Gilboa-Conesville Central School in Gilboa, NY
(PK-12 • Public • Regular School)
- Address
- 132 WYCKOFF RD
Gilboa, NY 12076
- Telephone
- (607) 588-7541
(make sure to verify first before calling)
- City-data.com school rating
- 24
- Students
- 314
- Classroom Teachers (FTE)
- 36.5
- National School Lunch
Program (NSLP) Status - Yes, participating without using any Provision or the CEO
- Free lunch eligible students
- 143
- Reduced-price lunch
eligible students - 37
- School district
- GILBOA-CONESVILLE CENTRAL SCHOOL DISTRICT
- Charter school
- No
- Title I status
- Title I schoolwide eligible-Title I targeted assistance program
- Magnet School Indicator
- No
- Shared Time Indicator
- No
- Adult education offered
- No
Ratings
MIDDLEBURGH JUNIOR/SENIOR HIGH SCHOOL (15.2 miles): | 67 |
WINDHAM ASHLAND CENTRAL SCHOOL (11.2 miles): | 58 |
STAMFORD CENTRAL SCHOOL (9.3 miles): | 48 |
ROXBURY CENTRAL SCHOOL (9.7 miles): | 38 |
MIDDLEBURGH ELEMENTARY SCHOOL (15.0 miles): | 35 |
SOUTH KORTRIGHT CENTRAL SCHOOL (13.4 miles): | 35 |
JOSEPH B RADEZ ELEMENTARY SCHOOL (17.9 miles): | 31 |
Gilboa-Conesville Central School: | 24 |
JEFFERSON CENTRAL SCHOOL (10.5 miles): | 19 |
New York: | 50 |
Schoharie County: | 38 |
Gilboa: | 24 |
Gilboa-Conesville Central School: | 24 |
Students & Teachers
Total enrollment:
Enrollment in 2015: 339
Enrollment in 2014: 342
Enrollment in 2013: 364
Enrollment in 2012: 376
Enrollment in 2011: 384
Enrollment in 2010: 414
Enrollment in 2009: 384
Enrollment in 2008: 393
Enrollment in 2007: 393
Enrollment in 2006: 386
Enrollment in 2005: 379
Enrollment in 2004: 396
Enrollment in 2003: 393
Enrollment in 2002: 363
Enrollment in 2001: 388
Enrollment in 2000: 369
Enrollment in 1999: 397
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | PK | KG | G01 | G02 | G03 | G04 | G05 | G06 | G07 | G08 | G09 | G10 | G11 | G12 | UG | Total |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
All students | 17 | 18 | 19 | 13 | 20 | 19 | 20 | 36 | 27 | 21 | 26 | 23 | 25 | 28 | 2 | 314 |
Female students | 9 | 8 | 6 | 5 | 13 | 10 | 10 | 18 | 12 | 14 | 15 | 10 | 9 | 11 | 1 | 151 |
Male students | 8 | 10 | 13 | 8 | 7 | 9 | 10 | 18 | 15 | 7 | 11 | 13 | 16 | 17 | 1 | 163 |
Asian students | - | - | - | - | - | 2 | - | - | - | - | - | 1 | - | - | - | 3 |
Hispanic students | - | - | - | - | - | - | - | - | 2 | - | - | - | 1 | 1 | - | 4 |
Black students | 1 | 2 | - | - | - | 1 | - | - | - | 1 | - | 2 | 1 | - | - | 8 |
White students | 16 | 16 | 19 | 13 | 20 | 16 | 20 | 36 | 24 | 19 | 26 | 20 | 23 | 26 | 2 | 296 |
Two or More Races students | - | - | - | - | - | - | - | - | 1 | 1 | - | - | - | 1 | - | 3 |
Enrollment by grade:
Kindergarten enrollment: 18
1st grade enrollment: 19
2nd grade enrollment: 13
3rd grade enrollment: 20
4th grade enrollment: 19
5th grade enrollment: 20
6th grade enrollment: 36
7th grade enrollment: 27
8th grade enrollment: 21
9th grade enrollment: 26
10th grade enrollment: 23
11th grade enrollment: 25
12th grade enrollment: 28
Ungraded enrollment: 2
Gilboa-Conesville Central School - Historical enrollment by grade
Enrollment by gender:
(State average from 6,131 schools)
School: | 48.1% |
New York: | 51.1% |
School: | 51.9% |
State: | 47.5% |
Gilboa-Conesville Central School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 1,352 schools)
Gilboa-Conesville Central School: | 1.0% |
New York: | 4.6% |
Gilboa-Conesville Central School: | 1.3% |
New York: | 9.2% |
School: | 2.5% |
State: | 12.0% |
School: | 94.3% |
State: | 55.1% |
School: | 1.0% |
State: | 2.9% |
Gilboa-Conesville Central School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 4,921 schools)
School: | 57.3% |
New York: | 52.7% |
Gilboa-Conesville Central School: | 45.5% |
State: | 45.4% |
Gilboa-Conesville Central School: | 11.8% |
New York: | 4.8% |
Gilboa-Conesville Central School - Lunch Program Eligibility
Average Class Size:
- Common Branch: 19
