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.

Learn more about what success looks like across all our schools.