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.
| Subgroup | Status | Made Progress |
|---|---|---|
| All Students | Good Standing+ | NA |
| Black or African American | Good Standing+ | NA |
| Hispanic or Latino | Good Standing+ | NA |
| White | Good Standing+ | NA |
| English Language Learners | Good Standing+ | NA |
| Students with Disabilities | Good Standing+ | NA |
| Economically Disadvantaged | Good Standing+ | NA |
+Accountability status was determined using a self-assessment process because the school had an insufficient number of continuously enrolled students to assign a Composite Performance
| Subgroup | Composite Performance | Growth | Composite Performance & Growth Combined | English Language Proficiency (ELP) | Progress | Chronic Absenteeism |
|---|---|---|---|---|---|---|
| All Students | 3 | — | 3 | 4 | — | — |
| American Indian or Alaska Native | — | — | — | — | — | — |
| Asian or Native Hawaiian/Other Pacific Islander | — | — | — | — | — | — |
| Black or African American | 2 | — | 2 | — | — | — |
| Hispanic or Latino | 3 | — | 3 | — | — | — |
| Multiracial | — | — | — | — | — | — |
| White | 3 | — | 3 | 3 | — | — |
| English Language Learners | 3 | — | 3 | 4 | — | — |
| Students with Disabilities | 3 | — | 3 | — | — | — |
| Economically Disadvantaged | 2 | — | 2 | 3 | — | — |
| Subgroup | Level |
|---|---|
| All Students | 3+ |
| American Indian or Alaska Native | — |
| Asian or Native Hawaiian/Other Pacific Islander | — |
| Black or African American | 2+ |
| Hispanic or Latino | 3+ |
| Multiracial | — |
| White | 3+ |
| English Language Learners | 3+ |
| Students with Disabilities | 3+ |
| Economically Disadvantaged | 2+ |
+Accountability status was determined using a self-assessment process because the school had an insufficient number of continuously enrolled students to assign a Composite Performance
| Subgroup | Subject | Cohort | Index | Level |
|---|---|---|---|---|
| All Students | ELA | — | — | — |
| Math | — | — | ||
| Science | — | — | ||
| Combined | — | — | ||
| American Indian or Alaska Native | ELA | — | — | — |
| Math | — | — | ||
| Science | — | — | ||
| Combined | — | — | ||
| Asian or Native Hawaiian/Other Pacific Islander | ELA | — | — | — |
| Math | — | — | ||
| Science | — | — | ||
| Combined | — | — | ||
| Black or African American | ELA | — | — | — |
| Math | — | — | ||
| Science | — | — | ||
| Combined | — | — | ||
| Hispanic or Latino | ELA | — | — | — |
| Math | — | — | ||
| Science | — | — | ||
| Combined | — | — | ||
| Multiracial | ELA | — | — | — |
| Math | — | — | ||
| Science | — | — | ||
| Combined | — | — | ||
| White | ELA | — | — | — |
| Math | — | — | ||
| Science | — | — | ||
| Combined | — | — | ||
| English Language Learners | ELA | — | — | — |
| Math | — | — | ||
| Science | — | — | ||
| Combined | — | — | ||
| Students with Disabilities | ELA | — | — | — |
| Math | — | — | ||
| Science | — | — | ||
| Combined | — | — | ||
| Economically Disadvantaged | ELA | — | — | — |
| Math | — | — | ||
| Science | — | — | ||
| Combined | — | — |
| Subgroup | Subject | Cohort | Index | Level |
|---|---|---|---|---|
| All Students | ELA | — | — | — |
| Math | — | — | ||
| Science | — | — | ||
| Combined | — | — | ||
| American Indian or Alaska Native | ELA | — | — | — |
| Math | — | — | ||
| Science | — | — | ||
| Combined | — | — | ||
| Asian or Native Hawaiian/Other Pacific Islander | ELA | — | — | — |
| Math | — | — | ||
| Science | — | — | ||
| Combined | — | — | ||
| Black or African American | ELA | — | — | — |
| Math | — | — | ||
| Science | — | — | ||
| Combined | — | — | ||
| Hispanic or Latino | ELA | — | — | — |
| Math | — | — | ||
| Science | — | — | ||
| Combined | — | — | ||
| Multiracial | ELA | — | — | — |
| Math | — | — | ||
| Science | — | — | ||
| Combined | — | — | ||
| White | ELA | — | — | — |
| Math | — | — | ||
| Science | — | — | ||
| Combined | — | — | ||
| English Language Learners | ELA | — | — | — |
