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Franklin Elementary School in Syracuse, NY
(PK-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 9
Address
 428 S ALVORD ST
Syracuse, NY 13208
Telephone
(315) 435-4550
(make sure to verify first before calling)
Website
http://www.syracusecityschools.com
City-data.com school rating
9
Students
697
Classroom Teachers (FTE)
46.9
National School Lunch
Program (NSLP) Status
Yes, under Community Eligibility Option (CEO)
Free lunch eligible students
609
Reduced-price lunch
eligible students
10
School district
SYRACUSE CITY 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:
INSTITUTE OF TECHNOLOGY AT SYRACUSE CENTRAL (1.4 miles):

38
SALEM HYDE ELEMENTARY SCHOOL (1.1 miles):

13
LEMOYNE ELEMENTARY SCHOOL (1.4 miles):

12
WEBSTER ELEMENTARY SCHOOL (1.0 miles):

9
Franklin Elementary School:

9
GRANT MIDDLE SCHOOL (0.9 miles):

5
SEYMOUR DUAL LANGUAGE ACADEMY (1.5 miles):

3
DR WEEKS ELEMENTARY SCHOOL (0.9 miles):

2
LINCOLN MIDDLE SCHOOL (1.1 miles):

1
Franklin Elementary School rating compared to average state, county and city schools ratings:
New York:

50
Onondaga County:

44
Syracuse:

17
Franklin Elementary School:

9

Students & Teachers


Total enrollment:
Enrollment in 2016: 697
Enrollment in 2015: 712
Enrollment in 2014: 719
Enrollment in 2013: 706
Enrollment in 2012: 722
Enrollment in 2011: 730
Enrollment in 2010: 715
Enrollment in 2009: 722
Enrollment in 2008: 756
Enrollment in 2007: 744
Enrollment in 2006: 771
Enrollment in 2005: 745
Enrollment in 2004: 673
Enrollment in 2003: 705
Enrollment in 2002: 714
Enrollment in 2001: 738
Enrollment in 2000: 725
Enrollment in 1999: 765

Franklin Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students351341171181109588697
Female students16695155534856348
Male students19656663574732349
American Indian/Alaska Native students2 - - 11 - 15
Asian students15614326292718219
Hispanic students314313158662
Black students8323534382926202
White students4192327172531146
Two or More Races students381317106663

Enrollment by grade:
Pre-Kindergarten enrollment: 35
Kindergarten enrollment: 134
1st grade enrollment: 117
2nd grade enrollment: 118
3rd grade enrollment: 110
4th grade enrollment: 95
5th grade enrollment: 88

Franklin Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 348 (49.9%)
Here:

49.9%
State:

51.1%
Male enrollment: 349 (50.1%)
School:

50.1%
New York:

47.5%

Franklin Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 5 (0.7%)
Franklin Elementary School:

0.7%
State:

0.2%
Asian enrollment: 219 (31.4%)
Franklin Elementary School:

31.4%
State:

4.6%
Hispanic enrollment: 62 (8.9%)
Franklin Elementary School:

8.9%
New York:

9.2%
Black enrollment: 202 (29.0%)
School:

29.0%
New York:

12.0%
White enrollment: 146 (20.9%)
Here:

20.9%
New York:

55.1%
Two or More Races enrollment: 63 (9.0%)
Here:

9.0%
State:

2.9%

Franklin Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 619 (88.8%)
Franklin Elementary School:

88.8%
New York:

52.7%
Free lunch eligible students: 609 (87.4%)
Franklin Elementary School:

87.4%
New York:

45.4%
Reduced-price lunch eligible students: 10 (1.4%)
Here:

1.4%
New York:

4.8%

Franklin Elementary School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Common Branch: 24

Teachers and support:
Show data for
Classroom Teachers (FTE): 46.9

Number of FTE teachers in their first year of teaching: 1
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: 43
Number of FTE security guards: 2
Number of FTE nurses: 1
Number of FTE psychologists: 1
Number of FTE social workers: 2

Student/Teacher Ratio
School:

