1. Our High School Students’ Perspectives: Results of the RCSD-Specific questions attached the 2009 Youth Risk Behavior Survey Part 1: Academic, Literacy, Resiliency First year study Spring, 2009

2. “Go do what Jim Liebman is doing!” - Jean-Claude Brizard James S. Liebman is the Chief Accountability Officer for the New York City Department of Education

3. Purpose of RCSD-specific questions to our high school students: §Provide District policy-makers with students’ perspectives to improve instruction, graduation prospects, literacy, resiliency and school safety (see part 2 of 2) §The “traditional” Youth Risk Behavior Survey and County-wide school perspective is valuable (YRBS is a funding requirement), but is not sufficient to meet District needs in these several vital areas.

4. Purpose of RCSD-specific questions Every two years, by federal funding mandate, we ask students the Center for Disease Control and Prevention- based questions on tobacco, drugs, alcohol, sexual activity, delinquent behavior and risk behavior. But we seldom have taken the opportunity to ask students about school work, academics, favorite subjects, literacy – an assortment of questions that principals and District policy-makers have wanted to ask.

5. New York City and Chicago In key areas of this survey, Rochester followed the lead of New York City Department of Education, James Liebman, Chief Accountability Officer, in finding predictive questions on prospects of graduation. We used these and other questions in this survey. Chicago has used a similar approach as well.

6. Our high school students report on: 1.Favorite academic subject 2.Perception of classmates’ academic competencies 3.Perception of prospects of classmates’ graduation 4.Frequency of reading for school work 5.Online use for school projects and school research 6.Choices in reading for pleasure 7.Whether they have a library card 8.Frequency of online reading for pleasure 9.Rate of having a close, trusting, supportive and reliable relationship with adults in their school

7. High school students’ favorite subjects 1.Of the subjects listed below, which is your favorite? Mathematics31.1%1,272 English Language Arts26.9%1,099 Sciences17.3% 707 Social Studies16.3% 665 Foreign Languages 8.5% 347 Overall N = 4,090 §Overall, nearly one student in three (31.1%) choose Mathematics as their favorite subject. §Overall, over one student in four (26.9%) choose English Language Arts as their favorite subject. §But there are significant variations among sub-groups (see next slide).

8. Favorite Subject by gender / ethnic breakdowns Social Foreign Math ELA Sciences Studies Languages All students31.1% 26.9% 17.3% 16.3% 8.5% Male students32.9%22.1% 19.2% 19.3% 6.4% Female students29.7%30.6% 15.7% 13.9%10.1% Black/African-American students33.9%27.6% 15.7% 18.9% 6.6% Hispanic/Latina/o students27.7%25.7% 19.0% 14.8% 12.7% White students25.8%23.0% 20.3% 24.1% 6.8% Black/African-American females33.0% 30.7% 15.0% 14.1% 7.3% Hispanic/Latina females26.1% 28.8% 16.9% 11.3% 16.9% White females25.8% 29.8% 16.0% 20.4% 8.0% Black/African-American males 35.2% 23.6% 16.6% 18.9% 5.7% Hispanic/Latino males 27.7% 25.7% 19.0% 14.8% 7.6% White males25.9% 14.1% 25.9% 28.8% 5.3% Gender/ethnic N = 4,075 Note the very wide disparities among each of these sub-groups. We observe definite areas of concern and a need for focus, but we also observe definite strengths.

9. Students’ estimation of classmates academic competencies 2. Overall, how academically successful are your classmates? Excellent14.7% 607 Good42.7%1,767 Fair33.0%1,364 Fair to Poor 6.2% 257 Poor 3.5% 144 Overall N = 4,139 §New York City (Liebman) and Chicago find this question to be especially predictive of graduation prospects. §The majority of our high school students (57.4%) rate their classmates’ academic successes as “excellent” or “good.” §But over two students out of five (42.7%) rate their classmates’ academic successes as “fair,” “fair to poor” or “poor.” §Sub-groups vary (see next slide). §Note the caveat of this being a first year question; students’ self-reporting issues and the like.

