Manhattan College

School Profile Analysis

Student Name: Daniela Denis
Name of School: P.S. 007 Kingsbridge
Location District/County: New York City Geographic District #10
School Address:

3201 Kingsbridge Avenue

New York, New York 10463

Telephone #:

(718)-796-8695

Student E-Mail: ddenis01.student@manhattan.edu

If your school is not located in the Bronx you will need to go to the NYSED.gov website and find your schools
report card.
New York City website is http://schools.nyc.gov.

Achievement Data
NYS Elementary English Language Arts
Students Results
Please pick one grade to analyze
(3rd Grade)
Year

Level
Standards

1
Below
Standards

2013

Percent
# of
Students
Level
Standards

27.9
39

Year

2014

Percent
# of
Students

1
Below
Standards
31.5
46

2
Meets Basic
Standards
(Approaching)
28.6
40

3
Meets
Proficiency
Standard
33.6
47

4
Exceeds
Proficiency
Standards
10.0
14

2
Meets Basic
Standards
(Approaching)
34.2
50

3
Meets
Proficiency
Standard
26.7
39

4
Exceeds
Proficiency
Standards
7.5
11

Analysis of ELA Data Please indicate the % of students performing below grade level (i.e. levels 1
& 2). Please describe what Levels 1 & 2 represents (i.e. 1 below standards, 2 approaching
standards). Compare the last 2 years to see if there is improvement:
Based upon the achievement data for NYS Elementary English Language Arts in third grade, Level ones
representing students performance not meeting the data increased a total of 3.6 percent. Students scoring
level two in 2013-2014 meeting the basic standards increased 5.6 percent. Students meeting the
proficiency standard at level three decreased a total of 6.9 percent. Students scoring at a level four above
grade level decreased 2.5 percent. The greatest data change in English Language Arts was at level three
decreasing a total of 6.9 percent.

Achievement Data
NYS Elementary Math
Students Results
Please pick one grade to analyze
(3rd Grade)
Year

Level
Standards

1
Below
Standards

2
3
4
Meets Basic
Meets
Exceeds
Standards
Proficiency Proficiency
(Approaching) Standard
Standards
2013
Percent
25.9
27.2
20.4
26.5
# of Students
38
40
30
39
Year
Level
1
2
3
4
Standards
Below
Meets Basic
Meets
Exceeds
Standards
Standards
Proficiency Proficiency
(Approaching) Standard
Standards
2014
Percent
24.0
26.0
24.0
26.0
# of Students
36
39
36
39
Analysis of Math Data Please indicate the % of students performing below grade level
(i.e. levels 1 & 2). Please describe what Levels 1 & 2 represents (i.e. 1 below standards, 2
approaching standards). Compare the last 2 years to see if there is improvement:
Based upon the achievement data for NYS Elementary Mathematics for third grade, level ones
from 2013- 2014 decreased a total of 1.9 percent. Level One represents students performance
not meeting the standards. Students scoring level two in 2013-2014 meeting the basic
standards decreased 1.2 percent. Students meeting the proficiency standard at level three
increased a total of 3.6 percent. Students scoring at a Level four above grade level decreased
0.5 percent. The greatest data change in Mathematics was at level three decreasing a total of
3.6 percent.

Find Information on Excel Spreadsheets (look at tabs on bottom)

Overview of School Performance in ELA (3rd Grade)
Results
Student Group
All Students
Students w/ Disabilities
Limited English
Proficient

Total #
Tested
140
13
84

2012-2013
% Levels
1-2
56.5
92.3
45.2

% Levels
3-4
43.6
7.7
54.8

Total #
Tested
146
17
94

2013-2014
% Levels
1-2
65.7
88.2
57.4

% Levels
3-4
34.2
11.8
42.6

Analysis of ELA Data - Compare General Ed to Students with Disabilities levels on 1&2 and also indicate
if there is a difference between the groups for past two years - Indicate if there was improvement:
Based upon the data for all students in 2013-2014, 146 students were tested. Levels one and two in total were
65.7 percent either not meeting the standards or meeting the basic standard. In 2012- 2013, 140 students were
tested and 56.5 percent were a level one and two either not meeting the standards or meeting the basic standard.
Levels one and two combined increased a total of 9.2 percent for all students. For Levels three and four, the
percentage decreased 9.4 percent. Ultimately we want levels one and two to decrease and levels three and four
to increase.
For Students with Disabilities in 2013-2014, 17 students were tested for the Overview of School Performance in
English Language Arts. Levels one and two combined had a percentage of 88.2. In 2012-2013, 13 students were
tested for the Overview of School Performance in English Language Arts. The percentage of both Levels one
and two had a total of 92.3 and decreased in the 2013-2014 school year 4.1 percent. For Levels three and four,
the percentage increased 4.1 percent. The change in the 2013-2014 four students scored in the level three and
four standard.
Analysis of ELA Data - Compare the performance of the ELL students to the performance of all students.
Please indicate in your report what Levels 1 & 2 indicate. Compare the last 2 years to see if there is
improvement:
Based upon the data for all students in 2013-2014, 146 students were tested. Levels one and two in total were
65.7 percent either not meeting the standards or meeting the basic standard. In 2012- 2013, 140 students were
tested and 56.5 percent were a level one and two either not meeting the standards or meeting the basic standard.
Levels one and two combined increased a total of 9.2 percent for all students.
For Limited English Proficiency learners in 2013-2014, 94 students were tested for the Overview of School
Performance in English Language Arts. Levels one and two combined had a percentage of 57.4 either not
meeting the standards or meeting the basic standard. In 2012- 2013, 84 students were tested for the Overview of
School Performance in English Language Arts. The percentage of level one and two totaled out to be 45.2
either not meeting the standards or meeting the basic standard. Levels one and two combined increased a total
of 12.2 percent for students with Limited English Proficiency. For Levels three and four, the percentage
decreased a total of 12.2 percent which shows more enrollment of Limited English Proficiency Students. It
could also be possible that students were diagnosed incorrectly as well.

