##### *REVISED -- MARCH 10, 2006*

#####  *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_\_ Elementary
[\_√\_]{.underline} Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Ms. Elaine J. Schwartz]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name [The Center School MS243]{.underline}

(As it should appear in the official records)

School Mailing Address[\_ 270 West 70 Street]{.underline}

(If address is P.O. Box, also include street address)

[New York New York 10023]{.underline}

City State Zip Code+4 (9 digits total)

County [\_\_\_\_\_New
York]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State School Code
Number\*\_\_\_3-103=000-10243

Telephone [( 212) 678-2791]{.underline} Fax [( 212 )
579-9728]{.underline}

Website/URL [http://www.thecenterschool.org]{.underline} E-mail
[eschwar@nycboe.net]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent[\* Ms. Judi Aronson]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name [Community School District 3, Manhattan]{.underline} Tel.
[(212) 678-2800]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board Elizabeth Shell

President/Chairperson

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office for Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: [\_\_20\_]{.underline} Elementary
schools

[\_\_12\_]{.underline} Middle schools

\_\_\_\_\_ Junior high schools

\_\_\_\_\_ High schools

\_\_\_\_\_ Other

[\_\_32\_]{.underline} TOTAL

2\. District Per Pupil Expenditure:
[\_\_\$9547.00\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Average State Per Pupil Expenditure:
[\_\_\_\$10,802.00\_\_\_\_\_\_\_\_\_]{.underline}\_

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ x \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [22]{.underline} Number of years the principal has been in her/his
position at this school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**                                                  **7**       24        26          50

  **K**                                                     **8**       17        26          43

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**                                                     **11**                            

  **4**                                                     **12**                            

  **5**       28        29                     **57**       **Other**                         

  **6**       23        21                     44                                             

                                    **TOTAL                                                   194
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

***\[Throughout the document, round numbers to avoid decimals.\]***

6\. Racial/ethnic composition of 51% White

the students in the school: 23% Black or African American

19% Hispanic or Latino

7% Asian/Pacific Islander

0% American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
[\_\_\_0\_\_\_\_\_%]{.underline}

> \[This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.\]

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      0
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      0
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    0
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 194
                            the school as of October 1  

  **(5)**                   Total transferred students  0
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           0
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
[\_\_\_2\_\_\_\_%]{.underline}

[\_\_\_2\_\_\_]{.underline}Total Number Limited English Proficient

Number of languages represented[: 2\_\_\_\_\_\_\_\_]{.underline}

Specify languages:

Spanish, Hebrew

9\. Students eligible for free/reduced-priced meals:
[\_\_\_52\_\_\_\_\_%]{.underline}

Total number students who qualify: [\_\_\_\_97\_\_\_\_]{.underline}

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services:
[\_\_\_15\_\_\_\_\_%]{.underline}

[\_\_\_\_29\_\_\_\_]{.underline}Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness [\_22\_]{.underline}Specific Learning Disability

\_\_\_\_Emotional Disturbance [\_\_8\_]{.underline}Speech or Language
Impairment

\_\_\_\_Hearing Impairment [\_\_1\_]{.underline}Traumatic Brain Injury

> \_\_\_\_Mental Retardation [\_\_1\_]{.underline}Visual Impairment
> Including Blindness
>
> [\_1\_\_]{.underline}Multiple Disabilities

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) [\_\_\_\_1\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [\_\_\_12\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_\_\_\_\_
[\_\_\_\_\_1\_\_]{.underline}

Paraprofessionals [\_\_\_\_\_1\_\_]{.underline} \_\_\_\_\_\_\_\_

> Support staff [\_\_\_\_\_2\_\_]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [\_\_\_16\_\_\_]{.underline}
> [\_\_\_\_\_1\_\_]{.underline}

12. Average school student-"classroom teacher" ratio, that is, the
    number of students in the school divided by the FTE of classroom
    teachers: [\_\_\_17\_\_\_\_]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance  96%         96%         96%         N/A         N/A

  Daily teacher attendance  91%         92%         94          N/A         N/A

  Teacher turnover rate     0%          0%          0%          \%          \%

  Student dropout rate      0%          0%          0%          \%          \%
  (middle/high)                                                             

  Student drop-off rate     \%          \%          \%          \%          \%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

# 

# N/A -- This data is unavailable. 

# PART III -- SUMMARY

Visitors often notice that during breaks between classes The Center
School is noisy and energetic; children fill up every inch of space in
the halls. These five active minutes allow children to stay focused
during classes, and meet the inescapable adolescent need for frequent
physical activity. That is where The Center School begins -- with the
needs of the children.

