schenectady school grade 10-11

8/2/2019 Schenectady School Grade 10-11

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District

This Districts Report Card

The New York State District Report Card is an important part of

the Board of Regents effort to raise learning standards for all students.It provides information to the public on the districts status and

the status of schools within the district under the State and federal

accountability systems, on student performance, and on other

measures of school and district performance. Knowledge gained

from the report card on a school districts strengths and weaknesses

can be used to improve instruction and services to students.

State assessments are designed to help ensure that all

students reach high learning standards. They show whetherstudents are getting the knowledge and skills they need

to succeed at the elementary, middle, and commencement

levels and beyond. The State requires that students who are not

making appropriate progress toward the standards receive

academic intervention services.

Use this report to:

1 Get DistrictProfile information.This section shows comprehensive

data relevant to this districts

learning environment.

2 Review DistrictAccountability Status.This section indicates whether

a district made adequate yearly

progress (AYP) and identifies the

districts accountability status.

3 View School AccountabilityStatus.This section lists all schools in your district

by 201112 accountability status.

4 Review an Overviewof District Performance.This section has information about

the districts performance on state

assessments in English, mathematics,and science.

For more information:Office of Information and Reporting Services

New York State Education Department

Room 863 EBA

Albany, NY 12234

Email: [email protected]

The New York State

District Report Card

Accountabilityand Overview Report201011

SCHENECTADY CITY SCHOOL

DISTRICT

District ID 53-06-00-01-0000

Superintendent JOHN YAGIELSKI

Telephone (518) 370-8100

Grades PK-12


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District Proile1

Average Class SizeInormation

Average Class Size is the total registration

in specied classes divided by the numberof those classes with registration.Common

Branch refers to self-contained classes in

Grades 16.

EnrollmentInormationEnrollmentcounts are as of Basic Educational

Data System (BEDS) day, which is typically

the rst Wednesday of October of the school

year. Students who attend BOCES programs

on a part-time basis are included in a districts

enrollment. Students who attend BOCES ona full-time basis or who are placed full time

by the district in an out-of-district placement

are not included in a districts enrollment.

Students classied by districts as pre-rst

are included in rst grade counts.

District Profle

This section shows comprehensive data relevant to this school districts

learning environment, including information about enrollment, average

class size, and teacher qualications.

Enrollment

Pre-K

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Ungraded Elementary

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

Ungraded Secondary

Total K12

Average Class Size

Common Branch

Grade 8

English

Mathematics

Science

Social Studies

Grade 10

English

Mathematics

Science

Social Studies

District SCHENECTADY CITY SCHOOL DISTRICT District ID 53-06-00-01-0000

200809 200910 201011

441

876

833

818

760

780

750

696

0

766

734

985

784

534

655

0

9971

442

898

816

770

769

750

741

725

0

731

709

889

732

609

548

0

9687

431

831

864

777

743

756

734

735

0

789

693

804

721

618

638

0

9703

200809 200910 201011

21

19

19

20

19

19

22

26

23

22

18

19

19

19

23

22

25

23

21

19

19

19

19

25

26

23

24


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District Profile1

Attendanceand SuspensionsInformation

Annual Attendance Rate is determined by dividing

the school districts total actual attendance

by the total possible attendance for a school year.A districts actual attendance is the sum of

the number of students in attendance on each

day the districts schools were open during

the school year. Possible attendance is the sum

of the number of enrolled students who should

have been in attendance on each day schools

were open during the school year.Student

Suspension rate is determined by dividing

the number of students who were suspended

from school (not including in-school suspensions)

for one full day or longer anytime during

the school year by the Basic Educational Data

System (BEDS) day enrollments for that school

year. A student is counted only once, regardless

of whether the student was suspended one

or more times during the school year.

Demographic FactorsInformation

Eligible or Free Lunch and Reduced-PriceLunch percentages are determined by dividing

the number of approved lunch applicants

by the Basic Educational Data System (BEDS)

enrollment in full-day Kindergarten through

Grade 12. Eligible or Free Lunch and Limited

English Profcientcounts are used to determine

Similar Schools groupings within a Need/Resource

Capacitycategory.

Demographic Factors

# % # % # %

Eligible for Free Lunch

Reduced-Price Lunch

Student Stability*

Limited English Procient

Racial/Ethnic Origin

American Indian or Alaska Native

Black or African American

Hispanic or Latino

Asian or Native

Hawaiian/Other Pacic Islander

White

Multiracial

* Available only at the school level.

Attendance and Suspensions

# % # % # %

Annual Attendance Rate

Student Suspensions


200809 200910 201011

4931

1032

303

14

3435

1449

1281

3792

0

49%

10%

N/A

3%

0%

34%

15%

13%

38%

0%

5528

1176

325

8

3372

1449

1363

3495

0

57%

12%

N/A

3%

0%

35%

15%

14%

36%

0%

5462

890

319

14

3407

1488

1454

3340

0

56%

9%

N/A

3%

0%

35%

15%

15%

34%

0%

200708 200809 200910

1757

91%

19% 1672

90%

17% 1403

90%

14%


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Teacher Qualications

otal Number of Teachers

ercent with No Valideaching Certicate

ercent Teaching Out

f Certication

ercent with Fewer Than

hree Years of Experience

ercentage with Masters Degree

lus 30 Hours or Doctorate

otal Number of Core Classes

ercent Not Taught by Highly Qualied

eachers in This District


n High-Poverty Schools Statewide


n Low-Poverty Schools Statewide

otal Number of Classes

ercent Taught by Teachers Without

ppropriate Certication

Teacher Turnover Rate

urnover Rate of Teachers with Fewer

han Five Years of Experience

urnover Rate of All Teachers

Staff Counts

otal Other Professional Staff

otal Paraprofessionals*

ssistant Principals

rincipals

Not available at the school level.

Staff Counts

InformationOther Proessionals includes administrators,

guidance counselors, school nurses, psychologist

and other professionals who devote more than ha

of their time to non-teaching duties. Teachers who

are shared between buildings within a district are

reported on the district report only.

Teacher Qualications

Information

The Percent Teaching Out o Certifcation is thepercent doing so more than on an incidental basis

that is, the percent teaching for more than ve

periods per week outside certication.

Core Classes are primarily K-6 common branch,

English, mathematics, science, social studies,

art, music, and foreign languages. To be Highly

Qualifed, a teacher must have at least a Bachelor

degree, be certied to teach in the subject area,

and show subject matter competency. A teacher

who taught one class outside of the certication

area(s) is counted as Highly Qualied provided tha1) the teacher had been determined by the schoo

or district through the HOUSSE process or other

state-accepted methods to have demonstrated

acceptable subject knowledge and teaching

skills and 2) the class in question was not the sole

assignment reported. Credit for incidental teachi

does not extend beyond a single assignment.

