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Alverta B Gray Ultz Middle School in Hempstead, NY
(06-09 • 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 4
Address
 70 GREENWICH ST
Hempstead, NY 11550
Telephone
(516) 434-4301
(make sure to verify first before calling)
Website
http://www.hempsteadschools.org
City-data.com school rating
4
Students
1,398
Classroom Teachers (FTE)
67.2
National School Lunch
Program (NSLP) Status
Yes, under Community Eligibility Option (CEO)
Free lunch eligible students
1,008
Reduced-price lunch
eligible students
18
School district
HEMPSTEAD UNION FREE SCHOOL DISTRICT
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
CALIFORNIA AVENUE ELEMENTARY SCHOOL (1.2 miles):

52
LAWRENCE ROAD MIDDLE SCHOOL (1.0 miles):

47
NORTHERN PARKWAY ELEMENTARY SCHOOL (1.2 miles):

42
BARACK OBAMA ELEMENTARY SCHOOL (0.4 miles):

28
FRONT STREET ELEMENTARY SCHOOL (0.3 miles):

20
JACKSON ANNEX SCHOOL (0.6 miles):

17
FRANKLIN SCHOOL (0.6 miles):

6
Alverta B Gray Ultz Middle School:

4
HEMPSTEAD HIGH SCHOOL (0.8 miles):

2
Alverta B Gray Ultz Middle School rating compared to average state, county and city schools ratings:
New York:

50
Nassau County:

76
Hempstead:

20
Alverta B Gray Ultz Middle School:

4

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,398
Enrollment in 2015: 1,513
Enrollment in 2014: 1,392
Enrollment in 2013: 1,300
Enrollment in 2012: 1,239
Enrollment in 2011: 1,202
Enrollment in 2010: 1,152
Enrollment in 2009: 1,178
Enrollment in 2008: 1,207
Enrollment in 2007: 1,327
Enrollment in 2006: 1,322
Enrollment in 2005: 1,545
Enrollment in 2004: 1,302
Enrollment in 2003: 1,226
Enrollment in 2002: 1,360
Enrollment in 2001: 1,226
Enrollment in 2000: 1,091
Enrollment in 1999: 1,179

Alverta B Gray Ultz Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08UGTotal
All students454449464311,398
Female students2312102309680
Male students22323923422718
American Indian/Alaska Native students - - 1 - 1
Asian students333 - 9
Hispanic students30731132420962
Black students13313013210405
White students1141117
Two or More Races students - 13 - 4

Enrollment by grade:
6th grade enrollment: 454
7th grade enrollment: 449
8th grade enrollment: 464
Ungraded enrollment: 31

Alverta B Gray Ultz Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 680 (48.6%)
Here:

48.6%
New York:

51.1%
Male enrollment: 718 (51.4%)
Alverta B Gray Ultz Middle School:

51.4%
New York:

47.5%

Alverta B Gray Ultz Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 1 (0.1%)
Here:

0.1%
New York:

0.2%
Asian enrollment: 9 (0.6%)
School:

0.6%
New York:

4.6%
Hispanic enrollment: 962 (68.8%)
School:

68.8%
State:

9.2%
Black enrollment: 405 (29.0%)
Here:

29.0%
State:

12.0%
White enrollment: 17 (1.2%)
School:

1.2%
New York:

55.1%
Two or More Races enrollment: 4 (0.3%)
Alverta B Gray Ultz Middle School:

0.3%
State:

2.9%

Alverta B Gray Ultz Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 1,026 (73.4%)
Here:

73.4%
State:

52.7%
Free lunch eligible students: 1,008 (72.1%)
Alverta B Gray Ultz Middle School:

72.1%
New York:

45.4%
Reduced-price lunch eligible students: 18 (1.3%)
Alverta B Gray Ultz Middle School:

1.3%
New York:

4.8%

Alverta B Gray Ultz Middle School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Common Branch: 37
  • Grade 8 English: 26
  • Grade 8 Mathematics: 25
  • Grade 8 Science: 27
  • Grade 8 Social Studies: 24

Teachers and support:
Show data for
Classroom Teachers (FTE): 67.2

Number of FTE school counselors: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 65
Number of FTE security guards: 13
Number of FTE nurses: 2
Number of FTE psychologists: 2
Number of FTE social workers: 2

Student/Teacher Ratio
School:

20.8
New York:

14.0
Number of individuals teaching out of certification: 2
Number of teachers with fewer than three years of teaching experience: 2
Number of teachers with Master's Degree plus 30 hours or doctorate: 63

