Copiague Middle School in Copiague, NY
(06-08 • Public • Regular School)
City-data.com school rating (using weighted test average as compared to other schools in New York) from 0 (worst) to 100 (best) is 22
- Address
- 2650 GREAT NECK RD
Copiague, NY 11726
- Telephone
- (631) 842-4011
(make sure to verify first before calling)
- City-data.com school rating
- 22
- Students
- 1,112
- Classroom Teachers (FTE)
- 79.7
- National School Lunch
Program (NSLP) Status - Yes, participating without using any Provision or the CEO
- Free lunch eligible students
- 714
- Reduced-price lunch
eligible students - 83
- School district
- COPIAGUE UNION FREE SCHOOL DISTRICT
- Charter school
- No
- Title I status
- Not a Title I school
- Magnet School Indicator
- No
- Shared Time Indicator
- No
- Adult education offered
- No
Ratings
This school rating compared to other nearby schools ratings:
WILLIAM RALL SCHOOL (1.3 miles): | 80 |
ALBANY AVENUE SCHOOL (0.9 miles): | 68 |
SUSAN E WILEY SCHOOL (0.8 miles): | 64 |
DEAUVILLE GARDENS WEST ELEMENTARY SCHOOL (1.2 miles): | 60 |
DEAUVILLE GARDENS EAST ELEMENTARY SCHOOL (1.2 miles): | 56 |
WALTER G O'CONNELL COPIAGUE HIGH SCHOOL (0.2 miles): | 49 |
GREAT NECK ROAD ELEMENTARY SCHOOL (0.7 miles): | 36 |
Copiague Middle School: | 22 |
EDMUND W MILES MIDDLE SCHOOL (0.9 miles): | 13 |
Copiague Middle School rating compared to average state, county and city schools ratings:
New York: | 50 |
Suffolk County: | 59 |
Copiague: | 48 |
Copiague Middle School: | 22 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 1,112
Enrollment in 2015: 1,157
Enrollment in 2014: 1,100
Enrollment in 2013: 1,088
Enrollment in 2012: 1,109
Enrollment in 2011: 1,098
Enrollment in 2010: 1,068
Enrollment in 2009: 1,051
Enrollment in 2008: 1,049
Enrollment in 2007: 1,075
Enrollment in 2006: 1,118
Enrollment in 2005: 1,187
Enrollment in 2004: 1,194
Enrollment in 2003: 1,113
Enrollment in 2002: 1,115
Enrollment in 2001: 1,037
Enrollment in 2000: 978
Enrollment in 1999: 944
Enrollment in 2015: 1,157
Enrollment in 2014: 1,100
Enrollment in 2013: 1,088
Enrollment in 2012: 1,109
Enrollment in 2011: 1,098
Enrollment in 2010: 1,068
Enrollment in 2009: 1,051
Enrollment in 2008: 1,049
Enrollment in 2007: 1,075
Enrollment in 2006: 1,118
Enrollment in 2005: 1,187
Enrollment in 2004: 1,194
Enrollment in 2003: 1,113
Enrollment in 2002: 1,115
Enrollment in 2001: 1,037
Enrollment in 2000: 978
Enrollment in 1999: 944
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | G06 | G07 | G08 | UG | Total |
---|---|---|---|---|---|
All students | 339 | 395 | 374 | 4 | 1,112 |
Female students | 156 | 195 | 184 | 1 | 536 |
Male students | 183 | 200 | 190 | 3 | 576 |
Asian students | 11 | 7 | 11 | - | 29 |
Hispanic students | 182 | 215 | 215 | 2 | 614 |
Black students | 92 | 100 | 94 | - | 286 |
White students | 51 | 70 | 49 | 2 | 172 |
Two or More Races students | 3 | 3 | 5 | - | 11 |
Enrollment by grade:
6th grade enrollment: 339
7th grade enrollment: 395
8th grade enrollment: 374
Ungraded enrollment: 4
7th grade enrollment: 395
8th grade enrollment: 374
Ungraded enrollment: 4
Copiague Middle School - Historical enrollment by grade
Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 536 (48.2%)
Copiague Middle School: | 48.2% |
New York: | 51.1% |
Male enrollment: 576 (51.8%)
Here: | 51.8% |
New York: | 47.5% |
Copiague Middle School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 29 (2.6%)
School: | 2.6% |
New York: | 4.6% |
Hispanic enrollment: 614 (55.2%)
Copiague Middle School: | 55.2% |
State: | 9.2% |
Black enrollment: 286 (25.7%)
School: | 25.7% |
State: | 12.0% |
White enrollment: 172 (15.5%)
Here: | 15.5% |
State: | 55.1% |
Two or More Races enrollment: 11 (1.0%)
Copiague Middle School: | 1.0% |
New York: | 2.9% |
Copiague Middle School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 797 (71.7%)
Copiague Middle School: | 71.7% |
New York: | 52.7% |
Free lunch eligible students: 714 (64.2%)
Copiague Middle School: | 64.2% |
New York: | 45.4% |
Reduced-price lunch eligible students: 83 (7.5%)
Copiague Middle School: | 7.5% |
State: | 4.8% |
Copiague Middle School - Lunch Program Eligibility
Average Class Size:
Show data for
Average Class Size:
- Grade 8 English: 26
- Grade 8 Mathematics: 25
- Grade 8 Science: 25
- Grade 8 Social Studies: 26
