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Ardsley Middle School in Ardsley, 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 91
Address
 700 ASHFORD AVE
Ardsley, NY 10502
Telephone
(914) 295-5610
(make sure to verify first before calling)
Website
http://www.ardsleyschools.org
City-data.com school rating
91
Students
664
Classroom Teachers (FTE)
54.1
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
33
Reduced-price lunch
eligible students
8
School district
ARDSLEY UNION FREE SCHOOL DISTRICT
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
GREENVILLE SCHOOL (0.7 miles):

97
SEELY PLACE SCHOOL (1.4 miles):

96
CONCORD ROAD ELEMENTARY SCHOOL (1.2 miles):

92
ARDSLEY HIGH SCHOOL (1.4 miles):

91
Ardsley Middle School:

91
SPRINGHURST ELEMENTARY SCHOOL (1.3 miles):

84
CASIMIR PULASKI SCHOOL (1.7 miles):

60
SCHOOL 29 (1.7 miles):

34
GREENBURGH ELEVEN MIDDLE SCHOOL (1.3 miles):

5
Ardsley Middle School rating compared to average state, county and city schools ratings:
New York:

50
Westchester County:

63
Ardsley:

91
Ardsley Middle School:

91

Students & Teachers


Total enrollment:
Enrollment in 2016: 664
Enrollment in 2015: 656
Enrollment in 2014: 654
Enrollment in 2013: 620
Enrollment in 2012: 625
Enrollment in 2011: 643
Enrollment in 2010: 644
Enrollment in 2009: 693
Enrollment in 2008: 738
Enrollment in 2007: 740
Enrollment in 2006: 751
Enrollment in 2005: 771
Enrollment in 2004: 779
Enrollment in 2003: 754
Enrollment in 2002: 733
Enrollment in 2001: 691
Enrollment in 2000: 675
Enrollment in 1999: 608

Ardsley Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG05G06G07G08UGTotal
All students15017117015122664
Female students667972676290
Male students8492988416374
Asian students373026332128
Hispanic students23162518486
Black students3249220
White students851201149114424
Two or More Races students231 - - 6

Enrollment by grade:
5th grade enrollment: 150
6th grade enrollment: 171
7th grade enrollment: 170
8th grade enrollment: 151
Ungraded enrollment: 22

Ardsley Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 290 (43.7%)
Ardsley Middle School:

43.7%
New York:

51.1%
Male enrollment: 374 (56.3%)
Ardsley Middle School:

56.3%
State:

47.5%

Ardsley Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 128 (19.3%)
Here:

19.3%
State:

4.6%
Hispanic enrollment: 86 (13.0%)
School:

13.0%
New York:

9.2%
Black enrollment: 20 (3.0%)
Here:

3.0%
State:

12.0%
White enrollment: 424 (63.9%)
Ardsley Middle School:

63.9%
State:

55.1%
Two or More Races enrollment: 6 (0.9%)
School:

0.9%
New York:

2.9%

Ardsley Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 41 (6.2%)
School:

6.2%
State:

52.7%
Free lunch eligible students: 33 (5.0%)
School:

5.0%
New York:

45.4%
Reduced-price lunch eligible students: 8 (1.2%)
Here:

1.2%
State:

4.8%

Ardsley Middle School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Grade 8 English: 21
  • Grade 8 Mathematics: 21
  • Grade 8 Science: 20
  • Grade 8 Social Studies: 21

Teachers and support:
Show data for
Classroom Teachers (FTE): 54.1

Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 10
Number of FTE security guards: 2
Number of FTE nurses: 1
Number of FTE psychologists: 2

Student/Teacher Ratio
Here:

12.3
New York:

14.0
Number of teachers with fewer than three years of teaching experience: 1
Number of teachers with Master's Degree plus 30 hours or doctorate: 40

Total number of classes taught: 289
Number of classes taught by teachers without appropriate certification: 4


Number of full-time principals: 1
Number of full-time assistant principals: 1

Ardsley Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $7,274,458
  • Full-time Equivalency Count of Teachers: 50.4 (Salary Expenditures: $5,521,609)
  • Full-time Equivalency Count of Instructional Aides: 5.5 (Salary Expenditures: $157,821)
  • Full-time Equivalency Count of Support Services Staff: 15.5 (Salary Expenditures: $991,859)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $482,480)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $170,732
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,489,830
  • Salary Expenditures for Teachers: $7,232,060
  • Full-time Equivalency Count of Instructional Aides: 46 (Salary Expenditures: $939,716)
  • Full-time Equivalency Count of Support Services Staff: 15.1 (Salary Expenditures: $1,067,634)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $482,480)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $240,337

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic2
  • Asian2
  • White2
  • IDEA2
Students Enrolled in LEP Programs: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Asian: 2 (all female)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 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

  • Hispanic13
  • Asian7
  • Black7
  • White68
Students with disabilities served under IDEA: 95 (male: 73, female: 22)
  • Hispanic: 13 (all male)
  • Asian: 7 (all male)
  • Black: 7 (all male)
  • White: 68 (male: 46, female: 22)

