Average Class Size is the average number of students in a particular class.
鈥淐ommon Branch鈥 refers to self-contained classes in Grades 1-6 that are taught by teachers certified to teach all subjects typically included in elementary school. Additional student and educator data is available in the Student and Educator Report.
A positive promotes school safety, student self-esteem, emotional well-being, mental health, and lower incidences of substance abuse, student absenteeism, and suspensions. The New York 500福利在线 Department (NYSED) continues to promote initiatives to foster student engagement and thereby increase student achievement, safety, and wellness.
Our support the state's ESSA plan priorities and promote a positive school climate. The resources outline benchmarks and frameworks for educators to implement Social Emotional Learning practices in their schools and classrooms.
can assist young people and their families and result in positive decision-making and life-long success.
School Safety indicates the safety of the school鈥檚 environment based on .
What percentage of students attended school on the days the school was open?
What percentage of students were suspended from school at least one full day during the school year?
What percentage of students were absent 10 percent or more of the days they were enrolled in school?
The Every Student Succeeds Act, or ESSA, the main federal law for K-12 public education, requires that states hold public schools accountable for how students achieve. New York State established a set of indicators to measure school and district performance to determine appropriate school and district support. All schools in New York State are identified for a support model based on the accountability measures intended for schools and districts to consider when setting goals for continuous improvement.
| Support Model | Definition |
|---|---|
| Schools identified for Comprehensive Support and Improvement, or CSI | A minimum of 5% of the lowest performing elementary/middle schools in the state receiving Title I, Part A funds plus any non-Title I elementary/middle schools meeting the criteria for identification AND a minimum of 5% of the lowest performing high schools receiving Title I, Part A funds plus any non-Title I high schools meeting the criteria for identification. CSI schools are identified once every three years based on the performance of the All Students accountability group. |
| Schools identified for Additional Targeted Support and Improvement, or ATSI | Schools are identified for ATSI if the TSI subgroup does not exit its TSI status in the number of years outlined in regulation. |
| Schools identified for Targeted Support and Improvement, or TSI | Schools are identified for TSI based on the low performance of accountability subgroups other than the All Students group for two consecutive years. These accountability subgroups are: American Indian or Alaska Native, Asian or Native Hawaiian/Other Pacific Islander, Black or African American, Hispanic or Latino, Multiracial, White, Economically Disadvantaged, English Language Learner, and Students with Disabilities. In the first year of low performance, the subgroup will be identified Potential TSI. |
| Schools identified for Local Support and Improvement, or LSI | A school that is not identified for CSI, ATSI, or TSI is a school identified for LSI. A school identified for LSI will continue to use the systems and processes established at the local level for continuous improvement efforts. There is no change in regulatory requirements for this group of schools. |
| Support Model | Definition |
|---|---|
| Local Support and Improvement, or LSI | A district that has no schools identified for CSI, ATSI, TSI, or no subgroup at the district level is identified for CSI, ATSI, or TSI, then the district is identified for LSI. A district identified for LSI will continue to use the systems and processes established at the local level for continuous improvement efforts. There is no change in regulatory requirements for LSI districts. |
| Target District | A district that has any school identified for CSI, ATSI, TSI, or if any subgroup at the district level is identified for CSI, ATSI, or TSI, then the district is identified for Target District. |
Read the for more information. Find more information about .
For accountability statuses and support models for all districts, schools, and their subgroups, please click here.
The Support Model identified for this District/School: Local Support and Improvement
| Support Models Identified in This District | |
|---|---|
| Institution Name | Support Model |
| QUOGUE ELEMENTARY SCHOOL | Local Support and Improvement |
| QUOGUE UFSD | Local Support and Improvement |
How do students at your child鈥檚 school perform on New York State tests?
Students in New York State take standardized tests in English language arts and mathematics in grades 3-8, science in grades 4 and 8, and high school Regents exams in English, mathematics, science, and social studies. The tests are designed to measure how well students are mastering the learning standards that guide classroom instruction and help to ensure that students are on track to graduate from high school with the critical thinking, problem solving, and reasoning skills needed for success in college and the modern workplace.
Students are assigned a performance level based on how well they do on the tests, with 4 being the highest level a student can earn.
| New York State Assessments (Tests) Performance Levels | |
|---|---|
| Performance Level | Description |
| Level 4 | Advanced Proficient |
| Level 3 | Proficient |
| Level 2 | Partially Proficient |
| Level 1 | Not Proficient |
Students who achieve a performance level of 3 or 4 are considered to be proficient. The data below indicate the percentage of students that achieved a performance level of 3 or 4 on each test.
Additional information about tests is available on , including about the 3-8 tests for parents and stakeholders.
This district's or school's Financial Transparency Report outlines how much is spent per student and the source of the funds. These financial transparency reports were issued for the first time in 2020 for the 2018-19 school year, and annual releases will be available after April 1st in each subsequent year. School district financial transparency reports, which display per pupil expenditures for individual schools, as well as district averages, inform conversations within districts about whether equitable resources are being provided at the school level. At the state level, these reports help inform future Board of Regents State Aid requests and other policymaking decisions.