Hamburg Middle School in Hamburg, 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 83
- Address
- 360 DIVISION ST
Hamburg, NY 14075
- Telephone
- (716) 646-3250
(make sure to verify first before calling)
- City-data.com school rating
- 83
- Students
- 845
- Classroom Teachers (FTE)
- 66.3
- National School Lunch
Program (NSLP) Status - Yes, participating without using any Provision or the CEO
- Free lunch eligible students
- 133
- Reduced-price lunch
eligible students - 39
- School district
- HAMBURG CENTRAL SCHOOL DISTRICT
- Charter school
- No
- Title I status
- Title I targeted assistance school
- Magnet School Indicator
- No
- Shared Time Indicator
- No
- Adult education offered
- No
Ratings
This school rating compared to other nearby schools ratings:
CHARLOTTE AVENUE ELEMENTARY SCHOOL (0.8 miles): | 92 |
ARMOR ELEMENTARY SCHOOL (2.0 miles): | 89 |
HAMBURG HIGH SCHOOL (0.2 miles): | 83 |
Hamburg Middle School: | 83 |
UNION PLEASANT AVENUE ELEMENTARY SCHOOL (1.1 miles): | 80 |
BIG TREE ELEMENTARY SCHOOL (2.4 miles): | 78 |
FRONTIER SENIOR HIGH SCHOOL (2.5 miles): | 71 |
WINDOM ELEMENTARY SCHOOL (3.8 miles): | 49 |
BLASDELL ELEMENTARY SCHOOL (4.5 miles): | 45 |
Hamburg Middle School rating compared to average state, county and city schools ratings:
New York: | 50 |
Erie County: | 51 |
Hamburg: | 81 |
Hamburg Middle School: | 83 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 845
Enrollment in 2015: 875
Enrollment in 2014: 889
Enrollment in 2013: 911
Enrollment in 2012: 874
Enrollment in 2011: 895
Enrollment in 2010: 887
Enrollment in 2009: 895
Enrollment in 2008: 910
Enrollment in 2007: 910
Enrollment in 2006: 950
Enrollment in 2005: 964
Enrollment in 2004: 995
Enrollment in 2003: 939
Enrollment in 2002: 965
Enrollment in 2001: 973
Enrollment in 2000: 981
Enrollment in 1999: 987
Enrollment in 2015: 875
Enrollment in 2014: 889
Enrollment in 2013: 911
Enrollment in 2012: 874
Enrollment in 2011: 895
Enrollment in 2010: 887
Enrollment in 2009: 895
Enrollment in 2008: 910
Enrollment in 2007: 910
Enrollment in 2006: 950
Enrollment in 2005: 964
Enrollment in 2004: 995
Enrollment in 2003: 939
Enrollment in 2002: 965
Enrollment in 2001: 973
Enrollment in 2000: 981
Enrollment in 1999: 987
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 | 299 | 269 | 270 | 7 | 845 |
Female students | 147 | 143 | 148 | 1 | 439 |
Male students | 152 | 126 | 122 | 6 | 406 |
American Indian/Alaska Native students | 1 | - | 1 | - | 2 |
Asian students | 3 | 2 | 2 | - | 7 |
Hispanic students | 7 | 6 | 4 | - | 17 |
Black students | 1 | 1 | 1 | - | 3 |
White students | 281 | 259 | 259 | 7 | 806 |
Two or More Races students | 6 | 1 | 3 | - | 10 |
Enrollment by grade:
6th grade enrollment: 299
7th grade enrollment: 269
8th grade enrollment: 270
Ungraded enrollment: 7
7th grade enrollment: 269
8th grade enrollment: 270
Ungraded enrollment: 7
Hamburg Middle School - Historical enrollment by grade
Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 439 (52.0%)
School: | 52.0% |
State: | 51.1% |
Male enrollment: 406 (48.0%)
Here: | 48.0% |
State: | 47.5% |
Hamburg Middle School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 2 (0.2%)
School: | 0.2% |
New York: | 0.2% |
Asian enrollment: 7 (0.8%)
School: | 0.8% |
New York: | 4.6% |
Hispanic enrollment: 17 (2.0%)
Hamburg Middle School: | 2.0% |
New York: | 9.2% |
Black enrollment: 3 (0.4%)
School: | 0.4% |
New York: | 12.0% |
White enrollment: 806 (95.4%)
Here: | 95.4% |
State: | 55.1% |
Two or More Races enrollment: 10 (1.2%)
School: | 1.2% |
New York: | 2.9% |
Hamburg Middle School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 172 (20.4%)
Hamburg Middle School: | 20.4% |
New York: | 52.7% |
Free lunch eligible students: 133 (15.7%)
Hamburg Middle School: | 15.7% |
New York: | 45.4% |
Reduced-price lunch eligible students: 39 (4.6%)
School: | 4.6% |
New York: | 4.8% |
Hamburg Middle School - Lunch Program Eligibility
Average Class Size:
Show data for
Average Class Size:
- Grade 8 English: 23
- Grade 8 Mathematics: 19
- Grade 8 Science: 27
- Grade 8 Social Studies: 21
Teachers and support:
Show data for
Classroom Teachers (FTE): 66.3
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 9
Number of FTE nurses: 1
Number of FTE psychologists: 1
Number of FTE social workers: 1
Student/Teacher Ratio
