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This entry was published on 2014-09-22
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Annual report by regents to governor and legislature
Education (EDN) CHAPTER 16, TITLE 1, ARTICLE 5, PART 1
§ 215-a. Annual report by regents to governor and legislature. 1. The
regents of the university of the state of New York shall prepare and
submit to the governor, the temporary president of the senate, and the
speaker of the assembly, not later than the first day of January,
nineteen hundred eighty-nine, nineteen hundred ninety and nineteen
hundred ninety-one and the fifteenth day of February of each year
thereafter, a report concerning the schools of the state which shall set
forth with respect to the preceding school year: enrollment trends;
indicators of student achievement in reading, writing, mathematics,
science and vocational courses; graduation, college attendance and
employment rates; such other indicators of student performance as the
regents shall determine; information concerning teacher and
administrator preparation, turnover, in-service education and
performance; information concerning school library expenditures and
school library media specialist employment; expenditure per pupil on
regular education and expenditure per pupil on special education and
such other information as requested by the governor, the temporary
president of the senate, or the speaker of the assembly. To the extent
practicable, all such information shall be displayed on both a statewide
and individual district basis and by racial/ethnic group and gender. The
regents are authorized to require school districts, boards of
cooperative educational services and nonpublic schools to provide such
information as is necessary to prepare the report. In preparing the
report, the regents shall consult with other interested parties,
including local school districts, teachers' and faculty organizations,
school administrators, parents and students.

2. The annual report shall specifically identify school districts (i)
having fifteen percent or more of their students in special education;
or (ii) having fifty percent or more of their students with disabilities
in special education programs or services sixty percent or more of the
school day in a general education building; or (iii) having eight
percent or more of their students with disabilities in special education
programs in public or private separate educational settings. Such report
shall also present each district's percent and the statewide percent for
each such measure.