State Accountability Resource Tool (StART) Educator Guide

Introduction

The NYCDOE State Accountability Resource Tool (StART) shares publicly available New York State Education Department (NYSED) accountability data for New York City public schools in an intuitive and user-friendly way. The StART links to other school performance tools such as the School Performance Dashboard, School Quality Guide, Renewal/Receivership Reports as well as New York state’s https://data.nysed.gov public reporting site.

The StART is organized into three different modules that focus on a different aspect of publicly available state accountability data:

• The first module provides information on a school’s accountability designation for the current and prior years.
• The second module has tools geared towards helping schools understand the new state accountability system under the Every Student Succeeds Act (ESSA) including their performance under this new system.
• The third module is a data explorer that allows schools to visualize their performance on various measures such as Student Growth and Graduation Rate over time and by student subgroup.

This Educator Guide is a companion to the StART and provides more detailed information about New York State’s school accountability system including metrics, designations and terms.

ESSA Accountability

Overview

In December 2015 President Obama signed into law the Every Student Succeeds Act (ESSA) which is the latest reauthorization of the Elementary and Secondary Education Act (ESEA). ESSA required that states submit plans that outlined how they would implement requirements under ESSA including those related to how schools would be held accountability for performance. The New York State Education Department (NYSED) submitted its plan to the United States Department of Education (USDE) in September 2017 and received final approval for its plan from USDE in January 2018.

ESSA replaces the previous identification system and categories (Priority Schools, Focus Districts and Focus Schools, Local Assistance Plan Schools and Reward Schools - for more information on No Child Left Behind, see NCLB in the Appendix below) with Comprehensive Support & Improvement (CSI) Schools, Targeted Support & Improvement (TSI) Schools, Target Districts and Recognition Schools using a new identification process. The new identification process takes on a multiple measures approach and includes academic and non-academic measures of school performance. This new identification process will be implemented in school year 2018‑19 (based on data from the 2017‑18 school year and data from other prior years). As a result a new round of school designations will be made in school year 2018‑19.

The ESSA law requires each state to identify at least five percent of schools as in need of “Comprehensive Support and Improvement” based on poor performance on exam results, exam participation, graduation (for HS), and at least one other indicator which may be non-academic (e.g. chronic absenteeism). Using the same methods described above for identifying schools for Comprehensive Support and Improvement, NYSED will also identify schools that have accountability subgroups that are consistently underperforming as Targeted Support & Improvement, which will be required to develop and implement a school-level targeted support and improvement plan.

Under New York State’s new accountability system there are six measures at the elementary-middle school level:

• Composite Performance Index (CPI)
• Growth
• Combined Academic (CPI/Growth)
• English Language Proficiency (ELP) Progress
• ELA/Math Progress
• Chronic Absenteeism

There are seven accountability measures at the secondary level:

• Composite Performance Index (CPI)
• Graduation Rate
• Combined Academic (CPI/Graduation Rate)
• English Language Proficiency (ELP) Progress
• ELA/Math Progress
• Chronic Absenteeism
• College, Career & Civic Readiness (CCCRI)

Performance on these measures is converted to an Achievement Level that ranges in value from 1 to 4. The achievement levels are then used to determine which of the aforementioned state accountability designations (Recognition, CSI and TSI) a school will receive. It is also important to note that schools can be identified to receive interventions if they demonstrate low performance (i.e. achievement level is equal to 1) on any accountability measure or if a school has consistently low participation rates on statewide assessments.

Metrics

Elementary-Middle Level Composite Performance Index (EMS Only)

Indicator Inclusion Rules

To be included in this calculation, a student must be continuously enrolled (i.e., enrolled on BEDS day and through test administration period) and be enrolled in grades 3-8.

N-Size Requirement

A minimum of 30 student test results combined for ELA, Math and Science is needed for performance on this measure to be calculated. If there are less than 30 student test results in the current year, data from the prior year will be combined to help the school meet the n-size requirement. If after combining data from the current and prior years the student group meets the n-size requirement the state will calculate performance on this measure.

Summary

The Composite Performance Index (CPI) metric at the elementary and middle school level measures achievement on state assessments in ELA, math and science for all students and each accountability subgroup. The following assessments are used to determine CPI at the EMS level for 2017-18:

Elementary ⁄ Middle-Level Assessments That Can Be Used for Performance

Assessment	Eligible Students	Accountability Level ⁄ Score
Grades 3–8 New York State Testing Program (NYSTP) Assessments in ELA and Mathematics	All students (general education & students with disabilities)	Acc Level 4 Acc Level 3 Acc Level 2 Acc Level 1
New York State Grade 4 Elementary-Level Science Test	All students (general education & students with disabilities)	Acc Level 4 (85–100) Acc Level 3 (65–84) Acc Level 2 (45–64) Acc Level 1 (0–44)
New York State Grade 8 Middle-Level Science Test	All students (general education & students with disabilities)	Acc Level 4 (85–100) Acc Level 3 (65–84) Acc Level 2 (44–64) Acc Level 1 (0–43)
Regents Algebra I & Geometry Taken in lieu of Grades 7 and 8 NYSTP Math Tests	All students (general education & students with disabilities)	Acc Level 4 (85–100) Acc Level 3 (80–84) Acc Level 2 (65–79) Acc Level 1 (0–64)
Regents Algebra II Taken in lieu of Grades 7 and 8 NYSTP Math Tests	All students (general education & students with disabilities)	Acc Level 4 (85–100) Acc Level 3 (78–84) Acc Level 2 (65–77) Acc Level 1 (0–64)
Regents Science Tests In lieu of Grade 8 Middle-Level Science Test	All students (general education & students with disabilities)	Acc Level 4 (85–100) Acc Level 3 (65–84) Acc Level 2 (55–64) Acc Level 1 (0–54)
New York State Alternate Assessment in ELA (Grades 3–8 Equivalent), Mathematics (Grades 3–8 Equivalent), and Science (Grades 4 and 8 Equiv210nt)	Students with severe cognitive disabilities	Acc Level 4 (Level 4) Acc Level 3 (Level 3) Acc Level 2 (Level 2) Acc Level 1 (Level 1)

The CPI metric uses two sets of performance indices (PIs).

• The first set of PIs is formally referred to as the Core Subject Performance Index, which is a value from 0-250 and includes ELA, math and science results computed using only the results from continuously enrolled students with valid test scores.
• The second set of PIs is formally referred to as the Weighted Academic Achievement Index, which is a value from 0-250 and includes ELA, math and science results computed using as the denominator the greater of the percentage of continuously enrolled students with valid test score or 95% of continuously enrolled students.

A school’s performance on the two sets of PIs (Core Subject Performance Index and Weighted Academic Achievement Index) is ranked separately and then converted to an achievement level using the table shown below.

Performance Index Percentile Rank to Achievement Level

Rank	Level
10% or Less	1
10.1 to 50%	2
50.1 to 75%	3
Greater than 75%	4

The two achievement levels are then combined resulting in a value of 2-8 to create the Composite Performance Index (CPI). A final rank is then performed on the CPI by first sorting schools using their combined achievement level (value from 2-8) and then by taking the value of the higher ranked set of PIs (Core Subject Performance Index or Weighted Academic Achievement Index). Using the same table shared above, schools are assigned a level 1-4 achievement level for the Composite Performance Index.

For more information on how to calculate CPI see the Appendix.

Secondary Level Composite Performance Index (HS Only)

Indicator Inclusion Rules

Students must be part of the 4-Year Accountability Cohort as of June 30th of the current reporting year in ELA, Math, Science, and Social Studies.

N-Size Requirement

A minimum of 30 student test results combined for ELA, Math, Science and Social Studies is needed for performance on this measure to be calculated. If there are less than 30 student test results in the current year, data from the prior year will be combined to help the school meet the n-size requirement. If after combining data from the current and prior years the student group meets the n-size requirement the state will calculate performance on this measure.

Summary

The Composite Performance Index (CPI) metric at the secondary level measures the achievement on state assessments in ELA, math, science and social studies for each student subgroup. Using the high school accountability cohort as the denominator a PI ranging in value from 0 to 250 is calculated for ELA, math, science and social studies separately. The following assessments are used to calculate PIs at the secondary level for 2017-18:

Secondary-Level Assessments That Can Be Used for Performance

Assessment	Eligible Students	Accountability Level/Score
Regents English	All students (general education & students with disabilities)	Acc Level 4 (85–100) Acc Level 3 (79–84) Acc Level 2 (65–78) Acc Level 1 (0–64)
Approved Alternatives to Regents English & Math	All students (general education & students with disabilities)	Acc Level 3 (Pass) Acc Level 1 (Fail)
Regents Algebra I & Geometry	All students (general education & students with disabilities)	Acc Level 4 (85–100) Acc Level 3 (80–84) Acc Level 2 (65–79) Acc Level 1 (0–64)
Regents Algebra II	All students (general education & students with disabilities)	Acc Level 4 (85–100) Acc Level 3 (78–84) Acc Level 2 (65–77) Acc Level 1 (0–64)
New York State Alternate Assessment in ELA & Math (Secondary Level)	Students with severe cognitive disabilities	Acc Level 4 (Level 4) Acc Level 3 (Level 3) Acc Level 2 (Level 2) Acc Level 1 (Level 1)

The CPI is then calculated by taking a weighted average (ELA and math PIs are given a weight of 3, science PI a weight of 2 and social studies PI a weight of 1) of these four PIs. A school’s performance on the CPI metric is ranked against the performance of all secondary level schools across the state and converted to an achievement level using the table shown below.

