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Table of Contents
Finance Definitions
Instruction Definitions
Achievement Definitions
Census Definitions
Finance Terminology
SUPERVISORY
DISTRICTS
‑ Except for
city school districts and independent superintendencies, each of
which has its own superintendent of schools, the State is divided
into supervisory districts, each one under the direction of a
district superintendent. The supervisory districts consist of
central, union free, common and central high school districts.
Central School
Districts
‑ The central districts represent the merging of two or more central
and/ or common and union free districts. With few exceptions, they
provide both elementary and secondary education.
Union Free School
Districts
‑ The union free districts were generally formed from one or more
common school districts and maintain both elementary and secondary
schools.
Common School
Districts
‑ The common districts may operate elementary schools only. Many of
these districts do not operate any school, but contract for the
education of their pupils with other school districts.
Central High
School Districts
‑ The central high
school districts, constitute a special type of superimposed district
formed solely for the purpose of providing secondary education in
areas in which elementary education is provided by separate common and
union free districts.
ENROLLED PUPILS
Number:
The number of
pupils in the school district in the fall as shown in the most recent
edition of the New York State Education Department publication,
"Public School Enrollment and Staff." School districts, which do not
show a figure, do not maintain a school but contract with other school
districts for the instruction of their children. The enrollment
numbers may not include students whose education costs are financed in
whole or in part by the district, but receive instruction and services
from another public or private school.
Rank:
This represents
the relative size of a school district based on the number of pupils
enrolled in the district. Districts are ranked from high to low.
TAXABLE VALUATION
OF REAL PROPERTY
Taxable Assessed
Value:
The assessed valuation of real property located in the school district
minus exempt property and used for the levy of taxes for school
purposes for the fiscal year.
Full Value:
The actual
valuation of real property on the tax rolls for school purpose as
determined by applying the final regular equalization rate established
by the State Office of Real Property Services for the rolls used to
levy taxes for the fiscal year.
Full Value Per
Enrolled Pupil:
The full valuation
divided by the number of pupils enrolled in the school
REAL PROPERTY TAX
LEVY
Amount:
This is the
tax levy included in the most recent school budget adopted in the
spring of each year. The full amount of this levy is received by the
school district, since counties (and most cities) are required to
cover all delinquencies. It includes the amount, if any, levied for a
school district public library, or central high school district. A
portion of the levy may be a "planned balance" to cover, in the
succeeding fiscal year, expenditures between the opening of the school
fiscal year and the receipt of property taxes.
Percent of Full
Value:
This is the ratio of the tax levy to the full value of taxable
property. It may be converted into a tax rate per thousand dollars of
full valuation by moving the decimal point one place
to the right, e.g., a percent of full value of 1.398 would be a tax
rate of $13.98 per thousand full valuation.
INDEBTEDNESS
ISSUED DURING
FISCAL YEAR:
These are the
proceeds of borrowings received through the issuance of bonds, bond
anticipation notes, and other notes.
PAID DURING FISCAL
YEAR:
This represents the payment of principal on bonds, bond anticipation
notes, and other notes. Redemption of bond anticipation notes from the
proceeds of bonds is included.
CONSTITUTIONAL OR
STATUTORY DEBT LEMT:
The State
Constitutional debt limit applies to school districts, which are
located wholly or partly in a city of 125,000 population or less and
is 5% of the 5 year average full valuation. All other school
districts are subject to a statutory debt limit (Local Finance Law,
Section 104.00) which is 10% of the most recent one year's full
valuation. To approximate the debt margin (remaining debt incurring
capacity for chargeable indebtedness), subtract the total debt
chargeable from the debt limit. This is only an approximation as the
legal debt margin would be modified by contractual liabilities and
other items as defined by the Local Finance Law.
Total Debt:
This includes
all indebtedness for school district purposes outstanding as of June
30, 1996.
Subject to Limit:
This
includes all bonds and bond anticipation notes outstanding at the end
of the fiscal year which are chargeable to the State Constitutional or
statutory debt limit. In addition, capital notes are chargeable to the
limit in school districts located wholly or partly in cities of
125,000 population or less.
Not Subject to
Limit:
This includes all RAN's, TAN's and budget notes which are not
chargeable to the State Constitutional or statutory debt limit. In
addition, capital notes are not chargeable to the limit in school
districts, which are not located wholly or partly in a city of 125,000
population or less.
REVENUES
REAL PROPERTY
TAXES:
This represents the total amount of real property taxes received by
the school district. The levy imposed by a school district in any one
year may provide funds for both the year of the levy and the
succeeding year by means of the inclusion of a planned balance. This
procedure is permitted for all major school districts, except city
school districts, in order to avoid shortages of cash between the
opening of the school fiscal year and the actual receipt of property
taxes. Taxes levied for a public library sponsored by a school
district and taxes levied for a central high school district by a
component elementary district are included, as well as Federal
payments, contributions in lieu of taxes and interest and penalties on
real property taxes.
NON‑PROPERTY
TAXES:
These amounts consist of receipt by school districts from the local
sales and compensating use taxes and the local consumer utility taxes.
These taxes are locally imposed but collected and administered by the
State. After deducting collection costs from the gross collection of
these local sales taxes, the State remitted the net collections to the
localities.
STATE AID:
Receipts from
all types of State Aid available to public schools are included here.
Amounts of State Aid deducted for each district's assessment for
retirement and for the percentage of teachers' salaries for
transmittal to the New York State Teacher's Retirement System are
included as revenues to the district.
FEDERAL AID:
This
includes receipts from all types of Federal Aid available to public
schools.
INTEREST ON
INVESTMENTS:
This consists of interest from moneys invested or deposited.
OTHER REVENUES:
This
represents receipts not otherwise classified, including tuition and
transportation of non‑resident pupils, proceeds of insurance
adjustments, sales of surplus property, and lunch and store fund
sales. Interfund revenues are not included under this category.
