Edmund W Miles Middle School in Amityville, NY
(07-09 • 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 13
- Address
- 501 RT 110
Amityville, NY 11701
- Telephone
- (631) 565-6200
(make sure to verify first before calling)
- City-data.com school rating
- 13
- Students
- 625
- Classroom Teachers (FTE)
- 61.5
- National School Lunch
Program (NSLP) Status - Yes, participating without using any Provision or the CEO
- Free lunch eligible students
- 418
- Reduced-price lunch
eligible students - 57
- School district
- AMITYVILLE UNION FREE SCHOOL DISTRICT
- Charter school
- No
- Title I status
- Title I schoolwide eligible-Title I targeted assistance program
- Magnet School Indicator
- No
- Shared Time Indicator
- No
- Adult education offered
- No
Ratings
This school rating compared to other nearby schools ratings:
EAST LAKE ELEMENTARY SCHOOL (1.2 miles): | 88 |
BERNER MIDDLE SCHOOL (1.5 miles): | 86 |
WALTER G O'CONNELL COPIAGUE HIGH SCHOOL (1.1 miles): | 49 |
GREAT NECK ROAD ELEMENTARY SCHOOL (1.3 miles): | 36 |
NORTHWEST ELEMENTARY SCHOOL (0.5 miles): | 22 |
COPIAGUE MIDDLE SCHOOL (0.9 miles): | 22 |
AMITYVILLE MEMORIAL HIGH SCHOOL (1.4 miles): | 15 |
Edmund W Miles Middle School: | 13 |
PARK AVENUE SCHOOL (1.0 miles): | 9 |
Edmund W Miles Middle School rating compared to average state, county and city schools ratings:
New York: | 50 |
Suffolk County: | 59 |
Amityville: | 15 |
Edmund W Miles Middle School: | 13 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 625
Enrollment in 2015: 644
Enrollment in 2014: 628
Enrollment in 2013: 657
Enrollment in 2012: 658
Enrollment in 2011: 630
Enrollment in 2010: 635
Enrollment in 2009: 623
Enrollment in 2008: 649
Enrollment in 2007: 640
Enrollment in 2006: 656
Enrollment in 2005: 674
Enrollment in 2004: 727
Enrollment in 2003: 771
Enrollment in 2002: 777
Enrollment in 2001: 740
Enrollment in 2000: 661
Enrollment in 1999: 646
Enrollment in 2015: 644
Enrollment in 2014: 628
Enrollment in 2013: 657
Enrollment in 2012: 658
Enrollment in 2011: 630
Enrollment in 2010: 635
Enrollment in 2009: 623
Enrollment in 2008: 649
Enrollment in 2007: 640
Enrollment in 2006: 656
Enrollment in 2005: 674
Enrollment in 2004: 727
Enrollment in 2003: 771
Enrollment in 2002: 777
Enrollment in 2001: 740
Enrollment in 2000: 661
Enrollment in 1999: 646
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | G07 | G08 | G09 | UG | Total |
---|---|---|---|---|---|
All students | 193 | 224 | 200 | 8 | 625 |
Female students | 90 | 99 | 100 | 5 | 294 |
Male students | 103 | 125 | 100 | 3 | 331 |
Asian students | 1 | 2 | 2 | - | 5 |
Hispanic students | 89 | 81 | 85 | 3 | 258 |
Black students | 91 | 126 | 101 | 3 | 321 |
White students | 9 | 12 | 10 | 2 | 33 |
Two or More Races students | 3 | 3 | 2 | - | 8 |
Enrollment by grade:
7th grade enrollment: 193
8th grade enrollment: 224
9th grade enrollment: 200
Ungraded enrollment: 8
8th grade enrollment: 224
9th grade enrollment: 200
Ungraded enrollment: 8
Edmund W Miles Middle School - Historical enrollment by grade
Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 294 (47.0%)
Here: | 47.0% |
New York: | 51.1% |
Male enrollment: 331 (53.0%)
Edmund W Miles Middle School: | 53.0% |
New York: | 47.5% |
Edmund W Miles Middle School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 5 (0.8%)
Edmund W Miles Middle School: | 0.8% |
State: | 4.6% |
Hispanic enrollment: 258 (41.3%)
Edmund W Miles Middle School: | 41.3% |
