ROTTERDAM-MOHONASEN CSD - NEW YORK STATE REPORT CARD [2019 - 20]

The New York State Report Card is an important part of the Board of Regents’ effort to create educational equity and raise learning standards for all students. Knowledge gained from the report card on a school’s or district’s strengths and weaknesses can be used to improve instruction and services to students. The report card provides information to the public on school/district staff, students, and measures of school and district performance as required by the Every Student Succeeds Act (ESSA). Fundamentally, ESSA is about creating a set of interlocking strategies to promote educational equity by providing support to districts and schools as they work to ensure that every student succeeds. New York State is committed to ensuring that all students succeed and thrive in school no matter who they are, where they live, where they go to school, or where they come from.

Due to COVID - 19 and resulting changes to New York State testing, accountability, and federal reporting requirements, 2020-21 district and school accountability statuses are the same as those assigned for the 2019-20 school year. For informational purposes, graduation rates for the Secondary Graduation Rate indicator using lagged 2018-19 data are reported. Spring 2020 standardized state assessments, including the June 2020 Regents examinations, were canceled and are, thus, not reported. For detailed information on requirement changes, please see the U.S. Department of Education-approved waiver and the memorandum from the Office of Accountability entitled " 2019-20 Accountability Implications to Address the COVID-19 Crisis ."

Glossary and Guide

2020-21 Accountability Status Based on 2018-19 Data


Per the U.S. Department of Education-approved waiver, districts and schools, including subgroups, will maintain in the 2020-21 school year the same accountability status assigned for the 2019-20 school year with no progress determinations. For more information, please see the memorandum from the Office of Accountability entitled, “2019-20 Accountability Implications to Address the COVID-19 Crisis.” The 2020-21 Accountability status may differ from the 2019-20 status as a result of a school reconfiguration. Schools that newly opened for the 2020-21 school year will not be displayed.

Target District

SECTION 1003 SCHOOL IMPROVEMENT FUNDS (2019-20)

The link below provides a list of all Local Education Agencies and public schools that received section 1003 school improvement funds, including the amount of funds each school received and the types of strategies implemented in each school with such funds.

Section 1003 School Improvement Funds Data (61.38 kilobytes)

For information on the use of Title I School Improvement funds, see:

ELEMENTARY/MIDDLE STATUSES BY SUBGROUP

Per the U.S. Department of Education-approved waiver, districts and schools, including subgroups, will maintain in the 2020-21 school year the same accountability status assigned for the 2019-20 school year with no progress determinations.

Subgroup Status
All Students Comprehensive Support and Improvement
Asian or Native Hawaiian/Other Pacific Islander Good Standing
Black or African American Good Standing
Hispanic or Latino Targeted Support and Improvement
Multiracial Targeted Support and Improvement
White Good Standing
English Language Learners Good Standing
Students with Disabilities Good Standing
Economically Disadvantaged Targeted Support and Improvement

SECONDARY STATUSES BY SUBGROUP

Per the U.S. Department of Education-approved waiver, districts and schools, including subgroups, will maintain in the 2020-21 school year the same accountability status assigned for the 2019-20 school year with no progress determinations.

Subgroup Status
All Students Good Standing
Asian or Native Hawaiian/Other Pacific Islander Good Standing
Black or African American Good Standing
Hispanic or Latino Good Standing
Multiracial Good Standing
White Good Standing
Students with Disabilities Good Standing
Economically Disadvantaged Good Standing

SECONDARY GRADUATION RATE

Accountability graduation rate data are provided for informational purposes only in 2019-20 and are not used to make district or school accountability status determinations for the 2020-21 school year. For more information, please see the memorandum from the Office of Accountability entitled, "2019-20 Accountability Implications to Address the COVID-19 Crisis."

Subgroup Cohort Number In Cohort Grad Rate
All Students 4-Year 216 86.6%
5-Year 231 84.4%
6-Year 237 91.6%
American Indian or Alaska Native 4-Year 4
5-Year 5
6-Year 3
Asian or Native Hawaiian/Other Pacific Islander 4-Year 12
5-Year 10
6-Year 15
Black or African American 4-Year 20
5-Year 17
6-Year 18
Hispanic or Latino 4-Year 22
5-Year 17
6-Year 17
Multiracial 4-Year 26
5-Year 16
6-Year 12
White 4-Year 167 88.6%
5-Year 196 85.2%
6-Year 207 91.8%
English Language Learners 4-Year 1
5-Year 0
6-Year 0
Students with Disabilities 4-Year 59 45.8%
5-Year 39 48.7%
6-Year 53 69.8%
Economically Disadvantaged 4-Year 87 74.7%
5-Year 73 67.1%
6-Year 85 85.9%
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