Lovejoy Discovery #43 School in Buffalo, NY
(PK-08 • 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 14
- Address
- 161 BENZINGER ST
Buffalo, NY 14206
- Telephone
- (716) 816-3260
(make sure to verify first before calling)
- City-data.com school rating
- 14
- Students
- 677
- Classroom Teachers (FTE)
- 44.2
- National School Lunch
Program (NSLP) Status - Yes, under Community Eligibility Option (CEO)
- Free lunch eligible students
- 521
- School district
- BUFFALO 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:
THEODORE ROOSEVELT SCHOOL (1.5 miles): | 54 |
WOODROW WILSON ELEMENTARY SCHOOL (0.7 miles): | 39 |
Lovejoy Discovery #43 School: | 14 |
SOUTHSIDE ELEMENTARY SCHOOL (2.1 miles): | 13 |
PS 69 HOUGHTON ACADEMY (1.3 miles): | 12 |
PS 27 HILLERY PARK ACADEMY (1.9 miles): | 8 |
HARVEY AUSTIN SCHOOL #97 (1.2 miles): | 2 |
BUILD ACADEMY (1.7 miles): | 1 |
ALTERNATIVE HIGH SCHOOL AT 44 (1.0 miles): | 0 |
Lovejoy Discovery #43 School rating compared to average state, county and city schools ratings:
New York: | 50 |
Erie County: | 51 |
Buffalo: | 21 |
Lovejoy Discovery #43 School: | 14 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 677
Enrollment in 2015: 688
Enrollment in 2014: 627
Enrollment in 2013: 604
Enrollment in 2012: 575
Enrollment in 2011: 538
Enrollment in 2010: 502
Enrollment in 2009: 381
Enrollment in 2008: 457
Enrollment in 2007: 475
Enrollment in 2006: 366
Enrollment in 2005: 384
Enrollment in 2004: 437
Enrollment in 2003: 502
Enrollment in 2002: 550
Enrollment in 2001: 618
Enrollment in 2000: 582
Enrollment in 1999: 568
Enrollment in 2015: 688
Enrollment in 2014: 627
Enrollment in 2013: 604
Enrollment in 2012: 575
Enrollment in 2011: 538
Enrollment in 2010: 502
Enrollment in 2009: 381
Enrollment in 2008: 457
Enrollment in 2007: 475
Enrollment in 2006: 366
Enrollment in 2005: 384
Enrollment in 2004: 437
Enrollment in 2003: 502
Enrollment in 2002: 550
Enrollment in 2001: 618
Enrollment in 2000: 582
Enrollment in 1999: 568
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 | Total |
---|---|---|---|---|---|---|---|---|---|---|---|
All students | 50 | 82 | 77 | 69 | 101 | 58 | 48 | 68 | 70 | 54 | 677 |
Female students | 21 | 35 | 43 | 32 | 46 | 36 | 25 | 28 | 28 | 18 | 312 |
Male students | 29 | 47 | 34 | 37 | 55 | 22 | 23 | 40 | 42 | 36 | 365 |
American Indian/Alaska Native students | - | - | - | - | 1 | - | - | - | - | - | 1 |
Asian students | 4 | 2 | 1 | 1 | 1 | 1 | 1 | - | 3 | 1 | 15 |
Hispanic students | 8 | 13 | 14 | 15 | 14 | 8 | 6 | 9 | 10 | 6 | 103 |
Black students | 12 | 12 | 16 | 12 | 33 | 14 | 16 | 23 | 18 | 18 | 174 |
White students | 21 | 46 | 41 | 28 | 44 | 27 | 18 | 33 | 39 | 28 | 325 |
Two or More Races students | 5 | 9 | 5 | 13 | 8 | 8 | 7 | 3 | - | 1 | 59 |
Enrollment by grade:
Pre-Kindergarten enrollment: 50
Kindergarten enrollment: 82
1st grade enrollment: 77
2nd grade enrollment: 69
3rd grade enrollment: 101
4th grade enrollment: 58
5th grade enrollment: 48
6th grade enrollment: 68
7th grade enrollment: 70
8th grade enrollment: 54
Kindergarten enrollment: 82
1st grade enrollment: 77
2nd grade enrollment: 69
3rd grade enrollment: 101
4th grade enrollment: 58
5th grade enrollment: 48
6th grade enrollment: 68
7th grade enrollment: 70
8th grade enrollment: 54
Lovejoy Discovery #43 School - Historical enrollment by grade
Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 312 (46.1%)
School: | 46.1% |
New York: | 51.1% |