Number of teachers with Master's Degree plus 30 hours or doctorate: 5
Total number of classes taught: 319
Number of classes taught by teachers without appropriate certification: 3
Number of full-time principals: 1
Number of full-time assistant principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 5
Number of part-time professional staff other than teachers, principals, and asst principals: 1
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 9
Number of FTE nurses: 1
Number of FTE psychologists: 1
Number of FTE social workers: 1
Student/Teacher Ratio
Here: | 12.7 |
State: | 14.0 |
Total number of classes taught: 319
Number of classes taught by teachers without appropriate certification: 3
Number of full-time principals: 1
Number of full-time assistant principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 5
Number of part-time professional staff other than teachers, principals, and asst principals: 1
Hamburg Middle School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $5,933,363
- Full-time Equivalency Count of Teachers: 77 (Salary Expenditures: $5,146,894)
- Full-time Equivalency Count of Instructional Aides: 22 (Salary Expenditures: $444,387)
- Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $158,349)
- Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $183,733)
Limited English Proficiency:
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Students Enrolled in LEP Programs: 2 (all male)
- White: 2
Students with disabilities:
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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.
Students with disabilities served under IDEA: 96 (male: 71, female: 25)
Students with disabilities served under Section 504: 29 (male: 22, female: 7)
- Hispanic: 4 (all male)
- White: 92 (male: 67, female: 25)
Students with disabilities served under Section 504: 29 (male: 22, female: 7)
- Hispanic: 2 (all female)
- White: 25 (male: 20, female: 5)
- Two or More Races: 2 (all male)
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 male)
Percent of 6th grade students retained
Total number of students retained in 7th grade: 4 (male: 2, female: 2)
Percent of 7th grade students retained
- White: 2
Percent of 6th grade students retained
Here: | 0.7% |
State: | 5.1% |
Total number of students retained in 7th grade: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
Percent of 7th grade students retained
School: | 1.5% |
State: | 6.8% |
Gifted and Talented:
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(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.
Gifted and Talented Student Enrollment: 2 (all male)
Gifted and Talented Student Enrollment per 1,000 students
- White: 2
Gifted and Talented Student Enrollment per 1,000 students
School: | 2.4 |
New York: | 106.8 |
Statewide Student Assessments
Grades 3-8 New York State Testing Program Assessments:
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(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: 114
Computed mean of student ELA scores: 313
Students scoring at Level 1: 11%
Students scoring at Level 2: 44%
Students scoring at Level 3: 23%
Students scoring at Level 4: 22%
Math students tested with valid scores: 114
Computed mean of student Math scores: 318
Students scoring at Level 1: 11%
Students scoring at Level 2: 37%
Students scoring at Level 3: 26%
Students scoring at Level 4: 25%
7th Grade:
ELA students tested with valid scores: 93
Computed mean of student ELA scores: 324
Students scoring at Level 1: 13%
Students scoring at Level 2: 16%
Students scoring at Level 3: 46%
Students scoring at Level 4: 25%
Math students tested with valid scores: 94
Computed mean of student Math scores: 324
Students scoring at Level 1: 12%
Students scoring at Level 2: 29%
Students scoring at Level 3: 37%
Students scoring at Level 4: 22%
8th Grade:
ELA students tested with valid scores: 62
Computed mean of student ELA scores: 319
Students scoring at Level 1: 11%
Students scoring at Level 2: 27%
Students scoring at Level 3: 44%
Students scoring at Level 4: 18%
Math students tested with valid scores: 39
Computed mean of student Math scores: 303
Students scoring at Level 1: 18%
Students scoring at Level 2: 67%
Students scoring at Level 3: 13%
Students scoring at Level 4: 3%
Science students tested with valid scores: 35
Computed mean of student Science scores: 73
