ERIC ED459253: State Summary of New York. Ed Watch Online.

28 Pages·2001·0.68 MB·English

by  ERIC

DOCUMENT RESUME
UD 034 505
ED 459 253
State Summary of New York. Ed Watch Online.
TITLE
Education Trust, Washington, DC.
INSTITUTION
2001-00-00
PUB DATE
27p.; Also supported by the Washington Mutual Foundation.
NOTE
For the other State Summaries, see UD 034 472-523. For the
Summary of the Nation, see UD 034 472.
The Education Trust, 1725 K Street, NW, Suite 200,
AVAILABLE FROM
Washington, DC 20006. Tel: [phone]; Fax: [phone].
For full text: http://204.176.179.36/dc/edtrust/edstart.cfm.
Numerical/Quantitative Data (110)
PUB TYPE
MF01/PCO2 Plus Postage.
EDRS PRICE
*Academic Achievement; *Black Students; Curriculum;
DESCRIPTORS
Educational Attainment; Educational Finance; Elementary
Secondary Education; Equal Education; *Hispanic American
Students; Mathematics Achievement; Minority Group Children;
*Poverty; *Racial Differences; Reading Achievement; Science
Achievement; Special Needs Students; Tables (Data); Teacher
Effectiveness; Teaching Skills; White Students
African Americans; Latinos; National Assessment of
IDENTIFIERS
Educational Progress; New York
ABSTRACT
This report provides data on the academic achievement gap
that separates low-income and minority students from other students,
examining how well different groups of students perform in New York and
noting inequities in teacher quality, course offerings, and funding. Included
are tables and data that provide: a frontier gap analysis (a comparison of
New York to the leaders in achievement and gap closing); student profile (the
demographic distribution of youth in New York); state performance (academic
achievement and educational attainment) ; opportunity (well prepared teachers,
challenging curricula, special student placements, effective instruction, and
annual per pupil investments); minority achievement gains, state by state;
and analysis of minority-white achievement gaps by subject area and grade
level. Hispanic 4th graders in New York made more progress in reading from
1992 to 1998 than Hispanic 4th graders in most other states. However,
Hispanic 8th graders in New York score more than 4 years behind white 8th
graders in the state in science, more than 3 years behind in math and
writing, and more than 2 years behind in reading. African American 8th
graders in New York score more than 4 years behind white 8th graders in the
state in science, more than 3 years behind in math, and more than 2 years
behind in reading and writing. (Contains 24 references.)
(SM)
Reproductions supplied by EDRS are the best that can be made
from the original document.
State Summar
T
o eliminate the achievement gap that separates low-income and
minority students from other students, we must understand what
that gap looks like and where it originates. Consider first how well
different groups of students perform in your state. Look for in-state
inequities in teacher quality and course offerings.Attention must also
be paid to funding gaps.This State Summary Report provides a closer
-
look at how these and other factors may be contributing to the gap.
NEWYORK HIGHLIGHTS
Latino 4th graders in New York made more progress in reading
from 1992 to 1998 than Latino 4th graders in almost every other
state.
However, Latino 8th graders in New York score more than four
years behind White 8th graders in the state in science, more than
three years behind in math and writing and more than two years
behind in reading.
African American 8th graders in New York score about four years
behind White 8th graders in the state in science, more than three
years behind in math, and more than two years behind in reading
and writing.
(The description above is meant to provide a general overview of the
state's gaps and progress in student achievement. Readers who wish
to compare states on these measures should consult the precise fig-
ures reported on the "Frontier Gap Analysis" page inside.)
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1
Table of Contents
Frontier Gap Analysis
I
a comparison of your state to the leaders in achievement and gap closing
Student Profile
2
the demographic distribution of youth in your state
State Performance
3
Academic achievement
3
NAEP,ACT/SAT scores by group
Attainment
7
high school & college by group
Opportunity
8
8
Well-prepared teachers
8
Challenging curricula
9
Special student placements
Effective instruction
9
Investments
10
Biggest Gainer
12
How big is the achievement gap in your state?
I 5
analysis of minority-White gaps by subject area and grade level
23
References
PLEASE NOTE that the State Summary Reports are merely
a selection of the data from the Education Watch Interactive
Data site. For more complete data, and for more cross-state com-
parisons, please visit the site at www.edtrust.org. Do remember,
however, that you may have fuller, richer or more current data
sets in your state for some of the indicators we report, because
we only use data that can be compared across states.We there-
fore encourage you to gather and examine a wide range of data
from your own state and local districts. In this way, communities
will come to see a full picture of how their students are faring
and what can be done to improve results.
