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| District Summary Statistics | |
| Category | Definition |
| Need-to-Resource Capacity | A district's estimated poverty percentage divided by its Combined Wealth Ratio. |
| Total enrollment | The number of students enrolled in prekindergarten through grade 12 including students with disabilities in ungraded classes. |
| Percent White | The number of enrolled White (not Hispanic) students divided by the total district enrollment. |
| Percent Black | The number of enrolled Black (not Hispanic) students divided by the total district enrollment. |
| Percent Hispanic | The number of enrolled Hispanic students divided by the total district enrollment. |
| Percent Other | The number of enrolled other minority students divided by the total district enrollment. |
| Annual attendance rate | Average daily attendance divided by the possible average daily attendance. |
| Census poverty index | The number of children 5 to 17 years of age in families below the poverty level, as determined by the Federal census. |
| Percent free/reduced price lunch | The number of students in kindergarten through grade 6 participating in the free-and-reduced-price lunch program divided by the enrollment in full-day kindergarten through grade 6. |
| Limited English proficient rate | The number of limited English proficient students (also known as English language learners) as defined by Section 154.2(a) of the Regulations of the Commissioner of Education divided by the total district enrollment in grades PreK-12. |
| Dropout rate | The number of dropouts divided by the grades 9-12 enrollment, including the portion of ungraded secondary enrollment that can be attributed to grades 9-12, expressed as a percentage. A dropout is defined as any student who left school before graduation for any reason except death and did not enter another school or high school equivalency preparation program. |
| GED leaver rate | Percent leaving a HS diploma program to enter GED programs. |
| Suspension rate | The number of students in grades K-12 who were suspended from school for at least one full day during the 2000-01 school year divided by the total district K-12 enrollment. |
| Percent to college | The number of high school graduates entering four-year, two-year, or other post-secondary institutions, divided by total high school graduates. |
| Student-staff support ratio | The number of students in grades K-12 divided by the number of support staff in full-time equivalents (FTEs). |
| Pupil-teacher ratio | The total district enrollment divided by the number of full- and part-time public school classroom teachers. |
| Expenditures per pupil unit | Total expenditures, including those charged to the General, Debt Service, and Special Aid Funds. |
| New York State revenue share | District revenues from State sources divided by total revenues. |
| Combined wealth ratio | The Combined Wealth Ratio (CWR) compares district wealth to the State average wealth, which is defined as 1.0. A district with a CWR of less than 1.0 has wealth below the State average. Conversely, a district with a CWR of more than 1.0 has wealth above the State average. |
| Percent for instruction excluding fringe benefits | Expenditures for instruction (excluding fringe benefits for instructional personnel) divided by total expenditures. |
| Percent for fringe benefits | Estimated expenditures for fringe benefits for instructional personnel divided by total expenditures. |
| Total percent for instruction | The sum of Percent for Instruction excluding Fringe Benefits and Percent for Fringe Benefit Expenditures for Instructional Personnel. |
| Percent for central administration | Expenditures for central administration divided by total expenditures. |
| Percent for transportation | Expenditures for transportation divided by total expenditures. |
| Percent for debt service | Principal and interest on approved building projects, transportation issues, and other debt instruments, both short and long term, divided by total expenditures. |
| Percent for miscellaneous | All other expenditures divided by total expenditures. |
| Instructional expenditures for general education | The K-12 expenditures for classroom instruction (excluding special education) plus a proration of building-level administrative and instructional support expenditures. |
| Number of Gen-Ed Pupils | Number of general education pupils. |
| Instructional Expenditures per Pupil for K-12 Gen-Ed | Instructional expenditures for general education divided by the total district enrollment. |
| Instructional expenditures for students with disabilities | The K-12 expenditures for students with disabilities (including summer special-education expenditures) plus a proration of building-level administrative and instructional support expenditures. |
| Number of Spec-Ed Pupils | Number of special education pupils. |
| Instructional Expenditures per Pupil for K-12 Spec-Ed | Instructional expenditures for special education divided by the total district enrollment. |
| Average class size | The total registration in specified classes divided by the number of those classes with registration. (Kindergarten includes both full- and half-day pupils.) |
| Percent minority teachers | The number of minority classroom teachers divided by the total number of classroom teachers, 2001-02. Minority teachers include teachers in any of the following racial/ethnic categories: Black (Not Hispanic), Hispanic, American Indian, Alaskan Native, Asian, and Pacific Islander. |
| Percent teacher turnover rate | The number of teachers who were employed by the district the prior year but not in the current year (including teachers on leave of absence), divided by the total number of teachers employed. |
| Teacher median salary | The median salary of full-time classroom teachers. |
| Percent teachers with permanent certification | The number of classroom teachers with permanent certification in their currently assigned class subjects divided by the total number of classroom teachers. |
| Percent teachers with provisional certification | The number of classroom teachers with provisional certification in their currently assigned class subjects divided by the total number of classroom teachers. |
| Percent teachers with no/other certification | The number of classroom teachers who either teach more than 20 percent of their time in a subject or subjects for which they hold no certification or who hold a temporary license, divided by the total number of classroom teachers. |
| Median years experience of teachers | The median years of experience of classroom teachers. |
| Percent teachers with Master's Plus 30 or Doctorate | The number of classroom teachers with a master's degree plus 30 hours or a doctorate divided by the total number of classroom teachers. |