TOTAL:
This is the sum of
all revenues received by the school district during the fiscal year.
EXPENDITURES
Expenditures for
school districts are included in two sections of this table,
Expenditures by Object and Expenditures by Function. Expenditures are
reported separately under these titles to accommodate varying
information needs. Generally, the same dollar amounts are reported
twice, but categorized differently. Therefore, the total Expenditures
by Function is equal to the total Expenditures by Object exclusive of
debt service.
EXPENDITURES BY
OBJECT
Current
Operations:
This category
represents total expenditures for operating costs. Included in Current
Operations are expenses incurred for personal services, employee
benefits, and contractual expenses.
Personal Services:
Total expenditures for salaries and wages are shown under this
category.
Employee
Benefits:
This consists of the district's share of State and teacher's
retirement, social security, workers compensation, and unemployment,
disability, medical, dental and various other types of insurance.
Contractual
Expenses:
This represents all operating costs exclusive of personal services and
employee benefits. May include costs of students who reside within the
district, but receive instruction and services from another public or
private school.
Services by
BOCES:
This includes all payments made by the Boards of Cooperative
Educational Services.
Equipment and
Capital Outlay:
This represents expenses incurred for initial, replacement or
additional purchases of furniture and equipment (including buses) and
for other capital outlay such as construction, purchase of rights of
way, land and existing structures.
DEBT SERVICE
Principal:
This consists of principal payments of the redemption of bonds and
notes.
Interest:
This consists of interest payments on bonds and notes.
Total:
This represents total expenditures for current operations, services by
BOCES, equipment and capital outlay and debt service.
EXPENDITURES BY
FUNCTION
GENERAL SUPPORT:
Included here are expenditures for such items as board of education,
district clerk, chief school administrator, tax collection, legal,
central data processing, special items such as Judgement and claims,
fringe benefits, and other support services.
OPERATION AND
MAINTENANCE OF FACILITY:
This consists of
the costs concerned with maintaining existing grounds, buildings and
equipment. It includes cleaning, heating, lighting, caring for grounds
and other such housekeeping activities that are repeated on a regular
basis.
INSTRUCTION
Administration/Media:
This includes
expenditures for curriculum development and supervision of regular and
special schools, research, planning and evaluation, in‑service
training, school library and audiovisual, educational television and
computer‑assisted instruction.
Teaching:
This consists of expenditures related to the instruction of pupils in
a teaching‑learning situation where the teacher is regularly in
communication with pupils in a systematic program designed to assist
pupils in acquiring new or improved knowledge, skill and
understanding. Included under this heading are salaries of teachers,
teachers' aides, secretaries, and clerical assistants, teaching
equipment, tuition, textbooks and other contractual expenditures for
regular and special schools.
SCHOOL LUNCH/STORE
FUNDS
This category consists of all expenditures related to the school
district lunch and milk programs and to the transactions of stores
maintained and operated by the Board of Education for the sale of
textbooks and other school supplies.
PUPIL PERSONNEL
This includes expenditures of regular and special schools for guidance
services, activities to promote and improve children's attendance,
medical, dental, nurse and hygienist services to pupils and
psychological services.
PUPIL ACTIVITY
This consists of expenditures for activities, which are allied to, but
not an integral part of instruction such as plays, glee club and
school papers. Also included here are expenditures incurred in
training and maintaining teams for inter‑school competitive
athletics.
TRANSPORTATION
This includes expenditures for district‑operated transportation
furnished to pupils, transportation services provided by Boards of
Cooperative Educational Services, payment to public and private
carriers contracted to provide transportation and reimbursement to
students for fares paid when services of a public service corporation
are utilized. It also includes the costs incurred for custodial and
maintenance care of buildings used for transportation purposes.
COMMUNITY SERVICES
This consists of expenditures for recreational programs sponsored by
the Board of Education, youth programs approved by the State Division
for Youth, civic activities and expenditures connected with the annual
school census and the school district library.
Go to Top
Important Note: These definitions and the
data which follow are taken and disaggregated from the most recent
available 1999, 2000, and 2001 NYSED website postings and downloads
(see Appendix). While these data are quite useful for analysis, the
postings are of audited school years that are several years old and
may not truly reflect current circumstances.
STUDENTS
 |
Total
Enrollment:
The number of
students enrolled in pre-kindergarten through grade 12 plus those
in ungraded classes for students with disabilities. Source: Basic
Educational Data System. Additional information may be obtained in
Part II, Section 1; Part III, Section 2 and Part IV,
Section 1 of the Statewide Profile of the Educational
System. |
|
Percent White:
The
number of enrolled White (not Hispanic) students divided by the
total district enrollment. Source: Basic Educational Data System.
Additional information may be obtained in Part II, Section 1;
Part III, Section 2 and Part IV, Section 1 of the
Statewide Profile of the Educational System. |
|
Percent Black:
The number of enrolled Black (not Hispanic) students divided by
the total district enrollment. Source: Basic Educational Data
System. Additional information may be obtained in Part II,
Section 1; Part III, Section 2 and Part IV, Section 1
of the Statewide Profile of the Educational System.
|
|
Percent
Hispanic:
The number of
enrolled Hispanic students divided by the total district
enrollment. Source: Basic Educational Data System.
Additional information may be obtained in Part II, Section 1;
Part III, Section 2 and Part IV, Section 1 of
the Statewide Profile of the Educational System.
|
|
Percent Other:
The number of enrolled other minority students divided by the
total district enrollment. Other minority groups include American
Indian, Alaskan Native, Asian and Pacific Islander. Source: Basic
Educational Data System. Additional information may be obtained in
Part II, Section 1; Part III, Section 2 and Part
IV, Section 1 of the Statewide Profile of the Educational
System. |
|
Annual
Attendance Rate:
The average
daily attendance divided by possible average daily attendance.