Total number of classes taught: 494
Number of classes taught by teachers without appropriate certification: 12


Number of full-time principals: 1
Number of full-time assistant principals: 3
Number of full-time professional staff other than teachers, principals, and asst principals: 33

Alverta B Gray Ultz Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,423,514
  • Full-time Equivalency Count of Teachers: 108 (Salary Expenditures: $1,423,514)
  • Full-time Equivalency Count of Instructional Aides: 17 (Salary Expenditures: $654,197)
  • Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $404,905)
  • Full-time Equivalency Count of School Administration Staff: 6 (Salary Expenditures: $653,379)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $312,010
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $14,237,514
  • Salary Expenditures for Teachers: $10,947,529
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $312,010

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic388
  • Asian2
  • Black13
  • White4
Students Enrolled in LEP Programs: 407 (male: 233, female: 174)
  • Hispanic: 388 (male: 224, female: 164)
  • Asian: 2 (all male)
  • Black: 13 (male: 5, female: 8)
  • White: 4 (male: 2, female: 2)

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 served under Section 504: 2 (all male)
  • Hispanic: 2

Retention:
Show data for

(State average from 310 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)
  • Hispanic: 2

Percent of 6th grade students retained
Here:

0.4%
State:

4.7%
Total number of students retained in 7th grade: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 7th grade students retained
Alverta B Gray Ultz Middle School:

0.4%
State:

5.1%
Total number of students retained in 8th grade: 20 (male: 13, female: 7)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 13 (male: 8, female: 5)
  • Limited English Proficiency (LEP): 2 (all female)

Percent of 8th grade students retained
Alverta B Gray Ultz Middle School:

4.3%
State:

4.2%

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 Mean Score (6th Grade)

  • All266
  • Males261
  • Females272
  • Hispanic267
  • Black263
  • White270
  • IDEA247
ELA students tested with valid scores: 437
Computed mean of student ELA scores: 266

ELA Students scoring proficient and above:

6%
State:

30%

Students scoring at Level 1: 67%
Students scoring at Level 2: 27%
Students scoring at Level 3: 4%
Students scoring at Level 4: 2%

67%
27%
4%
2%

    MATH Mean Score (6th Grade)

  • All264
  • Males259
  • Females270
  • Hispanic267
  • Black254
  • White269
  • IDEA242
Math students tested with valid scores: 438
Computed mean of student Math scores: 264

Math Students scoring proficient and above:

7%
New York:

38%

Students scoring at Level 1: 70%
Students scoring at Level 2: 23%
Students scoring at Level 3: 5%
Students scoring at Level 4: 2%

70%
23%
5%
2%
7th Grade:

    ELA Mean Score (7th Grade)

  • All279
  • Males271
  • Females288
  • Hispanic277
  • Black281
  • White299
  • IDEA252
ELA students tested with valid scores: 402
Computed mean of student ELA scores: 279

ELA Students scoring proficient and above:

11%
New York:

39%

Students scoring at Level 1: 56%
Students scoring at Level 2: 32%
Students scoring at Level 3: 9%
Students scoring at Level 4: 2%

56%
32%
9%
2%

    MATH Mean Score (7th Grade)

  • All268
  • Males266
  • Females271
  • Hispanic268
  • Black266
  • White282
  • IDEA249
Math students tested with valid scores: 427
Computed mean of student Math scores: 268

Math Students scoring proficient and above:

8%
New York:

34%

Students scoring at Level 1: 74%
Students scoring at Level 2: 18%
Students scoring at Level 3: 7%
Students scoring at Level 4: 1%

74%
18%
7%
1%
8th Grade:

    ELA Mean Score (8th Grade)

  • All279
  • Males273
  • Females285
  • Hispanic278
  • Black279
  • IDEA266
ELA students tested with valid scores: 389
Computed mean of student ELA scores: 279

ELA Students scoring proficient and above:

13%
New York:

43%

Students scoring at Level 1: 49%
Students scoring at Level 2: 38%
Students scoring at Level 3: 12%
Students scoring at Level 4: 1%

49%
38%
12%
1%

    MATH Mean Score (8th Grade)

  • All244
  • Males241
  • Females247
  • Hispanic247
  • IDEA240
Math students tested with valid scores: 235
Computed mean of student Math scores: 244


Students scoring at Level 1: 89%
Students scoring at Level 2: 10%
Students scoring at Level 3: 0%
Students scoring at Level 4: 0%

