2019 3 8 Test Results Presentation

Measuring Student Proficiency
in Grades 3-8
English Language Arts
and Mathematics
August 22, 2019
ESSA and Equity
• NY’s ESSA plan aims to ensure that all students succeed and thrive
in school no matter who they are, where they live, where they go
to school or where they come from.
• NY’s ESSA plan is a set of interlocking strategies to promote

educational equity by providing support to districts and schools
as they work to ensure that every student succeeds.
• NY’s ESSA plan goes beyond ELA and math to include

science and social studies, acquisition of English proficiency by
ELLs and MLLs, and chronic absenteeism.
2
ESSA and Equity:
Strategies
• State assessments are one part of NY’s overall strategy to determine
the level of equity in schools and allocate resources but assessments
are not the only part.
• NY’s ESSA strategies to foster equity include to:

 Address disparities in training for teachers to help them be effective in
the classroom;
 Provide students more access to rigorous high school coursework;
 Make schools equally welcoming environments for all students;
 Increase fiscal transparency in school building spending;
 Place emphasis on importance of early learning as a strategy for lifelong
academic and social emotional success;
 Expand opportunities for parent and family engagement; and
 Use multiple measures to allow students to demonstrate proficiency in
state learning standards.
• NYSED will collect data for these ESSA indicators to see if

improvements in equity are being realized.
3
ESSA and Equity:
Assessments
• State assessments:
o Provide important information to teachers, administrators
and parents about how students, schools and school
districts are performing for planning purposes.
o Identify where the gaps in achievement persist
o Establish a foundation to determine which grades,
schools and groups of students need additional support.
• NY’s ESSA plan will evolve over time to add additional

measures of school quality and student success.
4
ESSA and Equity:
Accountability
• New York’s ESSA Plan:

 Is about equity – ensuring all students have access to a high-
quality education
 Recognizes and rewards strengths
 Incentivizes creating and expanding coursework and programs
that lead to student success; and
 Provides targeted help where help is needed.
• In 2019, identified 106 Target Districts, 245 Comprehensive

Support & Improvement and 125 Targeted Support &
Improvement schools
• In 2019, identified 562 Recognition Schools

5
Next Generation
Learning Standards
• Deliberate, inclusive and transparent approach with educators to
develop our Next Generation Learning Standards.
• The standards are rigorous and will prepare children for successful
lives in the 21st century.
• Work continues through partnerships with BOCES and Teacher

Centers to develop resources and professional learning
opportunities to provide deeper learning for teachers.
6
Next Generation Learning Standards &
Assessment Projected Timeline
• September 2017: Adopted Next Generation Standards
• 2017-2018 School Year (New Baseline): New two-day
assessments measuring the current standards; new performance
standard-setting process; professional development on Next
Generation Standards;
• 2018-2019 School Year: Two-day assessments measuring the
current standards; professional development continuing on Next
• 2019-2020 School Year: Two-day assessments measuring the
current standards; professional development continuing on Next
• September 2020: Full implementation of the Next Generation
Standards;
• Spring 2021 (New Baseline): New tests aligned to Next Generation
Learning Standards and new performance standard-setting process.
7
Computer-Based Testing
• More than 194,800 students took the operational tests on computer at 1,100 schools in
New York State offering grades 3-8 tests
 More than 185,000 students took the ELA tests on computer
 More than 130,000 students took the math tests on computer
• Some students encountered technical difficulties on the ELA test. NYSED paused testing
to address the difficulties and held the contractor accountable. Math CBT went more
smoothly.
• The Department remains committed to transitioning to CBT to:

 Provide access to technology and improved instructional tools for all students;
 CBT will allow NY to transition adaptive testing for special populations; and
 Help prepare students for the world we live in
• Maintain CBT in 2019-20 with additional measures in place to help ensure testing goes
smoothly:
 Maintain CBT as an option for districts/schools that have started implementation.
 Balance the number of students taking tests throughout the testing window.
8
2019 Summary -
Statewide
• ELA: the percentage of all test takers in grades 3-8 who scored at the
proficient level (Levels 3 and 4) is 45.4 percent, an increase of two-
tenths of a percentage point.
• Math: the percentage of all test takers who scored at the proficient
level this year is 46.7 percent, an increase of 2.2 percentage points.
• Proficient is scoring at levels 3 or 4.
• 1,090,000 students participated a statement assessment.
% of Students Proficient in Grades 3-8

