The New York State Report Card plays a critical role in the Board of Regents' ongoing efforts to promote educational equity and improve outcomes for all students. By offering valuable insights into school and district performance, the report card helps guide instructional improvements and enhances services for students. It provides essential public information on staff, students, and key performance metrics, in accordance with the Every Student Succeeds Act (ESSA). At its core, New York State's ESSA plan is designed to create interconnected strategies that support districts and schools, ensuring every student has the opportunity to succeed. New York State is committed to fostering a culture of continuous improvement, where data from the report card is integrated with local data elements to support decisions and actions to address challenges and celebrate progress. This commitment ensures that all students—regardless of their background, location, or circumstances—are given the tools and resources to thrive.
| Subgroup | Total | Not Tested | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Proficient (Levels 3 & 4) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | # | % | # | % | # | % | # | % | # | % | # | % | # | % | |
| All Students | 102 | 15 | 15% | 87 | 85% | 3 | 3% | 25 | 29% | 36 | 41% | 23 | 26% | 59 | 68% |
| Female | 59 | 6 | 10% | 53 | 90% | 1 | 2% | 16 | 30% | 23 | 43% | 13 | 25% | 36 | 68% |
| Male | 43 | 9 | 21% | 34 | 79% | 2 | 6% | 9 | 26% | 13 | 38% | 10 | 29% | 23 | 68% |
| General Education Students | 93 | 13 | 14% | 80 | 86% | 1 | 1% | 21 | 26% | 35 | 44% | 23 | 29% | 58 | 73% |
| Students with Disabilities | 9 | 2 | 22% | 7 | 78% | 2 | 29% | 4 | 57% | 1 | 14% | 0 | 0% | 1 | 14% |
| American Indian or Alaska Native | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Asian or Native Hawaiian/Other Pacific Islander | 2 | 0 | 0% | 2 | 100% | — | — | — | — | — | — | — | — | — | — |
| Black or African American | 17 | 2 | 12% | 15 | 88% | — | — | — | — | — | — | — | — | — | — |
| Hispanic or Latino | 80 | 12 | 15% | 68 | 85% | 2 | 3% | 22 | 32% | 30 | 44% | 14 | 21% | 44 | 65% |
| Multiracial | 2 | 1 | 50% | 1 | 50% | — | — | — | — | — | — | — | — | — | — |
| Small Group Total: Race & Ethnicity | 22 | 3 | 14% | 19 | 86% | 1 | 5% | 3 | 16% | 6 | 32% | 9 | 47% | 15 | 79% |
| Economically Disadvantaged | 75 | 9 | 12% | 66 | 88% | 2 | 3% | 22 | 33% | 28 | 42% | 14 | 21% | 42 | 64% |
| Not Economically Disadvantaged | 27 | 6 | 22% | 21 | 78% | 1 | 5% | 3 | 14% | 8 | 38% | 9 | 43% | 17 | 81% |
| English Language Learner | 16 | 4 | 25% | 12 | 75% | 0 | 0% | 8 | 67% | 3 | 25% | 1 | 8% | 4 | 33% |
| Non-English Language Learner | 86 | 11 | 13% | 75 | 87% | 3 | 4% | 17 | 23% | 33 | 44% | 22 | 29% | 55 | 73% |
| Not in Foster Care | 102 | 15 | 15% | 87 | 85% | 3 | 3% | 25 | 29% | 36 | 41% | 23 | 26% | 59 | 68% |
| Not Homeless | 102 | 15 | 15% | 87 | 85% | 3 | 3% | 25 | 29% | 36 | 41% | 23 | 26% | 59 | 68% |
| Migrant | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Not Migrant | 101 | 15 | 15% | 86 | 85% | — | — | — | — | — | — | — | — | — | — |
| Parent Not in Armed Forces | 102 | 15 | 15% | 87 | 85% | 3 | 3% | 25 | 29% | 36 | 41% | 23 | 26% | 59 | 68% |
| Grade | Total | Not Tested | Tested | Level 1 | Level 2 | Level 3 | Level 4 & Above | Proficient (Levels 3 & Above) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | # | % | # | % | # | % | # | % | # | % | # | % | # | % | |
| Grade 3 | 123 | 21 | 17% | 102 | 83% | 4 | 4% | 21 | 21% | 57 | 56% | 20 | 20% | 77 | 75% |
| Grade 4 | 102 | 11 | 11% | 91 | 89% | 1 | 1% | 5 | 5% | 33 | 36% | 52 | 57% | 85 | 93% |
| Grades 3-8 | 225 | 32 | 14% | 193 | 86% | 5 | 3% | 26 | 13% | 90 | 47% | 72 | 37% | 162 | 84% |
See report card Glossary and Guide for criteria used to include students in this table, as well as business rules for suppressions (displayed as "—" dash).
