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CHENANGO VALLEY CSD - NEW YORK STATE REPORT CARD [2022 - 23]

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.

Glossary and Guide

2023-24 Accountability Status AND SUPPORT MODEL based on 2022-23 Data


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.

Local Support and Improvement

Made Progress

NA

SECTION 1003 SCHOOL IMPROVEMENT FUNDS (2022-23)

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:

ELEMENTARY/MIDDLE STATUSES AND SUPPORT MODELS BY SUBGROUP

Subgroup Status And Support Model Made Progress
All Students Local Support and Improvement NA
Hispanic or Latino Local Support and Improvement NA
Multiracial Local Support and Improvement NA
White Local Support and Improvement NA
Students with Disabilities Local Support and Improvement NA
Economically Disadvantaged Local Support and Improvement NA
ELEMENTARY/MIDDLE Indicator Levels
Subgroup Core Subject Performance Weighted Average Performance English Language Proficiency (ELP) Chronic Absenteeism
All Students 2 3 — 3
American Indian or Alaska Native — — — —
Asian or Native Hawaiian/Other Pacific Islander — — — —
Black or African American — — — —
Hispanic or Latino 2 2 — 2
Multiracial 2 2 — 2
White 2 3 — 3
English Language Learner — — — —
Students with Disabilities 2 2 — 3
Economically Disadvantaged 2 3 — 2
ELEMENTARY/MIDDLE CORE SUBJECT PERFORMANCE
Subgroup Subject Cohort Index
All Students ELA 715 122.9
Math 720 113.5
Combined 1,435 118.2
American Indian or Alaska Native ELA 2 —
Math 2 —
Combined 4 —
Asian or Native Hawaiian/Other Pacific Islander ELA 11 77.3
Math 12 112.5
Combined 23 —
Black or African American ELA 7 78.6
Math 7 42.9
Combined 14 —
Hispanic or Latino ELA 28 100
Math 27 70.4
Combined 55 85.5
Multiracial ELA 49 122.4
Math 49 100
Combined 98 111.2
White ELA 618 125.5
Math 623 117.6
Combined 1,241 121.5
English Language Learner ELA 4 —
Math 5 20
Combined 9 —
Students with Disabilities ELA 126 54
Math 126 46.8
Combined 252 50.4
Economically Disadvantaged ELA 299 101.8
Math 297 87.5
Combined 596 94.7

ELEMENTARY/MIDDLE WEIGHTED AVERAGE PERFORMANCE
Subgroup Subject Cohort Index
All Students ELA 717 122.5
Math 720 113.5
Combined 1,437 118
American Indian or Alaska Native ELA 2 —
Math 2 —
Combined 4 —
Asian or Native Hawaiian/Other Pacific Islander ELA 11 77.3
Math 12 112.5
Combined 23 —
Black or African American ELA 8 68.8
Math 8 37.5
Combined 16 —
Hispanic or Latino ELA 28 100
Math 27 70.4
Combined 55 85.5
Multiracial ELA 51 117.6
Math 51 96.1
Combined 102 106.9
White ELA 619 125.3
Math 623 117.6
Combined 1,242 121.4
English Language Learner ELA 4 —
Math 5 20
Combined 9 —
Students with Disabilities ELA 135 50.4
Math 136 43.4
Combined 271 46.9
Economically Disadvantaged ELA 299 101.8
Math 300 86.7
Combined 599 94.2

ELEMENTARY/MIDDLE ELP
Subgroup Number of ELLs Benchmark Progress Rate Success Ratio Level
All Students 6 — — — —
American Indian or Alaska Native 0 — — — —
Asian or Native Hawaiian/Other Pacific Islander 4 — — — —
Black or African American 0 — — — —
Hispanic or Latino 1 — — — —
Multiracial 0 — — — —
White 1 — — — —
English Language Learner 6 — — — —
Students with Disabilities 0 — — — —
Economically Disadvantaged 5 — — — —
ELEMENTARY/MIDDLE CHRONIC ABSENTEEISM
Subgroup Students Enrolled Students Chronically Absent Chronic Absenteeism Rate Level
All Students 997 192 19.3% 3
American Indian or Alaska Native 2 — — —
Asian or Native Hawaiian/Other Pacific Islander 14 — — —
Black or African American 11 — — —
Hispanic or Latino 44 14 31.8% 2
Multiracial 69 21 30.4% 2
White 857 150 17.5% 3
English Language Learner 18 — — —
Students with Disabilities 154 32 20.8% 3
Economically Disadvantaged 451 130 28.8% 2

ELEMENTARY/MIDDLE ELA Participation Rate
Subgroup Tested 95% In Current Year Current Year Enrollment Current Year Participation Rate
All Students ✔ 776 94.9%
American Indian or Alaska Native — 2 —
Asian or Native Hawaiian/Other Pacific Islander — 12 —
Black or African American — 9 —
Hispanic or Latino — 33 —
Multiracial ✘ 54 90.7%
White ✔ 666 94.9%
English Language Learner — 8 —
Students with Disabilities ✘ 146 89%
Economically Disadvantaged ✔ 332 95.5%
ELEMENTARY/MIDDLE Mathematics Participation Rate
Subgroup Tested 95% In Current Year Current Year Enrollment Current Year Participation Rate
All Students ✔ 777 95.2%
American Indian or Alaska Native — 2 —
Asian or Native Hawaiian/Other Pacific Islander — 12 —
Black or African American — 9 —
Hispanic or Latino — 33 —
Multiracial ✘ 54 90.7%
White ✔ 667 95.5%
English Language Learner — 8 —
Students with Disabilities ✘ 147 88.4%
Economically Disadvantaged ✘ 333 94.3%
NYSESLAT USED FOR PARTICIPATION
Grade Number Taking NYSESLAT
Grade 3 —
Grade 4 —
Grade 7 —

SECONDARY STATUSES AND SUPPORT MODELS BY SUBGROUP

Subgroup Status And Support Model Made Progress
All Students Local Support and Improvement NA
White Local Support and Improvement NA
Students with Disabilities Local Support and Improvement NA
Economically Disadvantaged Local Support and Improvement NA
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