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.
The results of the 2022-23 Grades 3-8 English Language Arts represent student achievement on the new Next Generation Learning Standards. Because the tests measure different learning standards, the results are not comparable to those from prior years.
| Grade | Total | Not Tested | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Proficient (Levels 3 & 4) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | # | % | # | % | # | % | # | % | # | % | # | % | # | % | |
| Grade 3 | 132 | 13 | 10% | 119 | 90% | 15 | 13% | 42 | 35% | 48 | 40% | 14 | 12% | 62 | 52% |
| Grade 4 | 106 | 27 | 25% | 79 | 75% | 6 | 8% | 28 | 35% | 32 | 41% | 13 | 16% | 45 | 57% |
| Grade 5 | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Grades 3-8 | 239 | 40 | 17% | 199 | 83% | — | — | — | — | — | — | — | — | — | — |
The results of the 2022-23 Grade 3 English Language Arts represent student achievement on the new Next Generation Learning Standards. Because the tests measure different learning standards, the results are not comparable to those from prior years.
| Subgroup | Total | Not Tested | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Proficient (Levels 3 & 4) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | # | % | # | % | # | % | # | % | # | % | # | % | # | % | |
| All Students | 132 | 13 | 10% | 119 | 90% | 15 | 13% | 42 | 35% | 48 | 40% | 14 | 12% | 62 | 52% |
| Female | 62 | 7 | 11% | 55 | 89% | 3 | 5% | 20 | 36% | 23 | 42% | 9 | 16% | 32 | 58% |
| Male | 70 | 6 | 9% | 64 | 91% | 12 | 19% | 22 | 34% | 25 | 39% | 5 | 8% | 30 | 47% |
| General Education Students | 111 | 8 | 7% | 103 | 93% | 7 | 7% | 36 | 35% | 46 | 45% | 14 | 14% | 60 | 58% |
| Students with Disabilities | 21 | 5 | 24% | 16 | 76% | 8 | 50% | 6 | 38% | 2 | 13% | 0 | 0% | 2 | 13% |
| Hispanic or Latino | 2 | 0 | 0% | 2 | 100% | — | — | — | — | — | — | — | — | — | — |
| White | 127 | 13 | 10% | 114 | 90% | 12 | 11% | 42 | 37% | 47 | 41% | 13 | 11% | 60 | 53% |
| Multiracial | 3 | 0 | 0% | 3 | 100% | — | — | — | — | — | — | — | — | — | — |
| Small Group Total: Race & Ethnicity | 5 | 0 | 0% | 5 | 100% | 3 | 60% | 0 | 0% | 1 | 20% | 1 | 20% | 2 | 40% |
| Economically Disadvantaged | 15 | 2 | 13% | 13 | 87% | 2 | 15% | 7 | 54% | 3 | 23% | 1 | 8% | 4 | 31% |
| Not Economically Disadvantaged | 117 | 11 | 9% | 106 | 91% | 13 | 12% | 35 | 33% | 45 | 42% | 13 | 12% | 58 | 55% |
| Non-English Language Learner | 132 | 13 | 10% | 119 | 90% | 15 | 13% | 42 | 35% | 48 | 40% | 14 | 12% | 62 | 52% |
| Not in Foster Care | 132 | 13 | 10% | 119 | 90% | 15 | 13% | 42 | 35% | 48 | 40% | 14 | 12% | 62 | 52% |
| Not Homeless | 132 | 13 | 10% | 119 | 90% | 15 | 13% | 42 | 35% | 48 | 40% | 14 | 12% | 62 | 52% |
| Not Migrant | 132 | 13 | 10% | 119 | 90% | 15 | 13% | 42 | 35% | 48 | 40% | 14 | 12% | 62 | 52% |
| Parent Not in Armed Forces | 132 | 13 | 10% | 119 | 90% | 15 | 13% | 42 | 35% | 48 | 40% | 14 | 12% | 62 | 52% |
The results of the 2022-23 Grade 4 English Language Arts represent student achievement on the new Next Generation Learning Standards. Because the tests measure different learning standards, the results are not comparable to those from prior years.
