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J Watson Bailey Middle School in Kingston, NY
(05-08 • 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 27
Address
 118 MERILINA AVE EXT
Kingston, NY 12401
Telephone
(845) 338-6390
(make sure to verify first before calling)
Website
http://www.kingstoncityschools.org
City-data.com school rating
27
Students
1,049
Classroom Teachers (FTE)
82.1
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
516
Reduced-price lunch
eligible students
48
School district
KINGSTON CITY SCHOOL DISTRICT
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
ERNEST C MYER SCHOOL (1.8 miles):

69
HARRY L EDSON SCHOOL (0.1 miles):

38
CHAMBERS SCHOOL (2.5 miles):

34
E R CROSBY ELEMENTARY SCHOOL (3.6 miles):

34
KINGSTON HIGH SCHOOL (1.9 miles):

33
J Watson Bailey Middle School:

27
M CLIFFORD MILLER MIDDLE SCHOOL (3.6 miles):

22
JOHN F KENNEDY SCHOOL (2.7 miles):

19
GEORGE WASHINGTON SCHOOL (1.0 miles):

8
J Watson Bailey Middle School rating compared to average state, county and city schools ratings:
New York:

50
Ulster County:

44
Kingston:

27
J Watson Bailey Middle School:

27

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,049
Enrollment in 2015: 1,052
Enrollment in 2014: 1,092
Enrollment in 2013: 784
Enrollment in 2012: 774
Enrollment in 2011: 780
Enrollment in 2010: 849
Enrollment in 2009: 884
Enrollment in 2008: 958
Enrollment in 2007: 987
Enrollment in 2006: 997
Enrollment in 2005: 1,023
Enrollment in 2004: 1,026
Enrollment in 2003: 1,044
Enrollment in 2002: 1,053
Enrollment in 2001: 1,089
Enrollment in 2000: 1,015
Enrollment in 1999: 947

J Watson Bailey Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG05G06G07G08UGTotal
All students251253272263101,049
Female students1261191271295506
Male students1251341451345543
American Indian/Alaska Native students1112 - 5
Asian students7985 - 29
Hispanic students594653383199
Black students283134481142
White students1411501601595615
Two or More Races students15161611159

Enrollment by grade:
5th grade enrollment: 251
6th grade enrollment: 253
7th grade enrollment: 272
8th grade enrollment: 263
Ungraded enrollment: 10

J Watson Bailey Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 506 (48.2%)
School:

48.2%
State:

51.1%
Male enrollment: 543 (51.8%)
Here:

51.8%
State:

47.5%

J Watson Bailey Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 5 (0.5%)
J Watson Bailey Middle School:

0.5%
State:

0.2%
Asian enrollment: 29 (2.8%)
J Watson Bailey Middle School:

2.8%
New York:

4.6%
Hispanic enrollment: 199 (19.0%)
School:

19.0%
New York:

9.2%
Black enrollment: 142 (13.5%)
J Watson Bailey Middle School:

13.5%
State:

12.0%
White enrollment: 615 (58.6%)
School:

58.6%
New York:

55.1%
Two or More Races enrollment: 59 (5.6%)
J Watson Bailey Middle School:

5.6%
New York:

2.9%

J Watson Bailey Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 564 (53.8%)
Here:

53.8%
New York:

52.7%
Free lunch eligible students: 516 (49.2%)
Here:

49.2%
State:

45.4%
Reduced-price lunch eligible students: 48 (4.6%)
J Watson Bailey Middle School:

4.6%
New York:

4.8%

J Watson Bailey Middle School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Grade 8 English: 23
  • Grade 8 Mathematics: 23
  • Grade 8 Science: 24
  • Grade 8 Social Studies: 22

Teachers and support:
Show data for
Classroom Teachers (FTE): 82.1

Number of FTE teachers in their first year of teaching: 7
Number of FTE teachers in their second year of teaching: 3
Number of FTE school counselors: 5
Number of FTE teachers who were absent more than 10 school days during the school years: 16
Number of FTE sworn law enforcement officers: 1
Number of FTE security guards: 1
Number of FTE nurses: 2
Number of FTE psychologists: 1.5
Number of FTE social workers: 1.5

Student/Teacher Ratio
J Watson Bailey Middle School:

12.8
New York:

14.0
Number of teachers with fewer than three years of teaching experience: 3
Number of teachers with Master's Degree plus 30 hours or doctorate: 16

Total number of classes taught: 406
Number of classes taught by teachers without appropriate certification: 2


