Student Success: Standardized Data Spotlights

Vision in Action at CET: Elementary Students Achieve Highest ELA Performance in Over a Decade

Croton-Harmon Union Free School District is proud to share outstanding student achievement results from Carrie E. Tompkins Elementary School (CET) on the New York State English Language Arts (ELA) assessment, results that reflect the District’s continued commitment to innovative teaching, interdisciplinary learning, and professional collaboration.

More than three years ago, the District established its Vision Map, identifying three foundational elements that define the Croton-Harmon learning experience:

• An Innovative Professional Culture, where educators are encouraged to take thoughtful risks in pursuit of deeper learning
• Genuine Interdisciplinary Learning, in which students engage in complex, real-world ways of thinking
• Faculty-to-Faculty Collaboration, enabling educators to work elbow-to-elbow to design meaningful learning experiences

The Vision Map is grounded in the belief that strong performance on standardized assessments is a result of these principles, not a goal pursued in isolation. Recent ELA results at CET affirm that commitment.

Strong Growth and Regional Gains

At the November 6th, 2025 Board of Education meeting, CET Principal Kerri Bianchi and Superintendent of Schools Steve Walker shared student achievement data highlighting significant growth at the elementary level.

Key findings included:

• The highest ELA proficiency in well over a decade for students in Grades 3 and 4, as well as across Grades 3–8
• The second-highest increase in student proficiency among the 18 school districts in the Putnam–Northern Westchester BOCES region for Grades 3 and 4
• Improved regional rankings, with Croton-Harmon ranking 6th in Grade 4 ELA and 7th in Grade 3 ELA—demonstrating a growth rate that has surpassed peer districts in recent years
• A clear three-year trend of increasing proficiency at the elementary level

District leaders credited this growth to an outstanding faculty committed to continuous improvement and instructional innovation.

“These results reflect the daily work of a faculty who learn from one another and make decisions based on what students need in the moment,” said CET Principal Kerri Bianchi.

“The continued focus on instructional collaboration, thoughtful innovation, and student-centered learning is building a strong foundation for long-term success across our school district,” said Superintendent of Schools Stephen Walker.

Vision in Action at PVC: Middle School Students Achieve Highest ELA Proficiency in Over a Decade

Croton-Harmon Union Free School District is proud to share exceptional student achievement results from Pierre Van Cortlandt Middle School (PVC) on the New York State English Language Arts (ELA) assessment.

These outcomes align with the District’s Vision Map, which identifies three foundational elements that define the Croton-Harmon learning experience:

• An Innovative Professional Culture
• Genuine Interdisciplinary Learning
• Faculty-to-Faculty Collaboration

Together, these principles guide instructional practices that foster creativity, engagement, and strong academic outcomes. 

The Vision Map is grounded in the belief that strong performance on standardized assessments is a result of these principles, not a goal pursued in isolation.

Sustained Excellence and Regional Gains

At the December 4, 2025 Board of Education meeting, PVC Interim Principal Nichole Kelly and Superintendent of Schools Steve Walker shared ELA performance data reflecting sustained excellence at the middle school level.

Highlights from PVC include:

• The highest average ELA proficiency for Grades 5 through 8 in over a decade
• Grades 6 through 8 ranked in the top third of the Putnam–Northern Westchester BOCES region, with Grade 7 ranking third overall
• Consistent proficiency across all grade levels, with every grade achieving 71 percent proficiency or higher in the 2024–2025 school year

As students move from elementary school into middle school, PVC’s results show how early literacy gains are reinforced and extended through intentional teaching and learning.

“This success reflects the practices at PVC that promote learning, wellness, student independence, and the development of lifelong skills,” said Interim Principal Kelly. “Our teachers, instructional coaches, and interventionists are empowered to create a powerful culture of learning where students achieve, grow, and discover their passions.”

“These outcomes reflect the work we do to make our schools places of creativity and joy, where traditional barriers are broken down,” said Superintendent of Schools Stephen Walker. “These intentionally designed learning environments support the learning needed for students to perform well across all areas, including on standardized measures.”

Vision in Action at CHHS: Strong Regents and AP Outcomes Reflect Student Achievement

We are proud to share student achievement highlights from Croton-Harmon High School (CHHS), reflecting strong performance across New York State Regents examinations and Advanced Placement assessments. These outcomes underscore the District’s continued commitment to innovative teaching, interdisciplinary learning, and professional collaboration at the high school level.

More than three years ago, the District established its Vision Map, while identifying three foundational elements that define the Croton-Harmon learning experience: an innovative professional culture, genuine interdisciplinary learning, and faculty to faculty collaboration. The Vision Map is grounded in the belief that strong performance on standardized assessments is a result of these principles, not a goal pursued in isolation. Recent achievement data from CHHS affirms that belief.

At the January 8, 2026 Board of Education meeting, CHHS Principal Dr. Laura Dubak and Superintendent of Schools Stephen Walker shared student achievement data spanning multiple years and assessment measures, including English and Global Studies Regents exams and a range of Advanced Placement assessments.

Key findings included:

• English Regents proficiency at CHHS is at 95 percent, ranking second highest among the 18 school districts in the Putnam–Northern Westchester BOCES region
• CHHS was one of only three high schools in the region to receive the AP Platinum Award in 2024, an honor earned by just 7 percent of high schools nationwide
• Consistently strong student performance across many AP exams, with increasing average scores in several subject areas
• Sustained and growing enrollment in AP coursework, reflecting both student interest and expanded access to advanced academic opportunities
• Strong English Language Arts performance across grades 3–12, culminating in the highest overall ELA proficiency percentage recorded in the District during the 2024–2025 school year

“At the core of our success is teacher empowerment. Our talented content specialists are constantly pushing themselves to improve their practice in service of student learning. Anytime you make systemic change at the high school level, there is an understandable question about the impact on traditional metrics. While the research guided our work, we needed to see the results in our own system. 

The data now confirm a clear and affirming growth trajectory. This is one piece of evidence that meaningful shifts in student and teacher experience are possible while continuing to advance student success, including on these kinds of metrics,” said Dr. Dubak.

As the District continues to analyze and share data from all of its schools, leaders reaffirm a core belief guiding this work: creating schools rooted in creativity, joy, and meaningful learning experiences also supports the academic growth and performance measured by standardized indicators.

“Congratulations to our faculty and administrators at Croton-Harmon High School on this outstanding achievement. Their continued focus on long-term, schoolwide improvement through teacher leadership, innovative faculty collaboration, and valuing student voice in the high school experience is a point of pride for our school district community,”  said Stephen Walker, Superintendent of Schools.