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 accountability and federal reporting requirements, 2023-24 accountability statuses and support models were determined using a modified methodology. For more information, see Understanding the New York State Accountability System under the Every Student Succeeds Act (ESSA) for 2023-24 Accountability Statuses Based on 2022-23 Results.
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 (72.97 kilobytes)
For information on the use of Title I School Improvement funds, see:
| Subgroup | Status And Support Model | Made Progress |
|---|---|---|
| All Students | Local Support and Improvement+ | NA |
| Black or African American | Local Support and Improvement+ | NA |
| Hispanic or Latino | Local Support and Improvement+ | NA |
| English Language Learner | Local Support and Improvement+ | NA |
| Students with Disabilities | Local Support and Improvement+ | NA |
| Economically Disadvantaged | Local Support and Improvement+ | NA |
| Subgroup | Core Subject Performance | Weighted Average Performance | Graduation Rate | English Language Proficiency (ELP) | Chronic Absenteeism |
|---|---|---|---|---|---|
| All Students | 3 | 3 | — | — | 2 |
| American Indian or Alaska Native | — | — | — | — | — |
| Asian or Native Hawaiian/Other Pacific Islander | — | — | — | — | — |
| Black or African American | 3 | 3 | — | — | 2 |
| Hispanic or Latino | 3 | 3 | — | — | 2 |
| Multiracial | — | — | — | — | — |
| White | — | — | — | — | — |
| English Language Learner | 4 | 4 | — | — | — |
| Students with Disabilities | 4 | 4 | — | — | — |
| Economically Disadvantaged | 4 | 4 | — | — | 2 |
| Subgroup | Subject | Cohort | Index | Combined Index | Level |
|---|---|---|---|---|---|
| All Students | ELA | — | — | — | 3+ |
| Math | — | — | |||
| Science | — | — | |||
| Black or African American | ELA | — | — | — | 3+ |
| Math | — | — | |||
| Science | — | — | |||
| Hispanic or Latino | ELA | — | — | — | 3+ |
| Math | — | — | |||
| Science | — | — | |||
| English Language Learner | ELA | — | — | — | 4+ |
| Math | — | — | |||
| Science | — | — | |||
| Students with Disabilities | ELA | — | — | — | 4+ |
| Math | — | — | |||
| Science | — | — | |||
| Economically Disadvantaged | ELA | — | — | — | 4+ |
| Math | — | — | |||
| Science | — | — |
+Determined using a self-assessment process. For more information, contact the Office of Accountability at accountinfo@nysed.gov.
| Subgroup | Subject | Cohort | Index | Combined Index | Level |
|---|---|---|---|---|---|
| All Students | ELA | — | — | — | 3+ |
| Math | — | — | |||
| Science | — | — | |||
| Black or African American | ELA | — | — | — | 3+ |
| Math | — | — | |||
| Science | — | — | |||
| Hispanic or Latino | ELA | — | — | — | 3+ |
| Math | — | — | |||
| Science | — | — | |||
| English Language Learner | ELA | — | — | — | 4+ |
| Math | — | — | |||
| Science | — | — | |||
| Students with Disabilities | ELA | — | — | — | 4+ |
| Math | — | — | |||
| Science | — | — | |||
| Economically Disadvantaged | ELA | — | — | — | 4+ |
| Math | — | — | |||
| Science | — | — |
+Determined using a self-assessment process. For more information, contact the Office of Accountability at accountinfo@nysed.gov.
| Subgroup | Number Of ELLs | Benchmark | Progress Rate | Success Ratio | Level |
|---|---|---|---|---|---|
| All Students | 12 | — | — | — | — |
| American Indian or Alaska Native | 0 | — | — | — | — |
| Asian or Native Hawaiian/Other Pacific Islander | 0 | — | — | — | — |
| Black or African American | 0 | — | — | — | — |
| Hispanic or Latino | 12 | — | — | — | — |
| Multiracial | 0 | — | — | — | — |
| White | 0 | — | — | — | — |
| English Language Learner | 12 | — | — | — | — |
| Students with Disabilities | 3 | — | — | — | — |
| Economically Disadvantaged | 12 | — | — | — | — |
| Subgroup | Students Enrolled | Students Chronically Absent | Chronic Absenteeism Rate | Level |
|---|---|---|---|---|
| All Students | 103 | 43 | 41.7% | 2 |
| American Indian or Alaska Native | — | — | — | — |
| Asian or Native Hawaiian/Other Pacific Islander | — | — | — | — |
| Black or African American | 30 | 10 | 33.3% | 2 |
| Hispanic or Latino | 72 | 32 | 44.4% | 2 |
| Multiracial | — | — | — | — |
| White | 1 | — | — | — |
| English Language Learner | 20 | — | — | — |
| Students with Disabilities | 19 | — | — | — |
| Economically Disadvantaged | 98 | 40 | 40.8% | 2 |
Annual Regents examination results are those administered in August, January, and June of the reporting year. All Regents examinations were administered in 2022-23, except the August 2022 and January 2023 Regents examination in U.S. History and Government (Framework).
