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Avoca Central School in Avoca, NY
(PK-12 • 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 38
Address
 17 OLIVER ST #29
Avoca, NY 14809
Telephone
(607) 566-2221
(make sure to verify first before calling)
Website
http://www.avocacsd.org
City-data.com school rating
38
Students
444
Classroom Teachers (FTE)
45.1
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
187
Reduced-price lunch
eligible students
52
School district
AVOCA CENTRAL 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:
COHOCTON ELEMENTARY SCHOOL (7.3 miles):

59
GLENN CURTISS MEMORIAL SCHOOL (10.0 miles):

57
NAPLES ELEMENTARY SCHOOL (14.4 miles):

56
PRATTSBURGH CENTRAL SCHOOL (10.1 miles):

52
NAPLES HIGH SCHOOL (14.3 miles):

43
DANA L LYON MIDDLE SCHOOL (6.9 miles):

41
Avoca Central School:

38
HAMMONDSPORT JUNIOR-SENIOR HIGH SCHOOL (10.0 miles):

33
VERNON E WIGHTMAN PRIMARY SCHOOL (6.7 miles):

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

50
Steuben County:

46
Avoca:

38
Avoca Central School:

38

Students & Teachers


Total enrollment:
Enrollment in 2016: 444
Enrollment in 2015: 442
Enrollment in 2014: 427
Enrollment in 2013: 469
Enrollment in 2012: 471
Enrollment in 2011: 510
Enrollment in 2010: 561
Enrollment in 2009: 573
Enrollment in 2008: 577
Enrollment in 2007: 586
Enrollment in 2006: 607
Enrollment in 2005: 652
Enrollment in 2004: 657
Enrollment in 2003: 694
Enrollment in 2002: 703
Enrollment in 2001: 700
Enrollment in 2000: 707
Enrollment in 1999: 717

Avoca Central School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06G07G08G09G10G11G12Total
All students37373134383730354130303628444
Female students17151821222015141510101811206
Male students20221313161715212620201817238
Asian students - - - - 1 - - - - - - - - 1
Hispanic students - - 22 - - 111 - - 1 - 8
Black students - - - - 2 - - - - 1 - - - 3
White students35362832343729343928303528425
Two or More Races students211 - 1 - - - 11 - - - 7

Enrollment by grade:
Kindergarten enrollment: 37
1st grade enrollment: 37
2nd grade enrollment: 31
3rd grade enrollment: 34
4th grade enrollment: 38
5th grade enrollment: 37
6th grade enrollment: 30
7th grade enrollment: 35
8th grade enrollment: 41
9th grade enrollment: 30
10th grade enrollment: 30
11th grade enrollment: 36
12th grade enrollment: 28

Avoca Central School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 206 (46.4%)
School:

46.4%
New York:

51.1%
Male enrollment: 238 (53.6%)
School:

53.6%
New York:

47.5%

Avoca Central School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 1 (0.2%)
Here:

0.2%
State:

4.6%
Hispanic enrollment: 8 (1.8%)
School:

1.8%
New York:

9.2%
Black enrollment: 3 (0.7%)
Avoca Central School:

0.7%
New York:

12.0%
White enrollment: 425 (95.7%)
Here:

95.7%
New York:

55.1%
Two or More Races enrollment: 7 (1.6%)
Here:

1.6%
New York:

2.9%

Avoca Central School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 239 (53.8%)
Avoca Central School:

53.8%
State:

52.7%
Free lunch eligible students: 187 (42.1%)
Avoca Central School:

42.1%
State:

45.4%
Reduced-price lunch eligible students: 52 (11.7%)
Avoca Central School:

11.7%
State:

4.8%

Avoca Central School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Common Branch: 16
  • Grade 8 English: 18
  • Grade 8 Mathematics: 14
  • Grade 8 Science: 18
  • Grade 8 Social Studies: 18
  • Grade 10 English: 11
  • Grade 10 Mathematics: 10
  • Grade 10 Social Studies: 10

