Student demographic and enrollment data citywide
from 2013-14 through 2017-18

A list of schools receiving Quality Reviews during the 2017-18 school year

To collect feedback on their learning environment from families, students and teachers. Aids in facilitating the understanding of families perceptions, students, and teachers regarding their school. School leaders use feedback from the survey to reflect and make improvements to schools and programs. 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.

Capacity project detail by school.

Directory of NYC High School programs

Data is used to identify the zoning for the High School grades.

Estimated number of students to be generated by future housing growth.

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

Yearly data of Quality Review ratings from 2005 to 2017

Department of Education Bullying Harassment Discrimination Bi-Annual Report

2006/07 Progress Report results for all schools (data as of 1/14/09)

Peer indices 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)

1) Elementary & K-8 - 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 & High - 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 for all their students that have 4th grade test scores. For high schools, we use the average 8th grade proficiency ratings in ELA and Math for all their students that have 8th grade test scores. Lower values indicate student populations with higher need

3) D84 / Charter Schools - the overall score does not include the results of the learning environment survey.

4) Schools for Transfer Students - consists of schools with large populations of high school students transferring from NYC High Schools or from out of state/country. No peer index value is assigned because this set of schools is its own peer group. The reports contain 3 categories with one additional credit section. Unlike the HS Progress Report, the Environment Category is only composed of Survey Results. Performance measures 6-year graduation rate and Progress captures student level improvements in attendance, credit accumulation and Regents passed. The additional credit section rewards schools demonstrating exceptional achievement (11 credits or more earned per year) among overage/under-credit populations.

Daily listing (counts) of students registered, present, absent and released by School DBN.

Fair Student Funding Budget Detail FY 2015 - Part I This detail data contains has one row for each school for each of the weights that comprise the Fair Student Funding Formula (Grade Weight, Need Weights, and Portfolio Weights).
Click Here for further information- http://schools.nyc.gov/offices/d_chanc_oper/budget/dbor/allocationmemo/fy14_15/Fair_School_Funding_FY2015.html

This file shows average class sizes, pupil-teacher ratio, and size of largest and smallest classes for each school, broken out by grade and program type (General Education, Self-Contained Special Education, Collaborative Team Teaching (CTT)) for grades K-9 (where grade 9 is not reported by subject area), and for grades 5-9 (where available) and 9-12, aggregated by program type (General Education, CTT, and Self-Contained Special Education) and core course (e.g. English 9, Math A, US History, etc.)

Based on January 27, 2010 data.
* Grade 9 Official Class data is included for 0K-09 schools. Core Course information for these sections is not reported.

The DOE has previously identified 594 schools located in 330 buildings as “under-utilized” based upon the 2010-2011 Enrollment-Capacity-Utilization Report (The Blue Book). The DOE is also identifying 25 school buildings (listed below) which contain schools proposed for full phase-out, grade truncation or immediate closure due to poor performance. These proposals are scheduled to be voted on by the Panel for Education Policy on February 9, 2012. Should these proposals be approved, there will be excess space available in the buildings. In many cases, the DOE has already made companion proposals on how to use this additional space

Performance of NYC High Schools

List of art, artist, medium and DOE building that the art is located in schools.

Metric values contained in Pre-kindergarten School Quality Reports

Directory of Department of Education Schools in 2020.

Local Law 102 enacted in 2015 requires the Department of Education of the New York City School District to submit to the Council an annual report concerning physical education for the prior school year. This report provides information about the provision of physical education instruction, including the number and percentage of students who received or were scheduled to receive the required amount of PE instruction, average PE class size, PE instruction received by students who have an IEP with an adaptive physical education recommendation, the ratio of licensed physical education instructors, and the number of licensed instructors who have received physical education professional development in the preceding two school years.
In prior years, this report provided information about physical education instructional spaces, PE substitutions granted to students, and the average frequency and average total minutes per week of physical education students received as defined in Local Law 102. Because of the shift to blended and remote learning during the 2020-21 school year as a result of the COVID-19 Pandemic:
This report consists of eleven tabs:
1. PE Instruction Borough-Level
2. PE Instruction School-Level
3. PE Instruction District-Level
4 PE Instruction Citywide-Level
5. Adapted Physical Education – School Level
6. Adapted Physical Education – District Level
7. Adapted Physical Education – Borough Level
8. Licensed PE Teachers
9. Professional Development
10. Supplemental Programs
11. PE Scope and Sequence

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.

The Quality Review is a two- or three-day school visit by experienced educators to each New York City school. During the review, the external evaluator visits classrooms, talks with school leaders, and uses a rubric to evaluate how well the school is organized to support student achievement. This dataset includes all of the Quality Review scores from 2005-2011.

Directory of The New York City Public High Schools 2012-2013

Daily listing (counts) of students registered, present, absent and released by School DBN.

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