Most New York Students Are Not College-Ready
New York State education officials released a new set of graduation statistics on Monday that show fewer than half of students in the state are leaving high school prepared for college and well-paying careers.
The new statistics, part of a push to redispose (重新部署 ) state standards with college performance, show that only 23 percent of students in New York City graduated ready for college or careers in 2009, not counting special-education students. That is well under half the current graduation rate of percent, a number often promoted by Mayor Michael R. Bloomberg as evidence that his education policies are working.
But New York City is still doing better than the state’s other large districts. In Buffalo, Rochester. Syracuse and Yonkers, less than 17 percent of students met the proposed standards, including just 5 percent in Rochester.
The Board of Regents, which sets the state’s education policies, met on Monday to begin discussing what to do with this data, and will most likely issue a decision in March. One option is to make schools and districts place an asterisk (星标)next to the current graduation rate, or have them report both the current graduation rate and the college ready rate, said Merry H. Tisch, the chancellor of the Board of Regents.
The move parallels a decision by the Regents last year to make standardized tests for third through eighth graders more difficult to pass, saying that the old passing rates did not correlate to high school success.
"With three through eight, we ripped the Band-Aid off," Dr. Tisch said in an interview last week. "The thing we said then, in looking at the business world, is that if you sit on this, you become the Enron(美国安然公司，原是世界是最大的综合性天然气和电力公司之一)of test scores, the Enron of graduation rates. We need to indicate exactly what it all means, especially since we’ve already said that college-ready should be the indicator of high school completion."
State and city education officials have known for years that graduating from a public high school does not indicate that a student is ready for college, and have been slowly moving to raise standards. But the political will to acknowledge openly the difference between graduation requirements and college or job needs is new, Dr. Tisch; David M. Steiner, the state education commissioner; and John King, the deputy state education commissioner, said in interviews last week.
With President Obama college readiness and international competitiveness a top national goal, and federal and charitable money pouring into finding ways to raise national education standards, that equation is changing, they said. "It is a national cr," Dr. Steiner said.
Statewide,77 percent of students graduate from high school. Currently, a student needs to score a 65 on four of the state’s five required Regents exams to graduate, and beginning next year, they will need a 65 on all five.
Using data collected by state and community colleges, testing experts on a state committee determined last year that a 75 on the English Regents and a 80 on the math Regents roughly predicted that students would get at least a C in a college-level course in the same subject. Scores below that meant students had to often take remediation classes before they could do college-level work. Only 41 percent of New York State graduates in 2009 achieved those scores.
In the wealthier districts across the state, the news is better: 72 percent of students in "low need" districts are graduating ready for college or careers. But even that is well under the 95 percent of students in those districts who are now graduating.
The data also cast new doubt on the ability of charter schools to outperform their traditional school peers. Statewide, only 10 percent of students at charters graduated in 2009 at college-ready standards, though 49 percent received diplomas. The state has not yet calculated results for every district and school.
State officials have also begun a series of meetings in local districts to introduce this data and ask local officials what they want to do about it. A common reaction, Dr. Tisch said, is shock and hesitation. There are fears of an abrupt drop of real estate values, as well as disagreement, particularly in rural areas, with the idea that all students need to be prepared for college.
Jean-Claude Brizard, the schools supervisor in Rochester for the past three years, said that while he was surprised by the data, he welcomed the effort to move the conversation away from simply graduating. In an effort to improve, Rochester has closed half its high schools and opened new schools, including its first high school that allows students to earn credits at several local colleges.
"We are behind the eight-ball a bit, but we are pushing," he said. "It’s shocking, I know. It’s low. But for me, it is going to support my initiatives."
In New York City, roughly 75 percent of public high school students who enroll in community colleges need to take remedial math or English courses before they can begin college-level work. City education officials said the 23 percent college-ready rate was not a fair measure of how the city would do if graduation requirements were raised to a higher standard, because students would work harder to meet that new bar.
While it has not gone so far as to calculate an alternative to graduation rates, the city has already begun tracking how each high school’s students fare in college, and in 2012 it will begin holding principals accountable for it. "Last year, well before the state announced this plan, we told schools we would begin including robust college readiness metrics in school progress reports," said Shael Polakow- Suransky, the chief academic officer.
One thing that is helping districts get over their shock, Dr. Tisch said, is the opening of a broad discussion about how to improve things. On their tour, which has visited Albany, Buffalo and Rochester will visit New York City, Westchester County and Long Island in the coming weeks, officials are presenting a menu of options.
One idea is to simply report a college-ready graduation rate as an ambitious standard and leave it at that. Another is to impose tougher graduation standards-like requiring that all students in the state take four years of math and science, or permanently raising the passing score on high school Regents exams to 75 in English and 80 in math.
But they are also discussing increased flexibility for districts and students, so that they can spend more time on the subjects they are interested in. For example, students might be permitted to choose at least one of the Regents exams they must pass to graduate--currently all students have to pass math, English, science, global history and American history. Students might be able to substitute foreign language, economics or art for one of the five. Or students could replace one Regents with a vocational skills test in an area like carpentry(木工手艺) or plumbing.
Alternatively, the state could grant flexibility to districts to give credits based not on how many hours students sit in a classroom--currently 54 hours per semester per credit--but on whether students show competency, based on examination or online course work.