Teachers and support:
Show data for
Classroom Teachers (FTE): 45.1

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 3
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 17
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 1
Number of FTE psychologists: 1

Student/Teacher Ratio
Avoca Central School:

9.8
State:

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: 2

Total number of classes taught: 218
Number of classes taught by teachers without appropriate certification: 3


Number of full-time principals: 2
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: 2

Avoca Central School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,446,013
  • Full-time Equivalency Count of Teachers: 45 (Salary Expenditures: $2,384,936)
  • Full-time Equivalency Count of Instructional Aides: 11 (Salary Expenditures: $197,978)
  • Full-time Equivalency Count of Support Services Staff: 8 (Salary Expenditures: $407,921)
  • Full-time Equivalency Count of School Administration Staff: 2.1 (Salary Expenditures: $177,089)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $3,182,877
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,843,399
  • Salary Expenditures for Teachers: $2,667,381
  • Full-time Equivalency Count of Instructional Aides: 12 (Salary Expenditures: $212,930)
  • Full-time Equivalency Count of Support Services Staff: 8 (Salary Expenditures: $407,922)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $177,089)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $1,957,658

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: 38 (male: 25, female: 13)
  • White: 38 (male: 25, female: 13)
Students with disabilities served under Section 504: 10 (male: 5, female: 5)
  • White: 10 (male: 5, female: 5)

Retention:
Show data for

(State average from 818 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 1st grade: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Percent of 1st grade students retained
School:

10.8%
State:

5.0%
Total number of students retained in 2nd grade: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 2nd grade students retained
Avoca Central School:

6.5%
State:

4.7%
Total number of students retained in 7th grade: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 7th grade students retained
School:

11.4%
State:

5.1%
Total number of students retained in 9th grade: 2 (all female)
  • White: 2

Percent of 9th grade students retained
Avoca Central School:

6.7%
State:

11.4%

Statewide Student Assessments


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

(State average from 2,439 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.
3rd Grade:

    ELA Mean Score (3rd Grade)

  • All310
  • Males313
  • Females308
ELA students tested with valid scores: 24
Computed mean of student ELA scores: 310

ELA Students scoring proficient and above:

29%
New York:

43%

Students scoring at Level 1: 17%
Students scoring at Level 2: 54%
Students scoring at Level 3: 29%
Students scoring at Level 4: 0%

17%
54%
29%

    MATH Mean Score (3rd Grade)

  • All312
  • Males331
  • Females299
Math students tested with valid scores: 24
Computed mean of student Math scores: 312

Math Students scoring proficient and above:

58%
State:

49%

Students scoring at Level 1: 25%
Students scoring at Level 2: 17%
Students scoring at Level 3: 29%
Students scoring at Level 4: 29%

25%
17%
29%
29%
4th Grade:

    ELA Mean Score (4th Grade)

  • All295
  • Males290
  • Females299
  • White295
ELA students tested with valid scores: 23
Computed mean of student ELA scores: 295

ELA Students scoring proficient and above:

26%
State:

41%

Students scoring at Level 1: 35%
Students scoring at Level 2: 39%
Students scoring at Level 3: 22%
Students scoring at Level 4: 4%

35%
39%
22%
4%

    MATH Mean Score (4th Grade)

  • All300
  • Males304
  • Females297
  • White300
Math students tested with valid scores: 23
Computed mean of student Math scores: 300

Math Students scoring proficient and above:

31%
New York:

43%

Students scoring at Level 1: 17%
Students scoring at Level 2: 52%
Students scoring at Level 3: 22%
Students scoring at Level 4: 9%

17%
52%
22%
9%

    SCI Mean Score (4th Grade)

  • All88
  • Males89
  • Females88
  • White88
Science students tested with valid scores: 24
Computed mean of student Science scores: 88

Science Students scoring proficient and above:

100%
New York:

87%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 29%
Students scoring at Level 4: 71%

29%
71%
5th Grade:

    ELA Mean Score (5th Grade)

  • All295
  • Males303
  • Females287
ELA students tested with valid scores: 23
Computed mean of student ELA scores: 295