State: | 9.2% |
Black enrollment: 321 (51.4%)
School: | 51.4% |
New York: | 12.0% |
White enrollment: 33 (5.3%)
School: | 5.3% |
State: | 55.1% |
Two or More Races enrollment: 8 (1.3%)
Edmund W Miles Middle School: | 1.3% |
New York: | 2.9% |
Edmund W Miles Middle School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 475 (76.0%)
Edmund W Miles Middle School: | 76.0% |
New York: | 52.7% |
Free lunch eligible students: 418 (66.9%)
Here: | 66.9% |
State: | 45.4% |
Reduced-price lunch eligible students: 57 (9.1%)
Edmund W Miles Middle School: | 9.1% |
New York: | 4.8% |
Edmund W Miles Middle School - Lunch Program Eligibility
Average Class Size:
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Average Class Size:
- Grade 8 English: 15
- Grade 8 Mathematics: 17
- Grade 8 Science: 22
- Grade 8 Social Studies: 21
Teachers and support:
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Classroom Teachers (FTE): 61.5
Number of FTE teachers in their first year of teaching: 7
Number of FTE teachers in their second year of teaching: 8
Number of FTE school counselors: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 3
Number of FTE security guards: 3
Number of FTE nurses: 1
Number of FTE psychologists: 1
Number of FTE social workers: 2
Student/Teacher Ratio
Number of individuals teaching out of certification: 2
Number of teachers with fewer than three years of teaching experience: 4
Number of teachers with Master's Degree plus 30 hours or doctorate: 37
Total number of classes taught: 279
Number of classes taught by teachers without appropriate certification: 8
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: 8
Number of FTE teachers in their first year of teaching: 7
Number of FTE teachers in their second year of teaching: 8
Number of FTE school counselors: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 3
Number of FTE security guards: 3
Number of FTE nurses: 1
Number of FTE psychologists: 1
Number of FTE social workers: 2
Student/Teacher Ratio
Edmund W Miles Middle School: | 10.2 |
New York: | 14.0 |
Number of teachers with fewer than three years of teaching experience: 4
Number of teachers with Master's Degree plus 30 hours or doctorate: 37
Total number of classes taught: 279
Number of classes taught by teachers without appropriate certification: 8
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: 8
Edmund W Miles Middle School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $5,628,003
- Full-time Equivalency Count of Teachers: 56.7 (Salary Expenditures: $4,573,224)
- Full-time Equivalency Count of Instructional Aides: 10 (Salary Expenditures: $278,661)
- Full-time Equivalency Count of Support Services Staff: 17 (Salary Expenditures: $401,118)
- Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $375,000)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $6,732,454
- Salary Expenditures for Teachers: $5,677,675
- Full-time Equivalency Count of Instructional Aides: 11 (Salary Expenditures: $278,661)
- Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $401,118)
- Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $375,000)
Limited English Proficiency:
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Students Enrolled in LEP Programs: 88 (male: 54, female: 34)
- Hispanic: 82 (male: 50, female: 32)
- Black: 4 (male: 2, female: 2)
- White: 2 (all male)
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.