| Subgroup | Total | Not Tested | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Proficient (Levels 3 & 4) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | # | % | # | % | # | % | # | % | # | % | # | % | # | % | |
| All Students | 106 | 27 | 25% | 79 | 75% | 6 | 8% | 28 | 35% | 32 | 41% | 13 | 16% | 45 | 57% |
| Female | 51 | 10 | 20% | 41 | 80% | 3 | 7% | 13 | 32% | 17 | 41% | 8 | 20% | 25 | 61% |
| Male | 55 | 17 | 31% | 38 | 69% | 3 | 8% | 15 | 39% | 15 | 39% | 5 | 13% | 20 | 53% |
| General Education Students | 89 | 20 | 22% | 69 | 78% | 4 | 6% | 23 | 33% | 29 | 42% | 13 | 19% | 42 | 61% |
| Students with Disabilities | 17 | 7 | 41% | 10 | 59% | 2 | 20% | 5 | 50% | 3 | 30% | 0 | 0% | 3 | 30% |
| Asian or Native Hawaiian/Other Pacific Islander | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Hispanic or Latino | 9 | 2 | 22% | 7 | 78% | — | — | — | — | — | — | — | — | — | — |
| White | 93 | 23 | 25% | 70 | 75% | 6 | 9% | 25 | 36% | 28 | 40% | 11 | 16% | 39 | 56% |
| Multiracial | 3 | 2 | 67% | 1 | 33% | — | — | — | — | — | — | — | — | — | — |
| Small Group Total: Race & Ethnicity | 13 | 4 | 31% | 9 | 69% | 0 | 0% | 3 | 33% | 4 | 44% | 2 | 22% | 6 | 67% |
| Economically Disadvantaged | 21 | 10 | 48% | 11 | 52% | 3 | 27% | 2 | 18% | 4 | 36% | 2 | 18% | 6 | 55% |
| Not Economically Disadvantaged | 85 | 17 | 20% | 68 | 80% | 3 | 4% | 26 | 38% | 28 | 41% | 11 | 16% | 39 | 57% |
| English Language Learner | 3 | 2 | 67% | 1 | 33% | — | — | — | — | — | — | — | — | — | — |
| Non-English Language Learner | 103 | 25 | 24% | 78 | 76% | — | — | — | — | — | — | — | — | — | — |
| Not in Foster Care | 106 | 27 | 25% | 79 | 75% | 6 | 8% | 28 | 35% | 32 | 41% | 13 | 16% | 45 | 57% |
| Homeless | 2 | 2 | 100% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% |
| Not Homeless | 104 | 25 | 24% | 79 | 76% | 6 | 8% | 28 | 35% | 32 | 41% | 13 | 16% | 45 | 57% |
| Not Migrant | 106 | 27 | 25% | 79 | 75% | 6 | 8% | 28 | 35% | 32 | 41% | 13 | 16% | 45 | 57% |
| Parent Not in Armed Forces | 106 | 27 | 25% | 79 | 75% | 6 | 8% | 28 | 35% | 32 | 41% | 13 | 16% | 45 | 57% |
The results of the 2022-23 Grade 5 English Language Arts represent student achievement on the new Next Generation Learning Standards. Because the tests measure different learning standards, the results are not comparable to those from prior years.
| Subgroup | Total | Not Tested | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Proficient (Levels 3 & 4) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | # | % | # | % | # | % | # | % | # | % | # | % | # | % | |
| All Students | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Male | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Small Group Total: Gender | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Students with Disabilities | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| White | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Small Group Total: Race & Ethnicity | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Economically Disadvantaged | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Non-English Language Learner | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Not in Foster Care | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Not Homeless | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Not Migrant | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Parent Not in Armed Forces | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
The results of the 2022-23 Grades 3-8 Mathematics Tests represent student achievement on the new Next Generation Learning Standards. Because the tests measure different learning standards, the results are not comparable to those from prior years.
