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 ."
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.
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:
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 |
| White | Good Standing |
| Students with Disabilities | Good Standing |
| Economically Disadvantaged | Good Standing |
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 |
| White | Good Standing |
| Students with Disabilities | Good Standing |
| Economically Disadvantaged | Good Standing |
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 | 64 | 93.8% |
| 5-Year | 41 | 95.1% | |
| 6-Year | 56 | 98.2% | |
| American Indian or Alaska Native | 4-Year | 0 | — |
| 5-Year | 0 | — | |
| 6-Year | 0 | — | |
| Asian or Native Hawaiian/Other Pacific Islander | 4-Year | 0 | — |
| 5-Year | 0 | — | |
| 6-Year | 0 | — | |
| Black or African American | 4-Year | 0 | — |
| 5-Year | 1 | — | |
| 6-Year | 0 | — | |
| Hispanic or Latino | 4-Year | 0 | — |
| 5-Year | 0 | — | |
| 6-Year | 1 | — | |
| Multiracial | 4-Year | 1 | — |
| 5-Year | 0 | — | |
| 6-Year | 0 | — | |
| White | 4-Year | 61 | 95.1% |
| 5-Year | 40 | 95% | |
| 6-Year | 54 | 98.1% | |
| English Language Learners | 4-Year | 0 | — |
| 5-Year | 0 | — | |
| 6-Year | 0 | — | |
| Students with Disabilities | 4-Year | 10 | — |
| 5-Year | 7 | — | |
| 6-Year | 9 | — | |
| Economically Disadvantaged | 4-Year | 29 | — |
| 5-Year | 36 | 94.4% | |
| 6-Year | 29 | — |
National Assessment of Education Progress (NAEP) are reported for statewide (New York State) and national results only. District- and school-level results are not reported for NAEP.
| READING | MATH | |||||||
|---|---|---|---|---|---|---|---|---|
| SUBGROUP | BELOW BASIC | BASIC | PROFICIENT | ADVANCED | BELOW BASIC | BASIC | PROFICIENT | ADVANCED |
| All Students | 34% | 31% | 26% | 8% | 24% | 40% | 29% | 8% |
| Students with Disabilities | 73% | 18% | 7% | 1% | 61% | 30% | 7% | 2% |
| American Indian or Alaska Native | * | * | * | * | * | * | * | * |
| Asian | 21% | 27% | 34% | 17% | 8% | 23% | 43% | 26% |
| Native Hawaiian/Other Pacific Islander | * | * | * | * | * | * | * | * |
| Black or African American | 53% | 31% | 14% | 2% | 43% | 40% | 16% | 1% |
| Hispanic or Latino | 45% | 32% | 19% | 4% | 33% | 45% | 19% | 2% |
| White | 24% | 32% | 33% | 11% | 14% | 39% | 38% | 9% |
| Multiracial | 24% | 23% | 35% | 18% | 15% | 42% | 31% | 12% |
| Limited English Proficient | 78% | 17% | 4% | * | 51% | 40% | 8% | 1% |
| Economically Disadvantaged | 49% | 31% | 17% | 3% | 33% | 43% | 21% | 3% |
| READING | MATH | |||||||
|---|---|---|---|---|---|---|---|---|
| SUBGROUP | BELOW BASIC | BASIC | PROFICIENT | ADVANCED | BELOW BASIC | BASIC | PROFICIENT | ADVANCED |
| All Students | 30% | 38% | 28% | 4% | 34% | 32% | 22% | 11% |
| Students with Disabilities | 58% | 31% | 10% | 1% | 72% | 22% | 5% | 2% |
| American Indian or Alaska Native | * | * | * | * | * | * | * | * |
| Asian | 21% | 33% | 36% | 10% | 15% | 25% | 29% | 31% |
| Native Hawaiian/Other Pacific Islander | * | * | * | * | * | * | * | * |
| Black or African American | 43% | 38% | 17% | 1% | 55% | 30% | 12% | 3% |
| Hispanic or Latino | 41% | 38% | 19% | 2% | 49% | 35% | 14% | 3% |