- Hispanic38
- Black68
- White4
- LEP4
Students with disabilities served under IDEA
- Hispanic: 38 (male: 25, female: 13)
- Black: 68 (male: 40, female: 28)
- White: 4 (all male)
- Limited English Proficiency (LEP): 4 (all male)
Students with disabilities served under Section 504: 13 (male: 7, female: 6)
- Hispanic: 4 (male: 2, female: 2)
- Black: 7 (male: 5, female: 2)
- White: 2 (all female)
Statewide Student Assessments
Grades 3-8 New York State Testing Program Assessments:
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(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 students tested with valid scores: 101
Computed mean of student ELA scores: 276
Students scoring at Level 1: 56%
Students scoring at Level 2: 33%
Students scoring at Level 3: 11%
Students scoring at Level 4: 0%
Math students tested with valid scores: 105
Computed mean of student Math scores: 276
Students scoring at Level 1: 66%
Students scoring at Level 2: 30%
Students scoring at Level 3: 4%
Students scoring at Level 4: 0%
8th Grade:
ELA students tested with valid scores: 77
Computed mean of student ELA scores: 272
Students scoring at Level 1: 58%
Students scoring at Level 2: 26%
Students scoring at Level 3: 14%
Students scoring at Level 4: 1%
- All276
- Males274
- Females278
- Hispanic276
- Black275
- IDEA258
ELA Mean Score (7th Grade)
Computed mean of student ELA scores: 276
ELA Students scoring proficient and above: | 11% |
State: | 39% |
Students scoring at Level 1: 56%
Students scoring at Level 2: 33%
Students scoring at Level 3: 11%
Students scoring at Level 4: 0%
- All276
- Males278
- Females274
- Hispanic278
- IDEA264
MATH Mean Score (7th Grade)
Computed mean of student Math scores: 276
Math Students scoring proficient and above: | 4% |
New York: | 34% |
Students scoring at Level 1: 66%
Students scoring at Level 2: 30%
Students scoring at Level 3: 4%
Students scoring at Level 4: 0%
8th Grade:
- All272
- Males271
- Females272
- Black275
- IDEA247
ELA Mean Score (8th Grade)
Computed mean of student ELA scores: 272
ELA Students scoring proficient and above: | 15% |
New York: | 43% |
Students scoring at Level 1: 58%
Students scoring at Level 2: 26%
Students scoring at Level 3: 14%
Students scoring at Level 4: 1%
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.
Edmund W Miles Middle School - % Scroring 55 and above in Regents Examination
Geometry (Common Core):
Students tested with valid scores: 40
Number of students tested scoring Level 1 (0-54): 2 (5%)
Number of students tested scoring Level 2 (55-64): 5 (13%)
Number of students tested scoring Level 3 (65-78): 30 (75%)
Number of students tested scoring Level 4 (79-84): 2 (5%)
Number of students tested scoring Level 5 (85-100): 1 (3%)
Integrated Algebra (Common Core):
Students tested with valid scores: 377
Number of students tested scoring Level 1 (0-54): 70 (19%)
Number of students tested scoring Level 2 (55-64): 98 (26%)
Number of students tested scoring Level 3 (65-78): 164 (44%)
Number of students tested scoring Level 4 (79-84): 39 (10%)
Number of students tested scoring Level 5 (85-100): 6 (2%)
- All96%
- Males96%
- Females96%
- Black95%
Scoring 55 and above
(Geometry)
Number of students tested scoring Level 1 (0-54): 2 (5%)
Number of students tested scoring Level 2 (55-64): 5 (13%)
Number of students tested scoring Level 3 (65-78): 30 (75%)
Number of students tested scoring Level 4 (79-84): 2 (5%)
Number of students tested scoring Level 5 (85-100): 1 (3%)
Percentage of students scoring 55 and above: | 96% |
New York: | 79% |
Integrated Algebra (Common Core):
- All82%
- Males78%
- Females87%
- Hispanic75%
- Black86%
- White82%
- IDEA71%
Scoring 55 and above
(Integrated Algebra)
Number of students tested scoring Level 1 (0-54): 70 (19%)
Number of students tested scoring Level 2 (55-64): 98 (26%)
Number of students tested scoring Level 3 (65-78): 164 (44%)
Number of students tested scoring Level 4 (79-84): 39 (10%)
Number of students tested scoring Level 5 (85-100): 6 (2%)
Percentage of students scoring 55 and above: | 82% |
State: | 93% |
The New York State English as a Second Language Achievement Test:
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(State average from 575 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.