Percentage # of Test
2018 2019
Point Change Takers
Statewide Combined Grades ELA 45.2 45.4 0.2 987,398
Statewide Combined Grades Math 44.5 46.7 2.2 948,606
9
2019 Summary – NYC
The percentage of NYC students who scored at the proficient level in
ELA slightly exceeds the rest of the State.

Percentage
2018 2019
Point Change
Statewide Combined Grades ELA 45.2 45.4 0.2
NYC Combined Grades ELA 46.7 47.4 0.7
Statewide Combined Grades Math 44.5 46.7 2.2

NYC Combined Grades Math 42.7 45.6 2.9
10
2019 Summary – Big 5 School Districts
NYC continues to have the highest percentage of students
proficient in ELA and Math with Yonkers having the second highest.
% of Students Proficient in ELA in Grades 3-8
Percentage Point
2018 2019
Change
New York City 46.7 47.4 0.7
Buffalo 23.4 24.7 1.3
Rochester 11.4 13.2 1.8
Syracuse 15.4 17.7 2.3
Yonkers 26.7 31.5 4.8
% of Students Proficient in Math in Grades 3-8

Percentage Point
2018 2019
Change
New York City 42.7 45.6 2.9
Buffalo 21.0 20.9 -0.1
Rochester 10.7 13.0 2.3
Syracuse 13.5 14.7 1.2
Yonkers 29.4 34.6 5.2
11
2019 Summary – Proficiency by Race and Ethnicity
• The achievement gap between black and Hispanic students’ proficiency narrowed when compared with
their white peers. The gap also narrowed for American Indian/ Alaska Native students and their white
peers.
• Asian/ Pacific Islander students continued to perform the highest in proficiency among race and
ethnicity groups.
• The implementation of ESSA Plan, the My Brother’s Keeper movement and social emotional learning
will help to further close the gaps.
% of Students Proficient & Achievement Gap
2018 Achievement 2019 Achievement Change in Gap
Proficiency Gap to White Proficiency Gap to White 2018 to 2019
Peers Peers
Black ELA 34.5 17.3 35.3 15.9 -1.4
Hispanic ELA 35.1 16.7 35.7 15.5 -1.2
American Indian/ Alaskan Native ELA 38.5 13.3 39.1 12.1 -1.2
White ELA 51.8 N/A 51.2 N/A N/A
Asian/ Pacific Islander ELA 66.7 N/A 67.1 N/A N/A
2018 Achievement 2019 Achievement Change in Gap
Proficiency Gap to White Proficiency Gap to White 2018 to 2019
Peers Peers
Black Math 29.3 24.9 32.1 23.4 -1.5
Hispanic Math 31.8 22.4 34.6 20.9 -1.5
American Indian/ Alaskan Native Math 36.3 17.9 40 15.5 -2.4
White Math 54.2 N/A 55.5 N/A N/A
Asian/ Pacific Islander Math 71.2 N/A 73.4 N/A N/A
12
2019 Summary – ELA Proficiency and
Achievement Gap
30.0%
28.0%
26.0%
24.0%
21.9%
22.0%
19.8%
20.0% 20.7%
18.1%
19.1% 17.3%
18.0%
16.6% 15.9%
16.1% 17.8%
16.0% 16.7%
14.3%
15.5%
14.0% 13.3%
12.1%
12.0%
10.0%
2015 2016 2017 2018 2019
Black/White Hispanic/White American Indian-Alaskan Native/ White
13
2019 Summary – Math Proficiency and
Achievement Gap
30.0%
28.4%
28.0% 27.0%
26.0%
26.0% 25.1% 24.9%
24.3%
24.0% 23.4% 23.4%
22.4%
22.0% 20.9%
20.5%
20.0% 19.0% 19.1%
17.9%
18.0%
16.0% 15.5%
14.0%
12.0%
10.0%
2015 2016 2017 2018 2019
Black/White Hispanic/White American Indian-Alaskan Native/ White
14
2019 Summary – Charter Schools
• Charter school students’ proficiency on the ELA and math
exams was higher for students attending charter schools
in NYC than the rest of state.
• # Charter Students Statewide who took ELA: 70,555
(7.1% of test takers statewide)
• # Charter Students Statewide who took Math: 67,297
(7.1% of test takers statewide)

