Average Class Size is the average number of students in a particular class.
“Common Branch” refers to self-contained classes in Grades 1-6 that are taught by teachers certified to teach all subjects typically included in elementary school. Additional student and educator data is available in the Student and Educator Report.
A positive school climate promotes school safety, student self-esteem, emotional well-being, mental health, and lower incidences of substance abuse, student absenteeism, and suspensions. The New York State Education Department (NYSED) continues to promote initiatives to foster student engagement and thereby increase student achievement, safety, and wellness.
Our Social Emotional Learning materials support the state's ESSA plan priorities and promote a positive school climate. The resources outline benchmarks and frameworks for educators to implement Social Emotional Learning practices in their schools and classrooms.
Mental health education can assist young people and their families and result in positive decision-making and life-long success.
School Safety indicates the safety of the school’s environment based on reported incidents.
What percentage of students attended school on the days the school was open?
What percentage of students were suspended from school at least one full day during the school year?
What percentage of students were absent 10 percent or more of the days they were enrolled in school?
The Every Student Succeeds Act, or ESSA, the main federal law for K-12 public education, requires that states hold public schools accountable for how students achieve. New York State established a set of indicators to measure school and district performance to determine appropriate school and district support. All schools in New York State are identified for a support model based on the accountability measures intended for schools and districts to consider when setting goals for continuous improvement.
| Support Model | Definition |
|---|---|
| Comprehensive Support and Improvement, or CSI | A minimum of 5% of the lowest performing elementary/middle schools in the state receiving Title I, Part A funds plus any non-Title I elementary/middle schools meeting the criteria for identification AND a minimum of 5% of the lowest performing high schools receiving Title I, Part A funds plus any non-Title I high schools meeting the criteria for identification. CSI schools are identified once every three years based on the performance of the All Students group or an accountability subgroup that does not exit the Additional Targeted Support and Improvement support model. Secondary schools for which the All Students group’s 4-year total cohort graduation rate is less than 67% and the 5-year and 6-year total cohort graduation rates are not 67% or above are also identified for CSI. |
| Additional Targeted Support and Improvement, or ATSI | Schools are identified for ATSI if an accountability subgroup identified for TSI does not meet the exit criteria in the years that CSI identifications are made. |
| Targeted Support and Improvement, or TSI | Schools are identified for TSI based on the low performance of accountability subgroups other than the All Students group for three consecutive years. These accountability subgroups are: American Indian or Alaska Native, Asian or Native Hawaiian/Other Pacific Islander, Black or African American, Hispanic or Latino, Multiracial, White, Economically Disadvantaged, English Language Learner, and Students with Disabilities. In the two years of low performance, the subgroup will be identified for Potential TSI (PTSI) which is a subgroup status under the LSI support model. |
| Local Support and Improvement, or LSI | A school that is not identified for CSI, ATSI, or TSI is a school identified for LSI. A school identified for LSI will continue to use the systems and processes established at the local level for continuous improvement efforts. There is no change in regulatory requirements for this group of schools. |
| Support Model | Definition |
|---|---|
| Local Support and Improvement, or LSI | A district that has no schools identified for CSI, ATSI, or TSI. A district identified for LSI will continue to use the systems and processes established at the local level for continuous improvement efforts. There is no change in regulatory requirements for LSI districts. |
| Target District | A district that has at least one school identified for CSI, ATSI, or TSI. |
Find more information about ESSA Accountability Designations on our School and District Resources and Data webpage.