Independent of Highly Qualied Teacher status,

any assignment for which a teacher did not hold

a valid certicate still registers as teaching out of

certication. High-poverty and low-poverty schoo

are those schools in the upper and lower quartiles

respectively, for percentage of students eligible foa free or reduced-price lunch.

Teacher Turnover Rate

InformationTeacher Turnover Rate for a specied school year

is the number of teachers in that school year who

were not teaching in the following school year

divided by the number of teachers in the specied

school year, expressed as a percentage.

District Profile1District SCHENECTADY CITY SCHOOL DISTRICT District ID 53-06-00-01-0000

200809 200910 201011826

0%

0%

16%

10%

2249

0%

8%

1%

2824

1%

802

0%

0%

9%

10%

2053

0%

6%

1%

2685

1%

815

0%

0%

7%

10%

1912

0%

5%

0%

2711

0%

200708 200809 200910

24%

18%

27%

17%

24%

18%

200809 200910 201011

113

419

4

24

127

384

4

23

83

385

5

23


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District Accountability2

Understanding How AccountabilityWorks in New York StateThe federal No Child Left Behind (NCLB) Act requires that states develop and report on measures of student

proficiency in 1) English language arts (ELA), in 2) mathematics, and on 3) a third indicator. In New YorkState in 201011, the third indicator is science at the elementary/middle level and graduation rate at

the secondary level. Schools or districts that meet predefined goals on these measures are making Adequate

Yearly Progress (AYP).

For more information about accountability in New York State,

visit: http://www.p12.nysed.gov/irs/accountability/ .

1 English Language Arts (ELA)

To make AYP in ELA, every accountability group must make AYP. For a group to make AYP, it must meet the participation

and the performance criteria.

english

language arts

mathematics third indicato

Secondary-Level Graduation Rate: For a school to make AYP in graduation rate, the percent of students in the 2006 graduation-rate

total cohort in the All Students group earning a local or Regents diploma by August 31, 2010must equal or exceed the Graduation-Rate

Standard (80%) or the Graduation-Rate Progress Target.

Qualifying for Safe Harbor in Secondary-Level ELA and Math: To qualify, the percent of the 2006 graduation-rate total cohort earning a local or Regentsdiploma by August 31, 2010must equal or exceed the Graduation-Rate Standard (80%) or the Graduation-Rate Progress Target for that group.

A Participation Criterion

At the elementary/middle level, 95 percent of Grades 38students enrolled during the test administration period in

each group with 40 or more students must be tested on the

New York State Testing Program (NYSTP) in ELA or, if appropriate,

the New York State English as a Second Language Achievement

Test (NYSESLAT), or the New York State Alternate Assessment

(NYSAA) in ELA. At the secondary level, 95 percent of seniors in

201011 in each accountability group with 40 or more students

must have taken an English examination that meets the

students graduation requirement.

B Performance Criterion

At the elementary/middle level, the Performance Index (PI)

of each group with 30 or more continuously enrolled tested

students must equal or exceed its Effective Annual Measurab

Objective (AMO) or the group must make Safe Harbor. (NYSES

is used only for participation.) At the secondary level, the PI o

each group in the 2007 cohort with 30 or more members mu

equal or exceed its Effective AMO or the group must make Sa

Harbor. To make Safe Harbor, the PI of the group must equal o

exceed its Safe Harbor Target and the group must qualify for

Harbor using the third indicator, science or graduation rate.

2 MathematicsThe same criteria for making AYP in ELA apply to mathematics. At the elementary/middle level, the measures used to determine

AYP are the NYSTP and the NYSAA in mathematics. At the secondary level, the measures are mathematics examinations that meet

the students graduation requirement.

3 Third Indicator

In addition to English language arts and mathematics, the school must also make AYP in a third area of achievement.

This means meeting the criteria in science at the elementary/middle level and the criteria in graduation rate at the secondary level.

Elementary/Middle-Level Science: To make AYP, the All Students group must meet the participation criterion and

the performance criterion.

A Participation Criterion

Eighty percent of students in Grades4

and/or8

enrolledduring the test administration period in the All Students

group, if it has 40 or more students, must be tested on an

accountability measure. In Grade 4, the measures are the

Grade 4 elementary-level science test and the Grade 4

NYSAA in science. In Grade 8 science, the measures are

the Grade 8middle-level science test, Regents science

examinations, and the Grade 8NYSAA in science.

B Performance Criterion

The PI of the All Students group, if it has 30 or morestudents, must equal or exceed the State Science

Standard (100) or the Science Progress Target.

Qualifying for Safe Harbor in Elementary/Middle-LevelELA and Math: To qualify, the group must meet both the participationcriterion and the performance criterion in science.



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Useful Terms for Understanding Accountability12th GradersThe count of 12th graders enrolled during the 201011

school year used to determine the Percentage Tested for theParticipation part of the AYP determination for secondary-level ELA and mathematics. These are the first numbers in theparentheses after the subgroup label on the secondary-levelELA and mathematics pages.

2007 CohortThe count of students in the 2007 accountability cohort usedto determine the Performance Index for the Test Performancepart of the AYP determination for secondary-level ELA andmathematics. These are the second numbers in the parenthesesafter the subgroup label on the secondary-level ELA andmathematics pages.

Accountability Cohort for English and MathematicsThe accountability cohort is used to determine if a schoolor district met the performance criterion in secondary-levelELA and mathematics. The 2007 school accountability cohortconsists of all students who first entered Grade 9 anywherein the 200708 school year, and all ungraded students withdisabilities who reached their seventeenth birthday in the200708 school year, who were enrolled on October 6, 2010 anddid not transfer to a diploma granting program. Students whoearned a high school equivalency diploma or were enrolled inan approved high school equivalency preparation program onJune 30, 2011, are not included in the 2007 school accountabilitycohort. The 2007 district accountability cohort consists of allstudents in each school accountability cohort plus students

who transferred within the district after BEDS day plus studentswho were placed outside the district by the Committee onSpecial Education or district administrators and who met theother requirements for cohort membership. Cohort is defined inSection 100.2 (p) (16) of the Commissioners Regulations.

Adequate Yearly Progress (AYP)Adequate Yearly Progress (AYP) indicates satisfactory progressby a district or a school toward the goal of proficiency for allstudents.

Annual Measurable Objective (AMO)The Annual Measurable Objective (AMO) is the PerformanceIndex value that signifies that an accountability group is makingsatisfactory progress toward the goal that 100 percent of

students will be proficient in the States learning standards forEnglish language arts and mathematics by 201314. The AMOsfor each grade level will be increased as specified in CR100.2(p)(14) and will reach 200 in 201314. (See Effective AMO forfurther information.)

Continuous EnrollmentThe count of continuously enrolled tested students used todetermine the Performance Index for the Test Performance partof the AYP determination for elementary/middle-level ELA,mathematics, and science. These are the second numbers inthe parentheses after the subgroup label on the elementary/middle-level ELA, mathematics, and science pages.

