The Condition of NYC High Schools: Examining Trends and Looking Toward The Future (2013)

The Research Alliance for
New York City Schools at NYU

1
The Condition of New York City

High Schools: 1999-2011
E x a m i n i ng T r e n d s a n d L o o k i n g
Toward the Future
James Kemple
Executive Director
March 27, 2013
Overview
2
One in a series of papers to inform future education
policies for high schools in New York City

Sets the stage with descriptive information about
system configuration and trends over a 12-year
period (1999-2011)
Papers in this series include:
On-track indicators (version published in JESPAR, Feb. 2013)

Impact of school closures (phase outs)
Characteristics of schools that beat the odds
College enrollment and validation of college readiness
indicators
Sample
3
Nearly 900,000 students who enrolled in 469
different NYC public high schools between

September 1999 and September 2010.
Students who enrolled as 1st time 9th graders (not
students who transferred to NYC after 9th grade).
Does not include students who enrolled initially in
self-contained special education, alternative, or
Charter high schools.
Follow these students through their expected 4-year
graduation (eg., September of 2011 for students
entering in September 2007).
An Evolving System of High Schools

4
In 1999, 212 schools enrolling 72,928 1st time 9th graders:

5 Specialized HS
186 General and Vocational HS
21 Junior HS (grade 7-9)
In 2010, 409 schools enrolling 72,588 1st time 9th graders:
9 Specialized HS
148 Gen. and Voc. HS operated continuously since 1999
251 New HS (73% enrolling 110 or fewer 1st time 9th graders)
1 Junior HS
Over 12 years, 60 schools phased out or no longer serving 9th
graders:
38 original HS phased out

20 original JHS no longer serve 9th graders
2 schools opened and phased out
The Shifting HS Landscape

More Schools/Smaller Size
5
450
409
Number of School/Student per School
400
350
344
300
Number of Schools
250
200
New 9th Graders per

school
212
178
150
100
50
0
1999
2000
2001
2002 2003 2004 2005 2006 2007 2008

First Year of High School (as of September)
2009
2010
Steady Progress/Persistent Aspirations Gap

6
Steady improvement at key stages of development:

Getting on track in Grade 9 (28 percent growth from 2001 to
2007 cohorts, 50 percent through 2011 cohort)
Staying on track and earning a Regents diploma (64 percent
growth from 2001 to 2007 cohorts)
Graduating with college ready credentials (61 percent growth
from 2001 to 2007 cohorts)
Aspirations gap:
56-64 percent of Regents diploma recipients do not meet
aspirational performance standard based on Math and
English Regents exams
Progress on 9th Grade on Track,

Graduation, and College Readiness
7
100
90
Percent of 1st Time 9th Graders
80
70
9.6
62.2
60
Local Diploma
53.3
50
Regents Diploma
Advanced Regents
19.1
40
Advanced
Regents
Diploma
On-Track grade 9
40.7
41.6
College Ready
30
20.4
21.3
20
10
0
13.2
18.9
15.9
2001
2002
2003
2004
2005
2006
2007
First Year of HS (as of September)
2008
2009
2010
Decline in Dropout and Discharge Rates

8
100
90
Percent of 1st Time 9th Graders
80
70
60
50
Discharged
Dropout
40
30
18.2
11.7
20
10
0
22.4
2001
17.3
2002
2003
2004
2005
First Year of HS (as of September)
2006
2007
Better Preparation in Early Grades and

More Effective High Schools
9
Better preparation at entry to high school:

Improving 8th grade achievement in Math and ELA
Improving attendance
Improving on-track, graduation, and college ready
outcomes across the spectrum of prior preparation
Strongest gains made by students in the bottom and middle of

the distribution of 8th grade attendance and achievement.
Better Prepared 1st Time 9th Graders:

ELA and Math Proficiency in Grade 8
10
100
90
Percent Proficient (Level 3-4)
80
70
60
50
ELA Level 3-4

Math Level 3-4
40
30
20
10
0
1999
2000
2001
2002
2003
2004
2005
2006
2007
First Year of High School (as of September)
2008
2009
2010
Graduating with a Regents Diploma

By Grade 8 Attendance and Test Score Groups
11
100
90
Percent Earning Regents Diploma
82.5
80
76.2
70
63.8
60
56.6
54.8
53.8
50
2001
40
2007
32
30
24.7
22.1
23.8
20
10
0
8.9
4.4
<= 85%
86%-94%
>= 95%
Grade 8 Attendance
Groups
Bottom 20%
Middle 60%
Top 20%
Grade 8 ELA/Math Test Score

Groups
College Readiness
By Grade 8 Attendance and Test Score Groups
12
100
90
Percent College Ready
80
70
60
50
40.9
40
34.5
2007
26.8
30
22.6
20
10
0
15.7
9.4
8.1
2.5 3.4
<= 85%
0.1 0.5
86%-94%
>= 95%
Grade 8 Attendance
Groups
2001
Bottom 20%
3.7
Middle 60%
Top 20%
Grade 8 ELA/Math Test Score

Groups
Progress on Closing Gaps,

But Significant Differences Remain
13
Strongest gains among black, Latino, low-income,
ELL and special education students:
Regents diploma receipt more than doubled among black,

Latino, ELL, and special education students (related services).
Growth on college readiness fastest for these groups, but less
dramatic than growth on Regents diploma receipt.
Significant gaps remain:

Asian and white students nearly 1.5 times more likely than
black and Latino students to earn a Regents diploma and 4
times more likely to be college ready.
Approximately 10 percent of entering black and Latino young
men graduate college ready.

By Race and Gender
14
100
90
84.9
80.8
Regents Diploma Rate
80
70
76.6
64.6
60
73.4
62.0
55.7
57.1
55.7
54.1
48.1
47.6
50
2001
2007
40
30.1
28.7
30
23.0
21.4
20
10
0
Asian
Hispanic
Black
Young Women
White
Asian
Hispanic
Black
Young Men
White
College Readiness
By Race and Gender
15
100
90
College Readiness Rate
80
70
60
57.0
50
40
44.7
2001
39.5
37.4
27.8
30
20
13.3
7.1
10
0
47.9
Asian
28.4
12.2
10.5
7.1
Hispanic
24.8
Black
Young Women
5.3
White
Asian
8.2
3.9
Hispanic
Black
Young Men
White
2007

