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 | 83 | 7 | 8% | 76 | 92% | 23 | 30% | 26 | 34% | 20 | 26% | 7 | 9% | 27 | 36% |
| Grade 4 | 69 | 3 | 4% | 66 | 96% | 7 | 11% | 25 | 38% | 23 | 35% | 11 | 17% | 34 | 52% |
| Grades 3-8 | 152 | 10 | 7% | 142 | 93% | 30 | 21% | 51 | 36% | 43 | 30% | 18 | 13% | 61 | 43% |
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.
| Subgroup | Total | Not Tested | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Proficient (Levels 3 & 4) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | # | % | # | % | # | % | # | % | # | % | # | % | # | % | |
| All Students | 83 | 7 | 8% | 76 | 92% | 23 | 30% | 26 | 34% | 20 | 26% | 7 | 9% | 27 | 36% |
| Female | 46 | 3 | 7% | 43 | 93% | 12 | 28% | 14 | 33% | 12 | 28% | 5 | 12% | 17 | 40% |
| Male | 37 | 4 | 11% | 33 | 89% | 11 | 33% | 12 | 36% | 8 | 24% | 2 | 6% | 10 | 30% |
| General Education Students | 62 | 4 | 6% | 58 | 94% | 12 | 21% | 20 | 34% | 19 | 33% | 7 | 12% | 26 | 45% |
| Students with Disabilities | 21 | 3 | 14% | 18 | 86% | 11 | 61% | 6 | 33% | 1 | 6% | 0 | 0% | 1 | 6% |
| American Indian or Alaska Native | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Asian or Native Hawaiian/Other Pacific Islander | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Black or African American | 14 | 1 | 7% | 13 | 93% | — | — | — | — | — | — | — | — | — | — |
| Hispanic or Latino | 66 | 6 | 9% | 60 | 91% | 17 | 28% | 22 | 37% | 15 | 25% | 6 | 10% | 21 | 35% |
| White | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Small Group Total: Race & Ethnicity | 17 | 1 | 6% | 16 | 94% | 6 | 38% | 4 | 25% | 5 | 31% | 1 | 6% | 6 | 38% |
| Economically Disadvantaged | 71 | 3 | 4% | 68 | 96% | 21 | 31% | 22 | 32% | 18 | 26% | 7 | 10% | 25 | 37% |
| Not Economically Disadvantaged | 12 | 4 | 33% | 8 | 67% | 2 | 25% | 4 | 50% | 2 | 25% | 0 | 0% | 2 | 25% |
| English Language Learner | 28 | 2 | 7% | 26 | 93% | 9 | 35% | 8 | 31% | 6 | 23% | 3 | 12% | 9 | 35% |
| Non-English Language Learner | 55 | 5 | 9% | 50 | 91% | 14 | 28% | 18 | 36% | 14 | 28% | 4 | 8% | 18 | 36% |
| In Foster Care | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Not in Foster Care | 82 | 7 | 9% | 75 | 91% | — | — | — | — | — | — | — | — | — | — |
| Homeless | 7 | 1 | 14% | 6 | 86% | 2 | 33% | 2 | 33% | 2 | 33% | 0 | 0% | 2 | 33% |
| Not Homeless | 76 | 6 | 8% | 70 | 92% | 21 | 30% | 24 | 34% | 18 | 26% | 7 | 10% | 25 | 36% |
| Not Migrant | 83 | 7 | 8% | 76 | 92% | 23 | 30% | 26 | 34% | 20 | 26% | 7 | 9% | 27 | 36% |
| Parent Not in Armed Forces | 83 | 7 | 8% | 76 | 92% | 23 | 30% | 26 | 34% | 20 | 26% | 7 | 9% | 27 | 36% |
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.
