January 29, 2010

Dear Colleagues,

Since 2007, when our accountability system was introduced, student achievement has increased significantly. One of the
reasons for these gains is the hard work principals and teachers have taken on to thoughtfully integrate the use of data into
their instructional planning and practice. But our accountability tools aren’t perfect. Each year, we have made adjustments in
response to feedback from principals and teachers, which helped our tools better capture schools' contributions to student
learning.

When I took on leadership of our school accountability work this summer, Chancellor Klein asked me to talk with educators in
our schools to identify ways to further strengthen our accountability system. I'm writing to share with you some of what I
learned, and to invite you to participate in an ongoing conversation about strengthening the way we measure schools and
support teacher and student learning.

BUILDING RICHER ASSESSMENTS

The most powerful accountability lies in the tasks we ask students to do. As a high school teacher, I learned that students who
are asked to defend arguments, solve complex problems, perform real experiments, and do other meaningful work in the
classroom are better positioned to graduate ready to perform the tasks required by college and the workplace.

To prepare our students for success after high school, we need to take every opportunity to ask students to perform higher
order tasks. One important opportunity is the state tests New York students take each year. Those exams set the bar for what
students are expected to know and be able to do in every grade -- defining a common set of expectations for students across
the state.

Last fall, New York joined 48 other states in signing on to the Common Core State Standards Initiative, an effort to define new,
high learning standards and ultimately to design a new kind of assessment. We support New York State's commitment, made
explicit in the Race to the Top plan, to adopt higher learning standards and more rigorous assessments.

This isn’t about more tests. As President Obama said this past November, "It's about being smarter about our assessments.
It's about measuring not only whether our kids can master the basics, but whether they can solve challenging tasks, do they
have the skills like critical thinking and teamwork and entrepreneurship." In support of this goal, President Obama has
dedicated $350 million in stimulus funds to support development of new assessments by groups of states.

Moving from our current system to a set of richer assessments will take several years. While much of the work will happen at
the state and national levels, here in New York City, some of our schools are already teaching and assessing higher order
skills (for examples of performance tasks used in other districts and countries, click here and here). For next year, working
with the Gates Foundation and others, we will introduce new opportunities to design and pilot this kind of performance task as
part of the Periodic Assessment program. The innovation and experience present in our schools position New York City to be
a national model in this area; strengthening the assessments we use will be a clear priority moving forward.

INCREASING RIGOR AND STABILITY OF EVALUATION

In the short term, we will adjust our metrics to be more stable and precise. In the long term, we will broaden the set of
performance data we use to evaluate schools.

Progress Reports

For the Progress Reports that come out this fall, we are proposing a number of changes.
ƒ Highlight the progress of different groups of special education students.
ƒ For elementary and middle schools, adopt a growth percentile model for calculating student progress. Under this model,
we will compare each student’s growth to that of other students who started at the same level, controlling for the starting
score of each student. This model, which is similar to one already in use in Colorado and which New York State is
considering implementing for the annual State Report Cards, is less influenced by changes in the state tests and takes
into account the fact that students learn at different paces.
ƒ We are committed to defining targets in advance when possible. This year, New York State has been clear that the Grade
3-8 English Language Arts and Math tests will be more difficult than in the past. Because of these changes in test timing,
content, and difficulty, it's not possible to define cut scores required to earn each Progress Report grade in advance. So,
this year for elementary and middle school Progress Reports, we are proposing to set the distribution of grades, as we did
in the first year -- giving 25% of schools As, 30% Bs, 30% Cs, 10% Ds, and 5% Fs.
ƒ For high schools, raise the bar by slightly increasing the minimum score required to earn each grade in line with the
pattern of growth we've seen over the past three years.
ƒ Publish a summary of each school's Progress Report designed specifically for families in order to make sure the progress
report is an accessible tool for families as they partner with schools in supporting their students' growth.

To review a detailed description of proposed changes to the elementary and middle school Progress Reports, click here; for
high school, click here; a list of feedback sessions is here.

Over the next few years, we will work with you to broaden the set of information we use to evaluate schools. For example,
next year, we will begin exploring new metrics for the elementary and middle school Progress Reports that will come out in fall
2011 that measure how well students perform in their classes, similar to the credit accumulation measures currently in place
for high schools. At the high school level, we will begin piloting college readiness metrics, measuring how well each school
prepares its students for postsecondary success.

As you know, Progress Reports are one of many ways we measure our schools and we are working to strengthen other
indicators and controls for the data we use to measure performance.

ƒ Quality Reviews: This year's Quality Review rubric was revised to increase the focus on instruction, teacher effectiveness,
and how well each principal uses resources to create meaningful learning experiences.
ƒ School Survey: This year's School Survey, which begins next month, will have an increased focus on two critical
indicators of school quality: how well schools create opportunities for teacher collaboration and how well schools prepare
students for postsecondary success.
ƒ Credits: We are clarifying practices for awarding course credit. To help you ensure students have demonstrated mastery
of content and skills before receiving course credit, you can read answers to frequently asked questions about the state's
regulations on awarding high school credit. You can also access new guidelines from Deputy Chancellor Santiago
Taveras that clarify practices on topics including credit recovery, annualized and semester-based programming, credit-by-
examination, and remedial courses. For more information, you can participate in a webinar or contact
credit@schools.nyc.gov.
ƒ Regents Scoring: Beginning this summer, we will randomly audit Regents scoring at 10% of high schools.

BUILDING CAPACITY THROUGH TEACHER TEAMS

The third theme that emerged from my conversations with educators is that powerful learning happens for both teachers and
students when teachers hold themselves and each other accountable for their students' learning, and are empowered to make
the decisions that impact their work with students.

As a principal, I learned that one of the strongest mechanisms for adult learning is team work. In the 2007-08 school year,
each school created an inquiry team. Since then, as a result of intensive efforts by network teams, central staff, and principals,
more teachers have formed teams, and the number of educators engaged in this work has grown dramatically, from 10,235 in
December 2008 to 43,154, or 57% of teachers in the city.

Student data is valuable when teachers use it to support their work with students. Beginning next school year, we will provide
a tool that principals and teachers can use to enter and share the data they gather in the classroom, and combine it with the
other data they have about their students in ARIS.

Over the next few months, I encourage you to share your reactions to these adjustments through the feedback sessions or by
sending me an e-mail at ssurans@schools.nyc.gov. My team takes feedback seriously--for example, we heard loud and clear
that pulling teachers out of school for so long to score exams is disruptive to classroom work. To address this, we cut back the
time teachers will spend on scoring this year by a third.

Thank you for the hard work you do each day to create learning opportunities for teachers and students. I am confident that
these adjustments to the accountability tools will support and strengthen that work.

