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Ernie Davis Academy School in Elmira, NY
(08-09 • 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 15
Address
 933 HOFFMAN ST
Elmira, NY 14905
Telephone
(607) 735-3100
(make sure to verify first before calling)
Website
http://www.elmiracityschools.com
City-data.com school rating
15
Students
888
Classroom Teachers (FTE)
66.0
National School Lunch
Program (NSLP) Status
Yes, under Community Eligibility Option (CEO)
Free lunch eligible students
499
Reduced-price lunch
eligible students
12
School district
ELMIRA CITY 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:
THOMAS A EDISON HIGH SCHOOL (1.9 miles):

43
COHEN ELEMENTARY SCHOOL (1.7 miles):

40
COHEN MIDDLE SCHOOL (1.7 miles):

34
RIVERSIDE ELEMENTARY (1.9 miles):

31
DIVEN SCHOOL (1.4 miles):

24
HENDY AVENUE SCHOOL (1.4 miles):

20
Ernie Davis Academy School:

15
PARLEY COBURN SCHOOL (1.7 miles):

12
FASSETT ELEMENTARY SCHOOL (1.2 miles):

5
Ernie Davis Academy School rating compared to average state, county and city schools ratings:
New York:

50
Chemung County:

39
Elmira:

18
Ernie Davis Academy School:

15

Students & Teachers


Total enrollment:
Enrollment in 2016: 888
Enrollment in 2015: 928
Enrollment in 2014: 808
Enrollment in 2013: 836
Enrollment in 2012: 831
Enrollment in 2011: 853
Enrollment in 2010: 826
Enrollment in 2009: 849
Enrollment in 2008: 952
Enrollment in 2007: 1,007
Enrollment in 2006: 1,000
Enrollment in 2005: 1,047
Enrollment in 2004: 1,077
Enrollment in 2003: 994
Enrollment in 2002: 1,028
Enrollment in 2001: 984
Enrollment in 2000: 1,065
Enrollment in 1999: 1,050

Ernie Davis Academy School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG08G09UGTotal
All students4284582888
Female students1992141414
Male students2292441474
American Indian/Alaska Native students23 - 5
Asian students13 - 4
Hispanic students1014 - 24
Black students65901156
White students3343331668
Two or More Races students1615 - 31

Enrollment by grade:
8th grade enrollment: 428
9th grade enrollment: 458
Ungraded enrollment: 2

Ernie Davis Academy School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 414 (46.6%)
Here:

46.6%
State:

51.1%
Male enrollment: 474 (53.4%)
Here:

53.4%
New York:

47.5%

Ernie Davis Academy School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 5 (0.6%)
Ernie Davis Academy School:

0.6%
State:

0.2%
Asian enrollment: 4 (0.5%)
Ernie Davis Academy School:

0.5%
State:

4.6%
Hispanic enrollment: 24 (2.7%)
Ernie Davis Academy School:

2.7%
New York:

9.2%
Black enrollment: 156 (17.6%)
Here:

17.6%
New York:

12.0%
White enrollment: 668 (75.2%)
Ernie Davis Academy School:

75.2%
New York:

55.1%
Two or More Races enrollment: 31 (3.5%)
Ernie Davis Academy School:

3.5%
State:

2.9%

Ernie Davis Academy School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 511 (57.5%)
Here:

57.5%
State:

52.7%
Free lunch eligible students: 499 (56.2%)
School:

56.2%
State:

45.4%
Reduced-price lunch eligible students: 12 (1.4%)
Ernie Davis Academy School:

1.4%
State:

4.8%

Ernie Davis Academy School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Grade 8 English: 21
  • Grade 8 Mathematics: 21
  • Grade 8 Science: 22
  • Grade 8 Social Studies: 21

Teachers and support:
Show data for
Classroom Teachers (FTE): 66

Number of FTE teachers in their first year of teaching: 9
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 4
Number of FTE teachers who were absent more than 10 school days during the school years: 32
Number of FTE sworn law enforcement officers: 2
Number of FTE nurses: 2.5
Number of FTE psychologists: 1
Number of FTE social workers: 1

