The New York State Report Card is an important part of the Board of Regents’ effort to raise learning standards for all students. It 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). 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.
Annual Regents examination results include those from August, January, and June of the reporting year. If a student takes the same Regents examination multiple times during the reporting year, only the highest score is included in these results.
| Subgroup | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Proficient (Levels 3 & Above) |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | % | # | % | # | % | # | % | # | % | # | % | ||
| All Students | 108 | 8 | 7% | 9 | 8% | 41 | 38% | 24 | 22% | 26 | 24% | 91 | 84% |
| General Education | 88 | 5 | 6% | 4 | 5% | 32 | 36% | 22 | 25% | 25 | 28% | 79 | 90% |
| Students with Disabilities | 20 | 3 | 15% | 5 | 25% | 9 | 45% | 2 | 10% | 1 | 5% | 12 | 60% |
| American Indian or Alaska Native | 6 | — | — | — | — | — | — | — | — | — | — | — | — |
| Asian or Native Hawaiian/Other Pacific Islander | 1 | — | — | — | — | — | — | — | — | — | — | — | — |
| Black or African American | 72 | 5 | 7% | 6 | 8% | 26 | 36% | 19 | 26% | 16 | 22% | 61 | 85% |
| Hispanic or Latino | 27 | 0 | 0% | 1 | 4% | 15 | 56% | 3 | 11% | 8 | 30% | 26 | 96% |
| White | 2 | — | — | — | — | — | — | — | — | — | — | — | — |
| Small Group Total | 9 | 3 | 33% | 2 | 22% | 0 | 0% | 2 | 22% | 2 | 22% | 4 | 44% |
| Female | 63 | 4 | 6% | 2 | 3% | 25 | 40% | 15 | 24% | 17 | 27% | 57 | 90% |
| Male | 45 | 4 | 9% | 7 | 16% | 16 | 36% | 9 | 20% | 9 | 20% | 34 | 76% |
| Non-English Language Learners | 108 | 8 | 7% | 9 | 8% | 41 | 38% | 24 | 22% | 26 | 24% | 91 | 84% |
| Economically Disadvantaged | 78 | 7 | 9% | 8 | 10% | 27 | 35% | 18 | 23% | 18 | 23% | 63 | 81% |
| Not Economically Disadvantaged | 30 | 1 | 3% | 1 | 3% | 14 | 47% | 6 | 20% | 8 | 27% | 28 | 93% |
| Not Migrant | 108 | 8 | 7% | 9 | 8% | 41 | 38% | 24 | 22% | 26 | 24% | 91 | 84% |
| Homeless | 1 | — | — | — | — | — | — | — | — | — | — | — | — |
| Not Homeless | 107 | — | — | — | — | — | — | — | — | — | — | — | — |
| Not in Foster Care | 108 | 8 | 7% | 9 | 8% | 41 | 38% | 24 | 22% | 26 | 24% | 91 | 84% |
| Parent Not in Armed Forces | 108 | 8 | 7% | 9 | 8% | 41 | 38% | 24 | 22% | 26 | 24% | 91 | 84% |
| Subgroup | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Proficient (Levels 3 & Above) |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | % | # | % | # | % | # | % | # | % | # | % | ||
| All Students | 180 | 3 | 2% | 1 | 1% | 29 | 16% | 76 | 42% | 71 | 39% | 176 | 98% |
| General Education | 147 | 0 | 0% | 0 | 0% | 15 | 10% | 63 | 43% | 69 | 47% | 147 | 100% |
| Students with Disabilities | 33 | 3 | 9% | 1 | 3% | 14 | 42% | 13 | 39% | 2 | 6% | 29 | 88% |
| American Indian or Alaska Native | 8 | 2 | 25% | 0 | 0% | 2 | 25% | 3 | 38% | 1 | 13% | 6 | 75% |
| Asian or Native Hawaiian/Other Pacific Islander | 2 | — | — | — | — | — | — | — | — | — | — | — | — |
| Black or African American | 126 | 0 | 0% | 1 | 1% | 21 | 17% | 53 | 42% | 51 | 40% | 125 | 99% |
| Hispanic or Latino | 39 | 1 | 3% | 0 | 0% | 5 | 13% | 18 | 46% | 15 | 38% | 38 | 97% |
| White | 5 | — | — | — | — | — | — | — | — | — | — | — | — |
| Small Group Total | 7 | 0 | 0% | 0 | 0% | 1 | 14% | 2 | 29% | 4 | 57% | 7 | 100% |
| Female | 108 | 1 | 1% | 0 | 0% | 15 | 14% | 43 | 40% | 49 | 45% | 107 | 99% |
| Male | 72 | 2 | 3% | 1 | 1% | 14 | 19% | 33 | 46% | 22 | 31% | 69 | 96% |
| Non-English Language Learners | 180 | 3 | 2% | 1 | 1% | 29 | 16% | 76 | 42% | 71 | 39% | 176 | 98% |
| Economically Disadvantaged | 141 | 3 | 2% | 1 | 1% | 20 | 14% | 59 | 42% | 58 | 41% | 137 | 97% |
| Not Economically Disadvantaged | 39 | 0 | 0% | 0 | 0% | 9 | 23% | 17 | 44% | 13 | 33% | 39 | 100% |
| Not Migrant | 180 | 3 | 2% | 1 | 1% | 29 | 16% | 76 | 42% | 71 | 39% | 176 | 98% |
| Homeless | 4 | — | — | — | — | — | — | — | — | — | — | — | — |
