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Richfield Springs Junior/Senior High School in Richfield Springs, NY
(07-12 • 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 56
Address
 93 MAIN ST
Richfield Springs, NY 13439
Telephone
(315) 858-0610
(make sure to verify first before calling)
City-data.com school rating
56
Students
180
Classroom Teachers (FTE)
22.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
83
Reduced-price lunch
eligible students
17
School district
RICHFIELD SPRINGS CENTRAL 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:
HARRY M FISHER ELEMENTARY SCHOOL (10.3 miles):

77
COOPERSTOWN ELEMENTARY SCHOOL (11.7 miles):

77
BARRINGER ROAD ELEMENTARY SCHOOL (11.2 miles):

67
Richfield Springs Junior/Senior High School:

56
RICHFIELD SPRINGS ELEMENTARY SCHOOL (0.0 miles):

36
GREGORY B JARVIS MIDDLE SCHOOL (10.7 miles):

34
CENTRAL VALLEY ACADEMY (10.9 miles):

34
OWEN D YOUNG CENTRAL SCHOOL (8.8 miles):

32
HERKIMER HIGH SCHOOL (11.7 miles):

22
Richfield Springs Junior/Senior High School rating compared to average state, county and city schools ratings:
New York:

50
Otsego County:

49
Richfield Springs:

46
This School:

56

Students & Teachers


Total enrollment:
Enrollment in 2016: 180

Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08G09G10G11G12Total
All students313030292931180
Female students191719161318102
Male students12131113161378
Asian students - - - 1124
Hispanic students11 - - - - 2
Black students11 - - - - 2
White students292730282828170
Two or More Races students - 1 - - - 12

Enrollment by grade:
7th grade enrollment: 31
8th grade enrollment: 30
9th grade enrollment: 30
10th grade enrollment: 29
11th grade enrollment: 29
12th grade enrollment: 31

Richfield Springs Junior/Senior High School - Enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 102 (56.7%)
Here:

56.7%
State:

51.1%
Male enrollment: 78 (43.3%)
School:

43.3%
State:

47.5%

Richfield Springs Junior/Senior High School - Enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 4 (2.2%)
Here:

2.2%
State:

4.6%
Hispanic enrollment: 2 (1.1%)
Here:

1.1%
State:

9.2%
Black enrollment: 2 (1.1%)
School:

1.1%
State:

12.0%
White enrollment: 170 (94.4%)
School:

94.4%
State:

55.1%
Two or More Races enrollment: 2 (1.1%)
Richfield Springs Junior/Senior High School:

1.1%
State:

2.9%

Richfield Springs Junior/Senior High School - Enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 100 (55.6%)
School:

55.6%
New York:

52.7%
Free lunch eligible students: 83 (46.1%)
Here:

46.1%
New York:

45.4%
Reduced-price lunch eligible students: 17 (9.4%)
School:

9.4%
State:

4.8%

Richfield Springs Junior/Senior High School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Grade 8 English: 11
  • Grade 8 Mathematics: 11
  • Grade 8 Science: 11
  • Grade 8 Social Studies: 16
  • Grade 10 English: 8
  • Grade 10 Mathematics: 8
  • Grade 10 Science: 8
  • Grade 10 Social Studies: 8

Teachers and support:
Show data for
Classroom Teachers (FTE): 22

Number of FTE teachers in their first year of teaching: 2
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: 14
Number of FTE nurses: 0.5

Student/Teacher Ratio
School:

8.2
New York:

14.0
Number of teachers with fewer than three years of teaching experience: 1
Number of teachers with Master's Degree plus 30 hours or doctorate: 5

Total number of classes taught: 143
Number of classes taught by teachers without appropriate certification: 2


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

School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,242,465
  • Full-time Equivalency Count of Teachers: 23 (Salary Expenditures: $1,761,771)
  • Full-time Equivalency Count of Instructional Aides: 9 (Salary Expenditures: $207,450)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $62,784)
  • Full-time Equivalency Count of School Administration Staff: 1.5 (Salary Expenditures: $210,460)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $374,747
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,969,859
  • Salary Expenditures for Teachers: $2,341,488
  • Full-time Equivalency Count of Instructional Aides: 9 (Salary Expenditures: $273,828)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $76,378)
  • Full-time Equivalency Count of School Administration Staff: 1.5 (Salary Expenditures: $278,165)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $391,444

