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New York

Opportunity to Learn for Black Students: 25% of that for White Students
Inequities in Graduation Rates Black Male and White Male students in New York graduated at lower rates in 2007/8 than the national average. The racial achievement gap is greater than the national average.1 The graduation rate for Black Male students is less than half the Benchmark. The Benchmark for graduation rates of Black Male students for states enrolling more than 10,000 Black students is 69% (New Jersey). Graduation Rate 2007/8 Location USA New York Black Males 4.2 mil. 274,659 Black Male White Male 47% 78% 25% 68% GAP 31% 43% Graduation Rate 2005/6 Change Black White Black White Male Male Male Male 47% 75% 0% 3% 39% 75% -14% -7%

National Assessment of Educational Progress (NAEP) Evidence of Inequities NAEP Grade 4 Reading results for New York are above those for the nation as a whole for both White Male, non-Latino, and Black Male students. Percentages of Black Male and White Male, Non-Latino, Students at Each Achievement Level, Reading, Grade 4, 2009 Race Jurisdictions White USA New York Black USA New York Below Basic 30 27 58 51 At Basic 35 36 30 32 At Proficient 28 29 11 14 At Advanced 8 8 1 3

New York State enrollment and diploma data has been reported to the National Center for Education Statistics irregularly and is not considered as reliable as data from other states. The data presented here are best estimates, given the data available. That for 2007/8 does not include local diplomas, a non-college preparatory certificate that is in the process of abolition.

At Grade 8 half of the states Black Male students read at less than the Basic level and virtually none reach the Advanced level.

Percentages of Black Male and White Male, Non-Latino, Students at Each Achievement Level, Reading, Grade 8, 2009 Race Jurisdictions White USA New York Black USA New York Below Basic 21 19 50 48 At Basic 46 44 40 41 At Proficient 31 34 9 11 At Advanced 2 2 # #

Nearly one-third of New Yorks Black Male students score below the Basic level in Grade 4 Mathematics, three times as many as the states White Male, non-Latino students. Percentages of Black Male and White Male, Non-Latino, Students at Each Achievement Level, Mathematics, Grade 4, 2009 Race Jurisdictions White USA New York Black USA New York Below Basic 12 11 36
31

At Basic 39 39 48
48

At Proficient 40 43 15
20

At Advanced 9 7 1
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Nearly half of New Yorks Black Male students score below the Basic level in Grade 8 Mathematics and two percent reach the Advanced level, which is in line with national averages. Percentages of Male, White and Black Non-Latino Students At Each Achievement Level, Mathematics, Grade 8, 2009 Race Jurisdictions White USA New York Black USA New York Below Basic 19
16

At Basic 38
40

At Proficient 32
34

At Advanced 11
9

50
47

37
37

11
13

2
2

The Benchmark for Black Male students in Grade 8 Reading is Massachusetts, with 58% of Black Male students scoring at or above Basic. The Benchmark for Grade 8 Mathematics is Massachusetts, with 67% of Black Male students scoring at or above Basic. Discipline, Special Education, and Advanced Placement Inequities

The number of out-of-school suspensions given to Black Male students in New York was equivalent to nine percent of New Yorks male, Black, non-Latino student population. The number of out-of-school suspensions given to White Male students in New York was equivalent to five percent of the states White, male, non-Latino enrollment in the 2006/7 school year, as reported to the Office of Civil Rights of the U. S. Department of Education. Expulsions were approximately equal in proportion to the enrollments for the two groups. Black Male students admissions to district Gifted/Talented programs and Mentally Retarded classifications were less disproportionate in 2006/7 than in earlier years and less disproportionate than national averages.

More than six times as many White Male students were allowed to take Advanced Placement Mathematics and five times as many Advanced Placement Science classes as Black Male students, given their respective shares in the student population.

