Schools Progress Report which focus on learning environment, student performance and progress. Peer indexes are calculated differently depending on School Level. Schools are only compared to other schools in the same School Level (e.g., Elementary, K-8, Middle, High, Transfer)

1) Elementary, K-8, Early Childhood - peer index is a value from 0-100. A composite demographic statistic based on % ELL, % Students with Disabilities, % Title I free lunch, and % Black/Hispanic is used. Higher values indicate student populations with higher need.

2) Middle - peer index is a value from 1.00-4.50. For middle schools, the average 4th grade proficiency ratings in ELA and Math and the % Students with Disabilities is used. Lower values indicate student populations with higher need.

3) High School - peer index is a value from 1.00-4.50. For high schools, the average 8th grade proficiency, the % Students with Disabilities, the % Self-contained, and the % overage is used. Lower values indicate student populations with higher need.

Class Size Reduction Projects

School Location Information

School bus companies report this data, and it is therefore subject to data entry error.
Failure to arrive at school is not captured from the school bus company reported source for delays, therefore this marker was determined if a school bus company reported a breakdown or delay and a school reported an arrival after session time.
Failure to arrive could only be found for school transportation sites.

To provide a snapshot of citywide student enrollment and demographic information across multiple years. Data is collected using multiple data sources, including DOE's Audited Register, biographic data from Automate The Schools (ATS) system and the Location Code Generation and Management System (LCGMS). Data can be used to view citywide demographic and enrollment trends over time. Enrollment counts are based on the October 31 Audited Register for each school year. Please note that October 31 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 Education Department of Education. Enrollment counts will exceed operational enrollment counts due the fact that long term absence (LTA) students are excluded for funding purposes.

Local Law 177 enacted in 2016 requires the Department of Education of the New York City School District to submit to the Council an annual report concerning computer science education for the prior school year.
This report provides information about the number of computer science programs offered and the number of students enrolled in those programs as defined in Local Law 177 as reported through the 2017-2018 STARS database. It is important to note that schools self-report their computer science course information in STARS. This report also includes information regarding the number and ratio of certified STEM instructors, the department's STEM Institute, the nature of the district's computer science initiatives and the total available bandwidth in each school.

2014-15 to 2018-19 Citywide Demographic Snapshot

Admissions methods for DOE Schools

Students with two or more suspensions and/or removals annual report by aggregated by race, district, borough, school number.

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.

Annual Report on EMS Transports

Local Law 27 0f 2015 Annual Report on Special Education

Local Law 174 enacted in 2016 requires the Department of Education of the New York City School District to submit to the Council an annual report concerning Career and Technical Education programs in New York city schools.

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 2018-2019 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.

This report consists of seven tabs:

1.   CTE Program Characteristics and Enrollment, including number of staff that attended a CTE PD
2.   Number and percentage of students at each high school in a CTE program
3. Number and percentage of students in each Community School District in a CTE program
4.   CTE application and admission - CTE designated schools only
5.   Graduation rates - CTE designated schools only
6.   Graduation rates - CTE designated schools only (by Community School District)
7.   CTE Full-Time and Part-Time Teachers

1. CTE Program Characteristics and Enrollment

"This tab includes the following information for each high school-level CTE program:
- high school name
- CTE designation
- name of the program
- the industry for which the program prepares students
- the number of industry partners associated with the program
- CTE program approval status through the New York state department of education’s CTE approval process
- grade levels served by such program
- number of students enrolled in such program
- number of school staff attending professional development events held by CTE"

2. Number and percentage of students at each high school in a CTE program

This tab includes the number and percentage of students at each high school with a CTE program, disaggregated by: student race and ethnicity; student gender; student special education status; student English Language Learner status; student economic need status (poverty); and communicty school district. Data on students with disabilities and English language learners are as of the end of the 2018-19 school year.

2018-19 Preliminary Class Size Report School Pupil-to-Teacher Ratio

Qualifiers, notes, and additional information regarding the sample data provided or omitted.

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

New York City Department of Education 2015 - 2016 Students with Multiple Removals or Suspensions.

Academic and demographic information on co-located schools. Data in the Co-Location Report pertains to the 2019-20 school year except for Graduation rates, which pertain to the 2018-19 school year.

Directory of The New York City Public High Schools 2010-2011

In response to Local Law No. 1486-A. Reports on school applications, offers of admission, enrollment, and school seats available. All available seats, applicants, and offers of admissions are for Main Round (for pre-K, Kindergarten, Middle School and High School) admissions only. Data is only included for schools that participate in centralized admissions processes.

Data is based off of STARS scheduling data for grades 1-6 and additional data for grades 1-5 is self-reported, collected through the Annual Arts Survey. All data is available at the school-level only.

2015 NYC School Survey parent 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.