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317 East 67th StreetNew York, New York 10065917-821-8592www.perormanceassessment.org
A practitioner-developed &student-ocused perormance
assessment system
Data Report on the
New York Perormance
Standards Consortium
Educaig
r he 21Ceury
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ContEnts
i Frewrd
1 new Yrk Perrmace sadard Criumtime ad space Ivae
2 Muliple oucme nY Perrmace sadard CriumGraduai Rae adCllege Readie
3 ELL ad sude wih special needChar 1: Cmpari Crium ad nYC Public High schl Daa
4 Predicive Validiy ad Cllege PerieceChar 2: Periece i Cllege: 2d Year, Cmpari Bewee Crium,
naial ad nYs Rae, Cla 2008
5 Char 3: Crium CUnY Periece: 2d Year, Cla 2008
Miriy Male Cllege Daa
Char 4: Miriy Male Cllege Accepace Rae, 2011
6 supei DaaChar 5: supei Rae
teacher turver Daa
Char 6: teacher turver Rae
7 Ciai Crium succe (eleced)
9 the tak
Lieraure tak10 Mah tak
scial sudie tak
11 sciece taksupplemeary tak
the Ar
Ar Criicim
Ierhip
Freig Laguage
12 Rubric
Data Report on the New YorkPerormance Standards Consortium
Educating or the 21st Century
Credits: Photographs by Roy Reid, Design by Li Wah Lai
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Foreword
As I read Educating or the 21st Century: Data Report on the New York Perormance Standards
Consortium, I thought so this is what accountability should look like: a model ocomplex
accountability. I admit I am prooundly suspect o prevailing claims o education progress measured
only by test scores, but I am equally hungry or a deep accountability ramework that speaks ethically
and honestly about the challenges and accomplishments o schools.
From this report we learn about the Perormance Standards Consortium, a network o public small
schools serving a range o students, with diverse needs and gits. Without being selective, these
schools beat the odds in New York City and the nation in rates or student graduation, college
going and college persistence or working class and poor youth. Designed with intentionality
toward intellectual inquiry and perormance, the schools challenge both high achieving studentsand those students who are most educationally vulnerable English language learners, students
receiving special education services, minority males. An astonishing counter-story to what we read
in the newspapers about public schools.
With this volume, the Consortium presents two gits to readers. First, we encounter a rich menu o
accountability indicators much more revealing, ethical, provocative and useul than simple counts
o standardized test scores. Second, at a time when I ear the public can no longer imagine what
good public education looks like, or all children, where teachers stay and students engage, the
Consortium has widened the public educational imagination or the schools our children deserve.
This is the investment our nation needs.
Michelle Fine
Distinguished Professor of Psychology and Urban Education,
The Graduate Center,
City University of New York
At a time when schools in New York City are struggling to nd ways to increase collegereadiness and insure that graduating students actually have the skills to succeed in college,the results achieved by schools within the New York Perormance Standards Consortium are not
just noteworthy, they are remarkable. On almost every measure o need and disadvantage theseschools are serving a more challenging population o students, yet they are nding ways to meet
their learning needs by ocusing on the types o skills that are too oten ignored: critical thinking,
problem solving, research and expository writing, public speaking, independent initiative.
These schools are showing us what might be possible i we broadened our view o assessment to
include a ocus on evidence that students are receiving a broad range o academic and social
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skills. They show us that truly innovative educational environments support great teaching andproduce committed teachers, and that it s possible to encourage students to take responsibility
or learning without relying upon pressure, threats and ear.
Pedro A. Noguera,
Peter L. Agnew Professor of Education
Steinhardt School of Culture, Education and Development
NewYork University
What this slim volume teaches us is that strong proessional communities create powerul
schools. Although Educating or the 21st
Century: Data Report on the New York PerormanceStandards Consortium ocuses on the startling results o the Consortium member public school
studentstheir successul rates o graduation and college attendance and persistencewhat
caught my attention is the astonishing rate oteacherretention. That is a telling bit o datumit
means that in these schools, with their teacher-designed and revised assessment system, teachers
nally have the proessional respect, autonomy, and responsibility to make their schools work or
their students. And the results speak to their success.
Teachers thrive in such an environment. They arent there or a two-year stint and then go on to real
careers. They stay, and learn, and grow even better at what they do. Students can only benet rom
the thoughtul collaboration and collegiality o caring and intelligent teachers. This report testies to
that, and its something that those who have the power to implement education policy need to payclose attention to.
Deborah W. Meier
Senior Scholor
Steinhardt School of Education
New York University
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New York PerormanceStandards Consortium
The New York Perormance Standards Consortium (Consortium) has developed a proven practitioner-developed, student-ocused perormance assessment system or its 28 member schools in New York
City and State. Its validity was conrmed by the NY State Education Department and the NY Board o
Regents in 1995 and rearmed in 2008 when additional schools were added. The main components o
the system are:
X Praciier-deiged ad ude-cued aeme ak
X Exeral evaluar r wrie ad ral ude wrk
X Mderai udie eablih reliabiliy
X Exeive preial develpme
X Predicive validiy baed graduae cllege ucce
Additional components include an emphasis on:
X Iquiry-baed eachig ad learig
X Dicui-baed clarm
Years beore the Common Core State Standards were
promulgated, Consortium schools had developed a
culture ocused on deeper learning skills. Freed o the
pressures to teach to the test, Consortium teachers
developed a multi-layered, student-ocused curriculum,
in addition to and beyond the assessment tasks. Not
only assessment but instruction, too, reects the values o
the Common Core: open-ended questioning; intensive
reading, writing, and discussion; student input; and
assignments extended over longer periods o time than the more conventional standardized approach
to assessment and instruction.
