What’s Working: NY Performance Standards Consortium Data Report

One of the most exciting and inspiring things that I’ve found in my research so far has been the Data Report from the New York Performance Standards Consortium.  As a science teacher, I am someone who may find data more “exciting” and “inspiring” than the average person, but I think even those Humanities folks will be excited by these numbers!

The New York Performance Standards Consortium is a group of schools in New York who have developed their own performance-based assessment system rather than being subject to New York’s high stakes Regents tests.  I am familiar with some of the schools, including Urban Academy, and have been incredibly impressed by everything I’ve seen and heard.  Here are some of the inspiring numbers:

  • Their teacher turnover rate for teachers with less than 5 years experience is 15%, compared with 58% in other NYC schools (I think this speaks volumes about teachers staying in dynamic schools where our professionalism is honored, even when the work is more demanding.)
  • 86% of African-American male graduates from Consortium schools go on to college, compared with 37% nationally.
  • The ELL graduation rate is 69.5% compared with 39.7% for the rest of NYC schools.  (I know that neither of those numbers are ideal, but the Consortium schools have almost double the ELL graduation rate — an incredible feat!)
  • The graduation rate for students with special needs is 50% from Consortium schools, compared with 24.7% for other NYC schools.
The report is very readable and has a lot of specifics as to how they do this.  My next steps are to think about how to learn more about these models, and to be sure I’m learning along with other teachers, students, parents, and community members.  NYC — here we come!!

One response to “What’s Working: NY Performance Standards Consortium Data Report

  1. That is such a hopeful report. We have so much to learn from them! My visit to Urban Academy two springs ago was a real highlight and something I’ve kept in mind as a great model for a proficiency-based school.

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