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 testing, accountability, and federal reporting requirements, 2021-22 district and school accountability statuses are the same as those assigned for the 2020-21 school year. For informational purposes, accountability graduation rates and chronic absenteeism data are reported. August 2020, January 2021, and some June 2021 Regents examinations were canceled. For more information, please see the NYSED Waiver Memorandum and NYS Board of Regents Announcement.
Due to the extraordinary circumstances related to the pandemic, approximately 4 out of 10 enrolled students participated in state assessments in 2020-21. Because only 40% of students’ results are available, state assessments are not representative of the state’s student population and the results should not be compared statewide or by statewide subgroup or with prior year’s results. District and school level performance data, as well as the number and percentage of students who tested and did not test, are available for 2020-21. However, depending on the percentage of students that took the tests in a given school or district, the school and district’s results may not be representative of that school or district’s student population.
| Grade | Total | Not Tested | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Proficient (Levels 3 & 4) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | # | % | # | % | # | % | # | % | # | % | # | % | # | % | |
| Grade 3 | 47 | 23 | 49% | 24 | 51% | 6 | 25% | 7 | 29% | 10 | 42% | 1 | 4% | 11 | 46% |
| Grades 3-8 | 47 | 23 | 49% | 24 | 51% | 6 | 25% | 7 | 29% | 10 | 42% | 1 | 4% | 11 | 46% |
Due to the extraordinary circumstances related to the pandemic, approximately 4 out of 10 enrolled students participated in state assessments in 2020-21. Because only 40% of students’ results are available, state assessments are not representative of the state’s student population and the results should not be compared statewide or by statewide subgroup or with prior year’s results. District and school level performance data, as well as the number and percentage of students who tested and did not test, are available for 2020-21. However, depending on the percentage of students that took the tests in a given school or district, the school and district’s results may not be representative of that school or district’s student population.
| Subgroup | Total | Not Tested | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Proficient (Levels 3 & 4) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | # | % | # | % | # | % | # | % | # | % | # | % | # | % | |
| All Students | 47 | 23 | 49% | 24 | 51% | 6 | 25% | 7 | 29% | 10 | 42% | 1 | 4% | 11 | 46% |
| General Education | 40 | 20 | 50% | 20 | 50% | — | — | — | — | — | — | — | — | — | — |
| Students with Disabilities | 7 | 3 | 43% | 4 | 57% | — | — | — | — | — | — | — | — | — | — |
| Asian or Native Hawaiian/Other Pacific Islander | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Black or African American | 12 | 7 | 58% | 5 | 42% | — | — | — | — | — | — | — | — | — | — |
| Hispanic or Latino | 30 | 14 | 47% | 16 | 53% | 3 | 19% | 6 | 38% | 6 | 38% | 1 | 6% | 7 | 44% |
| White | 3 | 2 | 67% | 1 | 33% | — | — | — | — | — | — | — | — | — | — |
| Multiracial | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Small Group Total | 17 | 9 | 53% | 8 | 47% | 3 | 38% | 1 | 13% | 4 | 50% | 0 | 0% | 4 | 50% |
| Female | 26 | 14 | 54% | 12 | 46% | 2 | 17% | 6 | 50% | 4 | 33% | 0 | 0% | 4 | 33% |
| Male | 21 | 9 | 43% | 12 | 57% | 4 | 33% | 1 | 8% | 6 | 50% | 1 | 8% | 7 | 58% |
| English Language Learners | 6 | 3 | 50% | 3 | 50% | — | — | — | — | — | — | — | — | — | — |
| Non-English Language Learners | 41 | 20 | 49% | 21 | 51% | — | — | — | — | — | — | — | — | — | — |
| Economically Disadvantaged | 44 | 22 | 50% | 22 | 50% | — | — | — | — | — | — | — | — | — | — |
| Not Economically Disadvantaged | 3 | 1 | 33% | 2 | 67% | — | — | — | — | — | — | — | — | — | — |
| Not Migrant | 47 | 23 | 49% | 24 | 51% | 6 | 25% | 7 | 29% | 10 | 42% | 1 | 4% | 11 | 46% |
| Homeless | 3 | 2 | 67% | 1 | 33% | — | — | — | — | — | — | — | — | — | — |
| Not Homeless | 44 | 21 | 48% | 23 | 52% | — | — | — | — | — | — | — | — | — | — |
| In Foster Care | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Not in Foster Care | 46 | 23 | 50% | 23 | 50% | — | — | — | — | — | — | — | — | — | — |
| Parent Not in Armed Forces | 47 | 23 | 49% | 24 | 51% | 6 | 25% | 7 | 29% | 10 | 42% | 1 | 4% | 11 | 46% |
Due to the extraordinary circumstances related to the pandemic, approximately 4 out of 10 enrolled students participated in state assessments in 2020-21. Because only 40% of students’ results are available, state assessments are not representative of the state’s student population and the results should not be compared statewide or by statewide subgroup or with prior year’s results. District and school level performance data, as well as the number and percentage of students who tested and did not test, are available for 2020-21. However, depending on the percentage of students that took the tests in a given school or district, the school and district’s results may not be representative of that school or district’s student population.