New York State education officials released a new set of graduation statistics on Monday that show fewer than half of students in the state are leaving high school prepared for college and well-paying careers.
The new statistics, part of a push to redispose (重新部署 ) state standards with college performance, show that only 23 percent of students in New York City graduated ready for college or careers in 2009, not counting special-education students. That is well under half the current graduation rate of percent, a number often promoted by Mayor Michael R. Bloomberg as evidence that his education policies are working.
But New York City is still doing better than the state’s other large districts. In Buffalo, Rochester. Syracuse and Yonkers, less than 17 percent of students met the proposed standards, including just 5 percent in Rochester.
The Board of Regents, which sets the state’s education policies, met on Monday to begin discussing what to do with this data, and will most likely issue a decision in March. One option is to make schools and districts place an asterisk (星标)next to the current graduation rate, or have them report both the current graduation rate and the college ready rate, said Merry H. Tisch, the chancellor of the Board of Regents.
The move parallels a decision by the Regents last year to make standardized tests for third through eighth graders more difficult to pass, saying that the old passing rates did not correlate to high school success.
"With three through eight, we ripped the Band-Aid off," Dr. Tisch said in an interview last week. "The thing we said then, in looking at the business world, is that if you sit on this, you become the Enron(美国安然公司，原是世界是最大的综合性天然气和电力公司之一)of test scores, the Enron of graduation rates. We need to indicate exactly what it all means, especially since we’ve already said that college-ready should be the indicator of high school completion."
State and city education officials have known for years that graduating from a public high school does not indicate that a student is ready for college, and have been slowly moving to raise standards. But the political will to acknowledge openly the difference between graduation requirements and college or job needs is new, Dr. Tisch; David M. Steiner, the state education commissioner; and John King, the deputy state education commissioner, said in interviews last week.
With President Obama college readiness and international competitiveness a top national goal, and federal and charitable money pouring into finding ways to raise national education standards, that equation is changing, they said. "It is a national cr," Dr. Steiner said.
Statewide,77 percent of students graduate from high school. Currently, a student needs to score a 65 on four of the state’s five required Regents exams to graduate, and beginning next year, they will need a 65 on all five.
Using data collected by state and community colleges, testing experts on a state committee determined last year that a 75 on the English Regents and a 80 on the math Regents roughly predicted that students would get at least a C in a college-level course in the same subject. Scores below that meant students had to often take remediation classes before they could do college-level work. Only 41 percent of New York State graduates in 2009 achieved those scores.
In the wealthier districts across the state, the news is better: 72 percent of students in "low need" districts are graduating ready for college or careers. But even that is well under the 95 percent of students in those districts who are now graduating.
The data also cast new doubt on the ability of charter schools to outperform their traditional school peers. Statewide, only 10 percent of students at charters graduated in 2009 at college-ready standards, though 49 percent received diplomas. The state has not yet calculated results for every district and school.
State officials have also begun a series of meetings in local districts to introduce this data and ask local officials what they want to do about it. A common reaction, Dr. Tisch said, is shock and hesitation. There are fears of an abrupt drop of real estate values, as well as disagreement, particularly in rural areas, with the idea that all students need to be prepared for college.
Jean-Claude Brizard, the schools supervisor in Rochester for the past three years, said that while he was surprised by the data, he welcomed the effort to move the conversation away from simply graduating. In an effort to improve, Rochester has closed half its high schools and opened new schools, including its first high school that allows students to earn credits at several local colleges.
"We are behind the eight-ball a bit, but we are pushing," he said. "It’s shocking, I know. It’s low. But for me, it is going to support my initiatives."
In New York City, roughly 75 percent of public high school students who enroll in community colleges need to take remedial math or English courses before they can begin college-level work. City education officials said the 23 percent college-ready rate was not a fair measure of how the city would do if graduation requirements were raised to a higher standard, because students would work harder to meet that new bar.
While it has not gone so far as to calculate an alternative to graduation rates, the city has already begun tracking how each high school’s students fare in college, and in 2012 it will begin holding principals accountable for it. "Last year, well before the state announced this plan, we told schools we would begin including robust college readiness metrics in school progress reports," said Shael Polakow- Suransky, the chief academic officer.
One thing that is helping districts get over their shock, Dr. Tisch said, is the opening of a broad discussion about how to improve things. On their tour, which has visited Albany, Buffalo and Rochester will visit New York City, Westchester County and Long Island in the coming weeks, officials are presenting a menu of options.
One idea is to simply report a college-ready graduation rate as an ambitious standard and leave it at that. Another is to impose tougher graduation standards-like requiring that all students in the state take four years of math and science, or permanently raising the passing score on high school Regents exams to 75 in English and 80 in math.
But they are also discussing increased flexibility for districts and students, so that they can spend more time on the subjects they are interested in. For example, students might be permitted to choose at least one of the Regents exams they must pass to graduate--currently all students have to pass math, English, science, global history and American history. Students might be able to substitute foreign language, economics or art for one of the five. Or students could replace one Regents with a vocational skills test in an area like carpentry(木工手艺) or plumbing.
Alternatively, the state could grant flexibility to districts to give credits based not on how many hours students sit in a classroom--currently 54 hours per semester per credit--but on whether students show competency, based on examination or online course work.