Buffalo Inequities in Graduation Rates Black Male and White Male, non-Latino students in Buffalo graduated at lower rates in 2007/8 than the national average.2 Three-quarters of the districts Black Male students were unable to graduate with their cohort. The graduation rate for Black Male students is one-third of the Benchmark. The Benchmark for graduation rates of Black Male students for school districts enrolling more than 10,000 Black Male students is 75% (Newark, New Jersey). Graduation Rate 2007/8 Location USA New York Buffalo Black Males 4.2 mil. 274,659 10,217 GAP Black Male White Male 47% 78% 31% 25% 68% 43% 25% 55% 30% Graduation Rate 2005/6 Black White Male Male 47% 75% 39% 75% 31% 50%

Change Black White Male Male 0% 3% -14% -7% -6% 5%

New York large city enrollment and diploma data has been reported to the National Center for Education Statistics irregularly and is not considered as reliable as data from other districts. The data presented here are best estimates, given the data available. That for 2007/8 does not include local diplomas, a non-college preparatory certificate that is in the process of abolition.

Discipline, Special Education, and Advanced Placement Inequities

The number of out-of-school suspensions given to Black Male students in the Buffalo public schools was equivalent to twenty-eight percent of Buffalos male, Black, non-Latino student population and the percentage of out-of-school suspensions given to White Male students in Buffalo was equivalent to fifteen percent, in the 2006/7 school year, as reported to the Office of Civil Rights of the U. S. Department of Education. Black Male non-Latino students were classified as Gifted/Talented less than a fifth as often as White Male, non-Latino students in the Buffalo public schools and were more often placed in Mental Retardation classifications. Approximately four times as many White Male students as Black Male students in the Buffalo public schools in 2006/7 were allowed to participate in Mathematics Advanced Placement courses, proportionate to enrollment. The district reported no White Male, non-Latino students in Advanced Placement Science courses. New York City Inequities in Graduation Rates Black Male and White Male, non-Latino students in New York City graduated at lower rates in 2007/8 than the national average.3 Nearly three-quarters of the Black Male students were unable
New York City enrollment and diploma data has been reported to the National Center for Education Statistics irregularly and are not considered as reliable as data from other districts. The data presented here are best estimates. That for 2007/8 does not include local diplomas, a non-college preparatory certificate that is in the process of abolition.
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to graduate with Regent or Advanced Regent diplomas with their cohort. The racial achievement gap is less than the national average due to the low graduation rate of White Male students. The Benchmark for graduation rates of Black Male students for school districts enrolling more than 10,000 Black Male students is 75% (Newark, New Jersey). Graduation Rate 2007/8 White Black Male Male 47% 78% 25% 68% 28% 50% Graduation Rate 2005/6 Black White GAP Male Male 31% 47% 75% 43% 39% 75% 22% 32% 57%

Black Location Males USA 4.2 mil. New York 274,659 New York City 167,277

Change Black White Male Male 0% 3% -14% -7% -4% -7%

National Assessment of Educational Progress (NAEP) Evidence of Inequities NAEP Grade 4 Reading results for New York City are below those for the nation as a whole for White Male, non-Latino, students and above national averages for Black Male students. Percentages of Black Male and White Male, Non-Latino, Students at Each Achievement Level, Reading, Grade 4, 2009 Race Jurisdictions White USA New York New York City Black USA New York New York City Below Basic 30 27 39 58 51 50 At Basic 35 36 33 30 32 33 At Proficient 28 29 22 11 14 15 At Advanced 8 8 7 1 3 2

At Grade 8 the Citys White Male, non-Latino, students score below national and state averages; nearly half of the Citys Black Male students read at less than the Basic level and virtually none reach the Advanced level.