Continuously Enrolled StudentsAt the elementary/middle level, continuously enrolled stud

are those enrolled in the school or district on BEDS day (usuthe first Wednesday in October) of the school year until the administration period. At the secondary level, all students wmeet the criteria for inclusion in the accountability cohort aconsidered to be continuously enrolled.

Effective Annual Measurable Objective

(Effective AMO)The Effective Annual Measurable Objective is the PerformanIndex (PI) value that each accountability group within a schoor district is expected to achieve to make AYP. The EffectiveAMO is the lowest PI that an accountability group of a givencan achieve in a subject for the groups PI not to be considersignificantly different from the AMO for that subject. If an

accountability groups PI equals or exceeds the Effective AMit is considered to have made AYP. A more complete definitioof Effective AMO and a table showing the PI values that eacgroup size must equal or exceed to make AYP are available awww.p12.nysed.gov/irs.

Graduation RateThe Graduation Rate on the Graduation Rate page is thepercentage of the 2006 cohort that earned a local or Regentdiploma by August 31, 2010.

Graduation-Rate Total CohortThe Graduation-Rate Total Cohort, shown on the GraduationRate page, is used to determine if a school or district made A

in graduation rate. For the2010

11

school year, this cohort i2006 graduation-rate total cohort. The 2006 total cohort conof all students who first entered Grade 9 anywhere in the200607 school year, and all ungraded students with disabiliwho reached their seventeenth birthday in the200607 school year, and who were enrolled in the school/district for five months or longer or who were enrolled in theschool/district for less than five months but were previouslyenrolled in the same school/district for five months or longebetween the date they first entered Grade 9 and the date thlast ended enrollment. A more detailed definition ofgraduation-rate cohort can be found in the SIRSManual atwww.p12.nysed.gov/irs.

For districts and schools with fewer than 30 graduation-rate

total cohort members in the All Students group in 201011,data for 200910 and 201011 for accountability groups werecombined to determine counts and graduation rates. Groupwith fewer than 30 students in the graduation-rate total cohare not required to meet the graduation-rate criterion.

Limited English ProficientFor all accountability measures, if the count of LEP studentsis equal to or greater than 30, former LEP students are alsoincluded in the performance calculations.

Non-Accountability GroupsFemale, Male, and Migrant groups are not part of the AYPdetermination for any measure.



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Useful Terms for Understanding Accountability (continued)ParticipationAccountability groups with fewer than 40 students enrolled

during the test administration period (for elementary/middle-level ELA, math, and science) or fewer than 40 12th graders(for secondary-level ELA and mathematics) are not requiredto meet the participation criterion. If the Percentage Testedfor an accountability group fell below 95 percent for ELA andmath or 80 percent for science in 201011, the participationenrollment (Total or 12th Graders) shown in the tables isthe sum of 200910 and 201011 participation enrollments andthe Percentage Tested shown is the weighted average of theparticipation rates over those two years.

Performance Index (PI)A Performance Index is a value from 0 to 200 that is assigned toan accountability group, indicating how that group performed

on a required State test (or approved alternative) in Englishlanguage arts, mathematics, or science. Student scores on thetests are converted to four performance levels, from Level 1to Level 4. (See performance level definitions on the Overviewsummary page.) At the elementary/middle level, the PI iscalculated using the following equation:

100 [(Count of Continuously Enrolled Tested StudentsPerforming at Levels 2, 3, and 4 + the Count at Levels 3 and 4) Count of All Continuously Enrolled Tested Students]

At the secondary level, the PI is calculated using the followingequation:

100 [(Count of Cohort Members Performing at Levels 2, 3, and4 + the Count at Levels 3 and 4) Count of All Cohort Members]

A list of tests used to measure student performance foraccountability is available at www.p12.nysed.gov/irs.

Progress TargetsFor accountability groups below the State Standard in scienceor graduation rate, the Progress Target is an alternate methodfor making AYP or qualifying for Safe Harbor in English languagearts and mathematics based on improvement over the previousyears performance.

Science:The current years Science Progress Target is calculatedby adding one point to the previous years Performance Index(PI). Example: The 201011 Science Progress Target is calculatedby adding one point to the 200910 PI.

Graduation Rate: The Graduation-rate Progress Target iscalculated by determining a 20% gap reduction between therate of the previous years graduation-rate cohort and the statestandard. Example: The 201011Graduation-Rate ProgressTarget = [(80 percentage of the 2005 cohort earning a local orRegents diploma by August 31, 2009) 0.20] + percentage of the2005 cohort earning a local or Regents diploma by August 31,2009.

Progress Targets are provided for groups whose PI (for science)or graduation rate (for graduation rate) is below the StateStandard.

Safe Harbor TargetsSafe Harbor provides an alternate means to demonstrate

AYP for accountability groups that do not achieve their EAMin English or mathematics. The 201011 safe harbor targetsare calculated using the following equation:200910 PI + (200 the 200910 PI) 0.10

Safe Harbor Targets are provided for groups whose PI is lessthan the EAMO.

Safe Harbor Qualification ()On the science page, if the group met both the participationand the performance criteria for science, the Safe HarborQualification column will show Qualified. If the group didnot meet one or more criteria, the column will show Did noqualify. A symbol after the 201011 Safe Harbor Target othe elementary/middle- or secondary-level ELA or mathempage indicates that the student group did not make AYPin science (elementary/middle level) or graduation rate(secondary level) and; therefore, the group did not qualify foSafe Harbor in ELA or mathematics.

State StandardThe criterion value that represents minimally satisfactoryperformance (for science) or a minimally satisfactorypercentage of cohort members earning a local or Regentsdiploma (for graduation rate). In 201011, the State ScienceStandard is a Performance Index of 100; the State GraduatioRate Standard is 80%. The Commissioner may raise the StateStandard at his discretion in future years.

Students with DisabilitiesFor all measures, if the count of students with disabilities isequal to or greater than 30, former students with disabilitiesare also included in the performance calculations.

Test PerformanceFor districts and schools with fewer than 30 continuouslyenrolled tested students (for elementary/middle-level ELA,math, and science) or fewer than 30 students in the 2007cohort (for secondary-level ELA and mathematics) in the AllStudents group in 201011, data for 200910 and 201011 foraccountability groups were combined to determine counts aPerformance Indices. For districts and schools with 30 or mocontinuously enrolled students/2007 cohort members in the

All Students group in2010

11

, student groups with fewer th30 members are not required to meet the performance criteThis is indicated by a in the Test Performance column inthe table.

TotalThe count of students enrolled during the test administratioperiod used to determine the Percentage Tested for theParticipation part of the AYP determination for elementary/middle-level ELA, mathematics, and science. These are the fnumbers in the parentheses after the subgroup label on theelementary/middle-level ELA, mathematics, and science paFor accountability calculations, students who were excusedfrom testing for medical reasons in accordance with federalNCLB guidance are not included in the count.



