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Mount Pleasant-Cottage School in Pleasantville, NY
(KG-12 • Public • Special Education School)

Address
 1075 BROADWAY
Pleasantville, NY 10570
Telephone
(914) 769-0456
(make sure to verify first before calling)
Website
http://www.mpcsny.org
Students
141
Classroom Teachers (FTE)
21.4
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
133
School district
MOUNT PLEASANT-COTTAGE UNION FREE SCHOOL DISTRICT
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Students & Teachers


Total enrollment:
Enrollment in 2016: 141
Enrollment in 2015: 133
Enrollment in 2014: 286
Enrollment in 2013: 153
Enrollment in 2012: 237
Enrollment in 2011: 208
Enrollment in 2010: 200
Enrollment in 2009: 184
Enrollment in 2008: 255
Enrollment in 2007: 272
Enrollment in 2006: 228
Enrollment in 2005: 212
Enrollment in 2004: 207
Enrollment in 2003: 186
Enrollment in 2002: 190
Enrollment in 2001: 160
Enrollment in 2000: 134
Enrollment in 1999: 141

Mount Pleasant-Cottage School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G04G05G06G07G08G09G10G11G12UGTotal
All students1115388948341346141
Female students - - - 2 - 125302292275
Male students11133764181242466
Asian students - - - - - - - - 1 - - - - 1
Hispanic students - - - - - 3 - 3141062 - 38
Black students11143586312372496
White students - - - - - - - - 21 - - 25
Two or More Races students - - - 1 - - - - - - - - - 1

Enrollment by grade:
Kindergarten enrollment: 1
1st grade enrollment: 1
2nd grade enrollment: 1
4th grade enrollment: 5
5th grade enrollment: 3
6th grade enrollment: 8
7th grade enrollment: 8
8th grade enrollment: 9
9th grade enrollment: 48
10th grade enrollment: 34
11th grade enrollment: 13
12th grade enrollment: 4
Ungraded enrollment: 6

Mount Pleasant-Cottage School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 75 (53.2%)
Here:

53.2%
State:

51.1%
Male enrollment: 66 (46.8%)
Here:

46.8%
State:

47.5%

Mount Pleasant-Cottage School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 1 (0.7%)
School:

0.7%
State:

4.6%
Hispanic enrollment: 38 (27.0%)
Mount Pleasant-Cottage School:

27.0%
State:

9.2%
Black enrollment: 96 (68.1%)
Mount Pleasant-Cottage School:

68.1%
State:

12.0%
White enrollment: 5 (3.5%)
School:

3.5%
New York:

55.1%
Two or More Races enrollment: 1 (0.7%)
School:

0.7%
New York:

2.9%

Mount Pleasant-Cottage School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 133 (94.3%)
School:

94.3%
State:

52.7%
Free lunch eligible students: 133 (94.3%)
School:

94.3%
New York:

45.4%
Reduced-price lunch eligible students: 0 (0.0%)
Mount Pleasant-Cottage School:

0.0%
State:

4.8%

Mount Pleasant-Cottage School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Grade 8 English: 14
  • Grade 8 Mathematics: 11
  • Grade 8 Science: 11
  • Grade 8 Social Studies: 11
  • Grade 10 English: 1

Teachers and support:
Show data for
Classroom Teachers (FTE): 21.4

Number of FTE teachers in their first year of teaching: 13.5
Number of FTE teachers who were absent more than 10 school days during the school years: 10
Number of FTE security guards: 8
Number of FTE nurses: 1
Number of FTE psychologists: 2
Number of FTE social workers: 2

Student/Teacher Ratio
School:

6.6
New York:

14.0
Number of individuals teaching out of certification: 1
Number of teachers with fewer than three years of teaching experience: 10
Number of teachers with Master's Degree plus 30 hours or doctorate: 9

Total number of classes taught: 181
Number of classes taught by teachers without appropriate certification: 16


Number of full-time principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 7

Mount Pleasant-Cottage School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,583,750
  • Full-time Equivalency Count of Teachers: 16.6 (Salary Expenditures: $1,231,196)
  • Full-time Equivalency Count of Instructional Aides: 9.6 (Salary Expenditures: $324,650)
  • Full-time Equivalency Count of Support Services Staff: 20.7 (Salary Expenditures: $900,162)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $127,742)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $483,720
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,748,353
  • Salary Expenditures for Teachers: $2,748,353
  • Full-time Equivalency Count of Instructional Aides: 9.6 (Salary Expenditures: $324,650)
  • Full-time Equivalency Count of Support Services Staff: 21 (Salary Expenditures: $908,244)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $127,742)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $483,720