14.9
New York:

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: 15

Total number of classes taught: 119
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: 6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,884,508
  • Full-time Equivalency Count of Teachers: 36.5 (Salary Expenditures: $2,772,062)
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $149,882)
  • Full-time Equivalency Count of Support Services Staff: 10.8 (Salary Expenditures: $596,031)
  • Full-time Equivalency Count of School Administration Staff: 6 (Salary Expenditures: $366,533)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $561,651
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $5,076,322
  • Salary Expenditures for Teachers: $3,661,305
  • Full-time Equivalency Count of Instructional Aides: 11 (Salary Expenditures: $291,721)
  • Full-time Equivalency Count of Support Services Staff: 13 (Salary Expenditures: $739,245)
  • Full-time Equivalency Count of School Administration Staff: 6.2 (Salary Expenditures: $384,051)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $797,314

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic13
  • Asian169
  • Black46
  • White4
  • Multirace2
  • IDEA13
Students Enrolled in LEP Programs: 234 (male: 130, female: 104)
  • Hispanic: 13 (male: 8, female: 5)
  • Asian: 169 (male: 92, female: 77)
  • Black: 46 (male: 26, female: 20)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 11, 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

  • Hispanic4
  • Asian7
  • Black29
  • White47
  • Multirace14
  • LEP10
Students with disabilities served under IDEA: 101 (male: 64, female: 37)
  • Hispanic: 4 (all female)
  • Asian: 7 (all male)
  • Black: 29 (male: 22, female: 7)
  • White: 47 (male: 25, female: 22)
  • Two or More Races: 14 (male: 10, female: 4)
  • Limited English Proficiency (LEP): 10 (all male)
Students with disabilities served under Section 504: 4 (all male)
  • Black: 2
  • White: 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
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 1st grade students retained
School:

1.7%
New York:

5.0%
Total number of students retained in 2nd grade: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 2nd grade students retained
School:

1.7%
State:

4.7%
Total number of students retained in 3rd grade: 2 (all female)
  • Black: 2

Percent of 3rd grade students retained
School:

1.8%
State:

4.2%

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)

  • All278
  • Males270
  • Females287
  • Hispanic270
  • Asian286
  • Black273
  • Multirace281
  • IDEA254
ELA students tested with valid scores: 93
Computed mean of student ELA scores: 278

ELA Students scoring proficient and above:

17%
New York:

43%

Students scoring at Level 1: 59%
Students scoring at Level 2: 24%
Students scoring at Level 3: 17%
Students scoring at Level 4: 0%

59%
24%
17%

    MATH Mean Score (3rd Grade)

  • All278
  • Males278
  • Females277
  • Asian293
  • Black268
  • White286
  • Multirace277
  • IDEA237
Math students tested with valid scores: 94
Computed mean of student Math scores: 278

Math Students scoring proficient and above:

20%
New York:

49%

Students scoring at Level 1: 50%
Students scoring at Level 2: 30%
Students scoring at Level 3: 16%
Students scoring at Level 4: 4%

50%
30%
16%
4%
4th Grade:

    ELA Mean Score (4th Grade)

  • All284
  • Males278
  • Females290
  • Hispanic273
  • Asian292
  • Black278
  • White279
  • Multirace299
  • IDEA250
ELA students tested with valid scores: 97
Computed mean of student ELA scores: 284

ELA Students scoring proficient and above:

18%
State:

41%

Students scoring at Level 1: 48%
Students scoring at Level 2: 33%
Students scoring at Level 3: 13%
Students scoring at Level 4: 5%

48%
33%
13%
5%

    MATH Mean Score (4th Grade)

  • All275
  • Males277
  • Females273
  • Hispanic267
  • Asian288
  • Black268
  • White277
  • Multirace272
  • IDEA226
Math students tested with valid scores: 99
Computed mean of student Math scores: 275

Math Students scoring proficient and above:

21%
State:

43%

Students scoring at Level 1: 48%
Students scoring at Level 2: 30%
Students scoring at Level 3: 16%
Students scoring at Level 4: 5%

48%
30%
16%
5%

    SCI Mean Score (4th Grade)

  • All67
  • Males69
  • Females66
  • Hispanic62
  • Asian68
  • Black65
  • White67
  • Multirace82
  • IDEA45
Science students tested with valid scores: 101
Computed mean of student Science scores: 67