Performance Index Percentile Rank to Achievement Level

Rank	Level
10% or Less	1
10.1 to 50%	2
50.1 to 75%	3
Greater than 75%	4

For more information on how to calculate CPI see the Appendix.

Growth (EMS Only)

Indicator Inclusion Rules

In order to be attributed to the Mean Growth Percentile, students must be continuously enrolled (i.e., they are enrolled on BEDS Day in the fall and assessment day in the spring). Only students who took the test in the previous grade level in the previous year and the next sequential grade level in the current year are included.

N-Size Requirement

A minimum of 30 student growth percentile (SGP) values combined in ELA and Math across three years for a student group is needed in order to compute performance on this measure.

Summary

The Growth (Mean Growth Percentile) measure at the elementary and middle school is a three-year average of ELA and math Student Growth Percentiles (SGPs) values calculated for each student subgroup. More specifically the value for this measure is calculated by summing the SGPs in ELA and math for 2017-18, 2016-17 and 2015-16 and dividing the result by the total count of SGPs in ELA and math for 2017-18, 2016-17 and 2015-16. A school’s resulting performance is then ranked against the performance of all schools in the state and assigned an achievement level using the table below.

Growth Percentile Rank to Achievement Level

Rank	Level
45 or Less	1
45.1 to 50	2
50.1 to 54	3
Greater than 54	4

For more information on the Growth measure see Measuring Student Growth for Institutional Accountability in New York.

4-Year, 5-Year and 6-Year Graduation Rate for Accountability Purposes (HS Only)

Indicator Inclusion Rules

Students must be part of the 4-Year, 5-Year or 6-Year Graduation Rate Total Cohort for Accountability as of August of the prior reporting year. Note that graduation rate for accountability purposes is lagged by one year. As an example, for the 2018-19 reporting year graduation rates from Cohort T (4-Year), Cohort S (5-Year) and Cohort R (6-Year) will be used for performance calculations.

N-Size Requirement

A minimum of 30 students in each graduation rate cohort for accountability is needed for performance on this measure to be calculated for a student group. If there are less than 30 student in a given cohort, data from the prior year will be combined to help the school meet the n-size requirement. If after combining data from the current and prior years the student group meets the n-size requirement the state will calculate performance on this measure.

Summary

At the secondary level the Four-Year Graduation Rate Cohort, Five-Year Graduation Rate Cohort and Six-Year Graduation Rate Cohort are used as a measure of performance in three distinct ways:

67% Rule

Secondary schools that do not have a Four-, Five-, or Six-Year Graduation Rate Cohort with a graduation rate at or above 67% will be automatically identified as Comprehensive Support & Improvement (CSI).

Stand Alone Graduation Rate Metric

There is a stand-alone Graduation Rate metric that measures a school’s Four-, Five-, and Six-Year Cohorts graduation rate performance against state long-term goals and state and school Measures of Interim Progress (MIPs).

Graduation Rate for Combined Measure

Finally, the state will rank each school’s graduation rate for the Four-, Five-, and Six-Year Cohorts against the performance of all schools statewide separately. It will then assign an achievement level for each cohort and then average them together and round to the nearest whole number to determine which schools are the lowest-performing (bottom 10%) for the Combined measure.

Combined Measure

Elementary-Middle Level

At the elementary-middle level the Combined measure is the sum of the rank order of the Composite Performance Index (CPI) and the rank order of the Growth measure. The sum is then ranked itself. Schools are assigned an achievement level using the table below. If the unweighted average of the Composite Performance Level and the Student Growth Level rounded down is greater than the Level resulting from the above table, the unweighted average of the Composite Performance Level and Student Growth Level rounded down shall be assigned as the Combined Composite Performance and Growth Level.

Combined Percentile Rank to Achievement Level

Rank	Level
10% or Less	1
10.1 to 50%	2
50.1 to 75%	3
Greater than 75%	4

Secondary Level

At the secondary level the Combined measure is the sum of the rank order of the Composite Performance Index (CPI) and the rank order of the Graduation Rate measure. The sum is then ranked itself. Schools are assigned an achievement level using the same table above.

Academic (ELA/Math) Progress

Indicator Inclusion Rules

At the elementary/middle level a student must be continuously enrolled (i.e., enrolled on BEDS day and through test administration period) and be enrolled in grades 3-8 in order to be included in this measure. At the secondary level a student must be part of the 4-Year Accountability Cohort as of June 30th of the current reporting year in ELA and Math.

N-Size Requirement

A minimum of 30 student test results for ELA and Math separately is needed for performance on this measure to be calculated. If there are less than 30 student test results in the current year, data from the prior year will be combined to help the school meet the n-size requirement. If after combining data from the current and prior years the student group meets the n-size requirement for ELA and Math separately the state will calculate performance for ELA Progress and Math Progress.

Summary

The Academic Progress or ELA/Math Progress metric measures how a student subgroup performs in ELA and math as reflected in the ELA and Math Performance Index calculated for the Weighted Average Achievement Index. Performance on the ELA and Math Performance Index is then compared to the state’s long-term goals and Measure of Interim Progress (MIP) and the school-specific MIP for that subgroup in a given school year.

A Long Term Goal is defined as the level of performance that each subgroup statewide and within a district and a school is expected to demonstrate five years from now. The long-term goal is computed as a specified amount of reduction between the desired end goal and the statewide baseline performance.

A Measure of Interim Progress (MIP) is defined as a target calculated by adding the yearly gap reduction goal to the “baseline performance” to determine an annual interim measure of progress, or target, for student performance.

Schools are assigned an achievement level separately for the ELA PI and Math PI using the table below.

empty table cell	Did Not Meet State Long-Term Goal	Met State Long-Term Goal	Exceeded State Long-Term Goal
Did not meet MIP	1	NA	NA
Met lower MIP	2	3	4
Met higher MIP	3	4	4

The two achievement levels are then averaged together and rounded down to determine an overall achievement level for this measure.

ELL Progress

Indicator Inclusion Rules

At the elementary/middle and secondary level a student must be continuously enrolled (i.e., enrolled on BEDS day and through test administration period) and have a current and prior year NYSESLAT result. Continuously enrolled students who scored commanding on their first NYSESLAT administration are also included.

N-Size Requirement

A minimum of 30 student test results is needed for performance on this measure to be calculated. If there are less than 30 student test results in the current year, data from the prior year will be combined to help the school meet the n-size requirement. If after combining data from the current and prior years the student group meets the n-size requirement the state will calculate performance on this measure.

Summary

The English Language Proficiency (ELP) Progress metric measures the progress of English Language Learners (ELLs) in meeting their individual goals on the New York State English as a Second Language Achievement Test (NYSESLAT) using a Success Ratio. Continuously enrolled ELLs with a current and prior year NYSESLAT are counted in the denominator of the Success Ratio while only students who make annual progress towards meeting their expected goals towards English Language Proficiency are included in the numerator of the Success Ratio.

For more information on the ELP progress measure see New York State's ESSA Plan for Growth in English Language Proficiency (ELP) Webinar.

Chronic Absenteeism

Indicator Inclusion Rules

To be included in this calculation, a student must be enrolled in a school or district for a minimum of ten instructional days that school year and be in attendance at least one of those days. Suspensions are not counted as excused or unexcused absences, as suspended students are required to be provided with instruction while they are suspended.

N-Size Requirement

A minimum of 30 students is needed for performance on this measure to be calculated for a student group. If there are less than 30 students in the current year, data from the prior year will be combined to help the school meet the n-size requirement. If after combining data from the current and prior years the student group meets the n-size requirement the state will calculate performance on this measure.

Summary

The Chronic Absenteeism (CA) metric measures the percentage of students, for each student subgroup who miss 10% or more of the school year against state long-term goals and state and school MIPs. This is the one indicator for which more than one school can be accountable for a student in a given school year.

College, Career & Civic Readiness Index (HS Only)

Indicator Inclusion Rules

To be included in this calculation, a student must be a part of member of the 4-Year Graduation Rate Cohort as of June 30th of the reporting year.

N-Size Requirement

A minimum of 30 students is needed for performance on this measure to be calculated for a student group. If the current reporting year 4-year graduation rate cohort (e.g., 2014 4-year grad rate cohort) plus the number of students not in that cohort but who are English Language Learners (ELLs) and earned a Regents Diploma and a Seal of Biliteracy is less than 30, the number of students in the current year is added to the prior reporting year’s 4-year graduation rate cohort. If the 2- year sum is still less than 30, no index is calculated for the subgroup and the school/district is not accountable for that subgroup.