Student/Teacher Ratio
School:

13.5
State:

14.0
Number of teachers with fewer than three years of teaching experience: 4
Number of teachers with Master's Degree plus 30 hours or doctorate: 27

Total number of classes taught: 415
Number of classes taught by teachers without appropriate certification: 11


Number of full-time principals: 1
Number of full-time assistant principals: 3
Number of full-time professional staff other than teachers, principals, and asst principals: 5

Ernie Davis Academy School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,581,650
  • Full-time Equivalency Count of Teachers: 59 (Salary Expenditures: $3,249,348)
  • Full-time Equivalency Count of Instructional Aides: 11 (Salary Expenditures: $233,337)
  • Full-time Equivalency Count of Support Services Staff: 17.5 (Salary Expenditures: $733,762)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $365,204)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $56,921
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $5,503,687
  • Salary Expenditures for Teachers: $4,041,856
  • Full-time Equivalency Count of Instructional Aides: 21 (Salary Expenditures: $362,866)
  • Full-time Equivalency Count of Support Services Staff: 17.5 (Salary Expenditures: $851,494)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $365,204)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $97,246

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 4 (all male)
  • Hispanic: 2
  • Asian: 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

  • Hispanic4
  • Black26
  • White101
  • Multirace4
Students with disabilities served under IDEA: 135 (male: 94, female: 41)
  • Hispanic: 4 (all male)
  • Black: 26 (male: 16, female: 10)
  • White: 101 (male: 70, female: 31)
  • Two or More Races: 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic2
  • American Indian2
  • Black5
  • White55
  • Multirace2
Students with disabilities served under Section 504: 66 (male: 52, female: 14)
  • Hispanic: 2 (all male)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 5 (all male)
  • White: 55 (male: 41, female: 14)
  • Two or More Races: 2 (all male)

Retention:
Show data for

(State average from 373 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 9th grade: 2 (all male)
  • Black: 2

Percent of 9th grade students retained
School:

0.4%
State:

11.4%

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)

  • All286
  • Males278
  • Females294
  • Black269
  • White289
  • Multirace287
  • IDEA256
ELA students tested with valid scores: 307
Computed mean of student ELA scores: 286

ELA Students scoring proficient and above:

22%
State:

43%

Students scoring at Level 1: 43%
Students scoring at Level 2: 35%
Students scoring at Level 3: 19%
Students scoring at Level 4: 3%

43%
35%
19%
3%

    MATH Mean Score (8th Grade)

  • All278
  • Males273
  • Females283
  • Black266
  • White281
  • Multirace271
  • IDEA243
Math students tested with valid scores: 244
Computed mean of student Math scores: 278

Math Students scoring proficient and above:

7%
New York:

18%

Students scoring at Level 1: 52%
Students scoring at Level 2: 41%
Students scoring at Level 3: 7%
Students scoring at Level 4: 0%

52%
41%
7%

    SCI Mean Score (8th Grade)

  • All53
  • Males54
  • Females52
  • Hispanic34
  • Black45
  • White56
  • Multirace45
  • IDEA46
Science students tested with valid scores: 207
Computed mean of student Science scores: 53

Science Students scoring proficient and above:

27%
New York:

57%

Students scoring at Level 1: 29%
Students scoring at Level 2: 44%
Students scoring at Level 3: 25%
Students scoring at Level 4: 2%

29%
44%
25%
2%

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.

Ernie Davis Academy School - % Scroring 55 and above in Regents Examination

Geometry (Common Core):

    Scoring 55 and above
    (Geometry)

  • All96%
  • Males97%
  • Females97%
  • White98%
Students tested with valid scores: 55
Number of students tested scoring Level 1 (0-54): 2 (4%)
Number of students tested scoring Level 2 (55-64): 5 (9%)
Number of students tested scoring Level 3 (65-78): 28 (51%)
Number of students tested scoring Level 4 (79-84): 9 (16%)
Number of students tested scoring Level 5 (85-100): 11 (20%)

Percentage of students scoring 55 and above:

96%
State:

79%

4%
9%
51%
16%
20%
Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All95%
  • Males96%
  • Females95%
  • Black84%
  • White98%
  • Multirace100%
  • IDEA100%
Students tested with valid scores: 245
Number of students tested scoring Level 1 (0-54): 10 (4%)
Number of students tested scoring Level 2 (55-64): 17 (7%)
Number of students tested scoring Level 3 (65-78): 145 (59%)
Number of students tested scoring Level 4 (79-84): 60 (24%)
Number of students tested scoring Level 5 (85-100): 13 (5%)

Percentage of students scoring 55 and above:

95%
New York:

93%

4%
7%
59%
24%
5%

Regents Competency Test:
Show data for

(State average from 681 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).

Ernie Davis Academy School - Percent Passing Regents Competency Tests

Reading:
Students tested with valid scores: 8
Number of students tested passing: 8 (100%)

Percentage of students tested passing:

100%
State:

48%

100%
Writing:
Students tested with valid scores: 9
Number of students tested passing: 9 (100%)

Percentage of students tested passing:

100%
State:

81%

100%
Global Studies:
Students tested with valid scores: 10
Number of students tested failing: 2 (20%)
Number of students tested passing: 8 (80%)

Percentage of students tested passing:

80%
State:

37%

20%
80%
United States History and Government:
Students tested with valid scores: 7
Number of students tested failing: 1 (14%)
Number of students tested passing: 6 (86%)

Percentage of students tested passing:

86%
New York:

45%

14%
86%

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.

Ernie Davis Academy School - High School Completers

All Students:
Number of Completers (graduates + commencement credentials): 149
└─ Number of Graduates (Regents + Local Diplomas): 148
  └─ Number of students who earned a Regents diploma: 133 (90% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 45 (30% of Graduates)
      └─ Number of students who earned a Regents diploma with CTE endorsement: 18 (12% of Graduates)
  └─ Number of students who earned a Local Diploma: 15 (10% of Graduates)
└─ Number of students who earned a commencement credential: 1 (1% of Completers)
General Education:
Number of Completers (graduates + commencement credentials): 136
└─ Number of Graduates (Regents + Local Diplomas): 136
  └─ Number of students who earned a Regents diploma: 130 (96% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 44 (32% of Graduates)
      └─ Number of students who earned a Regents diploma with CTE endorsement: 18 (13% of Graduates)
  └─ Number of students who earned a Local Diploma: 6 (4% of Graduates)
Students with Disabilities:
Number of Completers (graduates + commencement credentials): 13
└─ Number of Graduates (Regents + Local Diplomas): 12
  └─ Number of students who earned a Regents diploma: 3 (25% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 1 (8% of Graduates)
  └─ Number of students who earned a Local Diploma: 9 (75% of Graduates)
└─ Number of students who earned a commencement credential: 1 (8% of Completers)

High School Non-completers:
Show data for

(State average from 1,468 schools)

Ernie Davis Academy School - High School Non-completers

All Students:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 808
Number of non-completers: 93
└─ Number of students who dropped out: 69
└─ Number of students who entered an approved high school equivalency preparation program: 24

Percent of non-completers:

12.0%
New York:

6.6%
General Education:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 686
Number of non-completers: 75
└─ Number of students who dropped out: 55
└─ Number of students who entered an approved high school equivalency preparation program: 20

Percent of non-completers:

11.0%
New York:

7.6%
Students with Disabilities:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 122
Number of non-completers: 18
└─ Number of students who dropped out: 14
└─ Number of students who entered an approved high school equivalency preparation program: 4

Percent of non-completers:

15.0%
New York:

10.4%

Post-graduation Plans of Completers:
Show data for

Ernie Davis Academy School - Post-graduation Plans of Completers

All Students:
Total number of students reported with graduation plan: 149
└─ Graduates who planned to enroll in four-year colleges: 51 (34%)
└─ Graduates who planned to enroll in two-year colleges: 55 (37%)
└─ Graduates who planned to enroll in other post-secondary institutions: 6 (4%)
└─ Graduates who planned to enlist in the military: 5 (3%)
└─ Graduates who planned to pursue employment: 32 (21%)
General Education:
Total number of students reported with graduation plan: 136
└─ Graduates who planned to enroll in four-year colleges: 50 (37%)
└─ Graduates who planned to enroll in two-year colleges: 50 (37%)
└─ Graduates who planned to enroll in other post-secondary institutions: 4 (3%)
└─ Graduates who planned to enlist in the military: 5 (4%)
└─ Graduates who planned to pursue employment: 27 (20%)
Students with Disabilities:
Total number of students reported with graduation plan: 13
└─ Graduates who planned to enroll in four-year colleges: 1 (8%)
└─ Graduates who planned to enroll in two-year colleges: 5 (38%)
└─ Graduates who planned to enroll in other post-secondary institutions: 2 (15%)
└─ Graduates who planned to pursue employment: 5 (38%)

Accountability


Adequate Yearly Progress:
Show data for

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

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

  • All129
  • Males123
  • Females136
  • Black81
  • White138
  • IDEA70
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 846
Percent of enrolled students with valid test scores: 73%

Performance Index (PI):

129
New York:

174
Effective Annual Measurable Objective (EAMO): 183
Safe harbor target: 143
Elementary/Middle-Level Math:

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

  • All74
  • Males67
  • Females82
  • Black54
  • White80
  • IDEA28
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 843
Percent of enrolled students with valid test scores: 67%

Performance Index (PI):

74
State:

114
Effective Annual Measurable Objective (EAMO): 102
Safe harbor target: 102
Elementary/Middle-Level ELA:

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

  • All80
  • Males64
  • Females96
  • Black49
  • White85
  • IDEA29
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 849
Percent of enrolled students with valid test scores: 74%

Performance Index (PI):

80
New York:

113
Effective Annual Measurable Objective (EAMO): 105
Safe harbor target: 88
5-Year Graduation Rate:
Made AYP: No
Met graduation rate criteria: No

Students enrolled during the test administration period: 32

Graduation Rate:

22%
New York:

78%
Effective Annual Measurable Objective (EAMO): 80
Safe harbor target: 72
4-Year Graduation Rate:
Made AYP: No
Met graduation rate criteria: No

Students enrolled during the test administration period: 34

Graduation Rate:

21%
New York:

76%
Effective Annual Measurable Objective (EAMO): 80
Safe harbor target: 28

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

  • Asian2
  • Native Hawaiian2
  • Black13
  • White64
  • Multirace4
  • IDEA7
SAT or ACT Test Participation: 85 (male: 44, female: 41)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 13 (male: 8, female: 5)
  • White: 64 (male: 32, female: 32)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Advanced Placement:
Show data for

(State average from 487 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: 2
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: Yes

Students Enrolled in at least one AP Course: 39 (male: 20, female: 19)
  • Black: 2 (all female)
  • White: 37 (male: 20, female: 17)
Student Enrollment in Advanced Placement (AP) Science: 2 (all male)
  • White: 2
Students Enrollment in Other Advanced Placement (AP) Subjects: 36 (male: 17, female: 19)
  • Black: 2 (all female)
  • White: 34 (male: 17, female: 17)
Students who took one or more AP exams: 21 (male: 11, female: 10)
  • Black: 2 (all female)
  • White: 19 (male: 11, female: 8)
Students who received a qualifying score on one or more AP exams: 7 (all male)
  • White: 7
Percent students who received a qualifying score on one or more AP exams
Ernie Davis Academy School:

33.3%
State:

66.1%
Students who did not receive a qualifying score on any AP exams: 11 (male: 7, female: 4)
  • White: 11 (male: 7, female: 4)
Students who took no AP exams: 18 (male: 8, female: 10)
  • Black: 2 (all female)
  • White: 16 (male: 8, female: 8)

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.