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Understanding Your District Accountability StatusThe list below defines the district status categories applied to each accountability measure under New York States district

accountability system, which is divided into a Federal Title I component and a State component. Accountability measures for districts

are English language arts (ELA), mathematics, elementary/middle-level science, and graduation rate. A district may be assigneda different status for different accountability measures. The overall status of a district is the status assigned to the district for

the accountability measure with the most advanced designation in the hierarchy. If the district receives Title I funds, it is the most

advanced designation in the Title I hierarchy, unless the district is in good standing under Title I but identified as DRAP under

the State hierarchy. A district that does not receive Title I funding in a school year does not have a federal status in that year; however,

all districts receive a state status even if they do not receive Title I funding. Consequences for districts not in good standing can be

found at: http://www.p12.nysed.gov/irs/accountability/ .

Federal Title I Status(Applies to all New York State districts receiving Title I funds)

New York State Status(Applies to New York State districts)

District in Good StandingA district is considered to be in good standing if it has not been identified as a District in Need of Improvement

or a District Requiring Academic Progress.

District in Need of Improvement (Year 1)

A district that has not made AYP for two consecutive years

on the same accountability measure is considered a District

in Need of Improvement (Year1) for the following year, if it

continues to receive Title I funds.

District Requiring Academic Progress (Year 1)

A district that has not made AYP on the same accountability

measure for two consecutive years is considered a District Requiri

Academic Progress (Year 1) for the following year.


A District in Need of Improvement (Year1) that does not

make AYP on the accountability measure for which it was

identified is considered a District in Need of Improvement

(Year 2) for the following year, if it continues to receiveTitle I funds.

District Requiring Academic Progress (Year 2)

A District Requiring Academic Progress (Year1) that does not

make AYP on the accountability measure for which it was identifie

is considered a District Requiring Academic Progress (Year 2) for

the following year.





(Year 3) for the following year, if it continues to receive

Title I funds.

District Requiring Academic Progress (Year3)




the following year.





(Year4) for the following year, if it continues to receiveTitle I funds.

District Requiring Academic Progress (Year4)




the following year.

District in Need of Improvement (Year 5and above)

A District in Need of Improvement (Year 4 and above)

that does not make AYP on the accountability measure

for which it was identified is considered a District in Need

of Improvement (Year 5 and above) for the following year,

if it continues to receive Title I funds.

District Requiring Academic Progress (Year 5 and above)

A District Requiring Academic Progress (Year4 and above) that

does not make AYP on the accountability measure for which it was

identified is considered a District Requiring Academic Progress

(Year 5 and above) for the following year.

Pending A districts status is Pending if the district requires special evaluation procedures and they have not yet been completed.



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Accountability Status Levels

Federal State

GoodStanding GoodStanding

Improvement(Year1) RequiringAcademicProgress(Year1)




Improvement(Year5&Above) R equiri ngAcademicProgress(Year5 &Ab

PendingRequiresSpecialEvaluation

Title I Part A Funding Years the District Received Title I Part A Funding

Summary

Overall AccountabilityStatus

ELA Science

Math GraduationRate

On which accountability measures did this district make Adequate

Yearly Progress (AYP) and which groups made AYP on each measure?Elementary/Middle Level Secondary Level

Student GroupsEnglish

LanguageArts Mathematics Science

English

LanguageArts Mathematics GraduationR

All Students

Ethnicity

AmericanIndianorAlaskaNative

BlackorAricanAmerican

HispanicorLatino

AsianorNative

Hawaiian/OtherPacifcIslanderWhite

MultiracialOther Groups

StudentswithDisabilities

LimitedEnglishProfcient

EconomicallyDisadvantaged

Student groups making

AYP in each subject

AYP Status

4 MadeAYP

SH

MadeAYPUsingSaeHarborTarget

DidnotmakeAYP

InsufcientNumberoStudents

toDetermineAYPStatus


(201112)Improvement (Year 7)

Improvement (Year 7) Good Standing

Improvement (Year 1) Good Standing

200910 201011 201112

YES YES YES

"

"

"

"

"

"

"

"

"

"

"

"

"

"

"

"

SH

"

"

SH

"

"

"

"

"

"

SH

"

"

"2 of 8 2 of 8 1 of 1 3 of 7 2 of 7 0 of 1


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h 17, 2012 Pag

Disric Accuabiliy2

Accuabiliy Saus

fr This Subjc

Accuabiliy Masurs

Prspciv Saus

Hw did suds i ach accuabiliy grup prfrm

Sud Grup(Total: Continuous Enrollment)

AYP Paricipai Ts Prfrmac Prfrmac Objcivs

StatusMetCriterion

PercentageTested

MetCriterion

PerformanceIndex

EffectiveAMO

Safe Harbor Target

201011 201112

Accuabiliy Grups

All Suds

Ehiciy



Hispanic or Latino

Asian or Native Hawaiian/Other PacificIslander

White

Multiracial

Ohr Grups

Students with Disabilities

Limited English Proficient

Economically Disadvantaged

Fial AYP Drmiai

N-Accuabiliy Grups

Female

Male

Migrant

Symbls

4 Made AYP

SH

Made AYP Using Safe Harbor Target

Did not make AYP

Fewer Than 40 Total/Fewer Than 30Continuous Enrollment

Did not qualify for Safe Harbor

note: See Useful Terms for Understanding Accountability

for explanations and definitions of terms and table labels

used on this page.


Elementary/Middle-Level English Language Arts

(201112)

Improvement (Year 7)

2 of 8 Student groups making AYP in English language arts

" Did not make AYP

To be removed from improvement status in English language arts, this district must make AYP

this measure at the elementary/middle or secondary level for two consecutive years. If this dis

fails to make AYP at both the elementary/middle and secondary levels in 2011-12, the district

be In Need of Improvement (Year 8) in 2012-13. If this district makes AYP at either the

elementary/middle or secondary level in 2011-12, the district will remain In Need of Improvem

(Year 7) in 2012-13. [210]

elementary/middle-level English language arts accountability measures?

"

"

"

"

"

"

99%

99%

98%

99%

99%

98%

96%

99%

99%

99%

"

"

"

"

"

"

111

98

98

124

123

53

71

105

119

103

120

119

118

118

119

118

114

120

120

120

120

108

107

67

85

115

120

108

108

68

84

115

" 2 of 8

(4581:4292)

(5:5)

(1642:1541)

(691:624)

(669:628)

(1567:1489)

(7:5)

(911:876)

(146:154)

(3055:3001)

(2189:2036)

(2392:2256)

(0:0)


11/33

h 17, 2012 Pag

Disric Accuabiliy2

Accuabiliy Saus

fr This Subjc

Accuabiliy Masurs

Prspciv Saus




StatusMetCriterion

PercentageTested

MetCriterion

PerformanceIndex

EffectiveAMO

Safe Harbor Target

201011 201112

Accuabiliy Grups

All Suds

Ehiciy



Hispanic or Latino


White

Multiracial

Ohr Grups




Fial AYP Drmiai

N-Accuabiliy Grups

Female

Male

Migrant

Symbls

4 Made AYP

SH


Did not make AYP

Fewer Than 40 Total/Fewer Than 30Continuous Enrollment




used on this page.