3
NEW YORK
(Frontier Gap Analysis
Education Watch Online introduces a new way to look at achievement gaps in each state: by comparing them with the "frontier"
state for a particular group of students, that is, the state with the highest average score for that group.The comparison shows that,
in most cases, achievement gaps would shrink dramatically if a state's poor or minority students performed as well as the same
group of students in the frontier state. But that's only part of a longer journey; visit the Education Watch Online interactive Web
site to see how far your state has to go before all groups of students perform at the "proficient" level on the National Assessment
of Educational Progress (NAEP).
How to read the table:
Group's Distance to Frontier State: For African American,
Within-State Achievement Gap: For African American and
Latino, and low-income students, this is the difference between
Latino students, this is the difference between that group's aver-
their average score and the average score for the same group of
age score and the average score of white students on a particu-
students in the frontier state.
lar test. For low-income students, this is the difference between
their average score and the average score of non-poor students
Example:"African American students in NewYork scored 8 points
on the test.
behind African American students in Texas, the frontier state for
African American students on that test."
Example: "On Average, New York's African American students
scored 30 points lower than the state's White students on NAEP's
Amount State's Achievement Gap Would Shrink:This is
1996 4th Grade Math Assessment."
approximately how much the state's achievement gap would
Frontier State for Group:This is the state where a particu-
shrink if its African American, Latino, and low-income students
scored as well as the same group of students in the frontier
lar group of students - African American, Latino, or low-income
state.
- scores the highest on the test. But, because such students can
achieve much higher than they do even in the frontier state, the
Example:"If NewYork's African American 4th graders scored as
current frontier should be viewed as a short-term target rather
well as those in Texas, the state's math achievement gap between
than a long-term goal.
African American and White 4th Graders would shrink by 27%."
Examp/e: "African American students in Texas out-perform African
American students in all other states on NAEP's 1996 4th Grade
NOTE:A difference of 10 points is roughly equivalent to one year's
worth of learning.
Math Assessment."
Amount State's
Frontier
Within-State
Group's
Achievement Gap
State for
Distance to
Achievement
NAEP
Frontier Would Shrink *
Group
Group
Gap
Assessment
TX
African American
8
27%
30
4th Grade
ND
29
Latino
59%
17
Math (1996)
ND
Low-Income
57%
30
17
NE
27%
African American
38
I 0
8th Grade
IA
23
Latino
60%
39
Math (1996)
ND
72%
Low-Income
29
21
CO
African American
22
53%
41
8th Grade
MT
Latino
70%
45
3 I
Science (1996)
ND
94%
Low-Income
33
35
CT
African American
35%
34
12
4th Grade
IA
48%
Latino
33
16
Reading (1998)
54%
Low-Income
ME
35
19
African American
29
KS
5
17%
8th Grade
VA
4
Latino
28
14%
Reading (1998)
38%
24
Low-Income
ME
9
TX
African American
54%
26
14
8th Grade
VA
Latino
19
6 I %
31
Writing (1998)
II
OK
44%
Low-Income
25
Note: Low-Income refers to students eligible for
* Calculations take into account decimals. For clarity of presentation, data are displayed as whole numbers.
free or reduced price lunch.
Therefore, some figures may differ slightly from hand calculations,
SOURCE: Education Trust calculations based on average scale scores on the National Assessment of Educational Progress as reported by the National Center for
Education Statistics.
4
1
2001 Education Trust State Summaries
NEWYORK
)
(Student Profile
STUDENT PROFILE
Population and enrollments:These data will offer a picture of the student population in your state. Comparing the
demographic distribution of students across each educational level will show what happens to children as they journey
through the education system. Significant differences should raise questions about equity.