Attendance rates are not shown for school districts with fewer
than eight teachers. Source: General Aids and Services Team.
Additional information may be obtained in Part II, Section 5;
Part III, Section 6 and Part IV, Section 5 of the
Statewide Profile of the Educational System. |
|
Census Poverty
Index:
The number of children 5-17 years of age in families below the
poverty level, as determined by the 1990 Federal census, divided
by the total number of children within the district boundaries who
are 5-17 years of age. Additional information may be obtained in
Part III, Section 2 of the Statewide Profile of the
Educational System. |
|
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. Not all school districts
participate in the program, and the percentage of eligible
students who apply varies across participating districts.
Therefore, statistics contained in the table may underestimate the
number of eligible students. A blank indicates that
Percent-Free/Reduced-Price-Lunch data were not available. A pound
sign (#) appears when the percentage of participants is greater
than 100. This may occur when half-day kindergarten students
participate in the lunch program. Source: Basic Educational Data
System. Additional information may be obtained in Part III,
Section 2 of the Statewide Profile of the Educational
System. |
|
LEP Rate:
The
number of students of limited English proficiency (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, expressed as a percentage. Source: Basic Educational Data
System. Additional information may be obtained in Part II,
Section 1 and Part III, Section 2 of the Statewide
Profile of the Educational System. |
|
Suspension
Rate:
The number of
students in grades K-12 who were suspended from school for at
least one full day during the school year divided by the total
district K-12 enrollment, expressed as a percentage. Data pertain
to out-of-school suspensions only. Source: Basic Educational Data
System. Additional information may be obtained in Part
II, Section 5; Part III, Section 6 and Part IV,
Section 5 of the Statewide Profile of the Educational
System. |
|
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 pupil who left school before graduation for any
reason except death and did not enter another school or high
school equivalency preparation program. If a district did not have
enrollment in grades 9-12, the dropout rate is blank. In New York
City, only the high school districts and the City as a whole have
the dropout rate printed. Source: Basic Educational Data System.
Additional information may be obtained in Part II, Section 5;
Part III, Section 6 and Part IV, Section 5 of
the Statewide Profile of the Educational System.
|
|
Percent to
College:
The number of
high school graduates entering four-year, two-year, or other
post-secondary institutions, as reported by school principals
divided by total high school graduates, expressed as a percentage.
Data are shown for the New York City high school districts and the
City as a whole. Source: Basic Educational Data System. Additional
information may be obtained in Part II, Section 4; Part III,
Section 5 and Part IV, Section 4 of the Statewide
Profile of the Educational System. |
|
Student-Support Staff Ratio:
The number of support staff in full-time equivalents (FTE’s)
divided by the number of students in grades K-12. Support staff
include guidance counselors, psychologists, psychiatrists, social
workers, attendance teachers, nurses, dental hygienists and
librarians. Source: Basic Educational Data System. Additional
information may be obtained in Part II, Section 2 of the
Statewide Profile of the Educational System.
|
|
Pupil-Teacher
Ratio:
The total district enrollment divided by the number of full- and
part-time public school classroom teachers. Source: Basic
Educational Data System. Additional information may be obtained in
Part II, Section 2 and Part III, Section 3 of the
Statewide Profile of the Educational System. |
FISCAL DATA
|
Expenditures
Per Pupil Unit:
Total expenditures including those charged to the General, Debt
Service and Special Aid Funds. The pupil measure is based on
average daily membership/enrollment and includes students enrolled
in district programs; disabled pupils educated in district, BOCES,
and approved private school programs, including the State schools
at Rome and Batavia; and students educated in other districts for
which the district pays tuition, and a full-time equivalent (FTE)
count of incarcerated youth in a county jail for whom the district
in which the county jail is located must provide an educational
program. Pre-kindergarten and half-day kindergarten pupils are
weighted at 0.5. The components needed to calculate expenditures
per pupil unit are not collected for districts with fewer than
eight teachers. Source: Tenth Annual School District Fiscal
Profile database. Additional information may be obtained in
Part III, Section 3 of the Statewide Profile of the
Educational System. |
|
New York State
Revenue Share:
District
revenues from State sources divided by total revenues. Source:
Tenth Annual School District Fiscal Profile database. Additional
information may be obtained in Part II, Section 2 and
Part III, Section 3 of the Statewide Profile of the
Educational System. |
|
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. The CWR is calculated as follows: (0.5
multiplied by the Pupil Wealth Ratio) + (0.5 multiplied by the
Alternate Pupil Wealth Ratio). The Pupil Wealth Ratio is equal to
Selected Full Value of property divided by a weighted pupil count.
The Selected Full Value of property is the lesser of (1) full
value of property or (2) 117 percent of the average 2 years of
full values. The Alternate Pupil Wealth Ratio is equal to the
Adjusted Gross Income of a district divided by a weighted pupil
count. The weighted pupil count is based on the adjusted average
daily attendance of K-12 pupils resident in the district plus
weightings for pupils with special educational needs, pupils with
disabilities, and secondary school pupils; half-day kindergarten
pupils are weighted at 0.5. The CWR is not used in determining
State aid for districts with fewer than eight teachers and is not
calculated for these districts. Source: Tenth Annual School
District Fiscal Profile database. Additional information may be
obtained in Part III, Section 3 of the Statewide Profile
of the Educational System. |
|
Percent
Distribution of Expenditures:
The percentage
of total expenditures allocated to each expenditure category.
Source: Tenth Annual School District Fiscal Profile database.
