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ST HOPE LEADERSHIP ACADEMY CS - 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
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

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 School 295 $287,583 $975 $5,217,716 $17,687 $5,505,299 $18,662
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 SCHOOL 28 9 32% 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 SCHOOL 28 19 68%
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).

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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