| White | 20% | 39% | 35% | 6% | 23% | 33% | 29% | 15% |
| Multiracial | * | * | * | * | * | * | * | * |
| Limited English Proficient | 83% | 16% | 1% | * | 88% | 10% | 2% | * |
| Economically Disadvantaged | 40% | 38% | 20% | 2% | 47% | 32% | 16% | 5% |
| READING | MATH | |||||||
|---|---|---|---|---|---|---|---|---|
| SUBGROUP | BELOW BASIC | BASIC | PROFICIENT | ADVANCED | BELOW BASIC | BASIC | PROFICIENT | ADVANCED |
| All Students | 35% | 31% | 26% | 9% | 20% | 40% | 32% | 9% |
| Students with Disabilities | 70% | 18% | 9% | 2% | 51% | 33% | 14% | 3% |
| American Indian or Alaska Native | 50% | 30% | 17% | 3% | 32% | 43% | 22% | 4% |
| Asian | 18% | 25% | 35% | 22% | 7% | 23% | 41% | 29% |
| Native Hawaiian/Other Pacific Islander | 45% | 31% | 20% | 4% | 30% | 40% | 24% | 5% |
| Black or African American | 53% | 30% | 15% | 3% | 35% | 45% | 18% | 2% |
| Hispanic or Latino | 46% | 31% | 19% | 4% | 27% | 45% | 24% | 3% |
| White | 24% | 31% | 32% | 12% | 12% | 36% | 40% | 12% |
| Multiracial | 28% | 32% | 29% | 11% | 17% | 40% | 34% | 10% |
| Limited English Proficient | 65% | 25% | 8% | 1% | 41% | 43% | 15% | 1% |
| Economically Disadvantaged | 48% | 31% | 18% | 3% | 29% | 45% | 23% | 3% |
| READING | MATH | |||||||
|---|---|---|---|---|---|---|---|---|
| SUBGROUP | BELOW BASIC | BASIC | PROFICIENT | ADVANCED | BELOW BASIC | BASIC | PROFICIENT | ADVANCED |
| All Students | 28% | 39% | 29% | 4% | 32% | 35% | 23% | 10% |
| Students with Disabilities | 64% | 27% | 8% | 1% | 68% | 23% | 7% | 2% |
| American Indian or Alaska Native | 40% | 41% | 19% | 1% | 48% | 37% | 13% | 3% |
| Asian | 13% | 30% | 43% | 13% | 12% | 24% | 31% | 33% |
| Native Hawaiian/Other Pacific Islander | 38% | 38% | 23% | 2% | 47% | 34% | 15% | 4% |
| Black or African American | 47% | 39% | 14% | 1% | 54% | 33% | 11% | 2% |
| Hispanic or Latino | 38% | 40% | 20% | 1% | 43% | 37% | 16% | 3% |
| White | 19% | 39% | 36% | 5% | 21% | 36% | 30% | 13% |
| Multiracial | 24% | 40% | 31% | 5% | 28% | 36% | 25% | 11% |
| Limited English Proficient | 73% | 24% | 3% | * | 73% | 22% | 4% | 1% |
| Economically Disadvantaged | 40% | 40% | 18% | 1% | 46% | 36% | 15% | 3% |
*There are not sufficient data for this subgroup.
For detailed information, please see Financial Transparency Report.
| Pupil Count | Federal | State & Local | Total | ||||
|---|---|---|---|---|---|---|---|
| Expenditures | Expenditures Per Pupil | Expenditures | Expenditures Per Pupil | Expenditures | Expenditures Per Pupil | ||
| This District | 355 | $324,709 | $915 | $7,882,009 | $22,203 | $8,206,718 | $23,118 |
| Statewide | 2,638,949 | $2,632,354,668 | $998 | $57,627,620,079 | $21,837 | $60,259,974,747 | $22,835 |
| TEACHERS | PRINCIPALS | |||||
|---|---|---|---|---|---|---|
| Total | # Inexperienced | % Inexperienced | Total | # Inexperienced | % Inexperienced | |
| THIS DISTRICT | 28 | 1 | 4% | 1 | 1 | 100% |
| STATEWIDE | 205,520 | 35,059 | 17% | 4,784 | 1,237 | 26% |
| STATEWIDE HIGH-POVERTY SCHOOLS | 46,266 | 13,190 | 29% | 1,168 | 320 | 27% |
| STATEWIDE LOW-POVERTY SCHOOLS | 61,131 | 5,677 | 9% | 1,193 | 260 | 22% |
Teacher and principal counts are as reported by schools and districts in the Student Information Repository System (SIRS).
