CHATSWORTH AVENUE SCHOOL - 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

Grades 3-8 English Language Arts Summary Results (2018-19)

Grade Not Tested Tested Level 1 Level 2 Level 3 Level 4 Proficient (Levels 3 & 4)
# % # % # % # % # %
Grade 3 4 118 0 0% 8 7% 76 64% 34 29% 110 93%
Grade 4 1 107 1 1% 14 13% 34 32% 58 54% 92 86%
Grade 5 2 112 2 2% 17 15% 32 29% 61 54% 93 83%
Grades 3-8 7 337 3 1% 39 12% 142 42% 153 45% 295 88%

Grade 3 ELA Results

Mean Score: 618
Subgroup Not Tested Tested Level 1 Level 2 Level 3 Level 4 Proficient (Levels 3 & 4)
# % # % # % # % # %
All Students 4 118 0 0% 8 7% 76 64% 34 29% 110 93%
General Education 1 111 0 0% 5 5% 72 65% 34 31% 106 95%
Students with Disabilities 3 7 0 0% 3 43% 4 57% 0 0% 4 57%
Asian or Native Hawaiian/Other Pacific Islander 2 7 0 0% 1 14% 5 71% 1 14% 6 86%
Black or African American 0 2
Hispanic or Latino 0 17 0 0% 3 18% 12 71% 2 12% 14 82%
White 2 85 0 0% 4 5% 54 64% 27 32% 81 95%
Multiracial 0 7
Small Group Total 0 9 0 0% 0 0% 5 56% 4 44% 9 100%
Female 3 56 0 0% 5 9% 30 54% 21 38% 51 91%
Male 1 62 0 0% 3 5% 46 74% 13 21% 59 95%
English Language Learners 1 1
Non-English Language Learners 3 117
Economically Disadvantaged 1 8 0 0% 1 13% 7 88% 0 0% 7 88%
Not Economically Disadvantaged 3 110 0 0% 7 6% 69 63% 34 31% 103 94%
Not Migrant 4 118 0 0% 8 7% 76 64% 34 29% 110 93%
Not Homeless 4 118 0 0% 8 7% 76 64% 34 29% 110 93%
Not in Foster Care 4 118 0 0% 8 7% 76 64% 34 29% 110 93%
Parent Not in Armed Forces 4 118 0 0% 8 7% 76 64% 34 29% 110 93%

Grade 4 ELA Results

Mean Score: 616
Subgroup Not Tested Tested Level 1 Level 2 Level 3 Level 4 Proficient (Levels 3 & 4)
# % # % # % # % # %
All Students 1 107 1 1% 14 13% 34 32% 58 54% 92 86%
General Education 0 99 0 0% 11 11% 30 30% 58 59% 88 89%
Students with Disabilities 1 8 1 13% 3 38% 4 50% 0 0% 4 50%
Asian or Native Hawaiian/Other Pacific Islander 0 2
Black or African American 0 2
Hispanic or Latino 0 7 1 14% 2 29% 2 29% 2 29% 4 57%
White 1 92 0 0% 10 11% 32 35% 50 54% 82 89%
Multiracial 0 4
Small Group Total 0 8 0 0% 2 25% 0 0% 6 75% 6 75%
Female 1 58 0 0% 7 12% 19 33% 32 55% 51 88%
Male 0 49 1 2% 7 14% 15 31% 26 53% 41 84%
English Language Learners 0 3
Non-English Language Learners 1 104
Economically Disadvantaged 0 4
Not Economically Disadvantaged 1 103
Not Migrant 1 107 1 1% 14 13% 34 32% 58 54% 92 86%
Not Homeless 1 107 1 1% 14 13% 34 32% 58 54% 92 86%
Not in Foster Care 1 107 1 1% 14 13% 34 32% 58 54% 92 86%
Parent Not in Armed Forces 1 107 1 1% 14 13% 34 32% 58 54% 92 86%

