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Theodore R Durgee Junior High School in Baldwinsville, NY
(08-09 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in New York) from 0 (worst) to 100 (best) is 79
Address
 29 E ONEIDA ST
Baldwinsville, NY 13027
Telephone
(315) 638-6086
(make sure to verify first before calling)
Website
http://www.bville.org
City-data.com school rating
79
Students
885
Classroom Teachers (FTE)
67.0
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
190
Reduced-price lunch
eligible students
34
School district
BALDWINSVILLE CENTRAL 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:
Theodore R Durgee Junior High School:

79
L PEARL PALMER ELEMENTARY SCHOOL (3.1 miles):

72
VAN BUREN ELEMENTARY SCHOOL (1.1 miles):

67
CATHERINE M MCNAMARA ELEMENTARY SCHOOL (3.5 miles):

64
MAE E REYNOLDS SCHOOL (2.7 miles):

60
DONALD S RAY SCHOOL (2.5 miles):

59
HARRY E ELDEN ELEMENTARY SCHOOL (0.2 miles):

58
CHARLES W BAKER HIGH SCHOOL (0.3 miles):

58
JOHN C BIRDLEBOUGH HIGH SCHOOL (4.8 miles):

45
Theodore R Durgee Junior High School rating compared to average state, county and city schools ratings:
New York:

50
Onondaga County:

44
Baldwinsville:

65
Theodore R Durgee Junior High:

79

Students & Teachers


Total enrollment:
Enrollment in 2016: 885
Enrollment in 2015: 923
Enrollment in 2014: 976
Enrollment in 2013: 972
Enrollment in 2012: 944
Enrollment in 2011: 933
Enrollment in 2010: 943
Enrollment in 2009: 992
Enrollment in 2008: 1,006
Enrollment in 2007: 996
Enrollment in 2006: 1,053
Enrollment in 2005: 1,033
Enrollment in 2004: 1,001
Enrollment in 2003: 894
Enrollment in 2002: 912
Enrollment in 2001: 958
Enrollment in 2000: 979
Enrollment in 1999: 884

Theodore R Durgee Junior High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG08G09UGTotal
All students4384425885
Female students2152101426
Male students2232324459
American Indian/Alaska Native students12 - 3
Asian students104 - 14
Hispanic students1415 - 29
Black students512 - 17
White students3943995798
Two or More Races students1410 - 24

Enrollment by grade:
8th grade enrollment: 438
9th grade enrollment: 442
Ungraded enrollment: 5

Theodore R Durgee Junior High School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 426 (48.1%)
School:

48.1%
New York:

51.1%
Male enrollment: 459 (51.9%)
Theodore R Durgee Junior High School:

51.9%
New York:

47.5%

Theodore R Durgee Junior High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 3 (0.3%)
Theodore R Durgee Junior High School:

0.3%
State:

0.2%
Asian enrollment: 14 (1.6%)
Theodore R Durgee Junior High School:

1.6%
State:

4.6%
Hispanic enrollment: 29 (3.3%)
School:

3.3%
New York:

9.2%
Black enrollment: 17 (1.9%)
Theodore R Durgee Junior High School:

1.9%
New York:

12.0%
White enrollment: 798 (90.2%)
School:

90.2%
State:

55.1%
Two or More Races enrollment: 24 (2.7%)
Here:

2.7%
State:

2.9%

Theodore R Durgee Junior High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 224 (25.3%)
School:

25.3%
State:

52.7%
Free lunch eligible students: 190 (21.5%)
School:

21.5%
New York:

45.4%
Reduced-price lunch eligible students: 34 (3.8%)
Theodore R Durgee Junior High School:

3.8%
State:

4.8%

Theodore R Durgee Junior High School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Grade 8 English: 21
  • Grade 8 Mathematics: 18
  • Grade 8 Science: 14
  • Grade 8 Social Studies: 21