Students scoring at Level 1: 0%
Students scoring at Level 2: 11%
Students scoring at Level 3: 86%
Students scoring at Level 4: 3%
- All313
- Males307
- Females318
- White314
- Multirace302
- IDEA282
ELA Mean Score (6th Grade)
Computed mean of student ELA scores: 313
ELA Students scoring proficient and above: | 45% |
New York: | 30% |
Students scoring at Level 1: 11%
Students scoring at Level 2: 44%
Students scoring at Level 3: 23%
Students scoring at Level 4: 22%
- All318
- Males314
- Females323
- White319
- Multirace322
- IDEA295
MATH Mean Score (6th Grade)
Computed mean of student Math scores: 318
Math Students scoring proficient and above: | 51% |
State: | 38% |
Students scoring at Level 1: 11%
Students scoring at Level 2: 37%
Students scoring at Level 3: 26%
Students scoring at Level 4: 25%
7th Grade:
- All324
- Males319
- Females329
- IDEA262
ELA Mean Score (7th Grade)
Computed mean of student ELA scores: 324
ELA Students scoring proficient and above: | 71% |
State: | 39% |
Students scoring at Level 1: 13%
Students scoring at Level 2: 16%
Students scoring at Level 3: 46%
Students scoring at Level 4: 25%
- All324
- Males328
- Females319
- White324
- IDEA256
MATH Mean Score (7th Grade)
Computed mean of student Math scores: 324
Math Students scoring proficient and above: | 59% |
State: | 34% |
Students scoring at Level 1: 12%
Students scoring at Level 2: 29%
Students scoring at Level 3: 37%
Students scoring at Level 4: 22%
8th Grade:
- All319
- Males313
- Females323
- IDEA302
ELA Mean Score (8th Grade)
Computed mean of student ELA scores: 319
ELA Students scoring proficient and above: | 62% |
New York: | 43% |
Students scoring at Level 1: 11%
Students scoring at Level 2: 27%
Students scoring at Level 3: 44%
Students scoring at Level 4: 18%
- All303
- Males305
- Females302
- IDEA291
MATH Mean Score (8th Grade)
Computed mean of student Math scores: 303
Math Students scoring proficient and above: | 16% |
New York: | 18% |
Students scoring at Level 1: 18%
Students scoring at Level 2: 67%
Students scoring at Level 3: 13%
Students scoring at Level 4: 3%
- All73
- Males73
- Females73
SCI Mean Score (8th Grade)
Computed mean of student Science scores: 73
Science Students scoring proficient and above: | 89% |
New York: | 57% |
Students scoring at Level 1: 0%
Students scoring at Level 2: 11%
Students scoring at Level 3: 86%
Students scoring at Level 4: 3%
New York State Alternate Assessment:
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(State average from 63 schools)
New York State Alternate Assessment (NYSAA) is part of the New York State testing program that measures the attainment of the State's learning standards in the areas of English language arts (ELA), mathematics, and science for all students with the most severe disabilities in Grades 3-8 and high school. In the 2015-16 school year, NYSAA began using computer-based testing for the ELA and mathematics components. Beginning with the 2017-18 school year, the NYSAA program will no longer include a Social Studies component. The NYSAA in ELA, mathematics, and science will be assessed using Dynamic Learning Maps alternate assessment.
Grade 8:
ELA students tested with valid scores: 5
Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 40%
Students scoring at Level 4: 60%
Math students tested with valid scores: 6
Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 83%
Students scoring at Level 4: 17%
Science students tested with valid scores: 5
Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 20%
Students scoring at Level 4: 80%
ELA students tested with valid scores: 5
Grade 8 ELA Students scoring proficient and above: | 100% |
New York: | 96% |
Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 40%
Students scoring at Level 4: 60%
Math students tested with valid scores: 6
Grade 8 Math Students scoring proficient and above: | 100% |
New York: | 93% |
Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 83%
Students scoring at Level 4: 17%
Science students tested with valid scores: 5
Grade 8 Science Students scoring proficient and above: | 100% |
State: | 92% |
Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 20%
Students scoring at Level 4: 80%
Regents Examination:
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(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.