| Percent of school-age residents with disabilities | The number of school-age (ages 6-21) residents in the district who are classified as having disabilities, divided by the total district-resident school-age population. |
| Total students with disabilities | The total count of school-age (ages 6-21) residents of the district who are classified as having a disability, including those attending public and nonpublic schools and those receiving only home instruction. |
| Percent students with disabilities who received local diplomas or local diplomas with Regents endorsements | As indicated. |
| Percent students with disabilities who received IEP or local certificates | As indicated. IEP is Individualized Education Program. |
| Percent students with disabilities who left school without having received a diploma or certificate | Students with disabilities who left school without having received a diploma or certificate, were age 14-21, did not return to a general-education program, did not die, and did not transfer to another school. |
| District Test Scores | |
| Category | Definition |
| Level 1 (English and Math test results, grades 4 and 8) | Test scores indicate that these students have serious academic deficiencies. These students demonstrate no evidence of proficiency at all in one or more of the standards and do not reach proficiency in any of the standards. |
| Level 2 (English and Math test results, grades 4 and 8) | Test scores indicate that these students will need extra help to meet the standards and pass the Regents examinations. These students demonstrate some knowledge and skills for each standard or full proficiency in one or more, but not all, of the assessed standards. |
| Level 3 (English and Math test results, grades 4 and 8) | Test scores indicate that student performance at least meets standards and, with continued, steady growth, these students should pass the Regents examinations. Students demonstrate knowledge and skills for each applicable standard. |
| Level 4 (English and Math test results, grades 4 and 8) | Test scores indicate that student performance exceeds the standards and students are moving toward high performance on the Regents examinations. Students demonstrate superior knowledge and skills in each standard area. |
| Level 1 (Science test results, grade 8) | These students have serious academic deficiencies as evidenced in the middle-level science test |
| Level 2 (Science test results, grade 8) | These students need extra help to meet the standards for middle-level science. |
| Level 3 (Science test results, grade 8) | These students meet the standards on the middle-level science test and, with continued steady growth, should pass the Regents examinations. |
| Level 4 (Science test results, grade 8) | These students exceed the standards on the middle-level science test and are moving toward high performance on the Regents examinations. |
| Level 1 (Social studies test results, grade 5) | These students are unable to show proficiency in understanding the content, concepts, and skills required for elementary-level achievement in any or most of the learning standards and key ideas assessed in social studies and are unable to show evidence of an ability to apply the content, concepts, and skills required for entering intermediate-level academic environments. |
| Level 2 (Social studies test results, grade 5) | These students show only minimal knowledge and understanding of the content, concepts, and skills required for elementary-level achievement of the five learning standards that are assessed in social studies and show only minimal knowledge of the content, concepts, and skills required for entering intermediate-level academic environments. |
| Level 3 (Social studies test results, grade 5) | These students show knowledge and understanding of the content, concepts, and skills required for elementary-level achievement of the five learning standards that are assessed in social studies and show the ability to apply the content, concepts, and skills required for entering intermediate-level academic environments. |
| Level 4 (Social studies test results, grade 5) | These students show evidence of superior understanding of the content, concepts, and skills required for elementary-level achievement in each of the learning standards and key ideas assessed in social studies and show evidence of superior ability to apply the content, concepts, and skills required for entering intermediate-level learning environments. |
| Level 1 (Social studies test results, grade 8) | These students are unable to show proficiency in understanding the content, concepts, and skills required for intermediate-level achievement in any or most of the learning standards and key ideas assessed in social studies and are unable to show evidence of an ability to apply the content, concepts, and skills required for entering secondary-level academic environments. |
| Level 2 (Social studies test results, grade 8) | These students show only minimal knowledge and understanding of the content, concepts, and skills required for intermediate-level achievement of the five learning standards that are assessed in social studies and show only minimal ability to apply the content, concepts, and skills required for entering secondary-level academic environments. |
| Level 3 (Social studies test results, grade 8) | These students show knowledge and understanding of the content, concepts, and skills required for intermediate-level achievement of the five learning standards that are assessed in social studies and show the ability to apply the content, concepts, and skills required for entering secondary-level academic environments. |
| Level 4 (Social studies test results, grade 8) | These students show evidence of superior understanding of the content, concepts, and skills required for intermediate-level achievement in each of the learning standards and key ideas assessed in social studies and show evidence of superior ability to apply the content, concepts, and skills required for entering secondary-level academic environments. |
| Regents Examinations | |
| Category | Definition |
| Average grade enrollment, grades 9-12 | The sum of general-education students and students with disabilities enrolled in grades 9-12, divided by four. |
| Number in cohort | The number of students entering a specific grade level in the same year. |
| Number tested, occupational education proficiency examination | The number of students tested (general-education students and students with disabilities) passing the Introduction to Occupations exam. |
| Percentage passing, occupational education proficiency examination | The percentage of students (general-education students and students with disabilities) passing the Introduction to Occupations exam. |
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