Teachers and support:
Show data for
Classroom Teachers (FTE): 67

Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 4
Number of FTE teachers who were absent more than 10 school days during the school years: 3
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 1
Number of FTE psychologists: 1

Student/Teacher Ratio
Theodore R Durgee Junior High School:

13.2
State:

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: 8

Total number of classes taught: 302
Number of classes taught by teachers without appropriate certification: 1


Number of full-time principals: 1
Number of full-time assistant principals: 2
Number of full-time professional staff other than teachers, principals, and asst principals: 6

Theodore R Durgee Junior High School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $5,445,963
  • Full-time Equivalency Count of Teachers: 74 (Salary Expenditures: $4,377,842)
  • Full-time Equivalency Count of Instructional Aides: 18 (Salary Expenditures: $511,929)
  • Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $300,057)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $256,135)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $65,201

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 2 (all male)
  • Black: 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
  • Black7
  • White92
  • Multirace4
Students with disabilities served under IDEA: 114 (male: 78, female: 36)
  • Hispanic: 11 (male: 7, female: 4)
  • Black: 7 (all male)
  • White: 92 (male: 64, female: 28)
  • Two or More Races: 4 (all female)

    Students with disabilities served under Section 504

  • Hispanic4
  • Asian2
  • White22
  • Multirace2
Students with disabilities served under Section 504: 30 (male: 18, female: 12)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • White: 22 (male: 14, female: 8)
  • Two or More Races: 2 (all female)

Retention:
Show data for

(State average from 373 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 8th grade: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 8th grade students retained
Theodore R Durgee Junior High School:

0.5%
New York:

4.2%
Total number of students retained in 9th grade: 7 (male: 5, female: 2)
  • White: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Percent of 9th grade students retained
Here:

1.6%
New York:

11.4%

Statewide Student Assessments


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

(State average from 1,428 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.
8th Grade:

    ELA Mean Score (8th Grade)

  • All309
  • Males304
  • Females313
  • Hispanic287
  • White311
  • Multirace301
  • IDEA275
ELA students tested with valid scores: 229
Computed mean of student ELA scores: 309

ELA Students scoring proficient and above:

50%
New York:

43%

Students scoring at Level 1: 17%
Students scoring at Level 2: 33%
Students scoring at Level 3: 36%
Students scoring at Level 4: 14%

17%
33%
36%
14%

    MATH Mean Score (8th Grade)

  • All275
  • Males278
  • Females272
  • Hispanic262
  • White279
  • IDEA267
Math students tested with valid scores: 73
Computed mean of student Math scores: 275

Math Students scoring proficient and above:

5%
New York:

18%

Students scoring at Level 1: 62%
Students scoring at Level 2: 33%
Students scoring at Level 3: 5%
Students scoring at Level 4: 0%

62%
33%
5%

    SCI Mean Score (8th Grade)

  • All64
  • Males65
  • Females62
  • Hispanic65
  • White65
  • IDEA57
Science students tested with valid scores: 63
Computed mean of student Science scores: 64

Science Students scoring proficient and above:

49%
State:

57%

Students scoring at Level 1: 8%
Students scoring at Level 2: 43%
Students scoring at Level 3: 49%
Students scoring at Level 4: 0%

8%
43%
49%

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.

Theodore R Durgee Junior High School - % Scroring 55 and above in Regents Examination

Geometry (Common Core):

    Scoring 55 and above
    (Geometry)

  • All100%
  • Males100%
  • Females100%
  • White100%
Students tested with valid scores: 153
Number of students tested scoring Level 3 (65-78): 23 (15%)
Number of students tested scoring Level 4 (79-84): 30 (20%)
Number of students tested scoring Level 5 (85-100): 100 (65%)

Percentage of students scoring 55 and above:

100%
State:

79%

15%
20%
65%
Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All98%
  • Males97%
  • Females98%
  • Hispanic101%
  • Asian99%
  • White97%
  • Multirace100%
  • IDEA79%
Students tested with valid scores: 496
Number of students tested scoring Level 1 (0-54): 11 (2%)
Number of students tested scoring Level 2 (55-64): 15 (3%)
Number of students tested scoring Level 3 (65-78): 112 (23%)
Number of students tested scoring Level 4 (79-84): 184 (37%)
Number of students tested scoring Level 5 (85-100): 174 (35%)

Percentage of students scoring 55 and above:

98%
State:

93%

2%
3%
23%
37%
35%

Outcomes


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

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

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

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

High School Non-completers:
Show data for
All Students:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 474
Number of non-completers: 1
└─ Number of students who dropped out: 1
General Education:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 828
Number of non-completers: 1
└─ Number of students who dropped out: 1
Students with Disabilities:

Accountability


Adequate Yearly Progress:
Show data for

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

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

  • All188
  • Males189
  • Females188
  • White192
  • IDEA130
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 401
Percent of enrolled students with valid test scores: 80%

Performance Index (PI):

188
New York:

174
Effective Annual Measurable Objective (EAMO): 183
Elementary/Middle-Level Math:

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

  • All164
  • Males163
  • Females164
  • White170
  • IDEA72
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 837
Percent of enrolled students with valid test scores: 70%

Performance Index (PI):

164
New York:

114
Effective Annual Measurable Objective (EAMO): 103
Elementary/Middle-Level ELA:

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

  • All133
  • Males123
  • Females143
  • White138
  • IDEA49
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 839
Percent of enrolled students with valid test scores: 56%

Performance Index (PI):

133
New York:

113
Effective Annual Measurable Objective (EAMO): 104
5-Year Graduation Rate:
Met graduation rate criteria: s

Students enrolled during the test administration period: 2

4-Year Graduation Rate:
Met graduation rate criteria: s

Students enrolled during the test administration period: 4

Health & Safety


Harassment & Bullying:
Show data for

(State average from 1,117 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of 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:

1.1
State:

3.8
Students reported as harassed or bullied on the basis of sex: 2 (all male)
  • 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: 3
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Here:

3.4
New York:

3.3
Students reported as harassed or bullied on the basis of race, color, or national origin: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • White: 4 (male: 2, female: 2)
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Allegations of harassment or bullying on the basis of disability: 2
Allegations of harassment or bullying on the basis of disability per 1,000 students
School:

2.3
New York:

1.4
Students reported as harassed or bullied on the basis of disability: 2 (all male)
  • White: 2
  • Section 504: 2
Students disciplined for bullying or harassment on the basis of disability: 6 (male: 4, female: 2)
  • Black: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)

Allegations of harassment or bullying on the basis of sexual orientation: 2
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
Theodore R Durgee Junior High School:

2.3
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
Here:

1.1
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

  • Hispanic7
  • Asian2
  • Black4
  • White100
  • Multirace4
  • IDEA34
  • 5044
Chronic Student Absenteeism: 117 (male: 64, female: 53)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 100 (male: 53, female: 47)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 34 (male: 20, female: 14)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

132.2
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
Here:

2.3
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

  • Hispanic10
  • Black19
  • White408
  • Multirace23
  • IDEA87
  • 5043
School days missed due to out-of-school suspension: 460 (male: 403, female: 57)
  • Hispanic: 10 (male: 1, female: 9)
  • Black: 19 (male: 11, female: 8)
  • White: 408 (male: 371, female: 37)
  • Two or More Races: 23 (male: 20, female: 3)
  • Individuals With Disabilities Education Act (IDEA): 87 (male: 74, female: 13)
  • Section 504: 3 (all female)
Instances of out-of-school suspension (Students without disabilities): 50

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

56.5
New York:

50.9

    Students without disabilities receiving one or more in-school suspension

  • Hispanic4
  • Asian2
  • Black4
  • White34
  • Multirace4
Students without disabilities receiving one or more in-school suspension: 48 (male: 31, female: 17)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 34 (male: 23, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)

