Jump to a detailed profile or search site with Google Custom Search


Paul J Gelinas Junior High School in SETAUKET, NY
(07-09 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in New York) from 0 (worst) to 100 (best) is 92
Address
 25 MUD RD
SETAUKET, NY 11733
Telephone
(631) 730-4700
(make sure to verify first before calling)
Website
http://www.3villagecsd.org
City-data.com school rating
92
Students
866
Classroom Teachers (FTE)
61.4
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
30
Reduced-price lunch
eligible students
14
School district
THREE VILLAGE CENTRAL SCHOOL DISTRICT
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
SETAUKET ELEMENTARY SCHOOL (0.7 miles):

96
MINNESAUKE ELEMENTARY SCHOOL (1.4 miles):

94
NASSAKEAG ELEMENTARY SCHOOL (2.0 miles):

94
ROBERT CUSHMAN MURPHY JUNIOR HIGH SCHOOL (3.2 miles):

93
Paul J Gelinas Junior High School:

92
WARD MELVILLE SENIOR HIGH SCHOOL (3.0 miles):

91
WILLIAM SIDNEY MOUNT SCHOOL (3.2 miles):

90
PORT JEFFERSON MIDDLE SCHOOL (2.7 miles):

89
EARL L VANDERMEULEN HIGH SCHOOL (2.7 miles):

77
Paul J Gelinas Junior High School rating compared to average state and city schools ratings:
New York:

50
SETAUKET:

94
Paul J Gelinas Junior High School:

92

Students & Teachers


Total enrollment:
Enrollment in 2016: 866
Enrollment in 2015: 932
Enrollment in 2014: 923
Enrollment in 2013: 975
Enrollment in 2012: 894
Enrollment in 2011: 905
Enrollment in 2010: 906
Enrollment in 2009: 941
Enrollment in 2008: 954
Enrollment in 2007: 938
Enrollment in 2006: 969
Enrollment in 2005: 994
Enrollment in 2004: 997
Enrollment in 2003: 967
Enrollment in 2002: 926
Enrollment in 2001: 888
Enrollment in 2000: 895
Enrollment in 1999: 840

Paul J Gelinas Junior High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08G09UGTotal
All students27230027321866
Female students1351451283411
Male students13715514518455
Asian students172923170
Hispanic students8128432
Black students135 - 9
White students24425523616751
Two or More Races students211 - 4

Enrollment by grade:
7th grade enrollment: 272
8th grade enrollment: 300
9th grade enrollment: 273
Ungraded enrollment: 21

Paul J Gelinas Junior High School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 411 (47.5%)
Paul J Gelinas Junior High School:

47.5%
State:

51.1%
Male enrollment: 455 (52.5%)
Paul J Gelinas Junior High School:

52.5%
New York:

47.5%

Paul J Gelinas Junior High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 70 (8.1%)
Paul J Gelinas Junior High School:

8.1%
New York:

4.6%
Hispanic enrollment: 32 (3.7%)
School:

3.7%
New York:

9.2%
Black enrollment: 9 (1.0%)
Here:

1.0%
State:

12.0%
White enrollment: 751 (86.7%)
Paul J Gelinas Junior High School:

86.7%
New York:

55.1%
Two or More Races enrollment: 4 (0.5%)
Paul J Gelinas Junior High School:

0.5%
New York:

2.9%

Paul J Gelinas Junior High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 44 (5.1%)
Here:

5.1%
State:

52.7%
Free lunch eligible students: 30 (3.5%)
School:

3.5%
New York:

45.4%
Reduced-price lunch eligible students: 14 (1.6%)
Paul J Gelinas Junior High School:

1.6%
New York:

4.8%

Paul J Gelinas Junior High School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Grade 8 English: 23
  • Grade 8 Mathematics: 24
  • Grade 8 Science: 22
  • Grade 8 Social Studies: 25

Teachers and support:
Show data for
Classroom Teachers (FTE): 61.4

Number of FTE teachers in their second year of teaching: 1.6
Number of FTE school counselors: 4
Number of FTE teachers who were absent more than 10 school days during the school years: 24.6
Number of FTE security guards: 3.5
Number of FTE nurses: 1
Number of FTE psychologists: 1
Number of FTE social workers: 1

Student/Teacher Ratio
Paul J Gelinas Junior High School:

14.1
State:

14.0
Number of teachers with fewer than three years of teaching experience: 3
Number of teachers with Master's Degree plus 30 hours or doctorate: 42

