THREE VILLAGE CSD | NYSED Data Site (2024)

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A positive school climate promotes school safety, student self-esteem, emotional well-being, mental health, and lower incidences of substance abuse, student absenteeism, and suspensions. The New York State Education Department (NYSED) continues to promote initiatives to foster student engagement and thereby increase student achievement, safety, and wellness.

Our Social Emotional Learning materials 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.

Mental health education 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’s environment based on reported incidents.

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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.

The school accountability support models are:

The district accountability support models are:

• Local Support and Improvement, and
• Target District.

Read the Accountability Fact Sheet for Parents for more information. Find more information about ESSA Accountability Designations on our website.

For a complete list of Districts (LEAs), their schools, and accountability status, please click here to download the school report card data.

The Support Model identified for this District/School: Local Support and Improvement

Test Scores

How do students at your child’s 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.

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.

Assessment Results

Additional information about tests is available on our State Assessment website, including fact sheets about the 3-8 tests for parents and stakeholders.

The graduation rate is the percentage of students who entered grade 9 in the same school year who earned a local or Regents diploma four years later.

The New York State Education Department (NYSED) reports the percentage of students who earned a local or Regents diploma by June, four year after they entered grade 9. NYSED also reports the percentage of students who earned a local or Regents diploma by August of the same year (the August percentage includes all students who earned a diploma by June and August combined).

The New York State Education Department also reports the percentage of students who earned a local or Regents diploma five and six years later.