10. Students’ estimation of classmates academic competencies, by gender / ethnic Fair to Excellent Good Fair Poor Poor All students 14.7% 42.6% 33.0% 6.2% 3.4% Male students 17.0% 42.2% 30.5% 6.1% 4.2% Female students 12.9% 43.0% 34.9% 6.4% 2.8% Black/African-American students 16.8% 41.0% 34.4% 5.1% 2.6% Hispanic/Latina/o students 13.5% 43.6% 29.8% 6.3% 5.5% White students 12.8% 43.5% 32.4% 8.0% 3.3% Black/African-American females 14.6% 41.8% 36.6% 5.3% 1.7% Hispanic/Latina females 12.4% 43.7% 34.0% 5.9% 4.0% White females 9.6% 44.1% 33.6% 10.5% 2.2% Black/African-American males 19.8% 40.0% 31.5% 4.9% 3.7% Hispanic/Latino males 15.0% 43.5% 29.8% 6.3% 5.5% White males 17.2% 42.6% 30.8% 4.7% 4.7% Gender/ethnic N = 4,124

11. Students’ estimation of classmates graduating 3. Overall and in your school, what do you believe to be your classmates’ chances of graduating from high school? Excellent19.2% 787 Good38.6%1,583 Fair31.2%1,280 Fair to Poor 8.0% 328 Poor 3.0% 121 Overall N = 4,099 §The majority of high school students (57.8%) rate their classmates’ chances of graduating as “excellent” or “good.” §But over two students out of five (42.2%) rate their classmates’ chances of graduating as “fair,” “fair to poor” or “poor.” §These results somewhat mirror the question on students’ perceptions of classmates academic competencies. §This question serves as a companion to the academic competencies question; please note the caveats offered.

12. 3. Overall and in your school, what do you believe to be your classmates’ chances of graduating from high school? Fair to Excellent Good Fair Poor Poor All students 19.2% 38.6% 31.3% 8.0% 3.0% Male students 21.8% 38.7% 29.0% 6.9% 3.6% Female students 17.2% 48.5% 33.1% 8.8% 2.5% Black/African-American students 21.1% 36.8% 31.8% 7.8% 2.5% Hispanic/Latina/o students 15.8% 40.9% 32.0% 8.4% 2.9% White students 19.2% 43.7% 27.8% 6.3% 3.0% Black/African-American females 19.1% 36.0% 36.4% 8.2% 2.0% Hispanic/Latina females 13.6% 41.2% 33.2% 9.8% 2.2% White females 17.2% 45.6% 28.1% 7.0% 1.8% Black/African-American males 23.8% 37.9% 28.0% 7.2% 3.1% Hispanic/Latino males 18.4% 40.5% 30.5% 6.7% 3.9% White males 21.4% 41.1% 27.4% 5.4% 4.8% These responses tend to mirror the responses on estimations of students’ academic competencies. Students appear to be both cautious, as well as perhaps overestimating the challenges of graduating, given the responses shown here versus the actual graduation rates. This may be particularly true of male respondents. Gender/ethnic N = 4,085

13. Students’ frequency of reading for school work 4. How often do you read as part of your school work? Not that much overall28.7%1,169 Weekly26.0%1,057 Daily – some29.0%1,181 Daily – quite a bit16.2% 661 Overall N = 4,068 §The majority of our high school students read very little as part of their school work, with “not that much overall” and “weekly” reading adding up to 54.7% of our students reading little for school work at the high school level. §Over two students in five (45.2%) report daily reading for school work, with 29.0% reporting “some daily reading,” and 16.2% (approximately one student in six) reporting “daily, quite a bit” of reading for school work. Caution must be exercised in the “some daily reading” category, with issues of reliability, selection bias, self- reporting and the like.