Percentage Point
2018 2019
Change
Charter Schools Combined Grades ELA 54.0 54.0 0.0
NYC Charter Combined Grades ELA 57.3 57.3 0.0
Charter Schools Combined Grades Math 55.8 58.9 3.1
NYC Charter Combined Grades Math 59.6 63.2 3.6
15
Test Refusal Rate
Continues to Decline
• In 2019, the test refusal rate was approximately 16%.
• That is a two-percentage-point drop from 18% in
2018.
16
2019
Grades 3-8
ELA Test Results
17
Student Proficiency Statewide in ELA
The percentage of students who met or exceeded the
ELA proficiency standard (Levels 3 and 4) is 45.4% in 2019
*Due to the change in 2018 to the two-session test design and performance standards,
2017 2018 2019 the 2017 Grades 3-8 ELA and Math results cannot be compared with 2018 and 2019 results.
84.7%
82.2%
81.4%
81.1%
80.5%
79.3%
78.8%
78.3%
75.9%
75.7%
74.6%
73.7%
72.2%
72.2%
71.4%
70.9%
69.4%
68.8%
67.2%
67.0%
64.1%
52.3%
50.5%
49.0%
47.7%
47.7%
47.6%
47.4%
47.1%
45.5%
45.4%
45.2%
42.9%
41.9%
41.2%
40.0%
39.8%
39.7%
37.5%
36.6%
35.4%
32.4%
2& 3& 2& 3& 2& 3& 2& 3& 2& 3& 2& 3& 2& 3&
above above above above above above above above above above above above above above
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Combined

Grades
Percentage of All Test Takers Statewide in 2017, 2018, and 2019 who scored at Level 2 and Above and Level 3 and
Above by Grade Level
18
15.3%
32.4%
45.2%
Grade 3
7.1%
20.7%
31.5%
31.5%
Grade 4
16.2%
35.9%
26.6%
21.9%
Level 1
Grade 5
15.6%
31.2%
Level 2
21.7%
18.1%
Grade 6
29.0%
Level 3
30.6%
29.6%
25.2%
Grade 7
14.5%
Level 4
18.6%
33.8%
27.5%
Grade 8
20.1%
2019 Statewide Performance in ELA
25.4%
29.2%
28.4%
Grades
Combined
17.0%
19
NYC Student Performance Exceeded the State in ELA
Students who met or exceeded the ELA proficiency standard (Levels 3 and 4) is 47.4% in 2019.
2017
2018 *Due to the change in 2018 to the two-session test design and performance standards,
the 2017 Grades 3-8 ELA and Math results cannot be compared with 2018 and 2019 results.
2019
84.4%
83.8%
83.6%
81.8%
81.2%
80.7%
80.4%
79.4%
75.4%
76.5%
76.1%
74.2%
73.7%
72.1%
71.2%
71.2%
69.7%
69.4%
67.2%
67.0%
64.5%
53.3%
50.8%
50.6%
50.6%
49.6%
49.4%
49.0%
48.4%
47.5%
47.4%
46.7%
42.7%
43.3%
42.7%
42.6%
42.0%
40.6%
39.8%
38.0%
36.1%
32.3%
2& 3& 2& 3& 2& 3& 2& 3& 2& 3& 2& 3& 2& 3&

