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 changes to New York State accountability and federal reporting requirements, 2023-24 accountability statuses and support models were determined using a modified methodology. For more information, see Understanding the New York State Accountability System under the Every Student Succeeds Act (ESSA) for 2023-24 Accountability Statuses Based on 2022-23 Results.
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 (72.97 kilobytes)
For information on the use of Title I School Improvement funds, see:
| Subgroup | Status And Support Model | Made Progress |
|---|---|---|
| All Students | Local Support and Improvement | NA |
| White | Local Support and Improvement: Potential Targeted Support and Improvement | NA |
| Economically Disadvantaged | Local Support and Improvement: Potential Targeted Support and Improvement | NA |
| Subgroup | Core Subject Performance | Weighted Average Performance | English Language Proficiency (ELP) | Chronic Absenteeism |
|---|---|---|---|---|
| All Students | 1 | 1 | — | 2 |
| American Indian or Alaska Native | — | — | — | — |
| Asian or Native Hawaiian/Other Pacific Islander | — | — | — | — |
| Black or African American | — | — | — | — |
| Hispanic or Latino | — | — | — | — |
| Multiracial | — | — | — | — |
| White | 1 | 1 | — | 2 |
| English Language Learner | — | — | — | — |
| Students with Disabilities | — | — | — | — |
| Economically Disadvantaged | 1 | 1 | — | 2 |
| Subgroup | Subject | Cohort | Index | Level |
|---|---|---|---|---|
| All Students | ELA | 40 | 75 | 1 |
| Math | 39 | 56.4 | ||
| Combined | 79 | 65.8 | ||
| Multiracial | ELA | 3 | — | — |
| Math | 3 | — | ||
| Combined | 6 | — | ||
| White | ELA | 37 | 75.7 | 1 |
| Math | 36 | 58.3 | ||
| Combined | 73 | 67.1 | ||
| Students with Disabilities | ELA | 11 | 45.5 | — |
| Math | 9 | 22.2 | ||
| Combined | 20 | — | ||
| Economically Disadvantaged | ELA | 24 | 70.8 | 1 |
| Math | 23 | 37 | ||
| Combined | 47 | 54.3 |
| Subgroup | Subject | Cohort | Index | Level |
|---|---|---|---|---|
| All Students | ELA | 42 | 71.4 | 1 |
| Math | 41 | 53.7 | ||
| Combined | 83 | 62.7 | ||
| Multiracial | ELA | 3 | — | — |
| Math | 3 | — | ||
| Combined | 6 | — | ||
| White | ELA | 39 | 71.8 | 1 |
| Math | 38 | 55.3 | ||
| Combined | 77 | 63.6 | ||
| Students with Disabilities | ELA | 11 | 45.5 | — |
| Math | 10 | 20 | ||
| Combined | 21 | — | ||
| Economically Disadvantaged | ELA | 26 | 65.4 | 1 |
| Math | 25 | 34 | ||
| Combined | 51 | 50 |
| Subgroup | Students Enrolled | Students Chronically Absent | Chronic Absenteeism Rate | Level |
|---|---|---|---|---|
| All Students | 49 | 21 | 42.9% | 2 |
| American Indian or Alaska Native | — | — | — | — |
| Asian or Native Hawaiian/Other Pacific Islander | — | — | — | — |
| Black or African American | — | — | — | — |
| Hispanic or Latino | — | — | — | — |
| Multiracial | 3 | — | — | — |
| White | 46 | 18 | 39.1% | 2 |
| English Language Learner | — | — | — | — |
| Students with Disabilities | 15 | — | — | — |
| Economically Disadvantaged | 31 | 13 | 41.9% | 2 |
| Subgroup | Tested 95% In Current Year | Current Year Enrollment | Current Year Participation Rate |
|---|---|---|---|
| All Students | ✘ | 46 | 89.1% |
| American Indian or Alaska Native | — | 0 | — |
| Asian or Native Hawaiian/Other Pacific Islander | — | 0 | — |
| Black or African American | — | 0 | — |
| Hispanic or Latino | — | 0 | — |
| Multiracial | — | 3 | — |
| White | ✘ | 43 | 88.4% |
| English Language Learner | — | 0 | — |
| Students with Disabilities | — | 12 | — |
| Economically Disadvantaged | — | 28 | — |
| Subgroup | Tested 95% In Current Year | Current Year Enrollment | Current Year Participation Rate |
|---|---|---|---|
| All Students | ✘ | 45 | 88.9% |
| American Indian or Alaska Native | — | 0 | — |
| Asian or Native Hawaiian/Other Pacific Islander | — | 0 | — |
| Black or African American | — | 0 | — |
| Hispanic or Latino | — | 0 | — |
| Multiracial | — | 3 | — |
| White | ✘ | 42 | 88.1% |
| English Language Learner | — | 0 | — |
| Students with Disabilities | — | 11 | — |
| Economically Disadvantaged | — | 27 | — |
| Subgroup | Status And Support Model | Made Progress |
|---|---|---|
| All Students | Local Support and Improvement | NA |
| White | Local Support and Improvement | NA |