Hamburg Middle School - % Scroring 55 and above in Regents Examination
Integrated Algebra (Common Core):
Students tested with valid scores: 50
Number of students tested scoring Level 4 (79-84): 2 (4%)
Number of students tested scoring Level 5 (85-100): 48 (96%)
- All100%
- Males100%
- Females100%
Scoring 55 and above
(Integrated Algebra)
Number of students tested scoring Level 4 (79-84): 2 (4%)
Number of students tested scoring Level 5 (85-100): 48 (96%)
Percentage of students scoring 55 and above: | 100% |
State: | 93% |
Accountability
Adequate Yearly Progress:
Show data for
(State average from 3,754 schools)
Elementary/Middle-Level Science:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 545
Percent of enrolled students with valid test scores: 36%
Effective Annual Measurable Objective (EAMO): 179
Elementary/Middle-Level Math:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 1,675
Percent of enrolled students with valid test scores: 35%
Effective Annual Measurable Objective (EAMO): 103
Elementary/Middle-Level ELA:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 1,675
Percent of enrolled students with valid test scores: 34%
Effective Annual Measurable Objective (EAMO): 104
- All196
- Males197
- Females196
- White196
Elementary/Middle-Level Science - Performance Index (PI)
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 545
Percent of enrolled students with valid test scores: 36%
Performance Index (PI): | 196 |
New York: | 174 |
Elementary/Middle-Level Math:
- All148
- Males146
- Females149
- White148
- IDEA82
Elementary/Middle-Level Math - Performance Index (PI)
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 1,675
Percent of enrolled students with valid test scores: 35%
Performance Index (PI): | 148 |
State: | 114 |
Elementary/Middle-Level ELA:
- All146
- Males134
- Females157
- White149
- IDEA76
Elementary/Middle-Level ELA - Performance Index (PI)
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 1,675
Percent of enrolled students with valid test scores: 34%
Performance Index (PI): | 146 |
State: | 113 |
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
A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.
Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.
A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.
Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.
A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
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 physical attack or fight without a weapon: 3
Incidents of threats of physical attack without a weapon: 1
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 physical attack or fight without a weapon: 3
Incidents of threats of physical attack without a weapon: 1
Total incidents per 1,000 students
Here: | 4.7 |
New York: | 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: 6
Students disciplined for bullying or harassment on the basis of sex: 5 (all male)
Allegations of harassment or bullying on the basis of race, color, or national origin: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
Allegations of harassment or bullying on the basis of disability: 1
Students disciplined for bullying or harassment on the basis of disability: 2 (all male)
Allegations of harassment or bullying on the basis of sexual orientation: 6
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: 7 (male: 2, female: 5)School: | 7.1 |
New York: | 3.8 |
- White: 7 (male: 2, female: 5)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Students disciplined for bullying or harassment on the basis of sex: 5 (all male)
- White: 5
Allegations of harassment or bullying on the basis of race, color, or national origin: 2
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: 2 (all male)Here: | 2.4 |
State: | 3.3 |
- Black: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
- White: 2
Allegations of harassment or bullying on the basis of disability: 1
Allegations of harassment or bullying on the basis of disability per 1,000 students
Students reported as harassed or bullied on the basis of disability: 2 (all male)School: | 1.2 |
New York: | 1.4 |
- White: 2
- Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of disability: 2 (all male)
- White: 2
Allegations of harassment or bullying on the basis of sexual orientation: 6
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
Hamburg Middle School: | 7.1 |
State: | 1.7 |
Chronic Student Absenteeismt:
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(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.
Chronic Student Absenteeism: 2 (all female)
- White: 2
Chronic Student Absenteeism per 1,000 students
School: | 2.4 |
State: | 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).
- White91
- LEP16
- IDEA20
- 50416
School days missed due to out-of-school suspension
- White: 91
- Limited English Proficiency (LEP): 16
- Individuals With Disabilities Education Act (IDEA): 20
- Section 504: 16
Instances of out-of-school suspension (Students without disabilities): 11
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Hamburg Middle School: | 13.0 |
State: | 50.9 |
- Black2
- White31
- Multirace2
- LEP2
Students without disabilities receiving one or more in-school suspension
- Black: 2 (all female)
- White: 31 (male: 26, female: 5)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
- White: 2
Students without disabilities receiving more than one out-of-school suspension: 5 (all male)
- White: 5
- Limited English Proficiency (LEP): 2
Instances of out-of-school suspension (Students with disabilities): 2
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Hamburg Middle School: | 2.4 |
New York: | 29.4 |
Instances of out-of-school suspension per 1,000 students (Section 504 only)
School: | 1.2 |
New York: | 2.9 |
- White: 5
- Section 504: 2
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
- White: 2
- Section 504: 2
Classes & Courses
Algebra I:
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(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.
8th grade student enrollment in Algebra I: 54 (male: 23, female: 31)
- Asian: 2 (all female)
- White: 52 (male: 23, female: 29)
- White: 53 (male: 25, female: 28)
Percent of 8th grade students who passed
School: | 98.1% |
State: | 87.1% |
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