By Demographic Groups
16
100
90
Regents Diploma Rate
80
70
68.7
65.5
57.3
60
50
40
61.9
57.8
34.4
2001
44.1
44.1
43.5
62.7
61.2
37.8
32.3
35.0
2007
38.4
38.0
27.8
30
21.6
20
14.0
9.5
10
0
At Age Overage
Higher Lower
SES
SES
English
Not
English
NonELL
ELL
Not Special
Not
Special
Spedial Ed.
Special
Ed
Ed.
Ed
College Readiness
By Demographic Groups
17
100
90
College Readiness Rate
80
70
60
50
2001
2007
40
30
20
10
0
27.4
26.5
18.6
16.1
6.9
4.2
At Age Overage
25.2
18.9
15.7
Higher Lower
SES
SES
18.1
11.0
10.5
English
23.0
22.6
Not
English
14.2
14.0
8.9
6.4
NonELL
ELL
3.7
1.5
Not Special
Not
Special
Spedial
Ed.
Special
Ed
Ed.
Ed
Looking Forward
18
Strong evidence from other studies that new, non-
selective small schools produce substantial

improvement in student outcomes.
Three-pronged approach to advance high school
reform agenda:
Identify and support students who struggle to reach the

minimum requirements for a Regents diploma.
Align performance standards, curricula, and instruction with
the skills that students need to succeed in college.
Multiple, high-quality pathways that combine academic and
career development and reach students who do not opt for
four-year college.
Open Questions
19
Get beyond the averages: What are the characteristics of
schools that raise achievement and close gaps?

Examine impact of policy elements: What is the impact
of phasing out low-performing high schools:
On students who are enrolled in the schools as they are phase out?
On students who would have enrolled had they remained open?
On teachers who work in those schools?
On communities?
Closer look at system changes: What is the impact of
universal and mandatory high school choice:
On the distribution and performance of high performing students

and students with special needs?
On the performance of students who are assigned to preferred
schools vs. less preferred schools?
Questions?
Research Alliance for New York City Schools
New York University
285 Mercer Street, 3rd Floor
New York, NY 10003
212-992-7697
www.ranycs.org
James Kemple
james.kemple@nyu.edu
TECHNICAL APPENDICES
The Condition of New York City High Schools:

Examining Trends and Looking Toward the Future
James J. Kemple
May 2013
THE CONDITION OF NEW YORK CITY HIGH SCHOOLS
Table A-1: Schools Serving First-Time 9th Graders, 1999-2010

th
9 -grade cohort
All years
All schools
Number of schools
th
Total 9 -grade enrollment
th
Average 9 -grade enrollment per
school
1999
469
212
898,785 72,928
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
212
71,587
214
72,037
235
75,383
257
77,555
306
78,290
335
78,699
344
76,362
355
75,127
376
73,470
390
74,759
409
72,588
247
344
338
337
321
302
256
235
222
212
195
192
178
9
45,198
5
3,313
5
3,351
5
3,359
8
3,586
8
3,418
8
3,595
8
3,763
9
4,055
9
3,898
9
4,123
9
4,370
9
4,367
491
663
670
672
448
427
449
470
451
433
458
486
485
148
148
596,332 49,238
148
48,683
148
49,839
148
52,105
148
54,540
148
54,098
148
52,255
148
50,399
148
49,434
148
46,528
148
46,545
148
42,668
Specialized high schools

Number of schools
th

th
school
Continuously operating high
schools
Number of schools
th

th
school
336
333
329
337
352
369
366
353
341
334
314
315
288
251
149,023
0
0
3
249
9
1,273
31
2,856
64
7,208
122
12,960
153
16,506
167
17,707
187
19,283
213
21,792
231
23,700
251
25,489
104
83
141
92
113
106
108
106
103
102
103
102
40
38
87,092 16,254
37
15,409
35
14,018
33
13,832
24
9,831
17
6,083
15
4,816
14
3,621
9
2,337
4
891
n/a
n/a
n/a
n/a
New high schools

Number of schools
th
th
school
Phased-out high schools
Number of schools
th

th
school
385
428
417
401
419
410
358
321
259
260
223
n/a
n/a
21
21,140
21
4,123
19
3,895
17
3,548
15
3,004
13
2,558
11
1,554
11
1,359
6
580
2
175
2
136
2
144
1
64
176
196
205
209
200
197
141
124
97
88
68
72
64
Junior high schools (grades 7-9)

Number of schools
th

th
school
A glossary of terms is on page 16. Table notes begin on page 17.
Table A-2: High School Enrollment Patterns Over Four Years, First-Time 9th Graders, 1999-2010
th
9 -grade cohort
2004
2005
2006
All years
1999
2000
2001
2002
2003
2007
2008
2009
2010
40.9
52.0
0.5
6.5
28.4
63.2
0.6
7.7
33.1
59.3
0.5
7.0
36.0
55.6
0.8
7.6
33.5
59.0
0.6
6.9
30.4
61.7
0.6
7.3
33.5
58.2
0.9
7.4
35.3
56.7
0.6
7.3
38.9
54.2
0.5
6.5
48.7
45.3
0.4
5.7
55.7
39.1
0.3
4.9
57.7
37.1
0.3
4.9
61.0
33.7
0.4
4.9
43.4
43.6
2.2
10.8
32.3
51.6
3.6
12.6
33.8
51.1
3.0
12.1
37.3
47.8
2.6
12.2
38.5
48.3
1.7
11.5
39.2
46.6
2.1
12.0
41.7
43.9
2.4
12.0
43.0
43.6
1.9
11.5
47.0
41.1
2.0
10.0
51.5
38.3
1.5
8.7
56.2
34.7
1.3
7.8
58.1
33.0
1.3
7.6
n/a
n/a
n/a
n/a
44.5
35.5
6.1
13.9
31.9
40.7
11.1
16.3
35.4
40.6
8.5
15.5
39.3
39.9
5.6
15.3
40.5
38.7
5.6
15.2
42.0
36.6
5.9
15.6
44.4
35.0
5.5
15.0
47.3
33.1
5.6
14.0
51.3
31.9
4.8
11.9
54.7
30.6
4.3
10.5
58.5
28.2
4.0
9.3
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
50.7
19.5
13.5
16.4
41.2
19.8
20.4
18.7
44.2
23.4
14.7
17.8
45.3
22.4
14.1
18.2
47.3
20.8
13.9
17.9
48.7
20.1
13.4
17.9
52.0
17.8
13.3
16.9
55.3
17.3
11.7
15.8
59.6
16.8
10.2
13.4
61.1
17.3
9.9
11.7
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
898,785 72,928
71,587
72,037
75,383
77,555
78,290
78,699
76,362
75,127
73,470
74,759
72,588
Start of high school year 2

