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.
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.
| Subgroup | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Proficient (Levels 3 & Above) |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | % | # | % | # | % | # | % | # | % | # | % | ||
| All Students | 94 | 3 | 3% | 7 | 7% | 35 | 37% | 32 | 34% | 17 | 18% | 84 | 89% |
| General Education | 75 | 1 | 1% | 4 | 5% | 26 | 35% | 28 | 37% | 16 | 21% | 70 | 93% |
| Students with Disabilities | 19 | 2 | 11% | 3 | 16% | 9 | 47% | 4 | 21% | 1 | 5% | 14 | 74% |
| American Indian or Alaska Native | 1 | — | — | — | — | — | — | — | — | — | — | — | — |
| Asian or Native Hawaiian/Other Pacific Islander | 3 | — | — | — | — | — | — | — | — | — | — | — | — |
| Black or African American | 34 | 2 | 6% | 1 | 3% | 13 | 38% | 14 | 41% | 4 | 12% | 31 | 91% |
| Hispanic or Latino | 53 | 1 | 2% | 6 | 11% | 20 | 38% | 15 | 28% | 11 | 21% | 46 | 87% |
| White | 1 | — | — | — | — | — | — | — | — | — | — | — | — |
| Multiracial | 2 | — | — | — | — | — | — | — | — | — | — | — | — |
| Small Group Total | 7 | 0 | 0% | 0 | 0% | 2 | 29% | 3 | 43% | 2 | 29% | 7 | 100% |
| Female | 41 | 1 | 2% | 1 | 2% | 15 | 37% | 14 | 34% | 10 | 24% | 39 | 95% |
| Male | 53 | 2 | 4% | 6 | 11% | 20 | 38% | 18 | 34% | 7 | 13% | 45 | 85% |
| English Language Learners | 7 | 1 | 14% | 1 | 14% | 2 | 29% | 3 | 43% | 0 | 0% | 5 | 71% |
| Non-English Language Learners | 87 | 2 | 2% | 6 | 7% | 33 | 38% | 29 | 33% | 17 | 20% | 79 | 91% |
| Economically Disadvantaged | 86 | 3 | 3% | 7 | 8% | 34 | 40% | 29 | 34% | 13 | 15% | 76 | 88% |
| Not Economically Disadvantaged | 8 | 0 | 0% | 0 | 0% | 1 | 13% | 3 | 38% | 4 | 50% | 8 | 100% |
| Not Migrant | 94 | 3 | 3% | 7 | 7% | 35 | 37% | 32 | 34% | 17 | 18% | 84 | 89% |
| Homeless | 7 | 0 | 0% | 0 | 0% | 4 | 57% | 1 | 14% | 2 | 29% | 7 | 100% |
| Not Homeless | 87 | 3 | 3% | 7 | 8% | 31 | 36% | 31 | 36% | 15 | 17% | 77 | 89% |
| Not in Foster Care | 94 | 3 | 3% | 7 | 7% | 35 | 37% | 32 | 34% | 17 | 18% | 84 | 89% |
| Parent Not in Armed Forces | 94 | 3 | 3% | 7 | 7% | 35 | 37% | 32 | 34% | 17 | 18% | 84 | 89% |
| Subgroup | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Proficient (Levels 3 & 4) |
|||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| # | % | # | % | # | % | # | % | # | % | ||
| All Students | 1 | — | — | — | — | — | — | — | — | — | — |
| General Education | 1 | — | — | — | — | — | — | — | — | — | — |
| Hispanic or Latino | 1 | — | — | — | — | — | — | — | — | — | — |
| Small Group Total | 1 | — | — | — | — | — | — | — | — | — | — |
| Male | 1 | — | — | — | — | — | — | — | — | — | — |
| Non-English Language Learners | 1 | — | — | — | — | — | — | — | — | — | — |
| Economically Disadvantaged | 1 | — | — | — | — | — | — | — | — | — | — |
| Not Migrant | 1 | — | — | — | — | — | — | — | — | — | — |
| Not Homeless | 1 | — | — | — | — | — | — | — | — | — | — |
| Not in Foster Care | 1 | — | — | — | — | — | — | — | — | — | — |
| Parent Not in Armed Forces | 1 | — | — | — | — | — | — | — | — | — | — |
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.