Four Year
Two Year
Population
Public K-I2
Private K- I 2
Colleges Colleges
Ages 5-24
African American
12.7%
20.4%
14.1% 15.6%
17.1%
7.7%
4.1%
3.8%
5.4%
Asian
5.6%
9.3%
Latino
12.7%
11.4%
17.8%
18.1%
0.3%
0.5%
Native American
0.5%
0.3%
0.4%
White
64.8%
65.5%
70.1%
55.9%
58.8%
Other
5.2%
1.9%
100.0% 100.0%
100.0%
100.0%
Total
100.0%
472,864 264,382
760,941
2,861,823
Number
4,845,491
Population and Enroll merrt
100%
90% -
80%
70%
60% -
0 African American
0 Asian
50% -
0 Latino
40% -
0 Native American
30% -
0 White
0 Other
20% -
10% -
0%
1
1
1
1
1
Four Year College
Private K12
Population
Two Year College
Public K12
5
-6
NEWYORK
(State Performance
ACADEMIC ACHIEVEMENT
NAEP achievement levels: The National Assessment of Educational Progress (NAEP) is administered to representative
samples of students nationally and in participating states. NAEP achievement is reported by percents in four categories:
Advanced, Proficient, Basic and Below Basic. "Proficient" indicates the desired level of competency for students at a particular
grade in a particular subject. In this indicator, closing the achievement gap between groups is critical, but it is not enough.
Schools have a long way to go to move all American young people to proficiency.
1998 NAEP 8th grade reading
Adv. Prof.
< Basic
Basic
50
50
African
American
46
42
0
12
39
Asian 43
7
11
0
47
40
Latino
0
13
Native
American
White
42
42
12
4
-50
All
44
32 22
2
Non-Poor
43
4
41 12
-100
Poor
47
37
0
16
1
-100
NonPoor
Poor
Native American
Latino %bite
African American Asian
AJI
*Note:all proficiency level data in percents.
Proficient 0 Basic
0 Advanced
Below Basic
1998 NAEP 8th grade writing
Adv. Prof.
< Basic
Basic
50
50
African
American
66
27
0
7
Asian
56
25
18
1
o
Latino
0
63
6
3 I
Native
American
-50
White
7
30 63
0
-50
SEEN
All
63
0
16
21
Non-Poor
28
63
8
1
-100
Poor
63 29
8
0
-100
I
I
I
I
NonPoor
I I
Poor
Native American
African American
Latino
Asian
White
All
*Note:all proficiency level data in percents.
,; Proficient 0 Basic
0 Advanced
Below Basic
i
1998 NAEP 4th grade reading
Adv. Prof.
< Basic
Basic
50
50
African
American
67
24
8
I
Asian
37 20
30
13
0
0
Latino
26
63
10
I
Native
American
-50
White
37 24
32
7
-50
All
24 38
33
5
Non-Poor
8 36
38
18
-100
Poor
27
2
10
61
1
-100
NonPoor
Poor
Native American
All
Latino
White
Asian
African American
*Note:all proficiency level data in percents.
Proficient 0 Basic
0 Advanced
Below Basic
I
6
NEWYORK
(State Performance
1996 NAEP 4th grade math
Prof.
Adv.
< Basic
Basic
50
50
African
1=11i
American
32
0
63
5
46
22
Asian
30
2
0
0
Latino
60
32
7
1
Native
American
-50
White
20
24
53
3
-50
All
44
36
2
18
Non-Poor
54
26
17
3
-100
Poor
59
34
0 7
-100
I
NonPoor
I I
Poor
I I
I
Native American
Asian
All
African American
Latino
White
*Note:all proficiency level data in percents.
Proficient 0 Basic
0 Advanced
1111 Below Basic
;,.
1996 NAEP 8th grade math
Adv.
Prof.
< Basic
Basic
50
50
African
American
0 4 68
28
40
Asian
27 25
8
0
1:1
Latino
0 24 70
6
Native
American
-50
White
27
46
4
23
-50
All
39
39
19
3
Non-Poor
46
24 25
5
-100
Poor
58
32
9
1
-100
I
I
I
I
NonPoor
Poor
I
I
African American
Native American
White
Asian
All
Latino
*Note:all proficiency level data in percents.
:::, Proficient 0 Basic
0 Advanced
1111 Below Basic
1996 NAEP 8th grade science
Adv. Prof.
< Basic
Basic
so
50
African
American
79
4
0
18
Asian
4
30
33
33
0
1:1
Latino
75
6
19
I
Native
American
-50
White
4
36 25
35
.50
All
24 43
30
3
Non-Poor
27
4 36
33
-100
Poor
0
69
10 21
-100
NonPoor
Poor
White All
Native American
Asian
African American
Latino
*Note:all proficiency level data in percents.