Male enrollment: 365 (53.9%)
Here: | 53.9% |
New York: | 47.5% |
Lovejoy Discovery #43 School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 1 (0.1%)
Here: | 0.1% |
New York: | 0.2% |
Asian enrollment: 15 (2.2%)
Here: | 2.2% |
New York: | 4.6% |
Hispanic enrollment: 103 (15.2%)
Here: | 15.2% |
New York: | 9.2% |
Black enrollment: 174 (25.7%)
School: | 25.7% |
New York: | 12.0% |
White enrollment: 325 (48.0%)
Lovejoy Discovery #43 School: | 48.0% |
State: | 55.1% |
Two or More Races enrollment: 59 (8.7%)
School: | 8.7% |
New York: | 2.9% |
Lovejoy Discovery #43 School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 521 (77.0%)
Lovejoy Discovery #43 School: | 77.0% |
New York: | 52.7% |
Free lunch eligible students: 521 (77.0%)
School: | 77.0% |
State: | 45.4% |
Reduced-price lunch eligible students: 0 (0.0%)
Lovejoy Discovery #43 School: | 0.0% |
State: | 4.8% |
Lovejoy Discovery #43 School - Lunch Program Eligibility
Average Class Size:
Show data for
Average Class Size:
- Common Branch: 24
- Grade 8 English: 27
- Grade 8 Mathematics: 27
- Grade 8 Science: 26
- Grade 8 Social Studies: 27
Teachers and support:
Show data for
Classroom Teachers (FTE): 44.2
Number of FTE teachers in their first year of teaching: 7
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 15
Student/Teacher Ratio
Number of teachers with fewer than three years of teaching experience: 2
Number of teachers with Master's Degree plus 30 hours or doctorate: 13
Total number of classes taught: 91
Number of classes taught by teachers without appropriate certification: 1
Number of full-time principals: 1
Number of full-time assistant principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 4
Number of FTE teachers in their first year of teaching: 7
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 15
Student/Teacher Ratio
School: | 15.3 |
New York: | 14.0 |
Number of teachers with Master's Degree plus 30 hours or doctorate: 13
Total number of classes taught: 91
Number of classes taught by teachers without appropriate certification: 1
Number of full-time principals: 1
Number of full-time assistant principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 4
Lovejoy Discovery #43 School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,470,206
- Full-time Equivalency Count of Teachers: 51 (Salary Expenditures: $2,898,277)
- Full-time Equivalency Count of Instructional Aides: 11 (Salary Expenditures: $214,236)
- Full-time Equivalency Count of Support Services Staff: 3.9 (Salary Expenditures: $154,895)
- Full-time Equivalency Count of School Administration Staff: 2.3 (Salary Expenditures: $202,798)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,747,399
- Salary Expenditures for Teachers: $2,898,277
- Full-time Equivalency Count of Instructional Aides: 12.7 (Salary Expenditures: $247,243)
- Full-time Equivalency Count of Support Services Staff: 3.9 (Salary Expenditures: $154,895)
- Full-time Equivalency Count of School Administration Staff: 2.3 (Salary Expenditures: $202,798)
Limited English Proficiency:
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Students Enrolled in LEP Programs: 6 (male: 4, female: 2)
- Hispanic: 2 (all male)
- Asian: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Students with disabilities:
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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 (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.