| Math | — | — | ||
| Science | — | — | ||
| Combined | — | — | ||
| Students with Disabilities | ELA | — | — | — |
| Math | — | — | ||
| Science | — | — | ||
| Combined | — | — | ||
| Economically Disadvantaged | ELA | — | — | — |
| Math | — | — | ||
| Science | — | — | ||
| Combined | — | — |
| Subgroup | Level |
|---|---|
| All Students | 3+ |
| American Indian or Alaska Native | — |
| Asian or Native Hawaiian/Other Pacific Islander | — |
| Black or African American | 2+ |
| Hispanic or Latino | 3+ |
| Multiracial | — |
| White | 3+ |
| English Language Learners | 3+ |
| Students with Disabilities | 3+ |
| Economically Disadvantaged | 2+ |
+Accountability status was determined using a self-assessment process because the school had an insufficient number of continuously enrolled students to assign a Composite Performance
| Subgroup | Number Of ELLs | Benchmark | Progress Rate | Success Ratio | Level |
|---|---|---|---|---|---|
| All Students | 34 | 52% | 65% | 1.3 | 4 |
| American Indian or Alaska Native | 0 | — | — | — | — |
| Asian or Native Hawaiian/Other Pacific Islander | 2 | — | — | — | — |
| Black or African American | 0 | — | — | — | — |
| Hispanic or Latino | 3 | — | — | — | — |
| Multiracial | 0 | — | — | — | — |
| White | 37 | 51% | 59% | 1.2 | 3 |
| English Language Learners | 34 | 52% | 65% | 1.3 | 4 |
| Students with Disabilities | 5 | — | — | — | — |
| Economically Disadvantaged | 35 | 51% | 61% | 1.2 | 3 |
| Subgroup | Baseline | Students Enrolled | Students Chronically Absent | Chronic Absenteeism Rate | School MIP | State MIP | Long-Term Goal | Exceed Long-Term Goal | Met SH Target | Met AG Target | End Goal | Level |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| All Students | — | 177 | — | — | — | — | — | — | — | — | — | — |
| Asian or Native Hawaiian/Other Pacific Islander | — | 10 | — | — | — | — | — | — | — | — | — | — |
| Black or African American | — | 37 | — | — | — | — | — | — | — | — | — | — |
| Hispanic or Latino | — | 23 | — | — | — | — | — | — | — | — | — | — |
| Multiracial | — | 14 | — | — | — | — | — | — | — | — | — | — |
| White | — | 104 | — | — | — | — | — | — | — | — | — | — |
| English Language Learners | — | 49 | — | — | — | — | — | — | — | — | — | — |
| Students with Disabilities | — | 56 | — | — | — | — | — | — | — | — | — | — |
| Economically Disadvantaged | — | 133 | — | — | — | — | — | — | — | — | — | — |
New York State English as a Second Language Achievement Tests (NYSESLAT) are administered in grades K through 12 to all English Language Learners (ELLs). ELLs are students who, by reason of foreign birth or ancestry, speak or understand a language other than English and speak or understand little or no English, and require support to become proficient in English and are identified pursuant to Section 154.3 of Commissioner's Regulations.
| Grade | Not Tested | Tested | Entering | Emerging | Transitioning | Expanding | Commanding |
|---|---|---|---|---|---|---|---|
| Kindergarten | 0 | 15 | 0% | 0% | 20% | 60% | 20% |
| Grade 1 | 0 | 21 | 0% | 0% | 5% | 90% | 5% |
| Grade 2 | 0 | 13 | 0% | 8% | 31% | 46% | 15% |
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.
| 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% |
| 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% |
| 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% |
| 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.
| INEXPERIENCED TEACHERS | INEXPERIENCED PRINCIPALS | TEACHERS TEACHING OUT OF THEIR SUBJECT/FIELD OF CERTIFICATION | ||||
|---|---|---|---|---|---|---|
| # | % | # | % | # | % | |
| THIS SCHOOL | 4 | 50% | 1 | 100% | 9 | 60% |
| STATEWIDE | 32,551 | 16% | 1,378 | 28% | 23,318 | 11% |
| STATEWIDE HIGH-POVERTY SCHOOLS | 11,966 | 25% | 392 | 32% | 10,750 | 23% |
| STATEWIDE LOW-POVERTY SCHOOLS | 5,751 | 9% | 262 | 21% | 1,180 | 2% |
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 (13.06 megabytes)
Glossary of Terms