Performance of NYC High Schools

The DOE has previously identified 594 schools located in 330 buildings as “under-utilized” based upon the 2010-2011 Enrollment-Capacity-Utilization Report (The Blue Book). The DOE is also identifying 25 school buildings (listed below) which contain schools proposed for full phase-out, grade truncation or immediate closure due to poor performance. These proposals are scheduled to be voted on by the Panel for Education Policy on February 9, 2012. Should these proposals be approved, there will be excess space available in the buildings. In many cases, the DOE has already made companion proposals on how to use this additional space

Department of Education Bullying Harassment Discrimination Bi-Annual Report

Students discipline annual report aggregated by race, removals, principal and/or superintendent intervention and expulsions.

Directory of NYC High School programs

Local Law 102 enacted in 2015 requires the Department of Education of the New York City School District to submit to the Council an annual report concerning physical education for the prior school year. This report provides information about the provision of physical education instruction, including the number and percentage of students who received or were scheduled to receive the required amount of PE instruction, average PE class size, PE instruction received by students who have an IEP with an adaptive physical education recommendation, the ratio of licensed physical education instructors, and the number of licensed instructors who have received physical education professional development in the preceding two school years.
In prior years, this report provided information about physical education instructional spaces, PE substitutions granted to students, and the average frequency and average total minutes per week of physical education students received as defined in Local Law 102. Because of the shift to blended and remote learning during the 2020-21 school year as a result of the COVID-19 Pandemic:
This report consists of eleven tabs:
1. PE Instruction Borough-Level
2. PE Instruction School-Level
3. PE Instruction District-Level
4 PE Instruction Citywide-Level
5. Adapted Physical Education – School Level
6. Adapted Physical Education – District Level
7. Adapted Physical Education – Borough Level
8. Licensed PE Teachers
9. Professional Development
10. Supplemental Programs
11. PE Scope and Sequence

Fair Student Funding Budget Detail FY 2015 - Part I This detail data contains has one row for each school for each of the weights that comprise the Fair Student Funding Formula (Grade Weight, Need Weights, and Portfolio Weights).
Click Here for further information- http://schools.nyc.gov/offices/d_chanc_oper/budget/dbor/allocationmemo/fy14_15/Fair_School_Funding_FY2015.html

Performance of NYC High Schools

This report denotes statistics for receommended special education services by primary program and related services categorized by students who are fully, partially or not receiving services. The statistics are aggregated by program type, superintendent, district and school.

Estimated number of students to be generated by future housing growth.

Ten-Day notice that was filed about the 2020-2021 school year or a Due Process Complaint filed during the 2020-2021 school year (July 1, 2020 to June 30, 2021) that resulted in a completed settlement agreement on or before October 22, 2021. This data does not include settlement agreements completed during the 2020-2021 school year

Directory of The New York City Public High Schools 2012-2013

Due to Covid-19. Framework scores are not available for the 2020-2021 school year. 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 is created to understand the perceptions of families, students, and teachers regarding their school.

Please note: The larger complete data file is downloadable under the Other Attachments Section

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. Students can apply to up to twelve programs, but only receive one offer (except in the case of Specialized High Schools). When students cannot be accommodated at any of their application choices, or if they did not apply, they may receive offers to programs that they did not apply to.

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

To collect feedback on their learning environment from families, students and teachers. Aids in facilitating the understanding of families perceptions, students, and teachers regarding their school. School leaders use feedback from the survey to reflect and make improvements to schools and programs. 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 file shows average class sizes, pupil-teacher ratio, and size of largest and smallest classes for each school, broken out 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 5-9 (where available) and 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.)

Based on January 27, 2010 data.
* Grade 9 Official Class data is included for 0K-09 schools. Core Course information for these sections is not reported.

The Quality Review is a two- or three-day school visit by experienced educators to each New York City school. During the review, the external evaluator visits classrooms, talks with school leaders, and uses a rubric to evaluate how well the school is organized to support student achievement. This dataset includes all of the Quality Review scores from 2005-2011.

Capacity project detail by school.

Metric values contained in Pre-kindergarten School Quality Reports

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.

Data on enrollment, transportation, and academic outcomes of students in temporary housing.

New York City Department of Education
2015-16 Final Class Size Report
School Pupil-to-Teacher Ratio (PTR)
General Education (Gen Ed) and Integrated Co-Teaching (ICT)

This data presents statistics for students fully, partially, not receiving special education services, related services and transportation services. Data is categorized by district, superintendent, citywide counts and percentages.

Yearly data of Quality Review ratings from 2005 to 2017