Additional information may be obtained in Part III, Section 3
of the Statewide Profile of the Educational System.
|
|
Percent for
Instruction Excluding Fringe Benefits:
Expenditures
for instruction (excluding fringe benefits for instructional
personnel) divided by total expenditures. Instructional
expenditures include salaries paid to K-12 teachers; instructional
salaries for pupil personnel services, supervision, curriculum and
development; BOCES instructional expenditures; tuition; and other
instructional expenditures (including expenditures for
pre-kindergarten programs, library, media, paraprofessionals,
supplies and equipment). Additional information may be obtained in
Part III, Section 3 of the Statewide Profile of the
Educational System. educational program. Source: State Aid
Worksheet (SA-100/19). |
|
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. Source: School District Annual Financial Report
(ST-3). |
|
Students with
Disabilities:
The count of K-12 students with disabilities. Source: State Aid
Worksheet (SA-100/19). |
|
Instructional
Expense Per Student With Disability:
Instructional expenditures for students with disabilities divided
by the count of students with disabilities. The total cost of
instruction for students with disabilities may include some
general education expenses. Likewise, special education services
provided in the general education classroom may benefit students
not classified as having disabilities. |
|
Percent for
Fringe Benefit Expenditures for Instructional Personnel:
Estimated
expenditures for fringe benefits for instructional personnel
divided by total expenditures. Additional information may be
obtained in Part III, Section 3 of the Statewide Profile
of the Educational System. |
|
Total Percent
for Instruction:
The sum of Percent for Instruction Excluding Fringe Benefits and
Percent for Fringe Benefit Expenditures for Instructional
Personnel. Additional information may be obtained in Part III,
Section 3 of the Statewide Profile of the Educational
System. |
|
Percent for
Central Administration:
Expenditures
for central administration divided by total expenditures. Central
administration expenditures include, for example, chief school
officer, business office, purchasing, personnel, public
information, and fees for fiscal agents. Additional information
may be obtained in Part III, Section 3 of the Statewide
Profile of the Educational System. |
|
Percent for
Transportation:
Expenditures for transportation divided by total expenditures.
Additional information may be obtained in Part III, Section 3
of the Statewide Profile of the Educational System.
|
|
Percent for
Debt Services:
Principal and
interest on approved building projects, transportation issues, and
other debt instruments, both short- and long-term, divided by
total expenditures. Additional information may be obtained in
Part III, Section 3 of the Statewide Profile of the
Educational System. |
|
Percent for
Miscellaneous:
All other
expenditures divided by total expenditures. Included are
expenditures for operation and maintenance, board of education
(including legal expenses), community services, certain
undistributed expenses (including non-instructional employee
benefits), and certain interfund transfers. Additional information
may be obtained in Part III, Section 3 of the Statewide
Profile of the Educational System. |
|
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. District expenditures such as
transportation, debt service and district-wide administration are
not included. Instructional expenditures for general education
include amounts for instruction of students with disabilities in a
general education setting. Source: School District Annual
Financial Report (ST-3). |
|
Full-Time
Equivalent Enrollment for General Education:
The average (FTE) K-12 daily membership plus K-12 students for
whom the district pays tuition to another school district,
including both students classified as having a disability and
those not so classified. For districts in which a county jail is
located, this number includes incarcerated youth to whom the
district must provide an educational program. Source: State Aid
Worksheet (SA-100/19). |
|
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. Source: School District Annual Financial Report
(ST-3). |
|
Students with
Disabilities:
The count of K-12 students with disabilities. Source: State Aid
Worksheet (SA-100/19). |
|
Instructional
Expense Per Student With Disability:
Instructional expenditures for students with disabilities divided
by the count of students with disabilities. The total cost of
instruction for students with disabilities may include some
general education expenses. Likewise, special education services
provided in the general education classroom may benefit students
not classified as having disabilities. |
FACULTY
|
Average Class
Size:
The total
registration in specified classes divided by the number of classes
with registration. Kindergarten includes both half- and full-day.
Common Branch refers to self-contained grades 1-6. Data for grade
8 and grade 10 classes exclude remedial classes. Source: Basic
Educational Data System. Additional information may be obtained in
Part II, Section 2 of the Statewide Profile of the
Educational System. |
|
Percent
Minority Teachers:
The number of minority public school classroom teachers divided by
the total number of public school classroom teachers. Minority
teachers include teachers in any of the following racial/ethnic
categories: Black (Not Hispanic), Hispanic, American Indian,
Alaskan Native, Asian and Pacific Islander. Source: Basic
Educational Data System. Additional information may be obtained in
Part IV, Section 2 of the Statewide Profile of the
Educational System. |
|
Annual Teacher
Turnover Rate:
The number of public school teachers who were employed by the
district (including teachers on leave of absence), divided by the
total number of public school teachers employed, expressed as a
percentage. Source: Basic Educational Data System. Additional
information may be obtained in Part III, Section 3 and
Part IV, Section 2 of the Statewide Profile of the
Educational System. |
|
Teacher Median
Salary:
The median salary of full-time public school classroom teachers. A
blank indicates a district did not have a salary agreement when
the data were collected. Source: Basic Educational Data System.
Additional information may be obtained in Part III, Section 3
and Part IV, Section 2 of the Statewide Profile of
the Educational System. |
|
Percent of
Teachers With Permanent Certification:
The number of public school classroom teachers with permanent
certification divided by the total number of public school
classroom teachers. Source: Basic Educational Data System.
Additional information may be obtained in Part III, Section 3
and Part IV, Section 2 of the Statewide
Profile of the Educational System. |
|
Percent of
Teachers with Provisional Certification:
The number of public school classroom teachers with provisional
certification divided by the total number of public school
classroom teachers. Source: Basic Educational Data System.