| Subgroup | Total | Not Tested | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Proficient (Levels 3 & 4) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | # | % | # | % | # | % | # | % | # | % | # | % | # | % | |
| All Students | 69 | 3 | 4% | 66 | 96% | 7 | 11% | 25 | 38% | 23 | 35% | 11 | 17% | 34 | 52% |
| Female | 33 | 1 | 3% | 32 | 97% | 3 | 9% | 12 | 38% | 10 | 31% | 7 | 22% | 17 | 53% |
| Male | 36 | 2 | 6% | 34 | 94% | 4 | 12% | 13 | 38% | 13 | 38% | 4 | 12% | 17 | 50% |
| General Education Students | 52 | 3 | 6% | 49 | 94% | 3 | 6% | 18 | 37% | 18 | 37% | 10 | 20% | 28 | 57% |
| Students with Disabilities | 17 | 0 | 0% | 17 | 100% | 4 | 24% | 7 | 41% | 5 | 29% | 1 | 6% | 6 | 35% |
| Asian or Native Hawaiian/Other Pacific Islander | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Black or African American | 14 | 1 | 7% | 13 | 93% | — | — | — | — | — | — | — | — | — | — |
| Hispanic or Latino | 54 | 2 | 4% | 52 | 96% | 6 | 12% | 22 | 42% | 15 | 29% | 9 | 17% | 24 | 46% |
| Small Group Total: Race & Ethnicity | 15 | 1 | 7% | 14 | 93% | 1 | 7% | 3 | 21% | 8 | 57% | 2 | 14% | 10 | 71% |
| Economically Disadvantaged | 66 | 3 | 5% | 63 | 95% | — | — | — | — | — | — | — | — | — | — |
| Not Economically Disadvantaged | 3 | 0 | 0% | 3 | 100% | — | — | — | — | — | — | — | — | — | — |
| English Language Learner | 11 | 1 | 9% | 10 | 91% | 0 | 0% | 5 | 50% | 3 | 30% | 2 | 20% | 5 | 50% |
| Non-English Language Learner | 58 | 2 | 3% | 56 | 97% | 7 | 13% | 20 | 36% | 20 | 36% | 9 | 16% | 29 | 52% |
| Not in Foster Care | 69 | 3 | 4% | 66 | 96% | 7 | 11% | 25 | 38% | 23 | 35% | 11 | 17% | 34 | 52% |
| Homeless | 5 | 1 | 20% | 4 | 80% | — | — | — | — | — | — | — | — | — | — |
| Not Homeless | 64 | 2 | 3% | 62 | 97% | — | — | — | — | — | — | — | — | — | — |
| Not Migrant | 69 | 3 | 4% | 66 | 96% | 7 | 11% | 25 | 38% | 23 | 35% | 11 | 17% | 34 | 52% |
| Parent Not in Armed Forces | 69 | 3 | 4% | 66 | 96% | 7 | 11% | 25 | 38% | 23 | 35% | 11 | 17% | 34 | 52% |
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 | 82 | 5 | 6% | 77 | 94% | 9 | 12% | 45 | 58% | 21 | 27% | 2 | 3% | 23 | 30% |
| Grade 4 | 69 | 2 | 3% | 67 | 97% | 17 | 25% | 26 | 39% | 21 | 31% | 3 | 4% | 24 | 36% |
| Grades 3-8 | 151 | 7 | 5% | 144 | 95% | 26 | 18% | 71 | 49% | 42 | 29% | 5 | 3% | 47 | 33% |
See report card Glossary and Guide for criteria used to include students in this table.
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.
| Subgroup | Total | Not Tested | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Proficient (Levels 3 & 4) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | # | % | # | % | # | % | # | % | # | % | # | % | # | % | |
| All Students | 82 | 5 | 6% | 77 | 94% | 9 | 12% | 45 | 58% | 21 | 27% | 2 | 3% | 23 | 30% |
| Female | 45 | 1 | 2% | 44 | 98% | 6 | 14% | 24 | 55% | 13 | 30% | 1 | 2% | 14 | 32% |
| Male | 37 | 4 | 11% | 33 | 89% | 3 | 9% | 21 | 64% | 8 | 24% | 1 | 3% | 9 | 27% |
| General Education Students | 62 | 3 | 5% | 59 | 95% | 3 | 5% | 36 | 61% | 18 | 31% | 2 | 3% | 20 | 34% |
| Students with Disabilities | 20 | 2 | 10% | 18 | 90% | 6 | 33% | 9 | 50% | 3 | 17% | 0 | 0% | 3 | 17% |
| American Indian or Alaska Native | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Asian or Native Hawaiian/Other Pacific Islander | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Black or African American | 14 | 1 | 7% | 13 | 93% | — | — | — | — | — | — | — | — | — | — |
| Hispanic or Latino | 65 | 4 | 6% | 61 | 94% | 5 | 8% | 37 | 61% | 17 | 28% | 2 | 3% | 19 | 31% |