Time and Space to InnovateThe Consortium has been able to thrive in New York because the state provided it with time and a sae
space to innovate, develop, and rene its system. Over the past dozen years, while we have witnessed
the serious shortcomings o large-scale assessment systems imposed on teachers and classrooms rom
above, the Consortium systemteacher-designed and ourishing at the school and local levelshas
nurtured a committed cadre o practitioners who believe in the system and have devoted years o work
to grow it and rene it.
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The Consortium includes a range o schools, rom transer schools (or second-chance schools) to
schools in the International Network to Title One schools and schools with both the urban poor and
the urban middle class. All types o schools and students have benetted, including schools with large
populations o students with IEPs, who have successully earned diplomas. Recently, the organization
Advocates or Children, in their proposal or multiple pathways to a diploma in NY State, has supported
expanding the NY Perormance Standards Consortium so that more students with special needs would
have access to other options or demonstrating college and career readiness.
Multiple Outcomes o NY PerormanceStandards Consortium
The Consortium approach produces ar better outcomes when compared with state and national
data. While standardized assessments limit targeted outcomes to grades on standardized exams, the
Consortium broadens the denition o outcomes by looking at:
X Graduai Rae ad Cllege Readie
X ELL ad special need
X Predicive Validiy ad Cllege Periece
X Miriy Male Cllege Daa
X supei Daa
X teacher turver Daa
Graduation Rates and College Readiness
The results or Consortium graduates have been ar-reaching and positive. The Consortium graduation
rate exceeds that o the overall NYC public schools (see Chart 1). And a study conducted by Dr. Martha
Foote (Keeping Accountability Systems Accountable, Phi Beta Kappan, January 2007) shows that the
Consortium has a proven record o producing graduates who go on to successul undergraduate
careers. Eighty-ve percent o Consortium graduates attended colleges rated competitive or better
according to Barrons Profles o American Colleges and persisted in college at rates higher than thenational average. All this was accomplished despite the act that the Consortium schools pool o
students include more students living at the poverty level, a higher percentage o Latinos and English
Language learners, and a higher percentage o students with lower English and math skills than the
overall NYC public high school population (see Chart 1).
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ELLs and Students with Special Needs
An ongoing study o ELL students in the ten established NYC International Network schools ound that
the three International schools within the Consortium scored better on their ELA Regents exams than
those students in International schools that are not in the Consortium.
Also, the Consortium has developed a list o accommodations to meet the needs o students with IEPs
so that they can benet rom the PBA system even though it poses a greater academic challenge than
the standardized exams. As a result, the graduation rate o Consortium special ed students exceeds that
o special ed students in the general NYC public school population (see Chart 1).
Chart 1: Comparison of Consortium and NYC Public High School Data
Consortium NYC High Schools
% Black & Hispanic 71.95% 71.87%
% ELLs 12.7% 12.3%
% Students w/ special needs 14.3% 13.0%
% Students in poverty* 64.2% 63.6%
Average 8th grade profciency (out o 4.50) 2.71 2.76
4-Year Graduation Rate(based on 2 or more years o enrollment)
68.6% 59.0%
5-Year Graduation Rate
(based on 2 or more years o enrollment) 76.0% 66.1%
Dropout Rate 5.3% 11.8%
Black Graduation Rate 60.8% 53.9%
Hispanic Graduation Rate 64.9% 51.8%
Asian Graduation Rate 87.6% 76.8%
White Graduation Rate 77.9% 73.9%
ELL Graduation Rate 69.5% 39.7%
Students w/ special needs Graduation Rate 50.0% 24.7%
* Dened as qualiying or ree or reduced lunch
Statistics ound and derived rom: NYCDOE (2009): 2008-09 Progress Report Measures or high schools; NYCDOE(2010): 2008-2009 Progress Report Measures or schools or transer students; NYCDOE (February 2010): School registerdata, ound at each schools NYCDOE website; NYSED (April 2010): NYStart Accountability and Overview Reports oreach school; NYSED (2010): Public School Total Cohort Graduation Rate and Enrollment Outcome Summary - 2008-09School Year All Students; NYCDOE (March 2010): New York City Graduation Rates Class o 2009 (2005 Cohort).
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Predictive Validity and College Persistence
The perormance-based assessment tasks (PBATs), which have become the basis o the Consortiums
assessment work, reect the complexity o learning that Conley reers to in his seminal work on
college readiness (Toward a More Comprehensive Conception o College Readiness, 2007): analyzingconicting phenomena, supporting arguments with evidence, solving complex problems that have no
obvious answer, and thinking deeply about what is being taught. These are the specic skills that Tony
Wagner has argued are needed to prepare students or the 21 st century (Rigor Redened, 2008).
National Student Clearinghouse data conrm that the Consortium schools are preparing students to
succeed post-graduation. A recent report on the Consortiums graduating class o 2008 documents
results that ar exceed national, state, and city norms. The rates or sustainability are remarkable,
particularly or Consortium students attending two-year colleges (see Charts 2 and 3).