- Hispanic29
- Black59
- White65
- Multirace4
Students with disabilities served under IDEA
- Hispanic: 29 (male: 22, female: 7)
- Black: 59 (male: 46, female: 13)
- White: 65 (male: 46, female: 19)
- Two or More Races: 4 (all male)
- Hispanic4
- Black4
- White4
- Multirace2
Students with disabilities served under Section 504
- Hispanic: 4 (male: 2, female: 2)
- Black: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
- Two or More Races: 2 (all male)
Retention:
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(State average from 836 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 Kindergarten: 8 (male: 4, female: 4)
Percent of Kindergarten students retained
Total number of students retained in 1st grade: 4 (all female)
Percent of 1st grade students retained
Total number of students retained in 2nd grade: 6 (male: 4, female: 2)
Percent of 2nd grade students retained
Total number of students retained in 7th grade: 4 (male: 2, female: 2)
Percent of 7th grade students retained
Total number of students retained in 8th grade: 2 (all female)
Percent of 8th grade students retained
- Black: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Percent of Kindergarten students retained
School: | 9.8% |
New York: | 5.4% |
Total number of students retained in 1st grade: 4 (all female)
- White: 2
- Two or More Races: 2
- Individuals With Disabilities Education Act (IDEA): 2
Percent of 1st grade students retained
School: | 5.2% |
State: | 5.0% |
Total number of students retained in 2nd grade: 6 (male: 4, female: 2)
- Black: 2 (all male)
- Two or More Races: 4 (male: 2, female: 2)
Percent of 2nd grade students retained
Here: | 8.7% |
State: | 4.7% |
Total number of students retained in 7th grade: 4 (male: 2, female: 2)
- Hispanic: 2 (all female)
- White: 2 (all male)
Percent of 7th grade students retained
Here: | 5.7% |
State: | 5.1% |
Total number of students retained in 8th grade: 2 (all female)
- Hispanic: 2
Percent of 8th grade students retained
Lovejoy Discovery #43 School: | 3.7% |
New York: | 4.2% |
Statewide Student Assessments
Grades 3-8 New York State Testing Program Assessments:
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(State average from 2,439 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.
3rd Grade:
ELA students tested with valid scores: 28
Computed mean of student ELA scores: 282
Students scoring at Level 1: 43%
Students scoring at Level 2: 32%
Students scoring at Level 3: 25%
Students scoring at Level 4: 0%
Math students tested with valid scores: 27
Computed mean of student Math scores: 272
Students scoring at Level 1: 56%
Students scoring at Level 2: 33%
Students scoring at Level 3: 4%
Students scoring at Level 4: 7%
4th Grade:
ELA students tested with valid scores: 28
Computed mean of student ELA scores: 264
Students scoring at Level 1: 68%
Students scoring at Level 2: 21%
Students scoring at Level 3: 4%
Students scoring at Level 4: 7%
Math students tested with valid scores: 22
Computed mean of student Math scores: 276
Students scoring at Level 1: 36%
Students scoring at Level 2: 27%
Students scoring at Level 3: 32%
Students scoring at Level 4: 5%
Science students tested with valid scores: 22
Computed mean of student Science scores: 69
Students scoring at Level 1: 9%
Students scoring at Level 2: 32%
Students scoring at Level 3: 45%
Students scoring at Level 4: 14%
5th Grade:
ELA students tested with valid scores: 19
Computed mean of student ELA scores: 279
Students scoring at Level 1: 63%
Students scoring at Level 2: 32%
Students scoring at Level 3: 5%
Students scoring at Level 4: 0%
Math students tested with valid scores: 23
Computed mean of student Math scores: 292
Students scoring at Level 1: 57%
Students scoring at Level 2: 13%
Students scoring at Level 3: 26%
Students scoring at Level 4: 4%
6th Grade:
ELA students tested with valid scores: 23
Computed mean of student ELA scores: 276
Students scoring at Level 1: 52%
Students scoring at Level 2: 39%
Students scoring at Level 3: 9%
Students scoring at Level 4: 0%
Math students tested with valid scores: 20
Computed mean of student Math scores: 283
Students scoring at Level 1: 40%
Students scoring at Level 2: 45%
Students scoring at Level 3: 5%
Students scoring at Level 4: 10%
7th Grade:
ELA students tested with valid scores: 12
Computed mean of student ELA scores: 290
Students scoring at Level 1: 50%
Students scoring at Level 2: 25%
Students scoring at Level 3: 25%
Students scoring at Level 4: 0%
Math students tested with valid scores: 10
Computed mean of student Math scores: 289
Students scoring at Level 1: 40%
Students scoring at Level 2: 40%
Students scoring at Level 3: 20%
Students scoring at Level 4: 0%
8th Grade:
ELA students tested with valid scores: 14
Computed mean of student ELA scores: 278
Students scoring at Level 1: 36%
Students scoring at Level 2: 43%
Students scoring at Level 3: 21%
Students scoring at Level 4: 0%
Math students tested with valid scores: 8
Computed mean of student Math scores: 281
Students scoring at Level 1: 38%
Students scoring at Level 2: 63%
Students scoring at Level 3: 0%
Students scoring at Level 4: 0%
Science students tested with valid scores: 8
Computed mean of student Science scores: 70