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: 8

J Watson Bailey Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $8,939,852
  • Full-time Equivalency Count of Teachers: 86 (Salary Expenditures: $6,864,701)
  • Full-time Equivalency Count of Instructional Aides: 21 (Salary Expenditures: $613,415)
  • Full-time Equivalency Count of Support Services Staff: 16 (Salary Expenditures: $1,127,823)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $333,913)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $443,593
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $9,114,445
  • Salary Expenditures for Teachers: $6,967,302
  • Full-time Equivalency Count of Instructional Aides: 21 (Salary Expenditures: $613,451)
  • Full-time Equivalency Count of Support Services Staff: 16.9 (Salary Expenditures: $1,199,815)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $333,913)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $485,177

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic49
  • American Indian4
  • Asian4
  • Black4
  • White2
Students Enrolled in LEP Programs: 63 (male: 40, female: 23)
  • Hispanic: 49 (male: 32, female: 17)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)

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

  • Hispanic62
  • Asian4
  • Black38
  • White152
  • Multirace11
  • LEP29
Students with disabilities served under IDEA: 267 (male: 179, female: 88)
  • Hispanic: 62 (male: 46, female: 16)
  • Asian: 4 (all male)
  • Black: 38 (male: 22, female: 16)
  • White: 152 (male: 100, female: 52)
  • Two or More Races: 11 (male: 7, female: 4)
  • Limited English Proficiency (LEP): 29 (male: 22, female: 7)

    Students with disabilities served under Section 504

  • Hispanic4
  • Black2
  • White28
  • Multirace2
Students with disabilities served under Section 504: 36 (male: 23, female: 13)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 28 (male: 17, female: 11)
  • Two or More Races: 2 (all male)

Retention:
Show data for

(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 5th grade: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 5th grade students retained
School:

0.8%
New York:

4.6%

    Total number of students retained in 7th grade

  • Hispanic2
  • Asian2
  • White2
  • LEP2
  • IDEA2
Total number of students retained in 7th grade: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Asian: 2 (all female)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 7th grade students retained
School:

2.2%
New York:

5.1%
Total number of students retained in 8th grade: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 8th grade students retained
School:

0.8%
New York:

4.2%

Statewide Student Assessments


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

(State average from 2,300 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.
5th Grade:

    ELA Mean Score (5th Grade)

  • All289
  • Males283
  • Females296
  • Hispanic262
  • Asian313
  • Black273
  • White305
  • Multirace272
  • IDEA269
ELA students tested with valid scores: 207
Computed mean of student ELA scores: 289

ELA Students scoring proficient and above:

26%
State:

35%

Students scoring at Level 1: 46%
Students scoring at Level 2: 29%
Students scoring at Level 3: 20%
Students scoring at Level 4: 6%

46%
29%
20%
6%

    MATH Mean Score (5th Grade)

  • All296
  • Males296
  • Females296
  • Hispanic274
  • Asian322
  • Black276
  • White308
  • Multirace283
  • IDEA272
Math students tested with valid scores: 188
Computed mean of student Math scores: 296

Math Students scoring proficient and above:

28%
State:

43%

Students scoring at Level 1: 48%
Students scoring at Level 2: 23%
Students scoring at Level 3: 21%
Students scoring at Level 4: 7%

48%
23%
21%
7%
6th Grade:

    ELA Mean Score (6th Grade)

  • All294
  • Males287
  • Females302
  • Hispanic287
  • Black272
  • White301
  • Multirace289
  • IDEA260
ELA students tested with valid scores: 154
Computed mean of student ELA scores: 294

ELA Students scoring proficient and above:

25%
State:

30%

Students scoring at Level 1: 31%
Students scoring at Level 2: 44%
Students scoring at Level 3: 12%
Students scoring at Level 4: 13%

31%
44%
12%
13%

    MATH Mean Score (6th Grade)

  • All300
  • Males298
  • Females302
  • Hispanic288
  • Black273
  • White311
  • Multirace279
  • IDEA264
Math students tested with valid scores: 141
Computed mean of student Math scores: 300

Math Students scoring proficient and above:

35%
New York:

38%

Students scoring at Level 1: 27%
Students scoring at Level 2: 38%
Students scoring at Level 3: 23%
Students scoring at Level 4: 12%

27%
38%
23%
12%
7th Grade:

    ELA Mean Score (7th Grade)

  • All296
  • Males290
  • Females307
  • Hispanic282
  • Asian316
  • Black289
  • White300
  • Multirace298
  • IDEA278
ELA students tested with valid scores: 133
Computed mean of student ELA scores: 296

ELA Students scoring proficient and above:

26%
State:

39%

Students scoring at Level 1: 37%
Students scoring at Level 2: 37%
Students scoring at Level 3: 18%
Students scoring at Level 4: 8%

37%
37%
18%
8%

    MATH Mean Score (7th Grade)

