The rates below reflect the graduation and dropout percentages among the cohort of all students who entered 9th grade in the fall of 2010. The improved graduation and dropout rates reflect progress made over the current and previous administrations. All percentage point changes below are comparisons to the previous year.
- The graduation rate rose to 68.4 percent in 2013-14, a 2.4 point gain
- The dropout rate fell to 9.7 percent, a decrease of 0.9 points
New York City students’ graduation rates improved across the board, with black and Latino students posting higher gains:
- Black students’ graduation rate increased to 63.8 percent, a 2.6 point gain
- Hispanic students’ graduation rate increased to 61.4 percent, a 2.5 point gain
- Asian students’ graduation rate increased to 82.6 percent, a 1.4 point gain
- White students’ graduation rate increased to 80.7 percent, a 1.0 point gain
Simultaneously, dropout rates fell among black, Latino, and Asian students:
- Black students’ dropout rate fell to 9.6 percent, a 1.4 point decrease
- Hispanic students’ dropout rate fell to 12.7 percent, a 1.1 point decrease
- Asian students’ dropout rate fell to 5.8 percent, a 0.5 point decrease
- White students’ dropout rate increased slightly to 6.1 percent, a 0.2 point increase
Today, Chancellor Fariña toured Manhattan International High School, which celebrated a jump in its four-year graduation rate to 71 percent from 56 percent. Manhattan International High School serves a population of students who have lived in the United States for fewer than four years.
“We must make progress and increase graduation rates further, and make sure students stay in college and are equipped to have meaningful careers,” said Schools Chancellor Carmen Fariña. “As we continue our shift to rigorous, Common Core-aligned instruction and our enhanced focus on professional development that puts strong teachers at the front of every classroom, I look forward to seeing graduation and college readiness numbers improve.”
A larger percentage of students in the Class of 2014 also met two college readiness standards: New York State’s Aspirational Performance Measures (APM), and New York City’s College Readiness Index (CRI).
To meet the APM standard, students must receive a score of 80 or higher on a Regents mathematics exam and a score of 75 or higher on the Regents English exam. Among graduates, the percentage of students meeting the APM standard rose to 39.5 percent, a gain of 1.8 points. Among all students in the 9th grade cohort, the percentage of students meeting the standard rose to 27.0 percent, a gain of 2.2 points.
The more inclusive CRI standard requires students to meet one of a number of thresholds: the APM standard, a certain SAT or ACT score, or passing CUNY’s assessments. Among graduates, the percentage of students reaching the CRI standard rose to 47.3 percent, a gain of 0.5 points. Among all students in the 9th grade cohort, the percentage of students meeting the standard rose to 32.6 percent, a gain of 1.2 points.
“I’m pleased to see positive progress as we ramp up our efforts to transform teaching and learning for every student in New York City,” said Phil Weinberg, Deputy Chancellor of Teaching and Learning. “And, we expect to see more as we increase instructional rigor, enrich curricula and student activities, and continually create the conditions for better teaching in every classroom and stronger leadership at every school. I look forward to our continued collective hard work as we prepare more young people for graduation, success in college and careers, and a lifetime of learning.”
“This is great news entering the holiday season. CSA's members have always been committed to the success of our students and our city. I look forward to even greater success as we work together with all stakeholders to improve outcomes for the 1.1 million students we serve,” said CSA Executive Vice-President Mark Cannizzaro.
“The hard work of students, teachers and parents is moving the system forward,” said Michael Mulgrew, president of the United Federation of Teachers.
The City is continuing its commitment to the Common Core standards in pursuit of greater college and career readiness. The rigorous standards require students to think critically, read more difficult passages and books, spend more time writing, and connect their learning to real-world scenarios. The DOE has offered guidance and support specifically around Common Core for principals and teachers. The City and State are currently transitioning the Regents exams required for graduation towards alignment with the Common Core, ensuring higher readiness among New York City high school students for the jobs of today and tomorrow.
The City’s approach to putting high school students on the path to a bright future also includes a commitment to teacher and principal development, and rigorous Career and Technical Education (CTE) programs. As part of their recent contract, teachers are now devoting 80 minutes each Monday to professional development, strengthening their craft and giving them the opportunity to learn from instructional coaches and their peers. The DOE is also working closely with the State and external partners to enrich and add to the 318 cutting-edge CTE programs across 139 schools. CTE programs include rigorous instruction, internship and apprenticeship opportunities, and help students gain industry-recognized credentials, while preparing them for a wide range of college and career options.
More information on New York City’s graduation and college readiness and rates can be found online.