Students scoring at Level 1: 0%
Students scoring at Level 2: 38%
Students scoring at Level 3: 63%
Students scoring at Level 4: 0%
- All282
- Males271
- Females292
- Hispanic305
- Black243
- White288
- Multirace283
- IDEA253
ELA Mean Score (3rd Grade)
Computed mean of student ELA scores: 282
ELA Students scoring proficient and above: | 25% |
State: | 43% |
Students scoring at Level 1: 43%
Students scoring at Level 2: 32%
Students scoring at Level 3: 25%
Students scoring at Level 4: 0%
- All272
- Males269
- Females274
- Hispanic297
- Black234
- White287
- IDEA241
MATH Mean Score (3rd Grade)
Computed mean of student Math scores: 272
Math Students scoring proficient and above: | 11% |
State: | 49% |
Students scoring at Level 1: 56%
Students scoring at Level 2: 33%
Students scoring at Level 3: 4%
Students scoring at Level 4: 7%
4th Grade:
- All264
- Males251
- Females282
- Black252
- White271
- IDEA244
ELA Mean Score (4th Grade)
Computed mean of student ELA scores: 264
ELA Students scoring proficient and above: | 11% |
State: | 41% |
Students scoring at Level 1: 68%
Students scoring at Level 2: 21%
Students scoring at Level 3: 4%
Students scoring at Level 4: 7%
- All276
- Males255
- Females297
- Black256
- White288
- IDEA228
MATH Mean Score (4th Grade)
Computed mean of student Math scores: 276
Math Students scoring proficient and above: | 37% |
State: | 43% |
Students scoring at Level 1: 36%
Students scoring at Level 2: 27%
Students scoring at Level 3: 32%
Students scoring at Level 4: 5%
- All69
- Males68
- Females70
- Black67
- White71
- IDEA60
SCI Mean Score (4th Grade)
Computed mean of student Science scores: 69
Science Students scoring proficient and above: | 59% |
New York: | 87% |
Students scoring at Level 1: 9%
Students scoring at Level 2: 32%
Students scoring at Level 3: 45%
Students scoring at Level 4: 14%
5th Grade:
- All279
- Males271
- Females285
- Black264
- White311
- IDEA269
ELA Mean Score (5th Grade)
Computed mean of student ELA scores: 279
ELA Students scoring proficient and above: | 5% |
State: | 35% |
Students scoring at Level 1: 63%
Students scoring at Level 2: 32%
Students scoring at Level 3: 5%
Students scoring at Level 4: 0%
- All292
- Males294
- Females290
- Hispanic285
- Black282
- IDEA274
MATH Mean Score (5th Grade)
Computed mean of student Math scores: 292
Math Students scoring proficient and above: | 30% |
New York: | 43% |
Students scoring at Level 1: 57%
Students scoring at Level 2: 13%
Students scoring at Level 3: 26%
Students scoring at Level 4: 4%
6th Grade:
- All276
- Males279
- Females272
- Black290
- White270
ELA Mean Score (6th Grade)
Computed mean of student ELA scores: 276
ELA Students scoring proficient and above: | 9% |
State: | 30% |
Students scoring at Level 1: 52%
Students scoring at Level 2: 39%
Students scoring at Level 3: 9%
Students scoring at Level 4: 0%
- All283
- Males289
- Females275
- Black276
- White292
MATH Mean Score (6th Grade)
Computed mean of student Math scores: 283
Math Students scoring proficient and above: | 15% |
State: | 38% |
Students scoring at Level 1: 40%
Students scoring at Level 2: 45%
Students scoring at Level 3: 5%
Students scoring at Level 4: 10%
7th Grade:
- All290
- White295
- IDEA286
ELA Mean Score (7th Grade)
Computed mean of student ELA scores: 290
ELA Students scoring proficient and above: | 25% |
New York: | 39% |
Students scoring at Level 1: 50%
Students scoring at Level 2: 25%
Students scoring at Level 3: 25%
Students scoring at Level 4: 0%
Math students tested with valid scores: 10
Computed mean of student Math scores: 289
Math Students scoring proficient and above: | 20% |
State: | 34% |
Students scoring at Level 1: 40%
Students scoring at Level 2: 40%
Students scoring at Level 3: 20%
Students scoring at Level 4: 0%
8th Grade:
- All278
- Males278
- Females276
- White281
ELA Mean Score (8th Grade)
Computed mean of student ELA scores: 278
ELA Students scoring proficient and above: | 21% |
New York: | 43% |
Students scoring at Level 1: 36%
Students scoring at Level 2: 43%
Students scoring at Level 3: 21%
Students scoring at Level 4: 0%
Math students tested with valid scores: 8
Computed mean of student Math scores: 281
Students scoring at Level 1: 38%
Students scoring at Level 2: 63%
Students scoring at Level 3: 0%
Students scoring at Level 4: 0%
Science students tested with valid scores: 8
Computed mean of student Science scores: 70
Science Students scoring proficient and above: | 63% |
State: | 57% |
Students scoring at Level 1: 0%
Students scoring at Level 2: 38%
Students scoring at Level 3: 63%
Students scoring at Level 4: 0%
New York State Alternate Assessment:
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(State average from 70 schools)
New York State Alternate Assessment (NYSAA) is part of the New York State testing program that measures the attainment of the State's learning standards in the areas of English language arts (ELA), mathematics, and science for all students with the most severe disabilities in Grades 3-8 and high school. In the 2015-16 school year, NYSAA began using computer-based testing for the ELA and mathematics components. Beginning with the 2017-18 school year, the NYSAA program will no longer include a Social Studies component. The NYSAA in ELA, mathematics, and science will be assessed using Dynamic Learning Maps alternate assessment.