Additional information may be obtained in Part III, Section 3
and Part IV, Section 2 of the Statewide
Profile of the Educational System. |
|
Percent of
Teachers With Other:
The number of
public school 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 public school classroom teachers. Source: Basic
Educational Data System. Additional information may be obtained in
Part III, Section 3 and Part IV, Section 2 of
the Statewide Profile of the Educational System.
|
|
Median Years'
Experience of Teachers:
The median years of experience of public school classroom
teachers. Source: Basic Educational Data System. Additional
information may be obtained in Part III, Section 3 and
Part IV, Section 2 of the Statewide Profile of the
Educational System. |
|
Percent of
Teachers With Master's Degree Plus 30 hours or Doctorate :
The number of public school classroom teachers with a master's
degree plus 30 hours or a doctorate divided by the total number of
public school classroom teachers. Source: Basic Educational Data
System. Additional information may be obtained in Part III,
Section 3 and Part IV, Section 2 of the Statewide
Profile of the Educational System. |
STUDENTS WITH
DISABILITIES
|
School-Age
Residents Classified as Having Disabilities:
The ratio
(expressed as a percentage) of school-age (ages 6-21) residents in
the district who are classified as having disabilities, divided by
a computed measure of the total district-resident school-age
population (including public school pupils, nonpublic school
pupils and pupils receiving only home instruction). Source: School
District Report of the Number of Students with Disabilities (PD-1)
and the Basic Educational Data System (BEDS). Additional
information may be obtained in Part II, Section 1 and
Part III, Section 7 of the Statewide Profile of the
Educational System. |
|
Portion of the
Day in Settings Apart from General Education:
A display of the percentage of students with disabilities who
spend various portions of their school day in settings outside of
general education classrooms. Source: Required Report of the
Number of Students with Disabilities Provided Special Education in
Regular School-based Programs and in Separate Settings (PD-4).
Additional information may be obtained in Part II, Section 1
and Part III, Section 7 of the Statewide Profile of
the Educational System. |
|
Total Count of
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. Source: School District Report of the
Number of Students with Disabilities (PD-1). Additional
information may be obtained in Part II, Section 1 and
Part III, Section 7 of the Statewide Profile of the
Educational System. |
|
Exiting
Students with Disabilities:
The number of
students with disabilities, ages 14 to 21, who exited special
education or secondary education programs. Data are shown for
three classes of special education exiters: 1) Regents/Local
Diplomas—students with disabilities who received local diplomas or
local diplomas with Regents endorsements, 2) IEP/local
certificate—students with disabilities who received either
Individualized Education Program (IEP) diplomas or local
certificates, and 3) Dropouts—students with disabilities who left
school without having received a diploma or certificate, were ages
14-21, did not return to a general education program, did not die,
and did not transfer to another school. Source: Office of
Vocational and Educational Services for Individuals with
Disabilities (VESID). Additional information may be obtained in
Part III, Section 7 of the Statewide Profile of the
Educational System. |
Go to Top
Important Note: These definitions and the
data which follow are taken and disaggregated from the most recent
available 1999, 2000, and 2001 NYSED website postings and downloads
(see Appendix). While these data are quite useful for analysis, the
postings are of audited school years that are several years old and
may not truly reflect current circumstances.
TEST RESULTS
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Pupil
Evaluation Program:
The number of
general education students tested and the percentage of tested
students scoring above a minimum level of competence (the State
reference point) and therefore not identified as requiring
remediation. Certain districts (noted with "*") were granted
variances from Commissioner's Regulations to pursue excellence in
education. Each of the variances noted included one or both of the
following provisions: (1) the indicated State test was not
administered to some or all students and/or (2) the conditions under
which the test was administered were changed. Zeros indicate that no
students were tested. Source: School and Student Accountability Data
System. Additional information may be obtained in Part I; Part
II, Section 3; Part III, Section 4; Part IV, Section 3 and
Part V, Section 5 of the Statewide Profile of the Educational
System. |
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Program
Evaluation Tests :
The mean score
for general education students for each of the three parts of the
grade 4 program evaluation test in science and the total score on
the grades 6 and 8 program evaluation tests in social studies.
Certain districts (noted with "*") were granted variances from
Commissioner's Regulations to pursue innovation and excellence in
education. Each of the variances noted included one or both of the
following provisions: (1) the indicated State test was not
administered to some or all students, and/or (2) the conditions
under which the test was administered were changed. Zeros indicate
that no students were tested. Source: School and Student
Accountability Data System. Additional information may be obtained
in Part I and Part III, Section 4 of the
Statewide Profile of the Educational System. |
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Percent of
Graduates Who Received Regents Diplomas:
The number of general education and special education high school
graduates who received local diplomas and the percentage of these
graduates who earned Regents-endorsed local diplomas. New York City
data are provided only at the citywide level. Source: School and
Student Accountability Data System. Additional information may be
obtained in Part I; Part II, Section 4; Part III, Section 5; Part
IV, Section 4 and Part V, Section 3 of the Statewide
Profile of the Educational System. |
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Average Grade
Enrollment (AGE):
The sum of general education students and students with disabilities
enrolled in grades 9-12, divided by four. Source: School and Student
Accountability Data System. |
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Regents
Examinations:
The number of
general education students and students with disabilities tested,
and the numbers of these students scoring 55-64, 65-100 and 85-100
divided by AGE. Statistics for the following Regents examinations
are shown: global studies, U.S. history and government, sequential
mathematics course I, sequential mathematics course II, sequential
mathematics course III, comprehensive English, Earth science (1970
syllabus), Earth science (program modification edition), biology,
chemistry, physics, comprehensive Spanish, comprehensive French, and
other comprehensive foreign languages (this includes the
comprehensive examinations in German, Hebrew, Italian and Latin).