Grade 5 ELA Results

Mean Score: 621
Subgroup Not Tested Tested Level 1 Level 2 Level 3 Level 4 Proficient (Levels 3 & 4)
# % # % # % # % # %
All Students 2 112 2 2% 17 15% 32 29% 61 54% 93 83%
General Education 2 105 0 0% 14 13% 32 30% 59 56% 91 87%
Students with Disabilities 0 7 2 29% 3 43% 0 0% 2 29% 2 29%
American Indian or Alaska Native 0 1
Asian or Native Hawaiian/Other Pacific Islander 1 2
Black or African American 0 1
Hispanic or Latino 0 9 0 0% 2 22% 2 22% 5 56% 7 78%
White 1 94 1 1% 13 14% 29 31% 51 54% 80 85%
Multiracial 0 5
Small Group Total 1 9 1 11% 2 22% 1 11% 5 56% 6 67%
Female 0 51 0 0% 8 16% 12 24% 31 61% 43 84%
Male 2 61 2 3% 9 15% 20 33% 30 49% 50 82%
Non-English Language Learners 1 112 2 2% 17 15% 32 29% 61 54% 93 83%
Economically Disadvantaged 0 5 1 20% 1 20% 2 40% 1 20% 3 60%
Not Economically Disadvantaged 2 107 1 1% 16 15% 30 28% 60 56% 90 84%
Not Migrant 2 112 2 2% 17 15% 32 29% 61 54% 93 83%
Not Homeless 2 112 2 2% 17 15% 32 29% 61 54% 93 83%
Not in Foster Care 2 112 2 2% 17 15% 32 29% 61 54% 93 83%
Parent Not in Armed Forces 2 112 2 2% 17 15% 32 29% 61 54% 93 83%

Grades 3-8 Mathematics Summary Results (2018-19)

Grade Not Tested Tested Level 1 Level 2 Level 3 Level 4 & Above Proficient (Levels 3 & Above)
# % # % # % # % # %
Grade 3 5 117 3 3% 10 9% 29 25% 75 64% 104 89%
Grade 4 3 105 5 5% 18 17% 28 27% 54 51% 82 78%
Grade 5 1 113 6 5% 25 22% 36 32% 46 41% 82 73%
Grades 3-8 9 335 14 4% 53 16% 93 28% 175 52% 268 80%

Advanced grade 7 and 8 students who take a Regents math test in lieu of the grade 7 and/or 8 math test are reported in the Regents 7 and Regents 8 rows. Combined 7 and Combined 8 are students who took either the grade 7 or 8 math test or a Regents math test in lieu of the grade 7 or 8 math test.

Grade 3 Math Results

Mean Score: 619
Subgroup Not Tested Tested Level 1 Level 2 Level 3 Level 4 Proficient (Levels 3 & 4)
# % # % # % # % # %
All Students 5 117 3 3% 10 9% 29 25% 75 64% 104 89%
General Education 2 110 2 2% 7 6% 28 25% 73 66% 101 92%
Students with Disabilities 3 7 1 14% 3 43% 1 14% 2 29% 3 43%
Asian or Native Hawaiian/Other Pacific Islander 1 8 0 0% 1 13% 0 0% 7 88% 7 88%
Black or African American 0 2
Hispanic or Latino 1 16 1 6% 4 25% 4 25% 7 44% 11 69%
White 3 84 2 2% 4 5% 21 25% 57 68% 78 93%
Multiracial 0 7
Small Group Total 0 9 0 0% 1 11% 4 44% 4 44% 8 89%
Female 3 56 2 4% 7 13% 14 25% 33 59% 47 84%
Male 2 61 1 2% 3 5% 15 25% 42 69% 57 93%
English Language Learners 0 2
Non-English Language Learners 5 115
Economically Disadvantaged 2 7 0 0% 2 29% 5 71% 0 0% 5 71%
Not Economically Disadvantaged 3 110 3 3% 8 7% 24 22% 75 68% 99 90%
Not Migrant 5 117 3 3% 10 9% 29 25% 75 64% 104 89%
Not Homeless 5 117 3 3% 10 9% 29 25% 75 64% 104 89%
Not in Foster Care 5 117 3 3% 10 9% 29 25% 75 64% 104 89%
Parent Not in Armed Forces 5 117 3 3% 10 9% 29 25% 75 64% 104 89%

Grade 4 Math Results

Mean Score: 612
Subgroup Not Tested Tested Level 1 Level 2 Level 3 Level 4 Proficient (Levels 3 & 4)
# % # % # % # % # %
All Students 3 105 5 5% 18 17% 28 27% 54 51% 82 78%
General Education 2 97 4 4% 13 13% 28 29% 52 54% 80 82%
Students with Disabilities 1 8 1 13% 5 63% 0 0% 2 25% 2 25%
Asian or Native Hawaiian/Other Pacific Islander 0 2
Black or African American 0 2
Hispanic or Latino 0 7 2 29% 2 29% 0 0% 3 43% 3 43%
White 3 90 2 2% 15 17% 26 29% 47 52% 73 81%
Multiracial 0 4
Small Group Total 0 8 1 13% 1 13% 2 25% 4 50% 6 75%
Female 1 58 2 3% 12 21% 21 36% 23 40% 44 76%
Male 2 47 3 6% 6 13% 7 15% 31 66% 38 81%
English Language Learners 0 3
Non-English Language Learners 3 102
Economically Disadvantaged 0 4
Not Economically Disadvantaged 3 101
Not Migrant 3 105 5 5% 18 17% 28 27% 54 51% 82 78%
Not Homeless 3 105 5 5% 18 17% 28 27% 54 51% 82 78%
Not in Foster Care 3 105 5 5% 18 17% 28 27% 54 51% 82 78%
Parent Not in Armed Forces 3 105 5 5% 18 17% 28 27% 54 51% 82 78%