Grade 8:
ELA students tested with valid scores: 5
Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 0%
Students scoring at Level 4: 100%
Math students tested with valid scores: 5
Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 40%
Students scoring at Level 4: 60%
Science students tested with valid scores: 5
Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 0%
Students scoring at Level 4: 100%
Social Studies students tested with valid scores: 5
Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 0%
Students scoring at Level 4: 100%
ELA students tested with valid scores: 5
Grade 8 ELA Students scoring proficient and above: | 100% |
State: | 96% |
Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 0%
Students scoring at Level 4: 100%
Math students tested with valid scores: 5
Grade 8 Math Students scoring proficient and above: | 100% |
New York: | 90% |
Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 40%
Students scoring at Level 4: 60%
Science students tested with valid scores: 5
Grade 8 Science Students scoring proficient and above: | 100% |
New York: | 93% |
Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 0%
Students scoring at Level 4: 100%
Social Studies students tested with valid scores: 5
Grade 8 Social Studies Students scoring proficient and above: | 100% |
New York: | 94% |
Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 0%
Students scoring at Level 4: 100%
Outcomes
High School Completers:
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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.
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.
All Students:
General Education:
Students with Disabilities:
General Education:
Students with Disabilities:
High School Non-completers:
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(State average from 1,468 schools)
All Students:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 51
Number of non-completers: 3
└─ Number of students who dropped out: 3
General Education:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 32
Number of non-completers: 2
└─ Number of students who dropped out: 2
Students with Disabilities:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 19
Number of non-completers: 1
└─ Number of students who dropped out: 1
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 51
Number of non-completers: 3
└─ Number of students who dropped out: 3
Percent of non-completers: | 6.0% |
New York: | 4.1% |
General Education:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 32
Number of non-completers: 2
└─ Number of students who dropped out: 2
Percent of non-completers: | 6.0% |
New York: | 3.7% |
Students with Disabilities:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 19
Number of non-completers: 1
└─ Number of students who dropped out: 1
Percent of non-completers: | 5.0% |
State: | 5.2% |
Accountability
Adequate Yearly Progress:
Show data for
(State average from 3,754 schools)
Elementary/Middle-Level Science:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No
Students enrolled during the test administration period: 270
Percent of enrolled students with valid test scores: 31%
Effective Annual Measurable Objective (EAMO): 174
Safe harbor target: 174
Elementary/Middle-Level Math:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No
Students enrolled during the test administration period: 804
Percent of enrolled students with valid test scores: 25%
Effective Annual Measurable Objective (EAMO): 99
Safe harbor target: 99
Elementary/Middle-Level ELA:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No
Students enrolled during the test administration period: 803
Percent of enrolled students with valid test scores: 28%
Effective Annual Measurable Objective (EAMO): 101
Safe harbor target: 71
- All160
- Males173
- Females170
- White176
Elementary/Middle-Level Science - Performance Index (PI)
Met the participation criterion: No
Met the performance criterion: No
Students enrolled during the test administration period: 270
Percent of enrolled students with valid test scores: 31%
Performance Index (PI): | 160 |
State: | 174 |
Safe harbor target: 174
Elementary/Middle-Level Math:
- All81
- Males73
- Females91
- Black58
- White112
- IDEA47
Elementary/Middle-Level Math - Performance Index (PI)
Met the participation criterion: No
Met the performance criterion: No
Students enrolled during the test administration period: 804
Percent of enrolled students with valid test scores: 25%
Performance Index (PI): | 81 |
State: | 114 |
Safe harbor target: 99
Elementary/Middle-Level ELA:
- All66
- Males52
- Females83
- Hispanic58
- Black38
- White88
- IDEA33
Elementary/Middle-Level ELA - Performance Index (PI)
Met the participation criterion: No
Met the performance criterion: No
Students enrolled during the test administration period: 803
Percent of enrolled students with valid test scores: 28%
Performance Index (PI): | 66 |
State: | 113 |
Safe harbor target: 71
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