Percentages of Black Male and White Male, Non-Latino, Students at Each Achievement Level, Reading, Grade 8, 2009 Race Jurisdictions White USA New York New York City Black USA New York New York City Below Basic 21 19 36 50 48 48 At Basic 46 44 40 40 41 43 At Proficient 31 33 23 9 11 9 At Advanced 2 2 2 # # #

New York Citys Black Male students score at levels in Grade 4 Mathematics similar to those for the state and above the national averages for the group. Percentages of Black Male and White Male, Non-Latino, Students at Each Achievement Level, 2009, Mathematics, Grade 4 Race White Jurisdictions USA New York New York City USA New York New York City Below Basic 12 11 15 36
31

Black

At Basic 39 39 38 48
48

At Proficient 40 43 38 15
20

At Advanced 9 7 9 1
1

31

47

20

However, more than half of New York Citys Black Male students score below the Basic level in Grade 8 Mathematics and only one percent reach the Advanced level, as compared to ten percent of the citys White Male, non-Latino, students. Percentages of Black Male and White Male, Non-Latino, Students at Each Achievement Level, 2009, Mathematics, Grade 8 Race White Jurisdictions USA New York New York City USA New York New York City Below Basic 19
16

At Basic 38
40

At Proficient 32
34

At Advanced 11
9

Black

22 50
47 53

37 37
37 37

31 11
13 10

10 2
2 1

Discipline, Special Education, and Advanced Placement Inequities

The number of out-of-school suspensions given to Black Male students in the New York City public schools was equivalent to two percent of New York Citys male, Black, non-Latino student population and the percentage of out-of-school suspensions given to White Male students in New York City was equivalent to less than one percent, in the 2006/7 school year, as reported to the Office of Civil Rights of the U. S. Department of Education. Given the state-wide rates, it is difficult to be certain of the accuracy of these data. Black Male non-Latino students were classified as Gifted/Talented a third as often as White Male, non-Latino students in the New York City public schools and were more often placed in Mental Retardation classifications in the 2006/7 school year. Approximately seven times as many White Male students as Black Male students in the New York City public schools in 2006/7 were allowed to participate in Mathematics Advanced Placement courses and four times as many in Science Advanced Placement courses, proportionate to enrollment. Rochester Inequities in Graduation Rates Black Male and White Male, non-Latino students in Rochester graduated at lower rates in 2007/8 than the national average.4 Two-thirds of the Black Male students and nearly the same
Rochester enrollment and diploma data has been reported to the National Center for Education Statistics irregularly and is not considered as reliable as data from other districts. The data presented here are best estimates, given the
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proportion of the White Male students were unable to graduate with a college preparatory diploma with their cohort. The racial achievement gap is less than the national average. The graduation rate for Black Male students is much less than half the Benchmark. The Benchmark for graduation rates of Black Male students for school districts enrolling more than 10,000 Black Male students is 75% (Newark, New Jersey). Graduation Rate 2007/8 Location USA New York Rochester Black Males 4.2 mil. 274,659 10,921 GAP Black Male White Male 47% 78% 31% 25% 68% 43% 33% 44% 11% Graduation Rate 2005/6 Black White Male Male 47% 75% 39% 75% 29% 37%

Change Black White Male Male 0% 3% -14% -7% 4% 7%

Discipline, Special Education, and Advanced Placement Inequities

The number of out-of-school suspensions given to Black Male students in the Rochester public schools was equivalent to thirty-two percent of Rochesters male, Black, non-Latino student population and the percentage of out-of-school suspensions given to White Male students in Rochester was equivalent to sixteen percent, in the 2005/6 school year, as reported to the Office of Civil Rights of the U. S. Department of Education.

data available. That for 2007/8 does not include local diplomas, a non-college preparatory certificate that is in the process of abolition.

Black Male non-Latino students were classified as Gifted/Talented approximately a third as often as White Male, non-Latino students in the Rochester public schools and were more than three times as often placed in Mental Retardation classifications. Approximately eight times as many White Male students as Black Male students in the Rochester public schools in 2006/7 were allowed to participate in Mathematics and Science Advanced Placement courses, proportionate to enrollment.