Summary

The College, Career & Civic Readiness Index (CCCRI) metric at the secondary level measures the percentage of students in the accountability cohort who are leaving school prepared for college, career and civic readiness as measured by diplomas, credentials, advanced course credits and enrollment, career and technical education certifications, high school equivalency diplomas and other similar indicators against State long-term goals and State and school MIPs. Each measure within the CCCR Index is weighted based on the table below:

Achievement Order of Precedence and Weighting

Order of Precedence	CCCR Achievement	Weight
1	Regents Diploma with Advanced Designation	2.0
2	Regents Diploma or Local Diploma with CTE Endorsement	2.0
3	Cohort Regents Diploma with Seal of Biliteracy	2.0
4	Annual Regents Diploma with Seal of Biliteracy	2.0
5	Regents Diploma and a score of 3 or higher on an AP Exam	2.0
6	Regents Diploma and a score of 4 or higher on IB exam	2.0
7	Regents Diploma and P-Tech credit	2.0
8	Regents Diploma with Smart Scholars	2.0
9	Regents Diploma and high school dual enrollment credit	2.0
10	(2018‑19 and beyond) Regents Diploma and the receipt of an industry-recognized credential or passage of nationally certified CTE examination	2.0
11	Skills and Achievement Commencement Credential with an average score of 4 on the New York State Alternate Assessment Examinations (NYSAA) in language arts, mathematics, and science.	2.0
12	Regents Diploma and high school credit earned through an AP or IB enrollment course	1.5
13	Regents Diploma with CDOS endorsement	1.5
14	Skills and Achievement Commencement Credential with an average score of 3 on the New York State Alternate Assessment Examinations (NYSAA) in language arts, mathematics, and science	1.5
15	Regents Diploma	1.0
16	Local Diploma	1.0
17	Skills and Achievement Commencement Credential with an average score of 2 on the New York State Alternate Assessment Examinations (NYSAA) in language arts, mathematics, and science	1.0
18	High School Equivalency Diploma	0.5
19	CDOS Credential	0.5
20	No High School or High School Equivalency Diploma	0.0

Safe Harbor Methodology

For MIP-based metrics, schools may achieve Safe Harbor if they fail to meet their MIP for the year. Safe Harbor is meant to ensure that even if a school falls behind its MIP initially, it will not be stuck at Level 1 in future years. If a subgroup’s performance is lower than the School MIP and State MIP, then the safe harbor rule applies. Safe Harbor moves a subgroup from Level 1 to Level 2 only, beginning with 2018-19 school year results. To compute Safe Harbor for PIs, Graduation Rate, and CCCRI, calculate the following:

1. Current Year School MIP – Prior Year School MIP = School MIP Difference
2. Current Year State MIP – Prior Year State MIP = State MIP Difference
3. Current Year School Outcome – Prior Year School Outcome

If C ≥ the higher of A and B, then the subgroup has made Safe Harbor and their Level moves from 1 to 2.

Accelerated Growth Methodology

For MIP-based metrics, schools may achieve Accelerated Growth if their performance meets only the lower of the School MIP or the State MIP, then the accelerated growth rule applies. Accelerated Growth moves a subgroup from Level 2 to Level 3 only, beginning with 2018-19 school year results. To compute Accelerated Growth for PIs, Graduation Rate, and CCCRI, calculate the following:

1. Current Year School MIP – Prior Year School MIP = School MIP Difference x3
2. Current Year State MIP – Prior Year State MIP = State MIP Difference x3
3. Current Year School Outcome – Prior Year School Outcome

If C ≥ the lower of A and B, then the subgroup has made Accelerated Growth and their level moves from 2 to 3.

Performance for Schools who Do Not Meet N-Size Requirements on Academic Measures

If after combining data for the past two years a school does not meet the minimum N-size requirement for a subgroup for the Academic Achievement measure the school will be held accountable using the established accountability process for small schools (i.e. Self Assessment).

If a subgroup does not meet the N-size requirement for the Growth measure, a subgroup’s initial designation will be determined using the Academic Achievement measure only. As an example, if the subgroup is identified as Level 1 for Academic Achievement it will also be identified as Level 1 for the Combined (Academic Achievement & Growth) measure.

If an achievement level is calculated for the Combined measure for a subgroup using the process described above and the subgroup meets N-size requirements for at least one of the following measures, an accountability designation will be made using the available measures.

• Academic Progress
• ELL Progress
• Chronic Absenteeism
• CCCRI

If an achievement level is calculated for the Combined measure for a subgroup using the process described above and the subgroup does not meet N-size requirements for none of the measures listed above then the school will be held accountable using the established accountability process for small schools (i.e. Self Assessment).

For Graduation Rate, if the number of students in the 4-, 5-, or 6-year cohort as of June in the prior year is less than 30, the number of students in the cohort two years prior to the current reporting year are added. If the combined count is less than 30, no 4-, 5-, or 6-year graduation rate is calculated for the subgroup and the school/district is not accountable for that subgroup.

If a subgroup does not meet the N-size requirement for the Graduation Rate measure, a subgroup’s initial designation will be determined using the Academic Achievement measure only. As an example if the subgroup is identified as Level 1 for Academic Achievement then the subgroup will also be identified as Level 1 for the Combined (Academic Achievement & Graduation Rate) measure.

Self-Assessment Process

More information about the Self-Assessment Process for schools that do not meet N-size requirements for performance calculations will be shared at a later date. Schools subject to the Self-Assessment process includes new elementary/middle schools that did not have a sufficient number of students tested in grades 3-8 in the 2017-18 school year as well as new high schools that did not have a graduating cohort in 2017-18.

Participation Rate for ELA and Math State Assessments

At the elementary/middle level New York State requires a student to have a minimum of 40 students enrolled during the test administration period in order to calculate a participation rate. For more information on participation on grade 3-8 exams see (FAQ) Student Participation in Grades 3-8 New York State Tests.

At the secondary level a minimum of 40 students in the accountability cohort is required to calculate a participation rate in ELA and Math. In the current that there are less than 40 students in the current year, and prior year is combined. If after combining data from the current and prior year the student group meets the n-size requirement the state will calculate a participation rate.

Participation Rate Improvement Plan

Schools that meet minimum N size requirements for calculating a participation rate for ELA and Math (as described above) and meet all of the criteria below are required to create a Participation Rate Improvement Plan (PRIP) to be implemented for the 2019-20 school year.

1. The subgroup failed to meet the 95% participation rate requirement in the 2017-18 and 2018-19 school years.
2. The subgroup did not show improvement in participation rate between the 2016-17 and 2017-18 school years and the 2017-18 and 2018-19 school years.
3. The subgroup performed at Level 1 or 2 on the Weighted Average Achievement Index (or CPI if a high school) in the 2017-18 and 2018-19 school years.

Schools that fail to meet the 95% participation rate requirement and rank in the bottom 10% of participation across the State will be required to submit their self-assessment and PRIP to NYSED for the Commissioner’s approval no less than three months prior to the next test administration period. Schools can only be designated as PRIP if they were designated as Potential Participation Rate Improvement Plan (PPRIP) in the year prior.

Schools identified as CSI or TSI cannot be removed from status if they are Level 1 on the Weighted Average Achievement Index (or CPI if a high school) and required to create a Participation Rate Improvement Plan in 2020-21.

Designations

Comprehensive Support & Improvement Schools (CSI)

The CSI designation is used to identify the lowest-performing schools in New York state based on the performance of all students. There are three ways that schools can be identified as CSI:

• Secondary schools that do not have a four-, five-, or six-year graduation rate that is at or above 67%
• Schools identified as low performing using Decision Rules (see tables below)
• Schools that have consistently low performing subgroups, although these last set of schools would not be identified as CSI until 2021‑22

The Decision Rules used to identify schools as low performing are shown below for elementary-middle level and secondary level schools.

Schools will first be identified as CSI in the 2018‑19 school year based on data from 2017‑18 and other prior years. CSI schools are identified every three years so after 2018‑19 the next time schools will be designated as CSI is in the 2021‑22 school year and the 2024-25 school year after that. In order to be removed from status, schools designated as CSI must show progress for two consecutive years by having performance above that used to identify CSI schools. Schools that fail to be removed from status and are re-identified as a CSI school during the next identification year (i.e. 2021‑22, 2024‑25, etc.) will also be identified as a Receivership School and subject to additional intervention and performance requirements. Receivership Schools are subject to closure or independent Receivership if they fail to meet annual performance requirements. 

CSI Exit Criteria

To exit CSI status, a CSI school must, for two consecutive years, be above the levels that would cause it to be identified for CSI status. Additionally the school must be a level 2 or higher in the Weighted Average Achievement Index (for EMS) or the CPI (for HS) and not be required to implement a Participation Rate Improvement Plan. Schools may exit CSI status if, for two consecutive years:

• The school’s Composite Performance Index and Growth or Graduation Index are both Level 2 or higher; or
• The school meets the following criteria: 1) Both the Composite Performance Index and Growth Index or Composite Performance Index and Graduation Rate Index are higher than at the time of identification; AND 2) the combined Composite Performance and Growth (E/M) or combined Composite Performance and Graduation Rate is Level 2 or higher; AND 3) none of the following is Level 1: Progress; English Language Proficiency; Chronic Absenteeism; and College, Career, and Civic Readiness; and
• A school that is required to implement a participation rate improvement plan for the All Students group may not exit CSI status, except that this provision shall not apply if the all students group performs at or above Level 2 on the Weighted Average Achievement Index.

