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Oneida-Herkimer-Madison Boces School in New Hartford, NY
(KG-12 • Public • Special Education 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 10
Address
 4747 MIDDLE STTLMNT RD
New Hartford, NY 13413
Telephone
(315) 793-8560
(make sure to verify first before calling)
Website
http://www.oneida-boces.org
City-data.com school rating
10
Students
499
Classroom Teachers (FTE)
34.7
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
81
Reduced-price lunch
eligible students
12
School district
ONEIDA-HERKIMER-MADISON BOCES
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:
HARTS HILL SCHOOL (1.0 miles):

93
ROBERT L BRADLEY ELEMENTARY SCHOOL (2.6 miles):

87
PARKWAY MIDDLE SCHOOL (2.3 miles):

85
WHITESBORO MIDDLE SCHOOL (2.3 miles):

73
WESTMORELAND ROAD ELEMENTARY SCHOOL (2.2 miles):

65
NEW YORK MILLS ELEMENTARY SCHOOL (1.8 miles):

64
NEW YORK MILLS JUNIOR-SENIOR HIGH SCHOOL (1.8 miles):

59
MYLES ELEMENTARY SCHOOL (1.4 miles):

53
Oneida-Herkimer-Madison Boces School:

10
Oneida-Herkimer-Madison Boces School rating compared to average state, county and city schools ratings:
New York:

50
Oneida County:

48
New Hartford:

67
Oneida-Herkimer-Madison Boces:

10

Students & Teachers


Total enrollment:
Enrollment in 2016: 499
Enrollment in 2015: 461
Enrollment in 2014: 310
Enrollment in 2007: 508
Enrollment in 2006: 502
Enrollment in 2004: 308
Enrollment in 2003: 290
Enrollment in 2002: 352
Enrollment in 2001: 334
Enrollment in 2000: 312
Enrollment in 1999: 278

Oneida-Herkimer-Madison Boces School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06G07G08G09G10G11G12UGTotal
All students722111115131717324973686599499
Female students1443633112923242028141
Male students618789101416204050444571358
Asian students - 1 - - - - - - - - 2 - 148
Hispanic students - - 111112381237 - 40
Black students - - - 11 - 4210132422206103
White students72110911111113162732433787335
Two or More Races students - - - - 211 - 313 - - 213

Enrollment by grade:
Kindergarten enrollment: 7
1st grade enrollment: 22
2nd grade enrollment: 11
3rd grade enrollment: 11
4th grade enrollment: 15
5th grade enrollment: 13
6th grade enrollment: 17
7th grade enrollment: 17
8th grade enrollment: 32
9th grade enrollment: 49
10th grade enrollment: 73
11th grade enrollment: 68
12th grade enrollment: 65
Ungraded enrollment: 99

Oneida-Herkimer-Madison Boces School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 141 (28.3%)
School:

28.3%
State:

51.1%
Male enrollment: 358 (71.7%)
Oneida-Herkimer-Madison Boces School:

71.7%
State:

47.5%

Oneida-Herkimer-Madison Boces School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 8 (1.6%)
School:

1.6%
State:

4.6%
Hispanic enrollment: 40 (8.0%)
Oneida-Herkimer-Madison Boces School:

8.0%
State:

9.2%
Black enrollment: 103 (20.6%)
Oneida-Herkimer-Madison Boces School:

20.6%
State:

12.0%
White enrollment: 335 (67.1%)
Oneida-Herkimer-Madison Boces School:

67.1%
State:

55.1%
Two or More Races enrollment: 13 (2.6%)
School:

2.6%
New York:

2.9%

Oneida-Herkimer-Madison Boces School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 93 (18.6%)
Oneida-Herkimer-Madison Boces School:

18.6%
State:

52.7%
Free lunch eligible students: 81 (16.2%)
Here:

16.2%
State:

45.4%
Reduced-price lunch eligible students: 12 (2.4%)
School:

2.4%
New York:

4.8%

Oneida-Herkimer-Madison Boces School - Lunch Program Eligibility


Teachers and support:
(State average from 6,103 schools)
Classroom Teachers (FTE): 34.7

Number of FTE school counselors: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 32.5
Number of FTE sworn law enforcement officers: 2
Number of FTE nurses: 3
Number of FTE psychologists: 1
Number of FTE social workers: 13

Student/Teacher Ratio
Oneida-Herkimer-Madison Boces School:

14.4
New York:

14.0

Oneida-Herkimer-Madison Boces School - Teachers (FTE) and pupil/teacher ratio


Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • Asian: 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

  • Hispanic11
  • Black32
  • White269
  • Multirace7
Students with disabilities served under IDEA: 319 (male: 238, female: 81)
  • Hispanic: 11 (male: 7, female: 4)
  • Black: 32 (male: 25, female: 7)
  • White: 269 (male: 199, female: 70)
  • Two or More Races: 7 (all male)
Students with disabilities served under Section 504: 4 (all male)
  • Black: 2
  • White: 2

Retention:
Show data for

(State average from 689 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 2nd grade: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 2nd grade students retained
Here:

18.2%
New York:

4.7%
Total number of students retained in 5th grade: 2 (all female)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 5th grade students retained
School:

15.4%
New York:

4.6%

Dual Enrollment:
(State average from 432 schools)
This school has students in grades 9-12 enrolled in a dual enrollment / dual credit program
Dual enrollment/dual credit programs provide opportunities for high school students to take college-level courses offered by colleges, and earn concurrent credit toward a high school diploma and a college degree while still in high school.These programs are for high school - enrolled students who are academically prepared to enroll in college and are interested in taking on additional coursework.For example, students who want to study subjects not offered at their high school may seek supplemental education at colleges nearby.