89%
10%

    SCI Mean Score (8th Grade)

  • All47
  • Males47
  • Females47
  • Hispanic49
  • Black42
  • IDEA42
Science students tested with valid scores: 373
Computed mean of student Science scores: 47

Science Students scoring proficient and above:

13%
New York:

57%

Students scoring at Level 1: 42%
Students scoring at Level 2: 44%
Students scoring at Level 3: 13%
Students scoring at Level 4: 0%

42%
44%
13%

New York State Alternate Assessment:
Show data for

(State average from 88 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 7:
ELA students tested with valid scores: 9
Grade 7 ELA Students scoring proficient and above:

100%
New York:

94%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 89%
Students scoring at Level 4: 11%

89%
11%
Math students tested with valid scores: 9
Grade 7 Math Students scoring proficient and above:

100%
New York:

92%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 78%
Students scoring at Level 4: 22%

78%
22%
Grade 8:
ELA students tested with valid scores: 5
Grade 8 ELA Students scoring proficient and above:

100%
State:

93%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 80%
Students scoring at Level 4: 20%

80%
20%
Math students tested with valid scores: 5
Grade 8 Math Students scoring proficient and above:

100%
State:

88%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 80%
Students scoring at Level 4: 20%

80%
20%
Science students tested with valid scores: 6
Grade 8 Science Students scoring proficient and above:

100%
New York:

90%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 100%
Students scoring at Level 4: 0%

100%

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.

Alverta B Gray Ultz Middle School - % Scroring 55 and above in Regents Examination

Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All86%
  • Males79%
  • Females93%
  • Hispanic87%
  • Black84%
Students tested with valid scores: 186
Number of students tested scoring Level 1 (0-54): 26 (14%)
Number of students tested scoring Level 2 (55-64): 32 (17%)
Number of students tested scoring Level 3 (65-78): 91 (49%)
Number of students tested scoring Level 4 (79-84): 31 (17%)
Number of students tested scoring Level 5 (85-100): 6 (3%)

Percentage of students scoring 55 and above:

86%
State:

93%

14%
17%
49%
17%
3%

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.

Alverta B Gray Ultz Middle School - % Scoring at Expanding Level or above in NYSESLAT

6th Grade:

    Scoring at Expanding Level or above (6th Grade)

  • All40%
  • Males36%
  • Females46%
  • Hispanic38%
  • Black46%
  • IDEA38%
Students tested with valid scores: 172
Scoring at Expanding Level or above:

40%
State:

61%

Students scoring at Entering Level: 14%
Students scoring at Emerging Level: 16%
Students scoring at Transitioning Level: 30%
Students scoring at Expanding Level: 34%
Students scoring at Commanding Level: 6%

14%
16%
30%
34%
6%
7th Grade:

    Scoring at Expanding Level or above (7th Grade)

  • All45%
  • Males42%
  • Females49%
  • Hispanic43%
  • IDEA47%
Students tested with valid scores: 144
Scoring at Expanding Level or above:

45%
New York:

64%

Students scoring at Entering Level: 9%
Students scoring at Emerging Level: 21%
Students scoring at Transitioning Level: 25%
Students scoring at Expanding Level: 42%
Students scoring at Commanding Level: 3%

9%
21%
25%
42%
3%
8th Grade:

    Scoring at Expanding Level or above (8th Grade)

  • All38%
  • Males46%
  • Females31%
  • Hispanic35%
  • IDEA62%
Students tested with valid scores: 137
Scoring at Expanding Level or above:

38%
New York:

67%

Students scoring at Entering Level: 15%
Students scoring at Emerging Level: 27%
Students scoring at Transitioning Level: 20%
Students scoring at Expanding Level: 31%
Students scoring at Commanding Level: 7%

15%
27%
20%
31%
7%

Outcomes


High School Completers:
Show data for
Graduates - Graduates include students who received a local diploma or a local diploma with Regents endorsement (Regents diploma). All students who received a Regents diploma (with or without Advanced Designation or CTE Endorsement) are included in the number of students with Regents diploma.

Regents Diploma - Requires a student pass a minimum of 5 Regents examinations in addition to meeting course and credit requirements.

Regents with Advanced Designation - Requires a student pass a minimum of 8 Regents examinations in addition to meeting course and credit requirements.