Elementary/Middle-Level Mathematics

(201112)


2 of 8 Student groups making AYP in mathematics

" Did not make AYP

To be removed from improvement status in mathematics, this district must make AYP in this

measure at the elementary/middle or secondary level for two consecutive years. If this district

to make AYP at both the elementary/middle and secondary levels in 2011-12, the district will b

Need of Improvement (Year 2) in 2012-13. If this district makes AYP at either the


(Year 1) in 2012-13. [206]

elementary/middle-level mathematics accountability measures?

"

"

"

"

"

"

98%

99%

99%

99%

98%

97%

96%

99%

99%

98%

"

"

"

"

"

"

126

111

115

145

137

74

95

123

128

123

135

134

133

133

134

133

129

135

135

135

132

118

120

85

105

129

133

120

124

87

106

131

" 2 of 8

(4582:4285)

(5:5)

(1641:1534)

(691:631)

(671:635)

(1567:1475)

(7:5)

(910:871)

(147:165)

(3055:2997)

(2190:2038)

(2392:2247)

(0:0)


12/33

h 17, 2012 Pag

Disric Accuabiliy2

Elmary/Middl-Lvl ScicAccuabiliy Saus

fr This Subjc

Accuabiliy Masurs

Prspciv Saus

Hw did suds i ach accuabiliy grup prfrm lmary/middl-lvl scic accuabiliy masurs?



StatusSafe HarborQualification

MetCriterion

PercentageTested

MetCriterion

PerformanceIndex

StateStandard

Progress Targe

201011 2011

Accuabiliy Grups

All Suds

Ehiciy



Hispanic or Latino

Asian or Native Hawaiian/Other Pacific

Islander

White

Multiracial

Ohr Grups




Fial AYP Drmiai

N-Accuabiliy Grups

Female

Male

Migrant

Symbls

4 Made AYP

Did not make AYP

Fewer Than 40 Total/Fewer Than 30

Continuous Enrollment



used on this page.


(201112)

Good Standing

1 of 1 Student groups making AYP in science

Made AYP

This district will be in good standing in 2012-13. [201]

96%

95%

96%

100%

96%

94%

96%

97%

97%

95%

158

151

154

162

165

120

132

156

157

158

100

100

100

100

100

100

100

100

100

100

Qualified

Qualified

Qualified

Qualified

Qualified

Qualified

Qualified

Qualified

1 of 1

(1507:1359)

(0:0)

(540:488)

(248:217)

(222:204)

(495:449)

(2:1)

(298:275)

(52:47)

(977:939)

(724:659)

(783:700)

(0:0)


13/33

h 17, 2012 Pag

Disric Accuabiliy2

Accuabiliy Saus

fr This Subjc

Accuabiliy Masurs

Prspciv Saus


Sud Grup(12th Graders: 2007 Cohort)


StatusMetCriterion

PercentageTested

MetCriterion

PerformanceIndex

EffectiveAMO

Safe Harbor Target

201011 201112

Accuabiliy Grups

All Suds

Ehiciy



Hispanic or Latino


White

Multiracial

Ohr Grups




Fial AYP Drmiai

N-Accuabiliy Grups

Female

Male

Migrant

Symbls

4 Made AYP

SH


Did not make AYP

Fewer Than 40 12th Graders/Fewer Than 30 Cohort




used on this page.


Secondary-Level English Language Arts

(201112)


3 of 7 Student groups making AYP in English language arts

" Did not make AYP

To be removed from improvement status in English language arts, this district must make AYP

this measure at the elementary/middle or secondary level for two consecutive years. If this dis

fails to make AYP at both the elementary/middle and secondary levels in 2011-12, the district

be In Need of Improvement (Year 8) in 2012-13. If this district makes AYP at either the


(Year 7) in 2012-13. [210]

secondary-level English language arts accountability measures?

"

"

SH

"

"

SH

99%

100%

97%

100%

99%

96%

99%

99%

99%

"

"

SH

"

"

SH

165

159

153

182

168

80

167

169

160

178

176

171

173

175

173

177

177

177

156

139

150

168

79

156

169

163

158

171

92

170

" 3 of 7

(607:582)

(0:0)

(227:223)

(79:68)

(101:93)

(200:197)

(0:1)

(99:101)

(6:5)

(320:331)

(315:299)

(292:283)

(0:0)


14/33

h 17, 2012 Pag

Disric Accuabiliy2

Accuabiliy Saus

fr This Subjc

Accuabiliy Masurs

Prspciv Saus


Sud Grup(12th Graders: 2007 Cohort)


StatusMetCriterion

PercentageTested

MetCriterion

PerformanceIndex

EffectiveAMO

Safe Harbor Target

201011 201112

Accuabiliy Grups

All Suds

Ehiciy



Hispanic or Latino


White

Multiracial

Ohr Grups




Fial AYP Drmiai

N-Accuabiliy Grups

Female

Male

Migrant

Symbls

4 Made AYP

SH


Did not make AYP

Fewer Than 40 12th Graders/Fewer Than 30 Cohort




used on this page.


Secondary-Level Mathematics

(201112)


2 of 7 Student groups making AYP in mathematics

" Did not make AYP

To be removed from improvement status in mathematics, this district must make AYP in this

measure at the elementary/middle or secondary level for two consecutive years. If this district

to make AYP at both the elementary/middle and secondary levels in 2011-12, the district will b

Need of Improvement (Year 2) in 2012-13. If this district makes AYP at either the


(Year 1) in 2012-13. [206]

secondary-level mathematics accountability measures?

"

"

"

"

"

SH

100%

100%

99%

100%

100%

98%

100%

100%

100%

"

"

"

"

"

SH

158

148

144

177

165

82

160

159

157

175

173

168

170

172

170

174

174

174

153

132

148

167

84

151

162

153

150

169

94

164

" 2 of 7

(607:582)

(0:0)

(227:223)

(79:68)

(101:93)

(200:197)

(0:1)

(99:101)

(6:5)

(320:331)

(315:299)

(292:283)

(0:0)


15/33

h 17, 2012 Pag

Disric Accuabiliy2


graduai ra accuabiliy masurs?

