New World Preparatory Charter School in Staten Island, NY
(06-08 • Public • Regular School)
- Address
- 26 SHAPE AVE
Staten Island, NY 10302
- Telephone
- (718) 705-8900
(make sure to verify first before calling)
- Students
- 374
- Classroom Teachers (FTE)
- 8.0
- National School Lunch
Program (NSLP) Status - No
- School district
- NEW WORLD PREPARATORY CHARTER SCHOOL
- Charter school
- Yes
- Charter authorizer name
- STATE UNIVERSI (#000000000002)
- Title I status
- Title I targeted assistance school
- Magnet School Indicator
- No
- Shared Time Indicator
- No
- Adult education offered
- No
Students & Teachers
Total enrollment:
Enrollment in 2016: 374
Enrollment in 2015: 355
Enrollment in 2014: 322
Enrollment in 2013: 284
Enrollment in 2012: 196
Enrollment in 2011: 123
Enrollment in 2015: 355
Enrollment in 2014: 322
Enrollment in 2013: 284
Enrollment in 2012: 196
Enrollment in 2011: 123
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | G06 | G07 | G08 | Total |
---|---|---|---|---|
All students | 127 | 127 | 120 | 374 |
Female students | 82 | 48 | 67 | 197 |
Male students | 45 | 79 | 53 | 177 |
American Indian/Alaska Native students | - | 2 | - | 2 |
Asian students | 3 | - | 3 | 6 |
Hispanic students | 80 | 86 | 57 | 223 |
Black students | 37 | 37 | 56 | 130 |
White students | 7 | 2 | 4 | 13 |
Enrollment by grade:
6th grade enrollment: 127
7th grade enrollment: 127
8th grade enrollment: 120
7th grade enrollment: 127
8th grade enrollment: 120
New World Preparatory Charter School - Historical enrollment by grade
Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 197 (52.7%)
School: | 52.7% |
State: | 51.1% |
Male enrollment: 177 (47.3%)
Here: | 47.3% |
State: | 47.5% |
New World Preparatory Charter School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 2 (0.5%)
New World Preparatory Charter School: | 0.5% |
State: | 0.2% |
Asian enrollment: 6 (1.6%)
New World Preparatory Charter School: | 1.6% |
State: | 4.6% |
Hispanic enrollment: 223 (59.6%)
New World Preparatory Charter School: | 59.6% |
State: | 9.2% |
Black enrollment: 130 (34.8%)
New World Preparatory Charter School: | 34.8% |
State: | 12.0% |
White enrollment: 13 (3.5%)
New World Preparatory Charter School: | 3.5% |
State: | 55.1% |
New World Preparatory Charter School - Historical enrollment by race/ethnicity
Teachers and support:
(State average from 6,103 schools)
Classroom Teachers (FTE): 8
Number of FTE teachers in their first year of teaching: 14
Number of FTE teachers in their second year of teaching: 10
Number of FTE school counselors: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 11
Number of FTE security guards: 2.5
Student/Teacher Ratio
Number of FTE teachers in their first year of teaching: 14
Number of FTE teachers in their second year of teaching: 10
Number of FTE school counselors: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 11
Number of FTE security guards: 2.5
Student/Teacher Ratio
Here: | 46.8 |
State: | 14.0 |
New World Preparatory Charter School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,219,331
- Full-time Equivalency Count of Teachers: 31 (Salary Expenditures: $1,956,341)
- Full-time Equivalency Count of Instructional Aides: 2 (Salary Expenditures: $68,763)
- Full-time Equivalency Count of Support Services Staff: 7 (Salary Expenditures: $290,678)
- Full-time Equivalency Count of School Administration Staff: 10 (Salary Expenditures: $694,653)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,360,058
- Salary Expenditures for Teachers: $2,009,328
- Full-time Equivalency Count of Instructional Aides: 2 (Salary Expenditures: $68,763)
- Full-time Equivalency Count of Support Services Staff: 7 (Salary Expenditures: $290,678)
- Full-time Equivalency Count of School Administration Staff: 10 (Salary Expenditures: $694,653)
Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 42 (male: 26, female: 16)
- Hispanic: 40 (male: 26, female: 14)
- Black: 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 22 (male: 14, female: 8)
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 (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: 79 (male: 50, female: 29)