    Students with disabilities served under Section 504

  • Hispanic2
  • Asian10
  • Black2
  • White31
Students with disabilities served under Section 504: 45 (male: 26, female: 19)
  • Hispanic: 2 (all male)
  • Asian: 10 (male: 5, female: 5)
  • Black: 2 (all male)
  • White: 31 (male: 17, female: 14)

Statewide Student Assessments


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

(State average from 2,304 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)

  • All319
  • Males314
  • Females327
  • Hispanic320
  • Asian327
  • White320
  • IDEA268
ELA students tested with valid scores: 125
Computed mean of student ELA scores: 319

ELA Students scoring proficient and above:

56%
State:

35%

Students scoring at Level 1: 14%
Students scoring at Level 2: 30%
Students scoring at Level 3: 36%
Students scoring at Level 4: 20%

14%
30%
36%
20%

    MATH Mean Score (5th Grade)

  • All337
  • Males336
  • Females339
  • Hispanic326
  • Asian356
  • White335
  • IDEA266
Math students tested with valid scores: 121
Computed mean of student Math scores: 337

Math Students scoring proficient and above:

76%
New York:

43%

Students scoring at Level 1: 13%
Students scoring at Level 2: 11%
Students scoring at Level 3: 31%
Students scoring at Level 4: 45%

13%
11%
31%
45%
6th Grade:

    ELA Mean Score (6th Grade)

  • All323
  • Males320
  • Females328
  • Hispanic318
  • Asian332
  • White321
  • IDEA298
ELA students tested with valid scores: 139
Computed mean of student ELA scores: 323

ELA Students scoring proficient and above:

62%
State:

30%

Students scoring at Level 1: 1%
Students scoring at Level 2: 37%
Students scoring at Level 3: 29%
Students scoring at Level 4: 33%

1%
37%
29%
33%

    MATH Mean Score (6th Grade)

  • All337
  • Males334
  • Females340
  • Hispanic324
  • Asian352
  • White332
  • IDEA305
Math students tested with valid scores: 144
Computed mean of student Math scores: 337

Math Students scoring proficient and above:

73%
State:

38%

Students scoring at Level 1: 4%
Students scoring at Level 2: 22%
Students scoring at Level 3: 24%
Students scoring at Level 4: 49%

4%
22%
24%
49%
7th Grade:

    ELA Mean Score (7th Grade)

  • All325
  • Males326
  • Females324
  • Hispanic313
  • Asian333
  • White324
  • IDEA284
ELA students tested with valid scores: 132
Computed mean of student ELA scores: 325

ELA Students scoring proficient and above:

74%
New York:

39%

Students scoring at Level 1: 10%
Students scoring at Level 2: 16%
Students scoring at Level 3: 52%
Students scoring at Level 4: 22%

10%
16%
52%
22%

    MATH Mean Score (7th Grade)

  • All332
  • Males335
  • Females329
  • Hispanic331
  • Asian346
  • White329
  • IDEA296
Math students tested with valid scores: 133
Computed mean of student Math scores: 332

Math Students scoring proficient and above:

72%
New York:

34%

Students scoring at Level 1: 11%
Students scoring at Level 2: 17%
Students scoring at Level 3: 38%
Students scoring at Level 4: 34%

11%
17%
38%
34%
8th Grade:

    ELA Mean Score (8th Grade)

  • All322
  • Males318
  • Females331
  • Asian328
  • White325
  • IDEA306
ELA students tested with valid scores: 90
Computed mean of student ELA scores: 322

ELA Students scoring proficient and above:

68%
State:

43%

Students scoring at Level 1: 9%
Students scoring at Level 2: 23%
Students scoring at Level 3: 42%
Students scoring at Level 4: 26%

9%
23%
42%
26%

    MATH Mean Score (8th Grade)

  • All323
  • Males322
  • Females324
  • Asian329
  • White328
  • IDEA318
Math students tested with valid scores: 88
Computed mean of student Math scores: 323

Math Students scoring proficient and above:

61%
State:

18%

Students scoring at Level 1: 10%
Students scoring at Level 2: 28%
Students scoring at Level 3: 42%
Students scoring at Level 4: 19%

10%
28%
42%
19%

    SCI Mean Score (8th Grade)

  • All80
  • Males79
  • Females81
  • Hispanic78
  • White81
  • IDEA76
Science students tested with valid scores: 84
Computed mean of student Science scores: 80

Science Students scoring proficient and above:

92%
State:

57%

Students scoring at Level 1: 0%
Students scoring at Level 2: 7%
Students scoring at Level 3: 65%
Students scoring at Level 4: 27%

