Student demographic and enrollment data by school from 2013-14 through 2017-18

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.

Directory of Department of Education High Schools in 2019

This data is collected for the purposes of providing families and students with information about NYC DOE high schools for the purposes of admissions. Each record represents one high school.

DOE attendance and enrollment statistics broken down by school district

Directory of Department of Education Schools in 2018

New York City school level College Board AP results for 2010.

Records with 5 or fewer students are suppressed.

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.

Annual school accounts of NYC public school student populations served by grade, special programs, ethnicity, gender and Title I funded programs. 

This is an ESRI shape file of school point locations based on the official address.  It includes some additional basic and pertinent information needed to link to other data sources. It also includes some basic school information such as Name, Address, Principal, and Principal’s contact information.

Report identifies bilingual programs by program type and language per school; utilizing various DOE systems. General business rules for fiscal year 2020-21 for active students in bilingual programs as of February 24, 2021.

Graduation Outcomes - Cohorts of 2001 through 2006 (Classes of 2005 through 2010)
¶¶•The New York State calculation method was first adopted for the Cohort of 2001 (Class of 2005). The cohort consists of all students who first entered 9th grade in a given school year (e.g., the Cohort of 2006 entered 9th grade in the 2006-2007 school year). Graduates are defined as those students earning either a Local or Regents diploma and exclude those earning either a special education (IEP) diploma or GED. For the most recent cohort, graduation rates as of both June and August (including summer graduates) are reported.
¶¶•Records with cohorts of 20 students or less are suppressed. August outcomes are only reported for the most recent cohort.
¶¶•August outcomes include all June and August graduates. In school-level reporting, students who were in a school for less than 5 months are not included in the school’s cohort, but are included in citywide totals.
¶¶•School level results are not presented for District 79 schools, but their outcomes are included in citywide totals.
¶¶•Schools are listed by their current DBN's.

Colleges and Universities

Directory of NYC High Schools

Average class sizes 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 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, Integrated Algebra, US History, etc.).

Class size data is 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.

Directory of Universal Pre-K (UPK) School Locations

Graduation Outcomes - 4 Year Outcome - Cohorts of 2001 through 2006 (Classes of 2005 through 2010)

•The New York State calculation method was first adopted for the Cohort of 2001 (Class of 2005). The cohort consists of all students who first entered 9th grade in a given school year (e.g., the Cohort of 2006 entered 9th grade in the 2006-2007 school year). Graduates are defined as those students earning either a Local or Regents diploma and exclude those earning either a special education (IEP) diploma or GED. For the most recent cohort, graduation rates as of both June and August (including summer graduates) are reported.

•Records with cohorts of 20 students or less are suppressed. August outcomes are only reported for the most recent cohort.

•August outcomes include all June and August graduates.

•In school-level reporting, students who were in a school for less than 5 months are not included in the school’s cohort, but are included in citywide totals.

•School level results are not presented for District 79 schools, but their outcomes are included in citywide totals.

"Enrollment counts are based on the October 31 Audited Register for the 2017-18 to 2019-20 school years. To account for the delay in the start of the school year, enrollment counts are based on the November 13 Audited Register for 2020-21 and the November 12 Audited Register for 2021-22.
* Please note that October 31 (and November 12-13) 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."
Enrollment counts in the Demographic Snapshot will likely exceed operational enrollment counts due to the fact that long-term absence (LTA) students are excluded for funding purposes.
Data on students with disabilities, English Language Learners, students' povery status, and students' Economic Need Value are as of the June 30 for each school year except in 2021-22. Data on SWDs, ELLs, Poverty, and ENI in the 2021-22 school year are as of March 7, 2022.
3-K and Pre-K enrollment totals include students in both full-day and half-day programs. Four-year-old students enrolled in Family Childcare Centers are categorized as 3K students for the purposes of this report.
All schools listed are as of the 2021-22 school year. Schools closed before 2021-22 are not included in the school level tab but are included in the data for citywide, borough, and district. Programs and Pre-K NYC Early Education Centers (NYCEECs) are not included on the school-level tab.
Due to missing demographic information in rare cases at the time of the enrollment snapshot, demographic categories do not always add up to citywide totals.
Students with disabilities are defined as any child receiving an Individualized Education Program (IEP) as of the end of the school year (or March 7 for 2021-22).
NYC DOE "Poverty" counts are based on the number of students with families who have qualified for free or reduced price lunch, or are eligible for Human Resources Administration (HRA) benefits. In previous years, the poverty indicator also included students enrolled in a Universal Meal School (USM), where all students automatically qualified, with the exception of middle schools, D75 schools and Pre-K centers. In 2017-18, all students in NYC schools became eligible for free lunch. In order to better reflect free and reduced price lunch status, the poverty indicator does not include student USM status, and retroactively applies this rule to previous years.
"The school’s Economic Need Index is the average of its students’ Economic Need Values. The Economic Need Index (ENI) estimates the percentage of students facing economic hardship. The 2014-15 school year is the first year we provide ENI estimates. The metric is calculated as follows:
* The student’s Economic Need Value is 1.0 if:
o The student is eligible for public assistance from the NYC Human Resources Administration (HRA);
o The student lived in temporary housing in the past four years; or
o The student is in high school, has a home language other than English, and entered the NYC DOE for the first time within the last four years.
* Otherwise, the student’s Economic Need Value is based on the percentage of families (with school-age children) in the student’s census tract whose income is below the poverty level, as estimated by the American Community Survey 5-Year estimate (2020 ACS estimates were used in calculations for 2021-22 ENI). The student’s Economic Need Value equals this percentage divided by 100.

