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Cazenovia High School in Cazenovia, NY
(08-12 • 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 82
Address
 31 EMORY AVE
Cazenovia, NY 13035
Telephone
(315) 655-1314
(make sure to verify first before calling)
Website
http://www.caz.cnyric.org
City-data.com school rating
82
Students
642
Classroom Teachers (FTE)
49.1
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
88
Reduced-price lunch
eligible students
12
School district
CAZENOVIA 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:
ENDERS ROAD ELEMENTARY SCHOOL (6.7 miles):

95
EAGLE HILL MIDDLE SCHOOL (6.6 miles):

93
FAYETTEVILLE-MANLIUS SENIOR HIGH SCHOOL (7.4 miles):

90
CAZENOVIA MIDDLE SCHOOL (0.0 miles):

85
Cazenovia High School:

82
BOLIVAR ROAD ELEMENTARY SCHOOL (9.0 miles):

73
BURTON STREET ELEMENTARY SCHOOL (0.6 miles):

71
CHITTENANGO HIGH SCHOOL (7.7 miles):

69
CHITTENANGO MIDDLE SCHOOL (10.5 miles):

57
Cazenovia High School rating compared to average state, county and city schools ratings:
New York:

50
Madison County:

52
Cazenovia:

79
Cazenovia High School:

82

Students & Teachers


Total enrollment:
Enrollment in 2016: 642
Enrollment in 2015: 675
Enrollment in 2014: 666
Enrollment in 2013: 672
Enrollment in 2012: 688
Enrollment in 2011: 723
Enrollment in 2010: 709
Enrollment in 2009: 711
Enrollment in 2008: 750
Enrollment in 2007: 743
Enrollment in 2006: 757
Enrollment in 2005: 777
Enrollment in 2004: 768
Enrollment in 2003: 768
Enrollment in 2002: 736
Enrollment in 2001: 742
Enrollment in 2000: 733
Enrollment in 1999: 744

Cazenovia High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG08G09G10G11G12UGTotal
All students11214613013710611642
Female students51705971544309
Male students61767166527333
American Indian/Alaska Native students - - - 11 - 2
Asian students21312 - 9
Hispanic students32241 - 12
Black students16431116
White students10613612112810110602
Two or More Races students - 1 - - - - 1

Enrollment by grade:
8th grade enrollment: 112
9th grade enrollment: 146
10th grade enrollment: 130
11th grade enrollment: 137
12th grade enrollment: 106
Ungraded enrollment: 11

Cazenovia High School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 309 (48.1%)
School:

48.1%
State:

51.1%
Male enrollment: 333 (51.9%)
Cazenovia High School:

51.9%
State:

47.5%

Cazenovia High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 2 (0.3%)
Cazenovia High School:

0.3%
State:

0.2%
Asian enrollment: 9 (1.4%)
School:

1.4%
State:

4.6%
Hispanic enrollment: 12 (1.9%)
Cazenovia High School:

1.9%
New York:

9.2%
Black enrollment: 16 (2.5%)
Here:

2.5%
New York:

12.0%
White enrollment: 602 (93.8%)
School:

93.8%
State:

55.1%
Two or More Races enrollment: 1 (0.2%)
Here:

0.2%
New York:

2.9%

Cazenovia High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 100 (15.6%)
Cazenovia High School:

15.6%
New York:

52.7%
Free lunch eligible students: 88 (13.7%)
Here:

13.7%
State:

45.4%
Reduced-price lunch eligible students: 12 (1.9%)
Cazenovia High School:

1.9%
New York:

4.8%

Cazenovia High School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Grade 8 English: 23
  • Grade 8 Mathematics: 26
  • Grade 8 Science: 16
  • Grade 8 Social Studies: 24
  • Grade 10 English: 22
  • Grade 10 Mathematics: 21
  • Grade 10 Science: 22
  • Grade 10 Social Studies: 23

Teachers and support:
Show data for
Classroom Teachers (FTE): 49.1

Number of FTE teachers in their first year of teaching: 2
Number of FTE school counselors: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 20
Number of FTE nurses: 1

Student/Teacher Ratio
Cazenovia High School:

13.1
New York:

14.0
Number of teachers with Master's Degree plus 30 hours or doctorate: 20

Total number of classes taught: 241
Number of classes taught by teachers without appropriate certification: 1


Number of full-time principals: 1
Number of full-time assistant principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 8

Cazenovia High School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,974,370
  • Full-time Equivalency Count of Teachers: 61 (Salary Expenditures: $3,664,574)
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $27,518)
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $74,837)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $207,440)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $629,063
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,696,803
  • Salary Expenditures for Teachers: $4,213,307
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $142,733)
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $77,931)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $262,829)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $685,063