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

  • Hispanic4
  • Black4
  • White19
  • Multirace2
Students without disabilities receiving only one out-of-school suspension: 29 (male: 12, female: 17)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 19 (male: 8, female: 11)
  • Two or More Races: 2 (all female)
Students without disabilities receiving more than one out-of-school suspension: 11 (male: 7, female: 4)
  • Black: 2 (all female)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 26

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Theodore R Durgee Junior High School:

29.4
State:

29.4
Instances of out-of-school suspension (Section 504 only): 1

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

1.1
New York:

2.9

    Students with disabilities receiving one or more in-school suspension

  • Black2
  • White16
  • Multirace2
  • 5042
Students with disabilities receiving one or more in-school suspension: 20 (male: 15, female: 5)
  • Black: 2 (all male)
  • White: 16 (male: 11, female: 5)
  • Two or More Races: 2 (all male)
  • Section 504: 2 (all male)

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

  • Hispanic2
  • Black2
  • White4
  • Multirace2
  • 5042
Students with disabilities receiving only one out-of-school suspension: 10 (male: 6, female: 4)
  • Hispanic: 2 (all female)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Section 504: 2 (all female)
Students with disabilities receiving more than one out-of-school suspension: 9 (male: 7, female: 2)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 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: 5
Number of Algebra I classes taught by certified teachers: 5

    8th grade student enrollment in Algebra I

  • Hispanic4
  • Asian4
  • White148
  • Multirace2
  • IDEA5
8th grade student enrollment in Algebra I: 158 (male: 75, female: 83)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • White: 148 (male: 71, female: 77)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)
8th grade studenst who passed Algebra I: 152 (male: 73, female: 79)
  • White: 152 (male: 73, female: 79)
  • Individuals With Disabilities Education Act (IDEA): 4 (all male)
Percent of 8th grade students who passed
School:

96.2%
New York:

87.1%

    9-10th grade student enrollment in Algebra I

  • Hispanic13
  • American Indian2
  • Asian2
  • Black13
  • White259
  • Multirace10
  • LEP2
  • IDEA46
9-10th grade student enrollment in Algebra I: 299 (male: 169, female: 130)
  • Hispanic: 13 (male: 11, female: 2)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all male)
  • Black: 13 (male: 8, female: 5)
  • White: 259 (male: 143, female: 116)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 46 (male: 35, female: 11)

    9-10th grade studenst who passed Algebra I

  • Hispanic7
  • Black4
  • White206
  • Multirace8
  • IDEA35
9-10th grade studenst who passed Algebra I: 225 (male: 124, female: 101)
  • Hispanic: 7 (all male)
  • Black: 4 (all male)
  • White: 206 (male: 109, female: 97)
  • Two or More Races: 8 (male: 4, female: 4)
  • Individuals With Disabilities Education Act (IDEA): 35 (male: 22, female: 13)
Percent of 9-10th grade students who passed
School:

75.3%
New York:

76.8%

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: 14
Number of Geometry classes taught by certified teachers: 14

    Student Enrollment in Geometry

  • Hispanic2
  • American Indian2
  • Asian4
  • White127
  • Multirace2
  • IDEA2
Student Enrollment in Geometry: 137 (male: 57, female: 80)
  • Hispanic: 2 (all male)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • White: 127 (male: 53, female: 74)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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: 22
Number of Biology classes taught by certified teachers: 22

    Student Enrollment in Biology

  • Hispanic13
  • American Indian2
  • Asian4
  • Black13
  • White385
  • Multirace10
  • LEP2
  • IDEA64
Student Enrollment in Biology: 427 (male: 220, female: 207)
  • Hispanic: 13 (male: 11, female: 2)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Black: 13 (male: 8, female: 5)
  • White: 385 (male: 194, female: 191)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 64 (male: 44, female: 20)

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