The New York State Report Card is an important part of the Board of Regents’ effort to raise learning standards for all students. It 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). 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.
2017-18 Grades 3-8 ELA and Math results cannot be compared to those from previous years, as these tests were redesigned in 2017-18.
| Grade | Not Tested | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Proficient (Levels 3 & 4) |
|||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | % | # | % | # | % | # | % | # | % | |||
| Grade 3 | 20 | 69 | 9 | 13% | 22 | 32% | 38 | 55% | 0 | 0% | 38 | 55% |
| Grades 3-8 | 20 | 69 | 9 | 13% | 22 | 32% | 38 | 55% | 0 | 0% | 38 | 55% |
| Subgroup | Not Tested | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Proficient (Levels 3 & 4) |
|||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | % | # | % | # | % | # | % | # | % | |||
| All Students | 20 | 69 | 9 | 13% | 22 | 32% | 38 | 55% | 0 | 0% | 38 | 55% |
| General Education | 18 | 63 | 8 | 13% | 20 | 32% | 35 | 56% | 0 | 0% | 35 | 56% |
| Students with Disabilities | 2 | 6 | 1 | 17% | 2 | 33% | 3 | 50% | 0 | 0% | 3 | 50% |
| Asian or Native Hawaiian/Other Pacific Islander | — | 3 | — | — | — | — | — | — | — | — | — | — |
| Black or African American | 1 | 10 | 5 | 50% | 2 | 20% | 3 | 30% | 0 | 0% | 3 | 30% |
| Hispanic or Latino | — | 6 | — | — | — | — | — | — | — | — | — | — |
| White | 17 | 50 | 4 | 8% | 17 | 34% | 29 | 58% | 0 | 0% | 29 | 58% |
| Small Group Total | 2 | 9 | 0 | 0% | 3 | 33% | 6 | 67% | 0 | 0% | 6 | 67% |
| Female | 12 | 32 | 3 | 9% | 11 | 34% | 18 | 56% | 0 | 0% | 18 | 56% |
| Male | 8 | 37 | 6 | 16% | 11 | 30% | 20 | 54% | 0 | 0% | 20 | 54% |
| Non-English Language Learners | 20 | 69 | 9 | 13% | 22 | 32% | 38 | 55% | 0 | 0% | 38 | 55% |
| Economically Disadvantaged | 4 | 20 | 5 | 25% | 8 | 40% | 7 | 35% | 0 | 0% | 7 | 35% |
| Not Economically Disadvantaged | 16 | 49 | 4 | 8% | 14 | 29% | 31 | 63% | 0 | 0% | 31 | 63% |
| Not Migrant | 20 | 69 | 9 | 13% | 22 | 32% | 38 | 55% | 0 | 0% | 38 | 55% |
| Homeless | — | 2 | — | — | — | — | — | — | — | — | — | — |
| Not Homeless | — | 67 | — | — | — | — | — | — | — | — | — | — |
| Not in Foster Care | 20 | 69 | 9 | 13% | 22 | 32% | 38 | 55% | 0 | 0% | 38 | 55% |
| Parent Not in Armed Forces | 20 | 69 | 9 | 13% | 22 | 32% | 38 | 55% | 0 | 0% | 38 | 55% |
| Grade | Not Tested | Tested | Level 1 | Level 2 | Level 3 | Level 4 & Above | Proficient (Levels 3 & Above) |
|||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | % | # | % | # | % | # | % | # | % | |||
| Grade 3 | 25 | 65 | 17 | 26% | 26 | 40% | 13 | 20% | 9 | 14% | 22 | 34% |
| Grades 3-8 | 25 | 65 | 17 | 26% | 26 | 40% | 13 | 20% | 9 | 14% | 22 | 34% |
| Subgroup | Not Tested | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Proficient (Levels 3 & 4) |
|||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | % | # | % | # | % | # | % | # | % | |||
| All Students | 25 | 65 | 17 | 26% | 26 | 40% | 13 | 20% | 9 | 14% | 22 | 34% |
| General Education | 22 | 60 | 15 | 25% | 25 | 42% | 11 | 18% | 9 | 15% | 20 | 33% |
| Students with Disabilities | 3 | 5 | 2 | 40% | 1 | 20% | 2 | 40% | 0 | 0% | 2 | 40% |
| Asian or Native Hawaiian/Other Pacific Islander | — | 3 | — | — | — | — | — | — | — | — | — | — |
| Black or African American | 2 | 10 | 4 | 40% | 4 | 40% | 0 | 0% | 2 | 20% | 2 | 20% |
| Hispanic or Latino | — | 6 | — | — | — | — | — | — | — | — | — | — |
| White | 21 | 46 | 10 | 22% | 20 | 43% | 11 | 24% | 5 | 11% | 16 | 35% |
| Small Group Total | 2 | 9 | 3 | 33% | 2 | 22% | 2 | 22% | 2 | 22% | 4 | 44% |
| Female | 13 | 31 | 10 | 32% | 14 | 45% | 4 | 13% | 3 | 10% | 7 | 23% |
| Male | 12 | 34 | 7 | 21% | 12 | 35% | 9 | 26% | 6 | 18% | 15 | 44% |
| Non-English Language Learners | 25 | 65 | 17 | 26% | 26 | 40% | 13 | 20% | 9 | 14% | 22 | 34% |
| Economically Disadvantaged | 6 | 19 | 7 | 37% | 9 | 47% | 3 | 16% | 0 | 0% | 3 | 16% |
| Not Economically Disadvantaged | 19 | 46 | 10 | 22% | 17 | 37% | 10 | 22% | 9 | 20% | 19 | 41% |
| Not Migrant | 25 | 65 | 17 | 26% | 26 | 40% | 13 | 20% | 9 | 14% | 22 | 34% |
| Homeless | — | 2 | — | — | — | — | — | — | — | — | — | — |
| Not Homeless | — | 63 | — | — | — | — | — | — | — | — | — | — |
| Not in Foster Care | 25 | 65 | 17 | 26% | 26 | 40% | 13 | 20% | 9 | 14% | 22 | 34% |
| Parent Not in Armed Forces | 25 | 65 | 17 | 26% | 26 | 40% | 13 | 20% | 9 | 14% | 22 | 34% |
Annual Regents examination results include those from August, January, and June of the reporting year. If a student takes the same Regents examination multiple times during the reporting year, only the highest score is included in these results.
A High School Cohort consists of all students who first enter grade 9 anywhere or, in the case of ungraded students with disabilities, reach their seventeenth birthday in a particular school year (July 1 - June 30). The "year" used to identify the cohort is the year in which the July 1 - December 31 dates fall. Results are reported four years after these students first enter grade 9.