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 2 (all male)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

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

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 106 (male: 59, female: 47)
  • Hispanic: 32 (male: 16, female: 16)
  • Black: 74 (male: 43, female: 31)
Students with disabilities served under Section 504: 2 (all female)
  • Black: 2

Retention:
Show data for

(State average from 437 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 9th grade: 9 (male: 7, female: 2)
  • Hispanic: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)

Percent of 9th grade students retained
School:

18.8%
State:

11.4%
Total number of students retained in 10th grade: 9 (male: 4, female: 5)
  • Hispanic: 2 (all male)
  • Black: 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Percent of 10th grade students retained
School:

26.5%
New York:

8.8%
Total number of students retained in 11th grade: 6 (male: 2, female: 4)
  • Hispanic: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Percent of 11th grade students retained
Here:

46.2%
State:

11.0%
Total number of students retained in 12th grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 12th grade students retained
School:

100.0%
New York:

14.9%

Statewide Student Assessments


Grades 3-8 New York State Testing Program Assessments:
Show data for

(State average from 1,618 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.
6th Grade:
ELA students tested with valid scores: 5
Computed mean of student ELA scores: 214


Students scoring at Level 1: 100%
Students scoring at Level 2: 0%
Students scoring at Level 3: 0%
Students scoring at Level 4: 0%

100%
7th Grade:
ELA students tested with valid scores: 7
Computed mean of student ELA scores: 240


Students scoring at Level 1: 100%
Students scoring at Level 2: 0%
Students scoring at Level 3: 0%
Students scoring at Level 4: 0%

100%
Math students tested with valid scores: 5
Computed mean of student Math scores: 235


Students scoring at Level 1: 80%
Students scoring at Level 2: 20%
Students scoring at Level 3: 0%
Students scoring at Level 4: 0%

80%
20%
8th Grade:
ELA students tested with valid scores: 7
Computed mean of student ELA scores: 254


Students scoring at Level 1: 100%
Students scoring at Level 2: 0%
Students scoring at Level 3: 0%
Students scoring at Level 4: 0%

100%
Math students tested with valid scores: 11
Computed mean of student Math scores: 221


Students scoring at Level 1: 100%
Students scoring at Level 2: 0%
Students scoring at Level 3: 0%
Students scoring at Level 4: 0%

100%
Science students tested with valid scores: 9
Computed mean of student Science scores: 34


Students scoring at Level 1: 78%
Students scoring at Level 2: 22%
Students scoring at Level 3: 0%
Students scoring at Level 4: 0%

78%
22%

Regents Examination:
Show data for

(State average from 2,072 schools)
Regents Examinations are achievement tests that are aligned with New York State's Learning Standards. Prepared by teacher examination committees and Department subject and testing specialists, Regents Examinations provide schools with a basis for evaluating the quality of instruction and learning that have taken place. They are used by school personnel to identify major learning goals, offering both teachers and students a guide to important understandings, skills, and concepts. The examinations also provide students, parents, counselors, administrators, college admissions officers, and employers with objective and easily understood achievement information for use in making sound educational and vocational decisions. Passing scores on the Regents Examinations in English, mathematics, science, and social studies satisfy the State testing requirements for a high school diploma.
Geometry (Common Core):
Students tested with valid scores: 7
Number of students tested scoring Level 1 (0-54): 7 (100%)


100%
Integrated Algebra (Common Core):
Students tested with valid scores: 8
Number of students tested scoring Level 1 (0-54): 4 (50%)
Number of students tested scoring Level 3 (65-78): 2 (25%)
Number of students tested scoring Level 4 (79-84): 2 (25%)

Percentage of students scoring 55 and above:

50%
State:

93%

50%
25%
25%
Comprehensive English (Common Core):
Students tested with valid scores: 6
Number of students tested scoring Level 2 (55-64): 1 (17%)
Number of students tested scoring Level 3 (65-78): 2 (33%)
Number of students tested scoring Level 4 (79-84): 1 (17%)
Number of students tested scoring Level 5 (85-100): 2 (33%)

Percentage of students scoring 55 and above:

100%
New York:

89%

17%
33%
17%
33%

Regents Competency Test:
Show data for

(State average from 681 schools)
Regents Competency Tests (RCTs) are achievement tests designed to assess basic proficiency in the areas of reading, writing, mathematics, science, and social studies.In the past, schools could award local high school diplomas to students who passed all six RCTs as well as the required coursework.The Department, in accordance with a timetable that was adopted by the Board of Regents, has phased out the eligibility of general education students in public schools to take these tests.Students are instead required to pass the Regents Examinations in order to receive a high school diploma.However, the RCTs continue to be available for students with disabilities who first enter grade 9 prior to the 2010-11 school year as part of a safety net for such students.To earn a high school diploma, students with disabilities must take each Regents Examination ordinarily required for graduation at least once.If unsuccessful on one or more of the required Regents Examinations, eligible students with disabilities may be granted a local high school diploma on the basis of passing the corresponding RCT(s).

Mount Pleasant-Cottage School - Percent Passing Regents Competency Tests

Writing:
Students tested with valid scores: 7
Number of students tested failing: 1 (14%)
Number of students tested passing: 6 (86%)

Percentage of students tested passing:

86%
State:

81%

14%
86%
Global Studies:
Students tested with valid scores: 5
Number of students tested failing: 3 (60%)
Number of students tested passing: 2 (40%)

Percentage of students tested passing:

40%
New York:

37%

60%
40%

Outcomes


High School Completers:
Show data for
Graduates - Graduates include students who received a local diploma or a local diploma with Regents endorsement (Regents diploma). All students who received a Regents diploma (with or without Advanced Designation or CTE Endorsement) are included in the number of students with Regents diploma.

Regents Diploma - Requires a student pass a minimum of 5 Regents examinations in addition to meeting course and credit requirements.

Regents with Advanced Designation - Requires a student pass a minimum of 8 Regents examinations in addition to meeting course and credit requirements.

Local Diploma - Can only be obtained by students with disabilities with an individualized education program or section 504 Accommodation Plan.

Mount Pleasant-Cottage School - High School Completers

    Graduation Rate - 6 Year Outcome
    All students

  • All21%
  • Males33%
  • Females15%
  • Black33%
All Students:
Number of Completers (graduates + commencement credentials): 6
└─ Number of Graduates (Regents + Local Diplomas): 6
  └─ Number of students who earned a Regents diploma: 5 (83% of Graduates)
      └─ Number of students who earned a Regents diploma with CTE endorsement: 3 (50% of Graduates)
  └─ Number of students who earned a Local Diploma: 1 (17% of Graduates)

High School Non-completers:
Show data for

(State average from 1,309 schools)

Mount Pleasant-Cottage School - High School Non-completers

    Dropout Rate - 6 Year Outcome
    All students

  • All37%
  • Males17%
  • Females46%
  • Black25%
All Students:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 79
Number of non-completers: 11
└─ Number of students who dropped out: 8
└─ Number of students who entered an approved high school equivalency preparation program: 3

Percent of non-completers:

14.0%
State:

5.4%

Post-graduation Plans of Completers:
Show data for

Mount Pleasant-Cottage School - Post-graduation Plans of Completers

All Students:
Total number of students reported with graduation plan: 6
└─ Graduates who planned to enroll in two-year colleges: 5 (83%)
└─ Graduates whose status is unknown : 1 (17%)

Accountability


Adequate Yearly Progress:
Show data for

(State average from 3,722 schools)
5-Year Graduation Rate:
Made AYP: No
Met graduation rate criteria: No

Students enrolled during the test administration period: 34

Graduation Rate:

18%
State:

78%
Effective Annual Measurable Objective (EAMO): 80
Safe harbor target: 28
4-Year Graduation Rate:
Made AYP: No
Met graduation rate criteria: s

Students enrolled during the test administration period: 29


SAT/ACT:
Show data for

(State average from 3,722 schools)
The ACT Test (ACT) is a nationally recognized assessment used to indicate college readiness.
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.
SAT or ACT Test Participation: 2 (all female)
  • Black: 2
  • Individuals With Disabilities Education Act (IDEA): 2

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.