Grades
Percentage of All NYC Test Takers in 2017, 2018, and 2019 who scored at Level 2 and Above and Level 3 and Above by
Grade Level
20
15.6%
31.1%
43.9%
Grade 3
9.4%
20.6%
29.8%
30.6%
Grade 4
19.0%
35.5%
24.7%
21.8%
Level 1
Grade 5
18.0%
30.6%
Level 2
21.0%
17.2%
Grade 6
31.2%
Level 3
28.8%
28.4%
24.9%
Grade 7
17.8%
Level 4
16.2%
33.2%
2019 NYC Performance in ELA
27.8%
Grade 8
22.8%
24.6%
28.0%
27.7%
Grades
Combined
19.7%
21
2017 Big 5 City District Performance in ELA
2018
2019
76.5%
75.7%
75.4%
74.6%
74.2%
73.7%
65.7%
63.3%
61.0%
53.2%
52.7%
47.4%
46.7%
45.7%
45.4%
45.2%
40.6%
41.1%
40.0%
39.8%
38.9%
38.5%
36.7%
32.3%
31.5%
29.6%
26.7%
24.7%
23.4%
17.8%
17.7%
15.4%
13.2%
13.1%
11.4%
7.6%
2& 3& 2& 3& 2& 3& 2& 3& 2& 3& 2& 3&
above above above above above above above above above above above above
NYC Buffalo Rochester Syracuse Yonkers Total Public
Percentage of All Test Takers in 2017, 2018, and 2019 who scored at Level 2 and Above and Level 3 and
Above by Combined Grades
22
Statewide Performance in ELA by
Need/Resource Group
Low-need districts continue to outperform other groups. In addition, Charter Schools and NYC exceed the
performance of public schools statewide.
2017 the 2017 Grades 3-8 ELA and Math results cannot be compared with 2018 and 2019 results.
2018
64.8%
2019
64.7%
60.1%
54.0%
54.0%
47.4%
46.7%
45.4%
45.2%
45.0%
44.5%
43.7%
40.6%
40.1%
39.8%
33.2%
32.5%
28.1%
28.0%
27.8%
23.2%
22.3%
19.7%
17.5%
NYC Large City Urban-Suburban Rural Average Low Charter Total Public
High Need Districts
Percentage of All Test Takers in 2017, 2018, and 2019 who scored at Level 3 and Above by
Combined Grades
23
Statewide Performance in ELA by Race and Ethnicity
While the achievement gap between black, Hispanic and American Indian/ Alaskan Native students and their white peers
continues to narrow, much work remains to be done to close the gap
2017 2018 2019 *Due to the change in 2018 to the two-session test design and performance standards,
87.8%
87.6%
86.6%
81.2%
80.1%
79.9%
71.0%
70.3%
69.2%
68.8%
67.8%
67.6%
67.1%
66.7%
66.4%
66.2%
65.0%
60.8%
51.8%
51.2%
47.1%
39.1%
38.5%
35.7%
35.3%
35.1%
34.5%
32.7%
29.2%
29.0%
2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above
Asian/Pacific American
Islander Black Hispanic Indian/Alaska White
Native
Percentage of All Test Takers in 2017, 2018, and 2019 who scored at Level 2 and Above and Level 3 and Above by
Combined Grades
24
NYC Performance in ELA by Race and Ethnicity
NYC’s performance by race and ethnicity parallels statewide public school performance.
88.4%
88.1%
87.9%
87.4%
87.2%
86.9%
74.5%
74.5%
73.6%
70.3%
69.1%
68.8%
67.9%
67.5%
67.2%
67.2%
67.1%
66.6%
66.5%
61.0%
61.0%
43.8%
42.8%
37.4%
36.5%
36.0%
35.0%
34.0%
29.7%
28.9%
Asian/Pacific Black Hispanic American White