| Total | TEACHERS TEACHING OUT OF THEIR SUBJECT/FIELD OF CERTIFICATION | ||
|---|---|---|---|
| # | % | ||
| THIS DISTRICT | 41 | 6 | 15% |
| STATEWIDE | 216,218 | 20,182 | 9% |
| STATEWIDE HIGH-POVERTY SCHOOLS | 46,676 | 9,564 | 20% |
| STATEWIDE LOW-POVERTY SCHOOLS | 54,886 | 1,004 | 2% |
Teacher counts are as reported in Teacher Access and Authorization (TAA).
Graduation Rate data are for students who first entered grade 9, four years prior to this reporting year. Graduates are as of August following the close of the reporting year. Click on High School Graduation Rate Data report to see district and state comparisons and to filter on gender and ethnicity student subgroups.
| Subgroup | Total Enrolled | GRAD RATE | REGENTS WITH ADVANCED DESIGNATION | REGENTS DIPLOMA | LOCAL DIPLOMA | NON DIPLOMA CRED | STILL ENROLLED | GED TRANSFER | DROPOUT | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | % | # | % | # | % | # | % | # | % | # | % | # | % | # | % | ||
| All Students | 38 | 35 | 92% | 11 | 29% | 24 | 63% | 0 | 0% | 0 | 0% | 1 | 3% | 0 | 0% | 1 | 3% |
| Female | 21 | 18 | 86% | 5 | 24% | 13 | 62% | 0 | 0% | 0 | 0% | 1 | 5% | 0 | 0% | 1 | 5% |
| Male | 17 | 17 | 100% | 6 | 35% | 11 | 65% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% |
| General Education Students | 31 | 29 | 94% | 11 | 35% | 18 | 58% | 0 | 0% | 0 | 0% | 1 | 3% | 0 | 0% | 1 | 3% |
| Students with Disabilities | 7 | 6 | 86% | 0 | 0% | 6 | 86% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% |
| American Indian or Alaska Native | 0 | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% |
| Asian or Native Hawaiian/Other Pacific Islander | 0 | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% |
| Black or African American | 0 | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% |
| Hispanic or Latino | 1 | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — |
| White | 36 | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — |
| Multiracial | 1 | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — |
| Economically Disadvantaged | 18 | 18 | 100% | 6 | 33% | 12 | 67% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% |
| Not Economically Disadvantaged | 20 | 17 | 85% | 5 | 25% | 12 | 60% | 0 | 0% | 0 | 0% | 1 | 5% | 0 | 0% | 1 | 5% |
| English Language Learner | 0 | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% |
| Non-English Language Learner | 38 | 35 | 92% | 11 | 29% | 24 | 63% | 0 | 0% | 0 | 0% | 1 | 3% | 0 | 0% | 1 | 3% |
| In Foster Care | 0 | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% |
| Not in Foster Care | 38 | 35 | 92% | 11 | 29% | 24 | 63% | 0 | 0% | 0 | 0% | 1 | 3% | 0 | 0% | 1 | 3% |
| Homeless | 1 | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — |
| Not Homeless | 37 | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — |
| Migrant | 0 | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% |
| Not Migrant | 38 | 35 | 92% | 11 | 29% | 24 | 63% | 0 | 0% | 0 | 0% | 1 | 3% | 0 | 0% | 1 | 3% |
| Parent in Armed Forces | 0 | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% |
| Parent Not in Armed Forces | 38 | 35 | 92% | 11 | 29% | 24 | 63% | 0 | 0% | 0 | 0% | 1 | 3% | 0 | 0% | 1 | 3% |
Civil Right Data Collection (CRDC) data are reported to the United States Department of Education by districts and include data on measures of school quality, climate, and safety as well as enrollment in preschool programs and accelerated coursework to earn postsecondary credit. For more information, visit the CRDC homepage.
CRDC Data (21.01 megabytes)
CRDC Glossary and Guide