| Subgroup | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Proficient (Levels 3 & Above) |
||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | % | # | % | # | % | # | % | # | % | # | % | ||
| All Students | 92 | 39 | 42% | 27 | 29% | 24 | 26% | 2 | 2% | 0 | 0% | 26 | 28% |
| Female | 50 | 23 | 46% | 15 | 30% | 12 | 24% | 0 | 0% | 0 | 0% | 12 | 24% |
| Male | 42 | 16 | 38% | 12 | 29% | 12 | 29% | 2 | 5% | 0 | 0% | 14 | 33% |
| General Education Students | 74 | 26 | 35% | 22 | 30% | 24 | 32% | 2 | 3% | 0 | 0% | 26 | 35% |
| Students with Disabilities | 18 | 13 | 72% | 5 | 28% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% |
| Black or African American | 26 | 11 | 42% | 9 | 35% | 5 | 19% | 1 | 4% | 0 | 0% | 6 | 23% |
| Hispanic or Latino | 66 | 28 | 42% | 18 | 27% | 19 | 29% | 1 | 2% | 0 | 0% | 20 | 30% |
| Economically Disadvantaged | 88 | — | — | — | — | — | — | — | — | — | — | — | — |
| Not Economically Disadvantaged | 4 | — | — | — | — | — | — | — | — | — | — | — | — |
| English Language Learner | 14 | 10 | 71% | 4 | 29% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% |
| Non-English Language Learner | 78 | 29 | 37% | 23 | 29% | 24 | 31% | 2 | 3% | 0 | 0% | 26 | 33% |
| Not in Foster Care | 92 | 39 | 42% | 27 | 29% | 24 | 26% | 2 | 2% | 0 | 0% | 26 | 28% |
| Homeless | 13 | 8 | 62% | 5 | 38% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% |
| Not Homeless | 79 | 31 | 39% | 22 | 28% | 24 | 30% | 2 | 3% | 0 | 0% | 26 | 33% |
| Not Migrant | 92 | 39 | 42% | 27 | 29% | 24 | 26% | 2 | 2% | 0 | 0% | 26 | 28% |
| Parent Not in Armed Forces | 92 | 39 | 42% | 27 | 29% | 24 | 26% | 2 | 2% | 0 | 0% | 26 | 28% |
| Subgroup | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Proficient (Levels 3 & Above) |
||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | % | # | % | # | % | # | % | # | % | # | % | ||
| All Students | 3 | — | — | — | — | — | — | — | — | — | — | — | — |
| Female | 2 | — | — | — | — | — | — | — | — | — | — | — | — |
| Male | 1 | — | — | — | — | — | — | — | — | — | — | — | — |
| Small Group Total: Gender | 3 | — | — | — | — | — | — | — | — | — | — | — | — |
| General Education Students | 3 | — | — | — | — | — | — | — | — | — | — | — | — |
| Black or African American | 2 | — | — | — | — | — | — | — | — | — | — | — | — |
| Hispanic or Latino | 1 | — | — | — | — | — | — | — | — | — | — | — | — |
| Small Group Total: Race & Ethnicity | 3 | — | — | — | — | — | — | — | — | — | — | — | — |
| Economically Disadvantaged | 3 | — | — | — | — | — | — | — | — | — | — | — | — |
| Non-English Language Learner | 3 | — | — | — | — | — | — | — | — | — | — | — | — |
| Not in Foster Care | 3 | — | — | — | — | — | — | — | — | — | — | — | — |
| Not Homeless | 3 | — | — | — | — | — | — | — | — | — | — | — | — |
| Not Migrant | 3 | — | — | — | — | — | — | — | — | — | — | — | — |
| Parent Not in Armed Forces | 3 | — | — | — | — | — | — | — | — | — | — | — | — |
| Subgroup | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Proficient (Levels 3 & 4) |
|||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| # | % | # | % | # | % | # | % | # | % | ||
| All Students | 97 | 15 | 15% | 13 | 13% | 52 | 54% | 17 | 18% | 69 | 71% |