Sexual assault is an incident that includes threatened rape, fondling, indecent liberties, or child molestation. Both male and female students can be victims of sexual assault. Classification of these incidents should take into consideration the age and developmentally appropriate behavior of the offender(s)
Robbery is taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or assault.
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.
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
Sexual assault is an incident that includes threatened rape, fondling, indecent liberties, or child molestation. Both male and female students can be victims of sexual assault. Classification of these incidents should take into consideration the age and developmentally appropriate behavior of the offender(s)
Robbery is taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or assault.
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 sexual assault (other than rape): 6
Incidents of robbery without a weapon: 15
Incidents of physical attack or fight without a weapon: 196
Incidents of threats of physical attack with a weapon: 10
Incidents of threats of physical attack without a weapon: 6
Incidents of possession of a firearm or explosive device: 4
Total incidents per 1,000 students
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No
Incidents of sexual assault (other than rape): 6
Incidents of robbery without a weapon: 15
Incidents of physical attack or fight without a weapon: 196
Incidents of threats of physical attack with a weapon: 10
Incidents of threats of physical attack without a weapon: 6
Incidents of possession of a firearm or explosive device: 4
Total incidents per 1,000 students
School: | 350.1 |
New York: | 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.
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: 6, female: 2)
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Students with disabilities who were referred to a law enforcement agency or official: 2 (all female)
Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
- Hispanic: 4 (male: 2, female: 2)
- Black: 2 (all male)
- White: 2 (all male)
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Lovejoy Discovery #43 School: | 11.8 |
New York: | 10.2 |
Students with disabilities who were referred to a law enforcement agency or official: 2 (all female)
- Black: 2
Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Lovejoy Discovery #43 School: | 3.0 |
New York: | 5.7 |
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 sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. 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. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.
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.
Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. 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 disability constitutes disability harassment.
Harassment or bullying on the basis of religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. 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 religion constitutes religious harassment.
Harassment or bullying on the basis of sexual orientation refers to intimidation or abusive behavior toward a student based on actual or perceived sexual orientation. 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 sexual orientation constitutes sexual orientation harassment.
Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. 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. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.
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.
Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. 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 disability constitutes disability harassment.
Harassment or bullying on the basis of religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. 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 religion constitutes religious harassment.
Harassment or bullying on the basis of sexual orientation refers to intimidation or abusive behavior toward a student based on actual or perceived sexual orientation. 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 sexual orientation constitutes sexual orientation harassment.
Allegations of harassment or bullying on the basis of sex: 3
Allegations of harassment or bullying on the basis of disability: 1
Allegations of harassment or bullying on the basis of sexual orientation: 1
Allegations of harassment or bullying on the basis of religion: 1
Allegations of harassment or bullying on the basis of sex per 1,000 students
Lovejoy Discovery #43 School: | 4.4 |
State: | 3.8 |
Allegations of harassment or bullying on the basis of disability: 1
Allegations of harassment or bullying on the basis of disability per 1,000 students
Lovejoy Discovery #43 School: | 1.5 |
State: | 1.4 |
Allegations of harassment or bullying on the basis of sexual orientation: 1
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
School: | 1.5 |
State: | 1.7 |
Allegations of harassment or bullying on the basis of religion: 1
Allegations of harassment or bullying on the basis of religion per 1,000 students
Lovejoy Discovery #43 School: | 1.5 |
State: | 0.3 |
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.