Enrolled: On track
Enrolled: Off track
Dropped out
Discharged
Enrolled: On track
Enrolled: Off track
Dropped out
Discharged
Enrolled: On track
Enrolled: Off track
Dropped out
Discharged
After year 4
Graduated NYC high school
Enrolled in NYC high school
Dropped out
Transferred to non-NYC HS
Number of students
Table A-3: Student Outcomes, First-Time 9th Graders, 1999-2010

th
9 -grade cohort
All years
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
Percent of days present

st
During 1 year of HS
During 2
nd
year of HS
rd
During 3 year of HS
th
During 4 year of HS
78.6
79.4
76.5
73.1
n/b
76.9
72.5
72.2
81.1
77.0
76.0
72.2
80.3
80.0
76.2
71.4
83.0
79.8
75.7
70.4
80.3
79.0
74.7
73.0
81.1
78.1
77.4
74.1
80.2
80.4
77.6
74.7
83.0
81.0
78.7
74.3
82.9
81.1
77.5
74.8
81.7
79.0
77.5
n/a
80.8
80.1
n/a
n/a
82.2
n/a
n/a
n/a
11.3
10.7
10.5
9.0
42.7
9.9
8.4
8.0
6.7
34.0
10.2
8.7
8.4
7.2
36.0
10.8
9.3
9.2
9.0
39.7
10.6
9.7
11.0
9.2
41.9
10.1
11.4
11.2
9.7
43.8
11.6
11.6
11.5
9.8
46.2
11.9
11.8
11.7
10.1
47.3
12.2
12.0
12.0
9.3
47.4
12.5
12.3
11.0
9.3
46.1
12.5
10.7
10.3
n/a
n/a
11.6
10.9
n/a
n/a
n/a
11.8
n/a
n/a
n/a
n/a
45.6
49.8
52.3
33.0
38.6
39.0
38.1
40.2
42.8
41.6
44.6
47.8
38.4
45.7
49.1
35.1
46.7
50.9
38.4
49.3
53.3
40.1
50.3
56.0
43.3
53.6
59.1
53.3
57.5
61.7
56.8
57.2
59.2
58.8
59.0
n/a
62.2
n/a
n/a
4.4
23.2
38.7
3.8
20.1
29.5
4.0
18.7
33.2
4.2
17.5
36.6
4.1
22.8
35.6
4.2
23.7
36.8
4.4
26.2
38.6
4.6
25.7
42.8
4.9
27.6
44.3
5.3
24.9
49.2
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
14.6
26.3
19.6
17.9
n/b
n/b
n/b
n/b
n/b
n/b
n/b
n/b
15.9
20.4
19.1
13.2
15.4
23.3
18.9
16.7
16.6
24.4
18.2
17.7
17.8
27.0
17.8
19.8
17.9
31.3
16.4
20.7
18.8
36.1
13.9
22.1
18.9
40.7
9.6
21.3
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
787,351 59,311
58,873
58,908
61,906
63,709
65,055
66,299
66,141
66,332
73,470
74,759
72,588
Credits earned
st
During 1 year of HS
During 2
nd
year of HS
rd
During 3 year of HS
th
During 4 year of HS
Credits earned (HS years 1-4)
Percent of students on-track
st
End of 1 year of HS
End of 2
nd
year of HS
rd
End of 3 year of HS
Cumulative Regents (HS years 1-4)
Average number of exams
passed at 65+
Percent passing math at 80+
Percent passing English at 75+
Four-year graduation rates (as of
October)
Advanced Regents diploma
Regents diploma
Local diploma
College-ready graduates
Number of Students
Table A-4: Grade 8 Performance, First-Time 9th Graders, 1999-2010
th
9 -grade cohort
All years
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
Enrollment status
Not enrolled in NYC public school
Enrolled in NYC public school
9.4
90.6
13.1
86.9
9.9
90.1
10.3
89.7
9.4
90.6
9.2
90.8
11.3
88.7
7.3
92.7
6.5
93.5
6.5
93.5
8.3
91.7
9.0
91.0
12.5
87.5
12.1
90.9
16.0
43.9
40.0
13.3
89.6
20.3
44.9
34.7
12.3
90.6
15.7
47.2
37.1
12.7
90.5
16.0
45.7
38.3
11.9
90.9
15.4
48.0
36.4
11.9
91.0
15.2
43.9
40.9
11.4
90.9
15.8
42.1
42.1
11.4
90.7
16.5
43.3
40.1
10.9
90.3
18.4
47.9
33.7
10.8
91.0
16.5
41.9
41.6
12.5
91.2
15.5
40.9
43.7
13.4
91.4
14.7
41.9
43.4
12.7
92.1
13.1
40.5
46.4
14.8
23.8
30.0
46.1
20.7
24.1
30.0
45.8
18.7
24.1
28.0
47.8
18.8
23.8
29.3
46.9
17.2
23.4
30.3
46.3
13.3
22.7
32.9
44.5
12.8
23.3
29.4
47.4
12.5
23.4
33.0
43.5
12.0
23.9
31.9
44.2
11.7
23.3
29.9
46.8
13.6
24.7
28.9
46.4
14.6
24.7
29.6
45.7
13.9
24.0
27.8
48.3
787,351 59,311
58,873
58,908
61,906
63,709
65,055
66,299
66,141
66,332
73,470
74,759
72,588
Attendance
Data missing
Percent of days present
Attendance rate: less than 85%
Attendance rate: 85%-95%
Attendance rate: greater than 95%
Citywide ELA/math performance
Data missing
ELA or math in bottom 20%
ELA and math in middle 60%
ELA or math in top 20%
Number of Students
Continued on next page
Table A-4 continued: Grade 8 Performance, First-Time 9th Graders, 1999-2010
Continued from previous page

th
9 -grade cohort
All years
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
19.4
672.4
8.7
50.4
35.6
5.3
40.9
26.4
694.2
12.2
49.0
31.4
7.3
38.7
22.4
690.4
18.0
46.5
27.8
7.6
35.4
22.9
691.7
17.4
46.6
27.6
8.4
36.1
21.0
690.7
7.8
59.5
25.8
6.7
32.6
20.4
689.4
9.4
54.5
30.5
5.4
36.0
20.1
695.0
6.3
54.3
31.3
8.3
39.5
19.7
691.6
5.7
58.2
30.4
5.9
36.2
18.8
643.3
9.9
50.5
36.5
3.1
39.6
14.1
646.9
6.1
48.8
42.1
3.0
45.1
16.1
649.2
5.0
50.1
42.0
3.0
44.9
16.9
655.7
1.3
38.6
56.9
3.0
60.0
16.5
653.6
9.8
49.7
35.7
4.8
40.5
15.8
683.3
19.7
35.6
34.8
10.0
44.7
23.3
690.0
42.5
32.1
20.5
5.0
25.4
20.1
691.7
39.0
36.0
20.9
4.0
24.9
20.3
691.9
38.9
35.6
19.8
5.6
25.4
18.6
701.8
27.6
39.3
25.9
7.1
33.1
14.3
705.5
22.2
39.6
31.5
6.9
38.3
14.0
712.3
17.1
36.4
36.3
10.2
46.5
13.6
712.7
15.0
40.2
37.3
7.5
44.8
12.6
644.9
19.5
37.9
34.1
8.6
42.6
12.2
651.9
14.2
36.3
39.3
10.1
49.4
14.1
662.0
7.2
30.4
48.4
14.1
62.4
14.9
671.0
2.2
22.7
58.9
16.2
75.0
14.1
676.9
8.0
41.8
31.5
18.6
50.2
787,351 59,311
58,873
58,908
61,906
63,709
65,055
66,299
66,141
66,332
73,470
74,759
72,588
ELA test scores