Teachers and support:
Show data for
Classroom Teachers (FTE): 79.7
Number of FTE teachers in their first year of teaching: 8
Number of FTE school counselors: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 46
Number of FTE security guards: 4.5
Number of FTE nurses: 1.8
Number of FTE psychologists: 2
Number of FTE social workers: 1
Student/Teacher Ratio
Number of teachers with fewer than three years of teaching experience: 3
Number of teachers with Master's Degree plus 30 hours or doctorate: 55
Total number of classes taught: 395
Number of full-time principals: 1
Number of full-time assistant principals: 2
Number of full-time professional staff other than teachers, principals, and asst principals: 8
Number of part-time professional staff other than teachers, principals, and asst principals: 1
Number of FTE teachers in their first year of teaching: 8
Number of FTE school counselors: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 46
Number of FTE security guards: 4.5
Number of FTE nurses: 1.8
Number of FTE psychologists: 2
Number of FTE social workers: 1
Student/Teacher Ratio
Copiague Middle School: | 13.9 |
New York: | 14.0 |
Number of teachers with Master's Degree plus 30 hours or doctorate: 55
Total number of classes taught: 395
Number of full-time principals: 1
Number of full-time assistant principals: 2
Number of full-time professional staff other than teachers, principals, and asst principals: 8
Number of part-time professional staff other than teachers, principals, and asst principals: 1
Copiague Middle School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $8,953,299
- Full-time Equivalency Count of Teachers: 70 (Salary Expenditures: $7,147,303)
- Full-time Equivalency Count of Instructional Aides: 8 (Salary Expenditures: $204,674)
- Full-time Equivalency Count of Support Services Staff: 9 (Salary Expenditures: $718,850)
- Full-time Equivalency Count of School Administration Staff: 6 (Salary Expenditures: $882,473)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $10,670,319
- Salary Expenditures for Teachers: $8,937,400
- Full-time Equivalency Count of Instructional Aides: 8 (Salary Expenditures: $472,571)
- Full-time Equivalency Count of Support Services Staff: 9 (Salary Expenditures: $810,892)
- Full-time Equivalency Count of School Administration Staff: 6 (Salary Expenditures: $882,473)
Limited English Proficiency:
Show data for
- Hispanic130
- Black7
- White2
- IDEA37
Students Enrolled in LEP Programs
- Hispanic: 130 (male: 65, female: 65)
- Black: 7 (male: 5, female: 2)
- White: 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 37 (male: 23, female: 14)
Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.
Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
- Hispanic80
- Black29
- White20
- LEP38
Students with disabilities served under IDEA
- Hispanic: 80 (male: 55, female: 25)
- Black: 29 (male: 16, female: 13)
- White: 20 (male: 10, female: 10)
- Limited English Proficiency (LEP): 38 (male: 22, female: 16)
- Hispanic7
- Black10
- White13
- LEP2
Students with disabilities served under Section 504
- Hispanic: 7 (male: 5, female: 2)
- Black: 10 (male: 5, female: 5)
- White: 13 (male: 8, female: 5)
- Limited English Proficiency (LEP): 2 (all female)
Retention:
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(State average from 345 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 6th grade: 2 (all female)
Percent of 6th grade students retained
Total number of students retained in 7th grade: 6 (male: 4, female: 2)
Percent of 7th grade students retained
Total number of students retained in 8th grade: 4 (male: 2, female: 2)
Percent of 8th grade students retained
- Black: 2
Percent of 6th grade students retained
School: | 0.6% |
State: | 4.7% |
- Hispanic2
- Black2
- White2
- IDEA4
Total number of students retained in 7th grade
- Hispanic: 2 (all female)
- Black: 2 (all male)
- White: 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Percent of 7th grade students retained
Here: | 1.5% |
State: | 5.1% |
Total number of students retained in 8th grade: 4 (male: 2, female: 2)
- Black: 4 (male: 2, female: 2)
Percent of 8th grade students retained
Here: | 1.1% |
New York: | 4.2% |
Gifted and Talented:
Show data for
(State average from 386 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.
