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 changes to New York State testing, accountability, and federal reporting requirements, 2021-22 district and school accountability statuses are the same as those assigned for the 2020-21 school year. For informational purposes, accountability graduation rates and chronic absenteeism data are reported. August 2020, January 2021, and some June 2021 Regents examinations were canceled. For more information, please see the NYSED Waiver Memorandum and NYS Board of Regents Announcement.
Due to COVID-19 and changes to New York State accountability and federal reporting requirements, 2021-22 district and school accountability statuses are the same as those assigned for the 2020-21 school year.
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 (58.87 kilobytes)
For information on the use of Title I School Improvement funds, see:
Due to COVID-19 and changes to New York State accountability and federal reporting requirements, 2021-22 district and school accountability statuses are the same as those assigned for the 2020-21 school year.
| Subgroup | Status |
|---|---|
| All Students | Good Standing |
| Black or African American | Good Standing |
| Hispanic or Latino | Good Standing |
| English Language Learners | Good Standing |
| Students with Disabilities | Good Standing |
| Economically Disadvantaged | Good Standing |
Accountability chronic absenteeism data are provided for informational purposes only in 2020-21 and are not used to make district or school accountability status determinations for the 2021-22 school year.
| Subgroup | Students Enrolled | Students Chronically Absent | Chronic Absenteeism Rate |
|---|---|---|---|
| All Students | 705 | 149 | 21.1% |
| American Indian or Alaska Native | 6 | — | — |
| Asian or Native Hawaiian/Other Pacific Islander | 11 | — | — |
| Black or African American | 601 | 111 | 18.5% |
| Hispanic or Latino | 83 | 31 | 37.3% |
| Multiracial | 1 | — | — |
| White | 3 | — | — |
| Students with Disabilities | 96 | 22 | 22.9% |
| Economically Disadvantaged | 597 | 137 | 22.9% |
Accountability graduation rate data are provided for informational purposes only in 2020-21 and are not used to make district or school accountability status determinations for the 2021-22 school year.
| Subgroup | Cohort | Number In Cohort | Number Graduated | Grad Rate |
|---|---|---|---|---|
| All Students | 4-Year | 87 | 69 | 79.3% |
| 5-Year | 1 | — | — | |
| 6-Year | — | — | — | |
| American Indian or Alaska Native | 4-Year | 1 | — | — |
| 5-Year | 0 | — | — | |
| 6-Year | — | — | — | |
| Asian or Native Hawaiian/Other Pacific Islander | 4-Year | 0 | — | — |
| 5-Year | 0 | — | — | |
| 6-Year | — | — | — | |
| Black or African American | 4-Year | 75 | 60 | 80% |
| 5-Year | 1 | — | — | |
| 6-Year | — | — | — | |
| Hispanic or Latino | 4-Year | 11 | — | — |
| 5-Year | 0 | — | — | |
| 6-Year | — | — | — | |
| Multiracial | 4-Year | 0 | — | — |
| 5-Year | 0 | — | — | |
| 6-Year | — | — | — | |
| White | 4-Year | 0 | — | — |
| 5-Year | 0 | — | — | |
| 6-Year | — | — | — | |
| English Language Learners | 4-Year | 1 | — | — |
| 5-Year | 0 | — | — | |
| 6-Year | — | — | — | |
| Students with Disabilities | 4-Year | 10 | — | — |
| 5-Year | 0 | — | — | |
| 6-Year | — | — | — | |
| Economically Disadvantaged | 4-Year | 61 | 49 | 80.3% |
| 5-Year | 1 | — | — | |
| 6-Year | — | — | — |
Accountability chronic absenteeism data are provided for informational purposes only in 2020-21 and are not used to make district or school accountability status determinations for the 2021-22 school year.
| Subgroup | Students Enrolled | Students Chronically Absent | Chronic Absenteeism Rate |
|---|---|---|---|
| All Students | 396 | 221 | 55.8% |
| American Indian or Alaska Native | 6 | — | — |
| Asian or Native Hawaiian/Other Pacific Islander | 8 | — | — |
| Black or African American | 299 | 161 | 53.8% |
| Hispanic or Latino | 83 | 50 | 60.2% |
| Students with Disabilities | 40 | 27 | 67.5% |
| Economically Disadvantaged | 290 | 166 | 57.2% |