- Grade 8 English: 12
- Grade 8 Mathematics: 11
- Grade 8 Science: 13
- Grade 8 Social Studies: 13
- Grade 10 English: 11
- Grade 10 Mathematics: 16
- Grade 10 Science: 12
- Grade 10 Social Studies: 6
Teachers and support:
Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 9
Number of FTE nurses: 1
Number of FTE psychologists: 0.4
Student/Teacher Ratio
Here: | 8.6 |
New York: | 14.0 |
Number of teachers with fewer than three years of teaching experience: 1
Number of teachers with Master's Degree plus 30 hours or doctorate: 4
Total number of classes taught: 147
Number of classes taught by teachers without appropriate certification: 10
Number of full-time principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 4
Gilboa-Conesville Central School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
- Full-time Equivalency Count of Teachers: 30.8 (Salary Expenditures: $1,704,349)
- Full-time Equivalency Count of Instructional Aides: 6 (Salary Expenditures: $174,496)
- Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $114,758)
- Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $212,206)
- Salary Expenditures for Teachers: $1,704,349
- Full-time Equivalency Count of Instructional Aides: 12 (Salary Expenditures: $336,113)
- Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $229,389)
- Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $212,206)
Students with disabilities:
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.
- White: 59 (male: 31, female: 28)
Students with disabilities served under Section 504: 10 (male: 8, female: 2)
- White: 10 (male: 8, female: 2)
Retention:
(State average from 689 schools)
- White: 2
Percent of 1st grade students retained
School: | 10.5% |
State: | 5.0% |
Gifted and Talented:
(State average from 386 schools)
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.
- White: 4 (male: 2, female: 2)
Gifted and Talented Student Enrollment per 1,000 students
Gilboa-Conesville Central School: | 12.7 |
New York: | 106.8 |
Statewide Student Assessments
Grades 3-8 New York State Testing Program Assessments:
(State average from 2,439 schools)
- All281
- Males284
- Females277
- White281
ELA Mean Score (3rd Grade)
Computed mean of student ELA scores: 281
ELA Students scoring proficient and above: | 8% |
New York: | 43% |
Students scoring at Level 1: 62%
Students scoring at Level 2: 31%
Students scoring at Level 3: 8%
Students scoring at Level 4: 0%
- All285
- Males284
- Females288
- White285
MATH Mean Score (3rd Grade)
Computed mean of student Math scores: 285
Math Students scoring proficient and above: | 7% |
State: | 49% |
Students scoring at Level 1: 43%
Students scoring at Level 2: 50%
Students scoring at Level 3: 7%
Students scoring at Level 4: 0%
4th Grade:
- All283
- Males263
- Females303
- White283
ELA Mean Score (4th Grade)
Computed mean of student ELA scores: 283
ELA Students scoring proficient and above: | 20% |
New York: | 41% |
Students scoring at Level 1: 30%
Students scoring at Level 2: 50%
Students scoring at Level 3: 20%
Students scoring at Level 4: 0%
- All283
- Males280
- Females286
- White283
MATH Mean Score (4th Grade)
Computed mean of student Math scores: 283
Math Students scoring proficient and above: | 17% |
State: | 43% |
Students scoring at Level 1: 50%
Students scoring at Level 2: 33%
Students scoring at Level 3: 17%
Students scoring at Level 4: 0%
- All77
- Males82
- Females74
SCI Mean Score (4th Grade)
Computed mean of student Science scores: 77
Science Students scoring proficient and above: | 94% |
New York: | 87% |
Students scoring at Level 1: 0%
Students scoring at Level 2: 6%
Students scoring at Level 3: 59%
Students scoring at Level 4: 35%
5th Grade:
ELA students tested with valid scores: 10
Computed mean of student ELA scores: 297
ELA Students scoring proficient and above: | 30% |
New York: | 35% |
Students scoring at Level 1: 40%
Students scoring at Level 2: 30%
Students scoring at Level 3: 30%
