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Woodlands Middle School in Hartsdale, NY
(07-08 • 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 21
Address
 475 W HARTSDALE AVE
Hartsdale, NY 10530
Telephone
(914) 761-6052
(make sure to verify first before calling)
Website
http://www.greenburghcsd.org
City-data.com school rating
21
Students
230
Classroom Teachers (FTE)
24.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
121
Reduced-price lunch
eligible students
16
School district
GREENBURGH 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:
ARDSLEY HIGH SCHOOL (1.5 miles):

91
LEE F JACKSON SCHOOL (0.9 miles):

64
CARL L DIXSON ELEMENTARY SCHOOL (1.5 miles):

62
ALICE E GRADY ELEMENTARY SCHOOL (1.3 miles):

58
ALEXANDER HAMILTON HIGH SCHOOL (1.3 miles):

56
WOODLANDS SENIOR HIGH SCHOOL (0.0 miles):

41
RICHARD J BAILEY SCHOOL (1.2 miles):

38
HIGHVIEW SCHOOL (1.1 miles):

31
Woodlands Middle School:

21
Woodlands Middle School rating compared to average state, county and city schools ratings:
New York:

50
Westchester County:

63
Hartsdale:

31
Woodlands Middle School:

21

Students & Teachers


Total enrollment:
Enrollment in 2016: 230
Enrollment in 2015: 262
Enrollment in 2014: 232
Enrollment in 2013: 216
Enrollment in 2012: 216
Enrollment in 2011: 251
Enrollment in 2010: 253
Enrollment in 2009: 273
Enrollment in 2008: 245
Enrollment in 2007: 249
Enrollment in 2006: 272
Enrollment in 2005: 297
Enrollment in 2004: 310
Enrollment in 2003: 301
Enrollment in 2002: 257
Enrollment in 2001: 298
Enrollment in 2000: 321
Enrollment in 1999: 282

Woodlands Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08UGTotal
All students1071194230
Female students57542113
Male students50652117
Asian students512 - 17
Hispanic students4251396
Black students4845194
White students1111 - 22
Two or More Races students1 - - 1

Enrollment by grade:
7th grade enrollment: 107
8th grade enrollment: 119
Ungraded enrollment: 4

Woodlands Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 113 (49.1%)
School:

49.1%
State:

51.1%
Male enrollment: 117 (50.9%)
Woodlands Middle School:

50.9%
New York:

47.5%

Woodlands Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 17 (7.4%)
School:

7.4%
State:

4.6%
Hispanic enrollment: 96 (41.7%)
Here:

41.7%
New York:

9.2%
Black enrollment: 94 (40.9%)
School:

40.9%
State:

12.0%
White enrollment: 22 (9.6%)
Woodlands Middle School:

9.6%
New York:

55.1%
Two or More Races enrollment: 1 (0.4%)
Here:

0.4%
State:

2.9%

Woodlands Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 137 (59.6%)
Here:

59.6%
New York:

52.7%
Free lunch eligible students: 121 (52.6%)
School:

52.6%
New York:

45.4%
Reduced-price lunch eligible students: 16 (7.0%)
Woodlands Middle School:

7.0%
New York:

4.8%

Woodlands Middle School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Grade 8 English: 18
  • Grade 8 Mathematics: 11
  • Grade 8 Science: 18
  • Grade 8 Social Studies: 19

Teachers and support:
Show data for
Classroom Teachers (FTE): 24

Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 11
Number of FTE nurses: 2
Number of FTE psychologists: 1

Student/Teacher Ratio
Woodlands Middle School:

9.6
State:

14.0
Number of teachers with Master's Degree plus 30 hours or doctorate: 17

Total number of classes taught: 110


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

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,871,509
  • Full-time Equivalency Count of Teachers: 29 (Salary Expenditures: $2,945,751)
  • Full-time Equivalency Count of Instructional Aides: 7 (Salary Expenditures: $196,864)
  • Full-time Equivalency Count of Support Services Staff: 12.5 (Salary Expenditures: $418,620)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $310,274)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $92,932
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $27,029
  • Salary Expenditures for Teachers: $106,268
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $27,029)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $66,117