7%
65%
27%

New York State Alternate Assessment:
Show data for

(State average from 70 schools)
New York State Alternate Assessment (NYSAA) is part of the New York State testing program that measures the attainment of the State's learning standards in the areas of English language arts (ELA), mathematics, and science for all students with the most severe disabilities in Grades 3-8 and high school. In the 2015-16 school year, NYSAA began using computer-based testing for the ELA and mathematics components. Beginning with the 2017-18 school year, the NYSAA program will no longer include a Social Studies component. The NYSAA in ELA, mathematics, and science will be assessed using Dynamic Learning Maps alternate assessment.
Grade 8:
ELA students tested with valid scores: 5
Grade 8 ELA Students scoring proficient and above:

100%
New York:

96%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 0%
Students scoring at Level 4: 100%

100%
Math students tested with valid scores: 5
Grade 8 Math Students scoring proficient and above:

100%
New York:

90%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 0%
Students scoring at Level 4: 100%

100%
Science students tested with valid scores: 5
Grade 8 Science Students scoring proficient and above:

100%
State:

93%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 0%
Students scoring at Level 4: 100%

100%
Social Studies students tested with valid scores: 5
Grade 8 Social Studies Students scoring proficient and above:

100%
New York:

94%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 0%
Students scoring at Level 4: 100%

100%

Regents Examination:
Show data for

(State average from 2,032 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.
Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All100%
  • Males100%
  • Females100%
  • White100%
Students tested with valid scores: 14
Number of students tested scoring Level 5 (85-100): 14 (100%)

Percentage of students scoring 55 and above:

100%
New York:

91%

100%

Accountability


Adequate Yearly Progress:
Show data for

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

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

  • All196
  • Males195
  • Females199
  • White198
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 170
Percent of enrolled students with valid test scores: 95%

Performance Index (PI):

196
State:

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

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

  • All164
  • Males160
  • Females168
  • Hispanic144
  • Asian178
  • White165
  • IDEA100
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 1,300
Percent of enrolled students with valid test scores: 75%

Performance Index (PI):

164
New York:

114
Effective Annual Measurable Objective (EAMO): 104
Elementary/Middle-Level ELA:

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

  • All157
  • Males151
  • Females166
  • Hispanic148
  • Asian171
  • White157
  • IDEA88
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 1,300
Percent of enrolled students with valid test scores: 76%

Performance Index (PI):

157
State:

113
Effective Annual Measurable Objective (EAMO): 106

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 without a weapon: 6

Incidents of threats of physical attack without a weapon: 15


Total incidents per 1,000 students
Ardsley Middle School:

31.6
State:

55.5

Harassment & Bullying:
Show data for

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

Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.

Harassment or bullying on the basis of 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:

1.5
New York:

3.8
Students reported as harassed or bullied on the basis of sex: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • White: 2 (all female)
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: 1
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
School:

1.5
New York:

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

1.5
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:

1.5
New York:

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

  • Hispanic4
  • Asian7
  • Black4
  • White19
  • Multirace2
  • IDEA13
  • 5042
Chronic Student Absenteeism: 36 (male: 17, female: 19)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 7 (male: 5, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 19 (male: 8, female: 11)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 11, female: 2)
  • Section 504: 2 (all female)
Chronic Student Absenteeism per 1,000 students
Here:

54.2
New York:

179.4

Suspensions:
Show data for

(State average from 569 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).

    School days missed due to out-of-school suspension

  • Hispanic12
  • Asian3
  • Black12
  • White46
  • Multirace12
  • IDEA68
School days missed due to out-of-school suspension: 85 (male: 76, female: 9)
  • Hispanic: 12 (all male)
  • Asian: 3 (all male)
  • Black: 12 (male: 9, female: 3)
  • White: 46 (male: 40, female: 6)
  • Two or More Races: 12 (all male)
  • Individuals With Disabilities Education Act (IDEA): 68 (male: 62, female: 6)
Instances of out-of-school suspension (Students without disabilities): 4

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

6.0
State:

50.9

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

  • Hispanic2
  • Asian2
  • Black2
  • White2
Students without disabilities receiving only one out-of-school suspension: 8 (male: 6, female: 2)
  • Hispanic: 2 (all male)
  • Asian: 2 (all male)
  • Black: 2 (all female)
  • White: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 8

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

12.0
State:

29.4

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

  • Hispanic2
  • Black2
  • White4
  • Multirace2
Students with disabilities receiving only one out-of-school suspension: 10 (male: 8, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 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.
7th grade student enrollment in Algebra I: 2
Percent of 7th grade students who passed: -100.0%
Here:  -100.0%
State:  114.6%
8th grade student enrollment in Algebra I: 13 (male: 9, female: 4)
  • Hispanic: 2 (all male)
  • Asian: 4 (male: 2, female: 2)
  • White: 7 (male: 5, female: 2)
8th grade studenst who passed Algebra I: 8 (male: 4, female: 4)
  • Asian: 4 (all female)
  • White: 4 (all male)
Percent of 8th grade students who passed
Ardsley Middle School:

61.5%
New York:

87.1%

Geometry:
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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


Student Enrollment in Geometry: 17 (male: 10, female: 7)
  • Asian: 7 (male: 2, female: 5)
  • White: 10 (male: 8, female: 2)

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