| Not Homeless | 176 | — | — | — | — | — | — | — | — | — | — | — | — |
| Not in Foster Care | 180 | 3 | 2% | 1 | 1% | 29 | 16% | 76 | 42% | 71 | 39% | 176 | 98% |
| Parent Not in Armed Forces | 180 | 3 | 2% | 1 | 1% | 29 | 16% | 76 | 42% | 71 | 39% | 176 | 98% |
| Subgroup | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Proficient (Levels 3 & Above) |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | % | # | % | # | % | # | % | # | % | # | % | ||
| All Students | 22 | 1 | 5% | 3 | 14% | 15 | 68% | 3 | 14% | 0 | 0% | 18 | 82% |
| General Education | 20 | — | — | — | — | — | — | — | — | — | — | — | — |
| Students with Disabilities | 2 | — | — | — | — | — | — | — | — | — | — | — | — |
| Black or African American | 18 | — | — | — | — | — | — | — | — | — | — | — | — |
| Hispanic or Latino | 4 | — | — | — | — | — | — | — | — | — | — | — | — |
| Small Group Total | 22 | 1 | 5% | 3 | 14% | 15 | 68% | 3 | 14% | 0 | 0% | 18 | 82% |
| Female | 18 | — | — | — | — | — | — | — | — | — | — | — | — |
| Male | 4 | — | — | — | — | — | — | — | — | — | — | — | — |
| Non-English Language Learners | 22 | 1 | 5% | 3 | 14% | 15 | 68% | 3 | 14% | 0 | 0% | 18 | 82% |
| Economically Disadvantaged | 11 | 1 | 9% | 2 | 18% | 6 | 55% | 2 | 18% | 0 | 0% | 8 | 73% |
| Not Economically Disadvantaged | 11 | 0 | 0% | 1 | 9% | 9 | 82% | 1 | 9% | 0 | 0% | 10 | 91% |
| Not Migrant | 22 | 1 | 5% | 3 | 14% | 15 | 68% | 3 | 14% | 0 | 0% | 18 | 82% |
| Homeless | 1 | — | — | — | — | — | — | — | — | — | — | — | — |
| Not Homeless | 21 | — | — | — | — | — | — | — | — | — | — | — | — |
| Not in Foster Care | 22 | 1 | 5% | 3 | 14% | 15 | 68% | 3 | 14% | 0 | 0% | 18 | 82% |
| Parent Not in Armed Forces | 22 | 1 | 5% | 3 | 14% | 15 | 68% | 3 | 14% | 0 | 0% | 18 | 82% |
| Subgroup | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Proficient (Levels 3 & 4) |
|||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| # | % | # | % | # | % | # | % | # | % | ||
| All Students | 4 | — | — | — | — | — | — | — | — | — | — |
| General Education | 4 | — | — | — | — | — | — | — | — | — | — |
| Black or African American | 4 | — | — | — | — | — | — | — | — | — | — |
| Small Group Total | 4 | — | — | — | — | — | — | — | — | — | — |
| Female | 3 | — | — | — | — | — | — | — | — | — | — |
| Male | 1 | — | — | — | — | — | — | — | — | — | — |
| Non-English Language Learners | 4 | — | — | — | — | — | — | — | — | — | — |
| Economically Disadvantaged | 1 | — | — | — | — | — | — | — | — | — | — |
| Not Economically Disadvantaged | 3 | — | — | — | — | — | — | — | — | — | — |
| Not Migrant | 4 | — | — | — | — | — | — | — | — | — | — |
| Not Homeless | 4 | — | — | — | — | — | — | — | — | — | — |
| Not in Foster Care | 4 | — | — | — | — | — | — | — | — | — | — |
| Parent Not in Armed Forces | 4 | — | — | — | — | — | — | — | — | — | — |
| Subgroup | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Proficient (Levels 3 & 4) |
|||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| # | % | # | % | # | % | # | % | # | % | ||
| All Students | 2 | — | — | — | — | — | — | — | — | — | — |
| General Education | 1 | — | — | — | — | — | — | — | — | — | — |
| Students with Disabilities | 1 | — | — | — | — | — | — | — | — | — | — |
| Black or African American | 1 | — | — | — | — | — | — | — | — | — | — |
| Hispanic or Latino | 1 | — | — | — | — | — | — | — | — | — | — |
| Small Group Total | 2 | — | — | — | — | — | — | — | — | — | — |
| Female | 2 | — | — | — | — | — | — | — | — | — | — |
| Non-English Language Learners | 2 | — | — | — | — | — | — | — | — | — | — |
| Economically Disadvantaged | 1 | — | — | — | — | — | — | — | — | — | — |
| Not Economically Disadvantaged | 1 | — | — | — | — | — | — | — | — | — | — |
| Not Migrant | 2 | — | — | — | — | — | — | — | — | — | — |
| Not Homeless | 2 | — | — | — | — | — | — | — | — | — | — |
| Not in Foster Care | 2 | — | — | — | — | — | — | — | — | — | — |
| Parent Not in Armed Forces | 2 | — | — | — | — | — | — | — | — | — | — |