Sud Grup(2006 Graduation-Rate Total Cohort)

Graduai Objcivs

AYPMetCriterion

GraduationRate

StateStandard

Progress Target201011

Accuabiliy Grups

All Suds

Ehiciy



Hispanic or Latino

Asian or Native Hawaiian/Other Pacific Islander

White

Multiracial

Ohr Grups




Fial AYP Drmiai

N-Accuabiliy Grups

Female

Male

Migrant

Graduai RaAccuabiliy Saus fr This

Idicar

Accuabiliy Masurs

Prspciv Saus

Symbls

4 Made AYP

Did not make AYP

Fewer than 30 Graduation-Rate Total Cohort



used on this page.


(201112)

Good Standing

0 of 1 Student groups making AYP in graduation rate

" Did not make AYP

A district that fails to make AYP in graduation rate for two consecutive years is placed in

improvement status. If this district fails to make AYP in 2011-12, the district will be District In N

of Improvement (Year 1) in 2012-13. If this district makes AYP in 2011-12, the district will be in

good standing in 2012-13. [203]

"

"

"

"

"

"

58%

50%

52%

74%

63%

22%

65%

61%

55%

80%

80%

80%

80%

80%

80%

80%

80%

80%

63%

59%

51%

76%

68%

37%

64%

" 0 of 1

(680)

(0)

(240)

(96)

(66)

(278)

(0)

(147)

(8)

(324)

(338)

(342)

(0)

Aspirational Goal

The Board of Regents has set an aspirational goal that 95% of students in each public school and school district willgraduate within five years of first entry into grade 9. The graduation rate for the 2006 total cohort through June 201

(after 5 years) for this district is60%

and, therefore, this districtdid not

meet this goal. The aspirational goal does notimpact accountability.


16/33

h 17, 2012 Pag

School Accountability Status

201112 Accountability Status of Schools in Your DistrictThis section lists all schools in your district by 201112 accountability status.

3


In Good Standing8 schools identified 42% of total

CENTRAL PARK INTERNATIONAL MAGNET SCHOOL

ELMER AVENUE SCHOOL

FULTON EARLY CHILDHOOD CENTER

HOWE EARLY CHILDHOOD EDUCATIONAL CENTER

JESSIE T ZOLLER SCHOOL

VAN CORLAER SCHOOL

WILLIAM C KEANE ELEMENTARY SCHOOL

YATES SCHOOL

Improvement (year 1) Focused

1 school identified 5% of total

WOODLAWN SCHOOL

Improvement (year 1) Comprehensive

4 schools identified 21% of total

FRANKLIN DELANO ROOSEVELT ELEMENTARY SCHOOL

HAMILTON ELEMENTARY SCHOOL

LINCOLN SCHOOL

PLEASANT VALLEY SCHOOL

Corrective Action (year 1) Focused


PAIGE SCHOOL

Corrective Action (year 1) Comprehensive


MARTIN LUTHER KING SCHOOL

Restructuring (year 1) Comprehensive


KATHERINE BURR BLODGETT SUCCESS ACADEMY FOR MIDDLE SCHOOL STUDENTS

Restructuring (advanced) Comprehensive

3 schools identified 16% of total

MONT PLEASANT MIDDLE SCHOOL

ONEIDA MIDDLE SCHOOL

SCHENECTADY HIGH SCHOOL


17/33

h 17, 2012 Pag

About the Performance

Level Descriptors

English Language Arts

Level 1: Below Standard

Student performance does not demonstrate anunderstanding of the English language arts knowledgeand skills expected at this grade level.

Level 2: Meets Basic Standard

Student performance demonstrates a partialunderstanding of the English language arts knowledgeand skills expected at this grade level.

Level 3: Meets Proficiency Standard

Student performance demonstrates an understanding othe English language arts knowledge and skills expectedat this grade level.

Level 4: Exceeds Proficiency Standard

Student performance demonstrates a thoroughunderstanding of the English language arts knowledgeand skills expected at this grade level.

Mathematics

Level 1: Below Standard

Student performance does not demonstrate anunderstanding of the mathematics content expected atthis grade level.

Level 2: Meets Basic Standard

Student performance demonstrates a partialunderstanding of the mathematics content expected atthis grade level.

Level 3: Meets Proficiency Standard

Student performance demonstrates an understanding othe mathematics content expected at this grade level.

Level 4: Exceeds Proficiency Standard

Student performance demonstrates a thoroughunderstanding of the mathematics content expected atthis grade level.

How are Need/Resource Capacity

(N/RC) categories determined?

Districts are divided into high, average, and low needcategories based on their ability to meet the specialneeds of their students with local resources. Districts inthe high need category are subdivided into four categorbased on enrollment size and, in some cases, number

of students per square mile. More information aboutthe categories can be found in the Report to the Governand the Legislature on the Educational Status of the

States Schools at www.p12.nysed.gov/irs.

In this section, this districts performance is comparedwith that of public schools statewide.

This Districts N/RC Category:

Summary of

Performance on the State assessments in English language arts, mathematics,and science at the elementary and middle levels is reported in terms of mean

scores and the percentage of tested students scoring at or above Level 2,

Level 3, and Level 4. Performance on the State assessments in ELA and

mathematics at the secondary level is reported in terms of the percentage

of students in a cohort scoring at these levels.

Overview of District Performance4

District Performance


201011

Percentage of students that Total

scored at or above Level 3 Tested

0% 50% 100%English Language Arts

Grade 3 37% 728

Grade 4 35% 765

Grade 5 33% 744

Grade 6 35% 732

Grade 7 21% 785

Grade 8 22% 691

Mathematics

Grade 3 42% 730

Grade 4 46% 772

Grade 5 44% 749

Grade 6 41% 733Grade 7 36% 782

Grade 8 31% 685

Science

Grade 4 74% 751

Grade 8 53% 673

Percentage of students that 2007 Total

scored at or above Level 3 Cohort

0% 50% 100%Secondary Level

English 60% 777Mathematics 56% 777

High Need/Resource Urban-Suburban Distric

This is an urban or suburban school district with high

student needs in relation to district resource capacity


18/33

h 17, 2012 Pag


100%

This District NY State Public

Percentage scoring at level(s): Percentage scoring at level(s):

24 34 4 24 34 4

Results byStudent Group Percentage scoring at level(s): Percentage scoring at level(s):

24 34 4 24 34 4

All Students

Female

Male



Hispanic or Latino


White

Multiracial

Small Group Totals

General-Education Students


English Proficient



Not Disadvantaged

Migrant

Not Migrant

notes

OtherAssessments Number scoring at level(s): Number scoring at level(s):

24 34 4 24 34 4


This District's Results in Grade 3 English Language Arts

2011 Mean Score: 655


*Range: 644780 663780 694780

76% 75%

37% 38%

2%10%

87% 86%

56% 55%

5%17%

Number of Tested Students: 552 269 11563 289 73

201011

200910

201011 School Year 200910 School Year

Total

Tested

Total

Tested

728 76% 37% 2% 754 75% 38% 10%

365

363

258

105

96

267

2

98

602

126

706

22

489

239

728

78%

73%

70%

70%

79%

89%

86%

29%

76%

64%

75%

78%

76%

40%

34%

26%

33%

45%

48%

44%

2%

38%

14%

33%

44%

37%

2%

1%

1%

2%

2%

1%

2%

0%

2%

0%

1%

3%

2%

364

390

277

117

119

241

641

113

729

25

533

221

754

79%

71%

71%

74%

77%

78%

82%

31%

75%

72%

72%

81%

75%

43%

34%

32%

39%

39%

45%

44%

9%

39%

20%

35%

45%

38%

13%

7%

8%

6%

7%

15%

11%

1%

10%

0%

9%

11%

10%

The symbol indicates that data for a group of students have been suppressed. If a group has fewer than five students,data for that group and the next smallest group(s) are suppressed to protect the privacy of individual students.