  • All294
  • Males291
  • Females300
  • Hispanic268
  • Asian309
  • Black280
  • White303
  • Multirace304
  • IDEA264
Math students tested with valid scores: 124
Computed mean of student Math scores: 294

Math Students scoring proficient and above:

23%
State:

34%

Students scoring at Level 1: 48%
Students scoring at Level 2: 29%
Students scoring at Level 3: 15%
Students scoring at Level 4: 8%

48%
29%
15%
8%
8th Grade:

    ELA Mean Score (8th Grade)

  • All293
  • Males285
  • Females304
  • Hispanic269
  • Black288
  • White300
  • IDEA273
ELA students tested with valid scores: 143
Computed mean of student ELA scores: 293

ELA Students scoring proficient and above:

37%
New York:

43%

Students scoring at Level 1: 36%
Students scoring at Level 2: 27%
Students scoring at Level 3: 26%
Students scoring at Level 4: 11%

36%
27%
26%
11%

    MATH Mean Score (8th Grade)

  • All261
  • Males259
  • Females265
  • Hispanic255
  • Black252
  • White265
  • IDEA250
Math students tested with valid scores: 102
Computed mean of student Math scores: 261

Math Students scoring proficient and above:

1%
State:

18%

Students scoring at Level 1: 75%
Students scoring at Level 2: 25%
Students scoring at Level 3: 1%
Students scoring at Level 4: 0%

75%
25%
1%

    SCI Mean Score (8th Grade)

  • All63
  • Males62
  • Females64
  • Hispanic54
  • Black58
  • White68
  • IDEA60
Science students tested with valid scores: 135
Computed mean of student Science scores: 63

Science Students scoring proficient and above:

47%
State:

57%

Students scoring at Level 1: 13%
Students scoring at Level 2: 41%
Students scoring at Level 3: 39%
Students scoring at Level 4: 8%

13%
41%
39%
8%

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.

J Watson Bailey Middle School - % Scroring 55 and above in Regents Examination

Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All100%
  • Males99%
  • Females100%
  • White100%
Students tested with valid scores: 56
Number of students tested scoring Level 3 (65-78): 9 (16%)
Number of students tested scoring Level 4 (79-84): 17 (30%)
Number of students tested scoring Level 5 (85-100): 30 (54%)

Percentage of students scoring 55 and above:

100%
New York:

93%

16%
30%
54%

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

(State average from 855 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.

J Watson Bailey Middle School - % Scoring at Expanding Level or above in NYSESLAT

5th Grade:

    Scoring at Expanding Level or above (5th Grade)

  • All66%
  • Males61%
  • Females73%
  • IDEA73%
Students tested with valid scores: 29
Scoring at Expanding Level or above:

66%
State:

58%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 3%
Students scoring at Transitioning Level: 31%
Students scoring at Expanding Level: 59%
Students scoring at Commanding Level: 7%

3%
31%
59%
7%
6th Grade:

    Scoring at Expanding Level or above (6th Grade)

  • All70%
  • Males63%
  • Females78%
  • IDEA88%
Students tested with valid scores: 17
Scoring at Expanding Level or above:

70%
State:

61%

Students scoring at Entering Level: 6%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 24%
Students scoring at Expanding Level: 35%
Students scoring at Commanding Level: 35%

6%
24%
35%
35%
7th Grade:
Students tested with valid scores: 18
Scoring at Expanding Level or above:

89%
New York:

64%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 6%
Students scoring at Transitioning Level: 6%
Students scoring at Expanding Level: 83%
Students scoring at Commanding Level: 6%

6%
6%
83%
6%
8th Grade:
Students tested with valid scores: 17
Scoring at Expanding Level or above:

77%
New York:

67%

Students scoring at Entering Level: 6%
Students scoring at Emerging Level: 6%
Students scoring at Transitioning Level: 12%
Students scoring at Expanding Level: 65%
Students scoring at Commanding Level: 12%

6%
6%
12%
65%
12%

Accountability


Adequate Yearly Progress:
Show data for

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

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

  • All155
  • Males148
  • Females166
  • Hispanic115
  • White172
  • IDEA127
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 534
Percent of enrolled students with valid test scores: 62%

Performance Index (PI):

155
State:

174
Effective Annual Measurable Objective (EAMO): 181
Safe harbor target: 168
Elementary/Middle-Level Math:

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

  • All92
  • Males90
  • Females95
  • Hispanic44
  • Black60
  • White114
  • Multirace92
  • IDEA43
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 2,099
Percent of enrolled students with valid test scores: 56%

Performance Index (PI):

