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.
ADDITIONAL DATA RELATED TO SCHOOL CLIMATE
Student Attendance Rate
What percentage of students attended school on the days the school was open?
Student Suspension Rate
What percentage of students were suspended from school at least one full day during the school year?
Data Not Reported
Chronic Absenteeism Rate
What percentage of students were absent 10 percent or more of the days they were enrolled in school?
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.