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Uyler-Steuben-Chemung-Tioga-Allegany Boces School in Painted Post, 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 23
Address
 9579 VOCATIONAL DR
Painted Post, NY 14870
Telephone
(607) 654-2283
(make sure to verify first before calling)
Website
http://www.gstboces.org
City-data.com school rating
23
Students
452
Classroom Teachers (FTE)
39.6
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
36
Reduced-price lunch
eligible students
5
School district
SCHUYLER-STEUBEN-CHEMUNG-TIOGA-ALLEGANY 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:
HUGH W GREGG ELEMENTARY SCHOOL (4.4 miles):

83
FREDERICK CARDER ELEMENTARY SCHOOL (5.4 miles):

81
ERWIN VALLEY ELEMENTARY SCHOOL (3.3 miles):

78
CALVIN U SMITH ELEMENTARY SCHOOL (3.4 miles):

73
CORNING-PAINTED POST HIGH SCHOOL (5.5 miles):

58
CAMPBELL-SAVONA JUNIOR/SENIOR HIGH SCHOOL (4.5 miles):

55
CORNING-PAINTED POST MIDDLE SCHOOL (2.6 miles):

49
WINFIELD STREET ELEMENTARY SCHOOL (4.1 miles):

48
Uyler-Steuben-Chemung-Tioga-Allegany Boces School:

23
Uyler-Steuben-Chemung-Tioga-Allegany Boces School rating compared to average state, county and city schools ratings:
New York:

50
Steuben County:

46
Painted Post:

56
This School:

23

Students & Teachers


Total enrollment:
Enrollment in 2016: 452
Enrollment in 2015: 408
Enrollment in 2014: 387
Enrollment in 2007: 637
Enrollment in 2006: 340
Enrollment in 2004: 358
Enrollment in 2003: 336
Enrollment in 2002: 376
Enrollment in 2001: 338
Enrollment in 2000: 350
Enrollment in 1999: 539

Uyler-Steuben-Chemung-Tioga-Allegany Boces School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06G07G08G09G10G11G12UGTotal
All students6118813181520433465476599452
Female students322117257613162225112
Male students396712111315362852314374340
American Indian/Alaska Native students - - - - - - - - - 1 - - - - 1
Asian students - - - - - - - - - - - - - 22
Hispanic students - - 1 - - - - - - - 2 - 137
Black students - 1 - - 2 - 3213525327
White students6107810181218413057435788405
Two or More Races students - - - - 1 - - - 1 - 122310

Enrollment by grade:
Kindergarten enrollment: 6
1st grade enrollment: 11
2nd grade enrollment: 8
3rd grade enrollment: 8
4th grade enrollment: 13
5th grade enrollment: 18
6th grade enrollment: 15
7th grade enrollment: 20
8th grade enrollment: 43
9th grade enrollment: 34
10th grade enrollment: 65
11th grade enrollment: 47
12th grade enrollment: 65
Ungraded enrollment: 99

Uyler-Steuben-Chemung-Tioga-Allegany Boces School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 112 (24.8%)
Uyler-Steuben-Chemung-Tioga-Allegany Boces School:

24.8%
State:

51.1%
Male enrollment: 340 (75.2%)
Here:

75.2%
State:

47.5%

Uyler-Steuben-Chemung-Tioga-Allegany Boces School - Historical enrollment by gender


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

0.2%
State:

0.2%
Asian enrollment: 2 (0.4%)
Here:

0.4%
State:

4.6%
Hispanic enrollment: 7 (1.5%)
School:

1.5%
New York:

9.2%
Black enrollment: 27 (6.0%)
Uyler-Steuben-Chemung-Tioga-Allegany Boces School:

6.0%
State:

12.0%
White enrollment: 405 (89.6%)
School:

89.6%
New York:

55.1%
Two or More Races enrollment: 10 (2.2%)
Here:

2.2%
State:

2.9%

Uyler-Steuben-Chemung-Tioga-Allegany Boces School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 41 (9.1%)
Here:

9.1%
New York:

52.7%
Free lunch eligible students: 36 (8.0%)
School:

8.0%
New York:

45.4%
Reduced-price lunch eligible students: 5 (1.1%)
School:

1.1%
New York:

4.8%

Uyler-Steuben-Chemung-Tioga-Allegany Boces School - Lunch Program Eligibility


Teachers and support:
(State average from 6,103 schools)
Classroom Teachers (FTE): 39.6

Number of FTE teachers in their first year of teaching: 9.5
Number of FTE teachers in their second year of teaching: 10
Number of FTE school counselors: 6.5
Number of FTE teachers who were absent more than 10 school days during the school years: 56
Number of FTE sworn law enforcement officers: 5
Number of FTE nurses: 6.8
Number of FTE psychologists: 5.8
Number of FTE social workers: 22.4

Student/Teacher Ratio
Uyler-Steuben-Chemung-Tioga-Allegany Boces School:

11.4
New York:

14.0

Uyler-Steuben-Chemung-Tioga-Allegany Boces School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $15,509,913
  • Full-time Equivalency Count of Teachers: 140.4 (Salary Expenditures: $7,998,847)
  • Full-time Equivalency Count of Instructional Aides: 69.1 (Salary Expenditures: $1,259,839)
  • Full-time Equivalency Count of Support Services Staff: 37.3 (Salary Expenditures: $2,915,675)
  • Full-time Equivalency Count of School Administration Staff: 37.6 (Salary Expenditures: $3,335,553)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $12,382,115
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $25,682,081
  • Salary Expenditures for Teachers: $14,644,226
  • Full-time Equivalency Count of Instructional Aides: 129.1 (Salary Expenditures: $2,318,252)
  • Full-time Equivalency Count of Support Services Staff: 64.3 (Salary Expenditures: $4,832,285)
  • Full-time Equivalency Count of School Administration Staff: 45 (Salary Expenditures: $3,887,318)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $12,634,939