Data missing
Average scaled score
Level 1
Level 2
Level 3
Level 4
Met state proficiency standard (level 3-4)
Math test scores
Data missing
Average scaled score
Level 1
Level 2
Level 3
Level 4
Met state proficiency standard (level 3-4)
Number of students
Table A-5.1: On Track at the End of First Year of High School

By 8th-Grade Performance and Engagement, First-Time 9th Graders, 2001-2007
th
9 -grade cohort
th
All first-time 9 graders
All years
2001
2002
2003
2004
2005
2006
2007
% change:
2001-2007
41.5
41.6
38.4
35.1
38.4
40.1
43.3
53.3
28.1
28.1
42.7
26.7
43.3
26.0
39.7
24.3
36.2
35.5
38.8
24.2
41.4
26.3
44.5
33.4
54.7
25.1
26.3
37.4
13.0
38.1
58.8
35.3
12.1
38.7
59.7
34.8
10.7
35.3
55.7
32.3
8.7
30.8
50.4
35.6
11.4
33.4
54.4
35.1
12.2
36.4
57.4
39.6
15.7
41.5
62.4
48.6
19.9
50.1
71.1
37.7
64.5
29.5
19.1
31.6
6.2
27.9
72.4
93.3
29.3
7.3
33.9
73.5
92.9
28.9
3.4
26.5
72.3
92.6
26.3
2.4
19.8
69.3
93.6
29.5
3.3
21.9
67.3
91.6
29.3
3.8
26.0
72.8
92.9
33.3
6.4
30.0
73.7
94.1
43.8
16.2
37.3
77.8
95.5
49.5
121.9
10.0
5.9
2.8
33.6
7.9
29.1
70.4
95.3
30.4
14.6
47.4
82.5
97.8
30.0
8.5
31.3
72.7
96.0
28.6
4.5
21.0
64.6
94.6
31.9
5.0
20.4
60.1
92.0
32.9
5.0
22.1
65.6
95.2
35.9
7.8
27.9
70.7
95.4
44.9
10.8
35.1
77.4
96.3
47.7
-26.0
-25.9
-6.2
-1.5
34.5
7.0
30.0
69.6
31.5
7.1
30.2
71.0
30.8
5.9
25.1
67.0
29.6
3.3
20.8
63.7
32.4
5.3
25.0
64.8
33.2
5.5
28.9
69.6
37.0
7.6
33.0
71.9
45.9
14.2
46.4
79.2
45.7
100.0
53.6
11.5
448,350
58,908
61,906
63,709
65,055
66,299
66,141
66,332
Grade 8 enrollment status

Grade 8 attendance rate
Data missing
Less than 85%
85%-95%
Greater than 95%
Grade 8 ELA test performance levels
Data missing
Level 1
Level 2
Level 3
Level 4
Grade 8 math test performance levels
Data missing
Level 1
Level 2
Level 3
Level 4
Grade 8 citywide ELA/math performance
Data missing
Number of students
Table A-5.2: Graduation with Regents Diploma

th
9 -grade cohort
All years
th
2001
2002
2003
2004
2005
2006
2007
% change:
2001-2007
46.7
36.3
38.8
41.0
44.8
49.3
54.9
59.6
64.2
36.8
47.5
22.8
37.8
28.2
39.9
32.6
41.9
43.9
45.0
36.9
50.2
42.8
55.7
48.5
60.4
112.7
59.8
45.3
15.7
42.9
64.4
31.2
9.0
32.0
54.8
36.2
9.7
34.8
57.2
39.7
11.7
36.3
57.6
44.1
13.3
39.4
62.3
47.9
16.8
45.4
67.3
55.1
23.5
53.6
73.8
60.8
24.8
56.6
76.2
94.9
175.6
76.9
39.1
40.0
8.9
34.1
74.7
92.9
26.8
5.0
27.1
65.9
88.1
31.1
3.7
26.8
71.3
90.8
34.3
4.5
28.3
71.7
92.0
38.6
5.5
29.7
71.6
92.2
42.2
8.0
36.8
78.0
94.4
49.1
14.1
43.7
81.5
96.2
55.8
20.4
44.8
81.4
96.1
108.2
308.0
65.3
23.5
9.1
41.4
11.3
36.4
74.0
94.9
27.8
9.9
39.7
76.4
94.9
32.6
7.9
32.3
71.5
94.3
36.0
7.5
29.9
69.7
94.7
39.4
7.8
28.8
67.4
92.5
44.7
10.3
34.2
73.7
95.4
50.3
16.9
44.3
79.9
96.0
56.6
18.5
45.5
79.2
96.3
103.6
86.9
14.6
3.7
1.5
42.7
11.1
37.4
72.7
28.9
4.4
23.8
63.8
33.8
5.8
25.7
66.2
37.3
6.1
29.8
68.4
40.6
8.7
34.7
70.2
45.7
11.7
42.1
76.1
51.9
17.3
49.0
80.3
58.0
22.2
53.8
82.5
100.7
404.5
126.1
29.3
448,350
58,908
61,906
63,709
65,055
66,299
66,141
66,332