0% 25% 50% 75% 100%
93.3%
83.9%
74.7%
53.5%
80.8%
59.1%
4-Year Colleges
2-Year Colleges
Consortium Rate * National Rate ** NYS Rate **
Chart 2: Persistence in College: 2nd YearComparison Between Consortium, National and NYS Rates, Class of 2008
* National Student Clearinghouse, Jan. 2012 **Data obtained rom http://www.higheredino.org.
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Minority Male College Data
In this category, too, the Consortium rates show much more positive results than comparable populations.
90%
37% o Arican-Americanmale graduates goingto college
86%
37%
Chart 4: Minority Male College Acceptance Rates, 2011
90% o Latinomale Consortiumgraduatesaccepted tocollege, 2011
86% o Arican-American maleConsortiumgraduates acceptedto college, 2011
Data based on college acceptances.
(http://www.acenet.edu/AM/Template.cm?Section=Press_Releases2&TEMPLATE=/CM/
ContentDisplay.cm&CONTENTID=35338)
42% o Latino malegraduates goingto college
Chart 3: Consortium CUNY Persistence, 2nd year
0% 15% 30% 45%60% 75% 90%
85%
67%
85%- Percent o students in
a 4-year CUNY school, eithergraduated or remaining in (any)college, post 01/01/2011
67% - Percent o students ina 2-year CUNY school, eithergraduated or remaining in (any)college, post 01/1/2011
Consortium data based on National Student Clearinghouse, Feb. 2012
42%
Consortium
National
For comparison purposes: The American Council on Education report Gender Equity In Higher
Education: 2010 cites the ollowing national percentages:
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Suspension Data
The Consortium has lower suspension rates than other NYC high schools.
0% 3% 6% 9% 12%
5%
9%
11%
12%
NY Performance Standards Consortium
Representative DOE Partnership Support Organization (PSO)
New York City High Schools
Charter High Schools and 5-12 Schools
Chart 5: Suspension Rate
Data were compiled rom the 2009-2010 NYSED individual state report cards or schools in each grouping.
New York City schools suspension rate is based on NYC DoE data reported or 2010-11.
Teacher Turnover Data
The Consortium has lower teacher turnover rates than other groups o NYC public schools.
Data were compiled rom the 2009-2010 NYSED individual state report cards or schools in each grouping.
New York City high schools teacher turnover rate is ound in The Research Alliance or New York City School
report The Middle School Teacher Turnover Project: A Descriptive Analysis o Teacher Turnover in New York Citys
Middle Schools (February 2011).
0% 15% 30% 45% 60%
15%
25%
26%
58%
NY Performance Standards Consortium
Representative DOE Partnership Support Organization (PSO)
Charter High Schools and 5-12 Schools
New York City High Schools
sCHooL GRoUPs
sCHooL GRoUPs
Chart 6: Teacher Turnover Ratesfor teachers with less than 5 years experience
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Citations o Consortium Success(selected)
American Educational Research Association (2011, April). Authentic Pedagogy:
Examining Intellectual Challenge in a National Sample o Social Studies Classrooms.
Best Paper Award. Researchers in a multi-state study o social studies classrooms ound high
levels o authentic intellectual work only in the Consortium schools, crediting the Consortiums
variance rom the state tests or teachers ability to delve deeply with students.
Foote, M. (2007). Keeping accountability systems accountable. Phi Delta Kappan,
88(5), 359-363.Dr. Footes study indicates that despite serving a more disadvantaged
student population than NYC high schools in general, Consortium schools have much higher
graduation rates, plus their students do well in college and persist at a rate better than thenational average.
Foote, M. (2012). Freedom rom high-stakes testing: A ormula or small school success.
In Critical small schools (Charlotte, NC: Inormation Age Publishing). Dr. Foote discusses
how Consortium schools, reed rom state testing mandates, prepare their students or college
by teaching them how to write papers, develop and deend theses, construct arguments, and
do oral presentations.
Mathews, Jay. (2011). Give us your ideal schools. Washington Post, 08/29/2011.
Columnist Jay Mathews highlights the Consortium schools or their success in graduating urban
students at high rates and preparing them or the academic rigors o college.
Regents Exam Review Panel (2002, October). Critique o Global and American History
Regents Exams. New York: New York Perormance Standards Consortium. Retrieved on
5/3/10 rom http://perormanceassessment.org/consequences/ccritiques.html. Historians
compare the Global and American History Regents exams with the Consortiums history
assessments and conclude that, unlike the Regents tests, the Consortiums assessments oster
the interpretive and critical thinking necessary or college-level history courses.
Regents Exam Review Panel (2002, November). Critique o Living Environment Regents
Exams. New York: New York Perormance Standards Consortium. Retrieved on 5/3/10
rom http:// perormanceassessment.org/consequences/ccritiques.html. Scientists
compare the Living Environment Regents exams with the Consortiums science assessments
and conclude that, unlike the Regents tests, the Consortiums assessments demand that
students employ the scientic method and use basic underlying scientic habits o mind
necessary or college-level science courses.
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Schmoker, M. (2009). Schools must collect data that serve a 21st century agenda:
A consortium o New York schools show how. Educational Leadership, 66(4), 70-74.
The author discusses how Consortium schools, unconstrained by state standardized testingmandates, use data to support instruction or such complex learning as critical thinking and
problem solving.
