This dataset provides, for each public NYC middle school, the number of students who participated in High School Admissions, the number of those students who took the Specialized High Schools Admissions Test (SHSAT) and the number who received an offer to one of the 8 testing Specialized High Schools.

The 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.

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.

Adult and Continuing Education Sites

Students in temporary housing (STH) are defined as students experiencing housing instability at any point, for any length of time, during the school year (from the first day of school to 7/2). This includes students and families that are "doubled up" (sharing the housing of others due to economic hardship), living in shelter (including NYC Department of Homeless Services family shelters or Human Resources Administration domestic violence shelters), or living in some other unstable, temporary housing. There were approximately 87,000 New York City district school students who resided in temporary housing in the 2020-21 school year, with about two thirds of them residing in doubled up living arrangements. Approximately 9,500 of those 87,000 students were residing in the DHS shelter system on any given night. The DOE works in close partnership with the Department of Homeless Services to provide streamlined support for students in shelter throughout each day.

Yearly data of Quality Review ratings from 2005 to 2020
This data can be used to review historical ratings for schools and compare ratings across time
Schools do not receive a Quality Review every year. Data are provided for all schools that received a Quality Review that school year, current and closed. The Quality Review rating scale is not uniform across all years (see column info tab for more detail).

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.

2017 - 2018 Schools NYPD Crime Data Report

These data are collected to inform families applying to Pre-K for All of the programs available. This is a spreadsheet version of the exact data points printed in the borough-level directories and the online PDFs. Each record represents a school participating in Pre-K for All. The information for each school is collected by the Department of Early Childhood Education (Department of Education). The "Who Got Offers" section of the spreadsheet is calculated by the Office of Student Enrollment (Department of Education) based on results from Round 1 of the Fall 2017 admissions process. This spreadsheet is simply a different representation of the same material produced in the printed and widely distributed Pre-K directories. This spreadsheet should not be used to identify current programs, as the directory was printed in December 2017 and schools are subject to change. For the most updated list of Pre-K for All schools, use the UPK Sites Directory compiled by the Department of Early Childhood Education.

Disclaimer: The following columns were added to this directory to meet the Geo-spatial Standards of Local Law 108 of 2015

• Postcode / Zip code
• Latitude
• Longitude
• Community Board
• Council District
• Census tract
• BIN
• BBL
• NTA

Directory of Department of Education High Schools in 2021.

Directory of Department of Education Schools in 2021.

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

Anticipated Bilingual Education Programs
(Dual Language and Transitional Bilingual Education)

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.

Monthly counts of roster students present, absent and released by Grade Level within School DBN.

Daily listing of students enrolled, present, absent or released statistical count by district, borough and school.

2009/10 Progress Report results for all schools (data as of 2/2/2011)

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, K-3, K-2 - 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 - 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 and the % SpEd. Lower values indicate student populations with higher need.

3) High School - peer index is a value from 1.00-4.50. For high schools, we use the average 8th grade proficiency, the % SpEd, the % Self-contained, and the % overage. Lower values indicate student populations with higher need.

A list of schools receiving Quality Reviews during the 2018-19 school year

A snapshot of mental health service coverage in DOE schools. Data extracts from each mental health service program are compiled monthly, each record represents a school that is covered by a mental health program. Data can be used to determine DOE schools with mental health coverage. The data does NOT show all mental health programs provided to a school.

2010- 11 Attendance & Enrollment (Unaudited) by District as of December 31, 2010

Charter Schools, Community-Based Organizations (Pre-K), Home Instruction, and Hospital Schools are not included.
Attendance averages based on each districts associated data.

1) Register is as of reporting date
2) Only includes schools and programs in Districts 1-32 and District 75
3) NYCEECs and District PreK Centers are excluded
4) District 75 Home and Hospital Instruction programs and students are excluded
5) Percents are of active students ages 5 and up, not of all students (any four year olds are exluded as they are not yet eligible for vaccination)

1) Enrollment as of last day of reporting period
2) Only schools and programs in Districts 1-32 and District 75
3) NYCEECs and District PreK Centers are excluded
4) District 75 Home and Hospital Instruction programs and students are excluded
5) For consent and consent withdrawal, only Covid-19 testing eligible students are included (Grades 1-12)
6) For unvaccinated population, only students aged 5 or above as of the day before the beginning of the reporting period are included
"7) Under the Family Educational Rights and Privacy Act (FERPA), educational agencies and institutions
reporting or releasing data derived from education records are responsible for protecting personally
identifiable information (PII) in their reports from disclosure.
a) If a cell is ≤ 5 the value is suppressed (""S""), and the next highest value in that row is also suppressed (""S"").
b) If a cell is within 5 of the total number of students for the subgroup, the value is suppressed (""T""), and the next highest value in that row is also suppressed (""T""). This is necessary, because it is a FERPA violation to disclose that no students in a subgroup were vaccinated. This report includes counts of unvaccinated students, therefore data suppression is necessary on the maximum values also."
8) An empty cell indicates that there are no students for that grade or subgroup

School-level New York City Results on New York State Regents Exams, testing and score data includes all administrations of the regents exam: January, June and August. It reports the highest score for each regents exam for each school year. School DBNs are as of June 30th of each school year. School name an school type reflect most recent data available. College & career readiness scores only apply to ELA and Math exams and otherwise are labeled as "NA". Regents exams include:
- English Regents exam score of 75+
- Any Math Regent exam score 0f 80+
- Common Core- aligned Algebra I or Geometry Regents exam score of 70+ or Algebra II / Trigonometry exam score of 65+.
Students with disabilities are defined as any child with an IEP as of the end of the school year.

Listing of referral Centers For High School Alternatives

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 dependant 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.

Student demographic and enrollment data by Pre-K for All Site from 2015-16 through 2017-18