L: Proficient 0 Basic
0 Advanced
1111 Below Basic
NEWYORK
(State Performance
ACADEMIC ACHIEVEMENT
NAEP multiyear trends: Looking at change over time both in absolute student performance and in achievement gaps can
show whether a state is making progress, holding static, or even backsliding.This can help states focus actions needed for
improvement, and measure whether existing initiatives are effectively meeting their goals in achievement and equity.
1992-98 4th grade reading
Gap Changes Over Time
:Ai 4
Hi* Yddi.
tso-
African American- Latino-
Year
NO-
White Gap
White Gap
no-
t20
39
24
1992
33
35
1994
7.00-1
IQO
34
33
1998
180
Change*
In)
1 1
92-98
-6
10
nal
8050
1084
1980
llabl
Asir's, 05 Labia 4.- Mativio Anwrican * Whib
-0 Abizcz Acusdican
Note: Change based on absolute difference in average group scale
scoreinterpret with caution (not necessarily statistically significant)
*positive change=gap widened; negative change=gap narrowed
1992-96 4th grade math
Gap Changes Over Time
14askBildp4 titalh Ste* Unroll
African American-
Latino-
250
Year
White Gap
White Gap
LID
29 29
1992
t20
no-
29
30
1996
-
Change*
92-96
0
15111=.
I
180
Note:Change based on absolute difference in average group scale
1998
1592
scoreinterpret with caution (not necessarily statistically significant)
Math, Amman * Iiit, 4- liattzl
Anion * lure=
*positive change=gap widened; negative change=gap narrowed
.04,kezt hzvancan
1990-96 8th grade math
Gap Changes Over Time
itdo 8 With Ureo Stonitt
Itiow 'fork
African American- Latino-
250
Year
250
White Gap
White Gap
200
37
38
1990
47
36
1992
250
240
39
38
1996
Change*
120
90-96
2
0
18E4
1590
1918
1992
* Whib
/Jotel
Aider..,, Amerman -0- Asian * Lab= 4. antis. Arra
Note:Change based on absolute difference in average group scale
scoreinterpret with caution (not necessarily statistically significant)
*positive change=gap widened; negative change=gap narrowed
8
476
NEWYORK
(State Performance
Average scores on college admissions tests:While increasing numbers of minorities are taking college admissions tests, in
virtually every state,African American, Latino and Native American students still score well below other students.To close this
gap, states should ensure that all students complete a rigorous college preparatory sequence, and that all students are held to
the same expectations of postsecondary attainment.The SAT and ACT are the major nationally used college admissions tests.
Below we report the scores for the predominant test used by your state's colleges and universities.
SAT Performance
SAT Performance by Race/Ethnicity, 2000
1,500
1,000
500
0
African American
Asian
Latino
ll
Vyliite
Note: A perfect score for the SAT is 1600. A perfect score for the ACT is 36.
Distribution of SAT Test Takers, 2000
Test Takers
African American
13.2%
Asian
7.9%
Latino
11.0%
Native American
1.r.
White
67.9%
Total
100.0%
Number
101,348
l.r. low reliability
9
NEW YORK
(State Performance
ATTAINMENT
In order to determine equity in attainment rates, we compare regular diploma recipients with the number of 8th graders four
years earlier, and report freshmen enrollments compared to bachelor's degrees four years later.Taken together, these show the
flow of groups of students from middle school to high school graduation and through postsecondary education.Although these
data do not track individual students from year to year, they should paint a fairly representative picture of who makes it through
high school and college.
8th Graders vs. Diplomas
Diplomas
8th Graders
1998
1993-94
African American
18.4%
4.9%
Asian
Latino
15.4%
Native American
0.4%
White
61.0%
100.0%
Total
Number
188,274
Chances For College, 1998
In the fall of 1998, the percentage of 19 year-olds in New York who were enrolled in college
was (includes part-time and full-time students):
43.5%
Freshmen vs. Degrees Awarded
Freshmen*
Bachelor's Degrees
1993-94
1997
African American
9.7%
13.7%
7.5%
5.5%
Asian
Latino
7.0%
10.9%
Native American
1.r.
1.r.
White
68.2%
67.5%
Other
2.4% 7.6%
Total
100.0% 100.0%
Number
96,173
158,736
*Note: Includes first-time full time and part time freshmen at 2-year and 4-year institutions.
Ir. low reliability
10