Tashlik, P. (2010). Changing the national conversation on assessment. Phi Delta
Kappan, 91(6), 55-59.The author shows how Consortium schools use qualitative data to
make substantive decisions about students.
Teacher to Teacher Publications (New York: Teachers College Press). A series o books
and DVDs published by the Consortium, providing a valuable and practical resource or the
classroom teacher.
Back to the books: Creating a literacy culture in your school (2010)Inquiry in action: Teaching Columbus (2006)
Inquiry teaching in the sciences (2004)
Looking or an argument? (2004)
Serving the community: Guidelines or setting up a service program (2006)
Talk, talk, talk: Discussion-based classrooms (2004)
Teaching American history: An inquiry approach (2004)
United Federation o Teachers Task Force on High Stakes Testing (2007, April). Report
o the UFT Task Force on High Stakes Testing. New York: United Federation o Teachers.
Retrieved 5/6/10 rom http://www.ut.org/news/issues/reports/taskorce/index.
html. The task orce, concluding that high-stakes testing policies are harming teachingand learning, singles out the Consortiums assessment system as an alternative model or
improving instruction and developing strong learners.
Wagner, T. (2008). The global achievement gap: Why even our best schools dont
teach the new survival skills our children need and what we can do about it (New
York: Basic Books).The author, a Harvard education proessor, cites the Consortium or its
outstanding assessment and accountability systems that ensure students learn the skills they
need to survive in the 21st century.
Wolk, R. (2010). Education: The case or making it personal. Educational Leadership,
67(7), 16-21. The author discusses the inquiry-based learning and perormance assessmentat a Consortium school, concluding that they oster the complex skills needed to develop
lie-long learners.
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The Tasks
Performance-based
Assessment Tasks (PBATs):
Multiple ways to
express learning
All Consortium schools require students to
complete academic tasks to demonstrate
college and career readiness and to qualiy
or graduation. Topics emerge rom class
readings and discussion. In some classes,
the tasks are crated by the teacher and
in other instances by the student. Thus,
each semester diferent questions may be
developed. All graduation level tasks are
evaluated using the Consortium rubrics.
Literature Task
The student will write a well-developed literary analysis,
using a text o appropriate complexity and showing
connections between the text and other substantial
issues, such as a larger issue or theme, another work o
literature, the historical or biographical context, a lmed
version o the text, or noted works o relevant criticism.
The paper is organized around a compelling argument
and thesis, uses relevant evidence and quotations
that support the argument, and provides meaningul
interpretation o texts. In addition to demonstrating
accepted conventions or writing, the paper also has
evidence o a students voice and style.
Each student also presents orally, either deending the
paper or by demonstrating ability to adapt skills to a new
text, which the student has read independently.
External evaluators assess both written and oral work
using the Consortium rubric.
Sample Literature PBATs:
X Wh i a America? De he America dreamchage depedig up he ideiy hedreamer? Wha qualie a a riumph r a ailure?Wh emerge heric ad wh allw he purui he dream ur him villaiu? Ue w he vel weve read hi emeer explrehee quei.
X I hi eay, A Image Arica: Racim i CradHeart of Darkness, Chiua Achebe argue haCrad i a bldy raci. Baed he idea madeexplici i hi eay ad he implici i Cradvel, d yu agree r diagree wih Achebe
argume? I he real mer i Heart of DarknessCrad himel? or did Achebe micrueCrad iei, which were expe he evil clialim?
X the cic bewee mral law ad ae law iAntigone adA View From the Bridge
X the rle geder i he ragedie Othello adAntigone
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Math Task
The math PBAT is built around problem
solving and applications o higher levels o
mathematics.
The student is expected to use sound
mathematical procedures accurately when
solving problems; justiy all mathematical
statements eciently and accurately; and
create appropriate models, inherent to the
task, that represent the problem accurately
and elegantly.
Communication is an important aspect o the
mathematical task. Students are expected to
use mathematical terminology and notation,
communicate clearly the process and solution
used, and make predictions. Students will
also discuss how mathematical concepts
interconnect, build on each other, and apply to
real-world situations.
External evaluators assess both written and oral
work using the Consortium rubric.
Sample Math PBATs:
X texa tech -v- oklahma: A cmparaive
aiical aalyi ha exhibi hw daa
ca be maipulaed cvey a variey
meage.
X Plik: sude deig heir w
Plik bard, he ue Pacal thery
cmpare heir empirical daa agai
expeced ucme daa.
X Hw ca marice be ued lvemulivariable mahemaical iuai?
X Hw ca he prperie parabla be
emplyed i prducig lar eergy?
X Wha equai ca be ued r
parablic lar pael?
Social Studies Task
The social studies task requires students to develop
a text-based research and analytical paper in
history or the social sciences. The paper consists
o an argument organized around an idea, thesis
or question and is supported by accurate and
persuasive evidence rom both primary and
secondary sources. Alternative points o view are
presented, explained, and analyzed. In addition to
demonstrating accepted conventions o standard
English, the paper is also expected to show
evidence o a students voice and writing style.
External evaluators assess both written and oral
work using the Consortium rubric.
Sample Social Studies PBATs:
X Why did Licl uppr ablii? Did hiview chage ver ime, ad why?
X Lkig AbradFrace ad he headcarba i public chl.