Total number of classes taught: 344


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: 8

Paul J Gelinas Junior High School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $14,684,861
  • Full-time Equivalency Count of Teachers: 71 (Salary Expenditures: $8,021,633)
  • Full-time Equivalency Count of Instructional Aides: 27 (Salary Expenditures: $5,493,237)
  • Full-time Equivalency Count of Support Services Staff: 10 (Salary Expenditures: $901,605)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $268,386)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $140,123
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $14,863,963
  • Salary Expenditures for Teachers: $8,200,735
  • Full-time Equivalency Count of Instructional Aides: 27 (Salary Expenditures: $5,493,237)
  • Full-time Equivalency Count of Support Services Staff: 10 (Salary Expenditures: $901,605)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $268,386)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $192,898

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 10 (male: 4, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • White: 2 (all female)

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: 105 (male: 74, female: 31)
  • Hispanic: 7 (all male)
  • White: 98 (male: 67, female: 31)

    Students with disabilities served under Section 504

  • Hispanic2
  • Asian2
  • Black2
  • White43
Students with disabilities served under Section 504: 49 (male: 36, female: 13)
  • Hispanic: 2 (all female)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 43 (male: 32, female: 11)

Statewide Student Assessments


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

(State average from 1,457 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.
7th Grade:

    ELA Mean Score (7th Grade)

  • All330
  • Males324
  • Females338
  • White328
  • IDEA287
ELA students tested with valid scores: 105
Computed mean of student ELA scores: 330

ELA Students scoring proficient and above:

75%
State:

39%

Students scoring at Level 1: 6%
Students scoring at Level 2: 20%
Students scoring at Level 3: 45%
Students scoring at Level 4: 30%

6%
20%
45%
30%

    MATH Mean Score (7th Grade)

  • All334
  • Males331
  • Females337
  • White333
  • IDEA299
Math students tested with valid scores: 89
Computed mean of student Math scores: 334

Math Students scoring proficient and above:

75%
New York:

34%

Students scoring at Level 1: 8%
Students scoring at Level 2: 17%
Students scoring at Level 3: 45%
Students scoring at Level 4: 30%

8%
17%
45%
30%
8th Grade:

    ELA Mean Score (8th Grade)

  • All321
  • Males316
  • Females326
  • White317
  • IDEA283
ELA students tested with valid scores: 67
Computed mean of student ELA scores: 321

ELA Students scoring proficient and above:

64%
State:

43%

Students scoring at Level 1: 9%
Students scoring at Level 2: 27%
Students scoring at Level 3: 40%
Students scoring at Level 4: 24%

9%
27%
40%
24%

    MATH Mean Score (8th Grade)

  • All288
  • Males300
  • Females274
  • IDEA265
Math students tested with valid scores: 29
Computed mean of student Math scores: 288

Math Students scoring proficient and above:

10%
New York:

18%

Students scoring at Level 1: 41%
Students scoring at Level 2: 48%
Students scoring at Level 3: 10%
Students scoring at Level 4: 0%

41%
48%
10%

    SCI Mean Score (8th Grade)

  • All70
  • Males71
  • Females68
  • IDEA63
Science students tested with valid scores: 20
Computed mean of student Science scores: 70

Science Students scoring proficient and above:

65%
New York:

57%

Students scoring at Level 1: 0%
Students scoring at Level 2: 35%
Students scoring at Level 3: 55%
Students scoring at Level 4: 10%

35%
55%
10%

New York State Alternate Assessment:
Show data for

(State average from 88 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: 6
Grade 8 ELA Students scoring proficient and above:

67%
New York:

93%

Students scoring at Level 1: 0%
Students scoring at Level 2: 33%
Students scoring at Level 3: 50%
Students scoring at Level 4: 17%

33%
50%
17%
Math students tested with valid scores: 6
Grade 8 Math Students scoring proficient and above:

67%
State:

88%

Students scoring at Level 1: 0%
Students scoring at Level 2: 33%
Students scoring at Level 3: 67%
Students scoring at Level 4: 0%

33%
67%
Science students tested with valid scores: 6
Grade 8 Science Students scoring proficient and above:

50%
State:

90%

Students scoring at Level 1: 0%
Students scoring at Level 2: 50%
Students scoring at Level 3: 50%
Students scoring at Level 4: 0%

50%
50%

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.