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: 26 (male: 10, female: 16)
  • White: 26 (male: 10, female: 16)
Students with disabilities served under Section 504: 16 (male: 11, female: 5)
  • White: 16 (male: 11, female: 5)

Dual Enrollment:
(State average from 432 schools)
This school has students in grades 9-12 enrolled in a dual enrollment / dual credit program
Dual enrollment/dual credit programs provide opportunities for high school students to take college-level courses offered by colleges, and earn concurrent credit toward a high school diploma and a college degree while still in high school.These programs are for high school - enrolled students who are academically prepared to enroll in college and are interested in taking on additional coursework.For example, students who want to study subjects not offered at their high school may seek supplemental education at colleges nearby.

    Dual Enrollment

  • Asian4
  • White52
  • Multirace2
  • IDEA2
Dual Enrollment: 58 (male: 22, female: 36)
  • Asian: 4 (male: 2, female: 2)
  • White: 52 (male: 20, female: 32)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

Dual Enrollment per 1,000 students
Richfield Springs Junior/Senior High School:

322.2
New York:

183.3

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)

  • All315
  • Males306
  • Females322
ELA students tested with valid scores: 23
Computed mean of student ELA scores: 315

ELA Students scoring proficient and above:

39%
New York:

39%

Students scoring at Level 1: 13%
Students scoring at Level 2: 48%
Students scoring at Level 3: 26%
Students scoring at Level 4: 13%

13%
48%
26%
13%

    MATH Mean Score (7th Grade)

  • All299
  • Males295
  • Females304
Math students tested with valid scores: 23
Computed mean of student Math scores: 299

Math Students scoring proficient and above:

26%
New York:

34%

Students scoring at Level 1: 30%
Students scoring at Level 2: 43%
Students scoring at Level 3: 22%
Students scoring at Level 4: 4%

30%
43%
22%
4%
8th Grade:

    ELA Mean Score (8th Grade)

  • All315
  • Males326
  • Females307
ELA students tested with valid scores: 26
Computed mean of student ELA scores: 315

ELA Students scoring proficient and above:

50%
New York:

43%

Students scoring at Level 1: 8%
Students scoring at Level 2: 42%
Students scoring at Level 3: 31%
Students scoring at Level 4: 19%

8%
42%
31%
19%

    MATH Mean Score (8th Grade)

  • All304
  • Males315
  • Females291
Math students tested with valid scores: 23
Computed mean of student Math scores: 304

Math Students scoring proficient and above:

26%
State:

18%

Students scoring at Level 1: 17%
Students scoring at Level 2: 57%
Students scoring at Level 3: 22%
Students scoring at Level 4: 4%

17%
57%
22%
4%

    SCI Mean Score (8th Grade)

  • All76
  • Males81
  • Females70
Science students tested with valid scores: 23
Computed mean of student Science scores: 76

Science Students scoring proficient and above:

79%
New York:

57%

Students scoring at Level 1: 0%
Students scoring at Level 2: 22%
Students scoring at Level 3: 57%
Students scoring at Level 4: 22%

22%
57%
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: 10
Number of students tested scoring Level 3 (65-78): 7 (70%)
Number of students tested scoring Level 5 (85-100): 3 (30%)

Percentage of students scoring 55 and above:

100%
New York:

79%

70%
30%
Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All100%
  • Males100%
  • Females100%
  • White100%
Students tested with valid scores: 27
Number of students tested scoring Level 3 (65-78): 4 (15%)
Number of students tested scoring Level 4 (79-84): 10 (37%)
Number of students tested scoring Level 5 (85-100): 13 (48%)

Percentage of students scoring 55 and above:

100%
State:

93%

15%
37%
48%
Algebra II (Common Core):
Students tested with valid scores: 13
Number of students tested scoring Level 4 (79-84): 6 (46%)
Number of students tested scoring Level 5 (85-100): 7 (54%)

