New York City school level College Board SAT results for the graduating seniors of 2010. Records contain 2010 College-bound seniors mean SAT scores.
Records with 5 or fewer students are suppressed (marked ‘s’).
College-bound seniors are those students that complete the SAT Questionnaire when they register for the SAT and identify that they will graduate from high school in a specific year. For example, the 2010 college-bound seniors are those students that self-reported they would graduate in 2010. Students are not required to complete the SAT Questionnaire in order to register for the SAT. Students who do not indicate which year they will graduate from high school will not be included in any college-bound senior report.
Students are linked to schools by identifying which school they attend when registering for a College Board exam. A student is only included in a school’s report if he/she self-reports being enrolled at that school.
Data collected and processed by the College Board.
The Bus Breakdown and Delay system collects information from school bus vendors operating out in the field in real time. Bus staff that encounter delays during the route are instructed to radio the dispatcher at the bus vendor’s central office. The bus vendor staff are then instructed to log into the Bus Breakdown and Delay system to record the event and notify OPT. OPT customer service agents use this system to inform parents who call with questions regarding bus service. The Bus Breakdown and Delay system is publicly accessible and contains real time updates. All information in the system is entered by school bus vendor staff.
The Survey helps school leaders understand what key members of the school community say about the learning environment at each school. The information captured by the survey is designed to support a dialogue among all members of the school community about how to make the school a better place to learn.
Survey results provide insight into a school's learning environment and contribute a measure of diversification that goes beyond test scores on the Progress Report. NYC School Survey results contribute 10% - 15% of a school's Progress Report grade (the exact contribution to the Progress Report is dependent on school type). Survey questions assess the community's opinions on academic expectations, communication, engagement, and safety and respect. School leaders can use survey results to better understand their own school's strengths and target areas for improvement.
Statistical report that provides daily school wide attendance each day for all schools at 4:00pm. Attendance figures are "accurate" as of 4:00pm, but not final as schools continue to submit data after preliminary report is generated.
(Grades 3 - 8)
2013 - 2015
Starting in 2013, the NY State Education Department (NYSED) changed the exams to be Common Core aligned. Results on earlier exams from 2006-2012 can be found at this link: http://schools.nyc.gov/NR/exeres/05289E74-2D81-4CC0-81F6-E1143E28F4C4,frameless.htm Results presented here include all students who sat for either the Math or ELA exam. On the NYSED website, results for "matched" students can be found. To account for participation changes across years and anticipate the importance of year-to-year same-cohort comparisons for the Class of 2022, "matched" Math and ELA results were calculated to include 4th grade students who were tested in both the current and previous year and to include 5th – 8th grade students who were tested in all three years.
In order to comply with FERPA regulations on public reporting of education outcomes, rows with 5 or fewer students are suppressed.
For 2013, District 75 students are represented in their home districts and boroughs. For 2014 & 2015, they are not included.
Charter schools are not included. School level charter data can be found here: http://schools.nyc.gov/Accountability/data/TestResults/ELAandMathTestResults In 2007, the New York State Education Department updated its testing policy for English Language Learners: ELLs in an English Language School System for more than one year are required to take the ELA exam. Previously, ELLs in an English Language School System for less than 3 years were exempt from taking the ELA exam.
A change in State testing policy drove a decrease in eighth grade proficiency rates in 2014: to reduce double testing, most students in accelerated math courses who took the Algebra Regents exam were exempted from taking the 7th or 8th grade State math assessment.
Former English Language Learners includes any students who were classified as English Language Learners in at least one of the previous two school years.
The Quality Review is a process that evaluates how well schools are organized to support student learning and teacher practice. It was developed to assist New York City Department of Education (NYCDOE) schools in raising student achievement by looking behind a school’s performance statistics to ensure that the school is engaged in effective methods of accelerating student learning.
Since 1998, the New York City Police Department (NYPD) has been tasked with the collection and maintenance of crime data for incidents that occur in New York City public schools. The NYPD has provided this data to the New York City Department of Education (DOE). The DOE has compiled this data by schools and locations for the information of our parents and students, our teachers and staff, and the general public.
In some instances, several Department of Education learning communities co-exist within a single building. In other instances, a single school has locations in several different buildings. In either of these instances, the data presented here is aggregated by building location rather than by school, since safety is always a building-wide issue. We use “consolidated locations” throughout the presentation of the data to indicate the numbers of incidents in buildings that include more than one learning community.