This file shows the range and distribution of class sizes within a particular grade and program type. For grades 5-9 (where available) and 9-12, the data are shown by program type and core subject.
Based on January 28, 2011 data.
* Grade 9 Official Class data is included for 0K-09 schools. Core Course information for these sections is not reported.

2016-2017 Graduation Outcomes Borough

The Annual Arts in Schools Report includes data about arts teachers, arts budgeting, space for the arts, partnerships with arts and cultural organizations and parent involvement for elementary, middle and high schools. These reports help school administrators, parents and students understand how their schools are progressing towards offering universal arts education to all students.

Five year plan summary cost by capital category.

April_2021_1173B_21-994 New York City School Bus Delays Report

1) Register is as of reporting date
2) Only includes schools and programs in Districts 1-32 and District 75
3) NYCEECs and District PreK Centers are excluded
4) District 75 Home and Hospital Instruction programs and students are excluded
5) Percents are of active students ages 5 and up, not of all students (any four year olds are exluded as they are not yet eligible for vaccination)
1) Enrollment as of last day of reporting period
2) Only schools and programs in Districts 1-32 and District 75
3) NYCEECs and District PreK Centers are excluded
4) District 75 Home and Hospital Instruction programs and students are excluded
5) For consent and consent withdrawal, only Covid-19 testing eligible students are included (Grades 1-12)
6) For unvaccinated population, only students aged 5 or above as of the day before the beginning of the reporting period are included
"7) Under the Family Educational Rights and Privacy Act (FERPA), educational agencies and institutions
reporting or releasing data derived from education records are responsible for protecting personally
identifiable information (PII) in their reports from disclosure.
a) If a cell is ≤ 5 the value is suppressed (""S""), and the next highest value in that row is also suppressed (""S"").
b) If a cell is within 5 of the total number of students for the subgroup, the value is suppressed (""T""), and the next highest value in that row is also suppressed (""T""). This is necessary, because it is a FERPA violation to disclose that no students in a subgroup were vaccinated. This report includes counts of unvaccinated students, therefore data suppression is necessary on the maximum values also."
8) An empty cell indicates that there are no students for that grade or subgroup

This report provides information about Career and Technical Education (CTE) programs and students in CTE programs and CTE-designated high schools, as defined in Local Law 174 as reported through the 2019-2020 STARS database. CTE Designated High Schools are those in which all students are engaged in NYC DOE-approved CTE sequences of instruction that integrate rigorous academic study with workforce skills in specific career pathways. It is important to note that schools self-report their scheduling information in STARS. The report also includes information regarding the number and ratio of certified CTE instructors.

Enrollment counts are based on the October 31st Audited Register for each school year.
* Please note that October 31st enrollment is not audited for charter schools or Pre-K Early Education Centers (NYCEECs). Charter schools are required to submit enrollment as of BEDS Day, the first Wednesday in October, to the New York State Department of Education.

Every year, all parents, all teachers, and students in grades 6 - 12 take the NYC School Survey. The survey ranks among the largest surveys of any kind ever conducted nationally.

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.

The NYC School 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. New York City parents, teachers, and students reached new participation heights on the 2010 School Survey. 922,694 surveys were submitted.

Every year, all parents, all teachers, and students in grades 6 - 12 take the NYC School Survey. The survey ranks among the largest surveys of any kind ever conducted nationally.

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.

The NYC School 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.

2017 NYC School Survey teacher data for all schools; To understand the perceptions of families, students, and teachers regarding their school. School leaders use feedback from the survey to reflect and make improvements to schools and programs. Also, results from the survey used to help measure school quality. Each year, all parents, teachers, and students in grades 6-12 take the NYC School Survey. The survey is aligned to the DOE's Framework for Great Schools. It is designed to collect important information about each school's ability to support student success.

This report includes results for the New York State English Language Arts exams for the years 2013-2023.

Pre-K Project Site Location details.

