The grades 3-8 English Language Arts (ELA) and mathematics assessments measure the higher learning standards that were adopted by the State Board of Regents in 2010, which more accurately reflect students' progress toward college and career readiness. Data available on this site are based on those reported by schools and districts to the State as of August 13, 2021 via the Student Information Repository System (SIRS). The New York State School Report Card 3-8 English Language Arts (ELA) and mathematics assessment data will be based on those data reported as of the final school year reporting deadline.
Due to the extraordinary circumstances related to the pandemic, approximately 4 out of 10 enrolled students participated in state assessments in 2020-21. Because only 40% of students’ results are available, state assessments are not representative of the state’s student population and the results should not be compared statewide or by statewide subgroup, or with prior year’s results and are not reflected below.
District and school level performance data, as well as the number and percentage of students who tested and did not test, are available for 2020-21. However, depending on the percentage of students that took the tests in a given school or district, the school and district’s results may not be representative of that school or district’s student population.
Assessment Data - Glossary of Terms | Assessment Data - Business Rules
| Subgroup | Subgroup Enrollment | Subgroup Tested | Subgroup Not Tested | |||
|---|---|---|---|---|---|---|
| Count | % | Count | % | Count | % | |
| All Students | 164 | 100% | 128 | 78% | 36 | 22% |
| Female | 80 | 49% | 62 | 78% | 18 | 23% |
| Male | 84 | 51% | 66 | 79% | 18 | 21% |
| General Education Students | 126 | 77% | 104 | 83% | 22 | 17% |
| Students with Disabilities | 38 | 23% | 24 | 63% | 14 | 37% |
| Black or African American | 2 | 1% | 0 | 0% | 2 | 100% |
| Hispanic or Latino | 2 | 1% | 2 | 100% | 0 | 0% |
| White | 152 | 93% | 120 | 79% | 32 | 21% |
| Multiracial | 8 | 5% | 6 | 75% | 2 | 25% |
| Economically Disadvantaged | 90 | 55% | 63 | 70% | 27 | 30% |
| Not Economically Disadvantaged | 74 | 45% | 65 | 88% | 9 | 12% |
| Non-English Language Learner | 164 | 100% | 128 | 78% | 36 | 22% |
| Not in Foster Care | 164 | 100% | 128 | 78% | 36 | 22% |
| Homeless | 1 | 1% | 1 | 100% | 0 | 0% |
| Not Homeless | 163 | 99% | 127 | 78% | 36 | 22% |
| Not Migrant | 164 | 100% | 128 | 78% | 36 | 22% |
| Parent Not in Armed Forces | 164 | 100% | 128 | 78% | 36 | 22% |
| Subgroup | Total Tested | Level 1 Tested | Level 2 Tested | Level 3 Tested | Level 4 Tested | L3-4 Tested (Proficient) | |||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Count | % | Count | % | Count | % | Count | % | Count | % | ||
| All Students | 128 | 23 | 18% | 44 | 34% | 50 | 39% | 11 | 9% | 61 | 48% |
| Female | 62 | 11 | 18% | 22 | 35% | 26 | 42% | 3 | 5% | 29 | 47% |
| Male | 66 | 12 | 18% | 22 | 33% | 24 | 36% | 8 | 12% | 32 | 48% |
| General Education Students | 104 | 12 | 12% | 31 | 30% | 50 | 48% | 11 | 11% | 61 | 59% |
| Students with Disabilities | 24 | 11 | 46% | 13 | 54% | 0 | 0% | 0 | 0% | 0 | 0% |
| Black or African American | 0 | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% |
| Hispanic or Latino | 2 | — | — | — | — | — | — | — | — | — | — |
| White | 120 | 20 | 17% | 44 | 37% | 45 | 38% | 11 | 9% | 56 | 47% |
| Multiracial | 6 | — | — | — | — | — | — | — | — | — | — |
| Economically Disadvantaged | 63 | 14 | 22% | 25 | 40% | 21 | 33% | 3 | 5% | 24 | 38% |
| Not Economically Disadvantaged | 65 | 9 | 14% | 19 | 29% | 29 | 45% | 8 | 12% | 37 | 57% |
| Non-English Language Learner | 128 | 23 | 18% | 44 | 34% | 50 | 39% | 11 | 9% | 61 | 48% |
| Not in Foster Care | 128 | 23 | 18% | 44 | 34% | 50 | 39% | 11 | 9% | 61 | 48% |
| Homeless | 1 | — | — | — | — | — | — | — | — | — | — |
| Not Homeless | 127 | — | — | — | — | — | — | — | — | — | — |
| Not Migrant | 128 | 23 | 18% | 44 | 34% | 50 | 39% | 11 | 9% | 61 | 48% |
| Parent Not in Armed Forces | 128 | 23 | 18% | 44 | 34% | 50 | 39% | 11 | 9% | 61 | 48% |