Shael

Shael Suransky
Chief Accountability Officer, New York City Department of Education
 Proposed Changes to Elementary and Middle School Progress Reports
This document describes changes proposed for the 2009-10 Progress Reports, and includes answers to frequently asked
questions about the changes. To ask questions about or give feedback on the proposals, attend a feedback session or email
PR_Support@schools.nyc.gov.
Proposed Changes
Progress Report
2008-09 Measure
Component
1. Student Four measures each for English
Progress Language Arts (ELA) and
(60 points) Math:
ƒ Percentage of students
making one year of
progress
ƒ Percentage of students in
the school’s lowest third
making one year of
progress
ƒ Average change in
proficiency for Level 1/2
students
ƒ Average change in
proficiency for Level 3/4
students.
2. Student All students with IEPs receive
Progress an adjustment of 0.2 of a
adjustment proficiency rating in the
factor determination of progress.
3. Additional Exemplary progress (0.5
credit change in proficiency) in ELA
and Math for the following sub-
groups (up to 1.5 points each):
Last Updated: January 29, 2010
Proposed Change
for 2009-10
Replace the existing Student
Progress measures with the
following two new progress
measures each for ELA and
Math:
ƒ Median growth percentile
ƒ Median growth percentile
for students in the school’s
lowest third.
For more information about
growth percentiles, see this
Powerpoint presentation.
Note: sharing of progress for
students who transfer schools
will be eliminated (in previous
years, progress for transfer
students has been shared
60%/40% between the sending
and receiving schools; this is no
longer necessary now that the
State tests have been moved to
the end of the year).
The adjustment factor for
Special Education students will
be based on their program
recommendation:
ƒ Self-Contained/CTT – 0.25
adjustment
ƒ SETTS – 0.10 adjustment.
In addition, Title I Free Lunch
students will receive a progress
adjustment factor of 0.10.
Percentage of students at
proficiency in ELA and Math
for the following sub-groups:
ƒ Self-Contained/CTT
Reasons for
Proposed Change
Growth percentiles control for
each student’s starting
proficiency. This ensures the
most accurate growth
comparison for students, and
therefore schools, across the
City.
Growth percentiles will
improve the year-to-year
stability of the student progress
measurement.
New York State has publicly
stated its interest in exploring
the use of growth percentiles as
a basis for the growth model it
intends to adopt in the next
several years. If New York
State were to move in this
direction, State and City
accountability could move into
closer alignment.
The Progress Report will now
set specific targets for students
with disabilities and
differentiate their performance
and progress by level of need.
The goal is to improve
outcomes for students with
disabilities by rewarding the
schools who successfully meet
their needs.
Analysis also suggests unique
challenges for Title I Free
Lunch students so the progress
measurement will be
differentiated for these students
as well.
For the first time, the Progress
Report is setting explicit
performance targets for Special
Education students. Special
NYC DEPARTMENT OF EDUCATION
Progress Report
2008-09 Measure
Component
ƒ English Language Learners
ƒ Special Education Students
ƒ Black students in the
lowest third Citywide
ƒ Hispanic students in the
lowest third Citywide
ƒ Other students in the
lowest third Citywide.
4. Middle school The middle school peer index is
peer index an average of the 4th grade
proficiency in ELA and Math
for all students on the school’s
register.
5. Peer groups Peer groups for each school
were the same in 2007-08 and
2008-09.
6. Peer and City Peer and City horizons for each
horizons school were the same in 2007-
08 and 2008-09.
7. Grades and Cut scores corresponding to
Cut Scores each letter grade were
announced in the fall prior to
the 2008-09 Progress Report
release.
Proposed Change
for 2009-10
Students (up to 2 points)
ƒ SETTS Students (up to 1
point).
Percentage of students in the
75th growth percentile in ELA
and Math for the following sub-
groups:
ƒ Self-Contained/CTT
Students (up to 2 points)
ƒ SETTS Students (up to 1
point)
ƒ English Language Learners
(up to 1 point)
ƒ Students in the lowest third
Citywide (up to 1 point).
Add an additional component
to the middle school peer index
so that the new formula is:
ƒ Average 4th grade student
proficiency in ELA and
Math minus two times the
percentage of Special
Education students at the
school.
Update the peer index for each
school based on student
proficiency/ demographics in
2009-10 and update peer
groups.
Update peer and City horizons
based on historical school
performance results from 2006-
07, 2007-08, and 2008-09.
We are proposing to set the
distribution of grades on the
elementary and middle school
Progress Reports, as we did in
the first year – giving 25% of
schools As, 30% Bs, 30% Cs,
10% Ds, and 5% Fs.
Any school in the top quartile
in terms of absolute student
performance in the City (i.e.,
2
Reasons for
Proposed Change
Education students under-
perform General Education
students in the City in ELA and
Math proficiency. The goal is
to close that gap over time by
rewarding schools that
demonstrate the kind of
progress necessary with these
students to bring them to
proficiency.
The percentage of Special
Education students helps to
further establish the level of
challenge faced by each middle
school and therefore should be
reflected in the peer index; the
inclusion of Special Education
in the middle school peer index
will provide an additional
degree of precision to the peer
groups.
Ensure an up-to-date peer
comparison.
As students continue to show
more progress each year, it is
important that the Progress
Report benchmarks (i.e.,
horizons) reflect all of the
historical student achievement
information that is available.
Because of changes in the
timing, content, and difficulty
of the grades 3-8 ELA and
math tests, it’s not possible to
define fair and meaningful cut
scores in advance. So, for this
year for elementary and middle
school Progress Reports, we are
proposing to set the distribution
of grades on the elementary and
middle school Progress
NYC DEPARTMENT OF EDUCATION 3

Progress Report Proposed Change Reasons for

2008-09 Measure
Component for 2009-10
average of the percentage of
students proficient in ELA and
Math) cannot receive a grade
lower than a C. Schools for
which this provision applies
will be given a score equal to
the lowest C score in the City.
Proposed Change
Reports, as we did in the first
year -- giving 25% of schools
As, 30% Bs, 30% Cs, 10% Ds,
and 5% Fs. In future years
without changes to the tests, we
will continue to define cut
scores in advance.

* There are no changes planned for the School Environment or Student Performance sections of the Progress Report.

Frequently Asked Questions

1. What score do I need to receive on the Elementary/Middle School Progress Report to receive an A?
Cut scores corresponding to each letter grade are yet to be determined. New York State has publicly announced on
several occasions that the State tests this spring will be more rigorous and re-scaled. It is not known how this will
translate into student performance or progress on the State tests. Therefore, this year and any subsequent year in which
the State re-scales the tests, we will set the distribution of grades on the elementary and middle school Progress Reports
ahead of time. This ensures that the cut scores are not set in a way that are too high or too low for schools. In 2009-10,
the top 25% of schools on the Progress Report will receive an A. The cut score corresponding to an A will be announced
when the Progress Reports are released in the fall.
2. Will I have a new peer group this year?
Yes. Peer groups will be updated to reflect the most recent demographics of the school.
Each Elementary and K-8 school’s peer index will be updated using the following weighted average formula (the same
formula that has been in place since 2007-08).
Peer index =
30% * % of Special Education Students +
30% * % of Title I Free Lunch Students +
30% * % of Black/Hispanic Students +
10% * % of English Language Learners
Schools will once again be grouped with the 40 schools with the closest peer index (the 20 schools with a peer index
right above it and the 20 schools with a peer index right below it). Note: K-8 schools only have 30 schools in their peer
group.
For Middle schools, there is a slightly revised method to calculate a school’s peer index. The formula incorporates the
percentage of Special Education students at the school and would be:
Peer index =
Average 4th grade ELA and Math proficiency –
2 * % of Special Education Students
3. Are the point values for each category changing?
No. The point values for each category will remain the same.
• School Environment (15 points)
• Student Performance (25 points)
• Student Progress (60 points)
NYC DEPARTMENT OF EDUCATION 4