Targeted Support & Improvement Schools (TSI)

The TSI designation is used to identify the lowest performing schools in New York State based on the performance of the accountability subgroups. The Decision Rules used to identify schools as CSI (see tables above) are applied to the performance of the accountability subgroups in order to determine if they are low performing and designated as TSI.

Schools currently designated as Priority or Focus can be identified as TSI beginning in the 2018‑19 school year based on data from 2017‑18 with the possibility of all other schools being identified as TSI beginning in the 2019-20 school year. Unlike CSI, schools can be identified as TSI any school year. In order to be removed from status schools designated as TSI are required to show progress for two consecutive years by having performance that is above the levels that would cause the school to be identified for a low-performing subgroup of students. In addition the school must not be newly identified for any subgroup of students. Schools that do meet the removal criteria will remain identified as TSI If a school remains identified as TSI after three consecutive years it will be identified as a CSI school.

TSI Exit Criteria

To exit TSI status, a TSI school must, for two consecutive years, be above the levels that would cause it to be identified for TSI status. Additionally the school must be a level 2 or higher in the Weighted Average Achievement Index (for EMS) or the CPI (for HS) and not be required to implement a Participation Rate Improvement Plan. Schools may exit TSI status if, for two consecutive years:

• The school’s Composite Performance Index and Growth or Graduation Index are both Level 2 or higher; and
• The school must not be identified for any accountability subgroup; and
• A school that is required to implement a participation rate improvement plan for an identified subgroup group may not exit TSI status. except that this provision shall not apply if the subgroups for which the school is identified perform at or above Level 2 on the Weighted Average Achievement Index.

Making Progress for CSI and TSI Schools

Schools identified as CSI or TSI may exit their status and move to Good Standing if they make progress for two consecutive years. Additionally the school must be a level 2 or higher in the Weighted Average Achievement Index (for EMS) or the CPI (for HS) and not be required to implement a Participation Rate Improvement Plan. CSI Schools may also exit status if not re-identified when a new list of CSI schools is released. Progress determinations are contingent upon the subgroup(s) for which a school is identified as CSI or TSI. Progress determinations will be made for all subgroups identified, but overall CSI progress is dependent upon the All Students group. For example, if a CSI School has at least one subgroup designated as TSI, determinations will be made for the TSI and CSI subgroups, but overall status is contingent upon the All Students group only.

There are two options by which a CSI school or a TSI subgroup can meet the progress criteria. These options are presented in the tables below. Additionally, a school identified as CSI or TSI for both EMS and HS levels must make progress for each grade level for which it was identified.

A. Elementary/Middle School Making Progress Criteria
Option	Indicators
	Composite Performance1	Graduation Rate	Combined Composite Performance & Growth	ELP		Progress		Chronic Absenteeism
1	Both ≥ Level 2		Any Level (2-4)	Any Level (None2, 1-4)
2	Composite Performance Index Level3 and Growth Index are Higher than at Time of Identification		≥ Level 2	Not Level 1
Empty separator row
B.  High School Making Progress Criteria
Option	Indicators
	Composite Performance1	Graduation Rate	Combined Composite Performance & Graduation Rate	ELP	Progress		Chronic Absenteeism		CCCR
1	Both ≥ Level 2		Any Level (2-4)	Any Level (None2, 1-4)
2	Composite Performance Index and Unweighted Average 4-Year, 5-Year, 6-Year Graduation Rate are Higher than at Time of Identification		≥ Level 2	Not Level 1

¹ A school must have a valid current-year Composite Level to make a Progress status.
² "None" means the school does not have sufficient records (30 results) to assign an accountability level for the indicator.
³ The Composite Performance Index Level is the sum of the Weighted Average Achievement Level and Core Subject Level.

For a TSI School to make progress, the subgroups for which it was identified must not meet the criteria for TSI identification. If a TSI School makes progress for all subgroups with a 2018-19 TSI designation, and a new subgroup is identified as meeting the TSI criteria, the school will be designated as making progress.

Good Standing

The Good Standing designation is the default accountability designation for schools in New York State. Schools that are not identified as low performing (CSI, TSI) or that demonstrate high performance/progress (Recognition) will be identified as Good Standing. The majority of New York City Schools are designated as Good Standing each year.

Recognition

Schools that have demonstrated high performance or progress are identified as Recognition Schools. The Recognition School designation replaces the Reward School designation under NYSED’s NCLB era accountability system. In order to be identified as Recognition a school must be in Good Standing (i.e. not identified as CSI, TSI or PTSI), the All Student group must have at least a 95% participation rate for ELA and Math exams and have an achievement level of 4 on the Combined measure in addition to having an achievement level 4 on other measures. A school cannot be identified if it has a Level 1 for any measure. The full set of business rules provides more information on all the criteria used to identify Recognition Schools in 2018-19. 

Intervention Programs for Low Performing Schools

Receivership Program

The Receivership School program is an intervention program for schools that the New York State Education Department (NYSED) identifies as low performing. There are 12 schools under Receivership. These schools were identified based on the following criteria:

• Identified as a Priority School in 2015-16
• Remained identified as a Priority School in 2017-18
• Identified as CSI in 2018-19
• Identified as a Priority School in 2015-16
• Remained identified as a Priority School in 2017-18
• Identified as CSI in 2018-19

Receivership Schools are required to show “demonstrable improvement” by meeting the majority (67%) of their annual targets on performance benchmarks that are shared in the Renewal/Receivership Reports. Schools that do not show demonstrable improvement are subject to school closure. Receivership Schools can only be removed from the program if they are removed from CSI status. The next opportunity for schools to be removed from Receivership will be in 2020-21 when current CSI schools can be removed from status. Schools designated as CSI but are not Receivership will be identified as Receivership if they are identified as CSI in 2021-22.

Impact of COVID-19 on State Accountability in 2019-20 and Beyond:

Summary

NYSED received a waiver from the USDE to have assessment, accountability, school identification and reporting requirements waived for 2019-20 performance due to transitions to remote learning because of COVID-19. As a result, the New York Board of Regents has amended existing regulations to address Receivership (Regulations §100.19) and accountability (Regulations § 100.21) performance in 2019-20 and designations in 2020-21 and beyond. All schools’ accountability designations will be “frozen” for 2020-21 (i.e. schools’ 2020-21 accountability designation will be the same as their 2019-20 designation). Details and adjusted accountability designations timeline can be found in the table below.

	2019-20	2020-21	2021-22	2022-23
All Schools	No data from 2019-20 will be used to make future accountability determinations.	NYSED will use 2018-19 data in lieu of 2019-20 data to make accountability designations. As such, all schools will have their accountability designations “frozen” for 2020-21. That is, schools’ accountability designations from 2019-20 will remain in place for 2020-21.	NYSED will continue to use 2018-19 data in any instance for which 2019-20 school year results would have been used (e.g. in making 2021-22 accountability determinations).	NYSED will continue to use 2018-19 data in any instance for which 2019-20 school year results would have been used (e.g. in making 2022-23 accountability determinations).
CSI Schools	No data from 2019-20 will be used to make CSI progress determinations.	NYSED will not make year 2 progress determinations in 2020-21.	NYSED will make year 2 progress determinations in 2021-22 using 2020-21 data 2021-22 will no longer be the CSI reset year.	2022-23 will now be the CSI reset year Schools that made 2 years of progress (as identified in 2021-22) will be removed from CSI status at the beginning of 2022-23.
TSI Schools (identified in 2018-19)	No data from 2019-20 will be used to make TSI year 2 progress determinations.	NYSED will not make year 2 progress determinations in 2020-21.	NYSED will make year 2 progress determinations in 2021-22 using 2020-21 data.	Schools that made 2 years of progress (as identified in 2021-22) will be removed from TSI status at the beginning of 2022-23.
TSI Schools (identified in 2019-20)	No data from 2019-20 will be used to make TSI year 1 progress determinations.	NYSED will not make year 1 progress determinations in 2020-21.	NYSED will make year 1 progress determinations in 2021-22 using 2020-21 data.	NYSED will make year 2 progress determinations in 2022-23 using 2020-21 data.
Recognition Schools	No data from 2019-20 will be used to make future Recognition determinations.	NYSED will not identify any Recognition schools for 2020-21.	NYSED will use 2020-21 data to identify Recognition schools.	NYSED will use 2021-22 data to identify Recognition schools.
Receivership Schools	No data from 2019-20 will be used to place any schools under independent Receivership or remove Receivership designations. NYSED may – upon finding good cause – modify any timeline pertaining to notifications, plans, reports, or implementation of required Receivership activities for the 2019-20 school year.	Receivership schools will continue to operate under a superintendent Receiver in 2020-21. NYSED may – upon finding good cause – modify any timeline pertaining to notifications, plans, reports, or implementation of required Receivership activities for the 2020-21 school year.	NYSED may – upon finding good cause – modify any timeline pertaining to notifications, plans, reports, or implementation of required Receivership activities for the 2021-22 school year.	TBD - Awaiting guidance from the State.