Islander Indian/Alaska
Native
Percentage of All Test Takers in 2017, 2018, and 2019 who scored at Level 2 and Above and Level 3 and Above
by Combined Grades
25
Girls Continued to Outperform Boys
Statewide in ELA in 2019
2017
2019
81.0%
79.4%
79.1%
70.8%
69.9%
68.6%
51.4%
51.1%
46.0%
39.9%
39.4%
33.9%
2 & above 3 & above 2 & above 3 & above
Females Males
Percentage of All Test Takers Scoring at Level 2 and Above and Level 3 and Above for 2017, 2018, and 2019 Combined Grades by
Gender
26
Across all Race and Ethnicity groups, girls continued
to perform better than boys in ELA statewide
Females
90.5%
Males
85.0%
84.2%
75.9%
75.8%
73.3%
72.9%
71.9%
65.0%
62.7%
62.5%
60.1%
57.2%
45.6%
44.3%
41.6%
41.2%
34.0%
30.3%
29.1%
2& 3& 2& 3& 2& 3& 2& 3& 2& 3&
above above above above above above above above above above
Asian/ Black Hispanic American White
Pacific Indian/Alaska
Islander Native
Percentage of All Test Takers Scoring at Level 2 and Above and Level 3 and Above for 2019 by
Gender and Race and Ethnicity
27
Charter School Performance in ELA
NYC charter schools outperformed rest of state charters in ELA.
86.5%
85.3%
83.9%
83.9%
82.7%
81.3%
75.7%
74.6%
73.7%
72.4%
71.4%
69.8%
57.3%
57.3%
54.0%
54.0%
48.2%
45.4%
45.2%
45.0%
39.8%
39.1%
39.1%
30.8%
2 & above 3 & above 2 & above 3 & above 2 & above 3 & above 2 & above 3 & above
NYC Charters Rest of State Charters All Charters Total Public
Percentage of All Test Takers in 2017, 2018, and 2019 who scored at Level 2 and Above and Level 3 and Above
by Combined Grades
28
Statewide English Language Learner
Performance in ELA
Ever ELLs performed better than Total Public in ELA.
87.6%
86.9%
85.8%
78.3%
77.0%
76.4%
75.7%
74.6%
2017
73.7%
2018
2019
55.0%
54.7%
48.0%
48.0%
45.4%
45.2%
45.2%
42.6%
39.8%
39.6%
36.9%
32.4%
9.2%
8.7%
5.2%
Current ELLs1 Ever ELLs2 Never ELLs3 Total Public
1Students identified as ELL during the reported year.

2Students identified as ELL any year prior to the reported year but not including the reported year.
3Students never reported to have received ELL services.
29
NYC English Language Learners
2017
Performance in ELA
*Due to the new two-session test design and performance standards,
2018 the 2018 Grades 3-8 ELA and Math results cannot be compared with prior-year results.
90.0%
89.4%
88.4%
2019
79.9%
78.8%
77.9%
75.7%
74.6%
73.7%
59.3%
58.7%
51.5%
50.8%
49.1%
45.4%
45.2%
44.7%
41.3%
39.8%
38.5%
34.6%
9.9%
9.3%
5.6%

Statewide
30
Students with Disabilities Performance in ELA
13.9% of students with disabilities met or exceeded the ELA proficiency standard (Levels 3 and 4) in 2019,
and the percentage of students scoring at Level 2 or above is 42.4%.
82.2%
81.3%
80.9%
2017
2018
2019
52.0%
51.7%
46.0%
44.3%
42.4%
38.6%
13.9%
13.8%
9.3%
2 & above Students with Disabilities 3 & above Students with Disabilities 2 & above General Education 3 & above General Education
31
NYC Students with Disabilities
Performance in ELA
16.1% of Students with Disabilities in NYC met or exceeded the ELA proficiency standard (Levels 3 and 4)
in 2019.
84.3%
83.6%
82.8%
2017
2018
2019
56.2%
55.2%
48.6%
48.2%
46.3%
42.2%
16.1%
15.8%
10.7%
32
2019
Grades 3-8
Math Test Results
33
Student Proficiency Statewide in Math
Students who met or exceeded the proficiency standard (Levels 3 and 4) is 46.7% in 2019.
ESSA eliminated unnecessary double testing and allowed accelerated math students to participate in high school math Regents
Exams instead of the Grade 7 or 8 Math Test, which may lower the percentage proficient in Grades 7 and 8 as compared to other
grades. Note: Accelerated math course availability varies by district and school.
2017 2018 2019
78.5%
76.9%
75.8%
75.3%
74.2%
73.2%
71.6%
70.3%
70.1%
70.0%
69.7%
69.5%
68.9%
68.0%
67.9%
67.3%
67.0%
66.8%
61.5%
61.4%
58.5%
54.5%
53.8%
50.4%
48.4%
48.2%
47.0%
46.7%
46.3%
44.5%
44.2%
43.6%
43.5%
43.1%
43.0%
41.3%
40.2%
39.8%
37.7%
33.2%
30.0%
21.6%
2& 3& 2& 3& 2& 3& 2& 3& 2& 3& 2& 3& 2& 3&