- Hispanic4
- Asian4
- Black4
- White10
Gifted and Talented Student Enrollment
- Hispanic: 4 (male: 2, female: 2)
- Asian: 4 (male: 2, female: 2)
- Black: 4 (male: 2, female: 2)
- White: 10 (male: 8, female: 2)
Gifted and Talented Student Enrollment per 1,000 students
School: | 19.8 |
New York: | 111.4 |
Statewide Student Assessments
Grades 3-8 New York State Testing Program Assessments:
Show data for
(State average from 1,650 schools)
The grades 3-8 English Language Arts (ELA) and mathematics assessments measure the higher learning standards that were adopted by the State Board of Regents in 2010, which more accurately reflect students' progress toward college and career readiness.
6th Grade:
ELA students tested with valid scores: 259
Computed mean of student ELA scores: 289
Students scoring at Level 1: 38%
Students scoring at Level 2: 41%
Students scoring at Level 3: 13%
Students scoring at Level 4: 8%
Math students tested with valid scores: 248
Computed mean of student Math scores: 293
Students scoring at Level 1: 35%
Students scoring at Level 2: 42%
Students scoring at Level 3: 12%
Students scoring at Level 4: 12%
7th Grade:
ELA students tested with valid scores: 212
Computed mean of student ELA scores: 298
Students scoring at Level 1: 30%
Students scoring at Level 2: 43%
Students scoring at Level 3: 21%
Students scoring at Level 4: 6%
Math students tested with valid scores: 212
Computed mean of student Math scores: 286
Students scoring at Level 1: 53%
Students scoring at Level 2: 27%
Students scoring at Level 3: 17%
Students scoring at Level 4: 3%
8th Grade:
ELA students tested with valid scores: 198
Computed mean of student ELA scores: 290
Students scoring at Level 1: 38%
Students scoring at Level 2: 39%
Students scoring at Level 3: 16%
Students scoring at Level 4: 6%
Math students tested with valid scores: 155
Computed mean of student Math scores: 268
Students scoring at Level 1: 71%
Students scoring at Level 2: 26%
Students scoring at Level 3: 3%
Students scoring at Level 4: 0%
Science students tested with valid scores: 263
Computed mean of student Science scores: 65
Students scoring at Level 1: 6%
Students scoring at Level 2: 40%
Students scoring at Level 3: 50%
Students scoring at Level 4: 5%
- All289
- Males283
- Females296
- Hispanic285
- Black292
- White299
- IDEA252
ELA Mean Score (6th Grade)
Computed mean of student ELA scores: 289
ELA Students scoring proficient and above: | 21% |
New York: | 30% |
Students scoring at Level 1: 38%
Students scoring at Level 2: 41%
Students scoring at Level 3: 13%
Students scoring at Level 4: 8%
- All293
- Males289
- Females297
- Hispanic290
- Black295
- White306
- IDEA252
MATH Mean Score (6th Grade)
Computed mean of student Math scores: 293
Math Students scoring proficient and above: | 24% |
State: | 38% |
Students scoring at Level 1: 35%
Students scoring at Level 2: 42%
Students scoring at Level 3: 12%
Students scoring at Level 4: 12%
7th Grade:
- All298
- Males292
- Females305
- Hispanic297
- Black294
- White308
- IDEA277
ELA Mean Score (7th Grade)
Computed mean of student ELA scores: 298
ELA Students scoring proficient and above: | 27% |
State: | 39% |
Students scoring at Level 1: 30%
Students scoring at Level 2: 43%
Students scoring at Level 3: 21%
Students scoring at Level 4: 6%
- All286
- Males285
- Females287
- Hispanic282
- Black284
- White298
- IDEA252
MATH Mean Score (7th Grade)
Computed mean of student Math scores: 286
