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Student and School Performance

Click the school below to view the New York State Education Data Website for each school.








How are our students doing, and how do we know?
Schools and districts are awash in data- achievement and performance data, college readiness data, attendance and discipline data, etc. Each year, both the State Education Department and the Bedford Central School District issue performance reports that provide information about both participation and achievement. These reports inform teachers and leaders in the development of instructional and systemic plans, and help to identify areas of focus and monitor the impact of changes made in response to this data. We are constantly looking to find and present the most informative data-that which aids in providing the most efficient and appropriate programs and services to help every student be a successful learner.

Annual Student Performance Report
District and School Report Cards

2015 NYS Testing Results

Comparisons w/ Local Districts

Learn More About Data in Education!
The Center for Public Education has launched a site called Data First aimed at educating the public about which questions to ask, and what data to use to find the answers. Visit www.data-first.org for more information.

A few words about the New York State Assessment Program
The New York State Learning Standards provide the foundation for the State Assessment Program. This sequence of examinations includes tests in ELA, Math, Social Studies and Science for grades 3-8, and the Regents exams at the high school level. Student achievement on these assessments is the primary measure of accountability used to determine adequate yearly progress (AYP) as per the No Child Left Behind legislation. Read more on the BCSD 411 Page.

District and School Test Results

Local Performance Indicators
Students performance in grades K-5 is reported three times each year (Fall, Winter, Spring) using a standards-based grade-level specific report card. Students are assessed in academic areas—reading, writing, mathematics, science and social studies—as well as in behavioral and skill areas—behaviors that promote learning, personal and social growth, listening and speaking, and handwriting. This is only the second year of implementation of this report card, and we are still in the process of aligning the indicators between buildings and grade levels. Thus, we do not report these data in this report.

Students’ performance in grades 6-8 is reported quarterly using a letter scale (A+, A, B+, B, C+, C, D, and F). Student grades are determined through a combination of assessments, including tests, quizzes, homework, projects, reports, participation and effort. Proficiency, for this report, was determined to be a grade of “C” or higher for all subjects, as measured by the average of the four marking periods.

Student performance in grades 9-12 is reported quarterly using a numerical scale (0-100), with a “65” considered as the minimum passing score for course credit. We link course credit to proficiency, thus a final course grade—the average of all four quarters and a final exam—of 65 or higher means a student is proficient. Student grades are determined through a combination of assessments, including tests, quizzes, homework, projects, reports, participation and effort.