Grades
The Percentage of All Test Takers Statewide in 2017, 2018, and 2019 who scored at Level 2 and Above and
Level 3 and Above by Grade Level
34
2019 Statewide Performance in Math
The percentage of students at each performance level by grade level.
38.5%
32.0%
30.4%
30.0%
29.7%
28.4%
28.3%
26.5%
26.5%
26.3%
24.8%
24.4%
24.1%
24.1%
24.1%
23.9%
23.8%
23.3%
23.1%
23.1%
22.8%
22.6%
21.8%
21.8%
21.5%
20.6%
19.8%
13.5%
Level 1 Level 2 Level 3 Level 4 Grades
35
NYC Student Proficiency in Math Increased
Students who met or exceeded the proficiency standard (Levels 3 and 4)
is 45.6% in 2019.
2017 2018 2019 *Due to the change in 2018 to the two-session test design and performance standards,
77.7%
75.7%
74.3%
73.7%
72.3%
70.4%
69.9%
67.9%
67.5%
67.3%
66.8%
67.0%
65.7%
65.3%
65.2%
64.7%
64.3%
64.2%
62.7%
61.7%
59.1%
53.2%
52.2%
49.4%
46.4%
46.1%
46.0%
45.6%
43.9%
42.7%
42.1%
41.7%
40.8%
40.0%
39.9%
39.8%
37.8%
36.1%
36.0%
35.9%
33.2%
24.2%
2& 3& 2& 3& 2& 3& 2& 3& 2& 3& 2& 3& 2& 3&

Grades
Percentage of All NYC Test Takers in 2017, 2018, and 2019 who scored at Level 2 and Above
and Level 3 and Above by Grade Level
36
2019 NYC Performance in Math
38.3%
33.0%
32.7%
32.1%
30.1%
29.0%
27.4%
26.4%
26.1%
25.8%
25.7%
24.4%
24.4%
24.3%
24.2%
23.9%
23.3%
23.1%
22.8%
22.3%
22.0%
21.7%
21.2%
20.6%
20.0%
19.3%
18.2%
17.8%
Grades
Level 1 Level 2 Level 3 Level 4
37
Big 5 City District Performance in Math
NYC remains the top performer among the Big 5 districts while Yonkers is the second highest in Math.
2017
2018 grades. Note: Accelerated math course availability varies by district and school.
71.6%
69.9%
69.7%
69.5%
67.5%
66.8%
58.6%
58.8%
56.3%
46.7%
45.6%
44.5%
42.7%
42.4%
42.2%
41.2%
40.2%
37.8%
34.6%
33.0%
32.3%
30.5%
29.9%
29.4%
28.3%
27.8%
27.6%
21.0%
20.9%
17.2%
14.7%
13.5%
13.0%
11.0%
10.7%
7.9%
2& 3& 2& 3& 2& 3& 2& 3& 2& 3& 2& 3&
above above above above above above above above above above above above
NYC Buffalo Rochester Syracuse Yonkers Total Public
38
Statewide Performance in Math by
Need/Resource Group
In 2019, low-need districts continued to outperform other groups. Charter schools and average need districts
outperformed the total public population.
69.4%
67.9%
64.6%
2017 2018 2019
58.9%
55.8%
48.7%
48.2%
47.7%
46.7%
45.6%
44.5%
44.2%
42.7%
40.2%
37.8%
35.9%
35.2%
31.4%
28.0%
25.6%
22.4%
21.4%
19.2%
16.7%
NYC Large City Urban-Suburban Rural Average Low Charter Total Public
High Need Districts
Percentage of All Test Takers in 2017, 2018, and 2019 who scored at Level 3 and Above by Combined Grades
39
Statewide Performance in Math by Race and Ethnicity
Among black, Hispanic and America Indian/Alaskan Native students, the achievement gap with their white peers
continued to narrow but persists statewide.
2017 2018 2019
89.3%
88.0%
87.8%
80.2%
79.9%
79.4%
73.4%
71.2%
67.2%
66.3%
62.4%
62.3%
62.3%
59.6%
59.1%
58.0%
55.5%
55.2%
54.4%
54.2%
50.4%
40.0%
36.3%
34.6%
32.1%
31.8%
31.3%
29.3%
27.0%
24.4%