The percentage of the AGE tested will be over 100 percent (noted
with "#") when the number of students tested was greater than the
AGE; this happens, for example, when a large number of
eighth-graders were tested. A zero indicates that no students were
tested. Certain districts (noted with "*") were granted variances
from Commissioner's Regulations to pursue innovation and excellence
in education. Each of the variances noted included one or both of
the following provisions: (1) the indicated State test was not
administered to some or all students, or (2) the conditions of test
administration were changed. Source: School and Student
Accountability Data System. Additional information may be obtained
in Part I; Part II, Section 3; Part III, Section 4; Part IV,
Section 4 and Part V, Section 3 of the Statewide
Profile of the Educational System. |
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Cumulative
Regents Results:
The number of
general education students and students with disabilities enrolled
in grade 9 and the percentage of these students that scored 55-100,
65-100 or received alternative credit for Regents mathematics. The
number of general education students and students with disabilities
enrolled in grade 12 and the percentage of these students that
scored 55-100, 65-100 or received alternative credit for Regents
English, June 1998. Source: School and Student Accountability Data
System. Additional information may be obtained in Part III,
Section 4 of the Statewide Profile of the Educational System.
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Occupation
Education Proficiency Examinations:
The number of
general education students tested and the percentage of tested
students passing for the following occupation education proficiency
examinations: introduction to occupations, business
analysis/business computer applications, health occupations,
clothing and textiles, food and nutrition, housing and environment,
human development, communication systems, production systems, and
transportation systems. Source: School and Student Accountability
Data System. |
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Preliminary
Competency Tests:
The total
number of general education students tested or exempted from testing
by scoring above the State median on the Pupil Evaluation Program
tests in grade 6 reading or grade 5 writing and the percentage of
these students exempted or scoring above the minimum level (the
State reference point). Source: School and Student Accountability
Data System. |
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Regents
Competency Tests:
The number of
general education students tested and the percentage of tested
students passing. Results are shown for the following Regents
competency tests: mathematics, science, reading, writing, global
studies and U.S. history and government. Source: School and Student
Accountability Data System. Additional information may be obtained
in Part II, Section 3 and Part III, Section 7 of the
Statewide Profile of the Educational System. |
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Graduation
Competency Status:
The number of
general education students enrolled in grade 11 and the percentage
of eleventh-grade students that met the graduation requirements in
reading, writing and mathematics by the end of the school year.
Source: School and Student Accountability Data System. Additional
information may be obtained in Part III, Section 4 and
Part III, Section 7 of the Statewide Profile of the
Educational System. |
Second
Language Proficiency Examinations:
The number of
students tested in grade 8 or below, the percentage of these students
passing, the number of students tested in grade 9 and above, and the
percentage of these students passing. Results are shown for the
following examinations: French, Spanish, and other second languages
(this statistic includes the second language proficiency examinations
in German, Italian and Latin). Source: School and Student
Accountability Data System.
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Census Terminology
Age:
These data sets use the Census Bureau's Modified Age/Race/Sex tables
to account for a known tendency for Census respondents to misreport
their age. The Census Bureau estimates that about 10 percent of
respondents to the 1990 Census reported an age one year older than
actual on Census Day (April 1, 1990), for a variety of reasons. For
most age categories, the statistical impact is minor, since persons
lost to the higher age category were offset by those gained from the
lower category. However, the impact is apparent at "age 0." At a time
when the United States was experiencing over 4 million births per
year, the 1990 Census counted only 3.2 million persons less than one
year of age. This was the most compelling, but not the only, reason
for producing the modified age file. The age modification process
involved the reconciliation of "age" and "year of birth" responses on
the census, with assumptions about quarter of birth based on birth
data from the National Center for Health Statistics.
Aggregate Income:
The
sum of all incomes in a specified area.
Average Family
Income:
The total family
income in the selected area divided by the number of families in the
area.
Average Household
Income:
The total
household income in the selected area divided by the number of
households in the area.
Average Household
Size:
The average number of household residents per household. All household
occupants are counted, but people living in group quarters are not
included.
Commute Time to
Work:
The total number of minutes it usually took to go from home to work,
including time spent waiting for public transportation, picking up
passengers in carpools and time spent in other activities related to
getting to work. For people with more than one job, the time indicated
is for the job with the greater number of hours.
Family:
Two or more
persons, including the householder, who are related by birth,
marriage, or adoption and who live together as one household. All such
persons are considered members of one family. A person maintaining a
household alone, or with unrelated persons, is regarded as a household
only, not as a family. Thus, some households do not contain families.
Families are classified by type as either a "married‑couple family" or
"other family" according to the sex of the householder and the
presence of relatives. Married Couple Families are those in which the
householder and his or her spouse are members of the same household.
Family Income:
The
sum of the incomes of all family members 15‑years‑old and over in
family households.
Family Household
Income:
The sum of the
incomes of all household members 15‑years‑old and over in family
households.
Group Quarters:
All
persons not living in households are classified by the Census Bureau
as living in group quarters. Two general categories of persons in
group quarters are recognized: (1) institutionalized persons and (2)
other persons in group quarters (also referred to as
"non‑institutional group quarters"). Institutionalized persons include
those living in correctional institutions, nursing homes, mental
hospitals, juvenile institutions, and other institutions.
Non‑institutionalized persons include those living in college dorms,
military quarters and homeless shelters, as well as residents of
housing units with 10 or more unrelated persons.
Household:
A household
includes all the persons who occupy a housing unit. A housing unit is
a house, an apartment, a mobile home, a group of rooms, or a single
room that is occupied as separate living quarters. Separate living
quarters are those in which the occupants live and eat separately from
any other persons in the building and which have direct access from
the outside of the building or through a common hall. The occupants
may be a single family, one person living alone, two or more families
living together, or any other group of related or unrelated persons
who share living arrangements. A housing unit with 10 or more people
unrelated people living together is considered group quarters.
Householder:
Generally, the person in whose name the home is owned, being bought,
or rented. If there is no such person in the household, any adult
household member 15‑years‑old and over could be designated as the
householder. A family householder is a householder living with one or
more persons related to him or her by birth, marriage, or adoption. A
non‑family householder is a householder living alone or with
non‑relatives only.