The middle school age group is unique. Students' thinking is developing
from the concrete to the abstract and they are caught up with the power
of their new ability to conceptualize, but this does not happen in every
discipline at the same time. Interage grouping provides the opportunity
for students to leap ahead when they are ready and to take their time
when they are not. It also allows children to exercise a newly emerging
social perspective and gain a more complex view of the world.
Adolescents develop and test out personal standards in a setting where
they can see where they are going, and from where they have come.

Adolescence is not easy. These children are struggling with puberty and
new emotions, and they are desperate for peer approval and acceptance.
As they struggle to establish a new value system, they constantly check
their self image. Each child has an advisor to provide a caring
relationship to nurture this uneven growth. All classes, except
Mathematics and Latin are interage grouped and include children in
grades 5 through 8. This builds a strong community.

The Center School has a theater arts program which is woven into the
curriculum. Participation in school shows during the year is required.
The goal is not to make little "Annies" or "Olivers." Theater is used to
make the children feel more comfortable with their bodies and
themselves.

The community is all of us. Students run the office by answering the
phone, taking messages, and running errands. They feel that the school
is \"their school.\" Almost one half of the children in the school
qualify for free lunch, and the population is a microcosm of the city.

All of this is crucial but learning is what The Center School is about.
We provide a rich academic life: good literature to read, myriad
opportunities to write, and occasions to think deeply. We want the
children to feel that they are in control of their education, and we
recognize the importance of the motto which hangs in the office:

**"Learning is likely to be more effective if it grows out of what
interests the learner.\"** This sign hangs in a prominent position in a
jumbled office that bustles with activity and serves as the heart of the
school. All indicators point to the main philosophy of the school \--
that we want all students to feel that they are in control of their
education. The Center School starts with the needs of children and is
constantly focused on the means to meet these needs. We provide a rich
academic life with good literature to read, opportunity to think and
express your thoughts, and a myriad of ways to express yourself through
art, drama, and writing. Recognizing the special needs of adolescents
and their struggle with puberty and emotions, the staff tries to help
them develop a sense of their own value system.

\*\* More about The Center School can be found in Clara Hemphill's book,
[Public Middle Schools, New York]{.underline} [City's Best.]{.underline}

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

1.  **Assessment Results**

The Center School's eighth grade is the only grade that was part of the
State assessment. In the 2005-06 academic year all four grades will be
part of the state assessment. Prior to this the testing was done by the
city.

In New York State there are four levels of standards.

Level 1 -- Students with serious academic deficiencies

Level 2 - Students who need extra help

Level 3 - Students who meet the standards

Level 4 -- Exceed the standards

These standards, and The Center School's scores, can be accessed on the
nyceboe.net website. The scores we can report upon here are the ones
where we have access to the State Statistics.

The scores of The Center School's Eighth Grade show a clear trend. A
majority of our students, in all ethnic and economic groups, are meeting
or exceeding the state standards in both math and English. The subgroups
breakdown is attached at the end of this application. The disparities
are minimal and the school was selected by the American Cities
Foundation as one of sixteen schools in the nation that has reduced the
gap of achievement between minority students and white students.

A second trend that is clearly indicated by The Center School's high
test scores is that the school is continuing to grow each year. Student
scores have risen during each of the past four academic years in both
math and English.

In addition to these clear trends, it is obvious from our test scores
that our special education students are benefiting from our policy of
full inclusion. Their scores, too, have risen during the past four
academic years. Nearly half of the special education population scored
in the third and fourth standards in the 2003-04 academic year on the
State Math Test. This rose from 37% the previous year, and 9% the year
before. Similar gains were made on the State ELA. In 2002-03 18% of the
special education population scored in the third and fourth standard.
The next year, the number rose to 42%.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

2.  **Using Assessment Results**

The City and State issue individualized mathematics and reading reports
that break down skills and concepts for each child. These are called
GROW reports. Each advisor checks the reports for the children in the
advisory. Any recognized needs are then recorded by the advisor and the
information is shared with the teachers who work with the student.