| Grade | Total | Not Tested | Tested | Level 1 | Level 2 | Level 3 | Level 4 & Above | Proficient (Levels 3 & Above) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | # | % | # | % | # | % | # | % | # | % | # | % | # | % | |
| Grade 3 | 47 | 16 | 34% | 31 | 66% | 22 | 71% | 2 | 6% | 6 | 19% | 1 | 3% | 7 | 23% |
| Grades 3-8 | 47 | 16 | 34% | 31 | 66% | 22 | 71% | 2 | 6% | 6 | 19% | 1 | 3% | 7 | 23% |
See report card Glossary and Guide for criteria used to include students in this table.
Due to the extraordinary circumstances related to the pandemic, approximately 4 out of 10 enrolled students participated in state assessments in 2020-21. Because only 40% of students’ results are available, state assessments are not representative of the state’s student population and the results should not be compared statewide or by statewide subgroup or with prior year’s results. District and school level performance data, as well as the number and percentage of students who tested and did not test, are available for 2020-21. However, depending on the percentage of students that took the tests in a given school or district, the school and district’s results may not be representative of that school or district’s student population.
| Subgroup | Total | Not Tested | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Proficient (Levels 3 & 4) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | # | % | # | % | # | % | # | % | # | % | # | % | # | % | |
| All Students | 47 | 16 | 34% | 31 | 66% | 22 | 71% | 2 | 6% | 6 | 19% | 1 | 3% | 7 | 23% |
| General Education | 40 | 13 | 33% | 27 | 68% | — | — | — | — | — | — | — | — | — | — |
| Students with Disabilities | 7 | 3 | 43% | 4 | 57% | — | — | — | — | — | — | — | — | — | — |
| Asian or Native Hawaiian/Other Pacific Islander | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Black or African American | 12 | 5 | 42% | 7 | 58% | — | — | — | — | — | — | — | — | — | — |
| Hispanic or Latino | 30 | 10 | 33% | 20 | 67% | 14 | 70% | 1 | 5% | 4 | 20% | 1 | 5% | 5 | 25% |
| White | 3 | 1 | 33% | 2 | 67% | — | — | — | — | — | — | — | — | — | — |
| Multiracial | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Small Group Total | 17 | 6 | 35% | 11 | 65% | 8 | 73% | 1 | 9% | 2 | 18% | 0 | 0% | 2 | 18% |
| Female | 26 | 10 | 38% | 16 | 62% | 13 | 81% | 1 | 6% | 2 | 13% | 0 | 0% | 2 | 13% |
| Male | 21 | 6 | 29% | 15 | 71% | 9 | 60% | 1 | 7% | 4 | 27% | 1 | 7% | 5 | 33% |
| English Language Learners | 6 | 2 | 33% | 4 | 67% | — | — | — | — | — | — | — | — | — | — |
| Non-English Language Learners | 41 | 14 | 34% | 27 | 66% | — | — | — | — | — | — | — | — | — | — |
| Economically Disadvantaged | 44 | 15 | 34% | 29 | 66% | — | — | — | — | — | — | — | — | — | — |
| Not Economically Disadvantaged | 3 | 1 | 33% | 2 | 67% | — | — | — | — | — | — | — | — | — | — |
| Not Migrant | 47 | 16 | 34% | 31 | 66% | 22 | 71% | 2 | 6% | 6 | 19% | 1 | 3% | 7 | 23% |
| Homeless | 3 | 1 | 33% | 2 | 67% | — | — | — | — | — | — | — | — | — | — |
| Not Homeless | 44 | 15 | 34% | 29 | 66% | — | — | — | — | — | — | — | — | — | — |
| In Foster Care | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Not in Foster Care | 46 | 16 | 35% | 30 | 65% | — | — | — | — | — | — | — | — | — | — |
| Parent Not in Armed Forces | 47 | 16 | 34% | 31 | 66% | 22 | 71% | 2 | 6% | 6 | 19% | 1 | 3% | 7 | 23% |
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.
Due to COVID-19 and changes to New York State testing requirements, June 2020, August 2020, January 2021, and some June 2021 Regents examinations were canceled. June 2021 Regents Examinations in ELA, Algebra I, Living Environment, and Physical Setting/Earth Science were offered. Caution should be used when comparing 2020-21 Regents examinations results with those from prior years.