4. What is a growth percentile?

Growth percentiles are a method of measuring student progress. Specifically, a student’s growth percentile indicates the
percentage of students, starting at the same place, that the student’s growth exceeded. Growth percentiles are assigned at
the student-level (as are proficiency ratings). So, when a student takes the State test, he receives a Scaled Score (e.g.,
650) and a Performance Level (e.g., Level 3). In the past, Scaled Scores were converted to Proficiency Ratings which
then fed the Student Progress measures. Now, one additional step will be taken to convert the student’s progress to a
growth percentile based not only on his score this year, but also on his score last year. A 50th percentile outcome means
that a student made more growth than 50% of the students who started at the same place.
5. How will I know at which growth percentile each student performs?
When the ELA and Math State tests results come back toward the end of the school year, ATS will show the Scaled
Score, Proficiency Rating, and growth percentile for each student. At the same time, a series of tables will be posted
online that show the conversion from Scaled Score to Proficiency Rating to growth percentile for each grade level and
subject. Note: growth percentiles are unique to grade level and subject.
6. Why growth percentiles?
There are three primary reasons for adopting growth percentiles for the Student Progress measures:
ƒ Growth percentiles control for each student’s starting proficiency. So, the progress of a student who starts at a
proficiency rating of 3.5, for example, will only be compared to the progress of other students who also start at a
proficiency rating of 3.5. This ensures the most accurate growth comparison for students, and therefore schools,
across the City

ƒ Growth percentiles will improve the year-to-year stability of the student progress measurement on the Progress
Report because they adapt to each student’s starting level of proficiency each year

ƒ Growth percentiles have been adopted in several States, including Colorado and Massachusetts. Colorado’s growth
model has been formally approved by the U.S. Department of Education, and New York State has publicly stated its
interest in exploring the Colorado model as a basis for the growth model it intends to adopt in the next several years.
If New York State were to move in this direction, State and City accountability could move into closer alignment.

7. How is progress measured for students who are held back?

Progress on the same grade level exam is not the same as progress on consecutive grade level exams. As such, students
who are held back are excluded from the Student Progress measures, though the most recent test score is considered in
the Student Performance measures.
8. So what should I do differently now that the Progress Report is measuring student growth differently?
Nothing. The goal is still to maximize the amount of progress each student makes on the ELA and Math State tests.
Schools are rewarded for making the most progress possible with their students.
9. Why are Self-Contained and CTT students being grouped together for purposes of the progress adjustment and
the additional credit measures?
This policy is intended to promote movement of students with disabilities to less restrictive environments and ensure
continued access to the General Education curriculum .
10. Is there a progress adjustment for students who have IEPs, but only receive Related Services?
No. Our analysis shows that, when controlling for starting proficiency, students with Related Services make on average
the same amount of progress as General Education students. As such, there is no progress adjustment for these students.
11. When will a student’s Special Education program recommendation be determined? What happens if a student’s
program recommendation changes throughout the year?
Each student’s program status will be based on his/her Special Education classification as of the end of the year. That
program status will be used to classify that student for purposes of the 2009-10 Progress Report. To continue to
encourage schools to move students to more inclusionary settings, students will retain their program status until the end
of their elementary or middle school tenure.
12. Does “one year of progress” still apply?
NYC DEPARTMENT OF EDUCATION 5

The notion of one year of progress still holds in that students who are more proficient this year than last year made one
year of progress. However, there is no longer a separate measure on the Progress Report that evaluates whether or not a
student made one year of progress. Instead, growth percentiles will be adopted which control for differences in the
likelihood that students make one year of progress based on their starting proficiency.
13. Why are there no longer separate Student Progress measures for students at proficiency and students not yet at
proficiency?
Growth percentiles control for each student’s starting proficiency. As such, there is no longer a need to separately
measure progress for these two groups of students.
14. What should I do if I have a question about or want to give feedback on the proposed changes?
Attend a feedback session or email PR_Support@schools.nyc.gov. If you would like to attend a feedback sessions,
please RSVP to PR_Support@schools.nyc.gov specifying which session you will attend. Feedback sessions include:
• Queens – 45-18 Court Square, Long Island City, Room 252 – February 8th – 3:30pm-5:30pm
• Brooklyn – 131 Livingston Street, Room 304 – February 11th – 3:30pm-5:30pm
• Staten Island – Building A at the Petrides Complex, Room 317 – February 24th – 3:30pm-5:30pm
• Manhattan – 333 7th Ave., 8th Floor Large Conference Room – February 26th – 3:30pm-5:30pm
ƒ Bronx – One Fordham Plaza, Room 853 – March 4th – 3:30pm-5:30pm
15. When will the changes be finalized?
Final changes based on feedback will be announced in March.
16. Will I receive a Progress Report Modeler as I have in the past?
After the changes are finalized, each school will receive a Progress Report Modeler that includes updated peer and city
horizons and reflects all of the finalized changes to the metrics. Please note that while this Modeler will allow you to
simulate a score, it will not be able to simulate a grade because the cut scores have not yet been set.
 Proposed Changes to High School Progress Reports
Last Updated: January 29, 2010

This document describes changes proposed for the 2009-10 Progress Reports, and includes answers to frequently asked
questions about the changes. To ask questions about or give feedback on the proposals, attend a feedback session or email
PR_Support@schools.nyc.gov.

Proposed Changes
Progress Report Proposed Change Reasons for
2008-09 Measure
Component for 2009-10 Proposed Change

1. Graduation All students with IEPs receive All Self-Contained/CTT Graduation rates for Self-
weights for double the graduation weight Students receive triple the Contained and CTT students
Special for graduating with a Local graduation weight for are very low. Increasing the
Education Diploma or higher. graduating with a Local weight for Self-Contained and
Students in the Diploma or higher; SETTS CTT students will reward
Weighted Students will continue to schools that demonstrate the
Diploma Rate receive double the graduation kind of progress necessary to
measures weight for graduating with a help these students graduate.
Local Diploma or higher.

2. Additional Percentage of students who
credit earn 11+ credits among the
following sub-groups (2 points
each):
 Special Education Students
 English Language Learners
 Hispanic Students in the
Lowest Third Citywide
 Black Students in the
Lowest Third Citywide
 Other Students in the
Lowest Third Citywide.
Percentage of students in the
Lowest Third Citywide who (2
points each):
 Score 75 or higher on the
Math Regents
 Score 75 or higher on the
ELA Regents
 Graduate with a Regents
Diploma.
Percentage of students who
graduate with a Local or
Regents Diploma for the
following sub-groups (3 points
each):
 Self-Contained/CTT
Students
 SETTS Students
 English Language Learners
 Students in the lowest third
Citywide.
Percentage of students in the
Lowest Third Citywide who (2
points each):
 Score 75 or higher on the
Math Regents
 Score 75 or higher on the
ELA Regents.
The primary focus of the
additional credit measures is
now on graduation, specifically
for groups of students that have
historically graduated at lower
rates than the City overall.
Improving the graduation
outcomes for Special Education
students, English Language
Learners, and students in the
lowest third Citywide is critical
to improving life outcomes for
these students. Schools that are
successful in helping these
students graduate will receive
additional credit on the high
school Progress Report.

3. Credit Includes all students in years 1, Exclude New York State Alternate Assessment students
measures in 2, and 3 of high school. Alternate Assessment students are typically on a non-credit-
Student from the credit measures (note: bearing schedule.
Progress these students will also be
section removed from the Average
Completion Rate for
Remaining Regents metric).

4. Peer groups Peer groups for each school Update the peer index for each Ensure an up-to-date peer
were the same in 2007-08 and school based on student comparison on the Progress
NYC DEPARTMENT OF EDUCATION 2

Progress Report Proposed Change Reasons for

2008-09 Measure
Component for 2009-10 Proposed Change
2008-09. proficiency/ demographics in Report.
2009-10 and update peer
groups.

5. Peer and City Peer and City horizons for each Update peer and City horizons As students continue to show
horizons school were the same in 2007- based on historical school more progress each year, it is
08 and 2008-09. performance results from 2006- important that the Progress
07, 2007-08, and 2008-09. Report benchmarks (i.e.,
horizons) reflect all of the
historical student achievement
information that is available.

