Pierre Van Cortlandt School in CROTON ON HUDSON, NY
(05-08 • 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 87
- Telephone
- (914) 271-2191
(make sure to verify first before calling)
- City-data.com school rating
- 87
- Students
- 523
- Classroom Teachers (FTE)
- 37.9
- National School Lunch
Program (NSLP) Status - No
- School district
- CROTON-HARMON UNION FREE SCHOOL DISTRICT
- Charter school
- No
- Title I status
- Title I targeted assistance school
- Magnet School Indicator
- No
- Shared Time Indicator
- No
- Adult education offered
- No
Ratings
This school rating compared to other nearby schools ratings:
CARRIE E TOMPKINS SCHOOL (0.5 miles): | 88 |
Pierre Van Cortlandt School: | 87 |
FURNACE WOODS ELEMENTARY SCHOOL (3.6 miles): | 85 |
CROTON-HARMON HIGH SCHOOL (0.1 miles): | 84 |
BLUE MOUNTAIN MIDDLE SCHOOL (3.8 miles): | 71 |
OSSINING HIGH SCHOOL (3.4 miles): | 51 |
CLAREMONT SCHOOL (2.6 miles): | 42 |
ROOSEVELT SCHOOL (3.3 miles): | 32 |
ANNE M DORNER MIDDLE SCHOOL (2.5 miles): | 21 |
Pierre Van Cortlandt School rating compared to average state and city schools ratings:
New York: | 50 |
CROTON ON HUDSON: | 86 |
Pierre Van Cortlandt School: | 87 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 523
Enrollment in 2015: 533
Enrollment in 2014: 536
Enrollment in 2013: 547
Enrollment in 2012: 529
Enrollment in 2011: 549
Enrollment in 2010: 549
Enrollment in 2009: 539
Enrollment in 2008: 554
Enrollment in 2007: 551
Enrollment in 2006: 546
Enrollment in 2005: 393
Enrollment in 2004: 368
Enrollment in 2003: 356
Enrollment in 2002: 344
Enrollment in 2001: 310
Enrollment in 2000: 282
Enrollment in 1999: 270
Enrollment in 2015: 533
Enrollment in 2014: 536
Enrollment in 2013: 547
Enrollment in 2012: 529
Enrollment in 2011: 549
Enrollment in 2010: 549
Enrollment in 2009: 539
Enrollment in 2008: 554
Enrollment in 2007: 551
Enrollment in 2006: 546
Enrollment in 2005: 393
Enrollment in 2004: 368
Enrollment in 2003: 356
Enrollment in 2002: 344
Enrollment in 2001: 310
Enrollment in 2000: 282
Enrollment in 1999: 270
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | G05 | G06 | G07 | G08 | Total |
---|---|---|---|---|---|
All students | 111 | 149 | 132 | 131 | 523 |
Female students | 51 | 73 | 84 | 72 | 280 |
Male students | 60 | 76 | 48 | 59 | 243 |
American Indian/Alaska Native students | - | 1 | - | - | 1 |
Asian students | 4 | 9 | 8 | 7 | 28 |
Hispanic students | 23 | 30 | 18 | 18 | 89 |
Black students | 4 | 12 | 7 | 5 | 28 |
White students | 73 | 96 | 98 | 98 | 365 |
Two or More Races students | 7 | 1 | 1 | 3 | 12 |
Enrollment by grade:
5th grade enrollment: 111
6th grade enrollment: 149
7th grade enrollment: 132
8th grade enrollment: 131
6th grade enrollment: 149
7th grade enrollment: 132
8th grade enrollment: 131
Pierre Van Cortlandt School - Historical enrollment by grade
Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 280 (53.5%)
Pierre Van Cortlandt School: | 53.5% |
New York: | 51.1% |
Male enrollment: 243 (46.5%)
Pierre Van Cortlandt School: | 46.5% |
New York: | 47.5% |
Pierre Van Cortlandt School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 1 (0.2%)
Here: | 0.2% |
New York: | 0.2% |
Asian enrollment: 28 (5.4%)
School: | 5.4% |
New York: | 4.6% |
Hispanic enrollment: 89 (17.0%)
Pierre Van Cortlandt School: | 17.0% |
State: | 9.2% |
Black enrollment: 28 (5.4%)
Pierre Van Cortlandt School: | 5.4% |
New York: | 12.0% |
White enrollment: 365 (69.8%)
School: | 69.8% |
New York: | 55.1% |
Two or More Races enrollment: 12 (2.3%)
School: | 2.3% |
New York: | 2.9% |
Pierre Van Cortlandt School - Historical enrollment by race/ethnicity
Average Class Size:
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Average Class Size:
- Common Branch: 20
- Grade 8 English: 22
- Grade 8 Mathematics: 24
- Grade 8 Science: 24
- Grade 8 Social Studies: 23
Teachers and support:
Show data for
Classroom Teachers (FTE): 37.9
Number of FTE school counselors: 1.4
Number of FTE teachers who were absent more than 10 school days during the school years: 18