Students with disabilities served under Section 504: 12 (male: 8, female: 4)
- Hispanic: 65 (male: 40, female: 25)
- Black: 14 (male: 10, female: 4)
- Limited English Proficiency (LEP): 23 (male: 16, female: 7)
- Hispanic4
- Asian2
- Black4
- White2
Students with disabilities served under Section 504
- Hispanic: 4 (male: 2, female: 2)
- Asian: 2 (all male)
- Black: 4 (male: 2, female: 2)
- White: 2 (all male)
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: 2 (all male)
Percent of 7th grade students retained
Total number of students retained in 8th grade: 2 (all male)
Percent of 8th grade students retained
- Black: 2
- Individuals With Disabilities Education Act (IDEA): 2
Percent of 7th grade students retained
New World Preparatory Charter School: | 1.6% |
State: | 6.8% |
Total number of students retained in 8th grade: 2 (all male)
- Black: 2
- Individuals With Disabilities Education Act (IDEA): 2
Percent of 8th grade students retained
New World Preparatory Charter School: | 1.7% |
New York: | 4.9% |
Health & Safety
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 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 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 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.
Allegations of harassment or bullying on the basis of sex: 2
Students disciplined for bullying or harassment on the basis of sex: 4 (male: 2, female: 2)
Allegations of harassment or bullying on the basis of sex per 1,000 students
Students reported as harassed or bullied on the basis of sex: 4 (all female)Here: | 5.3 |
State: | 3.8 |
- Hispanic: 2
- Black: 2
- Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of sex: 4 (male: 2, female: 2)
- Hispanic: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 2 (all female)
- Section 504: 2 (all male)
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.
- Hispanic31
- Black13
- White2
- LEP4
- IDEA10
Chronic Student Absenteeism
- Hispanic: 31 (male: 14, female: 17)
- Black: 13 (male: 5, female: 8)
- White: 2 (all male)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)
Chronic Student Absenteeism per 1,000 students
School: | 123.0 |
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).
- Hispanic48
- Black39
- White17
- LEP1
- IDEA16
School days missed due to out-of-school suspension
- Hispanic: 48 (male: 24, female: 24)
- Black: 39 (all male)
- White: 17 (all male)
- Limited English Proficiency (LEP): 1 (all male)
- Individuals With Disabilities Education Act (IDEA): 16 (male: 9, female: 7)
Instances of out-of-school suspension (Students without disabilities): 18
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
New World Preparatory Charter School: | 48.1 |
State: | 50.9 |
- Hispanic: 5 (all male)
- Black: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 11 (male: 9, female: 2)
- Hispanic: 7 (male: 5, female: 2)
- Black: 2 (all male)
- White: 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
- Hispanic: 2 (all female)
- Black: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 10
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
New World Preparatory Charter School: | 26.7 |
New York: | 29.4 |
Instances of out-of-school suspension per 1,000 students (Section 504 only)
Here: | 8.0 |
State: | 2.9 |
- Hispanic: 2
- Limited English Proficiency (LEP): 2
- Section 504: 2
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
- Hispanic: 2
Students with disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
- Hispanic: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
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.
- Hispanic13
- Asian4
- Black10
- White2
- LEP2
8th grade student enrollment in Algebra I
- Hispanic: 13 (male: 5, female: 8)
- Asian: 4 (male: 2, female: 2)
- Black: 10 (male: 2, female: 8)
- White: 2 (all male)
- Limited English Proficiency (LEP): 2 (all male)
- Hispanic: 11 (male: 4, female: 7)
- Black: 11 (male: 4, female: 7)
Percent of 8th grade students who passed
Here: | 75.9% |
State: | 87.1% |
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