|
Participation and Performance on Regents
Examinations
by Three Cohorts of Students with Disabilities
After Four Years of High School by
Type of District
|
High Need School Districts* |
|
Cohort Year |
Regents Examination |
Not Tested
# and % of Total |
Score of 0-54
# and % of Total |
Score of 55-64 or
Pass RCT
# and % of Total |
Score of 65-100
# and % of Total |
Total in Cohort |
|
1997 |
English |
885 (20.9%) |
638
(15.0%) |
1,742 (41.0%) |
970 (22.8%) |
4,253 |
|
1998 |
English |
1,846 (32.8%) |
1,016
(18.1%) |
1,521 (27.1%) |
1,240 (22.1%) |
5,623 |
|
1999 |
English |
2,555 (34.2%) |
1,614
(21.6%) |
1,901 (25.4%) |
1,400 (18.7%) |
7,470 |
|
1997 |
Mathematics |
833 (19.6%) |
676
(15.9%) |
1,743 (41.0%) |
1,001 (23.5%) |
4,253 |
|
1998 |
Mathematics |
1,626 (28.9%) |
1,147
(20.4%) |
1,814 (32.3%) |
1,036 (18.4%) |
5,623 |
|
1999** |
Mathematics |
2,336 (31.3%) |
1,372
(18.4%) |
2,671 (35.8%) |
1,091 (14.6%) |
7,470 |
|
Average or Low
Need School Districts* |
|
Cohort Year |
Regents Examination |
Not Tested
# and % of Total |
Score of 0-54
# and % of Total |
Score of 55-64 or
Pass RCT
# and % of Total |
Score of 65-100
# and % of Total |
Total in Cohort |
|
1997 |
English |
643 (8.2%) |
461 (5.9%) |
3,138 (40.1%) |
3,574 (45.7%) |
7,816 |
|
1998 |
English |
1,484 (18.2%) |
591 (7.2%) |
2,147 (26.3%) |
3,941 (48.3%) |
8,163 |
|
1999 |
English |
1,663 (17.7%) |
745 (7.9%) |
2,621 (27.9%) |
4,367 (46.5%) |
9,396 |
|
1997 |
Mathematics |
498 (6.4%) |
468 (6.0%) |
3,010 (38.5%) |
3,840 (49.1%) |
7,816 |
|
1998 |
Mathematics |
1,372 (16.7%) |
680 (8.3%) |
2,496 (30.6%) |
3,621 (44.4%) |
8,163 |
|
1999** |
Mathematics |
1,476 (15.7%) |
650 (6.9%) |
3,194 (34.0%) |
4,076 (43.4%) |
9,396 |
|
* |
See
Appendix 38 for definition of Need/Resource Capacity
categories of school districts. |
|
** |
1999 cohort data will be revised
to include August 2003 graduation results in the next edition
of this report. |
The above data indicates that compared to other school districts:
- High Need school districts had a significantly greater
percentage of each cohort not tested within four years;
- High Need school districts had a significantly greater
percentage of each cohort fail the Regents examinations (achieve a
score between 0-54) in English and Mathematics; and
-
High Need school districts had a significantly lower percentage of
each cohort demonstrate proficiency (achieve a score between
65-100) on the English and Mathematics Regents examinations.
|
|
Big Five Cities |
|
Cohort Year |
Regents Examination |
Not Tested
# and % of Total |
Score of 0-54
# and % of Total |
Score of 55-64 or
Pass RCT
# and % of Total |
Score of 65-100
# and % of Total |
Total in Cohort |
|
1997 |
English |
537 (24.0%) |
454
(20.3%) |
847
(37.9%) |
397 (17.8%) |
2,235 |
|
1998 |
English |
974 (29.0%) |
761
(22.7%) |
958
(28.6%) |
662 (19.7%) |
3,355 |
|
1999 |
English |
1,422 (31.9%) |
1,164
(26.1%) |
1,195 (26.8%) |
672 (15.1%) |
4,453 |
|
1997 |
Mathematics |
484 (21.7%) |
488
(21.8%) |
901
(40.3%) |
362 (16.2%) |
2,235 |
|
1998 |
Mathematics |
832 (24.8%) |
834
(24.9%) |
1,190 (35.5%) |
499 (14.9%) |
3,355 |
|
1999* |
Mathematics |
1,317 (29.6%) |
1,028
(23.1%) |
1,681 (37.8%) |
427 (9.6%) |
4,453 |
|
School
Districts Not Including Big Five Cities |
|
Cohort Year |
Regents Examination |
Not Tested
# and % of Total |
Score of 0-54
# and % of Total |
Score of 55-64 or
Pass RCT
# and % of Total |
Score of 65-100
# and % of Total |
Total in Cohort |
|
1997 |
English |
991 (10.1%) |
645 (6.6%) |
4,033 (41.0%) |
4,147 (42.2%) |
9,834 |
|
1998 |
English |
2,356 (22.6%) |
846 (8.1%) |
2,710 (26.0%) |
4,519 (43.3%) |
10,431 |
|
1999 |
English |
2,796 (22.5%) |
1,195 (9.6%) |
3,327 (26.8%) |
5,095 (41.0%) |
12,413 |
|
1997 |
Mathematics |
847 (8.6%) |
656 (6.7%) |
3,852 (39.2%) |
4,479 (45.5%) |
9,834 |
|
1998 |
Mathematics |
2,160 (20.7%) |
993 (9.5%) |
3,120 (29.9%) |
4,158 (39.9%) |
10,431 |
|
1999* |
Mathematics |
2,495 (20.1%) |
994 (8.0%) |
4,184 (33.7%) |
4,740 (38.2%) |
12,413 |
|
* |
1999 cohort data will be revised
to include August 2003 graduation results in the next edition
of this report. |
The above data indicates that
compared to school districts other than the Big Five Cities:
- The Big Five Cities had a
significantly greater percentage of each cohort not tested within
four years;
- The Big Five Cities had a
significantly greater percentage of each cohort fail the Regents
examinations (achieve a score between 0-54) in English and
Mathematics; and
- The Big Five Cities had a
significantly lower percentage of each cohort demonstrate
proficiency (achieve a score between 65-100) on the English and
Mathematics Regents examinations.
|
|