92
State:

114
Effective Annual Measurable Objective (EAMO): 105
Safe harbor target: 105
Elementary/Middle-Level ELA:

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

  • All91
  • Males79
  • Females107
  • Hispanic50
  • Black61
  • White111
  • Multirace86
  • IDEA51
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 2,094
Percent of enrolled students with valid test scores: 62%

Performance Index (PI):

91
State:

113
Effective Annual Measurable Objective (EAMO): 107
Safe harbor target: 94

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.
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 with a weapon: 7
Incidents of physical attack or fight without a weapon: 100

Incidents of threats of physical attack with a weapon: 1
Incidents of threats of physical attack without a weapon: 11


Total incidents per 1,000 students
Here:

113.4
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 religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of religion constitutes religious harassment.
Allegations of harassment or bullying on the basis of sex: 1
Allegations of harassment or bullying on the basis of sex per 1,000 students
School:

1.0
New York:

3.8
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • White: 2
Students disciplined for bullying or harassment on the basis of sex: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Allegations of harassment or bullying on the basis of sexual orientation: 4
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
J Watson Bailey Middle School:

3.8
New York:

1.7


Chronic Student Absenteeismt:
Show data for

(State average from 3,050 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic46
  • American Indian2
  • Asian7
  • Black40
  • White145
  • Multirace22
  • LEP13
  • IDEA94
  • 50416
Chronic Student Absenteeism: 262 (male: 135, female: 127)
  • Hispanic: 46 (male: 29, female: 17)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 7 (male: 5, female: 2)
  • Black: 40 (male: 17, female: 23)
  • White: 145 (male: 71, female: 74)
  • Two or More Races: 22 (male: 11, female: 11)
  • Limited English Proficiency (LEP): 13 (male: 11, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 94 (male: 56, female: 38)
  • Section 504: 16 (male: 11, female: 5)
Chronic Student Absenteeism per 1,000 students
School:

249.8
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 students with disabilities (IDEA) subjected to physical restraint: 2 (all male)
  • White: 2

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
J Watson Bailey Middle School:

1.9
State:

23.1

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

  • Hispanic42
  • Black59
  • White57
  • Multirace42
  • LEP10
  • IDEA125
School days missed due to out-of-school suspension: 200 (male: 135, female: 65)
  • Hispanic: 42 (male: 30, female: 12)
  • Black: 59 (male: 52, female: 7)
  • White: 57 (male: 36, female: 21)
  • Two or More Races: 42 (male: 17, female: 25)
  • Limited English Proficiency (LEP): 10 (all male)
  • Individuals With Disabilities Education Act (IDEA): 125 (male: 101, female: 24)
Instances of out-of-school suspension (Students without disabilities): 20

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

19.1
New York:

50.9

    Students without disabilities receiving one or more in-school suspension

  • Hispanic22
  • American Indian2
  • Black37
  • White58
  • Multirace19
  • LEP7
Students without disabilities receiving one or more in-school suspension: 138 (male: 76, female: 62)
  • Hispanic: 22 (male: 14, female: 8)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 37 (male: 20, female: 17)
  • White: 58 (male: 29, female: 29)
  • Two or More Races: 19 (male: 11, female: 8)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
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: 12 (male: 6, female: 6)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 33

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

31.5
New York:

29.4

    Students with disabilities receiving one or more in-school suspension

  • Hispanic19
  • Black28
  • White46
  • Multirace5
  • LEP5
Students with disabilities receiving one or more in-school suspension: 98 (male: 83, female: 15)
  • Hispanic: 19 (male: 17, female: 2)
  • Black: 28 (male: 20, female: 8)
  • White: 46 (male: 41, female: 5)
  • Two or More Races: 5 (all male)
  • Limited English Proficiency (LEP): 5 (all male)

    Students with disabilities receiving more than one out-of-school suspension

  • Hispanic7
  • Black7
  • White13
  • Multirace2
  • LEP2
Students with disabilities receiving more than one out-of-school suspension: 29 (male: 20, female: 9)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

Classes & Courses


Algebra I:
Show data for

(State average from 623 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.

    8th grade student enrollment in Algebra I

  • Hispanic2
  • Asian4
  • Black7
  • White52
  • Multirace4
8th grade student enrollment in Algebra I: 69 (male: 32, female: 37)
  • Hispanic: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Black: 7 (male: 2, female: 5)
  • White: 52 (male: 26, female: 26)
  • Two or More Races: 4 (male: 2, female: 2)
8th grade studenst who passed Algebra I: 57 (male: 25, female: 32)
  • Black: 4 (all female)
  • White: 53 (male: 25, female: 28)
Percent of 8th grade students who passed
Here:

82.6%
State:

87.1%

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