Expected Impact
The Regents proposal outlines changes in funding to support four strategies:
What is the expected impact of a sustained State funding commitment to these four strategies? What can we learn about the impact of funding these strategies and student results to date?
In the initial stages of implementing higher standards for all of New York’s school children, there are signs that students throughout New York State are making significant progress toward meeting higher learning standards.
Between 1995 and 1998, one of the largest improvements occurred on the Regents English Examination, the first examination to be required under the new graduation standards. (See Figure 21.)
Figure 21. Percent of Average Grade Enrollment Passing
the Regents English Examination--1995 and 1998
Increased learning is occurring in districts around the State, regardless of local fiscal capacity and regardless of the percentage of students from poverty backgrounds. Achievement in school districts with the least student poverty and the greatest fiscal capacity is reaching impressive levels.
As of June 1999, 78 of 100 general education students statewide who first entered ninth grade three years earlier scored 55 or higher on the Regents English Examination (see Figure 22). Outside of the Big Five city school districts, the same figure is 91 of 100 general education students (Figure 23).
Figure 22. Achievement of General Education Students Statewide Who First Entered
Figure 23. Achievement of General
Education Students Outside the Big Five 
The results displayed in Figure 23 are the results the Regents seek for all New York State students. With State Aid targeted to close the gap in student achievement, increased accountability and expectations for results, and greater cost-effectiveness, these results are attainable in five years.