N.Y. Education Law § 215-a: Annual report by regents to governor and legislature

§ 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.