Local Diploma - Can only be obtained by students with disabilities with an individualized education program or section 504 Accommodation Plan.
All Students:
General Education:
Students with Disabilities:

High School Non-completers:
Show data for

(State average from 1,468 schools)

Alverta B Gray Ultz Middle School - High School Non-completers

All Students:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 2
Number of non-completers: 54
└─ Number of students who dropped out: 54
Percent of non-completers:

100.0%
New York:

6.0%
General Education:
Number of non-completers: 49
└─ Number of students who dropped out: 49
Students with Disabilities:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 2
Number of non-completers: 5
└─ Number of students who dropped out: 5
Percent of non-completers:

100.0%
New York:

10.6%

Accountability


Adequate Yearly Progress:
Show data for

(State average from 3,754 schools)
Elementary/Middle-Level Science:

    Elementary/Middle-Level Science - Performance Index (PI)

  • All84
  • Males83
  • Females85
  • Hispanic86
  • Black77
  • IDEA75
Made AYP: No
Met the participation criterion: Yes
Met the performance criterion: No

Students enrolled during the test administration period: 492
Percent of enrolled students with valid test scores: 94%

Performance Index (PI):

84
New York:

174
Effective Annual Measurable Objective (EAMO): 184
Safe harbor target: 92
Elementary/Middle-Level Math:

    Elementary/Middle-Level Math - Performance Index (PI)

  • All50
  • Males42
  • Females58
  • Hispanic50
  • Black42
  • White51
  • IDEA38
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 2,886
Percent of enrolled students with valid test scores: 89%

Performance Index (PI):

50
State:

114
Effective Annual Measurable Objective (EAMO): 106
Safe harbor target: 58
Elementary/Middle-Level ELA:

    Elementary/Middle-Level ELA - Performance Index (PI)

  • All54
  • Males44
  • Females66
  • Hispanic54
  • Black52
  • White65
  • IDEA36
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 2,895
Percent of enrolled students with valid test scores: 86%

Performance Index (PI):

54
State:

113
Effective Annual Measurable Objective (EAMO): 108
Safe harbor target: 64

Health & Safety


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 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.
Allegations of harassment or bullying on the basis of race, color, or national origin: 13
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Here:

9.3
State:

4.0
Students reported as harassed or bullied on the basis of race, color, or national origin: 15 (male: 10, female: 5)
  • Hispanic: 5 (all male)
  • Black: 10 (male: 5, female: 5)
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 15 (male: 10, female: 5)
  • Hispanic: 5 (all male)
  • Black: 10 (male: 5, female: 5)


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.

    Chronic Student Absenteeism

  • Hispanic247
  • American Indian2
  • Asian7
  • Black142
  • White4
  • Multirace2
  • LEP85
Chronic Student Absenteeism: 404 (male: 208, female: 196)
  • Hispanic: 247 (male: 122, female: 125)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 7 (male: 2, female: 5)
  • Black: 142 (male: 80, female: 62)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 85 (male: 50, female: 35)
Chronic Student Absenteeism per 1,000 students
School:

289.0
State:

179.4

Suspensions:
Show data for

(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).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.
School days missed due to out-of-school suspension: 44 (male: 25, female: 19)
  • Hispanic: 18 (male: 14, female: 4)
  • Black: 26 (male: 11, female: 15)
  • Limited English Proficiency (LEP): 10 (male: 7, female: 3)
Instances of out-of-school suspension (Students without disabilities): 34

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Alverta B Gray Ultz Middle School:

24.3
New York:

50.9
Students without disabilities receiving only one out-of-school suspension: 41 (male: 25, female: 16)
  • Hispanic: 16 (male: 14, female: 2)
  • Black: 25 (male: 11, female: 14)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)
Instances of out-of-school suspension (Students with disabilities): 9

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
School:

6.4
State:

29.4

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.
Number of Algebra I classes: 4

    7-8th grade student enrollment in Algebra I

  • Hispanic82
  • Asian2
  • Black40
  • LEP4
  • IDEA4
7-8th grade student enrollment in Algebra I: 124 (male: 64, female: 60)
  • Hispanic: 82 (male: 44, female: 38)
  • Asian: 2 (all female)
  • Black: 40 (male: 20, female: 20)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
7-8th grade studenst who passed Algebra I: 119 (male: 59, female: 60)
  • Hispanic: 77 (male: 40, female: 37)
  • Asian: 4 (all female)
  • Black: 38 (male: 19, female: 19)
Percent of 7-8th grade students who passed
Alverta B Gray Ultz Middle School:

96.0%
State:

86.6%

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