Due to differences in the timing of when student demographic, address and census data were pulled, ENI values may vary, slightly, from the ENI values reported in the School Quality Reports.

In previous years, student census tract data was based on students’ addresses at the time of ENI calculation. Beginning in 2018-19, census tract data is based on students’ addresses as of the Audited Register date of the g

Directory of Department of Education High Schools in 2020.

Report of all DOE School Information including Principal and Superintendent names, Cluster, Network, SATIF, addresses & phone numbers.

Directory of Department of Education Schools in 2018.

Overall attendance data include students in Districts 1-32 and 75 (Special Education). Students in District 79 (Alternative Schools & Programs), charter schools, home schooling, and home and hospital instruction are excluded. Pre-K data do not include NYC Early Education Centers or District Pre-K Centers; therefore, Pre-K data are limited to those who attend K-12 schools that offer Pre-K. Transfer schools are included in citywide, borough, and district counts but removed from school-level files.
Attendance is attributed to the school the student attended at the time. If a student attends multiple schools in a school year, the student will contribute data towards multiple schools.
Starting in 2020-21, the NYC DOE transitioned to NYSED's definition of chronic absenteeism. Students are considered chronically absent if they have an attendance of 90 percent or less (i.e. students who are absent 10 percent or more of the total days). In order to be included in chronic absenteeism calculations, students must be enrolled for at least 10 days (regardless of whether present or absent) and must have been present for at least 1 day. The NYSED chronic absenteeism definition is applied to all prior years in the report.
School-level chronic absenteeism data reflect chronic absenteeism at a particular school. In order to eliminate double-counting students in chronic absenteeism counts, calculations at the district, borough, and citywide levels include all attendance data that contribute to the given geographic category. For example, if a student was chronically absent at one school but not at another, the student would only be counted once in the citywide calculation. For this reason, chronic absenteeism counts will not align across files.
All demographic data are based on a student's most recent record in a given year.
Students With Disabilities (SWD) data do not include Pre-K students since Pre-K students are screened for IEPs only at the parents' request.
English language learner (ELL) data do not include Pre-K students since the New York State Education Department only begins administering assessments to be identified as an ELL in Kindergarten.
Only grades PK-12 are shown, but calculations for "All Grades" also include students missing a grade level, so PK-12 may not add up to "All Grades".
Data include students missing a gender, but are not shown due to small cell counts.
Data for Asian students include Native Hawaiian or Other Pacific Islanders . Multi-racial and Native American students, as well as students missing ethnicity/race data are included in the "Other" ethnicity category.
In order to comply with the Family Educational Rights and Privacy Act (FERPA) regulations on public reporting of education outcomes, rows with five or fewer students are suppressed, and have been replaced with an "s". Using total days of attendance as a proxy , rows with 900 or fewer total days are suppressed. In addition, other rows have been replaced with an "s" when they could reveal, through addition or subtraction, the underlying numbers that have been redacted. Chronic absenteeism values are suppressed, regardless of total days, if the number of students who contribute  at least 20 days is five or fewer. 
Due to the COVID-19 pandemic and resulting shift to remote learning in March 2020, 2019-20 attendance data was only available for September 2019 through March 13, 2020. Interactions data from the spring of 2020 are reported on a separate tab.
Interactions were reported by schools during remote learning, from April 6 2020 through June 26 2020 (a total of 57 instructional days, excluding special professional development days of June 4 and June 9). Schools were required to indicate any student from their roster that did not have an interaction on a given day. Schools were able to define interactions in a way that made sense for their students and families. Definitions of an interaction included:
• Student submission of an assignment or completion of an

Daily Attendance figures are accurate as of 4:00pm, but are not final as schools continue to submit data after we generate this preliminary report.

Bilingual Program per program type and language per school

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.

2019 - 2020 School Locations

Listing of GED Plus locations. GED plus helps students earn their GED and prepares them for college and career options.