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Pine Hill Education Center School in Buffalo, NY
(KG-12 • Public • Alternative School)

Address
 1635 E DELEVAN AVE
Buffalo, NY 14215
Telephone
(716) 686-3680
(make sure to verify first before calling)
Website
http://www.cheektowagacentral.org
Students
110
Classroom Teachers (FTE)
17.0
National School Lunch
Program (NSLP) Status
Yes, under Community Eligibility Option (CEO)
Free lunch eligible students
72
Reduced-price lunch
eligible students
3
School district
CHEEKTOWAGA CENTRAL SCHOOL DISTRICT
Charter school
No
Title I status
Title I schoolwide eligible-Title I targeted assistance program
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Students & Teachers


Total enrollment:
Enrollment in 2016: 110
Enrollment in 2015: 108
Enrollment in 2014: 101
Enrollment in 2013: 76
Enrollment in 2012: 95

Pine Hill Education Center School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG01G02G03G04G05G06G07G08G09G10G11G12UGTotal
All students13143629102618234110
Female students - - - - 1 - - 1111610 - 30
Male students131426289151213480
American Indian/Alaska Native students - - - - - - - 1 - - - - - 1
Asian students - - - - - - - - - 11 - - 2
Hispanic students - 1 - 1 - - - - 1111 - 6
Black students - 21 - 211351346139
White students1 - - 313154111214358
Two or More Races students - - - - - 2 - - - - - 2 - 4

Enrollment by grade:
1st grade enrollment: 1
2nd grade enrollment: 3
3rd grade enrollment: 1
4th grade enrollment: 4
5th grade enrollment: 3
6th grade enrollment: 6
7th grade enrollment: 2
8th grade enrollment: 9
9th grade enrollment: 10
10th grade enrollment: 26
11th grade enrollment: 18
12th grade enrollment: 23
Ungraded enrollment: 4

Pine Hill Education Center School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 30 (27.3%)
Pine Hill Education Center School:

27.3%
New York:

51.1%
Male enrollment: 80 (72.7%)
Here:

72.7%
State:

47.5%

Pine Hill Education Center School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 1 (0.9%)
Here:

0.9%
New York:

0.2%
Asian enrollment: 2 (1.8%)
Pine Hill Education Center School:

1.8%
State:

4.6%
Hispanic enrollment: 6 (5.5%)
Pine Hill Education Center School:

5.5%
New York:

9.2%
Black enrollment: 39 (35.5%)
Pine Hill Education Center School:

35.5%
State:

12.0%
White enrollment: 58 (52.7%)
Here:

52.7%
State:

55.1%
Two or More Races enrollment: 4 (3.6%)
Pine Hill Education Center School:

3.6%
State:

2.9%

Pine Hill Education Center School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 75 (68.2%)
School:

68.2%
New York:

52.7%
Free lunch eligible students: 72 (65.5%)
Here:

65.5%
State:

45.4%
Reduced-price lunch eligible students: 3 (2.7%)
Pine Hill Education Center School:

2.7%
New York:

4.8%

Pine Hill Education Center School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Grade 10 English: 7
  • Grade 10 Social Studies: 13

Teachers and support:
Show data for
Classroom Teachers (FTE): 17

Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 1
Number of FTE nurses: 1
Number of FTE psychologists: 0.5
Number of FTE social workers: 1

Student/Teacher Ratio
Here:

6.5
State:

14.0
Number of teachers with Master's Degree plus 30 hours or doctorate: 2

Total number of classes taught: 92


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: 2
Number of part-time professional staff other than teachers, principals, and asst principals: 1