14. 4. How often do you read as part of your school work? Not that much overall Weekly Daily – some Daily – a lot All students 28.8% 26.0% 29.0% 16.2% All male students 29.7% 26.3% 29.6% 14.4% All female students 28.0% 25.8% 28.6% 17.6% All Black students 27.7% 26.7% 29.6% 16.0% All Hispanic students 34.5% 24.4% 25.1% 16.0% All White students 25.0% 26.5% 32.6% 15.9% Black/African-American females 25.9% 25.7% 30.7% 17.7% Hispanic/Latina females 36.5% 24.7% 23.2% 15.6% White females 24.6% 27.2% 31.6% 16.7% Black/African-American males 30.2% 28.0% 28.1% 13.7% Hispanic/Latino males 32.1% 24.0% 27.3% 16.6% White males 25.6% 25.6% 33.9% 14.9% Gender/ethnic N = 4,054  “Not that much overall” means less than weekly. Note the gaps among sub-groups.  With these data being self-reported, caution must be exercised, with the possibility that even less reading for school work is actually taking place.

15. Internet use for school research and school projects 5. How often do you use the internet for school research and school projects? Not that much overall19.2% 760 Occasionally39.0%1,549 Regularly24.6% 978 Frequently17.2% 681 Regularly + frequently = 41.8% Overall N = 3,968  There are broad disparities in RCSD high school students’ use of the internet for school research and school projects. Nearly one student in five (19.2%) report “not that much overall” and nearly two students in five (39.0%) report occasional use. These two categories total 58.2% or nearly three students in five.  But nearly one student out of four (24.6%) report “regular” use of the internet for school work, and 17.2% (or nearly one student in six) report they use the internet “frequently” for school research and school projects.

16. 5. How often do you use the internet for school research and school projects? Not that much overall Occasionally Regularly Frequently All students 19.1% 39.0% 24.7% 17.2% Male students 24.3% 38.1% 23.6% 14.0% Female students 15.1% 39.7% 25.5% 19.7% Black/African-American students 19.8% 39.0% 24.7% 18.0% Hispanic/Latina/o students 21.0% 40.8% 29.7% 13.5% White students 13.3% 40.5% 28.7% 17.4% Black/African-American females 16.4% 39.5% 23.6% 20.5% Hispanic/Latina females 16.5% 41.3% 23.8% 18.4% White females 9.4% 38.4% 31.7% 20.5% Black/African-American males 24.5% 37.1% 23.8% 14.6% Hispanic/Latino males 26.4% 33.6% 25.6% 14.4% White males 18.7% 43.4% 24.7% 13.3% Gender/ethnic N = 3,956  We observe significant divisions, both overall and by sub-groups.

17. Library card use 6. Do you have a library card? Yes62.1%2,558 No37.9%1,562 Overall N = 4,134  Nearly two students in five do not have a library card.  There are significant gender and ethnic differences, among the most of any of these survey questions; see next slide.

18. Do you have a library card? Yes No All students 62.1% 37.9% Male students 56.3% 43.7% Female students 66.6% 33.4% Black/African-American students 63.2% 36.8% Hispanic/Latina/o students 55.1% 44.9% White students 77.8% 22.3% Black/African-American females 67.2% 32.8% Hispanic/Latina females 60.2% 39.8% White females 78.5% 21.5% Black/African-American males 57.7% 42.3% Hispanic/Latino males 49.8% 51.1% White males 76.7% 23.3% Gender/ethnic N = 4,120  Possessing a library card is an obvious indicator of student reading and an important variable with respect to general literacy.  The disparities revealed here are among the widest disparities reported throughout the entire survey.

19. 7. Please list the type of reading you enjoy. Please check all that apply. §Biographies19.6% 750 §Mysteries48.4%1,850 §Novels34.7%1,329 §Romance Novels39.4%1,406 §Science Fiction20.8% 797 §History15.8% 606 §Short Stories26.1% 997 §Non-Fiction in general25.1% 961 Mysteries and Romance Novels rank the highest, with History as the lowest. Mysteries are the consistent favorite across all sub-groups (see next page). Overall N = 4,134 respondents, providing 8,696 responses. Students were provided the choice of multiple responses. Percentages therefore represent more than 100% but also show the frequency of reading by subject area.