Math Students scoring proficient and above: | 20% |
State: | 34% |
Students scoring at Level 1: 53%
Students scoring at Level 2: 27%
Students scoring at Level 3: 17%
Students scoring at Level 4: 3%
8th Grade:
- All290
- Males284
- Females297
- Hispanic285
- Black289
- IDEA270
ELA Mean Score (8th Grade)
Computed mean of student ELA scores: 290
ELA Students scoring proficient and above: | 22% |
New York: | 43% |
Students scoring at Level 1: 38%
Students scoring at Level 2: 39%
Students scoring at Level 3: 16%
Students scoring at Level 4: 6%
- All268
- Males264
- Females273
- Hispanic263
- Black274
- IDEA250
MATH Mean Score (8th Grade)
Computed mean of student Math scores: 268
Math Students scoring proficient and above: | 3% |
State: | 18% |
Students scoring at Level 1: 71%
Students scoring at Level 2: 26%
Students scoring at Level 3: 3%
Students scoring at Level 4: 0%
- All65
- Males65
- Females65
- Hispanic64
- Black65
- IDEA55
SCI Mean Score (8th Grade)
Computed mean of student Science scores: 65
Science Students scoring proficient and above: | 55% |
State: | 57% |
Students scoring at Level 1: 6%
Students scoring at Level 2: 40%
Students scoring at Level 3: 50%
Students scoring at Level 4: 5%
Regents Examination:
Show data for
(State average from 2,072 schools)
Regents Examinations are achievement tests that are aligned with New York State's Learning Standards. Prepared by teacher examination committees and Department subject and testing specialists, Regents Examinations provide schools with a basis for evaluating the quality of instruction and learning that have taken place. They are used by school personnel to identify major learning goals, offering both teachers and students a guide to important understandings, skills, and concepts. The examinations also provide students, parents, counselors, administrators, college admissions officers, and employers with objective and easily understood achievement information for use in making sound educational and vocational decisions. Passing scores on the Regents Examinations in English, mathematics, science, and social studies satisfy the State testing requirements for a high school diploma.
Copiague Middle School - % Scroring 55 and above in Regents Examination
Integrated Algebra (Common Core):
Students tested with valid scores: 59
Number of students tested scoring Level 3 (65-78): 2 (3%)
Number of students tested scoring Level 4 (79-84): 17 (29%)
Number of students tested scoring Level 5 (85-100): 40 (68%)
- All100%
- Males100%
- Females101%
- Hispanic100%
- Asian100%
- Black100%
- White100%
Scoring 55 and above
(Integrated Algebra)
Number of students tested scoring Level 3 (65-78): 2 (3%)
Number of students tested scoring Level 4 (79-84): 17 (29%)
Number of students tested scoring Level 5 (85-100): 40 (68%)
Percentage of students scoring 55 and above: | 100% |
New York: | 93% |
The New York State English as a Second Language Achievement Test:
Show data for
(State average from 642 schools)
The New York State English as a Second Language Achievement Test (NYSESLAT) is designed to annually assess the English proficiency of all English language learners enrolled in Grades K-12 in New York State schools. The exam gives the State and schools important information about the English language development of English language learners (ELLs), and is part of the State's compliance with federal laws that mandate the annual assessing and tracking of English proficiency of English language learners.
