HEBREW LANGUAGE ACADEMY CHARTER 2 - NEW YORK STATE REPORT CARD [2018 - 19]

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

2019-20 Accountability Status Based on 2018-19 Data


Good Standing+

Made Progress

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

ELEMENTARY/MIDDLE STATUSES BY SUBGROUP
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

ELEMENTARY/MIDDLE Indicator Levels
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
ELEMENTARY/MIDDLE Composite Performance
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

ELEMENTARY/MIDDLE Core Subject 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
ELEMENTARY/MIDDLE Weighted Average 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
ELEMENTARY/MIDDLE Composite Performance and Growth 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

ELEMENTARY/MIDDLE ELP
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
ELEMENTARY/MIDDLE Chronic Absenteeism
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 Test (2018-19)

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) 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.

STAFF QUALIFICATIONS (2018-19)
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 RIGHTS DATA COLLECTION (CRDC) (2015-16)

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

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