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Students & Teachers

Total enrollment:

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Enrollment in 2016: 128

Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)

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Grade	G09	Total
All students	128	128
Female students	77	77
Male students	51	51
American Indian/Alaska Native students	37	37
Asian students	1	1
Hispanic students	74	74
Black students	15	15
White students	1	1

Enrollment by grade:

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9th grade enrollment: 128

Enrollment by gender:
(State average from 6,131 schools)

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Female enrollment: 77 (60.2%)

Charter High For Law And Social Justice School:	60.2%
State:	51.1%

Male enrollment: 51 (39.8%)

Charter High For Law And Social Justice School:	39.8%
New York:	47.5%

Charter High For Law And Social Justice School - Enrollment by gender

Enrollment by race/ethnicity:
(State average from 1,352 schools)

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American Indian/Alaska Native enrollment: 37 (28.9%)

Charter High For Law And Social Justice School:	28.9%
State:	0.2%

Asian enrollment: 1 (0.8%)

Charter High For Law And Social Justice School:	0.8%
State:	4.6%

Hispanic enrollment: 74 (57.8%)

School:	57.8%
State:	9.2%

Black enrollment: 15 (11.7%)

Charter High For Law And Social Justice School:	11.7%
New York:	12.0%

White enrollment: 1 (0.8%)

Charter High For Law And Social Justice School:	0.8%
State:	55.1%

Charter High For Law And Social Justice School - Enrollment by race/ethnicity

School Expenditures:

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Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,059,842

• Full-time Equivalency Count of Teachers: 7 (Salary Expenditures: $535,918)
• Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $153,500)
• Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $370,423)

Salary Expenditures for Non-Personnel Funded with State and Local Funds: $1,380,317

Limited English Proficiency:

Show data for

• 2015-16

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Students Enrolled in LEP Programs: 4 (male: 2, female: 2)

• Hispanic: 2 (all male)
• Black: 2 (all female)

Students with disabilities:

Show data for

• 2015-16

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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 Section 504: 8 (male: 4, female: 4)

• Hispanic: 4 (male: 2, female: 2)
• Black: 4 (male: 2, female: 2)

• Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Health & Safety

Offenses:
(State average from 1,445 schools)

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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.

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: 3

Total incidents per 1,000 students

Here:	23.4
State:	55.5

Chronic Student Absenteeismt:

Show data for

• 2015-16

(State average from 3,050 schools)

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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

• Hispanic19
• Black5
• White2
• LEP2
• 5044

Chronic Student Absenteeism: 26 (male: 5, female: 21)

• Hispanic: 19 (male: 5, female: 14)
• Black: 5 (all female)
• White: 2 (all female)

• Limited English Proficiency (LEP): 2 (all male)
• Section 504: 4 (male: 2, female: 2)

Chronic Student Absenteeism per 1,000 students

Charter High For Law And Social Justice School:	203.1
New York:	179.4

Restraint and Seclusion:

Show data for

• 2015-16

(State average from 355 schools)

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Seclusion refers to the involuntary confinement of a student alone in a room or area from which the student is physically prevented from leaving. It does not include a timeout, which is a behavior management technique that is part of an approved program, involves the monitored separation of the student in a non-locked setting, and is implemented for the purpose of calming.

Total Number of Non-IDEA students subjected to seclusion: 4 (all female)

• Hispanic: 2
• Black: 2

Non-IDEA students subjected to seclusion per 1,000 students

Charter High For Law And Social Justice School:	31.3
State:	0.7

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Suspensions:

Show data for

• 2015-16

(State average from 569 schools)

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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

• Hispanic17
• Black20
• White2
• LEP2

School days missed due to out-of-school suspension: 39 (male: 6, female: 33)

• Hispanic: 17 (male: 3, female: 14)
• Black: 20 (male: 3, female: 17)
• White: 2 (all female)

• Limited English Proficiency (LEP): 2 (male: 1, female: 1)

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Instances of out-of-school suspension (Students without disabilities): 33

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

School:	257.8
State:	50.9

Students without disabilities receiving one or more in-school suspension: 14 (male: 7, female: 7)

• Hispanic: 7 (male: 5, female: 2)
• Black: 7 (male: 2, female: 5)

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Students without disabilities receiving only one out-of-school suspension: 14 (male: 4, female: 10)

• Hispanic: 7 (male: 2, female: 5)
• Black: 7 (male: 2, female: 5)

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Students without disabilities receiving more than one out-of-school suspension: 4 (all female)

• Hispanic: 2
• White: 2

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Instances of out-of-school suspension (Section 504 only): 2

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

Here:	15.6
State:	2.9

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Classes & Courses

Algebra I:

Show data for

• 2015-16

(State average from 773 schools)

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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: 2
Number of Algebra I classes taught by certified teachers: 2

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9-10th grade student enrollment in Algebra I

• Hispanic73
• Black52
• White4
• LEP4

9-10th grade student enrollment in Algebra I: 129 (male: 51, female: 78)

• Hispanic: 73 (male: 32, female: 41)
• Black: 52 (male: 17, female: 35)
• White: 4 (male: 2, female: 2)

• Limited English Proficiency (LEP): 4 (male: 2, female: 2)

9-10th grade studenst who passed Algebra I: 124 (male: 50, female: 74)

• Hispanic: 74 (male: 34, female: 40)
• Black: 50 (male: 16, female: 34)

Percent of 9-10th grade students who passed

School:	96.1%
State:	76.8%

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