| Female | 53 | 8 | 15% | 6 | 11% | 31 | 58% | 8 | 15% | 39 | 74% |
| Male | 44 | 7 | 16% | 7 | 16% | 21 | 48% | 9 | 20% | 30 | 68% |
| General Education Students | 79 | 12 | 15% | 9 | 11% | 41 | 52% | 17 | 22% | 58 | 73% |
| Students with Disabilities | 18 | 3 | 17% | 4 | 22% | 11 | 61% | 0 | 0% | 11 | 61% |
| Black or African American | 28 | 5 | 18% | 4 | 14% | 14 | 50% | 5 | 18% | 19 | 68% |
| Hispanic or Latino | 69 | 10 | 14% | 9 | 13% | 38 | 55% | 12 | 17% | 50 | 72% |
| Economically Disadvantaged | 92 | 14 | 15% | 12 | 13% | 49 | 53% | 17 | 18% | 66 | 72% |
| Not Economically Disadvantaged | 5 | 1 | 20% | 1 | 20% | 3 | 60% | 0 | 0% | 3 | 60% |
| English Language Learner | 14 | 4 | 29% | 6 | 43% | 3 | 21% | 1 | 7% | 4 | 29% |
| Non-English Language Learner | 83 | 11 | 13% | 7 | 8% | 49 | 59% | 16 | 19% | 65 | 78% |
| Not in Foster Care | 97 | 15 | 15% | 13 | 13% | 52 | 54% | 17 | 18% | 69 | 71% |
| Homeless | 13 | 3 | 23% | 2 | 15% | 7 | 54% | 1 | 8% | 8 | 62% |
| Not Homeless | 84 | 12 | 14% | 11 | 13% | 45 | 54% | 16 | 19% | 61 | 73% |
| Not Migrant | 97 | 15 | 15% | 13 | 13% | 52 | 54% | 17 | 18% | 69 | 71% |
| Parent Not in Armed Forces | 97 | 15 | 15% | 13 | 13% | 52 | 54% | 17 | 18% | 69 | 71% |
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 | Total | Not Tested | Tested | Entering | Emerging | Transitioning | Expanding | Commanding (Proficient) | |||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | # | % | # | % | # | % | # | % | # | % | # | % | # | % | |
| Grade 9 | 14 | 0 | 0% | 14 | 100% | 0 | 0% | 0 | 0% | 4 | 29% | 7 | 50% | 3 | 21% |
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 | 42% | 29% | 21% | 8% | 34% | 38% | 23% | 5% |
| Students with Disabilities | 75% | 19% | 6% | 1% | 66% | 24% | 9% | 1% |
| American Indian/Alaska Native | * | * | * | * | * | * | * | * |
| Asian/Pacific Islander | 25% | 28% | 28% | 20% | 11% | 35% | 39% | 16% |
| Black | 59% | 26% | 13% | 2% | 50% | 36% | 13% | 1% |
| Hispanic | 51% | 29% | 17% | 4% | 47% | 38% | 13% | 2% |
| White | 32% | 30% | 26% | 11% | 23% | 39% | 32% | 7% |
| Two or more races | * | * | * | * | 41% | 35% | 20% | 3% |
| English Language Learners | 69% | 22% | 8% | 1% | 63% | 29% | 7% | 1% |
| Economically Disadvantaged | 53% | 27% | 16% | 4% | 44% | 38% | 15% | 3% |
| READING | MATH | |||||||
|---|---|---|---|---|---|---|---|---|
| SUBGROUP | BELOW BASIC | BASIC | PROFICIENT | ADVANCED | BELOW BASIC | BASIC | PROFICIENT | ADVANCED |
| All Students | 30% | 38% | 28% | 5% | 40% | 32% | 19% | 9% |
| Students with Disabilities | 61% | 28% | 9% | 1% | 71% | 21% | 7% | 1% |
| American Indian/Alaska Native | * | * | * | * | * | * | * | * |
| Asian/Pacific Islander | 16% | 34% | 41% | 8% | 18% | 23% | 35% | 24% |
| Black | 44% | 40% | 15% | 1% | 64% | 26% | 8% | 1% |
| Hispanic | 42% | 39% | 17% | 2% | 53% | 33% | 12% | 3% |
| White | 19% | 37% | 36% | 8% | 27% | 36% | 25% | 12% |
| Two or more races | * | * | * | * | * | * | * | * |
| English Language Learners | 83% | 17% | 0% | 0% | 85% | 13% | 1% | 0% |
| Economically Disadvantaged | 40% | 39% | 19% | 2% | 52% | 30% | 13% | 5% |
*There are not sufficient data for this subgroup.