Science Students scoring proficient and above:

62%
State:

87%

Students scoring at Level 1: 18%
Students scoring at Level 2: 21%
Students scoring at Level 3: 35%
Students scoring at Level 4: 27%

18%
21%
35%
27%
5th Grade:

    ELA Mean Score (5th Grade)

  • All277
  • Males272
  • Females281
  • Hispanic289
  • Asian286
  • Black271
  • White272
  • IDEA247
ELA students tested with valid scores: 86
Computed mean of student ELA scores: 277

ELA Students scoring proficient and above:

11%
State:

35%

Students scoring at Level 1: 59%
Students scoring at Level 2: 29%
Students scoring at Level 3: 9%
Students scoring at Level 4: 2%

59%
29%
9%
2%

    MATH Mean Score (5th Grade)

  • All276
  • Males282
  • Females271
  • Hispanic268
  • Asian300
  • Black262
  • White273
  • IDEA244
Math students tested with valid scores: 93
Computed mean of student Math scores: 276

Math Students scoring proficient and above:

17%
New York:

43%

Students scoring at Level 1: 67%
Students scoring at Level 2: 17%
Students scoring at Level 3: 9%
Students scoring at Level 4: 8%

67%
17%
9%
8%

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

(State average from 1,219 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.

Franklin Elementary School - % Scoring at Expanding Level or above in NYSESLAT

Kindergarten:

    Scoring at Expanding Level or above (Kindergarten)

  • All69%
  • Males69%
  • Females68%
  • Asian79%
Students tested with valid scores: 54
Scoring at Expanding Level or above:

69%
State:

64%

Students scoring at Entering Level: 2%
Students scoring at Emerging Level: 7%
Students scoring at Transitioning Level: 22%
Students scoring at Expanding Level: 52%
Students scoring at Commanding Level: 17%

2%
7%
22%
52%
17%
1st Grade:

    Scoring at Expanding Level or above (1st Grade)

  • All32%
  • Males26%
  • Females39%
  • Asian32%
  • Black20%
Students tested with valid scores: 54
Scoring at Expanding Level or above:

32%
New York:

42%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 13%
Students scoring at Transitioning Level: 56%
Students scoring at Expanding Level: 30%
Students scoring at Commanding Level: 2%

13%
56%
30%
2%
2nd Grade:

    Scoring at Expanding Level or above (2nd Grade)

  • All72%
  • Males64%
  • Females83%
  • Asian77%
  • Black59%
Students tested with valid scores: 42
Scoring at Expanding Level or above:

72%
State:

63%

Students scoring at Entering Level: 2%
Students scoring at Emerging Level: 5%
Students scoring at Transitioning Level: 21%
Students scoring at Expanding Level: 55%
Students scoring at Commanding Level: 17%

2%
5%
21%
55%
17%
3rd Grade:

    Scoring at Expanding Level or above (3rd Grade)

  • All62%
  • Males47%
  • Females78%
  • Asian72%
Students tested with valid scores: 29
Scoring at Expanding Level or above:

62%
New York:

57%

Students scoring at Entering Level: 3%
Students scoring at Emerging Level: 17%
Students scoring at Transitioning Level: 17%
Students scoring at Expanding Level: 52%
Students scoring at Commanding Level: 10%

3%
17%
17%
52%
10%
4th Grade:

    Scoring at Expanding Level or above (4th Grade)

  • All62%
  • Males65%
  • Females58%
  • Asian63%
Students tested with valid scores: 29
Scoring at Expanding Level or above:

62%
State:

60%

Students scoring at Entering Level: 7%
Students scoring at Emerging Level: 7%
Students scoring at Transitioning Level: 24%
Students scoring at Expanding Level: 55%
Students scoring at Commanding Level: 7%

7%
7%
24%
55%
7%
5th Grade:

    Scoring at Expanding Level or above (5th Grade)

  • All56%
  • Males64%
  • Females46%
  • Asian67%
Students tested with valid scores: 27
Scoring at Expanding Level or above:

56%
State:

58%

Students scoring at Entering Level: 4%
Students scoring at Emerging Level: 11%
Students scoring at Transitioning Level: 30%
Students scoring at Expanding Level: 52%
Students scoring at Commanding Level: 4%

