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Cherry Lane School in Carle Place, NY
(KG-02 • 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
 475 ROSLYN AVE
Carle Place, NY 11514
Telephone
(516) 622-6407
(make sure to verify first before calling)
Website
http://www.cps.k12.ny.us
City-data.com school rating
82
Students
321
Classroom Teachers (FTE)
24.8
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
43
Reduced-price lunch
eligible students
4
School district
CARLE PLACE 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:
HEMLOCK SCHOOL (1.3 miles):

98
NORTH SIDE SCHOOL (1.3 miles):

98
WHEATLEY SCHOOL (0.9 miles):

97
STEWART SCHOOL (1.6 miles):

96
CARLE PLACE MIDDLE SENIOR HIGH SCHOOL (0.2 miles):

88
Cherry Lane School:

82
RUSHMORE AVENUE SCHOOL (0.1 miles):

77
DREXEL AVENUE SCHOOL (0.8 miles):

35
WESTBURY MIDDLE SCHOOL (1.3 miles):

25
Cherry Lane School rating compared to average state, county and city schools ratings:
New York:

50
Nassau County:

76
Carle Place:

82
Cherry Lane School:

82

Students & Teachers


Total enrollment:
Enrollment in 2016: 321
Enrollment in 2015: 304
Enrollment in 2014: 306
Enrollment in 2013: 291
Enrollment in 2012: 295
Enrollment in 2011: 297
Enrollment in 2010: 315
Enrollment in 2009: 320
Enrollment in 2008: 310
Enrollment in 2007: 319
Enrollment in 2006: 303
Enrollment in 2005: 283
Enrollment in 2004: 319
Enrollment in 2003: 327
Enrollment in 2002: 355
Enrollment in 2001: 302
Enrollment in 2000: 304
Enrollment in 1999: 322

Cherry Lane School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02Total
All students11399109321
Female students515741149
Male students624268172
Asian students26816
Hispanic students19181956
Black students2215
White students907381244

Enrollment by grade:
Kindergarten enrollment: 113
1st grade enrollment: 99
2nd grade enrollment: 109

Cherry Lane School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 149 (46.4%)
School:

46.4%
State:

51.1%
Male enrollment: 172 (53.6%)
School:

53.6%
State:

47.5%

Cherry Lane School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 16 (5.0%)
School:

5.0%
New York:

4.6%
Hispanic enrollment: 56 (17.4%)
School:

17.4%
State:

9.2%
Black enrollment: 5 (1.6%)
Cherry Lane School:

1.6%
State:

12.0%
White enrollment: 244 (76.0%)
Cherry Lane School:

76.0%
State:

55.1%

Cherry Lane School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 47 (14.6%)
Here:

14.6%
State:

52.7%
Free lunch eligible students: 43 (13.4%)
Cherry Lane School:

13.4%
New York:

45.4%
Reduced-price lunch eligible students: 4 (1.2%)
Here:

1.2%
New York:

4.8%

Cherry Lane School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Common Branch: 20

Teachers and support:
Show data for
Classroom Teachers (FTE): 24.8

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 5
Number of FTE security guards: 2
Number of FTE nurses: 1
Number of FTE psychologists: 1
Number of FTE social workers: 0.5

Student/Teacher Ratio
School:

12.9
New York:

14.0
Number of teachers with Master's Degree plus 30 hours or doctorate: 19

Total number of classes taught: 34


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

Cherry Lane School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,467,921
  • Full-time Equivalency Count of Teachers: 29 (Salary Expenditures: $3,437,395)
  • Full-time Equivalency Count of Instructional Aides: 15.9 (Salary Expenditures: $452,224)
  • Full-time Equivalency Count of Support Services Staff: 1.9 (Salary Expenditures: $90,861)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $190,954)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $142,038
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,227,529
  • Salary Expenditures for Teachers: $3,493,481
  • Full-time Equivalency Count of Instructional Aides: 15.9 (Salary Expenditures: $452,224)
  • Full-time Equivalency Count of Support Services Staff: 1.9 (Salary Expenditures: $90,861)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $190,954)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $142,038

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic16
  • Asian4
  • White7
  • IDEA4
Students Enrolled in LEP Programs: 27 (male: 12, female: 15)
  • Hispanic: 16 (male: 5, female: 11)
  • Asian: 4 (male: 2, female: 2)
  • White: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 32 (male: 25, female: 7)
  • White: 32 (male: 25, female: 7)
  • Limited English Proficiency (LEP): 4 (all female)
Students with disabilities served under Section 504: 12 (male: 7, female: 5)
  • Hispanic: 2 (all male)
  • White: 10 (male: 5, female: 5)

Statewide Student Assessments


The New York State English as a Second Language Achievement Test:
Show data for

(State average from 1,219 schools)
The New York State English as a Second Language Achievement Test (NYSESLAT) is designed to annually assess the English proficiency of all English language learners enrolled in Grades K-12 in New York State schools. The exam gives the State and schools important information about the English language development of English language learners (ELLs), and is part of the State's compliance with federal laws that mandate the annual assessing and tracking of English proficiency of English language learners.

Cherry Lane School - % Scoring at Expanding Level or above in NYSESLAT

Kindergarten:
Students tested with valid scores: 9
Scoring at Expanding Level or above:

89%
State:

64%

Students scoring at Entering Level: 11%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 0%
Students scoring at Expanding Level: 89%
Students scoring at Commanding Level: 0%

11%
89%
1st Grade:
Students tested with valid scores: 9
Scoring at Expanding Level or above:

67%
State:

42%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 11%
Students scoring at Transitioning Level: 22%
Students scoring at Expanding Level: 56%
Students scoring at Commanding Level: 11%

11%
22%
56%
11%
2nd Grade:
Students tested with valid scores: 5
Scoring at Expanding Level or above:

80%
New York:

63%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 20%
Students scoring at Expanding Level: 60%
Students scoring at Commanding Level: 20%

20%
60%
20%

Accountability


Adequate Yearly Progress:
Show data for

(State average from 3,754 schools)
Elementary/Middle-Level Math:
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 49
Percent of enrolled students with valid test scores: 100%

Performance Index (PI):

167
New York:

114
Effective Annual Measurable Objective (EAMO): 95
Elementary/Middle-Level ELA:
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 57
Percent of enrolled students with valid test scores: 100%

Performance Index (PI):

133
State:

113
Effective Annual Measurable Objective (EAMO): 98

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.
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
Here:

3.1
New York:

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


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

  • Hispanic10
  • Asian2
  • White19
  • LEP4
  • IDEA4
  • 5042
Chronic Student Absenteeism: 31 (male: 21, female: 10)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 2 (all male)
  • White: 19 (male: 14, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
School:

96.6
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).
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.
Students without disabilities receiving one or more in-school suspension: 2 (all male)
  • White: 2
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2

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