X Hw ha Frace deed aial ideiyi cmpari wih he U.s.? Wha cichave arie whe difere culure
mee? Hw i muliculuralim deed rrericed? Dicu wha ca be leared rmhi cae udy abu ur w ciey.
X Why did he Uied sae le he VieamWar? Cider he rle he America media,he ai-war mveme, ad he PeagPaper.
X the simulu Package: I hi he declie he America Dream? A i-dephiveigai e apec he RecveryAc 2009, icludig udig urce,
allcai, ad argume r ad agaihe legilai.
X Wha are he ceci beweeppulai red ad immigrai law?Aalyzig U.s. Ceu aiic r race,laguage, icme, educai, ad herbaic demgraphic idicar, aiallyad r nYC.
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SupplementaryTasks
In addition to the our required academictasks, schools may choose to include
supplementary tasks. Below are a ew o the
tasks that individual schools have chosen to
include among their curricular and graduation
requirements.
The ArtsExtensive work in one o the arts and public
presentation o accomplishments. Includesvisual arts, music, playwriting, theater, ceramics,
poetry, ction writing. Visiting artists provide
critiques and eedback.
Arts CriticismUsing the resources available in the city,
students visit galleries and museums, choose
an artist to study in-depth, develop and
conduct interviews o those active in the arts,
and present to students and others.
InternshipsIn-depth internship over a signicant amount
o time at an organizationprivate or public
or with an individual practitioner in an area o
concern and interest to the student. Followed
by a presentation to students and others.
Foreign LanguageStudents learn a language other than English
and develop comort and luency in the
language.
Science Task
The science task is an extended science
project or original experiment that grows
out o research studied in class. Students
contextualize and develop the hypothesis,
develop the design or carrying out their
research, and collect data consistent with
the problem. Necessary charts, tables,
and graphs are generated to acilitate
analysis o the data and interpretation o
the results. Finally, the students suggest
revisions or the experimental plan and
questions or uture research.
External evaluators assess both written and
oral work using the Consortium rubric.
Sample Science PBATs:
X Hw d paricle ize ad deiy
iuece he eri beach ad?
Wha are he aleraive beach
repleihme?
X Michdrial DnA Prjec: sude
reearche rigi mder huma,
explrig bh he Muli-Regial
ad ou Arica herie, creae
hyphei, he aalyze w
michdrial DnA equece
deermie i he daa uppr he
hyphei.
X Which digeive yem i he m
efecive: A cmpari eal pig,
huma, ad cw digeive yem.
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New York Performance Standards Consortium Student ________________________________________________________________________________________Performance Assessment: Literary Analysis
Title/Texts ______________________________________________________________________________________Circle One: Written OralCircle One: Teacher External Evaluator (Print name) ____________________________________________________________________________________
Overall Evaluation _________________________ Signature _______________________________________________________________ Date__________________01/10/10
Performance Indicators Outstanding Good Competent Needs Revision
Thesis and organization Efficiently organizes paper around a clear,compelling argument
Develops argument thoughtfully andpersuasively
Uses relevant, convincing evidence andquotations that thoroughly supportargument
Has a clear argument
Effectively organized and developedcoherently around central argument
Uses relevant evidence & quotationsthat support central argument
Has a central idea
Mostly organized around a centralidea, but may lose focus at times
Uses relevant evidence andquotations to support central idea
Lacks a central idea
Unfocused organization
Little, irrelevant, or no evidenceused
Analysis Provides deep insight and createsmeaningful interpretation of texts
Elaborates on central argument andmeaning of supporting evidence;
answers question, So what? Considers authors language, craft, and/or
choice of genre Analysis drives discussion of literary
elements when relevant
Creates meaningful interpretation oftexts
Explores central argument andmeaning of supporting evidence;answers question, So what?
Analysis drives discussion of literaryelements when relevant
Provides basic interpretation oftexts
Develops central idea andexplains choice of evidence andquotations
Summarizes or uses faultyanalysis
Little or no interpretation oftexts
Little or no use of evidence orquotations
Style and voice Evidence of ambition, passion for subject,or deep curiosity
Writer willing to take risks Displays intellectual engagement Creative, clear, and appropriate use of
language and word choice
Evidence of a mind at work Evidence of interest in topic Clear and appropriate use of
language and word choice
Communicates ideas clearly Shows some awareness of
appropriate language and wordchoice
Relies on conversationallanguage
Little or no evidence of formalor appropriate use of languageand word choice
Connections Makes insightful connection between textand something outside the text:
Another work of literature or
Historical context or
Biographical context or
Larger issue or theme of importance(must be supported with relevantevidence) or
Film version of text, or
Substantial criticism
Makes appropriate connection betweentext and something outside the text:
Another work of literature or
Historical context or
Biographical context or
Larger issue or theme ofimportance (must be supported withrelevant evidence) or
Film version of text, or
Substantial criticism
Establishes a connection betweentext and something outside the text:
Another work of literature or
Historical context or
Biographical context or
Larger issue or theme ofimportance (must be supportedwith relevant evidence) or
Film version of text, or
Substantial criticism
Inappropriate or no connectionmade between the text andsomething outside the text
Conventions (for writingassignment only)
Mechanical and grammatical errors are rareor non-existent; follows acceptedconventions of quotations and citations;uses transitions effectively
Few mechanical or grammatical errors;follows accepted conventions ofquotations and citations; makes someuse of transitions
Some mechanical or grammaticalerrors but communication is notimpaired; demonstrates knowledgeof accepted conventions ofquotations
Communication is impaired byerrors; little or no use ofconventions or quotation andcitations; shows little awarenessof appropriate use of transitions
Presentation (for oralcomponent only)
Communicates ideas clearly in appropriate,sophisticated, and original way to audience;able to respond to questions and expand onideas; presents complex, accurate,substantive ideas and information clearly
Communicates clearly in appropriateand original way to audience; able torespond to questions and expandsomewhat on ideas; presents accurate,substantive ideas and informationclearly
Communicates clearly in appropriateway to audience; able to respondaccurately to questions; presentssome substantive ideas andinformation accurately
Neither clear nor appropriatepresentation to audience; cannotrespond well to questions; doesnot present accurate orsubstantive ideas or information
LiteraryAnalysis
RubricsRubrics provide the basis on which to review the quality o student work across our perormance tasks:
the analytic essay, social studies research paper, science experiment and applied mathematics.
