Context

NYC DOE School ELA Results 2013-2017 (Public) consolidated by below categories -

All Students

Ethnicity/Race

Economic Need

Gender

English Language Learners

Student with Disabilities

Content

Starting in 2013, the NY State Education Department (NYSED) changed the exams to be Common Core aligned. Results on earlier exams from 2006-2012 can be found at this link: http://schools.nyc.gov/NR/exeres/05289E74-2D81-4CC0-81F6-E1143E28F4C4,frameless.htm

In order to comply with FERPA regulations on public reporting of education outcomes, rows with 5 or fewer students are suppressed. Additional rows are suppressed if it is possible. Pursuant to the legislation and in accordance with the Family Educational Rights and Privacy Act (FERPA), rows with 5 or fewer students have been replaced with an "s". In addition, other rows have been replaced with an "s" when they could reveal, through addition or subtraction, the underlying numbers that have been redacted.

District 75 students are included in city-level results. For 2013, District 75 students are attributed to their geographic borough. For 2014 and later, they are not included in borough-level results. For all years, District 75 students are assigned to their geographic district for district-level results. District 75 schools are not included in school-level results.

Charter schools are not included. School level charter data can be found here: http://schools.nyc.gov/Accountability/data/TestResults/ELAandMathTestResults

Asian results include Pacific Islanders. Small ethnic categories of Multi-racial and Native American are not shown due to small cell counts.

Current ELLs are those identified as an ELL during the reported year. Ever ELLs are those identified as ELL any year prior to the reported year but not including the reported year. Never ELLs are those never reported to have received ELL services.

In 2007, the New York State Education Department updated its testing policy for English Language Learners: ELLs in an English Language School System for more than one year are required to take the ELA exam. Previously, ELLs in an English Language School System for less than 3 years were exempt from taking the ELA exam.

A change in State testing policy drove a decrease in eighth grade proficiency rates in 2014: to reduce double testing, most students in accelerated math courses who took the Integrated Algebra Regents exam were exempted from taking the 7th or 8th grade State math assessment.

Acknowledgements

NYC Open Data

(Grades 3 - 8) Notes Starting in 2013, the NY State Education Department (NYSED) changed the exams to be Common Core aligned. Results on earlier exams from 2006-2012 can be found at this link: http://schools.nyc.gov/NR/exeres/05289E74-2D81-4CC0-81F6-E1143E28F4C4,frameless.htm Results presented here include all students who sat for either the Math or ELA exam. On the NYSED website, results for "matched" students can be found. To account for participation changes across years and anticipate the importance of year-to-year same-cohort comparisons for the Class of 2022, "matched" Math and ELA results were calculated to include 4th grade students who were tested in both the current and previous year and to include 5th – 8th grade students who were tested in all three years. In order to comply with FERPA regulations on public reporting of education outcomes, rows with 5 or fewer students are suppressed. For 2013, District 75 students are represented in their home districts and boroughs. For 2014 & 2015, they are not included. Charter schools are not included. School level charter data can be found here: http://schools.nyc.gov/Accountability/data/TestResults/ELAandMathTestResults In 2007, the New York State Education Department updated its testing policy for English Language Learners: ELLs in an English Language School System for more than one year are required to take the ELA exam. Previously, ELLs in an English Language School System for less than 3 years were exempt from taking the ELA exam. A change in State testing policy drove a decrease in eighth grade proficiency rates in 2014: to reduce double testing, most students in accelerated math courses who took the Algebra Regents exam were exempted from taking the 7th or 8th grade State math assessment. Former English Language Learners includes any students who were classified as English Language Learners in at least one of the previous two school years.

Abstract copyright UK Data Service and data collection copyright owner. The Ark Education Partnerships Group is conducting primary research to develop a value added measure of school performance in Uganda, based on aggregate student progress made during their time in the school. Having conducted the research, they intend to work with the Ugandan government and other stakeholders to determine whether and how this kind of progress measure could be used to drive improvements in the Ugandan education system, for example by improving school accountability. Value added measures are increasingly being used to evaluate school performance in the Global North, including in England, the US and Australia. Ark’s work is the first attempt to see if this type of school performance measure can be used to drive system improvement in the developing world. Further information on the project may be found on ARK's Uganda Value Added webpage. Main Topics: This study includes:exam results for 2013 and 2014, including Primary Leaving Exams and Uganda Certificate of Education examsschool surveySocio-Economic Status (SES) survey Multi-stage stratified random sample Stratified by region and school type Compilation or synthesis of existing material Short questionnaire on the school completed by the head-teacher; short questionnaire on socio-economic status

NEW YORK CITY Results on the NEW YORK STATE English Language Arts (ELA) & Mathematics Exams (Grades 3 - 8) 2013 - 2015 Notes Starting in 2013, the NY State Education Department (NYSED) changed the exams to be Common Core aligned. Results on earlier exams from 2006-2012 can be found at this link: http://schools.nyc.gov/NR/exeres/05289E74-2D81-4CC0-81F6-E1143E28F4C4,frameless.htm Results presented here include all students who sat for either the Math or ELA exam. On the NYSED website, results for "matched" students can be found. To account for participation changes across years and anticipate the importance of year-to-year same-cohort comparisons for the Class of 2022, "matched" Math and ELA results were calculated to include 4th grade students who were tested in both the current and previous year and to include 5th – 8th grade students who were tested in all three years. In order to comply with FERPA regulations on public reporting of education outcomes, rows with 5 or fewer students are suppressed. For 2013, District 75 students are represented in their home districts and boroughs. For 2014 & 2015, they are not included. Charter schools are not included. School level charter data can be found here: http://schools.nyc.gov/Accountability/data/TestResults/ELAandMathTestResults In 2007, the New York State Education Department updated its testing policy for English Language Learners: ELLs in an English Language School System for more than one year are required to take the ELA exam. Previously, ELLs in an English Language School System for less than 3 years were exempt from taking the ELA exam. A change in State testing policy drove a decrease in eighth grade proficiency rates in 2014: to reduce double testing, most students in accelerated math courses who took the Algebra Regents exam were exempted from taking the 7th or 8th grade State math assessment. Former English Language Learners includes any students who were classified as English Language Learners in at least one of the previous two school years.