Firearm or explosive device refers to any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage

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: 39

Incidents of threats of physical attack with a weapon: 4
Incidents of threats of physical attack with a firearm or explosive device: 1
Incidents of threats of physical attack without a weapon: 2


Total incidents per 1,000 students
School:

51.8
State:

55.5

Referrals and Arrests:
Show data for

(State average from 410 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 8 (male: 4, female: 4)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

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

9.0
New York:

10.2
Students without disabilities who received a school-related arrest: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)

Students without disabilities who received a school-related arrest per 1,000 students
School:

4.5
State:

1.7
Students with disabilities who were referred to a law enforcement agency or official: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • Section 504: 5 (all male)

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

4.5
State:

5.7
Students with disabilities who received a school-related arrest: 2 (all male)
  • Black: 2
  • Section 504: 5

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

2.3
State:

1.4

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

  • Hispanic16
  • American Indian2
  • Black64
  • White259
  • Multirace19
  • LEP2
  • 50434
Chronic Student Absenteeism: 360 (male: 169, female: 191)
  • Hispanic: 16 (male: 8, female: 8)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 64 (male: 29, female: 35)
  • White: 259 (male: 119, female: 140)
  • Two or More Races: 19 (male: 11, female: 8)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 34 (male: 26, female: 8)
Chronic Student Absenteeism per 1,000 students
School:

405.4
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.

    School days missed due to out-of-school suspension

  • Hispanic177
  • American Indian16
  • Black932
  • White1,081
  • Multirace193
  • IDEA327
  • 504508
School days missed due to out-of-school suspension: 2,399 (male: 1,566, female: 833)
  • Hispanic: 177 (male: 175, female: 2)
  • American Indian / Alaska Native: 16 (all male)
  • Black: 932 (male: 529, female: 403)
  • White: 1,081 (male: 662, female: 419)
  • Two or More Races: 193 (male: 184, female: 9)
  • Individuals With Disabilities Education Act (IDEA): 327 (male: 261, female: 66)
  • Section 504: 508 (male: 416, female: 92)
Instances of out-of-school suspension (Students without disabilities): 239

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

269.1
State:

50.9

    Students without disabilities receiving one or more in-school suspension

  • Hispanic2
  • Black19
  • White31
  • Multirace4
Students without disabilities receiving one or more in-school suspension: 56 (male: 29, female: 27)
  • Hispanic: 2 (all male)
  • Black: 19 (male: 11, female: 8)
  • White: 31 (male: 14, female: 17)
  • Two or More Races: 4 (male: 2, female: 2)

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

  • Hispanic4
  • Black22
  • White25
  • Multirace2
Students without disabilities receiving only one out-of-school suspension: 53 (male: 23, female: 30)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 22 (male: 11, female: 11)
  • White: 25 (male: 8, female: 17)
  • Two or More Races: 2 (all male)

    Students without disabilities receiving more than one out-of-school suspension

  • Hispanic4
  • Black22
  • White34
  • Multirace7
Students without disabilities receiving more than one out-of-school suspension: 67 (male: 41, female: 26)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 22 (male: 14, female: 8)
  • White: 34 (male: 20, female: 14)
  • Two or More Races: 7 (male: 5, female: 2)
Instances of out-of-school suspension (Students with disabilities): 111

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

125.0
New York:

29.4
Instances of out-of-school suspension (Section 504 only): 4

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

4.5
State:

2.9

    Students with disabilities receiving one or more in-school suspension

  • Hispanic2
  • American Indian2
  • Black10
  • White25
  • Multirace2
  • 50410
Students with disabilities receiving one or more in-school suspension: 41 (male: 28, female: 13)
  • Hispanic: 2 (all male)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 10 (male: 5, female: 5)
  • White: 25 (male: 17, female: 8)
  • Two or More Races: 2 (all male)
  • Section 504: 10 (male: 8, female: 2)
Students with disabilities receiving only one out-of-school suspension: 11 (male: 7, female: 4)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 5, female: 2)
  • Section 504: 7 (male: 5, female: 2)

    Students with disabilities receiving more than one out-of-school suspension

  • American Indian2
  • Black4
  • White13
  • 50416
Students with disabilities receiving more than one out-of-school suspension: 19 (male: 12, female: 7)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 13 (male: 8, female: 5)
  • Section 504: 16 (male: 14, female: 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: 16
Number of Algebra I classes taught by certified teachers: 16