Interim assessments are also distributed by the city and scored by
Scantron. Results are on line for teachers and parents to see. Suggested
lessons are built into the internet responses.

There are suggested strategies included in the report. More importantly,
the teachers working with the children are aware of each child's
particular needs, whether this is for enrichment or remediation. Lesson
plans are devised to satisfy these needs. Small groups are formed based
on the skills needed.

In addition to this, The Center School has an after school program that
includes homework help, tutoring, and computers.

Each student in need, whether or not they are designated a child at
risk, has a prepared intervention sheet. The sheet lists the
deficiencies of that student and discusses a possible plan to help
reduce the deficiency. These are re-evaluated every six weeks by the
advisor after consultation with the teachers and the various service
providers for the child. They are then revised.

Tests do not replace learning. The daily work and evaluation of the
staff who can assess the progress of each child, tests, research papers,
homework and general class work are the main tools that gauge the growth
of the individual child.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

3.  **Communicating Assessment Results**

We want students to understand that they are responsible for their own
learning. During November, each student writes an assessment of his/her
own work in each class. They are told to write about what they have
learned and what they can do to improve their learning in each class.
They are also asked to include what they do as contributors.

The teacher in each class reviews the report, writes a brief comment,
and this report goes home. The advisor compiles the reports and adds a
cover sheet summarizing the reports. The parent or guardian comes in and
meets with the student and the advisor to review the report.

At the end of the trimester the teacher assesses the work of the
student, and the student reacts in writing to what the teacher has said
as part of the report.

In addition to the reports and conferences, parents can schedule a
meeting with the advisor at any time.

Notices are sent home in bookbags and also e mailed on a Center School
Yahoo group.

The Parent's Association and the School Leadership Team meet each month
and the principal and a teacher sit in on the meetings and report on
school activities.

The GROW Report which is generated for each student in both Reading and
Mathematics is sent home with an explanation of its meaning to each
home. The reports delineate strengths and weaknesses. The
parent/guardian can follow the progress of the child through these
reports, the school reports, and contact with the Advisor.

4.  **Sharing Success**

The School is a member of a Community School District that shares
information through the internet and the offices of the Community
Superintendent.

Because The Center School scores so well on tests and is not a Gifted
and Talented School, we have many visitors. Teacher's College brings
groups of principals that are enrolled in the leadership program. Other
educators from around the country also come because they have read about
the school in Clara Hemphill's book, [Public Middle Schools, New York
City's Best.]{.underline}

We mentor approximately 20 student teachers each year and they too are
able to bring information back to their peers and colleges and
universities about our successes.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum**

The Center School is a fifth through eighth grade middle school. The
core curriculum is based on the requirements of New York City and New
York State.

The standards, as dictated by the State are followed, but the staff
tends to aim higher than the posted standards. Classes are not tracked
until 8^th^ grade when some students take 9^th^ grade mathematics and
prepare to take the New York State Math A Regents examination.

The school operates on a trimester plan. Each student remains with the
same Literature Group and the same Math group for the entire school
year.

The mathematics curriculum is a four year curriculum. The scope and
sequence is followed for all grades. The school is exempt from the
standard math curriculum as directed by the NYC Department of Education,
but not from the requirements imposed by the State Standards.

The English curriculum is divided into two sections. Each student meets
in Literature Circles, which operate like Great Books discussion groups.
Titles range from [The Little Prince]{.underline}, [to The Adventures of
Huck Finn]{.underline}, to [To Kill a Mockingbird]{.underline}. These
meet twice a week. Writer's Workshops, which focus on general writing
skills, vary in focus from Essay Writing to Poetry. Over the course of
the school year, each student will study three different genres of
writing.

The only foreign language we teach is Latin. Each student begins the
study of Latin in 6^th^ grade, and continues the study through 7^th^ and
8^th^ grade.

We do not have a Science Laboratory but we do offer an excellent science
program. Each student has three different science concentrations each
year for the four years they are with The Center School. When they
graduate they have had twelve different sciences and a background
considered as General Science as they move on to high school. Sciences
cover a variety of subjects from Ichthyology to Botany to Evolution. The
school has a greenhouse, which is incorporated into Botany and
Hydroponic Gardening.