The Support Model identified for this District/School: Target District
| Support Models Identified in This District | |
|---|---|
| Institution Name | Support Model |
| BELLEVUE ELEMENTARY SCHOOL | Comprehensive Support and Improvement |
| BRIGHTON ACADEMY | Comprehensive Support and Improvement |
| CLARY MIDDLE SCHOOL | Comprehensive Support and Improvement |
| CORCORAN HIGH SCHOOL | Comprehensive Support and Improvement |
| DELAWARE PRIMARY SCHOOL | Comprehensive Support and Improvement |
| DR WEEKS ELEMENTARY SCHOOL | Additional Targeted Support and Improvement |
| EDWARD SMITH K-8 SCHOOL | Targeted Support and Improvement |
| EXPEDITIONARY LEARNING MIDDLE SCH | Local Support and Improvement |
| FRANKLIN ELEMENTARY SCHOOL | Additional Targeted Support and Improvement |
| FRAZER K-8 SCHOOL | Comprehensive Support and Improvement |
| GRANT MIDDLE SCHOOL | Comprehensive Support and Improvement |
| HENNINGER HIGH SCHOOL | Comprehensive Support and Improvement |
| HUNTINGTON K-8 SCHOOL | Targeted Support and Improvement |
| HURLBUT W SMITH K-8 SCHOOL | Targeted Support and Improvement |
| INSTITUTE OF TECH-SYRACUSE CENTRAL | Local Support and Improvement |
| LEMOYNE ELEMENTARY SCHOOL | Targeted Support and Improvement |
| LINCOLN MIDDLE SCHOOL | Additional Targeted Support and Improvement |
| MCKINLEY-BRIGHTON ELEMENTARY | Comprehensive Support and Improvement |
| MEACHEM ELEMENTARY SCHOOL | Local Support and Improvement |
| NOTTINGHAM HIGH SCHOOL | Targeted Support and Improvement |
| PORTER ELEMENTARY SCHOOL | Local Support and Improvement |
| PUBLIC SERVICE LEADERSHIP ACA-FOWLER | Local Support and Improvement |
| ROBERTS K-8 SCHOOL | Comprehensive Support and Improvement |
| SALEM HYDE ELEMENTARY SCHOOL | Local Support and Improvement |
| SEYMOUR DUAL LANGUAGE ACADEMY | Comprehensive Support and Improvement |
| STEAM AT DR KING ELEMENTARY | Comprehensive Support and Improvement |
| SYRACUSE CITY SD | Target District |
| SYRACUSE LATIN SCHOOL | Local Support and Improvement |
| SYRACUSE STEM AT BLODGETT | Comprehensive Support and Improvement |
| VAN DUYN ELEMENTARY SCHOOL | Comprehensive Support and Improvement |
| WEBSTER ELEMENTARY SCHOOL | Targeted Support and Improvement |
How do students at your child’s school perform on New York State tests?
Students in New York State take standardized tests in English language arts and mathematics in grades 3-8, science in grades 4 and 8, and high school Regents exams in English, mathematics, science, and social studies. The tests are designed to measure how well students are mastering the learning standards that guide classroom instruction and help to ensure that students are on track to graduate from high school with the critical thinking, problem solving, and reasoning skills needed for success in college and the modern workplace.
Students are assigned a performance level based on how well they do on the tests, with 4 being the highest level a student can earn.
| New York State Assessments (Tests) Performance Levels | |
|---|---|
| Performance Level | Description |
| Level 4 | Advanced Proficient |
| Level 3 | Proficient |
| Level 2 | Partially Proficient |
| Level 1 | Not Proficient |
Students who achieve a performance level of 3 or 4 are considered to be proficient. The data below indicate the percentage of students that achieved a performance level of 3 or 4 on each test.
Additional information about tests is available on our State Assessment website, including fact sheets about the 3-8 tests for parents and stakeholders.
This district's or school's Financial Transparency Report outlines how much is spent per student and the source of the funds. These financial transparency reports were issued for the first time in 2020 for the 2018-19 school year, and annual releases will be available after April 1st in each subsequent year. School district financial transparency reports, which display per pupil expenditures for individual schools, as well as district averages, inform conversations within districts about whether equitable resources are being provided at the school level. At the state level, these reports help inform future Board of Regents State Aid requests and other policymaking decisions.
SYRACUSE CITY SCHOOL DISTRICT 2024-25 School Year Financial Transparency
The graduation rate is the percentage of students who entered grade 9 in the same school year who earned a local or Regents diploma four years later.
The New York State Education Department (NYSED) reports the percentage of students who earned a local or Regents diploma by June, four year after they entered grade 9. NYSED also reports the percentage of students who earned a local or Regents diploma by August of the same year (the August percentage includes all students who earned a diploma by June and August combined).
The New York State Education Department also reports the percentage of students who earned a local or Regents diploma five and six years later.
| 4, 5, and 6-Year Graduation Rates (June and August) | |
|---|---|
| Cohort | Graduation Rate |
| 2021 4-year August Cohort | 71% |
| 2021 4-year June Cohort | 66% |
| 2020 5-year August Cohort | 73% |
| 2020 5-year June Cohort | 72% |
| 2019 6-year August Cohort | 70% |
| 2019 6-year June Cohort | 70% |
For more information about the graduation rate by student subgroup, or to compare graduation rates for your school or district to the state graduation rate, please refer to your school or district’s full report on graduation rate data