| White | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Small Group Total: Race & Ethnicity | 17 | 1 | 6% | 16 | 94% | 4 | 25% | 8 | 50% | 4 | 25% | 0 | 0% | 4 | 25% |
| Economically Disadvantaged | 70 | 2 | 3% | 68 | 97% | 9 | 13% | 38 | 56% | 20 | 29% | 1 | 1% | 21 | 31% |
| Not Economically Disadvantaged | 12 | 3 | 25% | 9 | 75% | 0 | 0% | 7 | 78% | 1 | 11% | 1 | 11% | 2 | 22% |
| English Language Learner | 28 | 1 | 4% | 27 | 96% | 2 | 7% | 15 | 56% | 9 | 33% | 1 | 4% | 10 | 37% |
| Non-English Language Learner | 54 | 4 | 7% | 50 | 93% | 7 | 14% | 30 | 60% | 12 | 24% | 1 | 2% | 13 | 26% |
| In Foster Care | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Not in Foster Care | 81 | 5 | 6% | 76 | 94% | — | — | — | — | — | — | — | — | — | — |
| Homeless | 6 | 0 | 0% | 6 | 100% | 1 | 17% | 5 | 83% | 0 | 0% | 0 | 0% | 0 | 0% |
| Not Homeless | 76 | 5 | 7% | 71 | 93% | 8 | 11% | 40 | 56% | 21 | 30% | 2 | 3% | 23 | 32% |
| Not Migrant | 82 | 5 | 6% | 77 | 94% | 9 | 12% | 45 | 58% | 21 | 27% | 2 | 3% | 23 | 30% |
| Parent Not in Armed Forces | 82 | 5 | 6% | 77 | 94% | 9 | 12% | 45 | 58% | 21 | 27% | 2 | 3% | 23 | 30% |
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.
| Subgroup | Total | Not Tested | Tested | Level 1 | Level 2 | Level 3 | Level 4 | Proficient (Levels 3 & 4) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | # | % | # | % | # | % | # | % | # | % | # | % | # | % | |
| All Students | 69 | 2 | 3% | 67 | 97% | 17 | 25% | 26 | 39% | 21 | 31% | 3 | 4% | 24 | 36% |
| Female | 33 | 0 | 0% | 33 | 100% | 11 | 33% | 11 | 33% | 9 | 27% | 2 | 6% | 11 | 33% |
| Male | 36 | 2 | 6% | 34 | 94% | 6 | 18% | 15 | 44% | 12 | 35% | 1 | 3% | 13 | 38% |
| General Education Students | 52 | 2 | 4% | 50 | 96% | 8 | 16% | 19 | 38% | 20 | 40% | 3 | 6% | 23 | 46% |
| Students with Disabilities | 17 | 0 | 0% | 17 | 100% | 9 | 53% | 7 | 41% | 1 | 6% | 0 | 0% | 1 | 6% |
| Asian or Native Hawaiian/Other Pacific Islander | 1 | 0 | 0% | 1 | 100% | — | — | — | — | — | — | — | — | — | — |
| Black or African American | 14 | 1 | 7% | 13 | 93% | — | — | — | — | — | — | — | — | — | — |
| Hispanic or Latino | 54 | 1 | 2% | 53 | 98% | 14 | 26% | 20 | 38% | 16 | 30% | 3 | 6% | 19 | 36% |
| Small Group Total: Race & Ethnicity | 15 | 1 | 7% | 14 | 93% | 3 | 21% | 6 | 43% | 5 | 36% | 0 | 0% | 5 | 36% |
| Economically Disadvantaged | 66 | 2 | 3% | 64 | 97% | — | — | — | — | — | — | — | — | — | — |
| Not Economically Disadvantaged | 3 | 0 | 0% | 3 | 100% | — | — | — | — | — | — | — | — | — | — |
| English Language Learner | 11 | 0 | 0% | 11 | 100% | 3 | 27% | 3 | 27% | 5 | 45% | 0 | 0% | 5 | 45% |
| Non-English Language Learner | 58 | 2 | 3% | 56 | 97% | 14 | 25% | 23 | 41% | 16 | 29% | 3 | 5% | 19 | 34% |
| Not in Foster Care | 69 | 2 | 3% | 67 | 97% | 17 | 25% | 26 | 39% | 21 | 31% | 3 | 4% | 24 | 36% |
| Homeless | 5 | 0 | 0% | 5 | 100% | 2 | 40% | 2 | 40% | 1 | 20% | 0 | 0% | 1 | 20% |
| Not Homeless | 64 | 2 | 3% | 62 | 97% | 15 | 24% | 24 | 39% | 20 | 32% | 3 | 5% | 23 | 37% |
| Not Migrant | 69 | 2 | 3% | 67 | 97% | 17 | 25% | 26 | 39% | 21 | 31% | 3 | 4% | 24 | 36% |
| Parent Not in Armed Forces | 69 | 2 | 3% | 67 | 97% | 17 | 25% | 26 | 39% | 21 | 31% | 3 | 4% | 24 | 36% |
New York State English as a Second Language Achievement Tests (NYSESLAT) are administered in grades K through 12 to all English Language Learners (ELLs). ELLs are students who, by reason of foreign birth or ancestry, speak or understand a language other than English and speak or understand little or no English, and require support to become proficient in English and are identified pursuant to Section 154.3 of Commissioner's Regulations.