Students scoring at Level 4: 0%
Math students tested with valid scores: 10
Computed mean of student Math scores: 305
Math Students scoring proficient and above: | 60% |
New York: | 43% |
Students scoring at Level 1: 30%
Students scoring at Level 2: 10%
Students scoring at Level 3: 60%
Students scoring at Level 4: 0%
6th Grade:
- All287
- Males285
- Females289
- White287
ELA Mean Score (6th Grade)
Computed mean of student ELA scores: 287
ELA Students scoring proficient and above: | 18% |
State: | 30% |
Students scoring at Level 1: 36%
Students scoring at Level 2: 45%
Students scoring at Level 3: 9%
Students scoring at Level 4: 9%
- All301
- Males307
- Females296
- White301
MATH Mean Score (6th Grade)
Computed mean of student Math scores: 301
Math Students scoring proficient and above: | 17% |
State: | 38% |
Students scoring at Level 1: 25%
Students scoring at Level 2: 58%
Students scoring at Level 3: 17%
Students scoring at Level 4: 0%
7th Grade:
ELA students tested with valid scores: 11
Computed mean of student ELA scores: 306
ELA Students scoring proficient and above: | 18% |
State: | 39% |
Students scoring at Level 1: 9%
Students scoring at Level 2: 73%
Students scoring at Level 3: 18%
Students scoring at Level 4: 0%
- All306
- Males317
- Females291
- White306
MATH Mean Score (7th Grade)
Computed mean of student Math scores: 306
Math Students scoring proficient and above: | 33% |
State: | 34% |
Students scoring at Level 1: 25%
Students scoring at Level 2: 42%
Students scoring at Level 3: 33%
Students scoring at Level 4: 0%
8th Grade:
- All301
- Males296
- Females304
ELA Mean Score (8th Grade)
Computed mean of student ELA scores: 301
ELA Students scoring proficient and above: | 9% |
State: | 43% |
Students scoring at Level 1: 9%
Students scoring at Level 2: 82%
Students scoring at Level 3: 0%
Students scoring at Level 4: 9%
Math students tested with valid scores: 7
Computed mean of student Math scores: 301
Math Students scoring proficient and above: | 29% |
State: | 18% |
Students scoring at Level 1: 43%
Students scoring at Level 2: 29%
Students scoring at Level 3: 29%
Students scoring at Level 4: 0%
Science students tested with valid scores: 10
Computed mean of student Science scores: 59
Science Students scoring proficient and above: | 20% |
State: | 57% |
Students scoring at Level 1: 20%
Students scoring at Level 2: 60%
Students scoring at Level 3: 0%
Students scoring at Level 4: 20%
Regents Examination:
(State average from 2,072 schools)
Gilboa-Conesville Central School - % Scroring 55 and above in Regents Examination
- All88%
- Males86%
- Females90%
- White88%
Scoring 55 and above
(Geometry)
Number of students tested scoring Level 1 (0-54): 2 (12%)
Number of students tested scoring Level 2 (55-64): 8 (47%)
Number of students tested scoring Level 3 (65-78): 7 (41%)
Percentage of students scoring 55 and above: | 88% |
State: | 79% |
Integrated Algebra (Common Core):
- All92%
- Males90%
- Females94%
- IDEA66%
Scoring 55 and above
(Integrated Algebra)
Number of students tested scoring Level 1 (0-54): 2 (7%)
Number of students tested scoring Level 2 (55-64): 3 (11%)
Number of students tested scoring Level 3 (65-78): 13 (48%)
Number of students tested scoring Level 4 (79-84): 6 (22%)
Number of students tested scoring Level 5 (85-100): 3 (11%)
Percentage of students scoring 55 and above: | 92% |
New York: | 93% |
Comprehensive English (Common Core):
- All99%
- Males100%
- Females100%
- IDEA101%
Scoring 55 and above
(Comprehensive English)
Number of students tested scoring Level 2 (55-64): 2 (9%)
Number of students tested scoring Level 3 (65-78): 7 (30%)
Number of students tested scoring Level 4 (79-84): 7 (30%)
Number of students tested scoring Level 5 (85-100): 7 (30%)
Percentage of students scoring 55 and above: | 99% |
New York: | 89% |
Outcomes
High School Completers:
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.