Edmund W Miles Middle School - % Scoring at Expanding Level or above in NYSESLAT
7th Grade:
Students tested with valid scores: 41
Students scoring at Entering Level: 10%
Students scoring at Emerging Level: 10%
Students scoring at Transitioning Level: 20%
Students scoring at Expanding Level: 51%
Students scoring at Commanding Level: 10%
8th Grade:
Students tested with valid scores: 49
Students scoring at Entering Level: 6%
Students scoring at Emerging Level: 16%
Students scoring at Transitioning Level: 24%
Students scoring at Expanding Level: 47%
Students scoring at Commanding Level: 6%
9th Grade:
Students tested with valid scores: 23
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 26%
Students scoring at Transitioning Level: 13%
Students scoring at Expanding Level: 61%
Students scoring at Commanding Level: 0%
- All61%
- Males58%
- Females65%
- IDEA69%
Scoring at Expanding Level or above (7th Grade)
Scoring at Expanding Level or above: | 61% |
State: | 64% |
Students scoring at Entering Level: 10%
Students scoring at Emerging Level: 10%
Students scoring at Transitioning Level: 20%
Students scoring at Expanding Level: 51%
Students scoring at Commanding Level: 10%
8th Grade:
- All53%
- Males60%
- Females42%
- IDEA67%
Scoring at Expanding Level or above (8th Grade)
Scoring at Expanding Level or above: | 53% |
New York: | 67% |
Students scoring at Entering Level: 6%
Students scoring at Emerging Level: 16%
Students scoring at Transitioning Level: 24%
Students scoring at Expanding Level: 47%
Students scoring at Commanding Level: 6%
9th Grade:
- All61%
- Males56%
- Females64%
- IDEA67%
Scoring at Expanding Level or above (9th Grade)
Scoring at Expanding Level or above: | 61% |
State: | 50% |
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 26%
Students scoring at Transitioning Level: 13%
Students scoring at Expanding Level: 61%
Students scoring at Commanding Level: 0%
Outcomes
High School Completers:
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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.
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:
General Education:
Students with Disabilities:
High School Non-completers:
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(State average from 1,447 schools)
All Students:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 215
Number of non-completers: 10
└─ Number of students who dropped out: 10
General Education:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 187
Number of non-completers: 10
└─ Number of students who dropped out: 10
Students with Disabilities:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 215
Number of non-completers: 10
└─ Number of students who dropped out: 10
Percent of non-completers: | 5.0% |
State: | 10.3% |
General Education:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 187
Number of non-completers: 10
└─ Number of students who dropped out: 10
Percent of non-completers: | 5.0% |
New York: | 4.9% |
Students with Disabilities:
Accountability
Adequate Yearly Progress:
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(State average from 3,754 schools)
Elementary/Middle-Level Science:
Made AYP: No
Met the participation criterion: Yes
Met the performance criterion: No
Students enrolled during the test administration period: 204
Percent of enrolled students with valid test scores: 95%
Effective Annual Measurable Objective (EAMO): 181
Safe harbor target: 170
Elementary/Middle-Level Math:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No
Students enrolled during the test administration period: 846
Percent of enrolled students with valid test scores: 56%
Effective Annual Measurable Objective (EAMO): 103
Safe harbor target: 103
Elementary/Middle-Level ELA:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No
Students enrolled during the test administration period: 846
Percent of enrolled students with valid test scores: 44%
Effective Annual Measurable Objective (EAMO): 103
Safe harbor target: 87
5-Year Graduation Rate:
Met graduation rate criteria: s
Students enrolled during the test administration period: 3
4-Year Graduation Rate:
- All121
- Males126
- Females116
- Hispanic107
- Black133
Elementary/Middle-Level Science - Performance Index (PI)
Met the participation criterion: Yes
Met the performance criterion: No