Definitions, Terms & Acronyms

Cohort Definitions

2014 ELA, Math, Science, and Social Studies Accountability Cohort

For ELA, math, science, and social studies Composite Performance, the 2014 accountability cohort consists of all students, regardless of their current grade level, who were:

1. enrolled in your school or district on October 4, 2017 (BEDS day), and
2. first entered grade 9 (anywhere) during the 2014‑15 school year (July 1, 2014 through June 30, 2015) or, in the case of ungraded students with disabilities, reached their seventeenth birthday during the 2014‑15 school year. For Performance Accountability, the cohort year of students whose last enrollment record as of the reporting date has a grade of “14” (i.e., 7–12 ungraded) is identified using their birth date, even if they have a conflicting entry in the First Date of Entry into Grade 9 field. Ungraded students are included in the 2014 school accountability cohort if their birth date is between July 1, 1997 and June 30, 1998.

2013 Graduation-Rate Total Cohort (4-Year) for Accountability

The 2013 graduation rate total cohort for accountability (4 year as of August) consists of all students, based on last enrollment record as of June 30, 2017, with a First Date of Entry into Grade 9 during the 2013‑14 school year (July 1, 2013 – June 30, 2014), regardless of their current grade level. The enrollment count is based on enrollment records as of June 30, 2017. The graduate count includes diplomas awarded through August 31, 2017.

The cohort year for students whose last enrollment record has a grade of “14” (i.e., 7–12 ungraded) is identified using the date reported in the First Date of Entry into Grade 9 field; in circumstances when no date has been reported for an ungraded student, cohort year will be the school year the student turned 17.

2012 Graduation-Rate Total Cohort (5-Year) for Accountability

The 2012 graduation rate total cohort for accountability (5 year as of August) consists of all students, based on last enrollment record as of June 30, 2017, with a First Date of Entry into Grade 9 during the 2012‑13 school year (July 1, 2012 – June 30, 2013), regardless of their current grade level. The enrollment count is based on enrollment records as of June 30, 2017. The graduate count includes diplomas awarded through August 31, 2017.

The cohort year for students whose last enrollment record has a grade of “14” (i.e., 7–12 ungraded) is identified using the date reported in the First Date of Entry into Grade 9 field; in circumstances when no date has been reported for an ungraded student, cohort year will be the school year the student turned 17.

2011 Graduation Rate Total Cohort (6-Year) for Accountability

The 2011 graduation rate total cohort for accountability (6 year as of August) consists of all students, based on last enrollment record as of June 30, 2017, with a First Date of Entry into Grade 9 during the 2011‑12 school year (July 1, 2011 – June 30, 2012), regardless of their current grade level. The enrollment count is based on enrollment records as of June 30, 2017. The graduate count includes diplomas awarded through August 31, 2017.

The cohort year for students whose last enrollment record has a grade of “14” (i.e., 7–12 ungraded) is identified using the date reported in the First Date of Entry into Grade 9 field; in circumstances when no date has been reported for an ungraded student, cohort year will be the school year the student turned 17.

2014 Graduation-Rate Total Cohort (4-Year for College, Career, and Civic Readiness (CCCR) for Accountability

The 2014 graduation rate total cohort for CCCR for accountability (4 year as of June) consists of all students, based on last enrollment record as of June 30, 2018, with a First Date of Entry into Grade 9 during the 2014‑15 school year (July 1, 2014 – June 30, 2015), regardless of their current grade level. The enrollment count is based on enrollment records as of June 30, 2018. The achievements earned are through June 30, 2018.

The cohort year for students whose last enrollment record has a grade of “14” (i.e., 7–12 ungraded) is identified using the date reported in the First Date of Entry into Grade 9 field; in circumstances when no date has been reported for an ungraded student, cohort year will be the school year the student turned 17.

2014 Total Cohort as of June and August of the 4^th Year of School

The 2014 total cohort consists of all students, based on last enrollment record as of June 30, 2018, with a First Date of Entry into Grade 9 during the 2014‑15 school year (July 1, 2014 – June 30, 2015), regardless of their current grade level.

The cohort year for students whose last enrollment record has a grade of “14” (i.e., 7–12 ungraded) is identified using the date reported in the First Date of Entry into Grade 9 field; in circumstances when no date has been reported for an ungraded student, cohort year will be the school year the student turned 17.

2013 Total Cohort as of June and August of the 5^th Year of School

The 2013 total cohort consists of all students, based on last enrollment record as of June 30, 2018, with a First Date of Entry into Grade 9 during the 2012‑13 school year (July 1, 2013 – June 30, 2014), regardless of their current grade level.

The cohort year for students whose last enrollment record has a grade of “14” (i.e., 7–12 ungraded) is identified using the date reported in the First Date of Entry into Grade 9 field; in circumstances when no date has been reported for an ungraded student, cohort year will be the school year the student turned 17.

2012 Total Cohort as of June of the 6^th Year of School

The 2012 total cohort consists of all students, based on last enrollment record as of June 30, 2018, with a First Date of Entry into Grade 9 during the 2012‑13 school year (July 1, 2012 – June 30, 2013), regardless of their current grade level.

The cohort year for students whose last enrollment record has a grade of “14” (i.e., 7–12 ungraded) is identified using the date reported in the First Date of Entry into Grade 9 field; in circumstances when no date has been reported for an ungraded student, cohort year will be the school year the student turned 17.

General Terms & Acronyms

Achievement Level

A value ranging from 1-4 that summarizes the performance on ESSA accountability measures. 

Armed Forces Child

A student with one or more parent or guardian who is a member of the Armed Forces and on Active Duty. The Armed Forces are the Army, Navy, Air Force, Marine Corps, the Coast Guard, or full-time National Guard. Active duty means full-time duty in the active military service of the United States. Such term includes full-time training duty, annual training duty, and attendance, while in the active military service, at a school designated as a service school by law or by the Secretary of the military department concerned.

Backmapping

Backmapping is a process used to assign accountability status to feeder schools within a district. Backmapping attributes the grade 3 assessment score of a student to the feeder school in which the student was enrolled in earlier grades as well as to the school in which the student took the assessment. The data of continuously enrolled students from each feeder school are aggregated to determine the accountability of those schools. See http://www.p12.nysed.gov/irs/sirs for a list of backmapping schools.

BEDS Code

A BEDS code is a 12-digit Basic Educational Data System (BEDS) code assigned by the New York State Education Department that uniquely identifies schools, districts, and other institutions. BEDS codes can be found at: http://portal.nysed.gov/portal/pls/pref/SED.sed_inst_qry_vw$.startup.

BEDS Day

The first Wednesday in October. For the 2017‑18 school year BEDS Day was October 4, 2017. For the 2018-18 school year BEDS Day will be October 3, 2018. BEDS Day is used to establish continuous enrollment for students in grades 3-8.

Continuously Enrolled Students

At the elementary/middle level, continuously enrolled students are those enrolled in the school or district on BEDS day (usually the first Wednesday in October) of the school year and during the testing period for the New York State Testing Program assessments.

Chronically Absent

A student who has excused or unexcused absences equaling 10% or more of enrolled school days. Days absent because of suspension or medical reasons are not used for this determination.

Dropout

A dropout is any student, regardless of age, who left school prior to graduation for any reason except death or leaving the country and has not been documented to have entered another program leading to a high school diploma or an approved program leading to a high school equivalency diploma. The NYSED reports an annual and cohort dropout rate. A student who leaves during the school year without documentation of a transfer to another program leading to a high school diploma or to an approved high school equivalency program or to a high school equivalency preparation program is counted as a dropout unless the student resumes school attendance before the end of the school year. The student’s registration for the next school year does not exempt him or her from dropout status in the current school year. Students who resume and continue enrollment until graduation are not counted as dropouts in the cohort dropout calculation. In computing annual dropout rates, students who are reported as having been counted by the same school as a dropout in a previous school year are not counted as a dropout in the current school year.

Economically Disadvantaged

Economically disadvantaged students are those who participate in, or whose family participates in, economic assistance programs, such as the free or reduced-price lunch programs, Social Security Insurance (SSI), Food Stamps, Foster Care, Refugee Assistance (cash or medical assistance), Earned Income Tax Credit (EITC), Home Energy Assistance Program (HEAP), Safety Net Assistance (SNA), Bureau of Indian Affairs (BIA), or Family Assistance: Temporary Assistance for Needy Families (TANF). If one student in a family is identified as low income, all students from that household (economic unit) may be identified as low income.

ELL/MLL

English Language Learner/Multilingual Learner.

Embargoed Data

Embargoed data are data that cannot be discussed at public meetings or released to the public or the media until the NYSED public release date. This public release is often made by the Commissioner. Data that have been publicly released to the media or can be found on SED's website are not embargoed. For example, 3-8 ELA/math assessment scores are generally publicly released prior to the public release of The New York State Report Cards, which also contain data on these assessments. Therefore, data on these assessments are not embargoed after the initial public release. Annual Regents examination data, however, are not part of a separate public release prior to the release of The New York State Report Cards. As such, these data are embargoed until the public release of report cards. Even if data are embargoed, they may be used for internal district operations, including program and instructional planning for students and communication with individual parents about their child's academic needs.

English Language Learner/Multilingual Learner

ELLs/MLLs are those from a home where a language other than English is spoken and score below a State designated level of proficiency on NYSITELL or NYSESLAT.