Grade 5 Math Results

Mean Score: 612
Subgroup Not Tested Tested Level 1 Level 2 Level 3 Level 4 Proficient (Levels 3 & 4)
# % # % # % # % # %
All Students 1 113 6 5% 25 22% 36 32% 46 41% 82 73%
General Education 0 107 5 5% 22 21% 36 34% 44 41% 80 75%
Students with Disabilities 1 6 1 17% 3 50% 0 0% 2 33% 2 33%
American Indian or Alaska Native 0 1
Asian or Native Hawaiian/Other Pacific Islander 0 3
Black or African American 0 1
Hispanic or Latino 0 9 1 11% 2 22% 3 33% 3 33% 6 67%
White 1 94 3 3% 23 24% 31 33% 37 39% 68 72%
Multiracial 0 5 0 0% 0 0% 0 0% 5 100% 5 100%
Small Group Total 0 5 2 40% 0 0% 2 40% 1 20% 3 60%
Female 0 51 2 4% 15 29% 20 39% 14 27% 34 67%
Male 1 62 4 6% 10 16% 16 26% 32 52% 48 77%
English Language Learners 0 1
Non-English Language Learners 1 112
Economically Disadvantaged 0 5 2 40% 1 20% 2 40% 0 0% 2 40%
Not Economically Disadvantaged 1 108 4 4% 24 22% 34 31% 46 43% 80 74%
Not Migrant 1 113 6 5% 25 22% 36 32% 46 41% 82 73%
Not Homeless 1 113 6 5% 25 22% 36 32% 46 41% 82 73%
Not in Foster Care 1 113 6 5% 25 22% 36 32% 46 41% 82 73%
Parent Not in Armed Forces 1 113 6 5% 25 22% 36 32% 46 41% 82 73%

Grades 4 & 8 Science Summary Results (2018-19)

Grade Not Tested Tested Level 1 Level 2 Level 3 Level 4 Proficient (Levels 3 & 4)
# % # % # % # % # %
Grade 4 3 105 0 0% 3 3% 21 20% 81 77% 102 97%
Grades 4&8 3 105 0 0% 3 3% 21 20% 81 77% 102 97%

Advanced grade 8 students who take a Regents science test in lieu of the grade 8 science test are reported in the Regents 8 row.

Grade 4 SCIENCE Results

Mean Score: 89
Subgroup Not Tested Tested Level 1 Level 2 Level 3 Level 4 Proficient (Levels 3 & 4)
# % # % # % # % # %
All Students 3 105 0 0% 3 3% 21 20% 81 77% 102 97%
General Education 2 97 0 0% 3 3% 15 15% 79 81% 94 97%
Students with Disabilities 1 8 0 0% 0 0% 6 75% 2 25% 8 100%
Asian or Native Hawaiian/Other Pacific Islander 0 2
Black or African American 0 2
Hispanic or Latino 0 7 0 0% 0 0% 3 43% 4 57% 7 100%
White 3 90 0 0% 2 2% 17 19% 71 79% 88 98%
Multiracial 0 4
Small Group Total 0 8 0 0% 1 13% 1 13% 6 75% 7 88%
Female 2 57 0 0% 1 2% 12 21% 44 77% 56 98%
Male 1 48 0 0% 2 4% 9 19% 37 77% 46 96%
English Language Learners 0 3
Non-English Language Learners 3 102
Economically Disadvantaged 0 4
Not Economically Disadvantaged 3 101
Not Migrant 3 105 0 0% 3 3% 21 20% 81 77% 102 97%
Not Homeless 3 105 0 0% 3 3% 21 20% 81 77% 102 97%
Not in Foster Care 3 105 0 0% 3 3% 21 20% 81 77% 102 97%
Parent Not in Armed Forces 3 105 0 0% 3 3% 21 20% 81 77% 102 97%

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.

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