6. Progress For 2008-09, the high school For 2009-10, the high school Schools continue to achieve
Report Grades cut scores were: cut scores will be: better outcomes each year, and
and Cut Scores  A – 70  A – 70 it is important to raise the cut
scores to account for this
 B – 54  B – 60 growth.
 C – 44  C – 51 For schools who have achieved
 D – 36.  D – 44. lower Progress Report grades
in the past, it is important to
accelerate the growth of their
students so that they can attain
the desired level of success in
high school.

* There are no changes planned for the School Environment section of the Progress Report.

Frequently Asked Questions

1. Why are the cut scores for each letter grade increasing again this year?
The cut score for schools to receive an A will remain at 70 (the same score required to receive an A in 2008-09). Cut
scores to get a B, C, or D have increased for two reasons:
 Schools continue to achieve better outcomes each year, and it is important to raise the cut scores to account for this
growth
 For schools who have achieved lower Progress Report grades in the past, it is important to accelerate the growth of
their students so that they can attain the desired level of success in high school
2. Will I have a new peer group this year?
Yes. Peer groups will be updated to reflect the most recent demographics of the school.
Each high school’s peer index will be updated using the following weighted average formula (the same formula that has
been in place since 2007-08).
Peer index =
Average 8th grade ELA and Math proficiency –
2 * % of Special Education students –
% of over-age (on entry) students
Schools will once again be grouped with the 40 schools with the closest peer index (the 20 schools with a peer index
right above it and the 20 schools with a peer index right below it).
NYC DEPARTMENT OF EDUCATION 3

3. Are the point values for each category changing?

No. The point values for each category will remain the same.
• School Environment (15 points)
• Student Performance (25 points)
• Student Progress (60 points)
4. Why are Self-Contained and CTT students being grouped together for purposes of the additional credit
measures?
This policy is intended to promote movement of students with disabilities to less restrictive environments and ensure
continued access to the General Education curriculum .
5. When will a student’s Special Education program recommendation be determined? What happens if a student’s
program recommendation changes throughout the year?
Each student’s program status will be based on his/her Special Education classification as of the end of the year. That
program status will be used to classify that student for purposes of the 2009-10 Progress Report. To continue to
encourage schools to move students to more inclusionary settings, students will retain their program status until the end
of their high school tenure.
6. What should I do if I have a question about or want to give feedback on the proposed changes?
Attend a feedback session or email PR_Support@schools.nyc.gov. If you would like to attend one of the feedback
sessions, please RSVP to PR_Support@schools.nyc.gov specifying which session you would like to attend.
• Bronx – One Fordham Plaza, Room 853 – February 9th – 3:30pm-5:30pm
• Manhattan – 333 7th Ave., 8th Floor Large Conference Room – February 12th – 3:30pm-5:30pm
• Brooklyn – 131 Livingston Street, Room 304 – February 25th – 3:30pm-5:30pm
• Staten Island – Building A at the Petrides Complex, Room 317 – March 1st – 3:30pm-5:30pm
• Queens – 28-11 Queens Plaza North, Room 510 – March 2nd – 3:30-5:30pm
7. When will the changes be finalized?
Final changes based on feedback will be announced in March.
8. Will I receive a Progress Report Modeler as I have in the past?
After the changes are finalized, each school will receive a Progress Report Modeler that includes updated peer and city
horizons and reflects all of the finalized changes to the metrics.
 Frequently Asked Questions (FAQ)
High School Course Credit

The purpose of this FAQ document is to assist schools in understanding New York State Education
Department (NYSED) Commissioner’s Regulations and policies regarding the awarding of high school
credit, in order to support principals, school administrators and guidance counselors in making
appropriate decisions regarding the awarding of credit to high school students. This document was
prepared by the New York City Department of Education (NYCDOE) with advice from NYSED to reflect
New York State Commissioner’s Regulations as they apply to NYCDOE policies (e.g. the use of 44
credits) as of January 2010, and will be updated periodically as necessary.

To view New York State Commissioner’s Part 100 Regulations for diploma requirements, please visit
http://www.emsc.nysed.gov/part100/opener.html.
To view a complete list of credit requirements needed for high school graduation, please visit
http://schools.nyc.gov/RulesPolicies/GraduationRequirements/default.htm.

Please note that New York State Education Commissioner’s Regulations require 22 units of credit in
specific subject areas to satisfy high-school graduation requirements, where one unit of credit amounts to
successful completion of at least 180 minutes of study and mastery in a subject area throughout the
school year. In New York City, 44 semester credits are used to calculate credits towards graduation
because many New York City schools use a semester-based schedule. For the reader’s clarification, this
document will indicate both the number of New York City (NYC) and New York State (NYS) units of credit.

Please click on the links below to find answers to questions related to credit accumulation in each of the
following areas. If you have additional questions, please call 212-374-0210 or email
credit@schools.nyc.gov for assistance.

Credit Completion/Credit Recovery/Make-Up Course Credit

Independent Study
Transfer Credit
Extra-Curricular Activities
Study Outside of School
In-School Study
Accelerated Courses
Career and Technical Education (CTE) Courses
Summer School Courses
Credit-by-Examination

English Language Learners

The NYCDOE and the NYSED expect English Language Learners to access the same curriculum and the
same credits as English proficient students, acknowledging that English Language Learners are required
to receive academic language development support (English as a second language - ESL), accessible
instruction in content area courses (both in English and in the student’s native language), extended
instructional time (Academic Intervention Services - AIS), and additional instructional (after school,
summer school programs, etc.) and assessment accommodations. Please see Part 154 of
Commissioner’s Regulations related to English Language Learners for more information.

Students with Disabilities

The NYCDOE and the NYSED expect students with disabilities to have the supports and services needed
for such students to have access to the same curriculum and the same credits as general education
students. Access means such students are provided with the special education programs and services
(specially designed instruction) needed to address their individual needs, which could include extended
instructional time, instructional materials in alternate formats, behavioral supports, accommodations and
other supplementary supports and services, provided in accordance with their Individualized Education
Programs (IEP), to ensure that students with disabilities can successfully master course outcomes.

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 Frequently Asked Questions (FAQ)
High School Course Credit

Credit Completion/Credit Recovery/Make-Up Course Credit

In October 2009, the New York State Board of Regents approved a policy regarding making-up course
credit for students who have had the opportunity to complete a course but failed to demonstrate mastery
of the intended course outcomes. Regulations are being drafted to implement the policy, which includes
provisions for a school-based panel that approves make-up programs to address course completion
deficiencies and implementation of the make-up program by a school-based teacher in the subject-matter
area. To view the policy, please visit:
http://www.regents.nysed.gov/meetings/2009Meetings/October2009/1009emsca5.htm. We will update
this FAQ document to include questions and answers that address the policy after the implementing
regulations take effect.

Independent Study
The New York State Education Department is currently considering a policy regarding independent study,
including provisions on student and course eligibility. To view the draft NYSED proposal submitted to the
Board of Regents, please visit:
http://www.regents.nysed.gov/meetings/2009Meetings/April2009/0409emscd2.htm. Once the Regents
adopt a policy on this subject, we will update this FAQ document to include questions and answers that
address the new policy.

Transfer Credit

1. How is credit awarded for students who transfer to a New York City high school from a
registered public or nonpublic high school in New York City or New York State?
The principal must grant transfer credit for all credits previously awarded by any registered NY State
high school (public or non-public) (100.5[d][5]).

