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


Van Antwerp Middle School in Schenectady, NY
(06-08 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in New York) from 0 (worst) to 100 (best) is 85
Address
 2253 STORY AVE
Schenectady, NY 12309
Telephone
(518) 370-1243
(make sure to verify first before calling)
Website
http://www.niskyschools.org
City-data.com school rating
85
Students
410
Classroom Teachers (FTE)
25.7
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
50
Reduced-price lunch
eligible students
5
School district
NISKAYUNA 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:
NISKAYUNA HIGH SCHOOL (0.7 miles):

92
HILLSIDE SCHOOL (0.2 miles):

86
Van Antwerp Middle School:

85
CRAIG ELEMENTARY SCHOOL (1.7 miles):

77
JESSIE T ZOLLER ELEMENTARY SCHOOL (1.0 miles):

33
SCHENECTADY HIGH SCHOOL (0.9 miles):

26
HOWE EARLY CHILDHOOD EDUCATIONAL CENTER (0.5 miles):

23
CENTRAL PARK MIDDLE SCHOOL (1.2 miles):

12
PAIGE ELEMENTARY SCHOOL (1.6 miles):

11
Van Antwerp Middle School rating compared to average state, county and city schools ratings:
New York:

50
Schenectady County:

48
Schenectady:

44
Van Antwerp Middle School:

85

Students & Teachers


Total enrollment:
Enrollment in 2016: 410
Enrollment in 2015: 408
Enrollment in 2014: 420
Enrollment in 2013: 428
Enrollment in 2012: 424
Enrollment in 2011: 440
Enrollment in 2010: 462
Enrollment in 2009: 457
Enrollment in 2008: 450
Enrollment in 2007: 424
Enrollment in 2006: 436
Enrollment in 2005: 451
Enrollment in 2004: 487
Enrollment in 2003: 467
Enrollment in 2002: 477
Enrollment in 2001: 479
Enrollment in 2000: 482
Enrollment in 1999: 483

Van Antwerp Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students134138138410
Female students606863191
Male students747075219
Asian students21202061
Hispanic students46313
Black students103821
White students96105102303
Two or More Races students34512

Enrollment by grade:
6th grade enrollment: 134
7th grade enrollment: 138
8th grade enrollment: 138

Van Antwerp Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 191 (46.6%)
Here:

46.6%
New York:

51.1%
Male enrollment: 219 (53.4%)
Here:

53.4%
New York:

47.5%

Van Antwerp Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 61 (14.9%)
School:

14.9%
State:

4.6%
Hispanic enrollment: 13 (3.2%)
Here:

3.2%
State:

9.2%
Black enrollment: 21 (5.1%)
Here:

5.1%
New York:

12.0%
White enrollment: 303 (73.9%)
Here:

73.9%
New York:

55.1%
Two or More Races enrollment: 12 (2.9%)
Here:

2.9%
State:

2.9%

Van Antwerp Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 55 (13.4%)
School:

13.4%
State:

52.7%
Free lunch eligible students: 50 (12.2%)
Here:

12.2%
New York:

45.4%
Reduced-price lunch eligible students: 5 (1.2%)
School:

1.2%
New York:

4.8%

Van Antwerp Middle School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Grade 8 English: 29
  • Grade 8 Mathematics: 25
  • Grade 8 Science: 28

Teachers and support:
Show data for
Classroom Teachers (FTE): 25.7

Number of FTE teachers in their first year of teaching: 5
Number of FTE teachers in their second year of teaching: 0.2
Number of FTE school counselors: 2
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: 1
Number of FTE social workers: 1

Student/Teacher Ratio
Van Antwerp Middle School:

16.0
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: 7

Total number of classes taught: 141


Number of full-time principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 3
Number of part-time professional staff other than teachers, principals, and asst principals: 5

Van Antwerp Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,449,594
  • Full-time Equivalency Count of Teachers: 30.2 (Salary Expenditures: $2,044,124)
  • Full-time Equivalency Count of Instructional Aides: 4.9 (Salary Expenditures: $177,306)
  • Full-time Equivalency Count of Support Services Staff: 2.3 (Salary Expenditures: $271,187)
  • Full-time Equivalency Count of School Administration Staff: 1.4 (Salary Expenditures: $146,265)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $125,717
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,917,594
  • Salary Expenditures for Teachers: $2,330,779
  • Full-time Equivalency Count of Instructional Aides: 4.9 (Salary Expenditures: $246,698)
  • Full-time Equivalency Count of Support Services Staff: 2.3 (Salary Expenditures: $272,660)
  • Full-time Equivalency Count of School Administration Staff: 1.4 (Salary Expenditures: $146,265)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $150,055