| Grade | Total | Not Tested | Tested | Entering | Emerging | Transitioning | Expanding | Commanding (Proficient) | |||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | # | % | # | % | # | % | # | % | # | % | # | % | # | % | |
| Kindergarten | 11 | 1 | 9% | 10 | 91% | 1 | 10% | 4 | 40% | 0 | 0% | 5 | 50% | 0 | 0% |
| Grade 1 | 19 | 0 | 0% | 19 | 100% | 0 | 0% | 8 | 42% | 5 | 26% | 4 | 21% | 2 | 11% |
| Grade 2 | 21 | 0 | 0% | 21 | 100% | 2 | 10% | 1 | 5% | 6 | 29% | 9 | 43% | 3 | 14% |
| Grade 3 | 28 | 1 | 4% | 27 | 96% | 0 | 0% | 4 | 15% | 11 | 41% | 11 | 41% | 1 | 4% |
| Grade 4 | 11 | 0 | 0% | 11 | 100% | 1 | 9% | 0 | 0% | 0 | 0% | 8 | 73% | 2 | 18% |
National Assessment of Education Progress (NAEP) are reported for statewide (New York State) and national results only. District- and school-level results are not reported for NAEP.
| READING | MATH | |||||||
|---|---|---|---|---|---|---|---|---|
| SUBGROUP | BELOW BASIC | BASIC | PROFICIENT | ADVANCED | BELOW BASIC | BASIC | PROFICIENT | ADVANCED |
| All Students | 42% | 29% | 21% | 8% | 34% | 38% | 23% | 5% |
| Students with Disabilities | 75% | 19% | 6% | 1% | 66% | 24% | 9% | 1% |
| American Indian/Alaska Native | * | * | * | * | * | * | * | * |
| Asian/Pacific Islander | 25% | 28% | 28% | 20% | 11% | 35% | 39% | 16% |
| Black | 59% | 26% | 13% | 2% | 50% | 36% | 13% | 1% |
| Hispanic | 51% | 29% | 17% | 4% | 47% | 38% | 13% | 2% |
| White | 32% | 30% | 26% | 11% | 23% | 39% | 32% | 7% |
| Two or more races | * | * | * | * | 41% | 35% | 20% | 3% |
| English Language Learners | 69% | 22% | 8% | 1% | 63% | 29% | 7% | 1% |
| Economically Disadvantaged | 53% | 27% | 16% | 4% | 44% | 38% | 15% | 3% |
| READING | MATH | |||||||
|---|---|---|---|---|---|---|---|---|
| SUBGROUP | BELOW BASIC | BASIC | PROFICIENT | ADVANCED | BELOW BASIC | BASIC | PROFICIENT | ADVANCED |
| All Students | 30% | 38% | 28% | 5% | 40% | 32% | 19% | 9% |
| Students with Disabilities | 61% | 28% | 9% | 1% | 71% | 21% | 7% | 1% |
| American Indian/Alaska Native | * | * | * | * | * | * | * | * |
| Asian/Pacific Islander | 16% | 34% | 41% | 8% | 18% | 23% | 35% | 24% |
| Black | 44% | 40% | 15% | 1% | 64% | 26% | 8% | 1% |
| Hispanic | 42% | 39% | 17% | 2% | 53% | 33% | 12% | 3% |
| White | 19% | 37% | 36% | 8% | 27% | 36% | 25% | 12% |
| Two or more races | * | * | * | * | * | * | * | * |
| English Language Learners | 83% | 17% | 0% | 0% | 85% | 13% | 1% | 0% |
| Economically Disadvantaged | 40% | 39% | 19% | 2% | 52% | 30% | 13% | 5% |
*There are not sufficient data for this subgroup.