- Hispanic25
- Asian2
- Native Hawaiian2
- Black31
- White76
- Multirace7
- LEP2
- IDEA40
- 5042
Chronic Student Absenteeism
- Hispanic: 25 (male: 14, female: 11)
- Asian: 2 (all male)
- Native Hawaiian / Pacific Islander: 2 (all female)
- Black: 31 (male: 20, female: 11)
- White: 76 (male: 44, female: 32)
- Two or More Races: 7 (male: 5, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 40 (male: 32, female: 8)
- Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
Here: | 211.2 |
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).
- Hispanic306
- Asian3
- Black830
- White366
- Multirace68
- LEP7
- IDEA669
- 50497
School days missed due to out-of-school suspension
- Hispanic: 306 (male: 178, female: 128)
- Asian: 3 (all male)
- Black: 830 (male: 374, female: 456)
- White: 366 (male: 294, female: 72)
- Two or More Races: 68 (male: 62, female: 6)
- Limited English Proficiency (LEP): 7 (all male)
- Individuals With Disabilities Education Act (IDEA): 669 (male: 398, female: 271)
- Section 504: 97 (all male)
Instances of out-of-school suspension (All preschool students): 3
Instances of out-of-school suspension per 1,000 students (All preschool students)
School: | 4.4 |
New York: | 0.2 |
- Black: 2 (all male)
- White: 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students without disabilities): 222
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
School: | 327.9 |
New York: | 50.9 |
- Hispanic4
- Black13
- White13
- Multirace4
Students without disabilities receiving only one out-of-school suspension
- Hispanic: 4 (male: 2, female: 2)
- Black: 13 (male: 5, female: 8)
- White: 13 (male: 11, female: 2)
- Two or More Races: 4 (male: 2, female: 2)
- Hispanic10
- Asian2
- Black16
- White16
- Multirace4
- LEP2
Students without disabilities receiving more than one out-of-school suspension
- Hispanic: 10 (male: 5, female: 5)
- Asian: 2 (all male)
- Black: 16 (male: 11, female: 5)
- White: 16 (male: 11, female: 5)
- Two or More Races: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 140
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
School: | 206.8 |
New York: | 29.4 |
Instances of out-of-school suspension per 1,000 students (Section 504 only)
Lovejoy Discovery #43 School: | 25.1 |
State: | 2.9 |
Students with disabilities receiving only one out-of-school suspension: 21 (male: 15, female: 6)
- Hispanic: 4 (male: 2, female: 2)
- Black: 10 (male: 8, female: 2)
- White: 7 (male: 5, female: 2)
- Hispanic5
- Black16
- White5
- Multirace2
- 5042
Students with disabilities receiving more than one out-of-school suspension
- Hispanic: 5 (all male)
- Black: 16 (male: 11, female: 5)
- White: 5 (all male)
- Two or More Races: 2 (all male)
- Section 504: 2 (all male)
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)
Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
- Black: 2
Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Lovejoy Discovery #43 School: | 3.0 |
New York: | 6.0 |
Classes & Courses
Algebra I:
Show data for
(State average from 424 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.
- Hispanic2
- Black2
- White7
- Multirace2
7-8th grade student enrollment in Algebra I
- Hispanic: 2
- Black: 2
- White: 7
- Two or More Races: 2
- Hispanic2
- American Indian2
- Asian2
- Native Hawaiian2
- Black2
- White7
- Multirace2
- LEP2
- IDEA2
7-8th grade studenst who passed Algebra I
- Hispanic: 2
- American Indian / Alaska Native: 2
- Asian: 2
- Native Hawaiian / Pacific Islander: 2
- Black: 2
- White: 7
- Two or More Races: 2
- Limited English Proficiency (LEP): 2
- Individuals With Disabilities Education Act (IDEA): 2
Percent of 7-8th grade students who passed
Here: | 53.8% |
State: | 83.6% |
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