* These ranges are for 201011 data only. Ranges for the 200910 data are available in the 200910 Accountability and Overview Reports.


Total

Tested

Total

TestedNew York State Alternate Assessment

(NYSAA): Grade 3 Equivalent16 15 12 10 12 7 7 6

New York State English as a Second Language

Achievement Test (NYSESLAT): Grade 32 N/A N/A N/A 3 N/A N/A N/A

Total Total

Recently Arrived LEP Students NOT Tested on

the ELA NYSTP: Grade 3

2 N/A N/A N/A 3 N/A N/A N/A

These counts represent recently arrived LEP students who used the NYSESLAT to fulfill the English language arts participation requirement.


19/33

h 17, 2012 Pag


100%



24 34 4 24 34 4


24 34 4 24 34 4

All Students

Female

Male



Hispanic or Latino


White

Multiracial

Small Group Totals



English Proficient



Not Disadvantaged

Migrant

Not Migrant

notes


24 34 4 24 34 4


This District's Results in Grade 3 Mathematics



*Range: 662770 684770 707770

84% 83%

42% 43%

6%17%

91% 91%

60% 59%

13%24%


201011

200910


Total

Tested

Total

Tested

730 84% 42% 6% 755 83% 43% 17%

366

364

259

107

98

264

2

100

606

124

706

24

489

241

730

84%

84%

77%

83%

87%

94%

90%

55%

84%

83%

83%

86%

84%

37%

46%

30%

37%

49%

57%

48%

10%

42%

25%

38%

49%

42%

4%

7%

2%

2%

8%

12%

7%

0%

6%

0%

4%

9%

6%

366

389

277

118

119

241

641

114

727

28

532

223

755

86%

81%

81%

82%

87%

85%

90%

47%

84%

68%

82%

87%

83%

44%

42%

35%

36%

50%

51%

48%

15%

43%

29%

41%

46%

43%

19%

15%

11%

17%

17%

24%

20%

4%

17%

11%

15%

22%

17%




Total

Tested

Total




20/33

h 17, 2012 Pag


100%



24 34 4 24 34 4


24 34 4 24 34 4

All Students

Female

Male



Hispanic or Latino


White

Multiracial

Small Group Totals



English Proficient



Not Disadvantaged

Migrant

Not Migrant

notes


24 34 4 24 34 4





*Range: 637775 671775 722775

79% 80%

35% 39%

1% 3%

92% 92%

57% 57%

2% 6%


201011

200910


Total

Tested

Total

Tested

765 79% 35% 1% 758 80% 39% 3%

368

397

286

122

122

234

1

123

622

143

743

22

535

230

765

85%

74%

77%

78%

82%

78%

88%

42%

80%

50%

78%

81%

79%

40%

30%

30%

37%

41%

37%

41%

10%

36%

0%

31%

44%

35%

1%

1%

0%

0%

2%

0%

1%

0%

1%

0%

0%

1%

1%

368

390

3

261

101

119

274

104

626

132

731

27

513

245

758

84%

77%

74%

90%

85%

74%

90%

36%

81%

59%

79%

83%

80%

46%

33%

27%

49%

51%

29%

46%

8%

40%

7%

35%

49%

39%

4%

2%

0%

4%

5%

2%

3%

0%

3%

0%

1%

5%

3%




Total

Tested

Total


(NYSAA): Grade 4 Equivalent13 12 11 11 4



Total Total






21/33

h 17, 2012 Pag


100%



24 34 4 24 34 4


24 34 4 24 34 4

All Students

Female

Male



Hispanic or Latino


White

Multiracial

Small Group Totals



English Proficient



Not Disadvantaged

Migrant

Not Migrant

notes


24 34 4 24 34 4





*Range: 636800 676800 707800

85% 88%

46% 48%

11% 14%

94% 95%

67% 64%

27% 26%


201011

200910


Total

Tested

Total

Tested

772 85% 46% 11% 760 88% 48% 14%

374

398

286

125

124

236

1

125

628

144

746

26

538

234

772

90%

82%

82%

82%

90%

88%

93%

54%

86%

58%

86%

85%

85%

49%

43%

34%

49%

53%

58%

54%

15%

47%

19%

44%

51%

46%

11%

11%

8%

9%

15%

14%

13%

3%

12%

0%

9%

17%

11%

368

392

3

260

103

121

273

106

630

130

731

29

514

246

760

89%

87%

83%

94%

92%

83%

93%

62%

89%

62%

88%

88%

88%

49%

47%

29%

66%

59%

44%

54%

17%

49%

21%

46%

52%

48%

15%

14%

5%

19%

22%

10%

17%

2%

15%

3%

12%

18%

14%




Total

Tested

Total




22/33

h 17, 2012 Pag


100%



24 34 4 24 34 4


24 34 4 24 34 4

All Students

Female

Male



Hispanic or Latino


White

Multiracial

Small Group Totals



English Proficient



Not Disadvantaged

Migrant

Not Migrant

notes


24 34 4 24 34 4


This District's Results in Grade 4 Science

2011 Mean Score: 74

2010 Mean Score: 76

Range: 45100 65100 85100

95% 94%

74% 79%

27%37%

98% 97%88% 88%

52% 55%


201011

200910


Total

Tested

Total

Tested

751 95% 74% 27% 751 94% 79% 37%

366

385

275

123

124

229

615

136

724

27

525

226

751

95%

95%

95%

95%

97%

95%

97%

87%

96%

78%

95%

95%

95%

74%

74%

71%

76%

73%

78%

80%

50%

75%

52%

72%

79%

74%

29%

26%

22%

27%

27%

33%

31%

10%

28%

7%

24%

35%

27%

369

382

3

254

101

122

271

104

626

125

723

28

505

246

751

95%

94%

92%

96%

98%

88%

96%

84%

95%

75%

94%

95%

94%

79%

78%

70%

89%

86%

70%

84%

52%

80%

39%

78%

81%

79%

38%

36%

24%

45%

49%

30%

43%

10%

38%

14%

34%

44%

37%



Total

Tested

Total




23/33

h 17, 2012 Pag


100%



24 34 4 24 34 4


24 34 4 24 34 4

All Students

Female

Male



Hispanic or Latino


White

Multiracial

Small Group Totals



English Proficient



Not Disadvantaged

Migrant

Not Migrant

notes


24 34 4 24 34 4