2. How is credit awarded for students who transfer to a New York City high school from another
school outside New York State but within the United States?
For work done at other educational and cultural institutions, including non-registered high schools,
and for work done through independent study, the decision as to whether or not to award transfer
credit shall be based on whether the record indicates that the work is consistent with New York State
commencement-level learning standards and is of comparable scope and quality to that which would
have been done in the school awarding the credit. This decision is to be made by the principal, after
consultation with relevant faculty. The principal shall evaluate the transcript or other records of a
transfer student enrolling in a New York City high school. Based on the student's transcript or other
records, the principal may award transfer credit towards a high school diploma.

Schools should develop a well-defined procedure for timely evaluation of transcripts, including
examining official documents for authenticity; interviewing the student and their parent or guardian
and, when possible, appropriate officials from the student’s prior school or school district to obtain
clarification on curriculum, instructional time, grading policies, etc.; ensuring that transfer credit is
updated on the student’s official transcript; and informing the student and his/her parent or guardian
of how transfer credit has been awarded.

3. How is credit awarded for students who transfer from another school outside the United
States?
See Question 2 above. The principal shall evaluate the transcript or other records of a transfer
student enrolling in a New York City high school. Based on the student's transcript or other records,
the principal shall award the appropriate units of transfer credit towards a high school diploma.
Schools are responsible for ensuring that transcripts in a language other than English are translated
effectively such that transfer credit can be awarded appropriately. Schools may use school- or
community-based translators, or may contact the NYCDOE Department of Translation Services or the

2
 Frequently Asked Questions (FAQ)
High School Course Credit

student’s home country Embassy or Consulate for assistance. It is not appropriate for the family
members or students to complete the translation. To support schools in understanding the transcripts
from students’ home countries, schools may refer to Evaluating Foreign Transcripts:The A-Z Manual.

In addition, schools may award units of credit for documented residence and school attendance in an
other-than–English-speaking environment, provided that the experience occurs at age 11 or older and
that the residence resulted in direct contact with that environment and its people. No more than ten
(10) NYC (five [5] NYS) units of Languages Other Than English (LOTE) credit may be awarded for
school attendance and residence in an other-than-English-speaking environment, regardless of the
length of the experience.

Schools should develop a well-defined procedure for timely evaluation of transcripts, including
examining official documents for authenticity; interviewing the student and their parent or guardian
and, when possible, appropriate officials from the student’s prior school or school district to obtain
clarification on curriculum, instructional time, grading policies, etc.; ensuring that transfer credit is
updated on the student’s official transcript; and informing the student and his/her parent or guardian
of how transfer credit has been awarded.

4. How is credit awarded to students who have been home schooled and then transfer to a NYC
high school?
See Question 2 above. The principal of the school determines the appropriate placement of the
student, as with any other transfer student. When a home-schooled student transfers to a school, the
principal can award credit on the basis of assessment or evidence from the home-school instructor(s)
that the student has successfully completed previous coursework.

5. Are there exemptions from assessment requirements for transfer students?

Yes. According to New York State Commissioner’s Regulations, students who enter a New York
State registered high school for the first time in grade 12 (excluding students who have been home
schooled and who have been enrolled in a registered or non-registered public or nonpublic NYS high
school) may be exempt from the requirement for the Regents examinations in science and Global
History and Geography usually taken before the date of the student’s entry. Students who enter a
registered NYS high school in grade 11 in the 2002-03 school year and thereafter may be exempted
from the Regents in Global History and Geography (100.5[d][5][iii]); to receive a NYS high school
diploma, however, these students must take and pass the Regents examinations in English,
mathematics, United States History and Government and science, or approved alternatives such as
Advanced Placement, International Baccalaureate, and SAT II examinations.

Students are required to earn credit in Languages Other Than English (LOTE). Such credit may be
earned without taking the corresponding Regents examination if students have documented school
attendance and residence in an other-than-English-speaking environment, provided that the
experience occurred at age 11 or older and that the residence resulted in direct contact with that
environment and its people. For example, if a student is a native speaker of Spanish by virtue of
documented school attendance and residence in Puerto Rico through age 13, this student may be
awarded Regents credit in Spanish without necessarily having to pass the Spanish Regents
examination. However, if a student wishes to attain a Regents Diploma with Advanced Designation,
he/she must pass the Comprehensive Regents Examination in French, German, Hebrew, Italian,
Latin, or Spanish, or approved alternative assessment, when any of those languages are used to
fulfill diploma requirements.

6. Can transfer credit be awarded for independent study?

See Question 2 above. The principal, after consultation with relevant faculty, may award transfer
credit for work done at other educational and cultural institutions and for work done through
independent study. The decision as to whether or not to award transfer credit for work done at
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 Frequently Asked Questions (FAQ)
High School Course Credit

educational institutions other than New York State registered high schools shall be based on whether
the record indicates that the work is consistent with New York State commencement learning
standards and is of comparable scope and quality to that which would have been done in the school
awarding the credit.

Extra-Curricular Activities

7. Can students earn credit for participating in extra-curricular activities?

In general, extra-curricular activities are not credit-bearing. They may not be used to fulfill Regents
diploma requirements nor may they be used as independent study credit. However, there are
exceptions for sports team and arts activities participation. For information on these exceptions,
please see the answers to questions 8 and 9, respectively.

8. Can participation on a sports team fulfill a physical education credit requirement?

In general, schools are encouraged to provide time for students to fulfill the physical education
requirements in addition to providing opportunities to participate in athletic teams. However, students
in grades 10-12 who have demonstrated acceptable levels of physical fitness, skills, and knowledge
of physical education activities as determined by the principal and physical education teacher, may
receive physical education course credit for participation in an extra class or after-school athletic
program if such program meets the equivalent of the instructional time requirements per semester
(135.4[c][2][ii]). This option may not be exercised in two consecutive semesters since a student must
have been enrolled in and passed his/her physical education course in a previous semester to meet
the eligibility requirement. These instructional time requirements for physical education include either
a minimum of 90 minutes per week not less than three times per week in one semester and not less
than two times per week in the other semester for a total of eight semesters, or daily physical
education classes for a minimum of 180 minutes per week for a total of seven semesters. If you
would like support in scheduling, please e-mail Fitness&Health@schools.nyc.gov.

9. Can participation in arts/music activities fulfill an arts credit requirement?

A student may obtain two (2) NYC (one NYS) unit(s) of credit in visual arts and/or music, dance or
theatre by participating in a school's major performing groups, including band, chorus, orchestra,
dance or theatre group. In exceptional situations, students may obtain two (2) NYC (one NYS)
credit(s) in visual arts and/or music, dance or theatre towards the fulfillment of the arts credit
requirement by participating in an advanced out-of-school art or music activity; in this case, credit for
such participation shall be upon recommendation by the student's visual arts, music, dance or theatre
teacher, shall be approved by the appropriate department chairperson and by the school principal,
and shall be consistent with the goals and objectives of the school's visual arts, music, dance, and/or
theatre program (8 NYCRR,100.5[d][2][i][b]).

Study Outside of School

10. How should credit be awarded for college-level courses?

Advanced courses which convey credit towards a high school diploma and also convey higher
education credit may be made available through arrangements with higher education institutions.
However, a public school district shall not impose any charge or fee on students for any required
instruction or program leading to a high school diploma (100.2[q]).

Advanced Placement courses may be used for high school credit and, upon successful completion of
the Advanced Placement examination(s), these courses may in some circumstances be used as
college credit, according to the policy of the college or university in which the student enrolls following

4
 Frequently Asked Questions (FAQ)
High School Course Credit

high school graduation. In certain cases where a college or university and a high school have agreed
upon terms, college courses may be used to obtain high school credit as well as college credit.