| Grade 4 Participation Rate | Grade 8 Participation Rate | |||
|---|---|---|---|---|
| READING | MATH | READING | MATH | |
| All Students | 87% | 86% | 82% | 81% |
| Students with Disabilities | 92% | 96% | 91% | 93% |
| English Language Learners | 92% | 95% | 92% | 94% |
| READING | MATH | |||||||
|---|---|---|---|---|---|---|---|---|
| SUBGROUP | BELOW BASIC | BASIC | PROFICIENT | ADVANCED | BELOW BASIC | BASIC | PROFICIENT | ADVANCED |
| All Students | 39% | 29% | 24% | 8% | 26% | 39% | 28% | 7% |
| Students with Disabilities | 71% | 19% | 9% | 2% | 54% | 31% | 13% | 2% |
| American Indian/Alaska Native | 57% | 25% | 15% | 3% | 42% | 40% | 16% | 3% |
| Asian/Pacific Islander | 20% | 25% | 33% | 23% | 11% | 28% | 38% | 24% |
| Black | 57% | 27% | 14% | 2% | 46% | 39% | 13% | 1% |
| Hispanic | 51% | 28% | 17% | 4% | 37% | 42% | 19% | 2% |
| White | 28% | 31% | 30% | 11% | 15% | 38% | 37% | 10% |
| Two or more races | 33% | 31% | 27% | 9% | 23% | 39% | 29% | 9% |
| English Language Learners | 67% | 23% | 9% | 1% | 48% | 38% | 12% | 1% |
| Economically Disadvantaged | 52% | 28% | 16% | 3% | 38% | 41% | 18% | 2% |
| READING | MATH | |||||||
|---|---|---|---|---|---|---|---|---|
| SUBGROUP | BELOW BASIC | BASIC | PROFICIENT | ADVANCED | BELOW BASIC | BASIC | PROFICIENT | ADVANCED |
| All Students | 32% | 39% | 26% | 3% | 40% | 35% | 19% | 7% |
| Students with Disabilities | 65% | 26% | 8% | 1% | 73% | 20% | 6% | 1% |
| American Indian/Alaska Native | 45% | 37% | 17% | 1% | 56% | 33% | 10% | 1% |
| Asian/Pacific Islander | 15% | 30% | 43% | 12% | 16% | 28% | 30% | 26% |
| Black | 48% | 37% | 14% | 1% | 62% | 29% | 8% | 1% |
| Hispanic | 40% | 40% | 19% | 1% | 52% | 34% | 12% | 2% |
| White | 23% | 40% | 32% | 4% | 28% | 38% | 26% | 9% |
| Two or more races | 29% | 38% | 28% | 5% | 37% | 36% | 21% | 6% |
| English Language Learners | 69% | 26% | 5% | 0% | 76% | 20% | 4% | 0% |
| Economically Disadvantaged | 42% | 39% | 17% | 1% | 54% | 33% | 11% | 2% |
*There are not sufficient data for this subgroup.
| Grade 4 Participation Rate | Grade 8 Participation Rate | |||
|---|---|---|---|---|
| READING | MATH | READING | MATH | |
| All Students | 92% | 92% | 89% | 89% |
| Students with Disabilities | 91% | 91% | 91% | 92% |
| English Language Learners | 95% | 95% | 93% | 94% |
| TEACHERS | PRINCIPALS | |||||
|---|---|---|---|---|---|---|
| Total | # Inexperienced | % Inexperienced | Total | # Inexperienced | % Inexperienced | |
| THIS SCHOOL | 23 | 8 | 35% | 1 | 1 | 100% |
| STATEWIDE | 214,159 | 51,376 | 24% | 4,438 | 1,059 | 24% |
| STATEWIDE HIGH-POVERTY SCHOOLS | 48,028 | 18,375 | 38% | 948 | 170 | 18% |
| STATEWIDE LOW-POVERTY SCHOOLS | 62,734 | 8,756 | 14% | 1,202 | 279 | 23% |
| Total | TEACHERS TEACHING OUT OF THEIR SUBJECT/FIELD OF CERTIFICATION | ||
|---|---|---|---|
| # | % | ||
| THIS SCHOOL | 19 | 10 | 53% |
| STATEWIDE | 203,958 | 18,302 | 9% |
| STATEWIDE HIGH-POVERTY SCHOOLS | 43,397 | 8,936 | 21% |
| STATEWIDE LOW-POVERTY SCHOOLS | 60,417 | 1,216 | 2% |
Section 2854(3)(a-1) of New York State Education Law allows charter schools certain exemptions concerning the employment of uncertified teachers. However, State reporting indicates the actual counts and percentages of teachers that are not considered certified for their reported teaching assignments.