Number of FTE nurses: 1
Number of FTE psychologists: 1
Student/Teacher Ratio
Number of teachers with Master's Degree plus 30 hours or doctorate: 12
Total number of classes taught: 154
Number of full-time principals: 1
Number of full-time assistant principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 4
Number of part-time professional staff other than teachers, principals, and asst principals: 1
Number of FTE school counselors: 1.4
Number of FTE teachers who were absent more than 10 school days during the school years: 18
Number of FTE nurses: 1
Number of FTE psychologists: 1
Student/Teacher Ratio
Here: | 13.8 |
New York: | 14.0 |
Total number of classes taught: 154
Number of full-time principals: 1
Number of full-time assistant principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 4
Number of part-time professional staff other than teachers, principals, and asst principals: 1
Pierre Van Cortlandt School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,464,358
- Full-time Equivalency Count of Teachers: 43 (Salary Expenditures: $3,734,248)
- Full-time Equivalency Count of Support Services Staff: 4.4 (Salary Expenditures: $344,267)
- Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $328,443)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $0
- Salary Expenditures for Teachers: $3,734,248
Limited English Proficiency:
Show data for
- Hispanic16
- Asian2
- White4
- IDEA7
Students Enrolled in LEP Programs
- Hispanic: 16 (male: 8, female: 8)
- Asian: 2 (all female)
- White: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
Students with disabilities:
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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.
- Hispanic17
- Black8
- White44
- Multirace4
- LEP7
Students with disabilities served under IDEA
- Hispanic: 17 (male: 13, female: 4)
- Black: 8 (male: 4, female: 4)
- White: 44 (male: 31, female: 13)
- Two or More Races: 4 (all male)
- Limited English Proficiency (LEP): 7 (all male)
- Hispanic4
- Asian2
- Black4
- White22
Students with disabilities served under Section 504
- Hispanic: 4 (male: 2, female: 2)
- Asian: 2 (all male)
- Black: 4 (male: 2, female: 2)
- White: 22 (male: 14, female: 8)
Statewide Student Assessments
Grades 3-8 New York State Testing Program Assessments:
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(State average from 2,304 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.
5th Grade:
ELA students tested with valid scores: 101
Computed mean of student ELA scores: 325
Students scoring at Level 1: 10%
Students scoring at Level 2: 26%
Students scoring at Level 3: 41%
Students scoring at Level 4: 24%
Math students tested with valid scores: 105
Computed mean of student Math scores: 323
Students scoring at Level 1: 12%
Students scoring at Level 2: 21%
Students scoring at Level 3: 50%
Students scoring at Level 4: 17%
6th Grade:
ELA students tested with valid scores: 90
Computed mean of student ELA scores: 320
Students scoring at Level 1: 13%
Students scoring at Level 2: 26%
Students scoring at Level 3: 26%
Students scoring at Level 4: 36%
Math students tested with valid scores: 87
Computed mean of student Math scores: 333
Students scoring at Level 1: 10%
Students scoring at Level 2: 16%
Students scoring at Level 3: 25%
Students scoring at Level 4: 48%
7th Grade:
ELA students tested with valid scores: 112
Computed mean of student ELA scores: 320
Students scoring at Level 1: 7%
Students scoring at Level 2: 31%
Students scoring at Level 3: 44%
Students scoring at Level 4: 18%
Math students tested with valid scores: 105
Computed mean of student Math scores: 322
Students scoring at Level 1: 18%
Students scoring at Level 2: 17%
Students scoring at Level 3: 42%
Students scoring at Level 4: 23%
8th Grade:
ELA students tested with valid scores: 87
Computed mean of student ELA scores: 315
Students scoring at Level 1: 13%
Students scoring at Level 2: 23%
Students scoring at Level 3: 45%
Students scoring at Level 4: 20%
Math students tested with valid scores: 73