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 7 (male: 2, female: 5)
  • Black: 5 (all female)
  • White: 2 (all male)

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 65 (male: 43, female: 22)
  • White: 65 (male: 43, female: 22)
Students with disabilities served under Section 504: 31 (male: 17, female: 14)
  • White: 31 (male: 17, female: 14)

Retention:
Show data for

(State average from 435 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 12th grade: 2 (all male)
  • Black: 2

Percent of 12th grade students retained
School:

1.9%
New York:

14.7%

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

  • Hispanic7
  • American Indian2
  • Asian5
  • Black4
  • White331
  • IDEA22
Dual Enrollment: 349 (male: 185, female: 164)
  • Hispanic: 7 (male: 5, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 5 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 331 (male: 176, female: 155)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 20, female: 2)

Dual Enrollment per 1,000 students
Cazenovia High School:

543.6
State:

183.3

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)

  • All321
  • Males319
  • Females323
  • IDEA279
ELA students tested with valid scores: 84
Computed mean of student ELA scores: 321

ELA Students scoring proficient and above:

68%
New York:

43%

Students scoring at Level 1: 8%
Students scoring at Level 2: 24%
Students scoring at Level 3: 49%
Students scoring at Level 4: 19%

8%
24%
49%
19%

    MATH Mean Score (8th Grade)

  • All302
  • Males305
  • Females298
  • IDEA256
Math students tested with valid scores: 59
Computed mean of student Math scores: 302

Math Students scoring proficient and above:

19%
State:

18%

Students scoring at Level 1: 12%
Students scoring at Level 2: 69%
Students scoring at Level 3: 17%
Students scoring at Level 4: 2%

12%
69%
17%
2%

    SCI Mean Score (8th Grade)

  • All83
  • Males84
  • Females80
  • White83
  • IDEA63
Science students tested with valid scores: 73
Computed mean of student Science scores: 83

Science Students scoring proficient and above:

91%
New York:

57%

Students scoring at Level 1: 3%
Students scoring at Level 2: 7%
Students scoring at Level 3: 33%
Students scoring at Level 4: 58%

3%
7%
33%
58%

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.

Cazenovia High School - % Scroring 55 and above in Regents Examination

Geometry (Common Core):

    Scoring 55 and above
    (Geometry)

  • All99%
  • Males100%
  • Females98%
  • White98%
  • IDEA87%
Students tested with valid scores: 161
Number of students tested scoring Level 1 (0-54): 2 (1%)
Number of students tested scoring Level 2 (55-64): 16 (10%)
Number of students tested scoring Level 3 (65-78): 64 (40%)
Number of students tested scoring Level 4 (79-84): 31 (19%)
Number of students tested scoring Level 5 (85-100): 48 (30%)

Percentage of students scoring 55 and above:

99%
State:

79%

1%
10%
40%
19%
30%
Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All100%
  • Males100%
  • Females100%
  • White100%
  • IDEA100%
Students tested with valid scores: 130
Number of students tested scoring Level 2 (55-64): 2 (2%)
Number of students tested scoring Level 3 (65-78): 20 (15%)
Number of students tested scoring Level 4 (79-84): 53 (41%)
Number of students tested scoring Level 5 (85-100): 55 (42%)

Percentage of students scoring 55 and above:

100%
State:

93%

2%
15%
41%
42%
Algebra II (Common Core):

    Scoring 55 and above
    (Algebra II)

  • All101%
  • Males100%
  • Females99%
Students tested with valid scores: 93
Number of students tested scoring Level 2 (55-64): 1 (1%)
Number of students tested scoring Level 3 (65-78): 21 (23%)
Number of students tested scoring Level 4 (79-84): 37 (40%)
Number of students tested scoring Level 5 (85-100): 34 (37%)

Percentage of students scoring 55 and above:

101%
State:

87%

1%
23%
40%
37%
Comprehensive English (Common Core):

    Scoring 55 and above
    (Comprehensive English)

  • All100%
  • Males100%
  • Females100%
  • White100%
  • IDEA101%
Students tested with valid scores: 124
Number of students tested scoring Level 2 (55-64): 2 (2%)
Number of students tested scoring Level 3 (65-78): 9 (7%)
Number of students tested scoring Level 4 (79-84): 14 (11%)
Number of students tested scoring Level 5 (85-100): 99 (80%)

Percentage of students scoring 55 and above:

100%
State:

89%

2%
7%
11%
80%

Regents Competency Test:
Show data for

(State average from 580 schools)
Regents Competency Tests (RCTs) are achievement tests designed to assess basic proficiency in the areas of reading, writing, mathematics, science, and social studies.In the past, schools could award local high school diplomas to students who passed all six RCTs as well as the required coursework.The Department, in accordance with a timetable that was adopted by the Board of Regents, has phased out the eligibility of general education students in public schools to take these tests.Students are instead required to pass the Regents Examinations in order to receive a high school diploma.However, the RCTs continue to be available for students with disabilities who first enter grade 9 prior to the 2010-11 school year as part of a safety net for such students.To earn a high school diploma, students with disabilities must take each Regents Examination ordinarily required for graduation at least once.If unsuccessful on one or more of the required Regents Examinations, eligible students with disabilities may be granted a local high school diploma on the basis of passing the corresponding RCT(s).

Cazenovia High School - Percent Passing Regents Competency Tests

Reading:
Students tested with valid scores: 13
Number of students tested failing: 2 (15%)
Number of students tested passing: 11 (85%)

Percentage of students tested passing:

85%
State:

46%

15%
85%
Writing:
Students tested with valid scores: 13
Number of students tested passing: 13 (100%)

Percentage of students tested passing:

100%
State:

79%

100%

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.

Cazenovia High School - High School Completers

    Graduation Rate - 6 Year Outcome
    All students

  • All97%
  • Males96%
  • Females97%
  • IDEA86%
All Students:
Number of Completers (graduates + commencement credentials): 134
└─ Number of Graduates (Regents + Local Diplomas): 134
  └─ Number of students who earned a Regents diploma: 134 (100% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 95 (71% of Graduates)
      └─ Number of students who earned a Regents diploma with CTE endorsement: 9 (7% of Graduates)

    Graduation Rate - 5 Year Outcome
    All students

  • All92%
  • Males88%
  • Females96%
  • White92%
  • IDEA73%
General Education:
Number of Completers (graduates + commencement credentials): 119
└─ Number of Graduates (Regents + Local Diplomas): 119
  └─ Number of students who earned a Regents diploma: 119 (100% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 93 (78% of Graduates)
      └─ Number of students who earned a Regents diploma with CTE endorsement: 4 (3% of Graduates)

    Graduation Rate - 4 Year Outcome
    All students

  • All96%
  • Males97%
  • Females96%
  • White96%
  • IDEA83%
Students with Disabilities:
Number of Completers (graduates + commencement credentials): 15
└─ Number of Graduates (Regents + Local Diplomas): 15
  └─ Number of students who earned a Regents diploma: 15 (100% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 2 (13% of Graduates)
      └─ Number of students who earned a Regents diploma with CTE endorsement: 5 (33% of Graduates)

High School Non-completers:
Show data for

(State average from 1,468 schools)

Cazenovia High School - High School Non-completers

All Students:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 527
Number of non-completers: 5
└─ Number of students who dropped out: 3
└─ Number of students who entered an approved high school equivalency preparation program: 2

Percent of non-completers:

1.0%
New York:

6.7%

Post-graduation Plans of Completers:
Show data for

Cazenovia High School - Post-graduation Plans of Completers

All Students:
Total number of students reported with graduation plan: 134
└─ Graduates who planned to enroll in four-year colleges: 106 (79%)
└─ Graduates who planned to enroll in two-year colleges: 10 (7%)
└─ Graduates who planned to enlist in the military: 2 (1%)
└─ Graduates who planned to pursue employment: 14 (10%)
└─ Graduates whose status is unknown : 2 (1%)
General Education:
Total number of students reported with graduation plan: 119
└─ Graduates who planned to enroll in four-year colleges: 101 (85%)
└─ Graduates who planned to enroll in two-year colleges: 8 (7%)
└─ Graduates who planned to enlist in the military: 2 (2%)
└─ Graduates who planned to pursue employment: 6 (5%)
└─ Graduates whose status is unknown : 2 (2%)
Students with Disabilities:
Total number of students reported with graduation plan: 15
└─ Graduates who planned to enroll in four-year colleges: 5 (33%)
└─ Graduates who planned to enroll in two-year colleges: 2 (13%)
└─ Graduates who planned to pursue employment: 8 (53%)

Accountability


Adequate Yearly Progress:
Show data for

(State average from 3,754 schools)
High School Math:

    High School Math - Performance Index (PI)

  • All162
  • Males161
  • Females163
  • White160
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 135
Percent of enrolled students with valid test scores: 99%

Performance Index (PI):

162
State:

126
Effective Annual Measurable Objective (EAMO): 156
High School ELA:

    High School ELA - Performance Index (PI)