Students enrolled during the test administration period: 204
Percent of enrolled students with valid test scores: 95%
Performance Index (PI): | 121 |
State: | 174 |
Safe harbor target: 170
Elementary/Middle-Level Math:
- All80
- Males77
- Females83
- Hispanic75
- Black84
- IDEA39
Elementary/Middle-Level Math - Performance Index (PI)
Met the participation criterion: No
Met the performance criterion: No
Students enrolled during the test administration period: 846
Percent of enrolled students with valid test scores: 56%
Performance Index (PI): | 80 |
New York: | 114 |
Safe harbor target: 103
Elementary/Middle-Level ELA:
- All58
- Males56
- Females61
- Hispanic54
- Black57
- IDEA33
Elementary/Middle-Level ELA - Performance Index (PI)
Met the participation criterion: No
Met the performance criterion: No
Students enrolled during the test administration period: 846
Percent of enrolled students with valid test scores: 44%
Performance Index (PI): | 58 |
New York: | 113 |
Safe harbor target: 87
5-Year Graduation Rate:
Met graduation rate criteria: s
Students enrolled during the test administration period: 3
4-Year Graduation Rate:
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: 9
Incidents of threats of physical attack without a weapon: 3
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: 9
Incidents of threats of physical attack without a weapon: 3
Total incidents per 1,000 students
School: | 19.2 |
New York: | 55.5 |
Referrals and Arrests:
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(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.
School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 4 (all male)
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
- Black: 2
- White: 2
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Here: | 6.4 |
State: | 6.5 |
Harassment & Bullying:
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(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 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.
Allegations of harassment or bullying on the basis of sex: 1
Students disciplined for bullying or harassment on the basis of sex: 2 (all female)
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: 2 (all female)School: | 1.6 |
New York: | 3.8 |
- Black: 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all female)
- Black: 2
Chronic Student Absenteeismt:
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(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: 9 (male: 5, female: 4)
- Hispanic: 2 (all female)
- Black: 7 (male: 5, female: 2)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Edmund W Miles Middle School: | 14.4 |
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).
- Hispanic54
- Black375
- White5
- Multirace3
- LEP5
- IDEA123
- 5041
School days missed due to out-of-school suspension
- Hispanic: 54 (male: 49, female: 5)
- Black: 375 (male: 173, female: 202)
- White: 5 (all male)
- Two or More Races: 3 (all male)
- Limited English Proficiency (LEP): 5 (all male)
- Individuals With Disabilities Education Act (IDEA): 123 (male: 49, female: 74)
- Section 504: 1 (all male)
Instances of out-of-school suspension (Students without disabilities): 92
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Here: | 147.2 |
New York: | 50.9 |
- Hispanic13
- Black25
- White2
- Multirace7
- LEP5
Students without disabilities receiving one or more in-school suspension
- Hispanic: 13 (male: 8, female: 5)
- Black: 25 (male: 14, female: 11)
- White: 2 (all male)
- Two or More Races: 7 (male: 5, female: 2)
- Limited English Proficiency (LEP): 5 (all male)
- Hispanic4
- Black10
- White2
- Multirace2
Students without disabilities receiving only one out-of-school suspension
- Hispanic: 4 (male: 2, female: 2)
- Black: 10 (male: 5, female: 5)
- White: 2 (all male)
- Two or More Races: 2 (all male)
- Hispanic4
- Black7
- White2
- Multirace2
- LEP2
Students without disabilities receiving more than one out-of-school suspension
- Hispanic: 4 (male: 2, female: 2)
- Black: 7 (male: 5, female: 2)
- White: 2 (all male)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 47
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Edmund W Miles Middle School: | 75.2 |
State: | 29.4 |
Instances of out-of-school suspension per 1,000 students (Section 504 only)