Copiague Middle School - % Scoring at Expanding Level or above in NYSESLAT
6th Grade:
Students tested with valid scores: 49
Students scoring at Entering Level: 12%
Students scoring at Emerging Level: 18%
Students scoring at Transitioning Level: 20%
Students scoring at Expanding Level: 37%
Students scoring at Commanding Level: 12%
7th Grade:
Students tested with valid scores: 55
Students scoring at Entering Level: 2%
Students scoring at Emerging Level: 15%
Students scoring at Transitioning Level: 27%
Students scoring at Expanding Level: 47%
Students scoring at Commanding Level: 9%
8th Grade:
Students tested with valid scores: 52
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 10%
Students scoring at Transitioning Level: 25%
Students scoring at Expanding Level: 46%
Students scoring at Commanding Level: 19%
- All49%
- Males52%
- Females38%
- Hispanic49%
- IDEA55%
Scoring at Expanding Level or above (6th Grade)
Scoring at Expanding Level or above: | 49% |
New York: | 61% |
Students scoring at Entering Level: 12%
Students scoring at Emerging Level: 18%
Students scoring at Transitioning Level: 20%
Students scoring at Expanding Level: 37%
Students scoring at Commanding Level: 12%
7th Grade:
- All56%
- Males61%
- Females50%
- Hispanic56%
- IDEA75%
Scoring at Expanding Level or above (7th Grade)
Scoring at Expanding Level or above: | 56% |
New York: | 64% |
Students scoring at Entering Level: 2%
Students scoring at Emerging Level: 15%
Students scoring at Transitioning Level: 27%
Students scoring at Expanding Level: 47%
Students scoring at Commanding Level: 9%
8th Grade:
- All65%
- Males72%
- Females56%
- IDEA95%
Scoring at Expanding Level or above (8th Grade)
Scoring at Expanding Level or above: | 65% |
State: | 67% |
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 10%
Students scoring at Transitioning Level: 25%
Students scoring at Expanding Level: 46%
Students scoring at Commanding Level: 19%
Accountability
Adequate Yearly Progress:
Show data for
(State average from 3,754 schools)
Elementary/Middle-Level Science:
Made AYP: No
Met the participation criterion: Yes
Met the performance criterion: No
Students enrolled during the test administration period: 404
Percent of enrolled students with valid test scores: 92%
Effective Annual Measurable Objective (EAMO): 183
Safe harbor target: 176
Elementary/Middle-Level Math:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No
Students enrolled during the test administration period: 2,224
Percent of enrolled students with valid test scores: 63%
Effective Annual Measurable Objective (EAMO): 105
Safe harbor target: 93
Elementary/Middle-Level ELA:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No
Students enrolled during the test administration period: 2,224
Percent of enrolled students with valid test scores: 68%
Effective Annual Measurable Objective (EAMO): 107
Safe harbor target: 95
- All166
- Males163
- Females168
- Hispanic162
- Black160
- White185
- IDEA118
Elementary/Middle-Level Science - Performance Index (PI)
Met the participation criterion: Yes
Met the performance criterion: No
Students enrolled during the test administration period: 404
Percent of enrolled students with valid test scores: 92%
Performance Index (PI): | 166 |
State: | 174 |
Safe harbor target: 176
Elementary/Middle-Level Math:
- All83
- Males72
- Females95
- Hispanic74
- Black78
- White117
- IDEA20
Elementary/Middle-Level Math - Performance Index (PI)
Met the participation criterion: No
Met the performance criterion: No
Students enrolled during the test administration period: 2,224
Percent of enrolled students with valid test scores: 63%
Performance Index (PI): | 83 |
New York: | 114 |
Safe harbor target: 93
Elementary/Middle-Level ELA:
- All88
- Males75
- Females105
- Hispanic82
- Black88
- White113
- IDEA28
Elementary/Middle-Level ELA - Performance Index (PI)
Met the participation criterion: No
Met the performance criterion: No
Students enrolled during the test administration period: 2,224
Percent of enrolled students with valid test scores: 68%
Performance Index (PI): | 88 |
State: | 113 |
Safe harbor target: 95
Health & Safety
Offenses:
(State average from 1,445 schools)
An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident
Firearm or explosive device refers to any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage
Firearm or explosive device refers to any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No
Incidents of possession of a firearm or explosive device: 4
Total incidents per 1,000 students
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No
Incidents of possession of a firearm or explosive device: 4
Total incidents per 1,000 students
Copiague Middle School: | 3.6 |
State: | 55.5 |
Harassment & Bullying:
Show data for
(State average from 1,117 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.
Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.
Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.
Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of disability constitutes disability harassment.
Harassment or bullying on the basis of religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of religion constitutes religious harassment.
Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.
Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.
Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of disability constitutes disability harassment.
Harassment or bullying on the basis of religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of religion constitutes religious harassment.
Allegations of harassment or bullying on the basis of sex: 1
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
Allegations of harassment or bullying on the basis of race, color, or national origin: 5
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 4 (all male)
Allegations of harassment or bullying on the basis of sexual orientation: 1
Allegations of harassment or bullying on the basis of sex per 1,000 students
Students reported as harassed or bullied on the basis of sex: 2 (all male)Copiague Middle School: | 0.9 |
State: | 3.8 |
- Hispanic: 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
- Hispanic: 2
Allegations of harassment or bullying on the basis of race, color, or national origin: 5
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Students reported as harassed or bullied on the basis of race, color, or national origin: 6 (male: 4, female: 2)Here: | 4.5 |
State: | 3.3 |
- Hispanic: 2 (all male)
- Black: 2 (all male)
- White: 2 (all female)
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 4 (all male)
- Black: 2
- White: 2
- Limited English Proficiency (LEP): 2
Allegations of harassment or bullying on the basis of sexual orientation: 1
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
Copiague Middle School: | 0.9 |
State: | 1.7 |
Chronic Student Absenteeismt:
Show data for
(State average from 3,050 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.
