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New York Black Students Report
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Transcript of New York Black Students Report
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7/28/2019 New York Black Students Report
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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 Benchmarkfor graduation rates of Black Male students for states enrolling more than
10,000 Black students is 69% (New Jersey).
Location
Graduation Rate
2007/8 Graduation Rate
2005/6 Change
Black
Males Black MaleWhite MaleGAP
Black
Male
White
Male
Black
Male
White
Male
USA 4.2 mil. 47% 78% 31% 47% 75% 0% 3%
New York 274,659 25% 68% 43% 39% 75% -14% -7%
National Assessment of Educational Progress (NAEP) Evidence of InequitiesNAEP 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 Below Basic At Basic At Proficient At Advanced
White USA 30 35 28 8
New York 27 36 29 8
Black USA 58 30 11 1
New York 51 32 14 3
1 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.
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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 Below Basic At Basic At Proficient At Advanced
White USA 21 46 31 2
New York 19 44 34 2
Black USA 50 40 9 #
New York 48 41 11 #
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 Below Basic At Basic At Proficient At Advanced
White USA 12 39 40 9
New York 11 39 43 7
Black USA 36 48 15 1New York 31 48 20 1
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 Below Basic At Basic At Proficient At Advanced
White USA 19 38 32 11
New York 16 40 34 9
Black USA 50 37 11 2
New York 47 37 13 2
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The Benchmarkfor Black Male students in Grade 8 Readingis Massachusetts, with 58%
of Black Male students scoring at or above Basic.
The Benchmarkfor Grade 8 Mathematicsis 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.
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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 Benchmarkfor graduation rates of Black Male students for school districts enrolling
more than 10,000 Black Male students is 75% (Newark, New Jersey).
Location
Graduation Rate
2007/8 Graduation Rate
2005/6 Change
Black
Males Black MaleWhite MaleGAP
Black
Male
White
Male
Black
Male
White
Male
USA 4.2 mil. 47% 78% 31% 47% 75% 0% 3%
New York 274,659 25% 68% 43% 39% 75% -14% -7%
Buffalo 10,217 25% 55% 30% 31% 50% -6% 5%
2 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 certificatethat is in the process of abolition.
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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
3 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 Benchmarkfor graduation rates of Black Male students for school districts enrolling
more than 10,000 Black Male students is 75% (Newark, New Jersey).
Location
Graduation Rate
2007/8 Graduation Rate
2005/6 Change
Black
Males Black Male
White
MaleGAP
Black
Male
White
Male
Black
Male
White
Male
USA 4.2 mil. 47% 78% 31% 47% 75% 0% 3%
New York 274,659 25% 68% 43% 39% 75% -14% -7%
New York City 167,277 28% 50% 22% 32% 57% -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 Below Basic At Basic At Proficient At Advanced
White USA 30 35 28 8New York 27 36 29 8
New York City 39 33 22 7
Black USA 58 30 11 1
New York 51 32 14 3
New York City 50 33 15 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.
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Percentages of Black Male and White Male, Non-Latino, Students at Each Achievement Level,
Reading, Grade 8, 2009
Race Jurisdictions Below Basic At Basic At Proficient At Advanced
White USA 21 46 31 2
New York 19 44 33 2 New York City 36 40 23 2
Black USA 50 40 9 #
New York 48 41 11 #
New York City 48 43 9 #
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 Jurisdictions Below Basic At Basic At Proficient At Advanced
White USA 12 39 40 9
New York 11 39 43 7
New York City 15 38 38 9
Black USA 36 48 15 1
New York 31 48 20 1
New York City 31 47 20 2
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 Jurisdictions Below Basic At Basic At Proficient At AdvancedWhite USA 19 38 32 11
New York 16 40 34 9
New York City 22 37 31 10
Black USA 50 37 11 2
New York 47 37 13 2
New York City 53 37 10 1
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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
4 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 Benchmarkfor graduation rates of Black Male students for school districts enrolling
more than 10,000 Black Male students is 75% (Newark, New Jersey).
Location
Graduation Rate
2007/8 Graduation Rate
2005/6 Change
Black
Males Black MaleWhite MaleGAP
Black
Male
White
Male
Black
Male
White
Male
USA 4.2 mil. 47% 78% 31% 47% 75% 0% 3%
New York 274,659 25% 68% 43% 39% 75% -14% -7%
Rochester 10,921 33% 44% 11% 29% 37% 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 theprocess of abolition.
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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.