| Subgroup | Total | Not Tested | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Proficient (Levels 3 & 4) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | # | % | # | % | # | % | # | % | # | % | # | % | # | % | |
| All Students | 123 | 21 | 17% | 102 | 83% | 4 | 4% | 21 | 21% | 57 | 56% | 20 | 20% | 77 | 75% |
| Female | 75 | 17 | 23% | 58 | 77% | 2 | 3% | 15 | 26% | 30 | 52% | 11 | 19% | 41 | 71% |
| Male | 48 | 4 | 8% | 44 | 92% | 2 | 5% | 6 | 14% | 27 | 61% | 9 | 20% | 36 | 82% |
| General Education Students | 103 | 16 | 16% | 87 | 84% | 2 | 2% | 18 | 21% | 49 | 56% | 18 | 21% | 67 | 77% |
| Students with Disabilities | 20 | 5 | 25% | 15 | 75% | 2 | 13% | 3 | 20% | 8 | 53% | 2 | 13% | 10 | 67% |
| Asian or Native Hawaiian/Other Pacific Islander | 2 | 1 | 50% | 1 | 50% | — | — | — | — | — | — | — | — | — | — |
| Black or African American | 15 | 0 | 0% | 15 | 100% | — | — | — | — | — | — | — | — | — | — |
| Hispanic or Latino | 104 | 19 | 18% | 85 | 82% | 4 | 5% | 20 | 24% | 48 | 56% | 13 | 15% | 61 | 72% |
| White | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Multiracial | 1 | 1 | 100% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% |
| Small Group Total: Race & Ethnicity | 18 | 1 | 6% | 17 | 94% | 0 | 0% | 1 | 6% | 9 | 53% | 7 | 41% | 16 | 94% |
| Economically Disadvantaged | 74 | 9 | 12% | 65 | 88% | 3 | 5% | 17 | 26% | 37 | 57% | 8 | 12% | 45 | 69% |
| Not Economically Disadvantaged | 49 | 12 | 24% | 37 | 76% | 1 | 3% | 4 | 11% | 20 | 54% | 12 | 32% | 32 | 86% |
| English Language Learner | 38 | 11 | 29% | 27 | 71% | 3 | 11% | 11 | 41% | 11 | 41% | 2 | 7% | 13 | 48% |
| Non-English Language Learner | 85 | 10 | 12% | 75 | 88% | 1 | 1% | 10 | 13% | 46 | 61% | 18 | 24% | 64 | 85% |
| Not in Foster Care | 123 | 21 | 17% | 102 | 83% | 4 | 4% | 21 | 21% | 57 | 56% | 20 | 20% | 77 | 75% |
| Homeless | 2 | 0 | 0% | 2 | 100% | — | — | — | — | — | — | — | — | — | — |
| Not Homeless | 121 | 21 | 17% | 100 | 83% | — | — | — | — | — | — | — | — | — | — |
| Not Migrant | 123 | 21 | 17% | 102 | 83% | 4 | 4% | 21 | 21% | 57 | 56% | 20 | 20% | 77 | 75% |
| Parent Not in Armed Forces | 123 | 21 | 17% | 102 | 83% | 4 | 4% | 21 | 21% | 57 | 56% | 20 | 20% | 77 | 75% |
| Subgroup | Total | Not Tested | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Proficient (Levels 3 & 4) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | # | % | # | % | # | % | # | % | # | % | # | % | # | % | |
| All Students | 102 | 11 | 11% | 91 | 89% | 1 | 1% | 5 | 5% | 33 | 36% | 52 | 57% | 85 | 93% |
| Female | 59 | 5 | 8% | 54 | 92% | 1 | 2% | 3 | 6% | 18 | 33% | 32 | 59% | 50 | 93% |
| Male | 43 | 6 | 14% | 37 | 86% | 0 | 0% | 2 | 5% | 15 | 41% | 20 | 54% | 35 | 95% |
| General Education Students | 93 | 10 | 11% | 83 | 89% | 0 | 0% | 4 | 5% | 29 | 35% | 50 | 60% | 79 | 95% |
| Students with Disabilities | 9 | 1 | 11% | 8 | 89% | 1 | 13% | 1 | 13% | 4 | 50% | 2 | 25% | 6 | 75% |
| American Indian or Alaska Native | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Asian or Native Hawaiian/Other Pacific Islander | 2 | 0 | 0% | 2 | 100% | — | — | — | — | — | — | — | — | — | — |
| Black or African American | 17 | 1 | 6% | 16 | 94% | — | — | — | — | — | — | — | — | — | — |
| Hispanic or Latino | 80 | 9 | 11% | 71 | 89% | 0 | 0% | 3 | 4% | 28 | 39% | 40 | 56% | 68 | 96% |
| Multiracial | 2 | 1 | 50% | 1 | 50% | — | — | — | — | — | — | — | — | — | — |
| Small Group Total: Race & Ethnicity | 22 | 2 | 9% | 20 | 91% | 1 | 5% | 2 | 10% | 5 | 25% | 12 | 60% | 17 | 85% |
| Economically Disadvantaged | 75 | 7 | 9% | 68 | 91% | 1 | 1% | 3 | 4% | 27 | 40% | 37 | 54% | 64 | 94% |
| Not Economically Disadvantaged | 27 | 4 | 15% | 23 | 85% | 0 | 0% | 2 | 9% | 6 | 26% | 15 | 65% | 21 | 91% |
| English Language Learner | 16 | 3 | 19% | 13 | 81% | 0 | 0% | 1 | 8% | 7 | 54% | 5 | 38% | 12 | 92% |
| Non-English Language Learner | 86 | 8 | 9% | 78 | 91% | 1 | 1% | 4 | 5% | 26 | 33% | 47 | 60% | 73 | 94% |
| Not in Foster Care | 102 | 11 | 11% | 91 | 89% | 1 | 1% | 5 | 5% | 33 | 36% | 52 | 57% | 85 | 93% |
| Not Homeless | 102 | 11 | 11% | 91 | 89% | 1 | 1% | 5 | 5% | 33 | 36% | 52 | 57% | 85 | 93% |
| Migrant | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Not Migrant | 101 | 11 | 11% | 90 | 89% | — | — | — | — | — | — | — | — | — | — |
| Parent Not in Armed Forces | 102 | 11 | 11% | 91 | 89% | 1 | 1% | 5 | 5% | 33 | 36% | 52 | 57% | 85 | 93% |
Annual Regents examination results are those administered in August, January, and June of the reporting year.
A High School Cohort consists of all students reported with a first date of entry into Grade 9 anywhere as of a reporting year (July 1 – June 30). Ungraded students not reported with a first date of entry into Grade 9 are included in the cohort of the reporting year in which they turn 17 years of age. 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.