Percentage of students scoring 55 and above:

100%
New York:

87%

46%
54%
Comprehensive English (Common Core):

    Scoring 55 and above
    (Comprehensive English)

  • All101%
  • Males100%
  • Females100%
  • IDEA100%
Students tested with valid scores: 32
Number of students tested scoring Level 2 (55-64): 3 (9%)
Number of students tested scoring Level 3 (65-78): 5 (16%)
Number of students tested scoring Level 4 (79-84): 4 (13%)
Number of students tested scoring Level 5 (85-100): 20 (63%)

Percentage of students scoring 55 and above:

101%
State:

89%

9%
16%
13%
63%

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.
All Students:
Number of Completers (graduates + commencement credentials): 31
└─ Number of Graduates (Regents + Local Diplomas): 29
  └─ Number of students who earned a Regents diploma: 27 (93% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 11 (38% of Graduates)
      └─ Number of students who earned a Regents diploma with CTE endorsement: 4 (14% of Graduates)
  └─ Number of students who earned a Local Diploma: 2 (7% of Graduates)
└─ Number of students who earned a commencement credential: 2 (6% of Completers)

    Graduation Rate - 5 Year Outcome
    All students

  • All91%
  • Males81%
  • Females100%
  • IDEA40%
General Education:
Number of Completers (graduates + commencement credentials): 26
└─ Number of Graduates (Regents + Local Diplomas): 26
  └─ Number of students who earned a Regents diploma: 26 (100% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 11 (42% of Graduates)
      └─ Number of students who earned a Regents diploma with CTE endorsement: 4 (15% of Graduates)

    Graduation Rate - 4 Year Outcome
    All students

  • All85%
  • Males85%
  • Females86%
  • IDEA50%
Students with Disabilities:
Number of Completers (graduates + commencement credentials): 5
└─ Number of Graduates (Regents + Local Diplomas): 3
  └─ Number of students who earned a Regents diploma: 1 (33% of Graduates)
  └─ Number of students who earned a Local Diploma: 2 (67% of Graduates)
└─ Number of students who earned a commencement credential: 2 (40% of Completers)

High School Non-completers:
Show data for

(State average from 826 schools)
All Students:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 119
Number of non-completers: 6
└─ Number of students who dropped out: 6
Percent of non-completers:

5.0%
State:

6.0%

Post-graduation Plans of Completers:
Show data for
All Students:
Total number of students reported with graduation plan: 31
└─ Graduates who planned to enroll in four-year colleges: 10 (32%)
└─ Graduates who planned to enroll in two-year colleges: 8 (26%)
└─ Graduates who planned to enlist in the military: 2 (6%)
└─ Graduates who planned to pursue employment: 11 (35%)
General Education:
Total number of students reported with graduation plan: 26
└─ Graduates who planned to enroll in four-year colleges: 10 (38%)
└─ Graduates who planned to enroll in two-year colleges: 8 (31%)
└─ Graduates who planned to enlist in the military: 2 (8%)
└─ Graduates who planned to pursue employment: 6 (23%)
Students with Disabilities:
Total number of students reported with graduation plan: 5
└─ Graduates who planned to pursue employment: 5 (100%)

Accountability


Adequate Yearly Progress:
Show data for

(State average from 3,754 schools)
Elementary/Middle-Level Math:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 125
Percent of enrolled students with valid test scores: 75%

Performance Index (PI):

104
New York:

114
Effective Annual Measurable Objective (EAMO): 95
Elementary/Middle-Level ELA:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 126
Percent of enrolled students with valid test scores: 78%

Performance Index (PI):

138
State:

113
Effective Annual Measurable Objective (EAMO): 97
5-Year Graduation Rate:
Made AYP: Yes
Met graduation rate criteria: s

Students enrolled during the test administration period: 1

4-Year Graduation Rate:
Made AYP: Yes
Met graduation rate criteria: Yes

Students enrolled during the test administration period: 32

Graduation Rate:

94%
New York:

76%
Effective Annual Measurable Objective (EAMO): 80

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: 9 (male: 4, female: 5)
  • Asian: 2 (all male)
  • White: 7 (male: 2, female: 5)