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New York Performance Standards Consortium
Student __________________________________________________________________
Performance Assessment: Mathematics Circle one: Written Oral
Project Title (e.g., Mathematical Modeling, The Can Project) ____________________________________________________________________
Project Topic (e.g., Linear programming, volume-surface area optimization) ________________________________________________________
Teacher or External Evaluator (circle one) ______________________________________________ Date _____________________________
Overall evaluation ___________________________ Signature ________________________________________________________________
07/10
PerformanceIndicators
Outstanding Good Competent Needs Improvement
Problem Solving
Selects appropriate and efficientstrategies to solve non-routineproblems.
Executes conceptually soundmathematical proceduresaccurately.
Selects appropriate and efficientstrategies to solve non-routineproblems.
Executes conceptually soundmathematical procedures withminor computational errors.
Selects appropriate, butinefficient, strategies, andexecutes conceptually soundmathematical procedures withminor computational errors.
or
Selects appropriate and efficient
strategies but executesmathematical procedures withminor conceptual andcomputational errors.
Selects an inappropriatestrategy.
or
Makes major conceptual errorsor procedural errors.
Reasoning andProof
Justifies all mathematicalstatements in an efficient andaccurate manner, and drawsvalid conclusions.
Constructs, uses, and tests oneor more generalizations, andmakes predictions.
Justifies most mathematicalstatements accurately, anddraws valid conclusions.
Constructs a generalization anduses it to make predictions.
Justifies some of themathematical statementsaccurately, and draws validconclusions.
Does not justify mathematicalstatements accurately, and doesnot draw valid conclusions.
Communication
Always uses mathematicalterminology andnotation appropriately.
Eloquently communicatesprocess and solution.
Writing is sophisticated andinteresting to read.
Mostly uses mathematicalterminology and notationappropriately.
Clearly communicatesprocessand solution.
Limited use of appropriatemathematical language andnotation.
Explainsprocess and solutionwith limited clarity.
Little or no use of mathematicallanguage and notation.
Little or no coherent explanationof process and solution.
Connections
Discusses, in depth, howmathematicalconceptsinterconnect and build on eachother.
Thoroughly applies concepts toreal-world situations.
Discusses how math conceptsinterconnect and build on eachother.
Applies concepts to real-worldsituations
Discusses superficially howmath concepts interconnect andbuild on each other.
Attempts to apply concepts toreal-world situations.
Does not discuss theinterconnection betweenconcepts.
Does not attempt to applyconcepts to real-worldsituations.
Representation
Creates appropriate models,inherent to the task, thatrepresent the problemaccurately and elegantly.
Creates appropriate models,inherent to the task, thatrepresent the problemaccurately.
Creates appropriate models,inherent to the task, thatrepresent the problem withminor errors.
Does not create appropriatemodels, inherent to the task.
M
athematics
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New York Performance Standards Consortium Student _____________________________________________________
Extended Science Project or Original Experiment Title of Experiment ___________________________________________
Circle one: Teacher or External Evaluator ________________________________________________________ Date_________
Circle one: Holistic evaluation ___________________________ Signature ________________________________________
03/11
Performance Indicator Outstanding Good Competent Needs Revision
Contextualize Background research has beenthoroughly conducted using atleast two original sources.Sources are all appropriatelycited.The significance of the problemis clearly stated.The hypotheses/theses aregrounded in the backgroundresearch.
Background research has beenthoroughly conducted.Sources are appropriately cited.The significance of the problemis stated.The hypotheses/theses arerelevant to the backgroundresearch.
Background research isincluded in the introduction.Sources are cited.The significance of the problemis stated.The hypotheses/theses areclearly stated.
Background research is notincluded in the introduction.Sources are not cited.The significance of the problemis not stated.The hypotheses/theses are notstated.
Critique ExperimentalDesign
Identifies, describes andcontrols all relevant variables.Thoughtfully evaluates the
procedure and/or set upClearly describes bias in thedesign
Identifies, describes andcontrols most relevantvariables.Evaluates the procedure and/orset upClearly describes bias in thedesign
Identifies, describes andcontrols some relevantvariables.Evaluates the procedure and/orset upAttempts to describe bias in thedesign
Does not identify, describe orcontrol any variables.Does not evaluate the procedureand/or set upDoes not attempt to describe
bias in the design
Collect, Organize andPresent Data
Collects data in a reliable andvalid manner.Presents relevant data that isconsistent with the problem.Generates appropriate tables,charts and graphs with data andmakes appropriate calculations.Conducts thoroughmathematical analysis of thedata.