ESEA

Elementary and Secondary Education Act. For more information see: http://www.p12.nysed.gov/accountability/ESEAFlexibilityWaiver.html or https://www.ed.gov/esea.

ESSA

Every Student Succeeds Act. For more information see: https://www.ed.gov/essa.

Ever ELL

Students who were identified as English Language Learners (ELL/MLL) in any year prior to the current year and who are not identified as an ELL/MLL in the current year are considered “Ever ELL/MLL.” Prior to the 2015‑16 school year, Ever ELL also included those students who were identified as current ELL/LEP students for that school year.

Feeder School

A feeder school is an early-grade elementary school that does not serve students in grade 3 or above (i.e., its enrollment is restricted to PK–1, K–1, PK–2, K–2, or 1–2) and, therefore, does not administer State assessments. Schools serving grade 3 students received from a feeder school within the district are required to identify the feeder school.

Former ELL

Students who are not identified as ELL/MLL in the current school year but who were identified in at least one of the previous two school years are considered “Former ELL.”

Former Student with a Disability (SWD)

Students who are not identified as students with a disability in the current school year but who were identified in at least one of the previous two school years are considered “Former Students with Disabilities.”

Foster Care Child

A child in foster care is one who has been placed in a foster family home, foster home of relatives, group home, emergency shelter, residential facility, child care institution, and pre-adoptive home. A child is in foster care in accordance with this definition regardless of whether the foster care facility is licensed, and payments are made by the State, tribal, or local agency for the care of the child, whether adoption subsidy payments are being made prior to the finalization of an adoption, or whether there is federal matching of any payments that are made.

FRPL

Free and Reduced-Price Lunch.

GED

General Education Diploma. Now known as High School Equivalency (HSE) diploma.

Gender

Gender of the student being reported, as identified by the student. In the case of very young transgender students not yet able to advocate for themselves, gender may be identified by the parent or guardian.

Grade Level

Instructional level for the student, as determined by the school district. Pre-Kindergarten counts include half- and full-day students. Students classified by districts as "pre-first" are included in first grade counts. Ungraded students are those assigned to a class that is not organized on the basis of grade grouping and has no standard grade designation. This includes both regular and special classes that have no grade designations. Such a class may contain students of different ages who are identified according to level of performance in one or more areas of instruction, rather than according to grade level or age level. The definition of 'Ungraded' does not include out-of-school youth, preschoolers, or children who are not yet school age. Ungraded Elementary includes ungraded students who are age equivalent to students in Kindergarten through 6th grade. Ungraded Secondary includes ungraded students who are age equivalent to students in 7th through 12th grade.

High School Graduate

Student awarded a local or Regents diploma.

High School Equivalency Preparation Programs

High school equivalency preparation programs fall into the following categories:

• Alternative High School Equivalency Preparation Program (AHSEP) — a program of preparation for the High School Equivalency Examination for students 16 to 19 years old as described in Section 100.7(h) of the Regulations of the Commissioner of Education.
• Other Equivalency Preparation Programs — other programs leading to high school equivalency diplomas, including programs operated by community colleges, proprietary schools, or evening programs at high schools.

Homebound Student

Homebound students (also known as home-tutored students) fall into two categories: a) students who remain enrolled in a school but are provided temporary instruction in the home, and b) students who are unable to attend school for the remainder of the school year because of a physical, mental, or emotional illness or injury substantiated by a licensed physician or, for students with disabilities, are placed in homebound instruction by the CSE and are instructed at home or in a hospital by a tutor provided by the district of responsibility.

Home-schooled Student

A home-schooled student is a student who is instructed at home by a parent, guardian, or tutor employed by the parent or guardian and by request of the parent or guardian and has a home-school plan approved and supervised by the district. Home-schooled students need to be reported in SIRS only if they take a State assessment.

Homeless Student

A homeless student is one who; 1) lacks a fixed, regular, and adequate nighttime residence; or 2) has a primary nighttime location that is a supervised publicly or privately operated shelter designed to provide temporary living accommodations including, but not limited to, shelters operated or approved by the State or local department of social services, and residential programs for runaway and homeless youth or a public or private place not designed for, or ordinarily used as, a regular sleeping accommodation for human beings, including a car, park, public space, abandoned building, substandard housing, bus, train stations, or similar setting. Homeless students do not include children in foster care placement or receiving educational services.

IDEA

Individuals with Disabilities Education Act.

IEP

Individualized Education Program.

IESP

Individualized Education Services Program.

Immigrant

Immigrant children and youth are defined as individuals who are aged 3 through 21, were not born in the U.S. and have not been attending one or more schools in any one or more States for more than 3 full academic years. The months need not be consecutive.

L2RPT

The New York State Education Department’s student level data reporting system. L2RPT contains accountability data verification reports that schools can review and verify for accuracy. L2RPT can be accessed by school administrators through State Level 2 Reports (L2RPT) link.

Long-term Absence

Any student who has been absent without a valid excuse for twenty (20) or more consecutive days as of the last expected day of attendance for the school year should be coded as a “long-term absence.”

Mean Growth Percentile (MGP)

The average of Student Growth Percentiles (SGPs). For school accountability purposes, New York State currently uses a school’s or subgroup’s unweighted two-year average MGP in ELA and Math. To further increase the stability and reliability of this measure, NYS will use a three year average MGP (i.e. three year average of SGPs) in ELA and math to calculate a school Growth Index value.

Medically Excused

Students who are incapacitated by illness or injury during the test administration and make-up periods at the elementary/middle level and have on file documentation from a medical practitioner that they were too incapacitated to complete the test at the school, at home, or in a medical setting are considered medically excused from testing. These students are not included in the accountability calculations for schools, districts, or the State. Students at the secondary level may not be medically excused from testing.

Migrant

A student is a migrant child if the student is, or the student's parents, spouse, or guardian is, a migratory agricultural worker, including a migratory dairy worker or a migratory fisher, and who, in the preceding 36 months, in order to obtain, or accompany such parent, spouse, or guardian in order to obtain, temporary or seasonal employment in agricultural or fishing work: has moved from one school district to another; or resides in a school district of more than 15,000 square miles and migrates a distance of 20 miles or more to a temporary residence to engage in temporary or seasonal employment in agriculture or fishing. All students eligible to be served by programs supported with Title I - Part C funds should have a Certificate of Eligibility signed by a parent or guardian and filed with the Superintendent of schools.

Noncompleter

Beginning with the 2001‑02 school year, any student who dropped out or entered a high school equivalency preparation program will be counted as a high school noncompleter. Each high school’s noncompletion rate (the sum of the dropout rate and the transfer-to-high-school-equivalency-preparation-program rate) will be reported on the New York State School Report Card along with the two component rates. Federal standards require that students leaving high school diploma programs to enter equivalency programs be counted as noncompleters.

New York State Alternate Assessment (NYSAA)

The New York State Alternate Assessments are administered in English language arts (ELA) and mathematics to ungraded students with severe cognitive disabilities whose ages are equivalent to graded students in grades 3 through 8 and secondary level. They are administered in science to students with disabilities age equivalent to graded students in grades 4, 8, and secondary level. And they are administered in social studies at the secondary level only. Students identified by their district's Committee on Special Education as eligible to take the New York State Alternate Assessment (NYSAA) may use this assessment to fulfill the participation and performance criteria for elementary/middle- and secondary-level English language arts and mathematic and elementary/middle-level science for accountability.

NYSED

New York State Education Department.

New York State English as a Second Language Achievement Test (NYSESLAT)

The New York State English as a Second Language Achievement Tests are administered in grades K through 12 to limited English proficient students.

NYSITELL

New York State Identification Test for English Language Learners.

NYSSIS

New York State Student Identifier System.

New York State Testing Program (NYSTP)

The New York State Testing Program (NYSTP) assessments are administered annually in English language arts (ELA) and mathematics in grades 3 through 8.

Participation Rate

The percentage of students enrolled during the New York State NYTSP test administration that have a valid test score.

Performance Index (PI)

A PI is a value from 0 to 250 that is assigned to an accountability group, indicating how that group performed on a required State test (or approved alternative).

Elementary-Middle Level ELA, Math & Science (for Core Subject Performance Index)

Student scores on the tests are converted to four performance levels, from Level 1 to Level 4. A PI is calculated using the levels and the following equation: ([(Count at Level 2) + 2(Count at Level 3) + 2.5(Count at Level 4)] ÷ [Count of Continuously Enrolled and Tested Students]) × 100

Elementary-Middle Level ELA & Math (for Weighted Academic Achievement)

Student scores on the tests are converted to four performance levels, from Level 1 to Level 4. A PI is calculated using the levels and the following equation: ([(Count at Level 2) + 2(Count at Level 3) + 2.5(Count at Level 4)] ÷ [Greater of Count of Continuously Enrolled and Tested Students or 95% of Continuously Enrolled Students]) × 100

Elementary-Middle Level Science (for Weighted Academic Achievement)

Student scores on the tests are converted to four performance levels, from Level 1 to Level 4. A PI is calculated using the levels and the following equation: ([(Count at Level 2) + 2(Count at Level 3) + 2.5(Count at Level 4)] ÷ [Greater of Count of Continuously Enrolled and Tested Students or 95% of Continuously Enrolled Students]) × 100

Secondary Level ELA, Math, Science and Social Studies

Student scores on the tests are converted to four performance levels, from Level 1 to Level 4. A PI is calculated using the levels and the following equation: ([(Count at Level 2) + 2(Count at Level 3) + 2.5(Count at Level 4)] ÷ [Count of Students in the Accountability Cohort]) × 100

Race/Ethnicity

American Indian or Alaska Native

A person having origins in any of the original peoples of North and South America (including Central America) and who maintains cultural identification through tribal affiliation or community recognition.

