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Inwood Academy For Leadership Charter School in New York, NY
(05-11 • Public • Regular School)

Address
 108 COOPERS ST
New York, NY 10034
Telephone
(212) 304-0103
(make sure to verify first before calling)
Website
http://www.inwoodacademy.org
Students
698
Classroom Teachers (FTE)
48.7
National School Lunch
Program (NSLP) Status
No
School district
INWOOD ACADEMY FOR LEADERSHIP CHARTER SCHOOL
Charter school
Yes
Charter authorizer name
NYC BOE OFFICE (#000000000003)
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Students & Teachers


Total enrollment:
Enrollment in 2016: 698
Enrollment in 2015: 585
Enrollment in 2014: 440
Enrollment in 2013: 329
Enrollment in 2011: 109

Inwood Academy For Leadership Charter School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG05G06G07G08G09G10UGTotal
All students101121121128146801698
Female students525554627048 - 341
Male students4966676676321357
American Indian/Alaska Native students - - 1 - 1 - - 2
Asian students - 2 - - - - - 2
Hispanic students95113119118125731644
Black students4519167 - 42
White students1 - - 11 - - 3
Two or More Races students11 - - 3 - - 5

Enrollment by grade:
5th grade enrollment: 101
6th grade enrollment: 121
7th grade enrollment: 121
8th grade enrollment: 128
9th grade enrollment: 146
10th grade enrollment: 80
Ungraded enrollment: 1

Inwood Academy For Leadership Charter School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 341 (48.9%)
Inwood Academy For Leadership Charter School:

48.9%
State:

51.1%
Male enrollment: 357 (51.1%)
Here:

51.1%
New York:

47.5%

Inwood Academy For Leadership Charter School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 2 (0.3%)
Inwood Academy For Leadership Charter School:

0.3%
State:

0.2%
Asian enrollment: 2 (0.3%)
Inwood Academy For Leadership Charter School:

0.3%
State:

4.6%
Hispanic enrollment: 644 (92.3%)
Inwood Academy For Leadership Charter School:

92.3%
New York:

9.2%
Black enrollment: 42 (6.0%)
Here:

6.0%
New York:

12.0%
White enrollment: 3 (0.4%)
Inwood Academy For Leadership Charter School:

0.4%
State:

55.1%
Two or More Races enrollment: 5 (0.7%)
Here:

0.7%
State:

2.9%

Inwood Academy For Leadership Charter School - Historical enrollment by race/ethnicity


Teachers and support:
(State average from 6,103 schools)
Classroom Teachers (FTE): 48.7

Number of FTE teachers in their first year of teaching: 6
Number of FTE teachers in their second year of teaching: 4
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 4
Number of FTE security guards: 4
Number of FTE nurses: 1
Number of FTE social workers: 1

Student/Teacher Ratio
School:

14.3
New York:

14.0

Inwood Academy For Leadership Charter School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $6,500,130
  • Full-time Equivalency Count of Teachers: 63 (Salary Expenditures: $3,269,383)
  • Full-time Equivalency Count of Instructional Aides: 12 (Salary Expenditures: $285,047)
  • Full-time Equivalency Count of Support Services Staff: 10 (Salary Expenditures: $632,853)
  • Full-time Equivalency Count of School Administration Staff: 28 (Salary Expenditures: $192,255,163)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $3,860,159
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $6,500,129
  • Salary Expenditures for Teachers: $4,217,911
  • Full-time Equivalency Count of Instructional Aides: 12 (Salary Expenditures: $285,047)
  • Full-time Equivalency Count of Support Services Staff: 10 (Salary Expenditures: $632,853)
  • Full-time Equivalency Count of School Administration Staff: 28 (Salary Expenditures: $192,255,162)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $3,860,159

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 100 (male: 68, female: 32)
  • Hispanic: 100 (male: 68, female: 32)
  • Individuals With Disabilities Education Act (IDEA): 37 (male: 23, female: 14)

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 served under IDEA: 135 (male: 92, female: 43)
  • Hispanic: 131 (male: 88, female: 43)
  • Black: 4 (all male)
  • Limited English Proficiency (LEP): 35 (male: 22, female: 13)

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 5th grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Percent of 5th grade students retained
School:

4.0%
State:

4.6%
Total number of students retained in 6th grade: 2 (all female)
  • Hispanic: 2

Percent of 6th grade students retained
Inwood Academy For Leadership Charter School:

1.7%
New York:

4.7%
Total number of students retained in 8th grade: 2 (all male)
  • Hispanic: 2

Percent of 8th grade students retained
Inwood Academy For Leadership Charter School:

1.6%
State:

4.2%

    Total number of students retained in 9th grade

  • Hispanic13
  • Black4
  • LEP4
  • IDEA10
Total number of students retained in 9th grade: 17 (male: 7, female: 10)
  • Hispanic: 13 (male: 5, female: 8)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)

Percent of 9th grade students retained
Inwood Academy For Leadership Charter School:

11.6%
State:

11.4%

    Total number of students retained in 10th grade

  • Hispanic16
  • Black4
  • LEP4
  • IDEA7
Total number of students retained in 10th grade: 20 (male: 10, female: 10)
  • Hispanic: 16 (male: 8, female: 8)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)

Percent of 10th grade students retained
Inwood Academy For Leadership Charter School:

25.0%
New York:

8.8%

Health & Safety


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

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

5.7
New York:

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

Students without disabilities who received a school-related arrest per 1,000 students
Inwood Academy For Leadership Charter School:

2.9
State:

1.7
Students with disabilities who were referred to a law enforcement agency or official: 2 (all female)
  • Hispanic: 2

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

2.9
New York:

5.7
Students with disabilities who received a school-related arrest: 2 (all female)
  • Hispanic: 2

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

2.9
New York:

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

  • Hispanic28
  • Black4
  • LEP13
  • IDEA7
Chronic Student Absenteeism: 32 (male: 19, female: 13)
  • Hispanic: 28 (male: 17, female: 11)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 13 (male: 5, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)
Chronic Student Absenteeism per 1,000 students
Here:

45.8
State:

179.4

Suspensions:
Show data for

(State average from 569 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.
School days missed due to out-of-school suspension: 115 (male: 90, female: 25)
  • Hispanic: 45 (male: 20, female: 25)
  • Black: 70 (all male)
  • Individuals With Disabilities Education Act (IDEA): 25 (all female)
Students without disabilities receiving one or more in-school suspension: 15 (male: 10, female: 5)
  • Hispanic: 13 (male: 8, female: 5)
  • Black: 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • Black: 2
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Black: 2
Students with disabilities receiving only one out-of-school suspension: 2 (all female)
  • Hispanic: 2

Expulsions:
Show data for

(State average from 286 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students without Disabilities who received an expulsion with educational services: 2 (all male)
  • Hispanic: 2

Students without Disabilities who received an expulsion with educational services per 1,000 students
Here:

2.9
New York:

6.8
Students with Disabilities who received an expulsion with educational services: 2 (all female)
  • Hispanic: 2

Students with Disabilities who received an expulsion with educational services per 1,000 students
Here:

2.9
State:

3.7

Transfers:
(State average from 133 schools)
Transfer to an alternative school for disciplinary reasons is a subset of expulsion with educational services. An alternative school is a public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside of the categories of regular education, special education, or vocational education.
Students without disabilities transferred to an alternative school for disciplinary reasons: 2 (all male)
  • Hispanic: 2

Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
School:

2.9
New York:

6.0

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: 6
Number of Algebra I classes taught by certified teachers: 4

    9-10th grade student enrollment in Algebra I

  • Hispanic211
  • Black10
  • Multirace2
  • LEP19
  • IDEA28
9-10th grade student enrollment in Algebra I: 223 (male: 111, female: 112)
  • Hispanic: 211 (male: 104, female: 107)
  • Black: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 19 (male: 14, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 28 (male: 20, female: 8)
9-10th grade studenst who passed Algebra I: 170 (male: 79, female: 91)
  • Hispanic: 170 (male: 79, female: 91)
  • Limited English Proficiency (LEP): 14 (male: 10, female: 4)
  • Individuals With Disabilities Education Act (IDEA): 10 (all male)
Percent of 9-10th grade students who passed
Here:

76.2%
State:

76.8%

Algebra II:
Show data for
Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 1
Number of Algebra II classes taught by certified teachers: 1

Student Enrollment in Algebra II: 12 (male: 4, female: 8)
  • Hispanic: 10 (male: 2, female: 8)
  • Black: 2 (all male)

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: 40 (male: 14, female: 26)
  • Hispanic: 40 (male: 14, female: 26)
  • Limited English Proficiency (LEP): 7 (male: 5, 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: 9
Number of Biology classes taught by certified teachers: 6

    Student Enrollment in Biology

  • Hispanic211
  • Black10
  • Multirace2
  • LEP19
  • IDEA28
Student Enrollment in Biology: 223 (male: 111, female: 112)
  • Hispanic: 211 (male: 104, female: 107)
  • Black: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 19 (male: 14, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 28 (male: 20, female: 8)

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: 1
Student Enrollment in Chemistry: 14 (male: 4, female: 10)
  • Hispanic: 10 (male: 2, female: 8)
  • Black: 4 (male: 2, female: 2)

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