The Citywide Education Progress Report looks at how a city is doing across three goals: (1) The education system is continuously improving; (2) All students have access to a high-quality education; and (3) The education strategy is rooted in the community. Across each goal it presents indicators of what the city is doing and how it is doing. The reports focus on education strategies for the 2017-18 school year. The analyses reflect developments through June 2018. These are updates to the original reports from the 2016-17 school year. Between 2002 and 2013 the New York City Department of Education developed a sophisticated system to manage the city's school supply in response to community needs. But intervention on low-performing schools has slowed, so a number of these schools persist. The district and charter sectors have some good processes in place to support families with choosing schools, and to respond to community priorities and input on school openings and closures. Low-income students in New York City perform slightly better on standardized assessments than their peers nationally, and school proficiency rates in math and reading improved relative to the state. Graduation rates remained essentially flat, lagging behind the state by 10 percentage points in 2014-15. Most student sub-groups in the city are enrolled in high school advanced math coursework at rates similar to the high school population. However, this is not true of all racial and ethnic groups. Asian American, Native American, Pacific Islander, and students of two or more races had disproportionately high enrollment. [For the main report, "Stepping Up: How Are American Cities Delivering on the Promise of Public School Choice?," see ED578178.]