(Grades 3 - 8) 2013 - 2015 Notes Starting in 2013, the NY State Education Department (NYSED) changed the exams to be Common Core aligned. Results on earlier exams from 2006-2012 can be found at this link: http://schools.nyc.gov/NR/exeres/05289E74-2D81-4CC0-81F6-E1143E28F4C4,frameless.htm Results presented here include all students who sat for either the Math or ELA exam. On the NYSED website, results for "matched" students can be found. To account for participation changes across years and anticipate the importance of year-to-year same-cohort comparisons for the Class of 2022, "matched" Math and ELA results were calculated to include 4th grade students who were tested in both the current and previous year and to include 5th – 8th grade students who were tested in all three years. In order to comply with FERPA regulations on public reporting of education outcomes, rows with 5 or fewer students are suppressed. For 2013, District 75 students are represented in their home districts and boroughs. For 2014 & 2015, they are not included. Charter schools are not included. School level charter data can be found here: http://schools.nyc.gov/Accountability/data/TestResults/ELAandMathTestResults In 2007, the New York State Education Department updated its testing policy for English Language Learners: ELLs in an English Language School System for more than one year are required to take the ELA exam. Previously, ELLs in an English Language School System for less than 3 years were exempt from taking the ELA exam. A change in State testing policy drove a decrease in eighth grade proficiency rates in 2014: to reduce double testing, most students in accelerated math courses who took the Algebra Regents exam were exempted from taking the 7th or 8th grade State math assessment. Former English Language Learners includes any students who were classified as English Language Learners in at least one of the previous two school years.

These ward level well being scores present a combined measure of well-being indicators of the resident population based on 12 different indicators. Where possible each indicator score is compared with the England and Wales average, which is zero. Scores over 0 indicate a higher probability that the population on average will experience better well-being according to these measures. Users can adjust the weight of each indicator depending on what they consider to be the more or less important, thus generating bespoke scores. This is done either by entering a number between 0 and 10. The scores throughout the spreadsheet will update automatically. The tool combines data across a range of themes for the last five years of available data (2009-2013). View the results in the online interactive tool here, The well-being scores are then presented in a ranked bar chart for each borough, and a ward map of London. The spreadsheet also highlights wards in the top and bottom 25 per cent in London. Wards that have shown significant improvement or reduction in their scores relative to the average over the five year period are also highlighted. Borough figures are provided to assist with comparisons. Rankings and summary tables are included. The source data that the tool is based on is included in the spreadsheet. Detailed information about definitions and sources is contained within the spreadsheet. The 12 measures included are: Health Life Expectancy Childhood Obesity Incapacity Benefits claimant rate Economic security Unemployment rate Safety Crime rate Deliberate Fires Education GCSE point scores Children Unauthorised Pupil Absence Families Children in out-of-work households Transport Public Transport Accessibility Scores (PTALs) Environment Access to public open space & nature Happiness Composite Subjective Well-being Score (Life Satisfaction, Worthwhileness, Anxiety, and Happiness) (New data only available since 2011/12) With some measures if the data shows a high figure that indicates better well-being, and with other measures a low figure indicates better well-being. Therefore scores for Life Expectancy, GCSE scores, PTALs, and Access to Public Open Space/Nature have been reversed so that in all measures low scores indicate probable lower well-being. The data has been turned into scores where each indicator in each year has a standard deviation of 10. This means that each indicator will have an equal effect on the final score when the weightings are set to equal. Why should measuring well-being be important to policy makers? Following research by the Cabinet Office and Office for National Statistics, the government is aiming to develop policy that is more focused on ‘all those things that make life worthwhile’ (David Cameron, November 2010). They are interested in developing new and better ways to understand how policy and public services affect well-being. Why measure well-being for local areas? It is important for London policy makers to consider well-being at a local level (smaller than borough level) because of the often huge differences within boroughs. Local authorities rely on small area data in order to target resources, and with local authorities currently gaining more responsibilities from government, this is of increasing importance. But small area data is also of interest to academics, independent analysts and members of the public with an interest in the subject of well-being. How can well-being be measured within small areas? The Office for National Statistics have been developing new measures of national well-being, and as part of this, at a national and regional level, the ONS has published some subjective data to measure happiness. ONS have not measured well-being for small areas, so this tool has been designed to fill this gap. However, DCLG have published a tool that models life satisfaction data for LSOAs based on a combination of national level happiness data, and 'ACORN' data. Happiness data is not available for small areas because there are no surveys large enough for this level of detail, and so at this geography the focus is on objective indicators. Data availability for small areas is far more limited than for districts, and this means the indicators that the scores are based on are not all perfect measures of well-being, though they are the best available. However, by using a relatively high number of measures across a number of years, this increases the reliability of the well-being scores. How can this tool be used to help policy makers? Each neighbourhood will have its own priorities, but the data in this tool could help provide a solid evidence base for informed local policy-making, and the distribution of regeneration funds. In addition, it could assist users to identify the causes behind an improvement in well-being in certain wards, where examples of good practice could be applied elsewhere. Differences to the previous report This is the 2013 edition of this publication, and there is one change from 2012. Indicators of Election turnout has been replaced with a composite score of subjective well-being indicators. This tool was created by the GLA Intelligence Unit. Please contact datastore@london.gov.uk for more information.