Gilboa-Conesville Central School - High School Completers
- All94%
- Males94%
- Females94%
- IDEA100%
Graduation Rate - 6 Year Outcome
All students
Number of Completers (graduates + commencement credentials): 23
└─ Number of Graduates (Regents + Local Diplomas): 23
└─ Number of students who earned a Regents diploma: 17 (74% of Graduates)
└─ Number of students who earned a Regents diploma with advanced designation: 4 (17% of Graduates)
└─ Number of students who earned a Regents diploma with CTE endorsement: 9 (39% of Graduates)
└─ Number of students who earned a Local Diploma: 6 (26% of Graduates)
- All87%
- Males88%
- Females85%
Graduation Rate - 5 Year Outcome
All students
Number of Completers (graduates + commencement credentials): 16
└─ Number of Graduates (Regents + Local Diplomas): 16
└─ Number of students who earned a Regents diploma: 16 (100% of Graduates)
└─ Number of students who earned a Regents diploma with advanced designation: 4 (25% of Graduates)
└─ Number of students who earned a Regents diploma with CTE endorsement: 8 (50% of Graduates)
- All92%
- Males88%
- Females100%
- IDEA88%
Graduation Rate - 4 Year Outcome
All students
Number of Completers (graduates + commencement credentials): 7
└─ Number of Graduates (Regents + Local Diplomas): 7
└─ Number of students who earned a Regents diploma: 1 (14% of Graduates)
└─ Number of students who earned a Regents diploma with CTE endorsement: 1 (14% of Graduates)
└─ Number of students who earned a Local Diploma: 6 (86% of Graduates)
High School Non-completers:
(State average from 1,468 schools)
Gilboa-Conesville Central School - High School Non-completers
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 117
Number of non-completers: 5
└─ Number of students who dropped out: 5
Percent of non-completers: | 4.0% |
State: | 6.6% |
General Education:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 92
Number of non-completers: 5
└─ Number of students who dropped out: 5
Percent of non-completers: | 5.0% |
State: | 7.6% |
Post-graduation Plans of Completers:
Gilboa-Conesville Central School - Post-graduation Plans of Completers
Total number of students reported with graduation plan: 23
└─ Graduates who planned to enroll in four-year colleges: 6 (26%)
└─ Graduates who planned to enroll in two-year colleges: 8 (35%)
└─ Graduates who planned to enroll in other post-secondary institutions: 1 (4%)
└─ Graduates who planned to enlist in the military: 3 (13%)
└─ Graduates who planned to pursue employment: 5 (22%)
General Education:
Total number of students reported with graduation plan: 16
└─ Graduates who planned to enroll in four-year colleges: 4 (25%)
└─ Graduates who planned to enroll in two-year colleges: 7 (44%)
└─ Graduates who planned to enroll in other post-secondary institutions: 1 (6%)
└─ Graduates who planned to enlist in the military: 2 (13%)
└─ Graduates who planned to pursue employment: 2 (13%)
Students with Disabilities:
Total number of students reported with graduation plan: 7
└─ Graduates who planned to enroll in four-year colleges: 2 (29%)
└─ Graduates who planned to enroll in two-year colleges: 1 (14%)
└─ Graduates who planned to enlist in the military: 1 (14%)
└─ Graduates who planned to pursue employment: 3 (43%)
Accountability
Adequate Yearly Progress:
(State average from 3,754 schools)
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No
Students enrolled during the test administration period: 82
Percent of enrolled students with valid test scores: 49%
Performance Index (PI): | 168 |
State: | 174 |
Safe harbor target: 173
Elementary/Middle-Level Math:
- All94
- Males94
- Females93
- White94
Elementary/Middle-Level Math - Performance Index (PI)
Met the participation criterion: No
Met the performance criterion: No
Students enrolled during the test administration period: 273
Percent of enrolled students with valid test scores: 49%
Performance Index (PI): | 94 |
New York: | 114 |
Safe harbor target: 97
Elementary/Middle-Level ELA:
- All86
- Males77
- Females97
- White87
Elementary/Middle-Level ELA - Performance Index (PI)
Met the participation criterion: No
Met the performance criterion: YSH
Students enrolled during the test administration period: 273
Percent of enrolled students with valid test scores: 50%
Performance Index (PI): | 86 |
State: | 113 |
Safe harbor target: 84
5-Year Graduation Rate:
Made AYP: Yes
Met graduation rate criteria: Yes
Students enrolled during the test administration period: 35
Graduation Rate: | 94% |
State: | 78% |
4-Year Graduation Rate:
Made AYP: Yes
Met graduation rate criteria: Yes
Students enrolled during the test administration period: 31
Graduation Rate: | 84% |
New York: | 76% |
SAT/ACT:
(State average from 3,754 schools)
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.
