This preliminary study explored the relationship among several school-level accountability measures and student physics and chemistry performance in New York City public schools. The NYC Department of Education prepared a three-year Quality Review and annual Progress Report for each high school in the district, assigning grades to assess overall school quality. Both scores were based upon a number of factors about the school including student progress in all subject areas, college and career readiness, attendance, and graduation rates. These scores presented consequential validity in the form of reputation and school desirability for students and their families. Concurrently, the New York State Education Department published annual student performance data on high-stakes Regents examinations in several content areas, including the physical sciences (physics, chemistry). Statistical relationships among these variables were explored to determine whether Quality Review and Progress Report scores and sub-scores were correlated to student performance in the physical sciences. Data showed that physics performance was not related to overall school quality but positively correlated to college and career readiness; chemistry was related to all of these measures. From a policy perspective, such school assessment measures have implications for the value placed upon physics education in urban secondary schools.