For the 2020-2021 school year, only students who were enrolled in blended learning were assigned to bus routes. Therefore, students who are routed are assumed to be enrolled in blended learning.
Students are reported as those who were planned and routed, but may or may not have used the service provided.
Routes were determined by those routed with a vendor and student(s) assigned
Vehicles are identified by school bus company reported data. This data is subject to data entry error and is dependent on the school bus companies to maintain.
All transportation sites were included, and reported by type. A transportation site was defined by a unique location identified by a street address. Please note: multiple students or schools can be located in the same address and would therefore represent a stop for multiple students at the same site.
MetroCard passes are assigned at the school. For public and charter schools, OPT reports students assigned to MetroCard, which includes those assigned a MetroCard by serial number or "T'd" for MetroCard, meaning the school indicated the student as eligible for a MetroCard but did not yet assign a serial number. For Non-Public schools, OPT reports on students who are eligible for MetoCards if they are not assigned to yellow bus service
Some special education schools do not classify students by grade level. Students attending such schools are identified as “NG.”
Service type is representative only of the type of busing a student is assigned to and is not reflective of the educational classification of a student. Students who are classified as special education but do not have an IEP mandate for specific transportation accommodations may be assigned to general education busing. General education students under certain circumstances including, but not limited to temporary housing status, orders of protection and medical conditions may be assigned to special education busing.
OPT assigns students to busing but cannot confirm student ridership. This reporting would have to be captured at the school level.
Students in temporary housing (STH) situations other than those reported to be living in a DHS shelter* were excluded from the report due to data quality issues. While the DOE student data system (ATS) has a housing indicator flag, it is often inaccurate and unreliable. Therefore, OPT cannot reliably report on the temporary housing status of students other than those residing in DHS shelters, where a daily report indicating shelter status is provided.
*Transportation data for students in Foster Care is also provided. Please see section 21-993 B7 for reporting.
Stop to school bus service is typically not provided to students after the 6th grade. Those assigned to this service are students who are granted individual or school-wide exceptions.
In addition to students who applied for transportation because of foster care placement, also reported were students known to be in foster care who received busing or A MetroCard to provide a more complete report of students in foster care who received service.
Students in foster care were identified by a monthly data feed from ACS to OPT via DIIT. Source is subject to error due to data matching to identify OSIS based on name and data of birth.

To understand the perceptions of families, students, and teachers regarding their school. School leaders use feedback from the survey to reflect and make improvements to schools and programs. Also, results from the survey used to help measure school quality.
Each year, all parents, teachers, and students in grades 6-12 take the NYC School Survey. The survey is aligned to the DOE's Framework for Great Schools. It is designed to collect important information about each school's ability to support student success.

Total enrollment count for students whose learning preference is remote or blended or missing and who have attended school in person at
least once since September 16, 2020. Because student learning preference is based in part on student attendance (see below), only students
for whom attendance data is reported are included.

Preliminary Class Size Report School K-8 Average Class Size
General Education and Integrated Co-Teaching (ICT) classes and course sections with more than 100 students or fewer than seven students are excluded from this report, as are self-contained courses with fewer than two students.

Daily listing (counts) of students registered, present, absent and released by School DBN.

Local Law 51- Reporting on student-to-student bullying, harassment,
intimidation and discrimination for spring semester.

List of projects in substantial completion with the final aid amount requested.

Preliminary Class Size Report Middle School and High School Core Average Class Size
Core courses identified as English, Math, Social Studies, and Science classes for grades 6-12, where available in the scheduling application. General Education and Integrated Co-Teaching (ICT) classes and course sections with more than 100 students or fewer than seven students are excluded from this report, as are self-contained courses with fewer than two students.

Class Size District report for middle and high school grades by program type, number of students, number of classes, and average class size.

New York City Department of Education 2014 - 2017 Regents
Testing and score data includes all administrations of the Regents exam: January, June, and August. It reports the highest score for each student for each Regents exam for each school year. Non-numeric marks are dropped from the data.

This file shows average class sizes and the size of the smallest and largest class for each school, by grade and program type (General Education, Self-Contained Special Education, Collaborative Team Teaching (CTT)) for grades K-9 (where grade 9 is not reported by subject area), and for grades 9-12, aggregated by program type (General Education, CTT, and Self-Contained Special Education) and core course (e.g. English 9, Math A, US History, etc.).
Data as of January 23, 2008
*Where ninth grade data is not reported by grade

Suspensions reported by Student in Temporary Housing (STB), Student with Disabilities, Race, Gender, English Language Learner (ELL), Date of Birth, Grade Level.