Race to the Top. New York Report. Year 3: School Year 2012-2013. [State-Specific Summary Report]
Author: Department of Education (ED)
Date: 2014-03-19
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Standards,Accountability,Achievement Gap,Administrator Effectiveness,Alignment (Education),Budgets,Career Readiness,Charter Schools,College Readiness,Core Curriculum,Data,Educational Assessment,Educational Change,Educational Improvement,Elementary Secondary Education,Federal Legislation,Federal Aid,Educational Legislation,Federal Programs,Formative Evaluation,Grants,Higher Education,Language Arts,Leadership Effectiveness,Literacy,Low Achievement,Mathematics Achievement,Measurement Objectives,Models,Outcomes of Education,Partnerships in Education,Poverty,Principals,Professional Development,Program Effectiveness,Program Implementation,School Districts,School Effectiveness,School Turnaround,State Government,State Standards,STEM Education,Teacher Effectiveness,Teacher Evaluation,Student Characteristics,National Competency Tests

This State-specific summary report serves as an assessment of the New York's annual Race to the Top implementation. The Year 3 report for Phase 1 and 2 grantees highlights successes and accomplishments, identifies challenges, and provides lessons learned from implementation from approximately September 2012 through September 2013. In Year 3, the State continued to execute contracts and implement activities consistent with the State's amended timelines. In Year 3, New York accelerated implementation progress in all areas of its Race to the Top plan. The State refined its oversight routines for sub-recipients and vendors and implemented additional feedback loops to gain deeper insight into the impact of professional development at the classroom level to inform continuous improvement efforts. SY 2012-2013 was New York's second year in a two-year transition to the Common Core Learning Standards (CCLS). The State continued to hold NTIs and released additional grade-, subject-, and role-specific modules, videos, and other resources to support educators, parents, and other stakeholders in the transition to CCLS. In Year 3, New York implemented new State assessments and worked to communicate the importance of providing students, teachers, parents, and the public with a more accurate measure of students' college- and career-readiness. The State used a rigorous review process for Language Experience Approachs (LEAs) Annual Professional Performance Review (APPR) plans, and nearly every LEA in the State had an approved plan to implement during school year (SY) 2012-2013. Approval of APPR plans also contributed to progress in awarding several LEAs competitive grants to support comprehensive and innovative approaches to turning around lowest-achieving schools and improving the effectiveness and equitable distribution of educators. In SY 2012-2013, State and LEA teams led or oversaw a total of more than 400 Diagnostic Tool for School and District Effectiveness (DTSDE) reviews at Priority and Focus Schools. The State also made progress aligning expectations for its Institutes of Higher Educations (IHEs) with the Regents Reform Agenda by field-testing and piloting new performance-based certification exams for teacher and leader candidates and providing professional development to IHE faculty. The State continued implementation of QUALITYstarsNY in SY 2012-2013, providing more than 300 early childhood programs with provisional ratings and quality improvement plans. A glossary is included. [For &quot;Race to the Top. New York Report. Year 2: School Year 2011-2012. [State-Specific Summary Report],&quot; see ED539240.]