11. Can students earn credit for study abroad courses?

The principal shall evaluate the course work, including the syllabus, instructional time, assessments,
and assign the appropriate credits towards a Regents diploma after such student has passed the
required Regents examinations upon return to his or her home school. Study abroad courses may be
awarded credit towards the fulfillment of Regents diploma requirements as appropriate (100.5[f][2]).
In addition, schools may award up to ten (10) NYC (five [5] NYS) Languages Other Than English
(LOTE) credits for documented school attendance and residence in an other-than-English-speaking
environment, provided that the experience occurs at age 11 or older and that the residence resulted
in direct contact with that environment and its people.

12. Can students earn credit for completing online courses?

Online instruction can be a part of a course of study as long as the minimum required instruction time
of 180 minutes per week (or the equivalent) is provided by a certified teacher. Online (digital)
resources used in an environment overseen by a teacher certified in the subject area for which credit
will be awarded, may provide valuable tools for academic instruction and student support in the
context of credit-bearing courses. (Also see information on Credit Completion/Credit Recovery/Make-
Up Course Credit).

In-School Study

13. Can Academic Intervention Services (AIS) be credit-bearing?

Academic Intervention Services are not credit-bearing. However, when students are in courses with
extended time where AIS are being provided, they should receive credit for the course in the same
manner as students who are in the course who do not require AIS.

14. How many credits should be awarded for interdisciplinary courses?

For an interdisciplinary course that meets for 180 minutes per week or the equivalent throughout one
semester, students may earn one NYC (1/2 NYS) credit, but successful completion of the course may
be used to meet the distribution requirements in more than one subject area.

15. Can students with disabilities receive credit for certain types of related services?
No, students with disabilities may not receive credit for any related services.

Accelerated Courses

16. Under what conditions can students receive high-school credit for accelerated courses taken
in grade 8?
According to Commissioner’s Regulations, students shall have the opportunity to take high school
courses in grades 9 through 12 and, when appropriate, in grade eight. Grade eight students shall
have the opportunity to take high school courses in mathematics and at least one of the following
areas: English, social studies, languages other than English, art, music, career and technical
education subjects, or science. The superintendent shall determine whether a student has
demonstrated readiness in each subject in which he/she asks to begin high school courses in the
eighth grade leading to a diploma. In order to be eligible for high school credit, such accelerated
courses must meet New York State Education Department course requirements for instructional time,
teacher certification, and addressing the relevant learning standards. If the course meets these

5
 Frequently Asked Questions (FAQ)
High School Course Credit

requirements, high school credit may be awarded to a grade eight student who completes at least
one of the following:
(a) attends the class in a high school with high school students and passes the course on the
same basis as the high school students; or
(b) passes the course AND passes the corresponding State Regents or Proficiency examination;
or
(c) in cases where no state assessment is available, the student passes a course in the middle
school which has been approved for high school credit by the Superintendent or his/her
designee(s) AND passes a locally developed examination approved by the principal.

17. Can students in grades six and seven be awarded accelerated high school credit?
No, only students in grade eight may be awarded high school credit for successful completion of
accelerated courses, as outlined in question 16 above.

Career and Technical Education (CTE) Courses

18. Which students are eligible to receive a CTE-endorsed Regents diploma?

Only students who are enrolled in and have completed State-approved CTE programs of study are
eligible to receive CTE-endorsed diplomas. To find out whether a school has a State-approved CTE
program, visit the State’s website, which lists all New York City public schools with approved
programs: http://www.emsc.nysed.gov/cte/ctepolicy/Approved.htm.

19. How do the graduation and credit distribution requirements for a CTE-endorsed Regents
diploma differ from those of a Regents diploma?
Students receiving either a CTE-endorsed Regents diploma or a Regents diploma must obtain a
minimum of 44 NYC (22 NYS) credits and pass all five (5) required Regents examinations or
approved alternatives; however, the credit distribution requirements for the two diplomas may be
obtained differently. Students in State-approved CTE programs of study may earn up to two (2) NYC
(1 NYS) semester credits each in English, Mathematics, Science, and Economics and Government
through approved fully-integrated, specialized, or a combined CTE-course approach. In addition,
students receiving a CTE-endorsed Regents diploma must successfully complete the requirements
for the approved CTE course sequence and the approved technical assessment in the particular
industry area, which includes written, project-based, and demonstration components.

20. What are the differences between CTE specialized, integrated, and combined course
approaches?
CTE specialized and integrated courses must be co-developed by a CTE teacher and a core
academic subject-area teacher based on the commencement-level learning standards in the given
subject area(s) (English, Mathematics, Science, or Economics and Government).

An integrated career and technical course is a course that combines CTE and academic
commencement-level State learning standards and may be jointly developed and taught by an
academic subject teacher and/or a career and technical education teacher. Successful completion of
a unit of study in an integrated CTE course may be awarded two (2) NYC (one NYS) credit(s) but
may be used to meet the distribution requirements in more than one subject area. For students who
have not successfully completed the Regents examination in the related academic subject area, the
integrated course must be taught by a teacher certified in that subject.

A specialized CTE course, upon approval by the Community Superintendent or designee, allows
students to fulfill a core course requirement in English, Mathematics, Social Studies or Science after
the student passes the required Regents examination(s) in that core academic subject area. A

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 Frequently Asked Questions (FAQ)
High School Course Credit

specialized course is one that is co-developed by a CTE teacher(s) and a core academic teacher(s)
and is based on the commencement-level of the State learning standards in that subject. It develops
the subject in greater depth and breadth or may be interdisciplinary. Successful completion of one
unit of study in a specialized CTE course may be awarded two (2) NYC (one NYS) credit(s) but may
be used to meet the distribution requirements in more than one subject area. A specialized course
must be taught by a teacher certified in at least one of the disciplines.

A combined approach includes some specialized courses and some integrated courses.

21. How many credits can students earn through CTE specialized and integrated courses? Can
these courses be used to fulfill more than one core credit requirement?
CTE specialized or integrated courses may be used to satisfy up to eight (8) NYC (4 NYS) core
course credits towards the fulfillment of a CTE-endorsed diploma.

Summer School Courses

22. Can students earn high school credit for courses taken during summer school? If so, under
what conditions?
If a student has never taken a particular course before or failed a course, the summer school course
must provide 90 hours of instruction for the student to earn two (2) NYC (one NYS) credit(s), or 45
hours to earn one (1) NYC (1/2 NYS) credit. Schools may offer any course during the summer that
could have been offered during the regular school year, including courses for enrichment,
acceleration, improvement of skills or to prepare for examinations such as the Regents examinations
or Regents Competency Tests (RCT). Summer school is also an excellent vehicle for delivering
Academic Intervention Services (AIS) mandated by Sections 100.1(g) and 100.2(e) of the
Commissioner's Regulations.

23. Can students earn make-up credit during summer school for high school courses that they
failed during the school year?
A summer make-up course to improve an existing grade may be offered for less than 90 hours per
credit and carries only partial credit. It is appropriate to factor in the grades from both the summer and
the regular school year in determining the final grade and whether to grant credit. A student who
enrolled in a regular school year course but did very poor or no work, may be required to take the entire
course over again, that is, such a student may be denied enrollment in a summer make-up course. The
home school principal’s approval is required before a student enrolls in a make-up course to improve
a failing grade. Upon program completion, the summer school course grade must be reported to the
school that issued the original unsatisfactory grade. (Also see information on Credit
Completion/Credit Recovery/Make-Up Course Credit above).

