Schools Progress Report which focus on learning environment, student performance and progress.

Student discipline annual report for students in temporary housing aggregated by removals, principal and/or superintendent intervention and expulsions.

Pre-K Projects By School details

Preliminary Class Size Report School Pupil to Teacher Ratio 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.

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.

NYC Results On The New York State Math Test With Math Regents Included

School-level data on enrollment of students in temporary housing

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.

Five year plan summary cost by capital category.

New York City Department of Education 2016 - 2017 Computer Science Report ,
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 2016-2017 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.

Every year, all parents, all teachers, and students in grades 6 - 12 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. NYC School Survey results contribute 10% - 15% of a school's Progress Report grade (the exact contribution to the Progress Report is dependent on school type). 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. The NYC School Survey helps school leaders understand what key members of the school community say about the learning environment at each school. The information captured by the survey is designed to support a dialogue among all members of the school community about how to make the school a better place to learn.

This report shares information about school performance, sets expectations for schools, and promotes school improvement.

School Quality Report Educator Guides can be found here.

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 2019-2020 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.

2015 - 2016 Special Education Report

Attendance data include 3K-12 students in Districts 1-32 and 75 (Special Education). Students in District 79 (Alternative Programs), charter schools, homeschooling, and home and hospital instruction are excluded. Infants in D79 (LYFE program) and students with a grade level "AD" (adult) are also excluded. Pre-K data do not include NYC Early Education Centers; therefore, Pre-K data are limited to those who attend K-12 schools that offer Pre-K and District Pre-K Centers.
Overall Attendance Rate is defined as the percent of days where students have present attendance status, out of total days with reported attendance data, across 20 days of attendance data October 1-29. Remote Instruction Attendance Rate is defined as the percent of days where students have present remote attendance status out of total days with a remote attendance record reported, across 20 days of attendance data. Full attendance definitions for SY2021-22 can be found here: https://infohub.nyced.org/school-year/school-year-2021-22/attendance

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.

Student discipline annual report for students in temporary housing aggregated by removals, principal and/or superintendent intervention and expulsions.

Progress Reports grade each school with an A, B, C, D, or F.  These reports focus on a school's learning environment, student performance, and student progress.  They were designed to help parents, teachers, principals, and others understand how well schools are doing—and compare them to other, similar schools.

Projects added to the plan.

Enrollment counts are based on the October 31st Audited Register for each school year.
* Please note that October 31st 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.

Student discipline annual report for students in temporary housing aggregated by removals, principal and/or superintendent intervention and expulsions.

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

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.

The Quality Review is a process that evaluates how well schools are organized to support student learning and teacher practice. It was developed to assist New York City Department of Education (NYCDOE) schools in raising student achievement by looking behind a school’s performance statistics to ensure that the school is engaged in effective methods of accelerating student learning.