    Dual Enrollment

  • Hispanic4
  • Black4
  • White16
  • IDEA5
Dual Enrollment: 24 (male: 18, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 16 (male: 14, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)

Dual Enrollment per 1,000 students
School:

48.1
New York:

183.3

Health & Safety


Referrals and Arrests:
Show data for

(State average from 410 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students with disabilities who were referred to a law enforcement agency or official: 16 (male: 9, female: 7)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 5, female: 5)

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

32.1
New York:

5.7
Students with disabilities who received a school-related arrest: 16 (male: 9, female: 7)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 5, female: 5)

Students with disabilities who received a school-related arrest per 1,000 students
School:

32.1
New York:

1.4

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.
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:

2.0
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: 2 (all male)
  • White: 2

Allegations of harassment or bullying on the basis of race, color, or national origin: 2
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Oneida-Herkimer-Madison Boces School:

4.0
New York:

3.3
Students reported as harassed or bullied on the basis of race, color, or national origin: 4 (all male)
  • Black: 2
  • Two or More Races: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
  • White: 2


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

  • Hispanic31
  • Asian10
  • Black112
  • White115
  • Multirace2
  • LEP4
  • IDEA142
  • 5045
Chronic Student Absenteeism: 270 (male: 163, female: 107)
  • Hispanic: 31 (male: 20, female: 11)
  • Asian: 10 (male: 8, female: 2)
  • Black: 112 (male: 71, female: 41)
  • White: 115 (male: 62, female: 53)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 142 (male: 104, female: 38)
  • Section 504: 5 (all male)
Chronic Student Absenteeism per 1,000 students
School:

541.1
New York:

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

Non-IDEA students subjected to physical restraint per 1,000 students
Oneida-Herkimer-Madison Boces School:

4.0
New York:

5.0
Total Number of students with disabilities (IDEA) subjected to physical restraint: 8 (male: 6, female: 2)
  • Hispanic: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
Here:

16.0
New York:

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

  • Hispanic89
  • Asian5
  • Black286
  • White382
  • Multirace3
  • LEP4
  • IDEA245
  • 50424
School days missed due to out-of-school suspension: 765 (male: 564, female: 201)
  • Hispanic: 89 (male: 61, female: 28)
  • Asian: 5 (male: 3, female: 2)
  • Black: 286 (male: 193, female: 93)
  • White: 382 (male: 304, female: 78)
  • Two or More Races: 3 (all male)
  • Limited English Proficiency (LEP): 4 (all female)
  • Individuals With Disabilities Education Act (IDEA): 245 (male: 146, female: 99)
  • Section 504: 24 (all male)
Instances of out-of-school suspension (Students without disabilities): 350

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

701.4
State:

50.9

    Students without disabilities receiving one or more in-school suspension

  • Hispanic8
  • Asian2
  • Black61
  • White43
Students without disabilities receiving one or more in-school suspension: 114 (male: 80, female: 34)
  • Hispanic: 8 (all male)
  • Asian: 2 (all male)
  • Black: 61 (male: 38, female: 23)
  • White: 43 (male: 32, female: 11)

    Students without disabilities receiving only one out-of-school suspension

  • Hispanic7
  • Asian4
  • Black19
  • White13
Students without disabilities receiving only one out-of-school suspension: 43 (male: 17, female: 26)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 4 (male: 2, female: 2)
  • Black: 19 (male: 8, female: 11)
  • White: 13 (male: 5, female: 8)

    Students without disabilities receiving more than one out-of-school suspension

  • Hispanic8
  • Asian2
  • Black43
  • White34
Students without disabilities receiving more than one out-of-school suspension: 87 (male: 65, female: 22)
  • Hispanic: 8 (all male)
  • Asian: 2 (all male)
  • Black: 43 (male: 29, female: 14)
  • White: 34 (male: 26, female: 8)
Instances of out-of-school suspension (Students with disabilities): 209

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

418.8
State:

29.4
Instances of out-of-school suspension (Section 504 only): 12

Instances of out-of-school suspension per 1,000 students (Section 504 only)
School:

24.0
New York:

2.9

    Students with disabilities receiving one or more in-school suspension

  • Hispanic7
  • Black19
  • White79
  • Multirace2
  • LEP2
  • 5042
Students with disabilities receiving one or more in-school suspension: 107 (male: 83, female: 24)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 19 (male: 14, female: 5)
  • White: 79 (male: 62, female: 17)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
  • Section 504: 2 (all male)

    Students with disabilities receiving only one out-of-school suspension

  • Hispanic2
  • Black19
  • White7
  • LEP2
  • 5042
Students with disabilities receiving only one out-of-school suspension: 28 (male: 21, female: 7)
  • Hispanic: 2 (all male)
  • Black: 19 (male: 17, female: 2)
  • White: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 2 (all female)
  • Section 504: 2 (all male)

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

  • Hispanic4
  • Black16
  • White115
  • Multirace2
  • LEP2
  • 5042
Students with disabilities receiving more than one out-of-school suspension: 137 (male: 89, female: 48)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 16 (male: 11, female: 5)
  • White: 115 (male: 74, female: 41)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
  • Section 504: 2 (all male)

Classes & Courses


Algebra I:
Show data for

(State average from 773 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: 18
Number of Algebra I classes taught by certified teachers: 14

    9-10th grade student enrollment in Algebra I

  • Hispanic19
  • Asian4
  • Black40
  • White76
  • Multirace2
  • LEP4
  • IDEA58
9-10th grade student enrollment in Algebra I: 141 (male: 100, female: 41)
  • Hispanic: 19 (male: 14, female: 5)
  • Asian: 4 (male: 2, female: 2)
  • Black: 40 (male: 26, female: 14)
  • White: 76 (male: 56, female: 20)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 58 (male: 44, female: 14)

    9-10th grade studenst who passed Algebra I

  • Hispanic11
  • Black20
  • White47
  • IDEA44
9-10th grade studenst who passed Algebra I: 78 (male: 48, female: 30)
  • Hispanic: 11 (male: 7, female: 4)
  • Black: 20 (male: 10, female: 10)
  • White: 47 (male: 31, female: 16)
  • Individuals With Disabilities Education Act (IDEA): 44 (male: 31, female: 13)
Percent of 9-10th grade students who passed
School:

55.3%
New York:

76.8%

    11-12th grade student enrollment in Algebra I

  • Hispanic4
  • Asian2
  • Black19
  • White22
  • IDEA13
11-12th grade student enrollment in Algebra I: 47 (male: 32, female: 15)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Black: 19 (male: 11, female: 8)
  • White: 22 (male: 17, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)
11-12th studenst who passed Algebra I: 15 (male: 11, female: 4)
  • Black: 4 (all male)
  • White: 11 (male: 7, female: 4)
  • Individuals With Disabilities Education Act (IDEA): 8 (male: 4, female: 4)
Percent of 11-12th grade students who passed
Oneida-Herkimer-Madison Boces School:

31.9%
New York:

65.5%

Algebra II:
Show data for
Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 6


    Student Enrollment in Algebra II

  • Hispanic10
  • Asian2
  • Black31
  • White31
  • LEP7
  • IDEA10
Student Enrollment in Algebra II: 74 (male: 47, female: 27)
  • Hispanic: 10 (male: 8, female: 2)
  • Asian: 2 (all male)
  • Black: 31 (male: 14, female: 17)
  • White: 31 (male: 23, female: 8)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)

Geometry:
Show data for
Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
Number of Geometry classes: 5
Number of Geometry classes taught by certified teachers: 3

    Student Enrollment in Geometry

  • Hispanic2
  • Black2
  • White7
  • IDEA4
Student Enrollment in Geometry: 11 (male: 5, female: 6)
  • Hispanic: 2 (all female)
  • Black: 2 (all female)
  • White: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Advanced Mathematics:
Show data for
Advanced mathematics (college-preparatory) courses cover the following topics: trigonometry, trigonometry/algebra, trigonometry / analytic geometry, trigonometry / math analysis, analytic geometry, math analysis, math analysis / analytic geometry, probability and statistics, and precalculus
Number of Advanced Mathematics classes: 1


Student Enrollment in Advanced Mathematics: 2 (all female)
  • White: 2

Biology:
Show data for
Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 20
Number of Biology classes taught by certified teachers: 13

    Student Enrollment in Biology

  • Hispanic25
  • Asian7
  • Black58
  • White100
  • Multirace2
  • LEP4
  • IDEA88
Student Enrollment in Biology: 192 (male: 124, female: 68)
  • Hispanic: 25 (male: 14, female: 11)
  • Asian: 7 (male: 5, female: 2)
  • Black: 58 (male: 35, female: 23)
  • White: 100 (male: 68, female: 32)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 88 (male: 53, female: 35)

Chemistry:
Show data for
Chemistry (college-preparatory) courses involve studying the composition, properties, and reactions of substances. These courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid / base and oxidation / reduction reactions; and atomic structure.Chemical formulas and equations and nuclear reactions are also studied.
Number of Chemistry classes: 2
Number of Chemistry classes taught by certified teachers: 2

Student Enrollment in Chemistry: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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