This is an ESRI shape file of school point locations based on the official address.  It includes some additional basic and pertinent information needed to link to other data sources. It also includes some basic school information such as Name, Address, Principal, and Principal’s contact information.

DOE attendance and enrollment statistics broken down by school district

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

Directory of Department of Education Schools in 2018

New York City school level College Board AP results for 2010.

Records with 5 or fewer students are suppressed.

Students are linked to schools by identifying which school they attend when registering for a College Board exam. A student is only included in a school’s report if he/she self-reports being enrolled at that school.

Data collected and processed by the College Board.

Directory of Department of Education High Schools in 2019

This data is collected for the purposes of providing families and students with information about NYC DOE high schools for the purposes of admissions. Each record represents one high school.

Directory of NYC High Schools

Graduation Outcomes - Cohorts of 2001 through 2006 (Classes of 2005 through 2010)
¶¶•The New York State calculation method was first adopted for the Cohort of 2001 (Class of 2005). The cohort consists of all students who first entered 9th grade in a given school year (e.g., the Cohort of 2006 entered 9th grade in the 2006-2007 school year). Graduates are defined as those students earning either a Local or Regents diploma and exclude those earning either a special education (IEP) diploma or GED. For the most recent cohort, graduation rates as of both June and August (including summer graduates) are reported.
¶¶•Records with cohorts of 20 students or less are suppressed. August outcomes are only reported for the most recent cohort.
¶¶•August outcomes include all June and August graduates. In school-level reporting, students who were in a school for less than 5 months are not included in the school’s cohort, but are included in citywide totals.
¶¶•School level results are not presented for District 79 schools, but their outcomes are included in citywide totals.
¶¶•Schools are listed by their current DBN's.

Annual school accounts of NYC public school student populations served by grade, special programs, ethnicity, gender and Title I funded programs. 

Since 1998, the New York City Police Department (NYPD) has been tasked with the collection and maintenance of crime data for incidents that occur in New York City public schools. The NYPD has provided this data to the New York City Department of Education (DOE). The DOE has compiled this data by schools and locations for the information of our parents and students, our teachers and staff, and the general public.
In some instances, several Department of Education learning communities co-exist within a single building. In other instances, a single school has locations in several different buildings. In either of these instances, the data presented here is aggregated by building location rather than by school, since safety is always a building-wide issue. We use “consolidated locations” throughout the presentation of the data to indicate the numbers of incidents in buildings that include more than one learning community.

Hours and locations of Queens Library Branches

Report of all DOE School Information including Principal and Superintendent names, Cluster, Network, SATIF, addresses & phone numbers.

"Enrollment counts are based on the October 31 Audited Register for the 2017-18 to 2019-20 school years. To account for the delay in the start of the school year, enrollment counts are based on the November 13 Audited Register for 2020-21 and the November 12 Audited Register for 2021-22.
* Please note that October 31 (and November 12-13) enrollment is not audited for charter schools or Pre-K Early Education Centers (NYCEECs). Charter schools are required to submit enrollment as of BEDS Day, the first Wednesday in October, to the New York State Department of Education."
Enrollment counts in the Demographic Snapshot will likely exceed operational enrollment counts due to the fact that long-term absence (LTA) students are excluded for funding purposes.
Data on students with disabilities, English Language Learners, students' povery status, and students' Economic Need Value are as of the June 30 for each school year except in 2021-22. Data on SWDs, ELLs, Poverty, and ENI in the 2021-22 school year are as of March 7, 2022.
3-K and Pre-K enrollment totals include students in both full-day and half-day programs. Four-year-old students enrolled in Family Childcare Centers are categorized as 3K students for the purposes of this report.
All schools listed are as of the 2021-22 school year. Schools closed before 2021-22 are not included in the school level tab but are included in the data for citywide, borough, and district. Programs and Pre-K NYC Early Education Centers (NYCEECs) are not included on the school-level tab.
Due to missing demographic information in rare cases at the time of the enrollment snapshot, demographic categories do not always add up to citywide totals.
Students with disabilities are defined as any child receiving an Individualized Education Program (IEP) as of the end of the school year (or March 7 for 2021-22).
NYC DOE "Poverty" counts are based on the number of students with families who have qualified for free or reduced price lunch, or are eligible for Human Resources Administration (HRA) benefits. In previous years, the poverty indicator also included students enrolled in a Universal Meal School (USM), where all students automatically qualified, with the exception of middle schools, D75 schools and Pre-K centers. In 2017-18, all students in NYC schools became eligible for free lunch. In order to better reflect free and reduced price lunch status, the poverty indicator does not include student USM status, and retroactively applies this rule to previous years.
"The school’s Economic Need Index is the average of its students’ Economic Need Values. The Economic Need Index (ENI) estimates the percentage of students facing economic hardship. The 2014-15 school year is the first year we provide ENI estimates. The metric is calculated as follows:
* The student’s Economic Need Value is 1.0 if:
o The student is eligible for public assistance from the NYC Human Resources Administration (HRA);
o The student lived in temporary housing in the past four years; or
o The student is in high school, has a home language other than English, and entered the NYC DOE for the first time within the last four years.
* Otherwise, the student’s Economic Need Value is based on the percentage of families (with school-age children) in the student’s census tract whose income is below the poverty level, as estimated by the American Community Survey 5-Year estimate (2020 ACS estimates were used in calculations for 2021-22 ENI). The student’s Economic Need Value equals this percentage divided by 100.

Due to differences in the timing of when student demographic, address and census data were pulled, ENI values may vary, slightly, from the ENI values reported in the School Quality Reports.

In previous years, student census tract data was based on students’ addresses at the time of ENI calculation. Beginning in 2018-19, census tract data is based on students’ addresses as of the Audited Register date of the g

Average class sizes for each school, 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, Integrated Algebra, US History, etc.).

Class size data is based on January 28, 2011 data.

*Grade 9 Official Class data is included for 0K-09 schools. Core Course information for these sections is not reported.

Graduation Outcomes - 4 Year Outcome - Cohorts of 2001 through 2006 (Classes of 2005 through 2010)

•The New York State calculation method was first adopted for the Cohort of 2001 (Class of 2005). The cohort consists of all students who first entered 9th grade in a given school year (e.g., the Cohort of 2006 entered 9th grade in the 2006-2007 school year). Graduates are defined as those students earning either a Local or Regents diploma and exclude those earning either a special education (IEP) diploma or GED. For the most recent cohort, graduation rates as of both June and August (including summer graduates) are reported.

•Records with cohorts of 20 students or less are suppressed. August outcomes are only reported for the most recent cohort.

•August outcomes include all June and August graduates.

•In school-level reporting, students who were in a school for less than 5 months are not included in the school’s cohort, but are included in citywide totals.

•School level results are not presented for District 79 schools, but their outcomes are included in citywide totals.

Directory of Department of Education Schools in 2018.

Directory of Department of Education High Schools in 2020.

Bilingual Program per program type and language per school

Directory of Universal Pre-K (UPK) School Locations

Listing of GED Plus locations. GED plus helps students earn their GED and prepares them for college and career options.

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

2019 - 2020 School Locations

Report identifies bilingual programs by program type and language per school; utilizing various DOE systems. General business rules for fiscal year 2020-21 for active students in bilingual programs as of February 24, 2021.

Directory of NYC 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.