Paul Robeson High School

Each student earns a College and Career Readiness (CCR) score (0–100) after four years of high school. It's based on grades, test scores, advanced courses completed, and earned certifications. Higher scores mean stronger preparation for college or careers. The school's CCR score is the average of all students' scores for that year.

Thanks to the generous support of the Heckscher Foundation for Children, we have partnered with EdTrust–NY to bring you this important data about advanced course access at each high school.

All New York City students should have equitable access to key gatekeeper and advanced courses that lead to college and career preparedness. Yet across the city, students who are Black, Latinx, and American Indian, and students from low-income backgrounds, are less likely than their peers to attend schools where advanced courses are offered. And even when they do attend schools that offer these courses, they are less likely to be given access.

Exploring this data will help you understand which key advanced courses are offered at each high school, and whether students across different racial groups and income levels have equitable access to those advanced courses. Please see the “learn more” link above the data for important notes about how the data are calculated and displayed.

Thanks to the generous support of the Heckscher Foundation for Children, we have partnered with EdTrust–NY to bring you this important data about how well each high school is preparing students to enroll in and persist through college.

Every student deserves a high school education that prepares them for college, careers, and active citizenship. For students who enroll in college, the best measure of college readiness is whether students ultimately succeed. Exploring this data will help you understand how prepared students from this high school were to persist through college/university and complete their postsecondary degrees or credentials.

Data notes: The data shows what percent of all students in Grades 9-12 were enrolled in each type of course during one school year. If every student took each course once over the course of 4 years, we would expect to see annual enrollment rates around 25%. If you see annual enrollment rates above 25%, that may mean students are taking more than one course in a given subject over the course of 4 years, for example, Regents-level Physics and AP-level Physics.

If 0 students were enrolled in a course at this school, that course will display as “not offered” for that year. Students can take more than one course in each category, but enrollment rates are capped at 100%.

Comparisons under “By Income” are calculated by subtracting low-income rates from not-low-income rates; any difference larger than 3% is noted as less or more access. Comparisons under “By Race/Ethnicity'' are calculated by subtracting each group’s rate from the All students rate, then adding the absolute differences for a “racial balance” score not shown here. Schools are designated as “far more equal” or “more equal” if they fall in the more balanced quarter or half of schools, respectively, and “less equal” or “far less equal” if they fall in the least balanced half or quarter of schools, respectively.

How to read the radar graphs under By Race/Ethnicity: look at both the shape and size of the shaded area. If the shaded area is very small, then very few students from any racial/ethnic group have access to that type of course at this school. If the shaded area looks like a circle, then students from all racial/ethnic groups are taking that advanced course at about the same rate. If it has spikes or dips, then students from certain racial groups are taking the course at higher rates than students from other racial/ethnic groups.

Thanks to the generous support of the Heckscher Foundation for Children, we have partnered with EdTrust-NY to bring you this important data about how well each high school is preparing students to enroll in college.

This Free Application for Federal Student Aid (FAFSA) completion data helps you understand how well this school is supporting students to access the financial resources and supports that make a critical difference in whether they are able to attend college.

National research shows that 90% of high school seniors who complete the FAFSA go to college immediately after graduation compared to just 55% of seniors who do not complete the FAFSA. High schools can make a significant difference in helping students who are low-income and first-generation college students complete the FAFSA.

Graduates of this school that are included here are those who enrolled in a public New York State college or university the following fall and participated in the Tuition Assistance Program (TAP), which provides financial aid to families generally earning up to $80,000 a year.

How to read the bar charts: Use the dropdown menu to select students who earned either an Associate’s or a Bachelor’s degree. The first two bars display all students from this high school who went on to persist in college, regardless of their intended degree. The following bars display the number of students who earned the degree type specified in the dropdown menu.