Asian

A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent, including Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.

Black or African American

A person having origins in any of the black racial groups of Africa.

Hispanic or Latino

A person of Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish culture or origin, regardless of race.

Native Hawaiian/Other Pacific Islander

A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.

White

A person having origins in any of the original peoples of Europe, North Africa, or the Middle East.

Multiracial

A person who is mixed race.

RCT

Regents Competency Test.

School Choice

Each school district with a Title I school in school improvement or corrective action status must authorize students in the school to transfer to another public school in the district that has not been identified for Title I improvement. In providing the transfer option, the district must give priority to the lowest-achieving students from low income families. The district must pay the cost of transportation for students participating in this option.

School Year

A school year is July 1 through June 30.

Subgroup

This refers to the following student subgroups:

Accountability Subgroups (Used to make accountability determinations)

• Race/Ethnicity
  • American/Indian or Alaska Native
  • Asian
  • Black or African American
  • Native Hawaiian/Other Pacific Islander
  • White
  • Hispanic or Latino
  • Multiracial
• Students with Disabilities (SWDs)
• English Language Learners (ELLs)
• Economically Disadvantaged (ED)

Non-Accountability Subgroups

• Gender
• Migrant
• Foster Care
• Homeless
• Armed Forces Child

Success Ratio

The Success Ratio is a measure of how successful ELL students are at meeting expected goals towards English Language Proficiency. Continuously enrolled ELLs with a current and prior year NYSESLAT score are counted in the denominator. Only students who make annual progress are included in the numerator. 

Student Growth Percentile (SGP)

A statistic that measures a student’s current year score relative to other students with similar prior test score histories. SGPs are computed for students who have valid test score in the current year and a valid test score in that same subject in the prior year in the grade immediately below the student’s current grade. 

Transgender Students

Students whose gender identity does not correspond to their assigned sex at birth.

United States

The term "United States" means all fifty States of the United States and the Commonwealth of Puerto Rico, the District of Columbia, Guam, American Samoa, Northern Marianna Islands, US Minor Outlying Islands and US Virgin Islands.

Valid Score

A valid score is a score received on an assessment. Administrative errors, medically excused, refusals, and absences are not considered valid scores.

Support

More ESSA related information and resources are available to NYCDOE school staff on the DOE Wiki. NYCDOE school staff that would like additional support with ESSA accountability should reach out to their Performance & Assessment Leads.

The general public can also find more information on New York State’s public web page.

Appendix

I. Example: Calculating EMS Composite Performance Index (CPI)

Step 1: Calculate English and Math Achievement Indices using the formula and denominator indicated below:

Denominator = the greater of 1) continuously enrolled students who have valid test scores OR 2) 95% of continuously enrolled students with or without valid test scores.
Note: Continuously enrolled students are those students who are enrolled on BEDS day and also enrolled during the test administration period.

Step 2: Calculate a Combined ELA and Math Achievement Index by summing the ELA and math numerators and ELA and math denominators from Step 1, dividing the combined numerator by the combined denominator, and multiplying that result by 100.

Step 3: Calculate Science Achievement Index using the formula and denominator indicated below:

Denominator = the greater of 1) continuously enrolled students who have valid test scores OR 2) 95% of continuously enrolled students with or without valid test scores.

Step 4: Calculate a weighted average of the Combined ELA and Math Achievement Indices and the Science Achievement Index using the following steps:

1. Sum the Combined ELA and Math Achievement Index and the Science Index numerators
2. Sum the Combined ELA and Math Achievement Index and Science Index denominators
3. Divide the resulting numerator by the resulting denominator
4. Multiply that result by 100.

Compute only for groups with 30 or more combined ELA, Math, & Science results for continuously enrolled students.

Numerator = ELA[(Level 2)+2(Level 3)+2.5(Level 4)] + Math[(Level 2)+2(Level 3)+2.5(Level 4)] + Science[(Level 2)+2(Level 3)+2.5(Level 4)]

Denominator = ELA (greater of continuously enrolled tested and 95% of continuously enrolled) + Math (greater of continuously enrolled tested and 95% of continuously enrolled) + Science (greater of continuously enrolled tested and 95% of continuously enrolled)

Step 5: Rank order schools by their Weighted Average Index from Step 4. The higher the rank, the better the performance. In the example in Step 4, the Weighted Average Index is 145. In the sample below, we call this school “School T.” If NYS had 20 schools, Schools A through T, with Weighted Average Indices ranging from 25 to 240, School T would be ranked 13, as indicated in the example below.

Example of Elementary/Middle-Level
Weighted Average Index Ranking

School	Weighted Average Index	Rank
School J	25	1
School A	55	2
School F	70	3
School S	85	4
School D	92	5
School N	100	6
School G	110	7
School B	115	8
School Q	119	9
School C	125	10
School R	135	11
School I	140	12
School T	145	13
School O	166	14
School E	180	15
School K	181	16
School L	188	17
School H	209	18
School M	235	19
School P	240	20

Step 6: Assign a Level based on where the school fell in the rank and the table below. In the case of School T, the rank is within the 50.1 to 75% range compared to the other 19 schools, so School T would receive a Level 3, as indicated below.

Weighted Average
Achievement Level Assignment

Rank	Level
10% or Less	1
10.1 to 50%	2
50.1 to 75%	3
Greater than 75%	4

Example of Elementary/Middle-Level
Weighted Average Index Level

School	Rank	Rank Average	Weighted Average Index Level
School J	1	10% or Less	1
School A	2	10% or Less	1
School F	3	10.1 to 50%	2
School S	4	10.1 to 50%	2
School D	5	10.1 to 50%	2
School N	6	10.1 to 50%	2
School G	7	10.1 to 50%	2
School B	8	10.1 to 50%	2
School Q	9	10.1 to 50%	2
School C	10	10.1 to 50%	2
School R	11	50.1 to 75%	3
School I	12	50.1 to 75%	3
School T	13	50.1 to 75%	3
School O	14	50.1 to 75%	3
School E	15	50.1 to 75%	3
School K	16	Greater than 75%	4
School L	17	Greater than 75%	4
School H	18	Greater than 75%	4
School M	19	Greater than 75%	4
School P	20	Greater than 75%	4

Step 7: Calculate an elementary/middle-level Core Subject Index for ELA, Math, and Science using the following steps:

1. Sum the numerators and denominators
2. Divide the summed numerator by the summed denominator
3. Multiply the result by 100 to create a Core Subject Index

Where the Weighted Average N for ELA, Math, and Science combined (over two years, if necessary to combine) is equal to or greater than 30 and the Core Subject N for ELA, Math, and Science combined over two years is less than 30, calculate a Core Subject Index for groups with 15 or more combined ELA, Math, and Science students over two years AND where the N size for the Core Subject calculation is at least 50% of the N size for the Weighted Average calculation.

Denominator = continuously enrolled students (students enrolled on BEDS day—usually the first Wednesday in October—and during the test administration period) who have valid test scores.

Step 8: Rank order schools by their Core Subject Index from Step 7. In the example in Step 7, the Core Subject Index is 157. In the sample below, we call this school “School T.” If NYS had 20 schools, Schools A through T, with Core Subject Indices ranging from 28 to 240, School T would be ranked 10, as indicated in the example below.

Example of Elementary/Middle-Level
Core Subject Index Ranking

School	Core Subject Index	Rank
School J	28	1
School S	86	2
School D	99	3
School F	110	4
School G	110	5
School B	115	6
School A	125	7
School C	140	8
School R	140	9
School T	157	10
School N	160	11
School O	168	12
School I	170	13
School L	188	14
School Q	190	15
School K	190	16
School H	215	17
School E	220	18
School M	240	19
School P	240	20

Step 9: Assign a Level based on where the school fell in the rank and the table below. In the case of School T, the rank is within the 10.1 to 50% range compared to the other 19 schools, so School T would receive a Level 2 for the Core Subject Index, as indicated below.

Core Subject Level Assignment

Rank	Level
10% or Less	1
10.1 to 50%	2
50.1 to 75%	3
Greater than 75%	4

Example of Elementary/Middle-Level Core Subject Index Level

School	Rank	Rank Range	Core Subject Level
School J	1	10% or Less	1
School S	2	10% or Less	1
School D	3	10.1 to 50%	2
School F	4	10.1 to 50%	2
School G	5	10.1 to 50%	2
School B	6	10.1 to 50%	2
School A	7	10.1 to 50%	2
School C	8	10.1 to 50%	2
School R	9	10.1 to 50%	2
School T	10	10.1 to 50%	2
School N	11	50.1 to 75%	3
School O	12	50.1 to 75%	3
School I	13	50.1 to 75%	3
School L	14	50.1 to 75%	3
School Q	16	50.1 to 75%	3
School K	15	Greater than 75%	4
School H	17	Greater than 75%	4
School E	18	Greater than 75%	4
School M	19	Greater than 75%	4
School P	20	Greater than 75%	4

Step 10: Sum the Weighted Average Index Level from Step 6 and the Core Subject Index Level from Step 8 for a Combined Level from 2 to 8.

