Local Law 60 enacted in 2011 requires the Chancellor of the New York City School District to submit to the Council an annual report concerning school capacity and utilization data for the prior school year. This report consists of four tabs:
1. Summary Information - Count of each type of room assigned to each school by building, and whether any of those rooms are shared.
2. Room Detail Information - Includes the room number and square footage of each room type assigned to each school by building, and whether that room is shared. Rooms shared by some or all schools in the building are only listed once but should be tagged as “shared.”
3. Bathroom and Non-instructional Space by Building Information - Includes the number of student bathrooms in each building, whether they are open all the time, whether any bathrooms are shared, the number of non-instructional spaces used for instruction or other student services, and whether any of those non-instructional spaces are shared.
4. Meal Periods - Data reported is for the 2020-2021 school year. 45 minutes is used as the standard period length. For records with no meal periods, 1 period used as default for breakfast, 2 for lunch. All full Breakfast in the Classroom (BIC) schools do not contain a breakfast period. Some schools have a hybrid breakfast that includes both a breakfast period and BIC. These schools are noted by listing the breakfast period and ""/BIC"" in column H- ""Meals"".

EMS Transport for Students With Disabilities

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

Student demographic and enrollment data by 3-K for All Site for 2017-18

Prelim Percentage Class Size Reports - Aggregated by borough.

Student ride times were reported as defined by the time difference between the scheduled stop time and the school session time. This was reported at the student level as this is a more useful metric for judging service provided. A full route, including all pick ups and drop offs would not be reflective of the time any individual student spent on the bus.
Current curb-to-school routing systems do not capture scheduled pick up times, therefore this metric could not be calculated. Pick up times are estimated by school bus companies and communicated to parents directly.
For stop-to-school routes the average scheduled student ride time was provided. As stated above, this could not be calculated for curb-to-school service as our current data structure does not support this
Students with blank to school Monday session time were excluded.
Dry run reporting was submitted with the April 2021 report

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.

2018-19 Demographic Snapshot by 3-K for All Site

MSHS School Level Class Size Reports

3K Projects by Site Locations

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.

Class Size Reduction Projects

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.

Student discipline aggregated by discipline code.

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

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

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.

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

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

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.

Student demographic and enrollment data by district from 2015-16 through 2019-20.

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.