Native
40
NYC Performance in Math by Race and Ethnicity
90.0%
89.0%
88.5%
86.0%
84.2%
84.2%
74.4%
72.2%
68.2%
67.8%
66.6%
64.0%
63.8%
63.6%
61.6%
59.0%
58.9%
58.1%
56.2%
53.4%
52.6%
42.6%
38.2%
33.2%
33.1%
30.3%
28.3%
25.4%
25.3%
20.7%

Native
Percentage of All NYC Test Takers Scoring at Level 2 and Above and Level 3 and Above for 2017, 2018, and 2019
by Combined Grades
41
Girls Continued to Outperform Boys
Statewide in Math in 2019
2017 2018 2019
72.9%
71.1%
71.1%
70.3%
68.4%
67.9%
47.1%
46.4%
45.1%
44.1%
40.7%
39.7%
2 & above 3 & above 2 & above 3 & above
Females Males
Percentage of All Test Takers Scoring at Level 2 and Above and Level 3 and Above for 2017, 2018, and 2019
by Combined Grades by Gender
42
Across all Race and Ethnicity groups, girls
performed better than boys in math statewide
90.0%
88.7%
Females
81.2%
79.3%
Males
73.6%
73.2%
68.4%
64.4%
63.4%
61.3%
61.3%
55.5%
55.5%
54.8%
40.6%
39.4%
34.7%
34.6%
34.5%
29.9%
2& 3& 2& 3& 2& 3& 2& 3& 2& 3&
above above above above above above above above above above
Asian/ Black Hispanic American White

Pacific Indian/Alaska
Islander Native
Percentage of All Test Takers scoring at Level 2 and Above and Level 3 and Above for 2019 by Gender and Race and Ethnicity
43
Charter School Performance in Math
NYC charter schools outperformed rest of state charters in Math.
2017
2019
84.5%
82.3%
81.4%
80.4%
79.2%
77.7%
71.6%
69.7%
69.5%
67.5%
65.6%
65.2%
63.2%
59.6%
58.9%
55.8%
51.7%
48.2%
46.7%
44.5%
40.2%
39.7%
38.4%
32.4%
NYC Charters Rest of State Charters All Charters Total Public
The Percentage of All Test Takers in 2017, 2018, and 2019 who scored at Level 2 and Above and Level 3
and Above Combined Grades
44
Statewide English Language Learner
Performance in Math
Ever ELLs performed better than Never ELLs and Total Public in Math.
83.4%
81.1%
79.3%
2017
73.9%
72.2%
72.1%
71.6%
69.7%
69.5%
2018
2019
57.8%
54.1%
49.1%
47.0%
46.8%
46.7%
44.5%
42.7%
41.4%
40.2%
39.2%
38.5%
17.0%
16.1%
13.2%

45
NYC English Language Learner
Performance in Math
85.2%
83.1%
80.9%
2017
72.0%
71.6%
69.7%
69.7%
69.5%
69.1%
2018
61.1%
2019
57.2%
49.7%
47.8%
46.7%
44.9%
44.5%
44.3%
42.4%
41.4%
40.2%
40.1%
18.9%
18.0%
14.7%