Social Studies is also based on a four year curriculum. The entering
student will study a different area of history each year. They areas
covered are United States History, from the beginning to 1860, United
States History from 1860 to the present, Eastern Civilization and
Western Civilization.

Art is offered one to three times each week depending on the individual
student's schedule. Different genres are explored and trips to local
Museums are used as inspiration.

**PART V -- CURRICULUM AND INSTRUCTION**

**2. English**

To repeat, the English curriculum is divided into two sections. Each
student meets in Literature Circles, which operate like Great Books
discussion groups. Titles range from [The Little Prince]{.underline}, to
[The Adventures of Huck Finn]{.underline}, to [To Kill a
Mockingbird]{.underline}. These meet twice a week. Writer's Workshops,
which focus on general writing skills, vary in focus from Essay Writing
to Poetry. Over the course of the school year, each student will learn
three different genres of writing.

Small groups are incorporated into the schedule to help struggling
learners. Sessions where a student is tutored one on one are also
included in the schedule. In addition to these scheduled sessions, The
Center School has a strong after school component that offers homework
help and tutoring and is conducted by Center School staff.

Therefore, the teachers who work with the children and are aware of
their needs are the ones who are working one on one with them as well.
We also have access to GROW reports that are issued to each student
following State and Citywide testing. These reports break down specific
skills and focus on the needs of each student.

We have successfully brought up the reading level of approximately 85%
of children who scored below state standards and are continuously
working at further improving their skills. Time is also spent enriching
the curriculum for all students so each one is stretched.

**PART V -- CURRICULUM AND INSTRUCTION**

**3. The Arts**

The arts are incorporated into the entire curriculum under the direction
of the art teacher, a theater arts staff, and the Director of the
school. The positive use of the arts has a multiplier effect that is
apparent in all areas. The discipline that is intrinsic in the arts
carries over to the content area subjects.

-   Through literature and social studies the children become familiar
    with multicultural contributions in all of the arts.

-   Children attend a variety of arts activities, such as theater,
    concerts, and museums.

-   Music theory is a required class for 2/3 of the school.

-   In theater the children create and perform at least three times a
    year. In the process of the creation they use all school internet,
    and library resources.

-   Children develop their own projects in Art using a variety of media
    including paints, watercolor, charcoal, papier mache, wood, tile,
    etc. They also study the history of art and visit local museums.

-   Children receive basic and advanced voice training.

-   They receive instruction in music history and appreciation.

All of the above standards are reflected in all areas of the curriculum.
Work is placed in portfolios that reflect students' experiences. In
addition, reports in art, theater, dance, music are issued with the
regular reports sent home to all parents.

As a result of this focus on the arts, the children take greater pride
in their work. Exhibits are held regularly where their work is displayed
or their talents are expressed.

Multimedia projects that include photography, video, and computer will
be introduced to the curriculum in content area classes, as well as in
computer classes.

**PART V -- CURRICULUM AND INSTRUCTION**

**4. Instructional methods**

The School's philosophy relies heavily on Dr. Howard Gardner's theory of
multiple intelligences and the staff uses areas of this that they feel
most appropriate for their curricula.

The intelligences include

> Linguistic intelligence, Naturalist intelligence, Intra and
> Interpersonal intelligence, Kinesthetic intelligence, Musical
> intelligence, Logic/Math intelligence, and Spatial intelligence.

Many classes use project-based learning activities that allow students
to use multiple intelligences. These projects incorporate the arts as
well as the content areas.

Classes also revolve around cooperative learning, and since all classes
(except for Math and Latin) are mixed grades, this is built into the
school's structure.

Teachers develop their own curriculum and, therefore, have ownership of
it, take pride in its successes, and struggle with correcting it when
necessary.

**5. Professional Development**

Professional Development has many different faces at The Center School.
A variety of methods are incorporated.

-   Outside consultants from the Department of Education

-   Outside experts from local colleges and universities

-   Formal courses taken by teachers

-   Peer learning where materials from formal courses or workshops are
    shared

-   Ongoing computer technology taught

-   Teachers develop their own curricula

-   Teachers collaborate to develop areas of study

-   Teachers are mentors to students and constantly relearn as a result
    of that

-   Teachers mentor each other

-   Teachers travel to enrich their own background knowledge to use in
    our culturally diverse school

Our focus is to enrich learning for all of the students. The children
who have trouble meeting the standards as dictated by New York State are
a major concern. Much of the formal teacher training introduces us to
new methods that are being used. We have significantly reduced the gap
of achievement between our minority population and others. We were
recognized by The American Cities Foundation as one of sixteen school
who achieved this reduction.