    8th grade student enrollment in Algebra I

  • Hispanic2
  • Black4
  • White49
  • Multirace4
  • IDEA2
8th grade student enrollment in Algebra I: 59 (male: 35, female: 24)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 49 (male: 29, female: 20)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
8th grade studenst who passed Algebra I: 51 (male: 28, female: 23)
  • Black: 4 (all female)
  • White: 47 (male: 28, female: 19)
Percent of 8th grade students who passed
Here:

86.4%
State:

87.1%

    9-10th grade student enrollment in Algebra I

  • Hispanic10
  • American Indian2
  • Asian2
  • Native Hawaiian2
  • Black61
  • White205
  • Multirace13
  • LEP2
  • IDEA22
9-10th grade student enrollment in Algebra I: 295 (male: 156, female: 139)
  • Hispanic: 10 (male: 5, female: 5)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 61 (male: 29, female: 32)
  • White: 205 (male: 113, female: 92)
  • Two or More Races: 13 (male: 5, female: 8)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 14, female: 8)

    9-10th grade studenst who passed Algebra I

  • Black41
  • White155
  • Multirace11
  • IDEA14
9-10th grade studenst who passed Algebra I: 207 (male: 105, female: 102)
  • Black: 41 (male: 19, female: 22)
  • White: 155 (male: 82, female: 73)
  • Two or More Races: 11 (male: 4, female: 7)
  • Individuals With Disabilities Education Act (IDEA): 14 (male: 7, female: 7)
Percent of 9-10th grade students who passed
Ernie Davis Academy School:

70.2%
New York:

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: 4


    Student Enrollment in Algebra II

  • Hispanic2
  • Asian2
  • Black10
  • White67
  • IDEA4
Student Enrollment in Algebra II: 81 (male: 40, female: 41)
  • Hispanic: 2 (all female)
  • Asian: 2 (all female)
  • Black: 10 (male: 5, female: 5)
  • White: 67 (male: 35, female: 32)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Calculus:
Show data for
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: 2


Student Enrollment in Calculus: 25
  • Hispanic: 2
  • Asian: 4
  • White: 19

Geometry:
Show data for
Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
Number of Geometry classes: 2
Number of Geometry classes taught by certified teachers: 2

    Student Enrollment in Geometry

  • Hispanic2
  • Asian4
  • Black2
  • White49
  • Multirace2
Student Enrollment in Geometry: 59 (male: 29, female: 30)
  • Hispanic: 2 (all male)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 49 (male: 23, female: 26)
  • Two or More Races: 2 (all female)

Advanced Mathematics:
Show data for
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: 5


    Student Enrollment in Advanced Mathematics

  • Asian2
  • Native Hawaiian2
  • Black4
  • White94
  • IDEA4
Student Enrollment in Advanced Mathematics: 102 (male: 51, female: 51)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 94 (male: 47, female: 47)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Biology:
Show data for
Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 22
Number of Biology classes taught by certified teachers: 22

    Student Enrollment in Biology

  • Hispanic13
  • American Indian2
  • Asian2
  • Native Hawaiian2
  • Black70
  • White160
  • Multirace13
  • LEP2
  • IDEA40
Student Enrollment in Biology: 262 (male: 141, female: 121)
  • Hispanic: 13 (male: 8, female: 5)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 70 (male: 32, female: 38)
  • White: 160 (male: 92, female: 68)
  • Two or More Races: 13 (male: 5, female: 8)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 40 (male: 26, female: 14)

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: 4


    Student Enrollment in Chemistry

  • Hispanic2
  • Black13
  • White64
  • Multirace2
  • IDEA4
Student Enrollment in Chemistry: 81 (male: 39, female: 42)
  • Hispanic: 2 (all female)
  • Black: 13 (male: 5, female: 8)
  • White: 64 (male: 32, female: 32)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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: 2


    Student Enrollment in Physics

  • Asian2
  • Black4
  • White25
  • IDEA2
Student Enrollment in Physics: 31 (male: 21, female: 10)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 25 (male: 17, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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