Computed mean of student Math scores: 312
Students scoring at Level 1: 23%
Students scoring at Level 2: 32%
Students scoring at Level 3: 27%
Students scoring at Level 4: 18%
- All325
- Males325
- Females325
- Hispanic291
- Asian322
- White333
- Multirace338
- IDEA278
ELA Mean Score (5th Grade)
Computed mean of student ELA scores: 325
ELA Students scoring proficient and above: | 65% |
New York: | 35% |
Students scoring at Level 1: 10%
Students scoring at Level 2: 26%
Students scoring at Level 3: 41%
Students scoring at Level 4: 24%
- All323
- Males324
- Females323
- Hispanic300
- Asian327
- White328
- Multirace343
- IDEA278
MATH Mean Score (5th Grade)
Computed mean of student Math scores: 323
Math Students scoring proficient and above: | 67% |
New York: | 43% |
Students scoring at Level 1: 12%
Students scoring at Level 2: 21%
Students scoring at Level 3: 50%
Students scoring at Level 4: 17%
6th Grade:
- All320
- Males313
- Females327
- Hispanic311
- White325
- Multirace317
- IDEA283
ELA Mean Score (6th Grade)
Computed mean of student ELA scores: 320
ELA Students scoring proficient and above: | 62% |
New York: | 30% |
Students scoring at Level 1: 13%
Students scoring at Level 2: 26%
Students scoring at Level 3: 26%
Students scoring at Level 4: 36%
- All333
- Males332
- Females334
- Hispanic320
- White340
- Multirace319
- IDEA289
MATH Mean Score (6th Grade)
Computed mean of student Math scores: 333
Math Students scoring proficient and above: | 73% |
State: | 38% |
Students scoring at Level 1: 10%
Students scoring at Level 2: 16%
Students scoring at Level 3: 25%
Students scoring at Level 4: 48%
7th Grade:
- All320
- Males313
- Females327
- Hispanic306
- Black317
- White324
- IDEA286
ELA Mean Score (7th Grade)
Computed mean of student ELA scores: 320
ELA Students scoring proficient and above: | 62% |
State: | 39% |
Students scoring at Level 1: 7%
Students scoring at Level 2: 31%
Students scoring at Level 3: 44%
Students scoring at Level 4: 18%
- All322
- Males318
- Females328
- Hispanic300
- Black304
- White332
- IDEA285
MATH Mean Score (7th Grade)
Computed mean of student Math scores: 322
Math Students scoring proficient and above: | 65% |
New York: | 34% |
Students scoring at Level 1: 18%
Students scoring at Level 2: 17%
Students scoring at Level 3: 42%
Students scoring at Level 4: 23%
8th Grade:
- All315
- Males306
- Females323
- Hispanic307
- Asian303
- White320
- IDEA278
ELA Mean Score (8th Grade)
Computed mean of student ELA scores: 315
ELA Students scoring proficient and above: | 65% |
State: | 43% |
Students scoring at Level 1: 13%
Students scoring at Level 2: 23%
Students scoring at Level 3: 45%
Students scoring at Level 4: 20%
- All312
- Males308
- Females315
- Hispanic282
- White318
- IDEA279
MATH Mean Score (8th Grade)
Computed mean of student Math scores: 312
Math Students scoring proficient and above: | 45% |
New York: | 18% |
Students scoring at Level 1: 23%
Students scoring at Level 2: 32%
Students scoring at Level 3: 27%
Students scoring at Level 4: 18%
Regents Examination:
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(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.
Pierre Van Cortlandt School - % Scroring 55 and above in Regents Examination
Integrated Algebra (Common Core):
Students tested with valid scores: 64
Number of students tested scoring Level 3 (65-78): 2 (3%)
Number of students tested scoring Level 4 (79-84): 15 (23%)
Number of students tested scoring Level 5 (85-100): 47 (73%)
- All99%
- Males100%
- Females101%
- Hispanic100%
- White100%
Scoring 55 and above
(Integrated Algebra)
Number of students tested scoring Level 3 (65-78): 2 (3%)
Number of students tested scoring Level 4 (79-84): 15 (23%)
Number of students tested scoring Level 5 (85-100): 47 (73%)
Percentage of students scoring 55 and above: | 99% |
State: | 93% |
The New York State English as a Second Language Achievement Test:
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(State average from 855 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.
