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GILBERTSVILLE-MOUNT UPTON 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.

Good Standing

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 Good Standing
White Good Standing
Students with Disabilities Good Standing
Economically Disadvantaged Good Standing

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
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 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) RESULTS (2018-19)

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.

NEW YORK STATE NAEP GRADE 4
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
NEW YORK STATE NAEP GRADE 8
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
NATIONAL NAEP GRADE 4
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
NATIONAL NAEP GRADE 8
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.

EXPENDITURES PER PUPIL (2019-20)

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
STAFF QUALIFICATIONS (2019-20)
INEXPERIENCED TEACHERS AND PRINCIPALS
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).


TEACHERS TEACHING OUT OF THEIR SUBJECT OR FIELD OF CERTIFICATION
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 (2019-20)

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.

CIVIL RIGHTS DATA COLLECTION (CRDC) (2017-18)

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

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