Household Income:
Total
money received in the stated calendar year by all household members
15‑yearsold and over, tabulated for all households. Household income
differs from family household income by including income from all
persons age 15 years and older in all households, including persons
living alone and other non‑family households.
Housing Unit:
Living
quarters such as a house, an apartment, a mobile home or trailer, a
group of rooms or a single room occupied or intended for occupancy as
separate living quarters. Separate living quarters are those in which
the occupants live and eat separately from any other persons in the
building and which have direct access from outside the building or
through a common hall. If the living quarters contain 10 or more
unrelated persons, it is classified as group quarters.
One‑unit
attached:
Structures that
have one or more walls extending from ground to roof separating them
from adjoining structures. hi row houses (sometimes called
townhouses), double houses, or houses attached to nonresidential
structures, each house is a separate, attached structure if the
dividing or common wall goes from ground to roof.
One‑unit
detached:
Structures
detached from any other house; that is, with open space on all four
sides. Such structures are considered detached even if they have an
adjoining shed or garage. A one‑family house that contains a business
is considered detached as long as the building has open space on all
four sides. Mobile homes or trailers to which one or more permanent
rooms have been added or built also are included.
Two or more
Units:
These are
structures containing two or more housing units.
Mobile homes or
trailers:
Mobile homes to
which no permanent rooms have been added. Mobile homes or trailers
used only for business purposes or for extra sleeping space and mobile
homes or trailers for sale on a dealer's lot, at the factory, or in
storage are not counted in the housing inventory.
Other:
This category
is for any living quarters occupied as a housing unit that do not fit
the previous categories.
Housing Value:
How
much the property (house and lot, mobile home and lot, or condominium
unit) would sell for, if it were for sale.
Income‑Producing
Assets:
Income‑producing
assets include liquid deposits (checking, savings, etc.), certificates
of deposit excluding IRAs, all retirement savings (including IRAs),
and the market value of all securities. Income Producing Assets are
derived from a market audit database, the nation's largest syndicated
database of consumer financial behavior. The Market Audit database
contains results of personal telephone interviews conducted using
random‑digit dialing and is subject to extensive data quality checks
and verification.
Income:
Income
figures are based on the Census Bureau's definition of income: the sum
of wage or salary income; net non‑farm self‑employment income; net
fan‑n self‑employment income; interest, dividend, or net rental or
royalty income; Social Security or railroad retirement income; public
assistance or welfare income; retirement or disability income; and all
other income. Receipts from the following sources are NOT included as
income: money received from the sale of property (unless the recipient
was engaged in the business of selling such property); the value of
income "in kind" from food stamps, public housing subsidies, medical
care, employer contributions for persons, etc.; withdrawal of bank
deposits; money borrowed; tax refunds; exchange of money between
relatives living in the same household; gifts and lump‑sum
inheritances, insurance payments, and other types of lump‑sum
receipts. In contrast to the 1980 and 1990 census, which reported
income for the previous calendar year (1979, 1989), income estimates
are for the calendar year relevant to each set of estimates and
projections. For example, current year income is estimated for current
year households. All dollar values reflect the number of dollars
received in that year, i.e., 1989 figures reflect 1989 dollars,
current year figures reflect current year dollars and so on.
Labor Force:
Members of the Armed Forces, employed persons or those looking for
employment. Not in Labor Force includes all persons 16‑and‑older who
are not employed or looking for employment (mostly students,
homemakers, retirees, etc.).
Employed:
All
civilians 16 years old and over who were either (1) "at work" ‑those
who did any work at all during the reference week as paid employees,
worked in their own business or profession, worked on their own farm,
or worked 15 hours or more as unpaid workers on a family farm or in a
family business; or (2) were "with a job but not at work" ‑ those who
did not work during the reference week but had jobs or businesses from
which they were temporarily absent due to illness, bad weather,
industrial dispute, vacation, or other personal reasons. Excluded from
the employed are persons whose only activity consisted of work around
the house or unpaid volunteer work for religious, charitable, and
similar organizations; also excluded are persons on active duty in the
United States Aimed Forces.
Unemployed:
All
civilians 16 years old and over are classified as unemployed if they
(1) were neither "at work" nor "with ajob but not at work" during the
reference week, and (2) were looking for work during the last 4 weeks,
and (3) were available to accept a job. Also included as unemployed
are civilians who did not work at all during the reference week and
were waiting to be called back to a job from which they had been laid
off.
Marital Status:
Refers
to the status at the time of the 1990 Census. Data on marital status
include only persons 15‑years‑old and over. All persons were asked
whether they were "now married," "widowed," "divorced," "separated,"
or "never married." Couples who live together (unmarried persons,
persons in common‑law marriages) were allowed to report the marital
status they considered the most appropriate. Never Married:
Includes all persons who have never been married, including persons
whose only marriage(s) was annulled. Married, Spouse Present:
Married persons whose wife or husband was a member of the same
household, including those whose spouse may have been temporarily
absent for such reasons as travel or hospitalization. Separated:
Includes persons legally separated or otherwise absent from their
spouse because of marital discord. Included are persons who have been
deserted or who have parted because they no longer want to live
together but who have not obtained a divorce. Married, Spouse
Absent, Not Separated: Married persons whose wife or husband was
not enumerated as a member of the same household, excluding separated.
Included is any person whose spouse was employed and living away from
home or in an institution or absent in the Armed Forces. Widowed:
Includes widows and widowers who have not remarried. Divorced:
Includes persons who are legally divorced and have not remarried.
Median Age:
The
median is the mid‑point in a set of values. Median age may be a more
meaningful statistic than average age because it minimizes the effect
of values falling way above or below the norm which may
disproportionately influence the overall average.