Data missing
Less than 85%
85%-95%
Greater than 95%
Data missing
Level 1
Level 2
Level 3
Level 4
Data missing
Level 1
Level 2
Level 3
Level 4
Data missing
Number of students
Table A-5.3: College-Ready Graduates

th
9 -grade cohort
All years
th

Data missing
Less than 85%
85%-95%
Greater than 95%
Data missing
Level 1
Level 2
Level 3
Level 4
Data missing
Level 1
Level 2
Level 3
Level 4
% change:
2001-2007
2001
2002
2003
2004
2005
2006
2007
18.9
13.2
16.7
17.7
19.8
20.7
22.1
21.3
61.4
12.2
19.5
7.9
13.8
10.4
17.3
12.1
18.2
18.4
20.0
11.0
21.4
12.8
22.8
12.2
21.9
54.4
58.7
17.6
3.3
14.2
31.3
12.3
2.6
9.4
22.6
16.7
2.8
12.6
27.9
16.9
3.3
13.4
27.9
18.4
3.4
14.3
31.9
17.8
3.3
15.6
34.3
20.8
4.4
17.7
38.6
19.7
3.4
15.7
34.5
60.2
30.8
67.0
52.7
14.4
0.5
6.4
37.7
75.7
9.8
0.3
4.5
25.1
61.2
13.5
0.2
5.8
35.9
70.6
13.6
0.4
6.6
36.5
72.2
15.0
0.3
6.3
36.8
74.4
14.6
0.6
7.6
42.8
81.5
16.5
0.6
7.9
45.8
85.2
17.5
1.2
5.6
39.5
83.0
78.6
300.0
24.4
57.4
35.6
15.9
0.4
3.9
34.7
83.2
10.6
0.6
5.9
35.7
80.8
14.7
0.4
5.4
35.5
79.4
14.9
0.5
4.2
34.7
79.5
16.7
0.3
3.0
30.4
80.0
16.8
0.2
3.2
36.0
87.2
18.7
0.2
3.6
40.1
87.7
18.1
0.3
2.1
30.7
87.4
70.8
-50.0
-64.4
-14.0
8.2
16.3
0.3
7.4
37.2
11.1
0.1
3.7
26.8
15.2
0.2
5.0
33.2
15.6
0.4
7.3
34.9
16.7
0.3
8.4
37.4
16.8
0.3
9.4
41.5
19.3
0.4
9.2
44.1
18.5
0.5
8.1
40.9
66.7
400.0
118.9
52.6
448,350
58,908
61,906
63,709
65,055
66,299
66,141
66,332

Data missing
Number of students
Table A-6: Background Characteristics, Cohorts of First-Time 9th Graders, 1999-2010

th
9 -grade cohort
All years
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
Gender
Young women
Young men
50.7
49.3
50.8
49.2
51.2
48.8
51.3
48.7
51.3
48.7
51.4
48.6
51.0
49.0
51.1
48.9
50.8
49.2
50.6
49.4
49.9
50.1
49.9
50.1
49.9
50.1
14.9
37.0
33.3
14.2
0.6
13.6
34.6
34.8
16.7
0.3
14.0
33.7
35.1
17.0
0.3
14.3
34.2
34.3
16.9
0.3
14.5
35.0
34.1
16.1
0.3
14.3
35.9
34.3
14.2
1.3
14.5
37.2
34.0
13.5
0.9
14.5
38.0
33.9
12.9
0.7
14.8
38.0
33.5
13.1
0.7
15.2
39.0
32.7
12.6
0.5
15.2
39.0
32.6
12.5
0.7
16.2
39.0
31.3
12.8
0.7
16.8
39.1
29.9
13.4
0.7
14.8
73.5
26.5
14.8
73.0
27.0
14.8
74.8
25.2
14.8
75.6
24.4
14.8
75.4
24.6
14.8
75.1
24.9
14.8
73.8
26.2
14.8
72.8
27.2
14.8
73.0
27.0
14.8
73.5
26.5
14.8
72.4
27.6
14.9
71.3
28.7
14.9
72.0
28.0
36.1
63.9
n/b
n/b
32.2
67.8
33.6
66.4
31.7
68.3
39.9
60.1
36.1
63.9
26.5
73.5
28.5
71.5
28.5
71.5
31.8
68.2
34.8
65.2
27.5
72.5
46.5
53.5
47.0
53.0
46.9
53.1
47.0
53.0
47.9
52.1
47.9
52.1
48.2
51.8
46.7
53.3
45.4
54.6
45.0
55.0
44.3
55.7
45.9
54.1
46.2
53.8
90.4
9.6
88.6
11.4
88.8
11.2
89.7
10.3
90.0
10.0
90.5
9.5
90.3
9.7
91.0
9.0
90.6
9.4
90.8
9.2
91.1
8.9
92.5
7.5
90.1
9.9
91.3
92.3
92.7
92.6
92.6
92.4
92.1
92.2
91.5
91.2
89.9
89.1
87.9
8.7
7.7
7.3
7.4
7.4
7.6
7.9
7.8
8.5
8.8
10.1
10.9
12.1
787,351
59,311
58,873
58,908
61,906
63,709
65,055
66,299
66,141
66,332
73,470
74,759
72,588
Race/Ethnicity
Asian
Hispanic
Black
White
Other
th
Age at start of 9 grade

Average age
% at age for start of grade 9
% over age for start of grade 9
Socio-economic status (grade 8 or 9)
No poverty indicators
One or more poverty indicators
Home language
English
Not English
English language learning
services (grade 8 or 9)
Not a recipient
Recipient
Related special education
services (grade 8 or 9)
Not a recipient
Recipient
Number of students
10
Table A-7.1: On-Track Rates After First Year of High School By Race and Gender, First-Time 9th Graders, 2001-2007
th
9 -grade cohort
All years
2001
2002
2003
2004
2005
2006
2007
% change:
2001-2007
41.5
41.6
38.4
35.1
38.4
40.1
43.3
53.3
28.1
44.2
38.7
44.8
38.1
41.0
35.7
38.2
31.8
40.9
35.8
42.9
37.3
45.8
40.8
55.6
50.9
24.1
33.6
63.4
32.8
32.4
63.6
59.5
32.8
32.2
63.2
58.6
29.3
28.3
62.0
57.0
25.4
25.9
58.9
61.9
29.1
29.2
62.0
63.9
31.6
31.2
62.4
66.9
34.5
34.7
64.6
75.2
46.0
44.9
71.6
26.4
40.2
39.4
13.3
67.3
35.2
36.2
66.5
63.8
35.6
36.9
66.4
62.9
31.6
32.0
63.9
62.0
28.1
29.9
63.1
65.6
31.2
32.8
64.8
67.6
34.0
34.8
65.8
69.7
36.9
38.3
67.3
78.5
48.2
48.2
73.7
23.0
35.4
30.6
11.0
Black
59.9
30.2
28.2
55.5
29.9
26.9
54.8
26.7
23.9
52.4
22.5
21.3
58.5
26.9
25.1
60.5
29.2
27.2
64.2
31.9
30.8
72.2
43.7
41.3
30.1
46.2
53.5
White
60.8
60.1
60.1
55.0
59.3
59.1
62.2
69.6
15.8
448,350
58,908
61,906
63,709
65,055
66,299
66,141
66,332
th