Collects data in a reliable andvalid manner.Presents relevant data that isconsistent with the problem.Generates appropriate tables,charts and graphs with dataand/or makes appropriatecalculations.Conducts mathematical analysisof the data.
Collects data in a reliable andvalid manner.Presents data that is consistentwith the problem.Generates tables, charts andgraphs with data.Conducts analysis of the data.
Collects data in a non-reliableand/or invalid manner.Does not present data or
presents data that is not relevantto the problem.Does not generate tables, chartsand graphs.Does not analyze the data.
Analyze and InterpretResults
Draws thoughtful conclusionsthat are supported by the data.Relates conclusions to originalquestion.Thoroughly describes sourcesof error and their effects on thedata.
Draws conclusions that aresupported by the data.Relates conclusions to originalquestion.Describes several sources oferror and their effects on thedata.
Draws conclusions that arepartially supported by the data.Attempts to relate conclusionsto original question.Describes sources of error andattempts to describe theireffects on the data.
Draws no conclusions or drawsconclusions that are notsupported by the data.Does not attempt to relateconclusions to original question.Does not describe sources oferror or does not attempt todescribe their effects on thedata.
Performance Indicator Outstanding Good Competent Needs Revision
Revise Original Design Proposes effective and relevantrevisions for the experimental
plan to lessen the effects of biasand sources of error.Poses thoughtful and relevantquestions for future research.
Proposes relevant revisions forthe experimental plan to lessenthe effects of bias and sourcesof error.Poses relevant questions forfuture research.
Proposes revisions for theexperimental plan to lessen theeffects of bias and sources oferror.Poses questions for futureresearch.
Does not propose revisions forthe experimental plan.Does not pose questions forfuture research.
Defense (for oral
component only)
Thoroughly answers questionsrelevant to the experiment andrelated topics.
Adequately answers questionsrelevant to the experiment andrelated topics.
Adequately answers questionsrelevant to the experiment.
Does not adequately answerquestions relevant to theexperiment.
Science
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New York Performance Standards Consortium Student ________________________________________________
Social Studies Research Paper Title of Research ________________________________________
Circle one: Teacher or External Evaluator ________________________________________ Date______________________
Circle one: Written or Oral
Overall holistic evaluation ___________________________Signature ____________________________________________
03/11Performance Indicators Outstanding Good Competent Needs Revision
Viewpoint: Thesis/Claim Has sharply defined,compelling organizing idea,thesis or question.
Clear introduction presents
thesis in a highly engaging,compelling manner.
Coherent, complex,
sophisticated argumentsupports organizing idea/thesis.
Has clearly defined organizing
idea, thesis or question. Clear introduction presents
thesis in an engaging manner.
Coherent, sometimes complexarguments support organizingidea/thesis.
Organizing thesis, idea orquestion is comprehensible butnot especially clear.
Introduction presents thesis in a
mostly comprehensiblemanner.
Coherent but rarely complex orsophisticated arguments
support organizing idea/thesis.
Organizing idea, thesis, or
question is not clear. Introduction and the thesis it
contains are not clear.
Arguments lack coherenceand/or clarity.
Evidence and Sources Supporting arguments includespecific, relevant, accurate andverifiable, and highly
persuasive evidence, drawn
from both primary andsecondary sources.
Uses quotations and
paraphrasing appropriately tosustain an argument.
Supporting arguments includerelevant, accurate andverifiable, and mostly
persuasive evidence, drawn
from both primary andsecondary source.
Uses quotations and
paraphrasing appropriately tosustain an argument.
Evidence for supportingarguments is accurate andverifiable, mostly specific and
relevant, and generallypersuasive.
Use of quotations and
paraphrasing is mostly evident.
Supporting arguments may
include inaccurate evidenceand lack clear, persuasive, orrelevant evidence.
Quotations and paraphrasingdo not effectively supportarguments.
Analysis and Persuasion Argument draws on, explains,and critiques evidence from
alternative points of view. Clearly, thoughtfully, and
thoroughly explains andanalyzes the connection
between all evidence and
argument being made.
Argument draws on evidencefrom alternative points of view.
Mostly clear and thoughtfulexplanation or analysis of how
the evidence presented supportseach argument.
Counter-evidence may beintroduced.
Some alternative arguments are
presented but not always well
integrated. Some explanation of how the
evidence presented supportseach argument, but theexplanations are not always
clear and thorough.
Evidence supporting alternative
arguments is either missing or
poorly integrated. No explanation or analysis of
how or why the evidencesupports each argument.
Effective Organization Each argument clearly flows insupport of an overall structure.
Consistent, effective transitions
develop ideas and argumentslogically& build to a
compelling, persuasiveconclusion.
Distinct conclusionsynthesizes arguments that
support idea/general thesis.
Each argument presentedsupports an overall structure.
Usually uses effective
transitions to connect ideas andarguments, leading to a
persuasive conclusion. Distinct conclusion partly
synthesizes, but mostly re-presents the major arguments
to support idea/general thesis.
Most arguments presentedclearly support the overall
structure.