24. Can students earn credit towards the fulfillment of the physical education requirement during
summer school?
Students in grades 9 through 12 must attend and participate in a physical education program during
both semesters of the regular school year that meets the requirements of Part 135.4 of the
Commissioner’s Regulations and must accumulate four (4) NYC (2 NYS) units of credit to graduate (8
NYCRR,100.5[a][3]). Students may not attend a summer school physical education course as a
substitute for the physical education requirement in an upcoming regular school year, but may attend
a summer school physical education course to make up for a previous semester for which they did
not earn credit, or as an elective.

7
 Frequently Asked Questions (FAQ)
High School Course Credit

Credit-by-Examination

25. Can students earn credit if they pass a Regents examination but have not taken the
corresponding course?
According to Commissioner’s Regulations, a “unit of credit” is earned by the mastery of the learning
outcomes set forth in a New York State-developed or locally developed syllabus for a given high
school subject, after a student has had the opportunity to complete a unit of study in the given subject
matter area. However, students may earn a maximum of thirteen (13) NYC (6 ½ NYS) credits towards
a high school diploma without having taken the corresponding course if all of the following criteria are
met:
 Based on the student’s past academic performance, the Superintendent or his/her designee
has determined that the student will benefit academically by exercising this opportunity;
 The student obtains a score of 85 or above on the examination;
 The principal determines that the student has successfully completed an oral examination or
special project demonstrating proficiency of the subject matter normally developed in the
course but not measured by the relevant examinations; and
 The student attends school, or receives substantially equivalent instruction elsewhere, in
accordance with sections 3204 and 3205 of the Education Law (100.5[d][1]).

Please note that in order to qualify to take a Regents examination in any of the sciences a student
must complete 1,200 minutes of actual hands-on (not simulated) laboratory experience with
satisfactory documented laboratory reports in addition to the required classroom instruction
associated with earning a unit of credit (100.5[b][7][iv][d]). Thus, students attempting to earn credit in
science through the credit-by-examination provision still must meet laboratory requirements.

26. Can students use the credit-by-examination provision to earn credit for courses they
previously failed or failed to complete?
Through the credit-by-examination provision in the Commissioner's Regulations, students may earn
up to thirteen (13) NYC (6 1/2 NYS) credits without completing the units of study. The credit-by-
examination provision is not intended for students who have previously failed or failed to complete the
course for which they are attempting to earn credit through credit-by-examination. Rather, students
who previously failed or failed to complete a course can make up the course during summer school or
through other make up programs. (Also see information on Credit Completion/Credit Recovery/Make-
Up Course Credit above).

Regents examination results can be used as a factor in a student’s final course grade, in accordance
with a school’s stated grading policy; however, a student who has completed the course of study and
passed the corresponding Regents examination does not earn course credit unless he/she also
passes the course.

27. How many credits may a student earn through the credit-by-examination provision?
Students may earn up to thirteen (13) NYC (6 1/2 NYS) credits through the credit-by-examination
provision. Such credits may be used towards the fulfillment of subject-specific graduation
requirements for either a Regents diploma or a Regents diploma with an advanced designation, as
long as the requirements of the credit-by-examination provision are met (100.5[d][1]).

8
MEMO
To: High School Principals and Assistant Principals, High School Superintendents, and Network Leaders
From: Santiago Taveras, I.A. Deputy Chancellor, Division of Teaching and Learning
Re: Clarification of Awarding Course Credit
Date: 01.29.2010

A key goal of the DOE is to raise standards for all students and ensure they are ready to pursue
postsecondary opportunities. Consistent with New York State Commissioner’s Regulations, high school
principals, in collaboration with their staff, design instructional programs that meet their students’ needs. To
that end, the awarding of course credit remains one of high school principals’ primary responsibilities, as it
represents a key component of ensuring that all students have demonstrated mastery of course content and
skills, and are prepared to pursue the next level of work. Thus, it is important that principals understand
Commissioner’s Regulations on awarding course credit.

This memo outlines several common programming approaches, clarifies practices regarding awarding
1
course credit (including examples), offers guidance on course coding, and highlights additional resources
available to support you and your staff. Along with a new FAQ document clarifying Commissioner’s
Regulations, please review the information below regarding:
Credit recovery/makeup courses;
Annualized and semester-based programming;
Credit-by-examination;
Fractional course credit;
Interdisciplinary programming; and
Remedial courses.

Principals are responsible for making determinations regarding the awarding of course credit, and should use
their professional judgment to make decisions in the best interest of students and in alignment with
Commissioner’s Regulations. The Department will closely track schools’ awarding of credit, and work with
schools to rectify practice as needed. For Progress Report accountability, the policies addressed in the FAQ
document and the clarification of practices outlined below should be considered effective for SY2009-10.
This information should not impact individual students who are on track to graduate in June 2010. If you have
questions about individual students or courses, please call 212-374-0210 or email credit@schools.nyc.gov
for support.

I. Programming Approaches and Awarding Course Credit

The following framework is designed to support you and your staff in making instructional and programmatic
decisions that facilitate alignment of the academic program, demonstrate that alignment, and document it in
a way that is clear to staff, students, and families.

Schedule (instructional time allocated for a course, how a course is coded in STARS)
Alignment

Syllabus (an outline of learning standards addressed in a course, its goals and
objectives, and scope and sequence)
Grading policy (how student grades are calculated, how passing is defined, and
connected to competencies described in the course syllabus)
Awarding of credit (the amount of credit the student receives for passing a course)

1
New York State Education Commissioner’s Regulations require 22 units of credit satisfy high-school graduation requirements, where
one unit of credit amounts to successful completion of at least 180 minutes of study or the equivalent and mastery in a subject area
throughout the school year. In New York City, 44 semester credits are used to calculate credits towards graduation. Throughout this
memo, credits refer to New York City semester credits.
1
In reviewing the specific programmatic approaches outlined below, it is important to remember that awarding
course credit is one component of an aligned instructional program.

i. Credit Recovery/Makeup Courses

Credit recovery or makeup courses give students the opportunity to earn credit for courses they previously
failed or failed to complete without necessarily having to retake a course in its entirety, and represent a
valuable way of supporting students in staying on track to graduation. The Board of Regents recently
approved a policy regarding makeup credit/credit recovery that is anticipated to go before the Board of
Regents for adoption as regulation in SY2010-11. The policy is summarized below:
• School district officials may provide programs aligned with the Regents learning standards for students
who were previously enrolled in a course but failed to demonstrate mastery of intended course outcomes.
• A school-based panel, consisting of at least the principal, a teacher in the area for which the student must
make up credit, and a guidance director (or other administrator) must approve all programs for make-up
credit. In order to provide the appropriate make-up program, the panel must consider each student’s
needs and course completion deficiencies.
• To receive credit, the student must receive equivalent, intensive instruction in the deficiency area(s) of the
course by a teacher certified in the subject area, and demonstrate mastery of the initial deficiency area(s).
If an end-of-course Regents exam is required for graduation, the student must also pass the Regents
exam to fulfill the graduation requirements and, to the extent determined by the school district, receive
course credit.

ii. Annualized and Semester-Based Programming

Annualized programming is designed as a ten-month learning program, where a course’s syllabus, scope
and sequence, lesson plans, and assessments reflect a ten-month cycle (usually with the same teacher and
students), while semester-based programming is designed as a five-month learning program, where a
course’s syllabus, scope and sequence, lesson plans, and assessments reflect a five-month cycle. Both
approaches can be valuable, depending on the needs of the school.
• If students in a semester-based course fail a course during the first semester, they may not receive credit
for that course in the second semester as part of credit earned in a second-semester course. In this
situation, schools should either have an annualized program planned at the outset of the school year with
a syllabus that demonstrates that learning standards are spiraled throughout a ten-month learning cycle
OR follow the State’s credit recovery policy to give the student the opportunity to make up the failed
course. (See section i. on credit recovery above.)

iii. Credit-by-Examination
According to Commissioner’s Regulations, students may earn up to thirteen (13) NYC (or 6.5 NY State)
course credits without completing units of study if they score 85 or above on the corresponding Regents
exams and if all of the following criteria have been met:
• Based on the student’s past academic performance, the High School Superintendent or his/her designee
(which may include the high school principal) determines that the student will benefit academically by
exercising this alternative;
• The principal determines that the student successfully completed an oral examination or special project
demonstrating proficiency of the subject matter developed in the course but not measured by the relevant
exams; and
• The student attends school, or receives substantially equivalent instruction elsewhere, in accordance with
NY State Education Law.