Pierre Van Cortlandt School - % Scoring at Expanding Level or above in NYSESLAT
5th Grade:
Students tested with valid scores: 5
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 20%
Students scoring at Transitioning Level: 20%
Students scoring at Expanding Level: 60%
Students scoring at Commanding Level: 0%
6th Grade:
Students tested with valid scores: 6
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 33%
Students scoring at Expanding Level: 67%
Students scoring at Commanding Level: 0%
7th Grade:
Students tested with valid scores: 6
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 33%
Students scoring at Expanding Level: 67%
Students scoring at Commanding Level: 0%
Students tested with valid scores: 5
Scoring at Expanding Level or above: | 60% |
New York: | 58% |
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 20%
Students scoring at Transitioning Level: 20%
Students scoring at Expanding Level: 60%
Students scoring at Commanding Level: 0%
6th Grade:
Students tested with valid scores: 6
Scoring at Expanding Level or above: | 67% |
State: | 61% |
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 33%
Students scoring at Expanding Level: 67%
Students scoring at Commanding Level: 0%
7th 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: 0%
Students scoring at Transitioning Level: 33%
Students scoring at Expanding Level: 67%
Students scoring at Commanding Level: 0%
Accountability
Adequate Yearly Progress:
Show data for
(State average from 3,754 schools)
Elementary/Middle-Level Science:
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes
Students enrolled during the test administration period: 134
Percent of enrolled students with valid test scores: 98%
Effective Annual Measurable Objective (EAMO): 180
Elementary/Middle-Level Math:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 1,038
Percent of enrolled students with valid test scores: 74%
Effective Annual Measurable Objective (EAMO): 103
Elementary/Middle-Level ELA:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 1,040
Percent of enrolled students with valid test scores: 74%
Effective Annual Measurable Objective (EAMO): 105
- All189
- Males186
- Females190
- White195
Elementary/Middle-Level Science - Performance Index (PI)
Met the participation criterion: Yes
Met the performance criterion: Yes
Students enrolled during the test administration period: 134
Percent of enrolled students with valid test scores: 98%
Performance Index (PI): | 189 |
State: | 174 |
Elementary/Middle-Level Math:
- All152
- Males145
- Females158
- Hispanic110
- White166
- IDEA66
Elementary/Middle-Level Math - Performance Index (PI)
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 1,038
Percent of enrolled students with valid test scores: 74%
Performance Index (PI): | 152 |
State: | 114 |
Elementary/Middle-Level ELA:
- All152
- Males141
- Females163
- Hispanic113
- White164
- IDEA73
Elementary/Middle-Level ELA - Performance Index (PI)
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 1,040
Percent of enrolled students with valid test scores: 74%
Performance Index (PI): | 152 |
State: | 113 |
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.
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: 2
Incidents of threats of physical attack without a weapon: 2
Total incidents per 1,000 students
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: 2
Incidents of threats of physical attack without a weapon: 2
Total incidents per 1,000 students
Pierre Van Cortlandt School: | 7.6 |
State: | 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 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 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.
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 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 race, color, or national origin: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
Allegations of harassment or bullying on the basis of sexual orientation: 1
Allegations of harassment or bullying on the basis of religion: 1
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all male)Pierre Van Cortlandt School: | 3.8 |
State: | 3.3 |
- White: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
- White: 2
Allegations of harassment or bullying on the basis of sexual orientation: 1
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
Here: | 1.9 |
State: | 1.7 |
Allegations of harassment or bullying on the basis of religion: 1
Allegations of harassment or bullying on the basis of religion per 1,000 students
School: | 1.9 |
State: | 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.
- Hispanic4
- Black4
- White7
- IDEA2
- 5042
Chronic Student Absenteeism
- Hispanic: 4 (male: 2, female: 2)
- Black: 4 (male: 2, female: 2)
- White: 7 (male: 5, female: 2)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
- Section 504: 2 (all female)
Chronic Student Absenteeism per 1,000 students
Pierre Van Cortlandt School: | 28.7 |
New York: | 179.4 |
Suspensions:
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(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).
School days missed due to out-of-school suspension: 1 (all male)
Students without disabilities receiving one or more in-school suspension: 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
Instances of out-of-school suspension (Section 504 only): 1
Instances of out-of-school suspension per 1,000 students (Section 504 only)
Students with disabilities receiving one or more in-school suspension: 2 (all male)
- White: 1
- Section 504: 1
Students without disabilities receiving one or more in-school suspension: 2 (all male)
- White: 2
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
- White: 2
Instances of out-of-school suspension (Section 504 only): 1
Instances of out-of-school suspension per 1,000 students (Section 504 only)
Here: | 1.9 |
State: | 2.9 |
- Black: 2
Classes & Courses
Algebra I:
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(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
8th grade student enrollment in Algebra I: 48 (male: 18, female: 30)
Percent of 7th grade students who passed: -100.0%
Here: | -100.0% |
State: | 114.6% |
- Hispanic4
- Asian7
- White37
- IDEA2
8th grade student enrollment in Algebra I
- Hispanic: 4 (male: 2, female: 2)
- Asian: 7 (male: 2, female: 5)
- White: 37 (male: 14, female: 23)
- Individuals With Disabilities Education Act (IDEA): 2 (all female)
- Hispanic: 4 (all female)
- Asian: 4 (all female)
- White: 38 (male: 16, female: 22)
Percent of 8th grade students who passed
Here: | 95.8% |
New York: | 87.1% |
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.
8th grade students enrolled in Geometry: 20
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