Gender
Young women
Young men
Race/ethnicity
Asian
Hispanic
Black
White
Young women by race/ethnicity
Asian
Hispanic
Black
White
Young men by race/ethnicity
Asian
Hispanic
Number of students
11
Table A-7.2: Graduation with a Regents Diploma By Race and Gender, First-Time 9th Graders 2001-2007
th
9 -grade cohort
All years
th
Young men
Hispanic
Black
White
Hispanic
Black
White
2004
2005
2006
2007
% change:
2001-2007
38.8
41.0
44.8
49.3
54.9
59.6
64.2
50.1
43.1
39.4
33.0
41.9
35.5
44.5
37.4
48.4
41.1
52.7
45.6
58.4
51.2
63.3
55.9
60.7
69.4
70.6
36.9
38.4
67.1
59.2
25.9
26.0
58.8
63.5
27.7
29.4
60.6
67.4
30.0
32.0
63.1
70.5
34.8
36.3
66.5
73.0
39.8
42.3
69.2
78.1
46.0
47.7
72.9
80.5
51.8
52.8
77.0
36.0
100.0
103.1
31.0
75.9
40.0
42.6
70.7
64.6
28.7
30.1
62.0
69.1
30.5
33.2
64.1
73.5
33.1
36.1
67.2
76.3
37.5
41.1
70.0
77.9
42.8
46.6
73.1
83.0
49.4
52.0
76.2
84.9
55.7
57.1
80.8
31.4
94.1
89.7
30.3
65.7
33.6
33.6
63.6
54.1
23.0
21.4
55.7
58.3
24.8
24.9
57.2
61.9
26.7
27.1
59.2
65.3
31.8
30.9
63.1
68.5
36.7
37.4
65.3
73.5
42.4
43.0
69.9
76.6
47.6
48.1
73.4
41.6
107.0
124.8
31.8
566,534
58,908
61,906
63,709
65,055
66,299
66,141
66,332

Asian
2003
36.3
Race/ethnicity
Asian
2002
46.7
Gender
Young women
2001

Asian
Hispanic
Black
White
Number of students
12
Table A-7.3: College-Ready Graduates by Race and Gender, First-Time 9th Graders, 2001-2007
th
9 -grade cohort
All years
th
2001
2002
2003
2004
2005
2006
2007
% change:
2001-2007
18.9
13.2
16.7
17.7
19.8
20.7
22.1
21.3
61.4
20.7
17.0
14.6
11.8
17.9
15.4
19.5
15.8
22.2
17.4
22.5
18.7
24.3
19.9
22.9
19.6
56.8
66.1
44.7
10.3
9.6
37.2
32.7
6.3
5.6
26.3
38.0
8.6
8.1
33.4
41.3
9.7
9.1
34.1
45.7
11.2
10.5
39.4
49.1
11.7
11.1
40.6
51.9
12.2
12.1
43.1
52.2
11.9
10.3
42.0
59.6
88.9
83.9
59.7
49.4
11.6
11.7
40.0
37.4
7.1
7.1
27.8
41.2
9.7
9.7
34.8
45.9
11.2
11.3
36.8
52.0
12.7
13.1
43.1
53.7
13.0
13.3
43.7
56.7
13.7
14.6
47.4
57.0
13.3
12.2
44.7
52.4
87.3
71.8
60.8
40.4
9.0
7.3
34.5
28.4
5.3
3.9
24.8
35.1
7.4
6.2
31.9
37.1
8.2
6.7
31.5
40.0
9.6
7.7
35.8
44.8
10.4
8.7
37.6
47.4
10.8
9.2
39.3
47.9
10.5
8.2
39.5
68.7
98.1
110.3
59.3
448,350
58,908
61,906
63,709
65,055
66,299
66,141
66,332
Gender
Young women
Young men
Race/ethnicity
Asian
Hispanic
Black
White
Asian
Hispanic
Black
White
Asian
Hispanic
Black
White
Number of students
13
Table A-8.1: On Track After First Year of High School by Other Demographics, First-Time 9th Graders, 2001-2007
th
9 -grade cohort
th
All years
2001
2002
2003
2004
2005
2006
2007
% change:
2001-2007
41.5
41.6
38.4
35.1
38.4
40.1
43.3
53.3
28.1
49.3
19.3
48.9
18.8
45.7
16.2
42.0
14.1
46.2
16.5
48.0
19.1
51.6
20.9
62.0
29.1
26.8
54.8
47.4
38.6
48.0
38.3
46.6
34.6
41.9
30.5
44.6
34.9
45.2
38.3
47.9
41.5
57.1
51.7
19.0
35.0
43.0
40.3
42.7
40.6
40.1
36.9
36.2
34.0
39.5
37.4
41.6
38.8
44.8
42.0
55.4
51.6
29.7
27.1
43.4
23.7
43.7
23.4
40.3
21.6
37.0
17.1
40.2
21.4
42.0
21.6
45.2
24.7
55.0
35.9
25.9
53.4
43.9
13.8
43.8
12.9
40.6
10.9
37.3
7.9
40.7
11.7
42.4
13.2
45.9
15.5
56.1
23.9
28.1
85.3
448,350 58,908
61,906
63,709
65,055
66,299
66,141
66,332
Age at start of grade 9

At age for start of grade 9
Over age for start of grade 9
Home language
English
Not English
English language learning services (grade 8 or 9)
Not a recipient
Recipient
Related special education services (grade 8 or 9)
Not a recipient
Recipient
Number of students
14
Table A-8.2: Graduation with a Regents Diploma by Other Demographics, First-Time 9th Graders, 2001-2007
th
9 -grade cohort
All years
2001
2002
2003
2004
2005
2006
2007
% change:
2001-2007
46.7
36.3
38.8
41.0
44.8
49.3
54.9
59.6
64.2
55.0
22.8
43.5
14.0
46.4
15.4
48.7
17.8
53.5
20.5
58.1
25.7
64.0
30.2
68.7
34.4
57.9
145.7
53.4
43.3
44.1
32.3
47.5
34.7
48.5
36.1
51.6
41.0
55.1
47.1
60.1
52.8
65.5
57.3
48.5
77.4
48.5
45.1
37.8
35.0
40.5
37.2
42.7
39.6
46.8
43.0
50.9
47.8
56.8
53.2
61.9
57.8
63.8
65.1
48.3
31.4
38.0
21.6
40.4
23.8
42.8
24.6
46.4
30.4
50.9
32.8
56.3
40.7
61.2
44.1
61.1
104.2
Not a recipient
49.2
38.4
40.9
43.4
47.3
51.7
57.7
62.7
63.3
Recipient
17.7
9.5
11.2
12.8
16.2
20.4
24.5
27.8
192.6
566,534
58,908
61,906
63,709
65,055
66,299
66,141
66,332
th