Edmund W Miles Middle School: | 1.6 |
State: | 2.9 |
- Hispanic4
- Black13
- Multirace2
- LEP4
- 5044
Students with disabilities receiving one or more in-school suspension
- Hispanic: 4 (male: 2, female: 2)
- Black: 13 (male: 8, female: 5)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Section 504: 4 (male: 2, female: 2)
- Hispanic2
- Black13
- White2
- 5042
Students with disabilities receiving only one out-of-school suspension
- Hispanic: 2 (all male)
- Black: 13 (male: 8, female: 5)
- White: 2 (all male)
- Section 504: 2 (all male)
Students with disabilities receiving more than one out-of-school suspension: 12 (male: 7, female: 5)
- Hispanic: 2 (all male)
- Black: 10 (male: 5, female: 5)
Expulsions:
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(State average from 286 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students without Disabilities who received an expulsion with educational services: 2 (all male)
Students without Disabilities who received an expulsion with educational services per 1,000 students
- Black: 2
Students without Disabilities who received an expulsion with educational services per 1,000 students
Edmund W Miles Middle School: | 3.2 |
State: | 8.8 |
Classes & Courses
Algebra I:
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(State average from 773 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
Number of Algebra I classes: 8
Number of Algebra I classes taught by certified teachers: 8
8th grade student enrollment in Algebra I: 52 (male: 28, female: 24)
9-10th grade student enrollment in Algebra I: 150 (male: 83, female: 67)9-10th grade studenst who passed Algebra I: 128 (male: 69, female: 59)
Number of Algebra I classes taught by certified teachers: 8
- Hispanic16
- Asian2
- Black28
- White4
- Multirace2
- LEP2
- IDEA7
8th grade student enrollment in Algebra I
- Hispanic: 16 (male: 8, female: 8)
- Asian: 2 (all male)
- Black: 28 (male: 14, female: 14)
- White: 4 (male: 2, female: 2)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
- Hispanic: 14 (male: 7, female: 7)
- Black: 20 (male: 13, female: 7)
Percent of 8th grade students who passed
Edmund W Miles Middle School: | 65.4% |
State: | 87.1% |
- Hispanic64
- Asian2
- Black76
- White4
- Multirace4
- LEP28
- IDEA31
9-10th grade student enrollment in Algebra I
- Hispanic: 64 (male: 38, female: 26)
- Asian: 2 (all female)
- Black: 76 (male: 41, female: 35)
- White: 4 (male: 2, female: 2)
- Two or More Races: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 28 (male: 17, female: 11)
- Individuals With Disabilities Education Act (IDEA): 31 (male: 20, female: 11)
- Hispanic50
- Black74
- White4
- LEP26
- IDEA14
9-10th grade studenst who passed Algebra I
- Hispanic: 50 (male: 28, female: 22)
- Black: 74 (male: 37, female: 37)
- White: 4 (all male)
- Limited English Proficiency (LEP): 26 (male: 16, female: 10)
- Individuals With Disabilities Education Act (IDEA): 14 (male: 7, female: 7)
Percent of 9-10th grade students who passed
School: | 85.3% |
New York: | 76.8% |
Geometry:
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Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
Number of Geometry classes: 2
Number of Geometry classes taught by certified teachers: 2
Student Enrollment in Geometry: 53 (male: 18, female: 35)
Number of Geometry classes taught by certified teachers: 2
- Hispanic19
- Asian2
- Black28
- White4
Student Enrollment in Geometry
- Hispanic: 19 (male: 5, female: 14)
- Asian: 2 (all female)
- Black: 28 (male: 11, female: 17)
- White: 4 (male: 2, female: 2)
Biology:
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Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 9
Number of Biology classes taught by certified teachers: 9
Student Enrollment in Biology: 147 (male: 80, female: 67)
Number of Biology classes taught by certified teachers: 9
- Hispanic64
- Asian2
- Black73
- White4
- Multirace4
- LEP28
- IDEA34
Student Enrollment in Biology
- Hispanic: 64 (male: 38, female: 26)
- Asian: 2 (all female)
- Black: 73 (male: 38, female: 35)
- White: 4 (male: 2, female: 2)
- Two or More Races: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 28 (male: 17, female: 11)
- Individuals With Disabilities Education Act (IDEA): 34 (male: 23, female: 11)
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