Find Information on Excel Spreadsheets (look at tabs on bottom)

Results
Student Group
All Students
Students w/ Disabilities
Limited English
Proficient

Overview of School Performance in Math (3rd Grade)

2012-2013
2013-2014
Total #
% Levels
% Levels
Total #
% Levels
Tested
1-2
3-4
Tested
1-2
147
53.1
46.9
150
50
13
92.3
7.7
17
76.4
84
38.1
61.9
95
39

% Levels
3-4
50
23.5
61.1

Analysis of Math Data - Compare General Ed to Students with Disabilities levels 1&2 and also indicate if
there is a difference between the groups for past two years - Indicate if there was improvement:
Based upon the data for all students in 2013-2014, 150 students were tested. Levels one and two in total were 50
percent either not meeting the standards or meeting the basic standard. In 2012- 2013, 147 students were tested
and 53.1 percent were a level one and two either not meeting the standards or meeting the basic standard. Levels
one and two combined decreased a total of 3.1 percent for all students. For Levels three and four, the percentage
increased 3.1 percent. In the mathematics section, the increase was balanced 50 percent but ultimately we want
levels one and two to decrease and our levels three and four to increase.
For Students with Disabilities in 2013-2014, 13 students were tested for the Overview of School Performance in
Mathematics. Levels one and two combined had a percentage of 92.3. In 2012-2013, 17 students were tested for
the Overview of School Performance in Mathematics. The percentage of both Levels one and two had a total of
76.4 percent and decreased by 15.9 percent. From 2012- 2014 levels three and four increased and levels one and
two decreased. This is exactly what we want to see. For Levels three and four, the percentage increased 15.8
percent.
Analysis of Math Data - Compare the performance of the ELL students to the performance of all
students. Please indicate in your report what Levels 1 & 2 indicate. Compare the last 2 years to see if
there is improvement:
Based upon the data for all students in 2013-2014, 150 students were tested. Levels one and two in total were 50
percent either not meeting the standards or meeting the basic standard. In 2012- 2013, 147 students were tested
and 53.1 percent were a level one and two either not meeting the standards or meeting the basic standard. Levels
one and two combined decreased a total of 3.1 percent for all students. For Levels three and four, the percentage
increased 3.1 percent. In the mathematics section, the increase was balanced 50 percent but ultimately we want
levels one and two to decrease and our levels three and four to increase.
For Limited English Proficient learners in 2013-2014, 95 students were tested for the Overview of School
Performance in Mathematics. Levels one and two combined had a percentage of 39. In 2012-2013, 84 students
were tested for the Overview of School Performance in Mathematics. The percentage of both Levels one and
two had a total of 38.1 and increased 0.9 percent. Between 2012- 2014 levels three and four decreased and
levels one and two increased. For Levels three and four, the percentage decreased 0.8 percent. The levels didnt
drastically change, but we want to continue to increase levels three and four.
5

Find the information on the School Report Card

www.nysed.gov
Year

Eligible for
Free Lunch

Demographics
Reduced
Student
Price Lunch
Stability

Limited
English
Proficient
2011
%
#
%
#
%
# %
#
83
440 9
49
83
N/A 23
122
2012
%
#
%
#
%
# %
#
78
444 8
47
N/A N/A 25
142
Analysis of Data Indicate any or no changes over the two years:

Notes

There was little change of Demographics from 2011-2012. The percentage Eligible for Free
Lunch decreased by 5 percent even though the number of students increased by four. The
percentage for Reduced Price Lunch increased by 1 percent and the number of students
decreased by two. Student Stability data was not available for the 2011-2012 school year.
Limited English Proficient increased by 2 percent and increased by twenty students. Based
on the data this is a Title One school, which means they receive more federal money.
Racial/Ethnic Origin
Year

American
Indian/ Alaska
Native

Black or
African
American

Hispanic or
Latino

Asian or Native
Hawaiian/ Other
Pacific Islander

2011

%
#
%
#
%
# %
1
5
10
54 76
406 6
2012
%
#
%
#
%
# %
1
4
9
53 73
416 7
Analysis of Data Indicate any or no changes over the two years:

#
30
#
42

White

%
7
%
9

#
36
#
50

Based upon the data, there was an increase in the Hispanic or Latino, White and Asian or
Native Hawaiian/Other Pacific Islander populations. American Indian/Alaska Native and
Black or African American Population decreased by one. This data shows that there is a
Hispanic population at P.S. 007 Kingsbridge School.
Attendance & Suspensions
Attendance %
Suspensions
%
#
%
#
95
N/A
1
5
2012-13
%
#
%
#
N/A
N/A
N/A
N/A
Analysis of Data Indicate any or no changes over the two years
Year
2011-12

Notes

No data was available pertaining to the 2012-2013 school year to disguish if there was a
change.