Home language
English
Not English
Not a recipient
Recipient
Number of students
15
Table A-8.3: College-Ready Graduates by Other Demographics, First Time 9th Graders, 2001-2007
th
9 -grade cohort
All Years
2001
2002
2003
2004
2005
2006
2007
% Change:
2001-2007
18.9
13.2
16.7
17.7
19.8
20.7
22.1
21.3
61.4
23.4
6.0
16.1
4.2
20.5
5.1
21.7
5.5
24.8
5.9
25.8
6.9
27.6
7.1
26.5
6.9
64.6
64.3
24.6
16.2
18.6
10.5
23.8
13.3
22.7
14.3
25.1
16.8
25.9
18.8
27.6
19.9
27.4
18.9
47.3
80.0
21.9
16.3
15.7
11.0
18.9
14.6
20.1
15.5
22.7
17.1
23.9
17.8
25.7
19.2
25.2
18.1
60.5
64.5
20.0
8.2
14.0
6.4
17.6
8.0
18.7
7.5
20.9
9.3
21.9
8.3
23.5
8.9
22.6
8.9
61.4
39.1
20.3
2.9
14.2
1.5
17.8
2.4
18.9
2.4
21.2
3.1
22.1
3.5
23.8
3.7
23.0
3.7
62.0
146.7
448,350
58,908
61,906
63,709
65,055
66,299
66,141
66,332
th

Home language
English
Not English
Not a recipient
Recipient
Not a recipient
Recipient
Number of students
16
Glossary
th
First-time 9 grader
Student was actively enrolled in a New York City school as a 9th grader in either the Fall or Spring semester of a given
school year and was not enrolled in a New York City school in any high school grade (9-12) at any time during any
previous year.
On-track indicators
Start of high school year 2 (Table A-2) and end of 1st year of HS (Table A-3):
Student earned 10 or more course credits and passed at least one Regents Examinations with a 65 or higher
during the first year of high school.
Start of high school year 3 (Table A-2) and end of 2nd year of HS (Table A-3):
Student earned 22 or more course credits and passed at least two Regents Examinations with a 65 or higher
during the first two years of high school.
Start of high school year 4 (Table A-2) and end of 3rd year of HS (Table A-3):
Student earned 33 or more course credits and passed at least three Regents Examinations with a 65 or higher
during the first three years of high school.
Some on-track students left the NYC high school system between years. This explains the discrepancy between tables
A-2 and A-3 for on-track rates at the end of a given year and the start of the following year.
For a detailed analysis of on-track indicators for New York City schools, see Kemple, Segeritz, and Stephenson
(2013). The paper shows a strong relationship between the start of high school year 2/end of 1st year of high school
on-track indicator and graduating with a Regents diploma that is consistent over more than a decade.
Diploma type
During the period covered in this paper, the New York State Education Department (NYSED) increased the
requirements for a Regents Diploma and phased out the use of Local diplomas. See New York City Department of
Education (2012), Summary of NYSED Regulation 100.5 and Chancellors Regulation A-501 and New York State
Education Department (2012), General Education and Diploma Requirements.
Regents Diploma:
As of 2011, the New York State Regents Diploma requires that students earn a minimum of 44 course credits
(one for each semester-long class that a student passes) and pass a minimum of five end-of-course Regents
Examinations with a score of 65 or higher.
Advanced Regents Diploma:
Requires a score of 65 or higher for all five end-of-course Regents Examinations included in the Regents
Diploma, plus an additional Regents Examination in a science and in a language other than English.
Local Diploma:
The Local Diploma does not require passing scores on Regents Examinations. Beginning in 2012, students must
earn a Regents Diploma to graduate from high school in New York State.
College ready
Student earned a Regents Diploma or an Advanced Regents Diploma and passed at least one math Regents
examination with a score of 80 or higher and passed at least one English Regents examination with a score of 75 or
higher. This indicator is consistent with the NYSED Aspirational Performance Measure. See New York State
Education Department, (2011), Public School District Total Cohort Aspirational Performance Measure (APM):
2007 Total Cohort as of June 2011.
17
Dropouts
Dropouts include students who left the New York City School system and have no documentation of enrolling in
another school district. Dropouts are included in all calculations presented in this paper.
Transfers
Transfers include students who left the New York City School system and have documentation of enrolling in another
school district. Unless otherwise noted (Tables A-1 and A-2), the analyses presented in this paper do not include
students who transferred outside the New York City school system.
Table Notes
General Table Notes
Source: Research Alliance calculations from data archive compiled from New York City Department of Education
(DOE) administrative records systems.
Throughout this paper, graduation rates are calculated using criteria that are consistent with the NYSED and NYC
DOE. Graduates include those who earned a local diploma or a New York State Regents Diploma. Like the NYSED
and DOE calculations, graduates include those who earned diplomas over the summer following scheduled
graduation. For example, graduation rates for students who began high school in September 2005 reflect the
percentage of these students who earned a diploma as of October 2009. Students who receive a GED or IEP
certificate are considered non-graduates. Unless otherwise noted (Tables A-1 and A-2), students who transferred
outside the New York City school system are not included in the calculation of graduation rates.
Unlike the NYSED and NYC DOE, the analyses in this paper do not include students who transferred into a New
York City high school after their 9th grade year. As a result, the graduation rates reported in this paper are different
from those reported by the NYSED and DOE. On average, including students who initially enrolled after the 9th
grade results in graduation rates that are 4-5 percentage points lower than those reported in this paper.
Rounding may result in slight discrepancies when calculating sums or differences.
n/a denotes that data are not available due to the end of the follow-up period in 2010-2011. For example, because
the follow-up period ended in 2011, graduation data are not available for students who entered high school in 2009
or 2010 (and are scheduled to graduate in 2013 and 2014, respectively).
n/b denotes that data are not available due to missing or incomplete information in the source files. For example,
attendance data files were incomplete for the 1999-2000 school year, resulting in large numbers of missing 9th-grade
attendance rates for students who entered high school in 1999.
18
Table A-1
Specialized high schools:

A group of selective public schools, for which admission is determined solely by scores on the Specialized High
School Admissions Test (SHSAT), with the exception of the Fiorello H. LaGuardia High School of Music & Art
and Performing Arts, which bases admission on student auditions or artistic portfolios.
Continuously operating high schools:
High schools that existed in 1999 and remained open through 2011.
New high schools:
New high schools that opened and remained open through 2011.
Phased-out high schools:
Includes 38 schools that were open in 1999 and then phased out before 2010, in addition to 2 schools that were
opened after 1999 and then subsequently phased out.
Junior high schools:
Schools serving only grades 7-9.
The sample of schools includes public general education high schools, career technical high schools, and junior high
schools in New York City that admitted 15 or more first-time 9th-grade students in a given year between 1999 and
2010. The sample does not include transfer high schools, GED programs, special education high schools, or charter
high schools that may have admitted first-time 9th graders. The sample does not include five schools that appear to
have enrolled only one cohort of students between 2002 and 2007.
The sample of students includes all first-time 9th graders, including those who subsequently transferred to schools
outside the system
Table A-2
Calculations presented in this table include all students who enrolled in a New York City high school as a first-time 9th
grader, including those who subsequently transferred to schools outside the system.
Enrollment and on-track status for the start of HS Years 2-4 are identified for the start of each year following
students 9th-grade year regardless of their grade-level progression. For example, start of HS year 3 refers to a
students enrollment three years following the start of the 9th-grade year, regardless of whether they were promoted
to the 11th grade or were retained in a grade at some point after the 9th-grade year.
After Year 4 refers to a students status at the end of four years following initial enrollment as a first-time 9th grader.
This includes the summer following schedule high school graduation. For example, for students who began high
school in September 2005, the calculations reflect that status as of October 2009.
Table A-3
On-track status for the end of HS Year 2 and HS Year 3 are identified for the end of each year following students 9thgrade year regardless of their grade-level progression. For example, end of year 3 refers to the end of the third year
following the 9th-grade year, regardless of whether the student was promoted to the 11th grade or was retained in a
grade at some point after the 9th-grade year.
Percent of Days Present is calculated as the total number of days present divided by 180 days (the total number of
days in the school year). Students who drop out of high school are included in these calculations and are counted as
not present after the dropout date.
Graduation and college-ready percentages are not presented for the 1999 and 2000 cohorts because data on diploma
types for these cohorts are incomplete and not reliable.
Table A-4
ELA or math in bottom 20%:

Students grade 8 ELA or math assessment scale score was in the bottom 20th percentile of scores of firsttime 9th graders from that cohort and the students grade 8 math or ELA assessment scale score,
respectively, was not above the 50th percentile of scores of first-time 9th graders from that cohort.
19

Students grade 8 ELA and math assessment scale scores were between the bottom top 20th percentile and
the top 20th percentile of scores of first-time 9th graders in that cohort.
ELA or math in top 20%:
Students grade 8 ELA or math assessment scale score was in the top 20th percentile of scores of first-time 9th
graders in that cohort and grade 8 math or ELA assessment scale score, respectively, was not below the 50th
percentile of scores of first-time 9th graders in that cohort.
Table A-5.1, A-5.2, and A-5.3
Refer to notes for Table A-4 above.
Table A-6
Overage for start of grade 9:

Student was age 15 or higher as of December 31 of the year in which the student first entered 9th grade.
Socio-economic status (grade 8 or 9):

Students school records indicate eligibility for free or reduced price lunch in grade 8 or grade 9 or that the
student provided documentation to DOE of eligible for Federal public assistance or that the student attended a
school in which all students were provided with the option of a free or reduced price lunch.
Home language:
Students school records indicate that a language other than English is spoken at home.
English language learning services (grade 8 or 9):

Students school records indicate a referral for any English language learning services in grade 8 or grade 9.
Related special education services (grade 8 or 9):

Student school records include Individual Education Plans (IEPs) for learning or behavioral disabilities that can be
accommodated in regular education classrooms. Students in self-contained special education classes or enrolled
in District 75 schools are not included in the analyses presented in this paper.
Table A-7.1, A-7.2, and A-7.3
Table A-8.1, A-8.2, and A-8.3
285 Mercer Street, 3rd Floor | New York, New York 10003-9502
212 992 7697 | 212 995 4910 fax
research.alliance@nyu.edu | www.steinhardt.nyu.edu/research_alliance
The Research Alliance for

New York City Schools conducts
rigorous studies on topics that
matter to the citys public schools.
We strive to advance equity and
excellence in education by
providing non-partisan evidence
about policies and practices that
promote students development
and academic success.

The Condition of NYC High Schools: Examining Trends and Looking Toward The Future (2013)

Enviado por

Dados do documento

Título original

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

The Condition of NYC High Schools: Examining Trends and Looking Toward The Future (2013)

Enviado por

Direitos autorais:

Formatos disponíveis

The Research Alliance for

New York City Schools at NYU

The Condition of New York City

One in a series of papers to inform future education

policies for high schools in New York City

On-track indicators (version published in JESPAR, Feb. 2013)

Nearly 900,000 students who enrolled in 469

different NYC public high schools between

An Evolving System of High Schools

In 1999, 212 schools enrolling 72,928 1st time 9th graders:

38 original HS phased out

The Shifting HS Landscape

Number of School/Student per School

New 9th Graders per

2002 2003 2004 2005 2006 2007 2008

Steady Progress/Persistent Aspirations Gap

Steady improvement at key stages of development:

Progress on 9th Grade on Track,

Percent of 1st Time 9th Graders

Decline in Dropout and Discharge Rates

Percent of 1st Time 9th Graders

Better Preparation in Early Grades and

Better preparation at entry to high school:

outcomes across the spectrum of prior preparation

Strongest gains made by students in the bottom and middle of

Better Prepared 1st Time 9th Graders:

Percent Proficient (Level 3-4)

ELA Level 3-4

Graduating with a Regents Diploma

Percent Earning Regents Diploma

Grade 8 ELA/Math Test Score

Percent College Ready

Grade 8 ELA/Math Test Score

Progress on Closing Gaps,

Strongest gains among black, Latino, low-income,

ELL and special education students:

Regents diploma receipt more than doubled among black,

Significant gaps remain:

Graduating with a Regents Diploma

Regents Diploma Rate

College Readiness Rate

Graduating with a Regents Diploma

Regents Diploma Rate

College Readiness Rate

Strong evidence from other studies that new, non-

selective small schools produce substantial

Identify and support students who struggle to reach the

Get beyond the averages: What are the characteristics of

schools that raise achievement and close gaps?

Closer look at system changes: What is the impact of

universal and mandatory high school choice:

On the distribution and performance of high performing students

The Condition of New York City High Schools:

THE CONDITION OF NEW YORK CITY HIGH SCHOOLS

Table A-1: Schools Serving First-Time 9th Graders, 1999-2010

Specialized high schools

Total 9 -grade enrollment

Total 9 -grade enrollment

New high schools

Total 9 -grade enrollment

Junior high schools (grades 7-9)

Total 9 -grade enrollment

A glossary of terms is on page 16. Table notes begin on page 17.