20. 7. Please list the type of reading you enjoy. Please check all that apply (Part 1 of 2) Romance Biographies Mysteries Novels Novels All students 19.6% 48.4% 34.8% 39.4% Male students 22.7% 51.0% 27.7% 15.4% Female students 17.2% 45.0% 40.1% 57.4% Black/African-American students 18.9% 43.7% 43.7% 38.3% Hispanic students 19.2% 56.3% 36.2% 42.5% White students 19.8% 49.6% 50.1% 36.7% Black/African-American females 15.8% 45.6% 34.3% 56.0% Hispanic/Latina females 17.7% 58.1% 41.5% 61.3% White females 17.6% 56.8% 58.1% 54.5% Black/African-American males 23.2% 41.2% 24.6% 17.9% Hispanic/Latino males 20.9% 54.1% 29.2% 19.2% White males 22.9% 39.5% 38.9% 11.5%  Female students chose 57.2% of all responses; male students chose 42.8%. The girls are reading more.  Another way of appraising the boy-girl gap: Girls chose approximately 1/3 again more reading than boys.  With some obvious exceptions, there are more gender-driven preferences than ethnic-driven preferences.  Mysteries appear to be the most consistent favorite across all groups – more than any other category  Proportions add to greater than 100%, as students were given multiple choices. Gender/ethnic N = 3,815

21. 7. Please list the type of reading you enjoy. Please check all that apply (Part 2 of 2) Science Short Non-Fiction Fiction History Stories in general All students 20.8% 15.8% 26.1% 25.1% Male students 28.4% 19.1% 29.0% 26.8% Female students 15.2% 13.3% 22.1% 22.9% Black/African-American students 13.3% 12.2% 29.2% 20.5% Hispanic/Latina/o students 25.3% 18.8% 36.5% 26.8% White students 35.6% 20.1% 35.9% 33.2% Black/African-American females 8.3% 9.9% 22.3% 22.6% Hispanic/Latina females 17.7% 15.2% 32.7% 28.4% White females 17.1% 17.1% 41.4% 31.5% Black/African-American males 20.0% 15.4% 18.5% 17.7% Hispanic/Latino males 35.4% 23.6% 24.6% 24.8% White males 42.7% 24.2% 28.0% 35.7% N = 4,134 total respondents, providing 8,696 responses Gender/ethnic N = 3,815 We see a broad range of preferences across all groups. History ranks the lowest of the eight choices offered. Girls read more non-fiction than boys.

22. 8. How often to you use the internet for reading for pleasure? Not that much overall56.4%2,244 Weekly18.8% 748 Daily, some15.1% 599 Daily, quite a bit 9.7% 387 Overall N = 3,978 As with internet use for school research and school projects, we see a broad disparity among out high school students’ use of the internet for reading for pleasure. While most do little or no pleasure reading online, a solid core of nearly one student in four (24.8%) reporting at least some daily use.

23. 8. How often to you use the internet for reading for pleasure? Not that much Daily - overall Weekly Daily – some quite a bit All students 56.5% 18.8% 15.0% 9.7% Male students 53.3% 20.7% 15.7% 10.3% Female students 58.9% 17.3% 14.5% 9.2% Black/African-American students 56.8% 18.6% 15.4% 9.2% Hispanic/Latina/o students 58.8% 17.5% 14.0% 9.7% White students 56.2% 21.0% 14.1% 8.7% Black/African-American females 58.3% 17.2% 15.7% 8.8% Hispanic/Latina females 63.0% 15.8% 12.5% 8.7% White females 58.0% 19.6% 15.2% 7.1% Black/African-American males 54.8% 20.5% 14.9% 9.8% Hispanic/Latino males 53.7% 19.5% 15.9% 10.8% White males 53.6% 22.9% 12.7% 10.7% Gender/ethnic N = 3,965  As with the question on online use for school research and school projects, we observe here the “digital divide,” with wide disparities of use among our high school students.  But there has been established a solid core of students who regularly access the internet.