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
  • Black16
  • White461
  • Multirace7
Students with disabilities served under IDEA: 488 (male: 379, female: 109)
  • Hispanic: 4 (all male)
  • Black: 16 (all male)
  • White: 461 (male: 352, female: 109)
  • Two or More Races: 7 (all male)
Students with disabilities served under Section 504: 13 (male: 11, female: 2)
  • White: 13 (male: 11, female: 2)

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 threats of physical attack without a weapon: 1


Total incidents per 1,000 students
Here:

2.2
State:

55.5

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 without disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • White: 2

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
School:

4.4
New York:

10.2
Students with disabilities who were referred to a law enforcement agency or official: 20 (male: 16, female: 4)
  • Black: 4 (male: 2, female: 2)
  • White: 16 (male: 14, female: 2)

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

44.2
State:

5.7
Students with disabilities who received a school-related arrest: 17 (male: 13, female: 4)
  • Black: 4 (male: 2, female: 2)
  • White: 13 (male: 11, female: 2)

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

37.6
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.

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

2.2
New York:

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

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

2.2
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

  • Black10
  • White154
  • Multirace4
  • IDEA121
Chronic Student Absenteeism: 168 (male: 129, female: 39)
  • Black: 10 (male: 8, female: 2)
  • White: 154 (male: 119, female: 35)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 121 (male: 101, female: 20)
Chronic Student Absenteeism per 1,000 students
Here:

371.7
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: 21 (male: 16, female: 5)
  • Black: 2 (all male)
  • White: 19 (male: 14, female: 5)

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

46.5
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

  • Black39
  • White383
  • Multirace20
  • IDEA317
School days missed due to out-of-school suspension: 442 (male: 386, female: 56)
  • Black: 39 (male: 35, female: 4)
  • White: 383 (male: 331, female: 52)
  • Two or More Races: 20 (all male)
  • Individuals With Disabilities Education Act (IDEA): 317 (male: 287, female: 30)
Instances of out-of-school suspension (Students without disabilities): 20

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Uyler-Steuben-Chemung-Tioga-Allegany Boces School:

44.2
State:

50.9
Students without disabilities receiving one or more in-school suspension: 19 (male: 11, female: 8)
  • White: 19 (male: 11, female: 8)
Students without disabilities receiving only one out-of-school suspension: 13 (male: 11, female: 2)
  • White: 13 (male: 11, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 12 (male: 7, female: 5)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 304

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

672.6
New York:

29.4

    Students with disabilities receiving one or more in-school suspension

  • Black5
  • White58
  • Multirace2
  • 5042
Students with disabilities receiving one or more in-school suspension: 65 (male: 53, female: 12)
  • Black: 5 (all female)
  • White: 58 (male: 53, female: 5)
  • Two or More Races: 2 (all female)
  • Section 504: 2 (all male)
Students with disabilities receiving only one out-of-school suspension: 39 (male: 31, female: 8)
  • Black: 2 (all male)
  • White: 37 (male: 29, female: 8)
Students with disabilities receiving more than one out-of-school suspension: 61 (male: 54, female: 7)
  • Black: 7 (male: 5, female: 2)
  • White: 52 (male: 47, female: 5)
  • Two or More Races: 2 (all male)

Expulsions:
Show data for

(State average from 286 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students without Disabilities who received an expulsion with educational services: 2 (all male)
  • White: 2

Students without Disabilities who received an expulsion with educational services per 1,000 students
Uyler-Steuben-Chemung-Tioga-Allegany Boces School:

4.4
State:

6.8

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: 16
Number of Algebra I classes taught by certified teachers: 3

9-10th grade student enrollment in Algebra I: 74 (male: 58, female: 16)
  • Black: 7 (male: 5, female: 2)
  • White: 67 (male: 53, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 55 (male: 47, female: 8)
9-10th grade studenst who passed Algebra I: 48 (male: 41, female: 7)
  • Black: 4 (all male)
  • White: 44 (male: 37, female: 7)
  • Individuals With Disabilities Education Act (IDEA): 44 (male: 37, female: 7)
Percent of 9-10th grade students who passed
Uyler-Steuben-Chemung-Tioga-Allegany Boces School:

64.9%
New York:

76.8%
11-12th grade student enrollment in Algebra I: 15 (male: 13, female: 2)
  • Black: 2 (all male)
  • White: 13 (male: 11, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)
11-12th studenst who passed Algebra I: 7 (all male)
  • White: 7
  • Individuals With Disabilities Education Act (IDEA): 7
Percent of 11-12th grade students who passed
Here:

46.7%
State:

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: 3
Number of Algebra II classes taught by certified teachers: 3

Student Enrollment in Algebra II: 19 (male: 11, female: 8)
  • White: 19 (male: 11, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, 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: 1
Number of Geometry classes taught by certified teachers: 1

Student Enrollment in Geometry: 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: 9
Number of Biology classes taught by certified teachers: 3

    Student Enrollment in Biology

  • Black8
  • White109
  • Multirace2
  • IDEA49
Student Enrollment in Biology: 119 (male: 82, female: 37)
  • Black: 8 (all male)
  • White: 109 (male: 74, female: 35)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 49 (male: 41, female: 8)

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