Paul J Gelinas Junior High School - % Scroring 55 and above in Regents Examination

Geometry (Common Core):

    Scoring 55 and above
    (Geometry)

  • All100%
  • Males100%
  • Females100%
  • White101%
Students tested with valid scores: 139
Number of students tested scoring Level 2 (55-64): 1 (1%)
Number of students tested scoring Level 3 (65-78): 21 (15%)
Number of students tested scoring Level 4 (79-84): 38 (27%)
Number of students tested scoring Level 5 (85-100): 79 (57%)

Percentage of students scoring 55 and above:

100%
State:

79%

1%
15%
27%
57%
Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All100%
  • Males99%
  • Females100%
  • Asian100%
  • White100%
  • IDEA100%
Students tested with valid scores: 274
Number of students tested scoring Level 2 (55-64): 1 (0%)
Number of students tested scoring Level 3 (65-78): 25 (9%)
Number of students tested scoring Level 4 (79-84): 65 (24%)
Number of students tested scoring Level 5 (85-100): 183 (67%)

Percentage of students scoring 55 and above:

100%
New York:

93%

9%
24%
67%
Algebra II (Common Core):

    Scoring 55 and above
    (Algebra II)

  • All100%
  • Males100%
  • Females100%
  • Asian100%
  • White100%
Students tested with valid scores: 32
Number of students tested scoring Level 5 (85-100): 32 (100%)

Percentage of students scoring 55 and above:

100%
New York:

87%

100%

Regents Competency Test:
Show data for

(State average from 551 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).
Science:
Students tested with valid scores: 7
Number of students tested failing: 1 (14%)
Number of students tested passing: 6 (86%)

Percentage of students tested passing:

86%
New York:

45%

14%
86%

The New York State English as a Second Language Achievement Test:
Show data for

(State average from 531 schools)
The New York State English as a Second Language Achievement Test (NYSESLAT) is designed to annually assess the English proficiency of all English language learners enrolled in Grades K-12 in New York State schools. The exam gives the State and schools important information about the English language development of English language learners (ELLs), and is part of the State's compliance with federal laws that mandate the annual assessing and tracking of English proficiency of English language learners.
8th Grade:
Students tested with valid scores: 6
Scoring at Expanding Level or above:

100%
New York:

64%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 0%
Students scoring at Expanding Level: 50%
Students scoring at Commanding Level: 50%

50%
50%

Accountability


Adequate Yearly Progress:
Show data for

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

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

  • All194
  • Males192
  • Females196
  • White194
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 593
Percent of enrolled students with valid test scores: 63%

Performance Index (PI):

194
New York:

174
Effective Annual Measurable Objective (EAMO): 181
Elementary/Middle-Level Math:

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

  • All177
  • Males179
  • Females175
  • Asian197
  • White174
  • IDEA115
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 1,130
Percent of enrolled students with valid test scores: 49%

Performance Index (PI):

177
New York:

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

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

  • All164
  • Males159
  • Females171
  • Asian186
  • White160
  • IDEA100
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 1,129
Percent of enrolled students with valid test scores: 35%

Performance Index (PI):

164
New York:

113
Effective Annual Measurable Objective (EAMO): 103

SAT/ACT:
Show data for

(State average from 3,754 schools)
The ACT Test (ACT) is a nationally recognized assessment used to indicate college readiness.
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.
SAT or ACT Test Participation: 2 (all male)
  • Asian: 2

Advanced Placement:
Show data for
Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001.
Number of different AP courses provided by school: 1
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: No

    Students Enrolled in at least one AP Course

  • Hispanic7
  • Asian16
  • Black4
  • White79
  • Multirace2
Students Enrolled in at least one AP Course: 108 (male: 53, female: 55)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 16 (male: 8, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 79 (male: 41, female: 38)
  • Two or More Races: 2 (all female)

    Students Enrollment in Other Advanced Placement (AP) Subjects

  • Hispanic7
  • Asian16
  • Black4
  • White79
  • Multirace2
Students Enrollment in Other Advanced Placement (AP) Subjects: 108 (male: 53, female: 55)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 16 (male: 8, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 79 (male: 41, female: 38)
  • Two or More Races: 2 (all female)

    Students who took no AP exams

  • Hispanic7
  • Asian16
  • Black4
  • White79
  • Multirace2
Students who took no AP exams: 108 (male: 53, female: 55)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 16 (male: 8, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 79 (male: 41, female: 38)
  • Two or More Races: 2 (all female)

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.
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: 33


Total incidents per 1,000 students
School:

38.1
New York:

55.5

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 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.
Allegations of harassment or bullying on the basis of race, color, or national origin: 1
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Paul J Gelinas Junior High School:

1.2
New York:

4.0
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all male)
  • Asian: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
  • White: 2


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

  • Asian2
  • White19
  • IDEA7
  • 5042
Chronic Student Absenteeism: 21 (male: 13, female: 8)
  • Asian: 2 (all male)
  • White: 19 (male: 11, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
Here:

24.2
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).
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

  • Hispanic1
  • Asian3
  • White26
  • IDEA14
School days missed due to out-of-school suspension: 30 (all male)
  • Hispanic: 1
  • Asian: 3
  • White: 26
  • Individuals With Disabilities Education Act (IDEA): 14
Instances of out-of-school suspension (Students without disabilities): 9

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

10.4
New York:

50.9
Students without disabilities receiving one or more in-school suspension: 23 (male: 18, female: 5)
  • Hispanic: 2 (all male)
  • Asian: 2 (all male)
  • White: 19 (male: 14, female: 5)
Students without disabilities receiving only one out-of-school suspension: 10 (all male)
  • Asian: 2
  • White: 8
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2
Instances of out-of-school suspension (Students with disabilities): 12

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

13.9
State:

29.4
Students with disabilities receiving one or more in-school suspension: 10 (male: 8, female: 2)
  • White: 10 (male: 8, female: 2)
Students with disabilities receiving only one out-of-school suspension: 7 (all male)
  • Hispanic: 2
  • White: 5
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 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: 7
Number of Algebra I classes taught by certified teachers: 7

7th grade student enrollment in Algebra I: 17
7th grade studenst who passed Algebra I: 16
Percent of 7th grade students who passed
Paul J Gelinas Junior High School:

94.1%
State:

114.6%

    8th grade student enrollment in Algebra I

  • Hispanic4
  • Asian13
  • Black2
  • White94
  • Multirace2
  • LEP2
8th grade student enrollment in Algebra I: 115 (male: 58, female: 57)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 13 (male: 5, female: 8)
  • Black: 2 (all male)
  • White: 94 (male: 47, female: 47)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
8th grade studenst who passed Algebra I: 112 (male: 56, female: 56)
  • Asian: 17 (male: 7, female: 10)
  • White: 95 (male: 49, female: 46)
Percent of 8th grade students who passed
School:

97.4%
State:

87.1%

    9-10th grade student enrollment in Algebra I

  • Hispanic4
  • Asian2
  • Black4
  • White148
  • LEP2
  • IDEA22
9-10th grade student enrollment in Algebra I: 158 (male: 77, female: 81)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 148 (male: 71, female: 77)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 11, female: 11)
9-10th grade studenst who passed Algebra I: 80 (male: 40, female: 40)
  • White: 80 (male: 40, female: 40)
  • Individuals With Disabilities Education Act (IDEA): 20 (male: 10, female: 10)
Percent of 9-10th grade students who passed
Here:

50.6%
New York:

76.8%

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

    Student Enrollment in Algebra II

  • Hispanic2
  • Asian10
  • Black2
  • White4
  • Multirace2
Student Enrollment in Algebra II: 20 (male: 12, female: 8)
  • Hispanic: 2 (all female)
  • Asian: 10 (male: 8, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)

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: 4
Number of Geometry classes taught by certified teachers: 4

8th grade students enrolled in Geometry: 29

    Student Enrollment in Geometry

  • Hispanic4
  • Asian13
  • White79
  • LEP2
Student Enrollment in Geometry: 96 (male: 54, female: 42)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 13 (male: 5, female: 8)
  • White: 79 (male: 47, female: 32)
  • Limited English Proficiency (LEP): 2 (all male)

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: 5
Number of Biology classes taught by certified teachers: 5

    Student Enrollment in Biology

  • Hispanic7
  • Asian16
  • Black4
  • White94
  • Multirace2
  • IDEA2
Student Enrollment in Biology: 123 (male: 65, female: 58)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 16 (male: 8, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 94 (male: 53, female: 41)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Comments

Review, comment, or add new information about this topic:

Discuss SETAUKET, New York (NY) on our hugely popular New York forum.

  1. All Cities
  2. New York
  3. SETAUKET main city page
  4. Schools in New York
  5. Paul J Gelinas Junior High School


City-data.com does not guarantee the accuracy or timeliness of any information on this site.  Use at your own risk.
Some parts © 2024 Advameg, Inc.

Table of Contents