Median Family
Income:
The median is the
mid‑point in a set of values. Median family income may be a more
meaningful statistic than average family income because it minimizes
the effect of values falling way above or below the norm which may
disproportionately influence the overall average. Median family income
is based on the distribution of the total number of families,
including those with no income. When the median family income for an
area is less than $5,000 it will be listed as $4,999. When the median
family income for an area is greater than $500,000 it will be listed
as $500,001.
Median Household
Income:
The median is the
mid‑point in a set of values. Median household income may be a more
meaningful statistic than average household income because it
minimizes the effect of values falling way above or below the norm
which may disproportionately influence the overall average. Median
household income is based on the distribution of the total number of
households, including those with no income. When the median household
income for an area is less than $5,000 it will be listed as $4,999.
When the median household income for an area is greater than $500,000
it will be listed as $500,001.
Median Household
Net Worth:
The median is the
mid‑point in a set of values. Median household net worth may be a more
meaningful statistic than average household net worth because it
minimizes the effect of values falling way above or below the norm
which may disproportionately influence the overall average. When the
median household net worth for an area is less than $25,000 it will be
listed as $24,999. When the median household net worth for an area is
greater than $500,000 it will be listed as $500,001.
Median Housing
Value:
The median is the
mid‑point in a set of values. Median value may be a more meaningful
statistic than average value because it minimizes the effect of values
falling way above or below the norm which may disproportionately
influence the overall average. When the median value for an area is
less than $15,000 it will be listed as $14,999. When the median value
is greater than $500,000 it will be listed as $500,001.
Owner‑Occupied:
A
housing unit is owner‑occupied if the owner or co‑owner lives in the
unit, even if it is mortgaged or not fully paid for. (Also see
Specified Owner‑Occupied)
Per Capita
Income:
The average
income per person for the selected area. This includes every man,
woman and child within the area, even those with no income.
Population:
The
number of persons counted at their place of usual residence. Usual
residence is the place where the person lives and sleeps most of the
time or considers to be his or her usual residence.
Race: There are
no universally accepted definitions of race and Hispanic ethnicity.
The Census Bureau defines Hispanic origin as an ethnicity, not a race.
Hispanic origin is a separate census question, and in census
tabulations, persons of Hispanic ethnicity can be of any race. Because
Hispanics are included in each race category, the race categories,
alone, sum to total population. However, a separate set of race and
Hispanic data are provided. These tabulations first breakdown the
population by Hispanic origin, then report the totals by race for
those of non‑Hispanic origin along with the population reporting
Hispanic origin. This provides a count of the population reporting
Hispanic origin without Hispanics also being included among the five
racial categories.
Total Population
= White (non‑Hispanic) + Black (non‑Hispanic) + Asian (non‑Hispanic) +
American Indian
(non‑Hispanic) + Other (non‑Hispanic) + Hispanic.
The racial
categories in File 8 are taken directly from the Census Bureau's STF3,
so they do not reflect any of the above changes. In File 8, the
population reporting Hispanic origin is already counted in one of the
five racial categories, so adding the Hispanic count to the other
categories would result in double counting.
Total
Population = White + Black + American Indian + Asian + Other
Renter Occupied:
All
occupied housing units which are not owner occupied are classified as
renter occupied, whether they are rented for cash rent or occupied
without payment of cash rent.
Schooling
Completed:
The data on
schooling completed reflects self‑reported information on the highest
level of school completed or the highest degree received. High school
graduates include those who received their diplomas or the equivalent
(GED for example), and did not attend college. Graduate/Professional
degrees include those in medicine, dentistry, law, pharmacy,
chiropractic and the like. Degrees from vocational, trade or business
schools were not included unless they were college level degrees.
Degrees from barber schools, cosmetology schools and the like were
specifically excluded from the professional school category.
Specified
owner‑occupied:
An owner‑occupied
single-family house on fewer than 10 acres, without a business or
medical office on the property and not a mobile home is considered
specified owner‑occupied. A housing unit is owner‑occupied if the
owner or co‑owner lives in the unit, even if it is mortgaged or not
fully paid for. Housing units on 10 or more acres, those in multi‑use
buildings, multi‑family units (apartments), mobile homes, or units
with a business or medical office can be owner occupied, but not
specified owner‑occupied.
Specified
renter‑occupied:
All occupied
housing units which are not owner occupied are classified as renter
occupied, whether they are rented for cash rent or occupied without
payment of cash rent. All renter occupied units are specified
renter‑occupied units except single‑family homes on 10 or more acres
of land.
Vehicles
Available:
The number of
households with a specified number of vehicles kept at home and
available for the use of household members. Only passenger cars, vans,
and pickup or panel trucks of one‑ton capacity or less are included.
Vehicles rented or leased for one month or more, company vehicles, and
police and government vehicles are included if kept at home and used
for non‑business purposes. Dismantled or immobile vehicles are
excluded as are vehicles kept at home but used only for business
purposes.
Wealth:
A measure of
financial well‑being by net worth. Put simply, household wealth is all
assets (property, vehicles, money market accounts, etc.) minus
liabilities (loans, payments, debts, etc.) for the entire household.
The basis for all wealth estimates is the Market Audit database, which
is created from continuing, comprehensive telephone surveys of more
than 90,000 households per year. When the median household wealth for
an area is less than $25,000, it will be listed as $24,999.
Year Moved In:
The
year of the latest move by the householder. If a householder moved
back into a housing unit he or she previously occupied, the year of
the latest move was reported. If the householder moved from one
apartment to another within the same building, the year the
householder moved into the present apartment was reported. The intent
is to establish the year present occupancy by the householder began.
The year that the householder moved in is not necessarily the same
year other members of the household moved, although in the great
majority of cases an entire household moves at the same time.
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