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 9 (male: 2, female: 7)
  • Hispanic: 7 (male: 2, female: 5)
  • Black: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)

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

  • Hispanic23
  • Black17
  • White4
  • LEP4
Students with disabilities served under IDEA: 44 (male: 30, female: 14)
  • Hispanic: 23 (male: 13, female: 10)
  • Black: 17 (male: 13, female: 4)
  • White: 4 (all male)
  • Limited English Proficiency (LEP): 4 (all female)
Students with disabilities served under Section 504: 2 (all male)
  • Black: 2

Retention:
Show data for

(State average from 345 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 7th grade

  • Hispanic2
  • Black4
  • White2
  • LEP4
  • IDEA2
Total number of students retained in 7th grade: 8 (male: 6, female: 2)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 7th grade students retained
Woodlands Middle School:

7.5%
New York:

6.8%

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)

  • All288
  • Males282
  • Females295
  • Hispanic288
  • Asian324
  • Black282
  • White296
  • IDEA264
ELA students tested with valid scores: 103
Computed mean of student ELA scores: 288

ELA Students scoring proficient and above:

20%
New York:

39%

Students scoring at Level 1: 44%
Students scoring at Level 2: 37%
Students scoring at Level 3: 17%
Students scoring at Level 4: 3%

44%
37%
17%
3%

    MATH Mean Score (7th Grade)

  • All285
  • Males284
  • Females286
  • Hispanic282
  • Asian345
  • Black277
  • White299
  • IDEA259
Math students tested with valid scores: 98
Computed mean of student Math scores: 285

Math Students scoring proficient and above:

19%
New York:

34%

Students scoring at Level 1: 59%
Students scoring at Level 2: 21%
Students scoring at Level 3: 14%
Students scoring at Level 4: 5%

59%
21%
14%
5%
8th Grade:

    ELA Mean Score (8th Grade)

  • All299
  • Males285
  • Females310
  • Hispanic299
  • Asian325
  • Black294
  • White310
  • IDEA253
ELA students tested with valid scores: 92
Computed mean of student ELA scores: 299

ELA Students scoring proficient and above:

37%
State:

43%

Students scoring at Level 1: 26%
Students scoring at Level 2: 37%
Students scoring at Level 3: 27%
Students scoring at Level 4: 10%

26%
37%
27%
10%

    MATH Mean Score (8th Grade)

  • All283
  • Males275
  • Females289
  • Hispanic282
  • Asian326
  • Black279
  • White282
  • IDEA244
Math students tested with valid scores: 85
Computed mean of student Math scores: 283

Math Students scoring proficient and above:

17%
State:

18%

Students scoring at Level 1: 52%
Students scoring at Level 2: 32%
Students scoring at Level 3: 11%
Students scoring at Level 4: 6%

52%
32%
11%
6%

    SCI Mean Score (8th Grade)

  • All71
  • Males69
  • Females72
  • Hispanic71
  • Asian82
  • Black69
  • White75
  • IDEA54
Science students tested with valid scores: 99
Computed mean of student Science scores: 71

Science Students scoring proficient and above:

71%
New York:

57%

Students scoring at Level 1: 5%
Students scoring at Level 2: 24%
Students scoring at Level 3: 56%
Students scoring at Level 4: 15%

5%
24%
56%
15%

New York State Alternate Assessment:
Show data for

(State average from 69 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: 5
Grade 8 ELA Students scoring proficient and above:

80%
New York:

93%

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

20%
80%
Math students tested with valid scores: 5
Grade 8 Math Students scoring proficient and above:

80%
State:

88%

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

20%
80%

Regents Examination:
Show data for

(State average from 1,958 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.
Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All95%
  • Males90%
  • Females101%
  • Hispanic100%
  • White100%
Students tested with valid scores: 18
Number of students tested scoring Level 1 (0-54): 1 (6%)
Number of students tested scoring Level 2 (55-64): 1 (6%)
Number of students tested scoring Level 3 (65-78): 11 (61%)
Number of students tested scoring Level 4 (79-84): 4 (22%)
Number of students tested scoring Level 5 (85-100): 1 (6%)

Percentage of students scoring 55 and above:

95%
State:

88%

6%
6%
61%
22%
6%

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:

67%
New York:

64%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 17%
Students scoring at Transitioning Level: 17%
Students scoring at Expanding Level: 50%
Students scoring at Commanding Level: 17%

17%
17%
50%
17%

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:
General Education:
Students with Disabilities:

High School Non-completers:
Show data for

(State average from 1,468 schools)
All Students:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 44
Number of non-completers: 1
└─ Number of students who dropped out: 1
Percent of non-completers:

2.0%
New York:

4.1%
General Education:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 98
Number of non-completers: 1
└─ Number of students who dropped out: 1
Percent of non-completers:

1.0%
New York:

3.7%
Students with Disabilities:

Accountability


Adequate Yearly Progress:
Show data for

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

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

  • All168
  • Males158
  • Females176
  • Hispanic171
  • Black163
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 109
Percent of enrolled students with valid test scores: 95%

Performance Index (PI):

168
State:

174
Effective Annual Measurable Objective (EAMO): 179
Safe harbor target: 160
Elementary/Middle-Level Math:

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

  • All67
  • Males61
  • Females73
  • Hispanic68
  • Black49
  • IDEA41
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 448
Percent of enrolled students with valid test scores: 87%

Performance Index (PI):

67
New York:

114
Effective Annual Measurable Objective (EAMO): 101
Safe harbor target: 90
Elementary/Middle-Level ELA:

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

  • All96
  • Males74
  • Females118
  • Hispanic95
  • Black84
  • IDEA43
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 449
Percent of enrolled students with valid test scores: 90%

Performance Index (PI):

96
State:

113
Effective Annual Measurable Objective (EAMO): 103
Safe harbor target: 103

Health & Safety


Offenses:
(State average from 1,445 schools)
An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident

A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.

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

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

Incidents of physical attack or fight without a weapon: 1

Incidents of threats of physical attack without a weapon: 12


Total incidents per 1,000 students
Woodlands Middle School:

56.5
State:

55.5

Referrals and Arrests:
Show data for

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

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Black: 2

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

8.7
State:

3.4

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

  • Hispanic31
  • Asian4
  • Black19
  • White5
  • Multirace2
  • LEP4
  • IDEA19
Chronic Student Absenteeism: 61 (male: 31, female: 30)
  • Hispanic: 31 (male: 14, female: 17)
  • Asian: 4 (male: 2, female: 2)
  • Black: 19 (male: 8, female: 11)
  • White: 5 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 14, female: 5)
Chronic Student Absenteeism per 1,000 students
Woodlands Middle School:

265.2
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

  • Hispanic23
  • Black34
  • White6
  • LEP3
  • IDEA27
School days missed due to out-of-school suspension: 63 (male: 35, female: 28)
  • Hispanic: 23 (male: 10, female: 13)
  • Black: 34 (male: 21, female: 13)
  • White: 6 (male: 4, female: 2)
  • Limited English Proficiency (LEP): 3 (all female)
  • Individuals With Disabilities Education Act (IDEA): 27 (male: 18, female: 9)
Instances of out-of-school suspension (Students without disabilities): 23

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

100.0
State:

50.9
Students without disabilities receiving only one out-of-school suspension: 13 (male: 7, female: 6)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all female)
Students without disabilities receiving more than one out-of-school suspension: 8 (male: 4, female: 4)
  • Hispanic: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 13

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

56.5
State:

29.4
Students with disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
Students with disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)

Classes & Courses


Algebra I:
Show data for

(State average from 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.
Number of Algebra I classes: 1

    7-8th grade student enrollment in Algebra I

  • Hispanic4
  • Asian4
  • Black10
  • White4
7-8th grade student enrollment in Algebra I: 22 (male: 8, female: 14)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Black: 10 (male: 2, female: 8)
  • White: 4 (male: 2, female: 2)
7-8th grade studenst who passed Algebra I: 19 (male: 8, female: 11)
  • Black: 11 (male: 4, female: 7)
  • White: 8 (male: 4, female: 4)
Percent of 7-8th grade students who passed
School:

86.4%
State:

86.6%

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