehouse Statewide Repository District 1 District 2 District 3 District 1 District 2 District 3 Level 2 Level 3 Statewide Reports Service NYSSIS

Repository System Level 1 Repository (regional)—data will be moved from district student management system to Level 1. After district verifies accuracy data will be moved to Level 2 Repository (statewide) –includes student name and unique identifier –source of individual and summary performance reports and verification reports.

Repository System (continued) Level 3 Repository (State use)— –data for school report cards and accountability decisions –to protect student privacy: no student names and unique identifiers are encrypted

Annual Reporting Database Created using aggregated student data on the Level 3 Repository Used to produce the NYS Report Cards and Summary reports and data analyses available to the public

Accountability Database Created using data on the Level 3 Repository Contains data used to determine AYP and accountability status Used to produce the NYS Accountability Report and summary reports and data analyses available to the public

New York State Student Identification System (NYSSIS) Purpose: to assign a stable, unique student identifier (10-digit number) to every pre- kindergarten through grade 12 student a in New York State public school when he/she first enrolls. Unique identifiers will –enhance student data reporting –improve data quality –ensure that students can be tracked longitudinally as they transfer between districts

Unique Identifier Auditing System (UIAS) UIAS will ensure that –two districts do not submit records with the same unique student identifier showing simultaneous enrollment; and –appropriate records for students with unique identifiers claimed by each school district or charter school are reported.

Implementation

Data Administrator Districts are strongly advised to appoint a data administrator to –coordinate and lead the collection of data, –oversee changes in and maintenance of the local data management system, and –chair a committee of district staff charged with ensuring the accuracy of data.

Local Data Systems To facilitate transfer of data to Level 1, the local students management system should –contain accurate and complete data for State reporting and –subscribe to the appropriate standards for format and content.

Moving District Data to Level 1 Districts must transfer student data from their student management system(s) to the Level 1 Repository. RICs and student-management-system vendors can assist districts with developing procedures for transforming data to the required format. In , Level 0 will be available for entering data not available in the local student management system into Level 1.

Data Verification—Level 1 Provides verification reports with individual student data and summary counts to ensure that data are accurate. If errors are found, districts must correct data in the district source systems and transfer corrected data to the Level 1 Repository. The district must certify that the Level 1 Repository data are accurate. Only data certified to be accurate by district officials will be transferred to the Level 2 Repository.

Data Verification — Level 2 Provides additional verification reports, allowing districts to preview their report card and accountability data. These reports will provide districts with a second opportunity to identify and correct errors in their source systems. Approximately 11 times annually, at scheduled intervals, selected data will be transferred from the Level 2 to the Level 3 Repository.

Using the Repository to Improve Performance

Reports from the Repository Designed to enable school administrators, teachers and parents to better meet the instructional needs of individual students. Eventually include almost all State exams Available to all public schools and BOCES using Analytical Tool Continual improvement based on feedback

Reports from the Repository Individual Student Reports for grades 3-8 and NYSAA –Tailored to student grade and performance level –Parent report will include Web address with additional information appropriate for students at that level District and School summary reports, showing subgroup performance and beginning in showing longitudinal performance Item/performance indicator analyses, as appropriate

Analytical Tool Uses Direct user to most appropriate reports Access standard reports and analyses, using data from the grades 3-8 ELA and math assessments, the NYS Alternate Assessment (NYSAA), and, ultimately, other State assessments, including Regents examinations Create custom reports based on factors such as grade, age, disability, LEP status, race/ethnicity to meet the unique needs of districts and schools

Analytical Tool Uses View student records stored on the Level 2 Repositories Access the verification reports needed to certify data accuracy Provide school superintendents with access to the New York State Report Cards before they are publicly available Provide public access to summary reports and data analyses on the Annual Reporting Database

NYS Virtual Learning Space VLS provides instructional content to teachers that will enable students to meet the State’s learning standards. The Web portal –organizes resources and tools to provide “one- stop shopping” for instructional needs –eliminates the time and effort that is involved in searching for and researching appropriate educational resources –ensures that resources are of high quality –provides online professional development opportunities

Middle-Level Mathematics Results by Need/Resource Capacity Category

Middle-Level Mathematics In every Need/Resource Capacity category, the percentage of students achieving the standard increased substantially between 1999 and In every category, the percentage fell slightly in Percentage of Students Scoring at Levels 3 and 4 Public Schools Only

Middle-Level Mathematics While the percentage of students scoring at Level 1 has been reduced substantially, in the High Need Districts significant percentages of students scored at Level 1. Percentage of Students Scoring at Level 1 Public Schools Only

Middle-Level Mathematics Districts in all need/resource capacity categories have increased their mean scores since The mean score in New York City and the Large City Districts increased between 2004 and 2005, reflecting the decrease in the percentage of students scoring at Level 1. Public Schools Only

Middle-Level Mathematics Results by Racial/Ethnic Group

Middle-Level Mathematics In each racial/ethnic group, the percentage of students meeting the standard has grown substantially since The percentage of Black and Hispanic students who met the standards more than doubled between 1999 and Percentage of Students Scoring at Levels 3 and 4 Public Schools Only

Middle-Level Mathematics In all racial/ethnic groups, the percentage of students scoring at Level 1 has decreased since The percentage of Asian, Black, Hispanic, and White students scoring at Level 1 has been reduced by more than half. Percentage of Students Scoring at Level 1 Public Schools Only

Middle-Level Mathematics Although in 2005 a slightly smaller percentage of Blacks, Hispanics, and American Indians reached the proficiency criterion than in 2004, the mean score of these groups increased in 2005, reflecting the smaller percentage of students scoring at Level 1. Public Schools Only

Elementary-Level Mathematics Results by Need/Resource Capacity Category

Elementary-Level Mathematics The percentage of students achieving the standard increased in every need/resource capacity category. Since 1999, New York City and Large City Districts have achieved increases of over 20 percentage points. All Students Percentage of Students Scoring at Levels 3 and 4 Public Schools Only

Elementary-Level Mathematics Districts in all need/resource capacity categories have decreased the percentage of students scoring at Level 1. In 2005, all district categories had less than six percent of their students scoring at Level 1. All StudentsPublic Schools Only Percentage of Students Scoring at Level 1

Elementary-Level Mathematics Students in all need/resource capacity categories have increased their mean scores since Statewide, the increase was 9 points. Public Schools Only Cut point for Level 3 is 637. All Students

Elementary-Level Mathematics Results by Racial/Ethnic Group

Elementary-Level Mathematics More than 90 percent of Whites and Asians met the standard in The percentage of Blacks and Hispanics doing so has increased by over 30 percentage points since Public Schools Only Percentage of Students Scoring at Levels 3 and 4 All Students

Elementary-Level Mathematics In all racial/ethnic groups, the percentage of students scoring at Level 1 has decreased since The percentage of Black and Hispanic students scoring at Level 1 has been reduced by two thirds. Public Schools Only Percentage of Students Scoring at Level 1 All Students

The New York State Report Card, contact the School Report Card Coordinator at New York State assessments, go to the Office of State Assessment web site at Federal No Child Left Behind legislation, go to the United States Department of Education web site at Data collection and reporting for New York State, go to the Information and Reporting Services web site at or contact Martha Musser at or (518) Accountability, contact Ira Schwartz at or (718) Whom to Contact for Further Information