| Grade | Total | Not Tested | Tested | Level 1 | Level 2 | Level 3 | Level 4 & Above | Proficient (Levels 3 & Above) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | # | % | # | % | # | % | # | % | # | % | # | % | # | % | |
| Grade 3 | 132 | 16 | 12% | 116 | 88% | 11 | 9% | 28 | 24% | 61 | 53% | 16 | 14% | 77 | 66% |
| Grade 4 | 106 | 27 | 25% | 79 | 75% | 8 | 10% | 23 | 29% | 40 | 51% | 8 | 10% | 48 | 61% |
| Grade 5 | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Grades 3-8 | 239 | 43 | 18% | 196 | 82% | — | — | — | — | — | — | — | — | — | — |
See report card Glossary and Guide for criteria used to include students in this table.
The results of the 2022-23 Grade 3 Mathematics Tests represent student achievement on the new Next Generation Learning Standards. Because the tests measure different learning standards, the results are not comparable to those from prior years.
| Subgroup | Total | Not Tested | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Proficient (Levels 3 & 4) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | # | % | # | % | # | % | # | % | # | % | # | % | # | % | |
| All Students | 132 | 16 | 12% | 116 | 88% | 11 | 9% | 28 | 24% | 61 | 53% | 16 | 14% | 77 | 66% |
| Female | 62 | 9 | 15% | 53 | 85% | 5 | 9% | 16 | 30% | 23 | 43% | 9 | 17% | 32 | 60% |
| Male | 70 | 7 | 10% | 63 | 90% | 6 | 10% | 12 | 19% | 38 | 60% | 7 | 11% | 45 | 71% |
| General Education Students | 111 | 12 | 11% | 99 | 89% | 3 | 3% | 22 | 22% | 58 | 59% | 16 | 16% | 74 | 75% |
| Students with Disabilities | 21 | 4 | 19% | 17 | 81% | 8 | 47% | 6 | 35% | 3 | 18% | 0 | 0% | 3 | 18% |
| Hispanic or Latino | 2 | 0 | 0% | 2 | 100% | — | — | — | — | — | — | — | — | — | — |
| White | 127 | 16 | 13% | 111 | 87% | 9 | 8% | 27 | 24% | 59 | 53% | 16 | 14% | 75 | 68% |
| Multiracial | 3 | 0 | 0% | 3 | 100% | — | — | — | — | — | — | — | — | — | — |
| Small Group Total: Race & Ethnicity | 5 | 0 | 0% | 5 | 100% | 2 | 40% | 1 | 20% | 2 | 40% | 0 | 0% | 2 | 40% |
| Economically Disadvantaged | 15 | 2 | 13% | 13 | 87% | 3 | 23% | 5 | 38% | 5 | 38% | 0 | 0% | 5 | 38% |
| Not Economically Disadvantaged | 117 | 14 | 12% | 103 | 88% | 8 | 8% | 23 | 22% | 56 | 54% | 16 | 16% | 72 | 70% |
| Non-English Language Learner | 132 | 16 | 12% | 116 | 88% | 11 | 9% | 28 | 24% | 61 | 53% | 16 | 14% | 77 | 66% |
| Not in Foster Care | 132 | 16 | 12% | 116 | 88% | 11 | 9% | 28 | 24% | 61 | 53% | 16 | 14% | 77 | 66% |
| Not Homeless | 132 | 16 | 12% | 116 | 88% | 11 | 9% | 28 | 24% | 61 | 53% | 16 | 14% | 77 | 66% |
| Not Migrant | 132 | 16 | 12% | 116 | 88% | 11 | 9% | 28 | 24% | 61 | 53% | 16 | 14% | 77 | 66% |
| Parent Not in Armed Forces | 132 | 16 | 12% | 116 | 88% | 11 | 9% | 28 | 24% | 61 | 53% | 16 | 14% | 77 | 66% |
The results of the 2022-23 Grade 4 Mathematics Tests represent student achievement on the new Next Generation Learning Standards. Because the tests measure different learning standards, the results are not comparable to those from prior years.