| Grade 4 Participation Rate | Grade 8 Participation Rate | |||
|---|---|---|---|---|
| READING | MATH | READING | MATH | |
| All Students | 87% | 86% | 82% | 81% |
| Students with Disabilities | 92% | 96% | 91% | 93% |
| English Language Learners | 92% | 95% | 92% | 94% |
| READING | MATH | |||||||
|---|---|---|---|---|---|---|---|---|
| SUBGROUP | BELOW BASIC | BASIC | PROFICIENT | ADVANCED | BELOW BASIC | BASIC | PROFICIENT | ADVANCED |
| All Students | 39% | 29% | 24% | 8% | 26% | 39% | 28% | 7% |
| Students with Disabilities | 71% | 19% | 9% | 2% | 54% | 31% | 13% | 2% |
| American Indian/Alaska Native | 57% | 25% | 15% | 3% | 42% | 40% | 16% | 3% |
| Asian/Pacific Islander | 20% | 25% | 33% | 23% | 11% | 28% | 38% | 24% |
| Black | 57% | 27% | 14% | 2% | 46% | 39% | 13% | 1% |
| Hispanic | 51% | 28% | 17% | 4% | 37% | 42% | 19% | 2% |
| White | 28% | 31% | 30% | 11% | 15% | 38% | 37% | 10% |
| Two or more races | 33% | 31% | 27% | 9% | 23% | 39% | 29% | 9% |
| English Language Learners | 67% | 23% | 9% | 1% | 48% | 38% | 12% | 1% |
| Economically Disadvantaged | 52% | 28% | 16% | 3% | 38% | 41% | 18% | 2% |
| READING | MATH | |||||||
|---|---|---|---|---|---|---|---|---|
| SUBGROUP | BELOW BASIC | BASIC | PROFICIENT | ADVANCED | BELOW BASIC | BASIC | PROFICIENT | ADVANCED |
| All Students | 32% | 39% | 26% | 3% | 40% | 35% | 19% | 7% |
| Students with Disabilities | 65% | 26% | 8% | 1% | 73% | 20% | 6% | 1% |
| American Indian/Alaska Native | 45% | 37% | 17% | 1% | 56% | 33% | 10% | 1% |
| Asian/Pacific Islander | 15% | 30% | 43% | 12% | 16% | 28% | 30% | 26% |
| Black | 48% | 37% | 14% | 1% | 62% | 29% | 8% | 1% |
| Hispanic | 40% | 40% | 19% | 1% | 52% | 34% | 12% | 2% |
| White | 23% | 40% | 32% | 4% | 28% | 38% | 26% | 9% |
| Two or more races | 29% | 38% | 28% | 5% | 37% | 36% | 21% | 6% |
| English Language Learners | 69% | 26% | 5% | 0% | 76% | 20% | 4% | 0% |
| Economically Disadvantaged | 42% | 39% | 17% | 1% | 54% | 33% | 11% | 2% |
*There are not sufficient data for this subgroup.
| Grade 4 Participation Rate | Grade 8 Participation Rate | |||
|---|---|---|---|---|
| READING | MATH | READING | MATH | |
| All Students | 92% | 92% | 89% | 89% |
| Students with Disabilities | 91% | 91% | 91% | 92% |
| English Language Learners | 95% | 95% | 93% | 94% |
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 | 101 | $635,938 | $6,296 | $2,494,497 | $24,698 | $3,130,435 | $30,994 |
| Statewide | 2,459,753 | $6,118,470,652 | $2,487 | $59,943,289,717 | $24,370 | $66,061,760,369 | $26,857 |
| TEACHERS | PRINCIPALS | |||||
|---|---|---|---|---|---|---|
| Total | # Inexperienced | % Inexperienced | Total | # Inexperienced | % Inexperienced | |
| THIS SCHOOL | 9 | 2 | 22% | 1 | 1 | 100% |
| STATEWIDE | 214,159 | 51,376 | 24% | 4,438 | 1,059 | 24% |
| STATEWIDE HIGH-POVERTY SCHOOLS | 48,028 | 18,375 | 38% | 948 | 170 | 18% |
| STATEWIDE LOW-POVERTY SCHOOLS | 62,734 | 8,756 | 14% | 1,202 | 279 | 23% |
| Total | TEACHERS TEACHING OUT OF THEIR SUBJECT/FIELD OF CERTIFICATION | ||
|---|---|---|---|
| # | % | ||
| THIS SCHOOL | 8 | 3 | 38% |
| STATEWIDE | 203,958 | 18,302 | 9% |
| STATEWIDE HIGH-POVERTY SCHOOLS | 43,397 | 8,936 | 21% |
| STATEWIDE LOW-POVERTY SCHOOLS | 60,417 | 1,216 | 2% |
Section 2854(3)(a-1) of New York State Education Law allows charter schools certain exemptions concerning the employment of uncertified teachers. However, State reporting indicates the actual counts and percentages of teachers that are not considered certified for their reported teaching assignments.
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 Civil Rights Data Collection, Office for Civil Rights.
CRDC Data (18.04 megabytes)
CRDC Glossary and Guide