Please note that students attempting to earn credit in science through this provision still must meet
laboratory requirements. In order to qualify to take a Regents exam (through credit-by-examination or upon
completion of the corresponding unit of study) in any of the sciences, a student must complete 1,200
minutes of hands-on (not simulated) laboratory experience with satisfactory documented lab reports.

It is important that school leaders understand appropriate use of the credit-by-examination provision.
• The credit-by-examination provision is not intended for students who previously failed or failed to
complete the course for which they are attempting to earn credit through credit-by-examination. Rather,
these students may make up the course during summer school or through other makeup programs. (See
section i. on credit recovery above.)

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 • Regents exam results can be used as a factor in a student’s final course grade, in accordance with a
school’s stated grading policy; however, a student who has completed the course of study and passed the
corresponding Regents exam does not automatically earn course credit unless he/she also passes the
course.

iv. Fractional Course Credit

Fractional course credit is the practice of awarding credit above or below one credit for a semester-long
course or two credits for a two-semester course. Awarding fractional course credit in the following ways is
inconsistent with State Regulations and not permitted:
• For additional instructional time or additional rigor – increasing minutes per week above the minimum
required by State Regulations (180 minutes per week) while addressing the same learning standards, or
increasing the rigor of a course alone (i.e. an Honors course).
• Above and beyond the total number of credits in a course sequence as outlined in State Regulations – i.e.
the Global Studies course sequence results in a total of four (4) credits, so the number of core course
credits a student receives in Global Studies may not cumulatively exceed this amount. (Note: additional
elective courses in the content area may be appropriate at the discretion of the principal and subject to
the limitations of section vi.)
• For additional time and additional learning standards added to a core course for elective credit in the
same subject area – i.e. students in a math class that meets for 220 minutes per week (44 minutes per
day) for one semester are eligible to receive one credit in math, not one credit in math and .2 elective
credits for the eight additional minutes of instruction per day. (See part v. below for information on
interdisciplinary programming.)

Awarding fractional credit is appropriate in the following circumstances:

• Physical Education courses (.5 credits)
• Dividing the traditional course sequence into a trimester- or quarter-based program (i.e. awarding .5
credits each quarter for a total of two credits at the end of the year for a two-credit sequence)
• Accelerating or extending a course up to the total number of credits in the core sequence, i.e. a course
that meets for 70 minutes per day, four days per week (280 minutes per week) for four semesters and
awards 1.5 credits each semester for a total of six credits at the end of four semesters, or a course that
meets for 120 minutes per week for three semesters and awards .67 credits each semester for a total of
two credits at the end of three semesters
• Stand-alone and interdisciplinary elective courses (See part v. below for information on interdisciplinary
programming.)

If you have questions about individual courses, please call 212-374-0210 or email credit@schools.nyc.gov for
support.

v. Interdisciplinary Programming
Interdisciplinary programming combines learning standards from two different content areas in a single
course through collaboration between the relevant content-area teachers, and can be a valuable form of
instruction.
• Courses that meet for 180 minutes per week for one semester may be awarded one credit, but can be
used to fulfill distribution requirements in more than one subject area, i.e. for a semester-long
interdisciplinary Art History course, students may be awarded one credit and fulfill distribution
requirements in both Art and Social Studies
• Courses that meet for extended time and address learning standards from two different content areas in a
single course may be awarded credit in both content areas, i.e. for a semester-long interdisciplinary Art
History course that meets daily for 55 minutes, where the syllabus includes History content through the
lens of Art, students may be awarded one credit in Social Studies and .5 credits in Art as long as the
relevant learning standards are addressed
• As part of an approved CTE program of study, an approved integrated course that meets for 180 minutes
per week throughout the semester and addresses the relevant learning standards in a core subject area
plus industry-defined content in the CTE program area may be awarded one credit in the core subject
area, and may also meet distribution requirements for the requisite course in the school’s State approved
CTE program

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vi. Remedial Courses
Remedial courses support the learning of under-prepared students, and can be elective credit bearing when
they address new high school learning standards throughout the course, while reinforcing content and skills
where students may need additional support. However, it is not appropriate to award credit in the following
circumstances:
• If the course only addresses middle school learning standards (as outlined in the syllabus)
• If the course addresses high school learning standards (as outlined in the syllabus), but the student has
already received credit for the learning standards addressed in the course – i.e. if a student passes a
Global Studies course but fails the Global Studies Regents exam and takes an exam preparation course
that addresses the same learning standards as the Global Studies course for which the student previously
received credit, he/she may not receive additional credit for the exam preparation course.

II. Course Coding

The following table is designed to support you in aligning course codes to accurately reflect the approaches
described above.

Type of STARS Course Coding

Programming
Credit Recovery/ The DOE will enhance tracking of credit recovery courses in STARS in anticipation of
Makeup Courses the Board of Regents’ adoption of the makeup credit policy. Beginning in the Spring
2010 semester, schools should record credit recovery courses in STARS as follows:
• When students attempt credit recovery, schools should indicate the credit recovery
course by adding ―XDHS‖ to the end of the course code. (Example: ME31XDHS –
credit recovery for the first semester [of a three-semester sequence] of Integrated
Algebra.)
• Please note that beginning in SY2010-11, a credit recovery flag will be added to
STARS to facilitate additional tracking of credit recovery courses.

Annualized and • For each course, schools can make the appropriate selection in the Course
Semester-Based Duration field (―Year‖, ―Term‖, ―Trimester‖, ―Cycle‖) on the Course Add/Modify
Programming screen in STARS.
• If a semester- or trimester-based course sequence is annualized—i.e. represents a
single ten-month learning program—schools should set the Course Length field to
―Year‖ for the course in the relevant semesters or trimesters.

Credit-by- Schools can use ―XR‖ as the third and fourth characters of the course code to indicate
Examination use of the credit-by-examination provision. (Example: MEXR12 – two credits in
Integrated Algebra using the credit-by-examination provision.)

Interdisciplinary Schools can indicate such courses using the interdisciplinary course flag on the
Courses Course Add/Modify screen in STARS.

III. Additional Resources

The following resources are available to support you and your staff:
• Webinars, which provide further illustrative examples and detail on aligning instructional programming and
awarding course credit, including information on course coding in STARS;
• A new FAQ document to support high schools in understanding New York State Commissioner’s
Regulations and policies regarding the awarding of course credit;
• For additional questions, or to share comments or feedback, please call 212-374-0210 or email
credit@schools.nyc.gov.