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 with a weapon: 1

Incidents of threats of physical attack without a weapon: 1


Total incidents per 1,000 students
Richfield Springs Junior/Senior High School:

11.1
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.
Students without disabilities who were referred to a law enforcement agency or official: 2 (all female)
  • White: 2

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

11.1
State:

10.2

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.
Allegations of harassment or bullying on the basis of sex: 7
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here:

38.9
New York:

3.8
Students reported as harassed or bullied on the basis of sex: 7 (male: 5, female: 2)
  • White: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
Students disciplined for bullying or harassment on the basis of sex: 7 (male: 5, female: 2)
  • White: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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
Richfield Springs Junior/Senior High School:

5.6
State:

3.3
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all male)
  • White: 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

  • White34
  • Multirace2
  • IDEA7
  • 5044
Chronic Student Absenteeism: 36 (male: 19, female: 17)
  • White: 34 (male: 17, female: 17)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

200.0
New York:

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: 30 (male: 16, female: 14)
  • White: 30 (male: 16, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 5 (male: 4, female: 1)
  • Section 504: 8 (male: 3, female: 5)
Instances of out-of-school suspension (Students without disabilities): 22

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

122.2
New York:

50.9
Students without disabilities receiving one or more in-school suspension: 20 (male: 13, female: 7)
  • Hispanic: 2 (all female)
  • White: 16 (male: 11, female: 5)
  • Two or More Races: 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 13 (male: 5, female: 8)
  • White: 13 (male: 5, female: 8)
Students without disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 5

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Richfield Springs Junior/Senior High School:

27.8
State:

29.4
Instances of out-of-school suspension (Section 504 only): 4

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

22.2
State:

2.9
Students with disabilities receiving one or more in-school suspension: 7 (male: 2, female: 5)
  • White: 7 (male: 2, female: 5)
  • Section 504: 2 (all female)
Students with disabilities receiving only one out-of-school suspension: 2 (all female)
  • White: 2
  • Section 504: 4
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2
  • Section 504: 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: 4
Number of Algebra I classes taught by certified teachers: 4

9-10th grade student enrollment in Algebra I: 40 (male: 20, female: 20)
  • White: 40 (male: 20, female: 20)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)
9-10th grade studenst who passed Algebra I: 14 (male: 7, female: 7)
  • White: 14 (male: 7, female: 7)
Percent of 9-10th grade students who passed
Here:

35.0%
New York:

76.8%
11-12th grade student enrollment in Algebra I: 2 (all male)
  • White: 2
Percent of 11-12th grade students who passed
School:

0.0%
New York:

65.5%

Algebra II:
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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: 2
Number of Algebra II classes taught by certified teachers: 2

Student Enrollment in Algebra II: 21 (male: 7, female: 14)
  • Asian: 2 (all male)
  • White: 19 (male: 5, female: 14)

Calculus:
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Calculus (college-preparatory) course topics include the study of derivatives, differentiation, integration, the definite and indefinite integral, and applications of calculus.Typically, students have previously attained knowledge of precalculus topics (some combination of trigonometry, elementary functions, analytic geometry, and math analysis).
Number of Calculus classes: 1
Number of Calculus classes taught by certified teachers: 1

Student Enrollment in Calculus: 8 (male: 4, female: 4)
  • Asian: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Geometry:
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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: 3
Number of Geometry classes taught by certified teachers: 3

Student Enrollment in Geometry: 39 (male: 11, female: 28)
  • Asian: 2 (all female)
  • White: 37 (male: 11, female: 26)

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

Student Enrollment in Biology: 52 (male: 17, female: 35)
  • White: 52 (male: 17, female: 35)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)

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

Student Enrollment in Chemistry: 11 (male: 4, female: 7)
  • Asian: 2 (all male)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all female)

Physics:
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Physics (college-preparatory) courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy.The study of physics includes examination of sound, light, and magnetic and electric phenomena.
Number of Physics classes: 1
Number of Physics classes taught by certified teachers: 1

Student Enrollment in Physics: 8 (male: 4, female: 4)
  • Asian: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

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