- White: 16 (male: 8, female: 8)
- Individuals With Disabilities Education Act (IDEA): 2 (all female)
Advanced Placement:
(State average from 487 schools)
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: Yes
Students Enrolled in at least one AP Course: 7 (male: 5, female: 2)
- White: 7 (male: 5, female: 2)
Students Enrollment in Other Advanced Placement (AP) Subjects: 7 (male: 5, female: 2)
- White: 7 (male: 5, female: 2)
Students who took one or more AP exams: 7 (male: 5, female: 2)
- White: 7 (male: 5, female: 2)
School: | 0.0% |
State: | 66.1% |
Students who did not receive a qualifying score on any AP exams: 4 (all female)
- White: 4
Health & Safety
Offenses:
(State average from 1,445 schools)
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.
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No
Incidents of physical attack or fight without a weapon: 6
Total incidents per 1,000 students
School: | 19.1 |
State: | 55.5 |
Referrals and Arrests:
(State average from 410 schools)
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.
- White: 2
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
School: | 6.4 |
State: | 10.2 |
Students with disabilities who were referred to a law enforcement agency or official: 2 (all female)
- White: 2
Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
School: | 6.4 |
State: | 5.7 |
Harassment & Bullying:
(State average from 1,117 schools)
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.
School: | 3.2 |
New York: | 4.0 |
- 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
Chronic Student Absenteeismt:
(State average from 3,050 schools)
- Asian2
- White25
- IDEA2
- 5045
Chronic Student Absenteeism
- Asian: 2 (all male)
- White: 25 (male: 17, female: 8)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
- Section 504: 5 (all male)
School: | 86.0 |
New York: | 179.4 |
Restraint and Seclusion:
(State average from 355 schools)
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.
- White: 2
Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
Gilboa-Conesville Central School: | 6.4 |
State: | 23.1 |
Suspensions:
(State average from 569 schools)
- 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).
- White: 11 (male: 4, female: 7)
- Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)
Instances of out-of-school suspension (Students without disabilities): 5
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
School: | 15.9 |
State: | 50.9 |
- White: 8
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
- White: 2
Instances of out-of-school suspension (Students with disabilities): 1
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Here: | 3.2 |
New York: | 29.4 |
- White: 2
Students with disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
Classes & Courses
Algebra I:
(State average from 773 schools)
Number of Algebra I classes taught by certified teachers: 3
9-10th grade student enrollment in Algebra I: 28 (male: 11, female: 17)
- White: 28 (male: 11, female: 17)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
- White: 23 (male: 7, female: 16)
Gilboa-Conesville Central School: | 82.1% |
State: | 76.8% |
Algebra II:
Number of Algebra II classes taught by certified teachers: 1
Student Enrollment in Algebra II: 6 (male: 4, female: 2)
- Black: 2 (all male)
- White: 4 (male: 2, female: 2)
Geometry:
Number of Geometry classes taught by certified teachers: 2
- Asian2
- Black2
- White13
- IDEA2
Student Enrollment in Geometry
- Asian: 2 (all male)
- Black: 2 (all female)
- White: 13 (male: 5, female: 8)
- Individuals With Disabilities Education Act (IDEA): 2 (all female)
Advanced Mathematics:
Number of Advanced Mathematics classes taught by certified teachers: 1
Student Enrollment in Advanced Mathematics: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
Biology:
Number of Biology classes taught by certified teachers: 2
Student Enrollment in Biology: 25 (male: 11, female: 14)
- White: 25 (male: 11, female: 14)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Chemistry:
Number of Chemistry classes taught by certified teachers: 1
Student Enrollment in Chemistry: 9 (male: 7, female: 2)
- Black: 4 (male: 2, female: 2)
- White: 5 (all male)
Physics:
Number of Physics classes taught by certified teachers: 1
Student Enrollment in Physics: 7 (male: 5, female: 2)
- White: 7 (male: 5, female: 2)
Comments
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