Transitions are sometimesabrupt but the arguments and
conclusion mostly connect. Conclusion represents major
arguments and connects them
to thesis; some synthesis.
Arguments presented are notclearly or supportively
connected to the overall
structure.
Transitions between argumentsare largely unclear.
Conclusion is either vague orunclear and poorly connected
to the papers major arguments.
Performance Indicators Outstanding Good Competent Needs Revision
Understanding ofImplications and Context
Arguments, ideas, and voicereflect a highly informedawareness of the largerhistorical, political, orcultural context surroundingquestions addressed in the
paper. Broader implications of the
central arguments are presentedand thoroughly explored.
Arguments, ideas, and voicereflect a somewhat informedawareness of the largerhistorical, political, or culturalcontext surrounding questionsaddressed in the paper.
Some broader implication ofthe central argument is
presented and explored.
Arguments, ideas, and voicereflect a very general,somewhat less informedawareness of the largerhistorical, political, or culturalcontext surrounding questionsaddressed in the paper
The broader implications of thecentral argument are alluded to
but not necessarily explored.
Arguments, ideas and voicereflect almost no awareness ofthe larger historical, political,or cultural context surroundingthe questions addressed in the
paper. The broader implications of the
central argument are neitherpresented nor explored.
Strong, Engaged Student
Voice
Confident, highly fluid writingstyle; lively, engaging,articulate language. Paper has
distinct, individual voice thatserves to develop and furtherthe argument throughout.
Confident writing style;engaging, mostly articulatelanguage. Paper has anindividual voice that manifestsitself at important points in thetext.
Engaged but somewhattentative or basic writing style.
Awkward, wooden, orconfusing writing style: studentvoice is buried at best.
Conventions (for writing
task only)
Grammar and punctuationnearly flawless.
Appropriate and consistentdocumentation of accessiblesources (complete, well-organized bibliography andcitations).
Grammar and punctuationmostly correct.
Appropriate and consistentdocumentation of accessiblesources (complete, well-organized bibliography andcitations).
Grammar and punctuationsometimes flawed, but not in amanner that undermines theclarity of the papers ideas.
Accessible, complete butsomewhat imprecise
bibliography and citations.
Consistently defectivegrammar and punctuation.
Inappropriate and/or mistakendocumentation of sources(poorly organized, incomplete
bibliography and citations).
Presentation (for oralcomponent only)
Communicates clearunderstanding of the papersideas and arguments in anappropriate, consistentlysophisticated way thatdemonstrates ownership ofwork.
Presentation and response toquestions reflect the coherenceand depth of the paper.
Answers questions accurately,thoughtfully, and effectively,developing new ideas whenthey are appropriate. Presentsrelevant evidence that may nothave appeared in the paper.
Communicates clearunderstanding of the papersideas and arguments in anappropriate, sometimessophisticated way thatdemonstrates ownership ofwork.
Presentation and response toquestions reflect the coherenceand depth of the paper.
Answers questions accurately,thoughtfully, and effectively,developing new ideas whenthey are appropriate.
Communicates a mostly clearand basic understanding of the
papers ideas and arguments inan appropriate, thoughtfulthough not necessarilysophisticated manner.
Presentation and response toquestions may not fully reflectthe coherence and depth of the
paper, but they are neverthelessclear and thoughtful.
Answers to questions aremostly accurate, thoughtful,and effective.
Fails to communicate a clearand basic understanding of the
papers ideas and arguments inan appropriate, thoughtfulmanner.
Presentation and response toquestions reflects theincoherence and generalweakness of the paper.
Answers questionssuperficially, inappropriately,or incorrectly.
SocialStudies
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317 East 67th StreetNew York, New York 10065917-821-8592www.perormanceassessment.org
Commentators rom all parts o the political spectrum, rom Newt Gingrich to PresidentObama, have identied education as the civil rights issue o the 21st century. For too manystudents o color and special needs students, schools have unctioned as part o a school-
to-prison pipeline, unneling students rom the education system into the criminal andjuvenile justice system. But in the midst o the bad news, comes the New York Perormance
Standards Consortium report Educating or the 21st Century. The Consortium illustrates how
the education system can prepare all students to achieve their ull potential and take their
rightul place in society. Serving a population that mirrors the overall New York City high school
student population in terms o race, ethnicity, special needs and poverty, high schools in the
Consortium signicantly outperorm other schools. They graduate more students o every race
and ethnicity as well as English Language Learners and special needs students at signicantly
higher rates than those o other city schools, and their graduates persevere once they are in
college. And all o this is achieved through the development and implementation o a student
assessment system designed to oster innovative and meaningul learning rather than teaching
to standardized, high-stakes tests. I only more schools were to ollow their example, we would
be taking a serious step toward addressing the serious disparities in our education system.
Dennis D. ParkerDirectorRacial Justice Program
American Civil Liberties Union
We have long known, and now the data conrm, that the New York Perormance StandardsConsortium has opened pathways to a high school diploma or English LanguageLearners and students with disabilities who would not otherwise have graduated. What is mostimpressive is that these schools have not dumbed-down their curriculum, but given a broad
range o students alternative ways to show that they are meeting rigorous standards. And even
with those high standards, the Consortium schools graduation rates are 25 to 30 percentage
points higher than the overall city rate. That calls or celebration and protection o a valuable
addition to New Yorks public school options.
Kim SweetExecutive Director
Advocates for Children