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LOSING OUR FUTURE: The Graduation Rate Crisis and the School to Prison Pipeline in New York

The Pipeline and Race. Inadequate School ResourcesLow AchievementUse of Special Education in Lieu of DisciplineHigh Rates of Suspension and ExpulsionFailure to Earn a Real Diploma Court InvolvedLow Quality Education While Incarcerated (if any)More Black Men in Jail Than in College. Costs are

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LOSING OUR FUTURE: The Graduation Rate Crisis and the School to Prison Pipeline in New York

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    1. LOSING OUR FUTURE: The Graduation Rate Crisis and the School to Prison Pipeline in New York Presentation by Daniel J. Losen The Civil Rights Project at Harvard University

    2. The Pipeline and Race Inadequate School Resources Low Achievement Use of Special Education in Lieu of Discipline High Rates of Suspension and Expulsion Failure to Earn a Real Diploma Court Involved Low Quality Education While Incarcerated (if any) More Black Men in Jail Than in College

    3. Costs are Not Color Blind Tremendous costs for all of society and devastating impact of school system failure on communities of color. Missing or misleading data results in misallocation of resources and muddies evaluation of reform policies.

    4. Racial Inequity In Education New York City School Finance Overemphasis on Testing Accountability Racial Disproportionality, ED and Restrictive Settings (State) Push-outs and Disenrollment Poorly Monitored and Evaluated Alternative Education

    5. New York State Suspends A Relatively High Percentage of Black Students With Disabilities Black students with disabilities 2.4 times as likely to be suspended for more than 10 days as their White counterparts. New York is among the top ten states for risk of being identified as having “emotional disturbance” (ED) for Black and American Indian students (OSEP 2003). New York is among the worst states for placing Black and Latino students with disabilities in the most restrictive (removed >60 percent of day) educational environments. 42% of Blacks, 41% of Latinos, but less than 20% of Whites (OSEP 2003). The most conservative “self report” survey data show that one third of the students in the juvenile justice system are IDEA eligible. Incarceration rates are among the highest among students with emotional disturbance. Nationally graduation rates for students with disabilities are considerably lower than other students. (About 33%). Roughly four out of five prisoners in the U.S. did not complete high school.

    6. Graduation Rate Calculations Estimate based on enrollment - CPI index – more accurate estimate using Common Core of Data Based on NCLB definition (standard time = estimate for 4 year cohort) GEDs and alternate certificates do not count (by law) Not a dropout rate Need for longitudinal tracking using individual student identifiers

    7. National Graduation Rates by Race and Gender (CPI Method for Class of 2001)

    8. Misinformation in New York Dropout and completion data is inaccurate In New York, students have to stay in school to be counted as dropouts? Absurd or Gaming the System? May not include GED enrollees Does not include incarcerated youth Survey estimates are less reliable than enrollment data – (which is tied to funding) Different definitions of dropout and completion The City of New York’s calculation doesn’t comply with the law and the State’s method also appear flawed.

    9. NCLB Does Define Graduation Rates The statute says the definition of AYP “… includes graduation rates … (defined as the percentage of students who graduate from secondary school with a regular diploma in the standard number of years).” 20 U.S.C. § 6311(b)(2)(C)(vi) (emphasis added).

    10. The Federal Regulations, December 2002 (a) Each State must use the following other academic indicators to determine AYP: (1) High schools. (i) The graduation rate for public high schools, which means-- (A) The percentage of students, measured from the beginning of high school, who graduate from high school with a regular diploma (not including an alternative degree that is not fully aligned with the State's academic standards, such as a certificate or a GED) in the standard number of years;

    11. Disaggregated National Rates Mask Over Lowest States: Class of 2001

    12. Who Attends Our “Dropout Factories,” Where the Senior Class is 60% or Less of the Entering Class? Approximately 84% of minority students in major cities in New York attend a “Dropout Factory.” There are 46,298 students currently enrolled in grade 12 for 05-06. Just 49% of the 93,775 9th graders that entered in 02-03 Appears to be a dramatic improvement (over 10%) since class of 01. Source: Robert Balfanz, Senior Research Associate, Johns Hopkins University and New York City’s website: http://sdat.nycboe.net/cognos/cgi-binppdscgi.exe

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