| Subgroup | Total | Not Tested | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Proficient (Levels 3 & 4) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | # | % | # | % | # | % | # | % | # | % | # | % | # | % | |
| All Students | 106 | 27 | 25% | 79 | 75% | 8 | 10% | 23 | 29% | 40 | 51% | 8 | 10% | 48 | 61% |
| Female | 51 | 11 | 22% | 40 | 78% | 3 | 8% | 15 | 38% | 19 | 48% | 3 | 8% | 22 | 55% |
| Male | 55 | 16 | 29% | 39 | 71% | 5 | 13% | 8 | 21% | 21 | 54% | 5 | 13% | 26 | 67% |
| General Education Students | 89 | 21 | 24% | 68 | 76% | 1 | 1% | 21 | 31% | 38 | 56% | 8 | 12% | 46 | 68% |
| Students with Disabilities | 17 | 6 | 35% | 11 | 65% | 7 | 64% | 2 | 18% | 2 | 18% | 0 | 0% | 2 | 18% |
| Asian or Native Hawaiian/Other Pacific Islander | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Hispanic or Latino | 9 | 2 | 22% | 7 | 78% | — | — | — | — | — | — | — | — | — | — |
| White | 93 | 23 | 25% | 70 | 75% | 7 | 10% | 19 | 27% | 36 | 51% | 8 | 11% | 44 | 63% |
| Multiracial | 3 | 2 | 67% | 1 | 33% | — | — | — | — | — | — | — | — | — | — |
| Small Group Total: Race & Ethnicity | 13 | 4 | 31% | 9 | 69% | 1 | 11% | 4 | 44% | 4 | 44% | 0 | 0% | 4 | 44% |
| Economically Disadvantaged | 21 | 9 | 43% | 12 | 57% | 3 | 25% | 4 | 33% | 5 | 42% | 0 | 0% | 5 | 42% |
| Not Economically Disadvantaged | 85 | 18 | 21% | 67 | 79% | 5 | 7% | 19 | 28% | 35 | 52% | 8 | 12% | 43 | 64% |
| English Language Learner | 3 | 2 | 67% | 1 | 33% | — | — | — | — | — | — | — | — | — | — |
| Non-English Language Learner | 103 | 25 | 24% | 78 | 76% | — | — | — | — | — | — | — | — | — | — |
| Not in Foster Care | 106 | 27 | 25% | 79 | 75% | 8 | 10% | 23 | 29% | 40 | 51% | 8 | 10% | 48 | 61% |
| Homeless | 2 | 2 | 100% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% |
| Not Homeless | 104 | 25 | 24% | 79 | 76% | 8 | 10% | 23 | 29% | 40 | 51% | 8 | 10% | 48 | 61% |
| Not Migrant | 106 | 27 | 25% | 79 | 75% | 8 | 10% | 23 | 29% | 40 | 51% | 8 | 10% | 48 | 61% |
| Parent Not in Armed Forces | 106 | 27 | 25% | 79 | 75% | 8 | 10% | 23 | 29% | 40 | 51% | 8 | 10% | 48 | 61% |
The results of the 2022-23 Grade 5 Mathematics Tests represent student achievement on the new Next Generation Learning Standards. Because the tests measure different learning standards, the results are not comparable to those from prior years.
| Subgroup | Total | Not Tested | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Proficient (Levels 3 & 4) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | # | % | # | % | # | % | # | % | # | % | # | % | # | % | |
| All Students | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Male | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Small Group Total: Gender | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Students with Disabilities | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| White | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Small Group Total: Race & Ethnicity | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Economically Disadvantaged | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Non-English Language Learner | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Not in Foster Care | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Not Homeless | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Not Migrant | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Parent Not in Armed Forces | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
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).
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, Regents examinations in June 2020 through January 2022 were canceled, with the exception of the June 2021 Regents Examinations in ELA, Algebra I, Living Environment, and Physical Setting/Earth Science. The U.S. History & Government examination from June 2022 through January 2023 was also canceled.