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

2017 - 2018 NYC School Survey Teacher Data

Citywide young adult borough centers

Every year, all parents, all teachers, and students 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. 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.

Over 800,000 New Yorkers participated in the survey in 2008. 347,829 parents, 48,002 teachers, and 410,708 students submitted surveys and contributed feedback to their schools.

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 average PE class size, average frequency and average total minutes per week of physical education as defined in Local Law 102, adapted PE and the granting of PE substitutions, as reported through the STARS database for the 2019-20 school year. It is important to note that schools self-report their scheduling information in STARS. Furthermore, with the shift to remote learning in March 2020, NYSED waived instructional seat time requirements for the remainder of the 2019-20 school year. As a result, PE instruction data is reported for all grade levels as of the midyear of the 2019-20 school year.

School Location Information

2007/08 Progress Report results for all schools (data as of 1/13/09)

Peer indices 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)

1) Elementary & K-8 - peer index is a value from 0-100. We use a composite demographic statistic based on % ELL, % SpEd, % Title I free lunch, and % Black/Hispanic. Higher values indicate student populations with higher need.

2) Middle & High - peer index is a value from 1.00-4.50. For middle schools, we use the average 4th grade proficiency ratings in ELA and Math for all their students that have 4th grade test scores. For high schools, we use the average 8th grade proficiency ratings in ELA and Math for all their students that have 8th grade test scores, % SpEd, and % Overage. Lower values indicate student populations with higher need.

3) Schools for Transfer Students - peer index is a value from 1.00-4.50. We use the average 8th grade proficiency ratings in ELA and Math for all their students that have 8th grade test scores and the % Overage/Under credited. Lower values indicate student populations with higher need. Unlike Elementary, Middle, and High School Progress Reports, the Environment Category is only composed of Survey Results.

Report on bullying, harassment and discrimination by school for July 1, 2020 through December 31, 2020. There are two additional file attached which breaks down the statistics by administrative district and data dictionary.

The New York State calculation method was first adopted for the Cohort of 2001 (Class 2005). The cohort consists of al students who first entered 9th grade in a given school year (e.g., the cohort of 2006 entered 9th grade in 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 for GED. In order to comply with FERPA regulations on public reporting of education outcomes, rows with a cohort of 20 or fewer students are suppressed. Due to small number of students identified as Native American or Multi-Racial these ethnicities are not reported on the Ethnicity tab, however these students are included in the counts on all other tabs.

School Location Information

The School Quality Reports share information about school performance, set expectations for schools, and promote school improvement.
Due to size constraints only partial data is reflected, to view entire data open up the excel file that shown with data set name. These reports include information from multiple sources, including Quality Reviews, the NYC School Survey, and student performance. The School Quality Reports are organized around the Framework for Great Schools, which includes six elements
Rigorous Instruction,
Collaborative Teachers, Supportive Environment, Effective School Leadership, Strong FamilyCommunity Ties, and Trust—that drive student
achievement and school improvement.

The below datasets are now merged into a single dataset:

1. Accessibility programs for schools
2. Lighting fixture replacement for schools
3. Science Lab programs for schools
4. Sandy Storm Projects
5. Bathroom Projects

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.

2018 Brooklyn Kindergarten Directory

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

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.

PLEASE NOTE: The complete dataset is located under the "ATTACHMENT" section

In the program’s 6th cycle, the DOE Office of Sustainability offered an opportunity for all schools to apply for a grant of up to $5,000 for a school-based sustainability project in any of the following categories: Green Teams, Sustainability Education, Gardens & Outdoor Learning, and Demonstration Solar Installation projects. Interest in the grant continues to grow and this year more projects were funded than ever before! Highlights include:
• 117 schools across all boroughs were awarded $537,242
• Highest Demand Category: Gardening & Outdoor Learning (75 schools awarded)
• Average Economic Need Index of awarded schools: 84% (citywide average: 71%)
Funding for the grants is provided by the participation and performance of over 350 DOE buildings in the Demand Response Program. These buildings commit to reducing electrical usage during emergency utility events in order to prevent brownouts and blackouts for NYC residents. The Office of Sustainability reinvests funds earned through the DOE’s performance in Demand Response directly back into our building infrastructure and school sustainability initiatives, including the annual grant program.

Transportable Classroom Units (TCUs) are placed on school grounds to serve as classrooms. They are temporary solutions to relieve overcrowding.

Department of Education Bullying Harassment Discrimination Bi-Annual Report

The New York State calculation method was first adopted for the Cohort of 2001 (Class 2005). The cohort consists of al students who first entered 9th grade in a given school year (e.g., the cohort of 2006 entered 9th grade in 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 for GED. In order to comply with FERPA regulations on public reporting of education outcomes, rows with a cohort of 20 or fewer students are suppressed. Due to small number of students identified as Native American or Multi-Racial these ethnicities are not reported on the Ethnicity tab, however these students are included in the counts on all other tabs.

Background, Methodology:

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 average frequency and average total minutes per week of physical education as defined in Local Law 102 as reported through the 2015-2016 STARS database. 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 physical education instructors and designated physical education instructional space.

This report consists of six tabs:

1. PE Instruction Borough-Level
2. PE Instruction District-Level
3. PE Instruction School-Level
4. Certified PE Teachers
5. PE Space
6. Supplemental Programs

1. PE Instruction Borough-Level

This tab includes the average frequency and average total minutes per week of physical education by borough, disaggregated by grade, race and ethnicity, gender, special education status and English language learner status. This report only includes students who were enrolled in the same school across all academic terms in the 2015-16 school year. Data on students with disabilities and English language learners are as of the end of the 2015-16 school year. Data on adaptive PE is based on individualized education programs (IEP) finalized on or before 05/31/2016.

2. PE Instruction District-Level

This tab includes the average frequency and average total minutes per week of physical education by district, disaggregated by grade, race and ethnicity, gender, special education status and English language learner status. This report only includes students who were enrolled in the same school across all academic terms in the 2015-16 school year. Data on students with disabilities and English language learners are as of the end of the 2015-16 school year. Data on adaptive PE is based on individualized education programs (IEP) finalized on or before 05/31/2016.

3. PE Instruction School-Level

This tab includes the average frequency and average total minutes per week of physical education by school, disaggregated by grade, race and ethnicity, gender, special education status and English language learner status. This report only includes students who were enrolled in the same school across all academic terms in the 2015-16 school year. Data on students with disabilities and English language learners are as of the end of the 2015-16 school year. Data on adaptive PE is based on individualized education programs (IEP) finalized on or before 05/31/2016.

4. Certified PE Teachers

This tab provides the number of designated full-time and part-time physical education certified instructors. Does not include elementary, early childhood and K-8 physical education teachers that provide physical education instruction under a common branches license. Also includes ratio of full time instructors teaching in a physical education license to students by school. Data reported is for the 2015-2016 school year as of 10/31/2015.

5. PE Space

This tab provides information on all designated indoor, outdoor and off-site spaces used by the school for physical education as reported through the Principal Annual Space Survey and the Outdoor Yard Report. It is important to note that information on each room category is self-reported by principals, and principals determine how each room is classified. Data captures if the PE space is co-located, used by another school or used for another purpose. Includes gyms, athletic fields, auxiliary exercise spaces, dance rooms, field houses, multipurpose spaces, outdoor yards, off-site locations, playrooms, swimming pools and weight rooms as designated PE Space.

6. Supplemental Programs

This tab provides information on the department's supplemental physical education program and a l

Average Class Size Pilot

Data is based off of STARS scheduling, data is for high school graduates, grade 8, grades 1-6 and additional. All data is available at the school-level only.

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