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Daniel Webster Elementary School in New Rochelle, NY
(KG-05 • 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 87
Address
 95 GLENMORE DR
New Rochelle, NY 10801
Telephone
(914) 576-4460
(make sure to verify first before calling)
Website
http://www.nred.org
City-data.com school rating
87
Students
519
Classroom Teachers (FTE)
36.2
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
146
Reduced-price lunch
eligible students
31
School district
NEW ROCHELLE CITY SCHOOL DISTRICT
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
Yes
Shared Time Indicator
No
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
COLONIAL SCHOOL (1.2 miles):

94
PELHAM MIDDLE SCHOOL (1.3 miles):

92
PELHAM MEMORIAL HIGH SCHOOL (1.3 miles):

89
Daniel Webster Elementary School:

87
HUTCHINSON SCHOOL (0.6 miles):

77
NEW ROCHELLE HIGH SCHOOL (0.8 miles):

46
TRAPHAGEN SCHOOL (1.2 miles):

41
COLUMBUS ELEMENTARY SCHOOL (0.6 miles):

36
MOUNT VERNON HIGH SCHOOL (1.0 miles):

10
Daniel Webster Elementary School rating compared to average state, county and city schools ratings:
New York:

50
Westchester County:

63
New Rochelle:

58
Daniel Webster Elementary School:

87

Students & Teachers


Total enrollment:
Enrollment in 2016: 519
Enrollment in 2015: 541
Enrollment in 2014: 525
Enrollment in 2013: 556
Enrollment in 2012: 541
Enrollment in 2011: 544
Enrollment in 2010: 526
Enrollment in 2009: 465
Enrollment in 2008: 463
Enrollment in 2007: 458
Enrollment in 2006: 506
Enrollment in 2005: 507
Enrollment in 2004: 523
Enrollment in 2003: 498
Enrollment in 2002: 503
Enrollment in 2001: 498
Enrollment in 2000: 491
Enrollment in 1999: 462

Daniel Webster Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05UGTotal
All students737465811141111519
Female students363628415550 - 246
Male students3738374059611273
American Indian/Alaska Native students1 - - - - - - 1
Asian students1 - 1187 - 18
Hispanic students1816192719181118
Black students192217244431 - 157
White students323427274155 - 216
Two or More Races students22122 - - 9

Enrollment by grade:
Kindergarten enrollment: 73
1st grade enrollment: 74
2nd grade enrollment: 65
3rd grade enrollment: 81
4th grade enrollment: 114
5th grade enrollment: 111
Ungraded enrollment: 1

Daniel Webster Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 246 (47.4%)
Here:

47.4%
New York:

51.1%
Male enrollment: 273 (52.6%)
Daniel Webster Elementary School:

52.6%
State:

47.5%

Daniel Webster Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 1 (0.2%)
Daniel Webster Elementary School:

0.2%
New York:

0.2%
Asian enrollment: 18 (3.5%)
Here:

3.5%
New York:

4.6%
Hispanic enrollment: 118 (22.7%)
School:

22.7%
State:

9.2%
Black enrollment: 157 (30.3%)
School:

30.3%
State:

12.0%
White enrollment: 216 (41.6%)
Here:

41.6%
New York:

55.1%
Two or More Races enrollment: 9 (1.7%)
Daniel Webster Elementary School:

1.7%
State:

2.9%

Daniel Webster Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 177 (34.1%)
School:

34.1%
New York:

52.7%
Free lunch eligible students: 146 (28.1%)
Daniel Webster Elementary School:

28.1%
New York:

45.4%
Reduced-price lunch eligible students: 31 (6.0%)
Here:

6.0%
New York:

4.8%

Daniel Webster Elementary School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Common Branch: 22

Teachers and support:
Show data for
Classroom Teachers (FTE): 36.2

Number of FTE teachers in their first year of teaching: 3
Number of FTE teachers in their second year of teaching: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 17
Number of FTE security guards: 2
Number of FTE nurses: 2
Number of FTE psychologists: 1
Number of FTE social workers: 1.5

Student/Teacher Ratio
School:

14.3
State:

14.0
Number of teachers with fewer than three years of teaching experience: 1
Number of teachers with Master's Degree plus 30 hours or doctorate: 24

Total number of classes taught: 67


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: 1

Daniel Webster Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $5,118,780
  • Full-time Equivalency Count of Teachers: 38 (Salary Expenditures: $4,357,213)
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $128,767)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $346,263)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $286,538)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $4,956
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $5,242,117
  • Salary Expenditures for Teachers: $4,439,710
  • Full-time Equivalency Count of Instructional Aides: 4 (Salary Expenditures: $169,606)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $346,263)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $286,538)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $0

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic16
  • Black2
  • White2
  • IDEA4
Students Enrolled in LEP Programs: 20 (male: 13, female: 7)
  • Hispanic: 16 (male: 11, female: 5)
  • Black: 2 (all female)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 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 IDEA: 50 (male: 33, female: 17)
  • Hispanic: 10 (all male)
  • Black: 17 (male: 10, female: 7)
  • White: 23 (male: 13, female: 10)

    Students with disabilities served under Section 504

  • Hispanic2
  • Asian2
  • Black2
  • White4
Students with disabilities served under Section 504: 10 (male: 6, female: 4)
  • Hispanic: 2 (all male)
  • Asian: 2 (all female)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 818 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 1st grade: 2 (all male)
  • White: 2

Percent of 1st grade students retained
Daniel Webster Elementary School:

2.7%
State:

5.0%

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 and Talented Student Enrollment

  • Hispanic7
  • Asian7
  • Black16
  • White28
  • IDEA2
Gifted and Talented Student Enrollment: 58 (male: 38, female: 20)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 7 (male: 2, female: 5)
  • Black: 16 (male: 11, female: 5)
  • White: 28 (male: 20, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Gifted and Talented Student Enrollment per 1,000 students
Here:

111.8
State:

106.8

Statewide Student Assessments


Grades 3-8 New York State Testing Program Assessments:
Show data for

(State average from 2,439 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.
3rd Grade:

    ELA Mean Score (3rd Grade)

  • All321
  • Males324
  • Females318
  • Hispanic315
  • Black312
  • White330
  • IDEA268
ELA students tested with valid scores: 73
Computed mean of student ELA scores: 321

ELA Students scoring proficient and above:

63%
New York:

43%

Students scoring at Level 1: 11%
Students scoring at Level 2: 26%
Students scoring at Level 3: 56%
Students scoring at Level 4: 7%

11%
26%
56%
7%

    MATH Mean Score (3rd Grade)

  • All328
  • Males329
  • Females327
  • Hispanic315
  • White338
  • IDEA284
Math students tested with valid scores: 71
Computed mean of student Math scores: 328

Math Students scoring proficient and above:

79%
State:

49%

Students scoring at Level 1: 7%
Students scoring at Level 2: 14%
Students scoring at Level 3: 45%
Students scoring at Level 4: 34%

7%
14%
45%
34%
4th Grade:

    ELA Mean Score (4th Grade)

  • All321
  • Males319
  • Females324
  • Hispanic311
  • Black312
  • White335
ELA students tested with valid scores: 72
Computed mean of student ELA scores: 321

ELA Students scoring proficient and above:

63%
New York:

41%

Students scoring at Level 1: 7%
Students scoring at Level 2: 31%
Students scoring at Level 3: 42%
Students scoring at Level 4: 21%

7%
31%
42%
21%

    MATH Mean Score (4th Grade)

  • All327
  • Males332
  • Females321
  • Hispanic318
  • Black305
  • White343
Math students tested with valid scores: 78
Computed mean of student Math scores: 327

Math Students scoring proficient and above:

68%
New York:

43%

Students scoring at Level 1: 9%
Students scoring at Level 2: 23%
Students scoring at Level 3: 28%
Students scoring at Level 4: 40%

9%
23%
28%
40%

    SCI Mean Score (4th Grade)

  • All90
  • Males90
  • Females90
  • Hispanic88
  • Black83
  • White94
Science students tested with valid scores: 82
Computed mean of student Science scores: 90

Science Students scoring proficient and above:

97%
New York:

87%

Students scoring at Level 1: 1%
Students scoring at Level 2: 1%
Students scoring at Level 3: 18%
Students scoring at Level 4: 79%

1%
1%
18%
79%
5th Grade:

    ELA Mean Score (5th Grade)

  • All319
  • Males312
  • Females327
  • Hispanic300
  • Black309
  • White337
  • IDEA276
ELA students tested with valid scores: 94
Computed mean of student ELA scores: 319

ELA Students scoring proficient and above:

57%
New York:

35%

Students scoring at Level 1: 15%
Students scoring at Level 2: 28%
Students scoring at Level 3: 33%
Students scoring at Level 4: 24%

15%
28%
33%
24%

    MATH Mean Score (5th Grade)

  • All326
  • Males322
  • Females330
  • Hispanic309
  • Asian359
  • Black311
  • White344
  • IDEA274
Math students tested with valid scores: 91
Computed mean of student Math scores: 326

Math Students scoring proficient and above:

59%
State:

43%

Students scoring at Level 1: 18%
Students scoring at Level 2: 23%
Students scoring at Level 3: 26%
Students scoring at Level 4: 33%

18%
23%
26%
33%

New York State Alternate Assessment:
Show data for

(State average from 43 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 3:
Math students tested with valid scores: 5
Grade 3 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: 0%
Students scoring at Level 4: 100%

100%

The New York State English as a Second Language Achievement Test:
Show data for

(State average from 1,172 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.
Kindergarten:
Students tested with valid scores: 5
Scoring at Expanding Level or above:

60%
State:

64%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 20%
Students scoring at Transitioning Level: 20%
Students scoring at Expanding Level: 40%
Students scoring at Commanding Level: 20%

20%
20%
40%
20%
1st Grade:
Students tested with valid scores: 6
Scoring at Expanding Level or above:

100%
State:

59%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 0%
Students scoring at Expanding Level: 50%
Students scoring at Commanding Level: 50%

50%
50%
2nd Grade:
Students tested with valid scores: 6
Scoring at Expanding Level or above:

100%
State:

73%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 0%
Students scoring at Expanding Level: 33%
Students scoring at Commanding Level: 67%

33%
67%
4th Grade:
Students tested with valid scores: 5
Scoring at Expanding Level or above:

100%
New York:

63%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 0%
Students scoring at Expanding Level: 60%
Students scoring at Commanding Level: 40%

60%
40%

Accountability


Adequate Yearly Progress:
Show data for

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

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

  • All196
  • Males194
  • Females200
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 98
Percent of enrolled students with valid test scores: 84%

Performance Index (PI):

196
State:

174
Effective Annual Measurable Objective (EAMO): 178
Elementary/Middle-Level Math:

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

  • All158
  • Males159
  • Females155
  • Hispanic136
  • Black135
  • White183
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 610
Percent of enrolled students with valid test scores: 81%

Performance Index (PI):

158
New York:

114
Effective Annual Measurable Objective (EAMO): 102
Elementary/Middle-Level ELA:

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

  • All151
  • Males146
  • Females157
  • Hispanic126
  • Black132
  • White177
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 611
Percent of enrolled students with valid test scores: 81%

Performance Index (PI):

151
State:

113
Effective Annual Measurable Objective (EAMO): 104

Health & Safety


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

  • Hispanic55
  • American Indian2
  • Asian2
  • Black28
  • White17
  • LEP10
  • IDEA19
Chronic Student Absenteeism: 104 (male: 60, female: 44)
  • Hispanic: 55 (male: 41, female: 14)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all male)
  • Black: 28 (male: 17, female: 11)
  • White: 17 (all female)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 14, female: 5)
Chronic Student Absenteeism per 1,000 students
Daniel Webster Elementary School:

200.4
State:

179.4

Restraint and Seclusion:
Show data for

(State average from 355 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of Non-IDEA students subjected to physical restraint: 2 (all male)
  • Black: 2
  • Section 504: 2

Non-IDEA students subjected to physical restraint per 1,000 students
Here:

3.9
State:

5.0

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.
Students without disabilities receiving one or more in-school suspension: 2 (all male)
  • White: 2
Students without disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 2 (all male)

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