Statewide
46
Students with Disabilities Performance in Math
16.2% of Students with Disabilities met or exceeded the math proficiency standard (Level 3 and 4) in 2019.
78.7%
76.9%
76.6%
2017
2018
2019
53.2%
50.8%
46.0%
38.0%
35.3%
34.6%
16.2%
14.6%
11.4%
Percentage of All Test Takers Scoring at Level 2 and Above and Level 3 and Above for 2017, 2018, and 2019 by Combined
Grades
47
NYC Students with Disabilities
Performance in Math
17.5% of Students with Disabilities in NYC met or exceeded the math proficiency standard (Level 3 and 4)
in 2019.
78.0%
2017
75.9%
74.9%
2018
2019
53.4%
50.2%
44.6%
41.0%
37.5%
36.2%
17.5%
15.4%
11.8%
Percentage of All Test Takers Scoring at Level 2 and Above and Level 3 and Above for 2017, 2018, and 2019 by Combined
Grades
48
2019
Test Refusal Data
49
Test Refusal Data on 3-8 ELA and Math
Assessments
The test refusal rate continues to trend down – three

percentage points from 2017 and two from 2018.
2017 2018 2019

Test Test Test
Refusal Refusal Refusal
19% 18% 16%
50
2019 Test Refusal Students by
Need/Resource Group
Of the total test refusals statewide, the most are from average and low need districts.
50.9%
50.8%
28.8%
26.9%
8.3%
8.1%
7.6%
7.4%
4.3%
3.9%
1.1%
0.9%
0.6%
0.5%
ELA Math ELA Math ELA Math ELA Math ELA Math ELA Math ELA Math
New York City Big 4 Cities High Need High Need Rural Average Need Low Need Charter
Urban/Suburban
Percentage by Combined Grades
*This data shows that out of test refusal students statewide, which percentage came from each Need/Resource Group.
This data does NOT represent the test refusal rate of each Need/Resource Group.
51
Conclusion
• All race and ethnicity groups made progress, continuing to
slowly close the achievement gap
• Emphasis on fostering equity and closing gaps will continue
through:
 implementing NY’s ESSA plan;
 our My Brother’s Keeper movement;
 a renewed focus on IDEA compliance;
 placing emphasis on importance of early learning;
 expanding opportunities for parent and family engagement; and
 educating the whole child through social emotional learning,
culturally responsive-sustaining education and school climate
initiatives.
52

2019 3 8 Test Results Presentation

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2019 3 8 Test Results Presentation

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Measuring Student Proficiency

• NY’s ESSA plan is a set of interlocking strategies to promote

• NY’s ESSA plan goes beyond ELA and math to include

• NY’s ESSA strategies to foster equity include to:

• NYSED will collect data for these ESSA indicators to see if

• NY’s ESSA plan will evolve over time to add additional

• New York’s ESSA Plan:

• In 2019, identified 106 Target Districts, 245 Comprehensive

• In 2019, identified 562 Recognition Schools

• Work continues through partnerships with BOCES and Teacher

• The Department remains committed to transitioning to CBT to:

% of Students Proficient in Grades 3-8

Statewide Combined Grades Math 44.5 46.7 2.2 948,606

% of Students Proficient in Grades 3-8

Statewide Combined Grades Math 44.5 46.7 2.2

% of Students Proficient in Math in Grades 3-8

Black/White Hispanic/White American Indian-Alaskan Native/ White

20.0% 19.0% 19.1%

Black/White Hispanic/White American Indian-Alaskan Native/ White

% of Students Proficient in Grades 3-8

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Combined

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Combined

NYC Buffalo Rochester Syracuse Yonkers Total Public

High Need Districts

Asian/Pacific Black Hispanic American White

NYC Charters Rest of State Charters All Charters Total Public

Current ELLs1 Ever ELLs2 Never ELLs3 Total Public

1Students identified as ELL during the reported year.

Current ELLs1 Ever ELLs2 Never ELLs3 Total Public

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Combined

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Combined

NYC Buffalo Rochester Syracuse Yonkers Total Public

High Need Districts

Asian/Pacific Black Hispanic American White

Asian/Pacific Black Hispanic American White

Asian/ Black Hispanic American White

NYC Charters Rest of State Charters All Charters Total Public

Current ELLs1 Ever ELLs2 Never ELLs3 Total Public

1Students identified as ELL during the reported year.

Current ELLs1 Ever ELLs2 Never ELLs3 Total Public

The test refusal rate continues to trend down – three

2017 2018 2019

Percentage by Combined Grades

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