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

  • Hispanic4
  • Black7
  • White35
  • Multirace4
Students with disabilities served under IDEA: 50 (male: 33, female: 17)
  • Hispanic: 4 (all male)
  • Black: 7 (all male)
  • White: 35 (male: 22, female: 13)
  • Two or More Races: 4 (all female)
Students with disabilities served under Section 504: 23 (male: 18, female: 5)
  • Hispanic: 2 (all male)
  • Asian: 2 (all male)
  • White: 19 (male: 14, female: 5)

Retention:
Show data for

(State average from 273 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 8th grade: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Percent of 8th grade students retained
Here:

2.9%
New York:

4.2%

Statewide Student Assessments


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

(State average from 1,650 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 Mean Score (6th Grade)

  • All311
  • Males305
  • Females318
  • Asian312
  • Black321
  • White311
  • IDEA267
ELA students tested with valid scores: 124
Computed mean of student ELA scores: 311

ELA Students scoring proficient and above:

43%
New York:

30%

Students scoring at Level 1: 14%
Students scoring at Level 2: 44%
Students scoring at Level 3: 22%
Students scoring at Level 4: 21%

14%
44%
22%
21%

    MATH Mean Score (6th Grade)

  • All329
  • Males328
  • Females331
  • Asian341
  • White327
  • Multirace324
  • IDEA265
Math students tested with valid scores: 122
Computed mean of student Math scores: 329

Math Students scoring proficient and above:

67%
New York:

38%

Students scoring at Level 1: 9%
Students scoring at Level 2: 24%
Students scoring at Level 3: 26%
Students scoring at Level 4: 41%

9%
24%
26%
41%
7th Grade:

    ELA Mean Score (7th Grade)

  • All319
  • Males311
  • Females329
  • Hispanic313
  • Asian330
  • Black296
  • White319
  • Multirace316
  • IDEA289
ELA students tested with valid scores: 111
Computed mean of student ELA scores: 319

ELA Students scoring proficient and above:

56%
New York:

39%

Students scoring at Level 1: 14%
Students scoring at Level 2: 29%
Students scoring at Level 3: 32%
Students scoring at Level 4: 24%

14%
29%
32%
24%

    MATH Mean Score (7th Grade)

  • All326
  • Males322
  • Females333
  • Asian340
  • Black292
  • White328
  • IDEA286
Math students tested with valid scores: 109
Computed mean of student Math scores: 326

Math Students scoring proficient and above:

62%
New York:

34%

Students scoring at Level 1: 16%
Students scoring at Level 2: 23%
Students scoring at Level 3: 34%
Students scoring at Level 4: 28%

16%
23%
34%
28%
8th Grade:

    ELA Mean Score (8th Grade)

  • All325
  • Males324
  • Females326
  • Hispanic297
  • Asian335
  • White326
  • IDEA285
ELA students tested with valid scores: 126
Computed mean of student ELA scores: 325

ELA Students scoring proficient and above:

68%
New York:

43%

Students scoring at Level 1: 7%
Students scoring at Level 2: 25%
Students scoring at Level 3: 36%
Students scoring at Level 4: 32%

7%
25%
36%
32%

    MATH Mean Score (8th Grade)

  • All317
  • Males316
  • Females317
  • Hispanic292
  • Asian332
  • White319
  • IDEA279
Math students tested with valid scores: 82
Computed mean of student Math scores: 317

Math Students scoring proficient and above:

45%
New York:

18%

Students scoring at Level 1: 10%
Students scoring at Level 2: 45%
Students scoring at Level 3: 39%
Students scoring at Level 4: 6%

10%
45%
39%
6%

    SCI Mean Score (8th Grade)

  • All81
  • Males81
  • Females80
  • Hispanic59
  • Asian84
  • White82
  • IDEA62
Science students tested with valid scores: 132
Computed mean of student Science scores: 81

Science Students scoring proficient and above:

85%
New York:

57%

Students scoring at Level 1: 2%
Students scoring at Level 2: 12%
Students scoring at Level 3: 40%
Students scoring at Level 4: 45%

2%
12%
40%
45%

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.

Van Antwerp Middle School - % Scroring 55 and above in Regents Examination

Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All100%
  • Males100%
  • Females100%
  • White100%
Students tested with valid scores: 48
Number of students tested scoring Level 4 (79-84): 2 (4%)
Number of students tested scoring Level 5 (85-100): 46 (96%)

Percentage of students scoring 55 and above:

100%
State:

93%

4%
96%

Accountability


Adequate Yearly Progress:
Show data for

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

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

  • All183
  • Males181
  • Females186
  • White192
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 142
Percent of enrolled students with valid test scores: 93%

Performance Index (PI):

183
New York:

174
Effective Annual Measurable Objective (EAMO): 180
Elementary/Middle-Level Math:

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

  • All155
  • Males152
  • Females158
  • Asian175
  • White157
  • IDEA58
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 810
Percent of enrolled students with valid test scores: 88%

Performance Index (PI):

155
New York:

114
Effective Annual Measurable Objective (EAMO): 103
Elementary/Middle-Level ELA:

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

  • All144
  • Males132
  • Females159
  • Asian154
  • White147
  • IDEA60
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 810
Percent of enrolled students with valid test scores: 89%

Performance Index (PI):

144
New York:

113
Effective Annual Measurable Objective (EAMO): 105

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 threats of physical attack without a weapon: 4


Total incidents per 1,000 students
Van Antwerp Middle School:

9.8
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 sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.

Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of disability constitutes disability harassment.

Harassment or bullying on the basis of religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of religion constitutes religious harassment.

Harassment or bullying on the basis of sexual orientation refers to intimidation or abusive behavior toward a student based on actual or perceived sexual orientation. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of sexual orientation constitutes sexual orientation harassment.
Allegations of harassment or bullying on the basis of sex: 18
Allegations of harassment or bullying on the basis of sex per 1,000 students
Van Antwerp Middle School:

43.9
State:

3.8

    Students reported as harassed or bullied on the basis of sex

  • Hispanic2
  • Asian4
  • White4
  • LEP2
Students reported as harassed or bullied on the basis of sex: 10 (male: 4, female: 6)
  • Hispanic: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

    Students disciplined for bullying or harassment on the basis of sex

  • Hispanic2
  • Asian4
  • Black4
  • LEP2
Students disciplined for bullying or harassment on the basis of sex: 10 (male: 4, female: 6)
  • Hispanic: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

Allegations of harassment or bullying on the basis of race, color, or national origin: 16
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
School:

39.0
New York:

3.3

    Students reported as harassed or bullied on the basis of race, color, or national origin

  • Hispanic2
  • Asian4
  • Black4
  • IDEA2
Students reported as harassed or bullied on the basis of race, color, or national origin: 10 (male: 6, female: 4)
  • Hispanic: 2 (all male)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

    Students disciplined for bullying or harassment on the basis of race, color, or national origin

  • Hispanic2
  • Asian4
  • Black4
  • IDEA2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 10 (male: 6, female: 4)
  • Hispanic: 2 (all male)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Allegations of harassment or bullying on the basis of disability: 2
Allegations of harassment or bullying on the basis of disability per 1,000 students
Here:

4.9
New York:

1.4
Students reported as harassed or bullied on the basis of disability: 2 (all male)
  • White: 2
Students disciplined for bullying or harassment on the basis of disability: 2 (all male)
  • White: 2

Allegations of harassment or bullying on the basis of sexual orientation: 4
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
Here:

9.8
State:

1.7

Allegations of harassment or bullying on the basis of religion: 2
Allegations of harassment or bullying on the basis of religion per 1,000 students
Van Antwerp Middle School:

4.9
New York:

0.3


Chronic Student Absenteeismt:
Show data for

(State average from 3,050 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic4
  • Black4
  • White19
  • Multirace4
  • IDEA7
Chronic Student Absenteeism: 31 (male: 17, female: 14)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 19 (male: 11, female: 8)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

75.6
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: 13 (male: 8, female: 5)
  • Black: 1 (all male)
  • White: 12 (male: 7, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 1 (all male)
Instances of out-of-school suspension (Students without disabilities): 4

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

9.8
State:

50.9
Students without disabilities receiving one or more in-school suspension: 11 (all male)
  • White: 11
Students without disabilities receiving only one out-of-school suspension: 2 (all female)
  • White: 2
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): 1

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

2.4
New York:

29.4
Students with disabilities receiving one or more in-school suspension: 7 (male: 5, female: 2)
  • White: 5 (all male)
  • Two or More Races: 2 (all female)
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Black: 2

Classes & Courses


Algebra I:
Show data for

(State average from 623 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.
7th grade student enrollment in Algebra I: 2
7th grade studenst who passed Algebra I: 4
Percent of 7th grade students who passed
Van Antwerp Middle School:

100.0%
State:

114.6%

    8th grade student enrollment in Algebra I

  • Asian7
  • Black2
  • White37
  • Multirace2
8th grade student enrollment in Algebra I: 48 (male: 29, female: 19)
  • Asian: 7 (male: 2, female: 5)
  • Black: 2 (all male)
  • White: 37 (male: 23, female: 14)
  • Two or More Races: 2 (all male)
8th grade studenst who passed Algebra I: 46 (male: 26, female: 20)
  • Asian: 8 (male: 4, female: 4)
  • White: 38 (male: 22, female: 16)
Percent of 8th grade students who passed
Van Antwerp Middle School:

95.8%
State:

87.1%

Comments

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

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

  1. All Cities
  2. New York
  3. Schenectady main city page
  4. Schools in New York
  5. Van Antwerp Middle 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