4%
11%
30%
52%
4%

Accountability


Adequate Yearly Progress:
Show data for

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

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

  • All145
  • Males146
  • Females143
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 101
Percent of enrolled students with valid test scores: 100%

Performance Index (PI):

145
New York:

174
Effective Annual Measurable Objective (EAMO): 179
Safe harbor target: 125
Elementary/Middle-Level Math:

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

  • All68
  • Males71
  • Females65
  • Asian97
  • Black47
  • White66
  • IDEA16
Made AYP: YSH
Met the participation criterion: Yes
Met the performance criterion: YSH

Students enrolled during the test administration period: 288
Percent of enrolled students with valid test scores: 99%

Performance Index (PI):

68
State:

114
Effective Annual Measurable Objective (EAMO): 102
Safe harbor target: 67
Elementary/Middle-Level ELA:

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

  • All62
  • Males48
  • Females76
  • Asian76
  • Black49
  • White60
  • IDEA18
Made AYP: YSH
Met the participation criterion: Yes
Met the performance criterion: YSH

Students enrolled during the test administration period: 287
Percent of enrolled students with valid test scores: 100%

Performance Index (PI):

62
State:

113
Effective Annual Measurable Objective (EAMO): 104
Safe harbor target: 59

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.

Sexual assault is an incident that includes threatened rape, fondling, indecent liberties, or child molestation. Both male and female students can be victims of sexual assault. Classification of these incidents should take into consideration the age and developmentally appropriate behavior of the offender(s)

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.
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 sexual assault (other than rape): 1

Incidents of physical attack or fight without a weapon: 42


Total incidents per 1,000 students
Franklin Elementary School:

61.7
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 sexual orientation refers to intimidation or abusive behavior toward a student based on actual or perceived sexual orientation. 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 sexual orientation constitutes sexual orientation harassment.
Allegations of harassment or bullying on the basis of sex: 1
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here:

1.4
State:

3.8

Allegations of harassment or bullying on the basis of race, color, or national origin: 7
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Here:

10.0
New York:

3.3

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
Franklin Elementary School:

1.4
State:

1.4

Allegations of harassment or bullying on the basis of sexual orientation: 3
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
Franklin Elementary School:

4.3
State:

1.7

Allegations of harassment or bullying on the basis of religion: 1
Allegations of harassment or bullying on the basis of religion per 1,000 students
Franklin Elementary School:

1.4
State:

0.3


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

  • Hispanic34
  • American Indian4
  • Asian46
  • Native Hawaiian2
  • Black91
  • White79
  • Multirace40
  • LEP49
  • IDEA49
Chronic Student Absenteeism: 296 (male: 132, female: 164)
  • Hispanic: 34 (male: 14, female: 20)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 46 (male: 26, female: 20)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 91 (male: 38, female: 53)
  • White: 79 (male: 32, female: 47)
  • Two or More Races: 40 (male: 20, female: 20)
  • Limited English Proficiency (LEP): 49 (male: 29, female: 20)
  • Individuals With Disabilities Education Act (IDEA): 49 (male: 23, female: 26)
Chronic Student Absenteeism per 1,000 students
Franklin Elementary School:

424.7
New York:

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: 39 (male: 25, female: 14)
  • Black: 25 (male: 18, female: 7)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 7 (male: 2, female: 5)
Instances of out-of-school suspension (Students without disabilities): 12

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
School:

17.2
State:

50.9

    Students without disabilities receiving one or more in-school suspension

  • Hispanic4
  • Asian2
  • Black31
  • White13
  • Multirace7
  • LEP4
Students without disabilities receiving one or more in-school suspension: 57 (male: 37, female: 20)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Black: 31 (male: 17, female: 14)
  • White: 13 (male: 11, female: 2)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Students without disabilities receiving only one out-of-school suspension: 10 (male: 6, female: 4)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)

    Students with disabilities receiving one or more in-school suspension

  • Hispanic2
  • Black4
  • White4
  • Multirace2
Students with disabilities receiving one or more in-school suspension: 12 (male: 8, female: 4)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)

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