- Hispanic85
- Asian4
- Black31
- White40
- Multirace4
- LEP19
- IDEA25
- 5045
Chronic Student Absenteeism
- Hispanic: 85 (male: 44, female: 41)
- Asian: 4 (male: 2, female: 2)
- Black: 31 (male: 14, female: 17)
- White: 40 (male: 23, female: 17)
- Two or More Races: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 19 (male: 8, female: 11)
- Individuals With Disabilities Education Act (IDEA): 25 (male: 14, female: 11)
- Section 504: 5 (all male)
Chronic Student Absenteeism per 1,000 students
School: | 147.5 |
New York: | 179.4 |
Suspensions:
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(State average from 569 schools)
Out-of-school suspension
- For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
- For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
- Hispanic51
- Asian10
- Black70
- White27
- Multirace13
- LEP22
- IDEA49
- 50411
School days missed due to out-of-school suspension
- Hispanic: 51 (male: 39, female: 12)
- Asian: 10 (all male)
- Black: 70 (male: 42, female: 28)
- White: 27 (male: 15, female: 12)
- Two or More Races: 13 (all male)
- Limited English Proficiency (LEP): 22 (male: 20, female: 2)
- Individuals With Disabilities Education Act (IDEA): 49 (male: 35, female: 14)
- Section 504: 11 (male: 9, female: 2)
Instances of out-of-school suspension (Students without disabilities): 49
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Copiague Middle School: | 44.1 |
State: | 50.9 |
- Hispanic19
- Asian2
- Black19
- White4
- LEP5
Students without disabilities receiving one or more in-school suspension
- Hispanic: 19 (male: 14, female: 5)
- Asian: 2 (all male)
- Black: 19 (male: 11, female: 8)
- White: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 5 (all male)
- Hispanic22
- Asian5
- Black22
- White4
- LEP5
Students without disabilities receiving only one out-of-school suspension
- Hispanic: 22 (male: 14, female: 8)
- Asian: 5 (all male)
- Black: 22 (male: 11, female: 11)
- White: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 5 (all male)
- Hispanic7
- Black4
- White2
- LEP2
Students without disabilities receiving more than one out-of-school suspension
- Hispanic: 7 (male: 5, female: 2)
- Black: 4 (male: 2, female: 2)
- White: 2 (all male)
- Limited English Proficiency (LEP): 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 48
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
School: | 43.2 |
New York: | 29.4 |
Instances of out-of-school suspension per 1,000 students (Section 504 only)
Copiague Middle School: | 3.6 |
State: | 2.9 |
- Hispanic7
- Black10
- Multirace2
- LEP4
- 5042
Students with disabilities receiving one or more in-school suspension
- Hispanic: 7 (male: 5, female: 2)
- Black: 10 (male: 8, female: 2)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Section 504: 2 (all male)
- Hispanic7
- Black7
- White2
- Multirace2
- LEP4
- 5044
Students with disabilities receiving only one out-of-school suspension
- Hispanic: 7 (male: 5, female: 2)
- Black: 7 (male: 5, female: 2)
- White: 2 (all female)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Section 504: 4 (male: 2, female: 2)
Students with disabilities receiving more than one out-of-school suspension: 11 (male: 7, female: 4)
- Hispanic: 4 (male: 2, female: 2)
- Black: 7 (male: 5, female: 2)
- Section 504: 2 (all male)
Classes & Courses
Algebra I:
Show data for
(State average from 623 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
- Hispanic28
- Asian5
- Black13
- White10
8th grade student enrollment in Algebra I
- Hispanic: 28 (male: 17, female: 11)
- Asian: 5 (all male)
- Black: 13 (male: 2, female: 11)
- White: 10 (male: 5, female: 5)
- Hispanic23
- Asian4
- Black14
- White8
8th grade studenst who passed Algebra I
- Hispanic: 23 (male: 13, female: 10)
- Asian: 4 (all male)
- Black: 14 (male: 4, female: 10)
- White: 8 (male: 4, female: 4)
Percent of 8th grade students who passed
School: | 87.5% |
New York: | 87.1% |
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