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of physical attack or fight without a weapon: 197

Incidents of threats of physical attack with a weapon: 1
Incidents of threats of physical attack without a weapon: 69


Total incidents per 1,000 students
Mount Pleasant-Cottage School:

1,893.6
State:

55.5

Referrals and Arrests:
Show data for

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

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

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

14.2
New York:

10.2
Students with disabilities who were referred to a law enforcement agency or official: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)

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

42.6
New York:

5.7

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

  • Hispanic43
  • Black94
  • White4
  • Multirace2
  • IDEA106
  • 5042
Chronic Student Absenteeism: 143 (male: 65, female: 78)
  • Hispanic: 43 (male: 17, female: 26)
  • Black: 94 (male: 44, female: 50)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 106 (male: 59, female: 47)
  • Section 504: 2 (all female)
Chronic Student Absenteeism per 1,000 students
Here:

1,014.2
New York:

179.4

Restraint and Seclusion:
Show data for

(State average from 355 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of Non-IDEA students subjected to physical restraint: 2 (all female)
  • Black: 2

Non-IDEA students subjected to physical restraint per 1,000 students
Mount Pleasant-Cottage School:

14.2
State:

5.0
Total Number of students with disabilities (IDEA) subjected to physical restraint: 14 (male: 10, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 10 (male: 8, female: 2)

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
School:

99.3
State:

23.1

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).

    School days missed due to out-of-school suspension

  • Hispanic60
  • Black227
  • LEP5
  • IDEA227
  • 5045
School days missed due to out-of-school suspension: 287 (male: 172, female: 115)
  • Hispanic: 60 (male: 45, female: 15)
  • Black: 227 (male: 127, female: 100)
  • Limited English Proficiency (LEP): 5 (all male)
  • Individuals With Disabilities Education Act (IDEA): 227 (male: 157, female: 70)
  • Section 504: 5 (all female)
Instances of out-of-school suspension (Students without disabilities): 12

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

85.1
State:

50.9
Students without disabilities receiving only one out-of-school suspension: 14 (male: 4, female: 10)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 10 (male: 2, female: 8)
Instances of out-of-school suspension (Students with disabilities): 44

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

312.1
New York:

29.4
Instances of out-of-school suspension (Section 504 only): 1

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

7.1
State:

2.9

    Students with disabilities receiving only one out-of-school suspension

  • Hispanic10
  • Black31
  • LEP2
  • 5042
Students with disabilities receiving only one out-of-school suspension: 41 (male: 28, female: 13)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 31 (male: 20, female: 11)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 2 (all female)
Students with disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)

Classes & Courses


Algebra I:
Show data for

(State average from 773 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
Number of Algebra I classes: 8
Number of Algebra I classes taught by certified teachers: 8

    9-10th grade student enrollment in Algebra I

  • Hispanic16
  • Asian2
  • Black52
  • White2
  • IDEA46
9-10th grade student enrollment in Algebra I: 72 (male: 27, female: 45)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 2 (all male)
  • Black: 52 (male: 17, female: 35)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 46 (male: 20, female: 26)
9-10th grade studenst who passed Algebra I: 8 (male: 4, female: 4)
  • Hispanic: 4 (all male)
  • Black: 4 (all female)
  • Individuals With Disabilities Education Act (IDEA): 8 (male: 4, female: 4)
Percent of 9-10th grade students who passed
Mount Pleasant-Cottage School:

11.1%
New York:

76.8%
11-12th grade student enrollment in Algebra I: 14 (male: 4, female: 10)
  • Hispanic: 7 (male: 2, female: 5)
  • Black: 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 2, female: 8)
Percent of 11-12th grade students who passed
School:

0.0%
State:

65.5%

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: 1
Number of Geometry classes taught by certified teachers: 1

Student Enrollment in Geometry: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Advanced Mathematics:
Show data for
Advanced mathematics (college-preparatory) courses cover the following topics: trigonometry, trigonometry/algebra, trigonometry / analytic geometry, trigonometry / math analysis, analytic geometry, math analysis, math analysis / analytic geometry, probability and statistics, and precalculus
Number of Advanced Mathematics classes: 1


    Student Enrollment in Advanced Mathematics

  • Hispanic2
  • Black4
  • White2
  • IDEA4
Student Enrollment in Advanced Mathematics: 8
  • Hispanic: 2
  • Black: 4
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 4

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: 8
Number of Biology classes taught by certified teachers: 8

    Student Enrollment in Biology

  • Hispanic19
  • Asian2
  • Black34
  • White2
  • IDEA37
Student Enrollment in Biology: 57 (male: 24, female: 33)
  • Hispanic: 19 (male: 8, female: 11)
  • Asian: 2 (all male)
  • Black: 34 (male: 14, female: 20)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 37 (male: 20, female: 17)

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