  • All192
  • Males192
  • Females191
  • White191
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 135
Percent of enrolled students with valid test scores: 100%

Performance Index (PI):

192
State:

151
Effective Annual Measurable Objective (EAMO): 169
Elementary/Middle-Level Science:

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

  • All190
  • Males194
  • Females184
  • White190
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 234
Percent of enrolled students with valid test scores: 74%

Performance Index (PI):

190
State:

174
Effective Annual Measurable Objective (EAMO): 178
Elementary/Middle-Level Math:

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

  • All135
  • Males145
  • Females124
  • White135
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 234
Percent of enrolled students with valid test scores: 69%

Performance Index (PI):

135
State:

114
Effective Annual Measurable Objective (EAMO): 98
Elementary/Middle-Level ELA:

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

  • All160
  • Males151
  • Females171
  • White159
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 232
Percent of enrolled students with valid test scores: 71%

Performance Index (PI):

160
New York:

113
Effective Annual Measurable Objective (EAMO): 100
5-Year Graduation Rate:

    5-Year Graduation Rate

  • All97%
  • Males96%
  • Females97%
  • White98%
Made AYP: Yes
Met graduation rate criteria: Yes

Students enrolled during the test administration period: 146

Graduation Rate:

97%
State:

78%
Effective Annual Measurable Objective (EAMO): 80
4-Year Graduation Rate:

    4-Year Graduation Rate

  • All92%
  • Males88%
  • Females96%
  • White92%
Made AYP: Yes
Met graduation rate criteria: Yes

Students enrolled during the test administration period: 114

Graduation Rate:

92%
New York:

76%
Effective Annual Measurable Objective (EAMO): 80

SAT/ACT:
Show data for

(State average from 3,754 schools)
The ACT Test (ACT) is a nationally recognized assessment used to indicate college readiness.
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.

    SAT or ACT Test Participation

  • Hispanic2
  • American Indian2
  • Asian2
  • Black4
  • White184
  • IDEA10
SAT or ACT Test Participation: 194 (male: 84, female: 110)
  • Hispanic: 2 (all female)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 184 (male: 80, female: 104)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)

Advanced Placement:
Show data for

(State average from 497 schools)
Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001.
Number of different AP courses provided by school: 10
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: No

    Students Enrolled in at least one AP Course

  • Hispanic4
  • Asian5
  • Black2
  • White154
  • IDEA4
Students Enrolled in at least one AP Course: 165 (male: 73, female: 92)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 5 (all female)
  • Black: 2 (all female)
  • White: 154 (male: 71, female: 83)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Student Enrollment in Advanced Placement (AP) Mathematics: 12 (male: 8, female: 4)
  • Asian: 2 (all female)
  • White: 10 (male: 8, female: 2)

    Student Enrollment in Advanced Placement (AP) Science

  • Hispanic4
  • Asian2
  • White61
  • IDEA2
Student Enrollment in Advanced Placement (AP) Science: 67 (male: 31, female: 36)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all female)
  • White: 61 (male: 29, female: 32)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

    Students Enrollment in Other Advanced Placement (AP) Subjects

  • Hispanic4
  • Asian2
  • Black2
  • White127
  • IDEA4
Students Enrollment in Other Advanced Placement (AP) Subjects: 135 (male: 55, female: 80)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all female)
  • Black: 2 (all female)
  • White: 127 (male: 53, female: 74)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

    Students who took one or more AP exams

  • Hispanic4
  • Asian5
  • Black2
  • White154
  • IDEA2
Students who took one or more AP exams: 165 (male: 73, female: 92)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 5 (all female)
  • Black: 2 (all female)
  • White: 154 (male: 71, female: 83)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)
Students who received a qualifying score on one or more AP exams: 124 (male: 59, female: 65)
  • Hispanic: 4 (all male)
  • Asian: 4 (all female)
  • White: 116 (male: 55, female: 61)
Percent students who received a qualifying score on one or more AP exams
Cazenovia High School:

75.2%
State:

65.5%
Students who did not receive a qualifying score on any AP exams: 41 (male: 16, female: 25)
  • White: 41 (male: 16, female: 25)

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 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.
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:

1.6
State:

3.3
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

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

1.6
State:

1.4
Students reported as harassed or bullied on the basis of disability: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of disability: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2


Chronic Student Absenteeismt:
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(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

  • Hispanic2
  • American Indian2
  • Asian2
  • Black2
  • White82
  • IDEA19
  • 5047
Chronic Student Absenteeism: 90 (male: 35, female: 55)
  • Hispanic: 2 (all male)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all female)
  • Black: 2 (all male)
  • White: 82 (male: 29, female: 53)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 8, female: 11)
  • Section 504: 7 (male: 2, female: 5)
Chronic Student Absenteeism per 1,000 students
Here:

140.2
State:

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).
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: 20 (male: 15, female: 5)
  • Black: 1 (all male)
  • White: 19 (male: 14, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
Instances of out-of-school suspension (Students without disabilities): 12

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

18.7
State:

50.9
Students without disabilities receiving one or more in-school suspension: 12 (male: 10, female: 2)
  • Black: 2 (all male)
  • White: 10 (male: 8, female: 2)
Students without disabilities receiving only one out-of-school suspension: 9 (male: 7, female: 2)
  • Black: 2 (all male)
  • White: 7 (male: 5, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 7

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

10.9
New York:

29.4
Students with disabilities receiving one or more in-school suspension: 6 (male: 4, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
Students with disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2

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: 7
Number of Algebra I classes taught by certified teachers: 7

8th grade student enrollment in Algebra I: 29 (male: 16, female: 13)
  • Hispanic: 2 (all male)
  • Asian: 2 (all female)
  • White: 25 (male: 14, female: 11)
8th grade studenst who passed Algebra I: 23 (male: 13, female: 10)
  • White: 23 (male: 13, female: 10)
Percent of 8th grade students who passed
Cazenovia High School:

79.3%
State:

87.1%

    9-10th grade student enrollment in Algebra I

  • Hispanic2
  • Asian2
  • Black4
  • White121
  • Multirace2
  • IDEA16
9-10th grade student enrollment in Algebra I: 131 (male: 68, female: 63)
  • Hispanic: 2 (all male)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 121 (male: 62, female: 59)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 11, female: 5)
9-10th grade studenst who passed Algebra I: 119 (male: 61, female: 58)
  • White: 119 (male: 61, female: 58)
  • Individuals With Disabilities Education Act (IDEA): 17 (male: 13, female: 4)
Percent of 9-10th grade students who passed
Cazenovia High School:

90.8%
State:

76.8%

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: 7
Number of Algebra II classes taught by certified teachers: 7

    Student Enrollment in Algebra II

  • Hispanic4
  • American Indian2
  • Asian2
  • Black4
  • White112
  • IDEA10
Student Enrollment in Algebra II: 124 (male: 59, female: 65)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 112 (male: 53, female: 59)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)

Calculus:
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Calculus (college-preparatory) course topics include the study of derivatives, differentiation, integration, the definite and indefinite integral, and applications of calculus.Typically, students have previously attained knowledge of precalculus topics (some combination of trigonometry, elementary functions, analytic geometry, and math analysis).
Number of Calculus classes: 1
Number of Calculus classes taught by certified teachers: 1

Student Enrollment in Calculus: 21 (male: 8, female: 13)
  • Asian: 2 (all female)
  • White: 19 (male: 8, female: 11)

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: 7
Number of Geometry classes taught by certified teachers: 7

    Student Enrollment in Geometry

  • Hispanic2
  • Asian2
  • Black4
  • White130
  • LEP2
  • IDEA13
Student Enrollment in Geometry: 138 (male: 80, female: 58)
  • Hispanic: 2 (all male)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 130 (male: 74, female: 56)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 11, female: 2)

Advanced Mathematics:
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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: 6
Number of Advanced Mathematics classes taught by certified teachers: 6

    Student Enrollment in Advanced Mathematics

  • Hispanic4
  • Asian2
  • Black4
  • White112
  • LEP2
  • IDEA7
Student Enrollment in Advanced Mathematics: 122 (male: 54, female: 68)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 112 (male: 50, female: 62)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)

Biology:
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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: 8
Number of Biology classes taught by certified teachers: 8

    Student Enrollment in Biology

  • Hispanic2
  • Asian4
  • Black4
  • White142
  • LEP4
  • IDEA7
Student Enrollment in Biology: 152 (male: 83, female: 69)
  • Hispanic: 2 (all male)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 142 (male: 77, female: 65)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

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: 8
Number of Chemistry classes taught by certified teachers: 8

    Student Enrollment in Chemistry

  • Hispanic4
  • American Indian2
  • Asian2
  • Black4
  • White124
  • IDEA13
Student Enrollment in Chemistry: 136 (male: 65, female: 71)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 124 (male: 59, female: 65)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)

Physics:
Show data for
Physics (college-preparatory) courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy.The study of physics includes examination of sound, light, and magnetic and electric phenomena.
Number of Physics classes: 5
Number of Physics classes taught by certified teachers: 5

Student Enrollment in Physics: 80 (male: 34, female: 46)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 76 (male: 32, female: 44)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

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