24. Research-based question on resiliency and adult relationships 9. In your school, with how many adults do you have a good, trusting, reliable and supportive relationship? 021.9% 863 118.7% 736 One or more = 78.1% 222.7% 895 Two or more = 62.5% 3 13.3% 524 4+23.5% 920 Overall N = 3,938 Over one student in five reports no adult. This is comparable to national averages. National and local research on child resiliency (Rochester has historically been a center for this research and is looked on nationally in this light), concluded that the having just one adult is the greater “break point metric” than any other point (e.g., more than one, although this is a positive). The difference between no adult and one adult is the main tipping point.

25. 9. In your school, with how many adults do you have a good, trusting, reliable and supportive relationship? None One Two Three Four + All students 21.9% 18.7% 22.7% 13.4% 23.4% Male students 22.0% 17.3% 21.1% 12.9% 26.7% Female students 21.7% 19.7% 24.0% 13.7% 20.8% Black/African-American students 22.6% 19.0% 22.1% 12.7% 23.6% Hispanic/Latina/o students 22.5% 19.4% 22.6% 13.8% 21.7% White students 18.3% 18.0% 25.3% 12.6% 25.8% Black/African-American females 22.0% 21.0% 22.7% 13.1% 21.2% Hispanic/Latina females 23.7% 19.9% 24.5% 13.8% 18.1% White females 18.8% 19.3% 27.4% 12.1% 22.4% Black/African-American males 23.5% 16.2% 22.1% 12.7% 23.6% Hispanic/Latino males 21.7% 18.8% 22.6% 13.8% 21.7% White males 17.6% 16.4% 25.3% 12.6% 25.8% Gender/ethnic N = 3924  National research has established that a student having even one adult with a close, trusting, reliable and supportive relationship matters the most in terms of resiliency.  National research has established that approximately 20% of students do not have a close relationship with an adult at school, so Rochester’s results are fairly consistent with national research.

26. Next steps, additional information and caveats §As in the past, provide buildings with their own information. §There are many caveats with these first-year data, outlined in a separate report. §Buildings varied greatly in their response rates; some buildings rates are too low to be considered reliable for major decisions. (The Office of Accountability has calculated the response rates for each school.) §The Monroe County Department of Public Health has in the past published only District-level data for all school districts that participate. In the past, RCSD released only District-level data to the MDDPH. §The Office of Accountability has drafted a more detailed report on the data shown here, and it includes background, history and rationale, methodology, caveats and limitations, and additional possible data configurations.

27. On the issue of building-level data §This has always been handled with justifiable caution and not made into a high-stakes situation. §These data are given to principals and appropriate Central Office staff. §Many schools have low response rates, so some of the data may be less reliable than the overall response rates (which can be considered reliable, at least for a self-reported, first year survey). We need to consult with statisticians on this. §We need to revisit how many students actually need to be surveyed, a longstanding concern in many corners.

28. More next steps, additional information and caveats... §Building-level data must be used with extreme caution. §These data are available by gender and race/ethnicity. But these data must also be used with extreme caution. §There are thousands of data points by the above configurations. §Therefore, please note the compiling and analyses are extremely labor- intensive. §Preliminary examination reveals girls outperforming boys in the academic and literacy domains, as we also see in District performance data and national trends. §The Office of Accountability intends to provide such data to the appropriate parties.

29. From the Office of Accountability and partners Andrew MacGowan, Principal Writer and Editor Survey construction and editing contributors: Aloma Cason Walter Cooper, Ph.D. Barbara Hasler Deborah Rider Jeanette Silvers, Ed.D. Youth Risk Behavior Survey – all administration duties: Robert Ulliman Lorna Washington Special Thanks to James S. Liebman, Chief Accountability Officer, New York City Department of Education; Peter Wyman, Ph.D., URMC Department of Psychiatry and Psychology and A. Dirk Hightower, Ph.D., Children’s Institute, Inc. (research-based resiliency question)