*Range: 648795 668795 700795

75% 74%

33% 28%

1% 3%

89% 88%

54% 52%

4%13%


201011

200910


Total

Tested

Total

Tested

744 75% 33% 1% 744 74% 28% 3%

365

379

3

257

97

119

266

2

5

603

141

724

20

492

252

744

83%

68%

68%

66%

86%

80%

100%

86%

29%

76%

50%

75%

76%

75%

36%

30%

21%

25%

41%

45%

20%

40%

6%

34%

0%

30%

39%

33%

2%

0%

0%

0%

2%

2%

0%

1%

0%

1%

0%

0%

2%

1%

344

400

1

273

102

125

243

103

614

130

722

22

522

222

744

79%

70%

65%

84%

81%

68%

81%

39%

75%

36%

73%

75%

74%

35%

22%

21%

39%

33%

23%

32%

8%

29%

5%

27%

31%

28%

5%

2%

3%

6%

4%

1%

4%

0%

3%

0%

3%

5%

3%




Total

Tested

Total





Total Total






24/33

h 17, 2012 Pag


100%



24 34 4 24 34 4


24 34 4 24 34 4

All Students

Female

Male



Hispanic or Latino


White

Multiracial

Small Group Totals



English Proficient



Not Disadvantaged

Migrant

Not Migrant

notes


24 34 4 24 34 4





*Range: 640780 676780 707780

87% 89%

44% 41%

9% 7%

94% 94%

66% 65%

23% 24%


201011

200910


Total

Tested

Total

Tested

749 87% 44% 9% 745 89% 41% 7%

368

381

3

258

101

120

265

2

5

606

143

728

21

496

253

749

89%

86%

84%

75%

96%

90%

100%

94%

57%

88%

57%

87%

87%

87%

47%

41%

27%

33%

63%

58%

20%

52%

13%

45%

14%

42%

49%

44%

7%

10%

2%

5%

15%

14%

0%

10%

2%

9%

0%

6%

13%

9%

345

400

1

272

102

125

245

103

615

130

722

23

523

222

745

89%

89%

85%

92%

91%

87%

93%

66%

89%

74%

88%

90%

89%

42%

39%

32%

46%

52%

32%

45%

18%

41%

22%

38%

47%

41%

7%

6%

5%

6%

9%

7%

8%

1%

7%

9%

5%

9%

7%




Total

Tested

Total




25/33

h 17, 2012 Pag


100%



24 34 4 24 34 4


24 34 4 24 34 4

All Students

Female

Male



Hispanic or Latino


White

Multiracial

Small Group Totals



English Proficient



Not Disadvantaged

Migrant

Not Migrant

notes


24 34 4 24 34 4





*Range: 644785 662785 694785

77% 77%

35% 31%

1% 1%

88% 89%

56% 54%

4% 7%


201011

200910


Total

Tested

Total

Tested

732 77% 35% 1% 731 77% 31% 1%

331

401

1

275

98

121

237

99

589

143

710

22

535

197

732

79%

76%

72%

83%

82%

76%

87%

39%

79%

36%

77%

80%

77%

41%

30%

27%

42%

43%

28%

41%

11%

36%

9%

31%

46%

35%

2%

0%

0%

1%

2%

1%

1%

0%

1%

0%

1%

2%

1%

341

390

1

251

112

95

272

96

586

145

710

21

523

208

731

83%

72%

74%

70%

81%

83%

88%

32%

78%

29%

75%

82%

77%

34%

29%

26%

15%

42%

36%

39%

3%

32%

5%

27%

43%

31%

1%

1%

1%

1%

2%

1%

2%

0%

1%

0%

1%

3%

1%




Total

Tested

Total





Total Total






26/33

h 17, 2012 Pag


100%



24 34 4 24 34 4


24 34 4 24 34 4

All Students

Female

Male



Hispanic or Latino


White

Multiracial

Small Group Totals



English Proficient



Not Disadvantaged

Migrant

Not Migrant

notes


24 34 4 24 34 4





*Range: 640780 674780 700780

83% 86%

41% 42%

9% 11%

92% 92%

63% 61%

26% 27%


201011

200910


Total

Tested

Total

Tested

733 83% 41% 9% 730 86% 42% 11%

332

401

1

275

98

124

235

99

590

143

710

23

533

200

733

85%

82%

80%

91%

85%

82%

90%

56%

85%

52%

84%

82%

83%

44%

38%

32%

48%

50%

33%

47%

13%

41%

22%

38%

49%

41%

11%

8%

4%

16%

11%

9%

11%

1%

9%

4%

7%

14%

9%

340

390

1

252

111

96

270

97

585

145

708

22

522

208

730

88%

84%

82%

80%

89%

93%

94%

52%

87%

45%

85%

87%

86%

45%

39%

34%

32%

50%

52%

49%

14%

43%

14%

39%

49%

42%

12%

9%

5%

5%

17%

14%

13%

1%

11%

9%

7%

19%

11%




Total

Tested

Total




27/33

h 17, 2012 Pag


100%



24 34 4 24 34 4


24 34 4 24 34 4

All Students

Female

Male



Hispanic or Latino


White

Multiracial

Small Group Totals



English Proficient



Not Disadvantaged

Migrant

Not Migrant

notes


24 34 4 24 34 4





*Range: 642790 665790 698790

78% 77%

21% 27%

0% 4%

91% 90%

48% 50%

4%11%


201011

200910


Total

Tested

Total

Tested

785 78% 21% 0% 731 77% 27% 4%

364

421

1

279

123

99

282

1

101

631

154

766

19

521

264

785

82%

75%

76%

68%

80%

89%

89%

35%

80%

16%

78%

78%

78%

24%

19%

15%

12%

31%

24%

26%

3%

22%

0%

16%

33%

21%

0%

0%

0%

0%

1%

0%

0%

0%

0%

0%

0%

1%

0%

350

381

1

273

110

86

261

87

592

139

716

15

519

212

731

83%

72%

72%

73%

82%

85%

86%

41%

78%

20%

76%

80%

77%

30%

23%

18%

24%

36%

30%

32%

4%

27%

0%

24%

33%

27%

5%

2%

1%

1%

7%

2%

4%

0%

4%

0%

2%

7%

4%




Total

Tested

Total





Total Total






28/33

h 17, 2012 Pag


100%



24 34 4 24 34 4


24 34 4 24 34 4

All Students

Female

Male



Hispanic or Latino


White

Multiracial

Small Group Totals



English Proficient



Not Disadvantaged

Migrant

Not Migrant

notes


24 34 4 24

schenectady school grade 10-11

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