**PART VII - ASSESSMENT RESULTS**

  --------------------------------------------- ------ ------ ------ ------
  **The Center School (MS 243)**                                     

  **New York State Test: Mathematics**                               

  **Grade 8**                                                        

                                                                     

                                                2005   2004   2003   2002

  \% At or Above Meets State Standards (Level 3 91%    86%    84%    70%
  & 4)                                                               

  \% At Exceeds State Standards (Level 4)       28%    12%    25%    7%

  15Number of Students Tested\                  47     43     51     43
  (All Students - General & Special Education)                       

                                                                      

  Number of Students Alternatively Assessed     0      0      0      0

  Percent of Students Alternatively Assessed    0      0      0      0

                                                                      

  SUBGROUP SCORES                                                     

  \% Low Income Students At or Above Meets      79%    75%    73%    N/A
  State Standards (Level 3 & 4)                                      

  Number of Low Income Students Tested          14     16     15     N/A

  \% At Exceeds State Standards (Level 4)        0       19%  0%      

                                                                     

  \% Black Students At or Above Meets State     85%    80%    80%    N/A
  Standards\                                                         
  (Level 3 & 4)                                                      

  Number of Black Students Tested               13     5      15     N/A

  \% At Exceeds State Standards (Level 4)        15%    0%      14%   

                                                                     

  %White Students At or Above Meets State       100%   89%    92%    N/A
  Standards (Level 3&4)                                              

  Number of White Students Tested               22     28     25     N/A

  \% At Exceeds State Standards (Level 4)       50%     18%     40%   

                                                                     

  \% Hispanic Students At or Above Meets State  89%    60%    82%    N/A
  Standards\                                                         
  (Level 3 & 4)                                                      

  Number of Hispanic Students Tested            9      5      11     N/A

   % At Exceeds State Standards (Level 4)        NA     NA      18%   

                                                                     

  N/A - This data is unavailable.                                    
  --------------------------------------------- ------ ------ ------ ------

  --------------------------------------------- ------ ------ ------ ------
  **The Center School (MS 243)**                                     

  **New York State Test: ELA(English                                 
  Language)**                                                        

  **Grade 8**                                                        

                                                                     

                                                2005   2004   2003   2002

  \% At or Above Meets State Standards (Level 3 85%    84%    65%    56%
  & 4)                                                               

  \% At Exceeds State Standards (Level 4)       45%    31%    20%    

  Number of Students Tested\                    47     43     51     43
  (All Students - General & Special Education)                       

                                                                      

  Number of Students Alternatively Assessed     0      0      0      0

  Percent of Students Alternatively Assessed    0      0      0      0

                                                                      

  SUBGROUP SCORES                                                     

  \% Low Income Students At or Above Meets      71%    44%    50%    N/A
  State Standards (Level 3 & 4)                                      

  At Exceeds State Standards (Level 4)          21%    19%    0      

  Number of Low Income Students Tested          14     16     26     N/A

                                                                     

  \% Black Students At or Above Meets State     77%    67%    73%    N/A
  Standards\                                                         
  (Level 3 & 4)                                                      

  At Exceeds State Standards (Level 4)          46%    0%     7%     

  Number of Black Students Tested               13     6      15     N/A

                                                                      

  \% White Students At or Above Meets State     100%   93%    77%    N/A
  Standards\                                                         
  (Level 3 & 4)                                                      

  At Exceeds State Standards (Level 4)          60%    46%    41%    

  Number of White Students Tested               22     28     22     N/A

                                                                      

  \% Hispanic Students At or Above Meets State  67%    20%    33%    N/A
  Standards\                                                         
  (Level 3 & 4)                                                      

  Number of Hispanic Students Tested            9      5      11     N/A

   At Exceeds State Standards (Level 4)          NA     NA      9%    

  \% Asian Students At or Above Meets State     67%    100%   40%    N/A
  Standards\                                                         
  (Level 3 & 4)                                                      

  Number of Asian Students Tested               3      4      5      N/A

                                                                     

                                                                     

                                                                     

  N/A - This data is unavailable.                                    
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