Example of Elementary/Middle-Level Combined Levels

School	Weighted Average Index Level	Core Subject Level	Combined Level
School J	1	1	2
School S	2	1	3
School A	1	2	3
School F	2	2	4
School D	2	2	4
School G	2	2	4
School B	2	2	4
School C	2	2	4
School N	2	3	5
School K	4	4	8
School R	3	2	5
School T	3	2	5
School Q	2	3	5
School I	3	3	6
School O	3	3	6
School L	4	3	7
School E	3	4	7
School H	4	4	8
School K	4	4	8
School M	4	4	8

Step 11: For schools with the same Combined Level, rank schools using the higher of the Weighted Average Index Rank and the Core Subject Index Rank to determine the Final Rank.

Step 12: Rank schools based on that Final Rank using the table below to determine the final Composite Performance Index Level. In the case of Sample School T, the Composite Level is 3.

Composite Performance Index
Level Assignment

Rank	Level
10% or Less	1
10.1 to 50%	2
50.1 to 75%	3
Greater than 75%	4

Example of Elementary/Middle-Level Final
Composite Performance Index Level

School	Final Rank	Composite Level
School J	1	1
School S	2	1
School A	3	2
School F	4	2
School D	5	2
School G	6	2
School B	7	2
School C	8	2
School N	9	2
School R	10	2
School T	11	3
School Q	12	3
School I	13	3
School O	14	3
School L	15	3
School E	16	4
School K	17	4
School H	18	4
School M	19	4
School P	20	4

II. Example: Calculating HS Composite Performance Index (CPI)

Step 1: Calculate Performance Indices (PI) for English Language Arts (ELA), mathematics, science, and social studies at the secondary level using the following formula and denominator:

Denominator = four-year cohort as of June 30 (students who entered grade 9 in the same year and were enrolled in the school/district/state on June 30th four years later).

Step 2: Calculate a Composite Performance Index using the following formula:

Example of Secondary-Level Composite Performance Index

Subject	PI	Weight	Weighted Value	Composite Performance Index
ELA	180	3	(180 x 3) = 540	1,348 ÷ 9 = 149.8
Math	160	3	(160 x 3) = 480
Science	95	2	(95 x 2) = 190
Social Studies	138	1	(138 x 1) = 138
empty table cell	empty table cell	Sum = 9	Sum = 1348	150

Step 3: Rank schools based on their Composite Performance Index from Step 2. In the example in Step 2, the Composite Performance Index is 150. In the sample below, we call this school “School T.” If NYS had 20 schools, Schools A through T, with Composite Performance Indices ranging from 28 to 240, School T would be ranked 10, as indicated in the example below.

Example of Secondary-Level Composite
Performance Index Rating

School	Composite Performance Index	Rank
School J	28	1
School S	86	2
School D	99	3
School F	110	4
School G	110	5
School B	115	6
School A	125	7
School C	140	8
School R	140	9
School T	150	10
School N	160	11
School O	168	12
School I	170	13
School L	188	14
School Q	190	16
School K	190	15
School H	215	17
School E	220	18
School M	240	19
School P	240	20

Step 4: Assign a Composite Performance Achievement Level based on where the school fell in the rank and the table below. In the case of School T, the rank is within the 10.1 to 50% range compared to the other 19 schools, so School T would receive a Level 2, as indicated below.

Composite Performance
Achievement Level Assignment

Rank	Level
10% or Less	1
10.1 to 50%	2
50.1 to 75%	3
Greater than 75%	4

Example of Secondary-Level Composite
Performance Achievement Level

School	Rank	Rank Range	Composite Performance Achievement Level
School J	1	10% or Less	1
School S	2	10% or Less	1
School D	3	10.1 to 50%	2
School F	4	10.1 to 50%	2
School G	5	10.1 to 50%	2
School B	6	10.1 to 50%	2
School A	7	10.1 to 50%	2
School C	8	10.1 to 50%	2
School R	9	10.1 to 50%	2
School T	10	10.1 to 50%	2
School N	11	50.1 to 75%	3
School O	12	50.1 to 75%	3
School I	13	50.1 to 75%	3
School L	14	50.1 to 75%	3
School Q	16	50.1 to 75%	3
School K	15	Greater than 75%	4
School H	17	Greater than 75%	4
School E	18	Greater than 75%	4
School M	19	Greater than 75%	4
School P	20	Greater than 75%	4

III. NCLB Accountability

Overview

Pursuant to its last renewed Elementary and Secondary Education Act (ESEA) waiver, the New York State Education Department (NYSED) identified a set of Priority and Focus schools during the 2015‑16 school year, based on data from the 2014‑15 school year and other prior years. Priority and Focus schools were eligible to be removed from these designations in the 2017‑18 school year if they made progress for two consecutive school years (2016‑17 and 2017‑18), met certain minimum standards, and met participation requirements for all student subgroups for which they are accountable. The ESEA waiver expired at the end of 2017‑18 school year, which was the last year that schools would be identified (i.e. LAP, Reward) or de-identified (Priority, Focus) under the NCLB era accountability system.

Designations

Priority

Under No Child Left Behind (NCLB) accountability the New York State Education Department (NYSED) identified Title I or Title I-eligible schools as Priority if they were among the 5% lowest performing schools in the state based on the following factors: low achievement in the “All Students” group in terms of proficiency on the statewide assessments and a lack of progress for this group over a number of years; or, secondary schools with a graduation rate less than 60 percent for a number of years. These schools were initially identified in 2012‑13 and newly identified again in 2015‑16. Schools identified as Priority during the last round of identification were removed from status in 2017‑18 if they made two years of progress and met other additional criteria.

Focus

Under No Child Left Behind (NCLB) era accountability the New York State Education Department (NYSED) identified Title I or Title I-eligible schools as Focus if they were among the 10% lowest performing schools as measured by accountability subgroup performance based on the following factors: the lowest subgroup achievement in terms of proficiency on the statewide assessments or high schools with the lowest graduation rate for subgroups. These schools were initially identified in 2012‑13 and newly identified again in 2015‑16. Schools identified as Focus during the last round of identification were removed from status in 2017‑18 if they made two years of progress and met other additional criteria.

Local Assistance Plan

Under No Child Left Behind (NCLB) era accountability the New York State Education Department (NYSED) identified schools as Local Assistance Plan (LAP) for either for failing to make progress in ELA, Math, Science or Graduation Rate for a subgroup for multiple years, having large and increasing gaps in performance between specific subgroups of students or in the case where the school is not located in a low performing district, having a subgroup perform at or below the benchmark used to identify low performing districts. Schools were identified as LAP any year, however the last round of LAP identification happened in 2016‑17.

Good Standing

Under No Child Left Behind (NCLB) era accountability the New York State Education Department used Good Standing as the default designations for schools not identified as Priority, Focus, Reward or LAP.

Reward

Under No Child Left Behind (NCLB) era accountability the New York State Education Department (NYSED) identified schools as Reward for showing high performance or high progress in ELA, Math, Science and graduation rate. Schools were identified as Reward any year, however the last round of Reward school identification happened in the 2016‑17 school year.

Metrics

Combined ELA/Math Performance Index at the Elementary-Middle Level

Under No Child Left Behind (NCLB) era accountability the New York State Education Department (NYSED) primarily identified elementary-middle schools as Priority or Focus based on the Combined ELA/Math Performance Index. The Combined ELA/Math Performance Index was an average of the ELA Performance Index and the Math Performance Index, both of which were values on a scale of 0-200 and calculated by summing the count of students performing at level 2, plus the count of students performing at level 3 times 2, plus the count of students performing at level 4 times 2 and then dividing this sum by the total count of continuously enrolled and tested students. 

Combined ELA/Math Performance Index at the Secondary Level

Under No Child Left Behind (NCLB) era accountability the New York State Education Department (NYSED) primarily identified secondary schools as Priority or Focus based on the Combined ELA/Math Performance Index. The Combined ELA/Math Performance Index was an average of the ELA Performance Index and the Math Performance Index, both of which were values on a scale of 0-200 and calculated by summing the count of students performing at level 2, plus the count of students performing at level 3 times 2, plus the count of students performing at level 4 times 2 and then dividing this sum by the total count of students in the accountability cohort.

Total Cohort Graduation Rate for Accountability Purposes

Under No Child Left Behind (NCLB) era accountability the New York State Education Department (NYSED) primarily identified secondary schools as Priority or Focus based on the four year total cohort graduation rate for accountability. This graduation rate was lagged by one year and also included former students with disabilities and former Limited English Proficient students. Additionally a five year total cohort graduation rate for accountability was used. This graduation rate was also lagged by one year and included former students with disabilities and former Limited English Proficient students.