Pine Hill Education Center School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,548,766
  • Full-time Equivalency Count of Teachers: 17 (Salary Expenditures: $1,102,552)
  • Full-time Equivalency Count of Instructional Aides: 1.2 (Salary Expenditures: $35,440)
  • Full-time Equivalency Count of Support Services Staff: 8.3 (Salary Expenditures: $266,823)
  • Full-time Equivalency Count of School Administration Staff: 1.5 (Salary Expenditures: $143,951)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $166,251
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,148,419
  • Salary Expenditures for Teachers: $1,567,972
  • Full-time Equivalency Count of Instructional Aides: 12.1 (Salary Expenditures: $131,799)
  • Full-time Equivalency Count of Support Services Staff: 9.4 (Salary Expenditures: $304,687)
  • Full-time Equivalency Count of School Administration Staff: 1.5 (Salary Expenditures: $143,951)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $190,333

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: 40 (male: 36, female: 4)
  • Black: 17 (male: 13, female: 4)
  • White: 19 (all male)
  • Two or More Races: 4 (all male)
Students with disabilities served under Section 504: 8 (male: 6, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 435 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: 2 (all male)
  • Black: 2
  • Limited English Proficiency (LEP): 2

Percent of 9th grade students retained
Pine Hill Education Center School:

20.0%
State:

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

Percent of 10th grade students retained
Here:

15.4%
State:

8.8%
Total number of students retained in 11th grade: 2 (all male)
  • Black: 2

Percent of 11th grade students retained
School:

11.1%
State:

11.0%

Statewide Student Assessments


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

(State average from 1,419 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.
8th Grade:
Science students tested with valid scores: 5
Computed mean of student Science scores: 47


Students scoring at Level 1: 40%
Students scoring at Level 2: 60%
Students scoring at Level 3: 0%
Students scoring at Level 4: 0%

40%
60%

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.

Pine Hill Education Center School - % Scroring 55 and above in Regents Examination

Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All60%
  • Males50%
  • Females72%
  • Black63%
  • IDEA45%
Students tested with valid scores: 25
Number of students tested scoring Level 1 (0-54): 10 (40%)
Number of students tested scoring Level 2 (55-64): 5 (20%)
Number of students tested scoring Level 3 (65-78): 10 (40%)

Percentage of students scoring 55 and above:

60%
New York:

93%

40%
20%
40%
Comprehensive English (Common Core):

    Scoring 55 and above
    (Comprehensive English)

  • All48%
  • Males54%
  • Females40%
  • Black49%
  • IDEA50%
Students tested with valid scores: 21
Number of students tested scoring Level 1 (0-54): 11 (52%)
Number of students tested scoring Level 2 (55-64): 4 (19%)
Number of students tested scoring Level 3 (65-78): 5 (24%)
Number of students tested scoring Level 4 (79-84): 1 (5%)

Percentage of students scoring 55 and above:

48%
State:

89%

52%
19%
24%
5%

Regents Competency Test:
Show data for

(State average from 471 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).
Global Studies:
Students tested with valid scores: 7
Number of students tested failing: 5 (71%)
Number of students tested passing: 2 (29%)

Percentage of students tested passing:

29%
New York:

37%

71%
29%
Science:

    Percent Passing (Science)

  • All60%
  • Black60%
  • IDEA60%
Students tested with valid scores: 5
Number of students tested failing: 2 (40%)
Number of students tested passing: 3 (60%)

Percentage of students tested passing:

60%
State:

45%

40%
60%

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.

Pine Hill Education Center School - High School Completers

    Graduation Rate - 6 Year Outcome
    All students

  • All65%
  • Males50%
  • Females73%
  • Black40%
  • White75%
  • IDEA60%
All Students:
Number of Completers (graduates + commencement credentials): 10
└─ Number of Graduates (Regents + Local Diplomas): 10
  └─ Number of students who earned a Regents diploma: 7 (70% of Graduates)
      └─ Number of students who earned a Regents diploma with CTE endorsement: 1 (10% of Graduates)
  └─ Number of students who earned a Local Diploma: 3 (30% of Graduates)

High School Non-completers:
Show data for

(State average from 1,309 schools)

