The top reported proficiency rate is 21% in Social studies. The lowest is 0% in English language arts.
Original Research by School Decision on Greenburgh-graham Union Free School District
Greenburgh-Graham Union Free School District is a special-act school district in Westchester County that serves students with disabilities through a state-approved therapeutic day program. Unlike a typical residential school district, it does not serve as the primary school district for families living in a given geography. Instead, Committees on Special Education place individual students here as their least restrictive environment for K-12 education.
The district operates three schools: an elementary school, a middle school, and a high school, all on a shared campus. Until 2020, the district offered both day and residential placement options through on-campus cottages. After those residential facilities closed, Greenburgh-Graham converted to a day-only program, a structural change that persists. For families and placing committees, this means students with disabilities who previously could have lived on campus are now served only in the full-day day program.
The available academic data for this district is extremely limited and comes from 2018-19 state testing, with only a handful of students tested in eighth grade across subjects. In English language arts, no students scored at proficiency. In math, results were suppressed due to low test numbers. In science, results were also suppressed. Data from an older social studies assessment showed proficiency rates well below state standards. The participation rate itself was below fifty percent, suggesting that many students in the district may not have been included in state testing, which is common in special-education settings where alternative assessments may be used.
When placed against other districts in Westchester County, the overall proficiency index falls in the bottom quartile. The district also reports a chronic absenteeism rate that is substantially higher than the county median, which may reflect the intensive nature of the therapeutic program, transportation logistics, or student medical and behavioral needs. No graduation rate data was available in the records provided; state testing results and other metrics that apply to typical districts do not consistently apply to special-education districts serving placed students.
The enrollment and demographic breakdowns reported as zero, which is consistent with how state enrollment databases sometimes handle special-act districts that do not serve as the default district for any geographic area. Parents and placing committees do not move into a neighborhood to attend this district; instead, they pursue placement through the special education process.
This is a highly specialized placement rather than a community-based school choice. Families should contact the district and their Committee on Special Education directly to understand whether the therapeutic day program, the specific grade and service offerings, and the current day-only structure meet their child's needs.
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