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CHENANGO BRIDGE ELEMENTARY SCHOOL - 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 4
American Indian or Alaska Native
Asian or Native Hawaiian/Other Pacific Islander
Black or African American
Hispanic or Latino 2 2
Multiracial 2 2
White 2 3 4
English Language Learner
Students with Disabilities 2 2 4
Economically Disadvantaged 2 2 4
ELEMENTARY/MIDDLE CORE SUBJECT PERFORMANCE
Subgroup Subject Cohort Index Level
All Students ELA 357 116.2 2
Math 358 123.2 2
Combined 715 119.7 2
Asian or Native Hawaiian/Other Pacific Islander ELA 6 16.7
Math 6 91.7
Combined 12
Black or African American ELA 2
Math 2
Combined 4
Hispanic or Latino ELA 15 93.3 2
Math 15 80 2
Combined 30 86.7 2
Multiracial ELA 23 110.9 2
Math 23 104.3 2
Combined 46 107.6 2
White ELA 311 119.3 2
Math 312 127.4 2
Combined 623 123.4 2
English Language Learner ELA 6 75
Math 6 66.7
Combined 12
Students with Disabilities ELA 51 41.2 2
Math 51 45.1 2
Combined 102 43.1 2
Economically Disadvantaged ELA 148 94.9 2
Math 149 91.9 2
Combined 297 93.4 2

ELEMENTARY/MIDDLE WEIGHTED AVERAGE PERFORMANCE
Subgroup Subject Cohort Index Level
All Students ELA 357 116.2 3
Math 358 123.2 3
Combined 715 119.7 3
Asian or Native Hawaiian/Other Pacific Islander ELA 6 16.7
Math 6 91.7
Combined 12
Black or African American ELA 2
Math 2
Combined 4
Hispanic or Latino ELA 15 93.3 2
Math 15 80 2
Combined 30 86.7 2
Multiracial ELA 23 110.9 2
Math 23 104.3 2
Combined 46 107.6 2
White ELA 311 119.3 3
Math 312 127.4 3
Combined 623 123.4 3
English Language Learner ELA 6 75
Math 6 66.7
Combined 12
Students with Disabilities ELA 54 38.9 2
Math 54 42.6 2
Combined 108 40.7 2
Economically Disadvantaged ELA 148 94.9 2
Math 149 91.9 2
Combined 297 93.4 2

ELEMENTARY/MIDDLE ELP
Subgroup Number Of ELLs Benchmark Progress Rate Success Ratio Level
All Students 4
American Indian or Alaska Native 0
Asian or Native Hawaiian/Other Pacific Islander 3
Black or African American 0
Hispanic or Latino 0
Multiracial 0
White 1
English Language Learner 4
Students with Disabilities 0
Economically Disadvantaged 4
ELEMENTARY/MIDDLE CHRONIC ABSENTEEISM
Subgroup Students Enrolled Students Chronically Absent Chronic Absenteeism Rate Level
All Students 388 58 14.9% 4
American Indian or Alaska Native
Asian or Native Hawaiian/Other Pacific Islander 6
Black or African American 2
Hispanic or Latino 18
Multiracial 23
White 339 47 13.9% 4
English Language Learner 8
Students with Disabilities 62 10 16.1% 4
Economically Disadvantaged 169 36 21.3% 4

ELEMENTARY/MIDDLE ELA Participation Rate
Subgroup Tested 95% In Current Year Current Year Enrollment Current Year Participation Rate
All Students 381 96.6%
American Indian or Alaska Native 0
Asian or Native Hawaiian/Other Pacific Islander 6
Black or African American 2
Hispanic or Latino 18
Multiracial 23
White 332 96.1%
English Language Learner 6
Students with Disabilities 60 90%
Economically Disadvantaged 165 95.8%
ELEMENTARY/MIDDLE Mathematics Participation Rate
Subgroup Tested 95% In Current Year Current Year Enrollment Current Year Participation Rate
All Students 381 96.9%
American Indian or Alaska Native 0
Asian or Native Hawaiian/Other Pacific Islander 6
Black or African American 2
Hispanic or Latino 18
Multiracial 23
White 332 96.4%
English Language Learner 6
Students with Disabilities 60 90%
Economically Disadvantaged 165 96.4%
NYSESLAT USED FOR PARTICIPATION
Grade Number Taking NYSESLAT
Grade 3
Grade 4
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