Pine Hill Education Center School - High School Non-completers

    Dropout Rate - 6 Year Outcome
    All students

  • All29%
  • Males33%
  • Females27%
  • Black40%
  • White25%
  • IDEA20%
All Students:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 72
Number of non-completers: 11
└─ Number of students who dropped out: 11
Percent of non-completers:

15.0%
New York:

5.4%

Post-graduation Plans of Completers:
Show data for

Pine Hill Education Center School - Post-graduation Plans of Completers

All Students:
Total number of students reported with graduation plan: 10
└─ Graduates who planned to enroll in four-year colleges: 1 (10%)
└─ Graduates who planned to enroll in two-year colleges: 3 (30%)
└─ Graduates who planned to enroll in other post-secondary institutions: 1 (10%)
└─ Graduates who planned to enlist in the military: 1 (10%)
└─ Graduates who planned to pursue employment: 3 (30%)
└─ Graduates whose status is unknown : 1 (10%)

Accountability


Adequate Yearly Progress:
Show data for

(State average from 1,294 schools)
5-Year Graduation Rate:
Made AYP: No
Met graduation rate criteria: No

Students enrolled during the test administration period: 33

Graduation Rate:

67%
New York:

78%
Effective Annual Measurable Objective (EAMO): 80
Safe harbor target: 70
4-Year Graduation Rate:
Made AYP: No
Met graduation rate criteria: No

Students enrolled during the test administration period: 37

Graduation Rate:

46%
New York:

76%
Effective Annual Measurable Objective (EAMO): 80
Safe harbor target: 58

SAT/ACT:
Show data for

(State average from 1,294 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: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Health & Safety


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

  • Hispanic4
  • Asian2
  • Black28
  • White37
  • Multirace4
  • IDEA25
  • 5047
Chronic Student Absenteeism: 75 (male: 49, female: 26)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Black: 28 (male: 17, female: 11)
  • White: 37 (male: 26, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 25 (male: 20, female: 5)
  • Section 504: 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

681.8
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 students with disabilities (IDEA) subjected to physical restraint: 7 (all male)
  • Black: 5
  • White: 2

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

63.6
New York:

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).
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: 83 (male: 58, female: 25)
  • Black: 63 (male: 38, female: 25)
  • White: 20 (all male)
  • Individuals With Disabilities Education Act (IDEA): 25 (male: 10, female: 15)
Instances of out-of-school suspension (Students without disabilities): 16

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

145.5
New York:

50.9
Students without disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 6 (male: 4, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 4

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

36.4
New York:

29.4
Instances of out-of-school suspension (Section 504 only): 3

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

27.3
New York:

2.9
Students with disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 2 (all male)
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Black: 2

Expulsions:
Show data for

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

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

18.2
State:

6.8

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: 3
Number of Algebra I classes taught by certified teachers: 3

    9-10th grade student enrollment in Algebra I

  • Hispanic2
  • Black10
  • White7
  • IDEA4
9-10th grade student enrollment in Algebra I: 19 (male: 12, female: 7)
  • Hispanic: 2 (all male)
  • Black: 10 (male: 5, female: 5)
  • White: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Percent of 9-10th grade students who passed
Pine Hill Education Center School:

0.0%
State:

76.8%

    11-12th grade student enrollment in Algebra I

  • Hispanic2
  • Asian2
  • Black4
  • White4
  • IDEA2
11-12th grade student enrollment in Algebra I: 12 (male: 6, female: 6)
  • Hispanic: 2 (all female)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
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


Student Enrollment in Geometry: 2 (all male)
  • Two or More Races: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Chemistry:
Show data for
Chemistry (college-preparatory) courses involve studying the composition, properties, and reactions of substances. These courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid / base and oxidation / reduction reactions; and atomic structure.Chemical formulas and equations and nuclear reactions are also studied.
Number of Chemistry classes: 1


Student Enrollment in Chemistry: 6 (male: 4, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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