ELA Students scoring proficient and above:

21%
State:

35%

Students scoring at Level 1: 35%
Students scoring at Level 2: 43%
Students scoring at Level 3: 17%
Students scoring at Level 4: 4%

35%
43%
17%
4%

    MATH Mean Score (5th Grade)

  • All300
  • Males315
  • Females287
Math students tested with valid scores: 21
Computed mean of student Math scores: 300

Math Students scoring proficient and above:

34%
State:

43%

Students scoring at Level 1: 48%
Students scoring at Level 2: 19%
Students scoring at Level 3: 29%
Students scoring at Level 4: 5%

48%
19%
29%
5%
6th Grade:

    ELA Mean Score (6th Grade)

  • All309
  • Males306
  • Females312
  • White309
ELA students tested with valid scores: 19
Computed mean of student ELA scores: 309

ELA Students scoring proficient and above:

37%
New York:

30%

Students scoring at Level 1: 21%
Students scoring at Level 2: 42%
Students scoring at Level 3: 21%
Students scoring at Level 4: 16%

21%
42%
21%
16%

    MATH Mean Score (6th Grade)

  • All306
  • Males309
  • Females303
  • White306
Math students tested with valid scores: 19
Computed mean of student Math scores: 306

Math Students scoring proficient and above:

26%
New York:

38%

Students scoring at Level 1: 16%
Students scoring at Level 2: 58%
Students scoring at Level 3: 21%
Students scoring at Level 4: 5%

16%
58%
21%
5%
7th Grade:

    ELA Mean Score (7th Grade)

  • All286
  • Males280
  • Females292
ELA students tested with valid scores: 18
Computed mean of student ELA scores: 286

ELA Students scoring proficient and above:

22%
New York:

39%

Students scoring at Level 1: 50%
Students scoring at Level 2: 28%
Students scoring at Level 3: 22%
Students scoring at Level 4: 0%

50%
28%
22%

    MATH Mean Score (7th Grade)

  • All282
  • Males273
  • Females290
Math students tested with valid scores: 17
Computed mean of student Math scores: 282

Math Students scoring proficient and above:

6%
State:

34%

Students scoring at Level 1: 65%
Students scoring at Level 2: 29%
Students scoring at Level 3: 6%
Students scoring at Level 4: 0%

65%
29%
6%
8th Grade:
ELA students tested with valid scores: 13
Computed mean of student ELA scores: 314

ELA Students scoring proficient and above:

54%
State:

43%

Students scoring at Level 1: 23%
Students scoring at Level 2: 23%
Students scoring at Level 3: 23%
Students scoring at Level 4: 31%

23%
23%
23%
31%
Math students tested with valid scores: 8
Computed mean of student Math scores: 293

Math Students scoring proficient and above:

13%
State:

18%

Students scoring at Level 1: 38%
Students scoring at Level 2: 50%
Students scoring at Level 3: 0%
Students scoring at Level 4: 13%

38%
50%
13%

    SCI Mean Score (8th Grade)

  • All81
  • Males78
  • Females84
Science students tested with valid scores: 16
Computed mean of student Science scores: 81

Science Students scoring proficient and above:

94%
New York:

57%

Students scoring at Level 1: 0%
Students scoring at Level 2: 6%
Students scoring at Level 3: 50%
Students scoring at Level 4: 44%

6%
50%
44%

Regents Examination:
Show data for

(State average from 2,072 schools)
Regents Examinations are achievement tests that are aligned with New York State's Learning Standards. Prepared by teacher examination committees and Department subject and testing specialists, Regents Examinations provide schools with a basis for evaluating the quality of instruction and learning that have taken place. They are used by school personnel to identify major learning goals, offering both teachers and students a guide to important understandings, skills, and concepts. The examinations also provide students, parents, counselors, administrators, college admissions officers, and employers with objective and easily understood achievement information for use in making sound educational and vocational decisions. Passing scores on the Regents Examinations in English, mathematics, science, and social studies satisfy the State testing requirements for a high school diploma.

Avoca Central School - % Scroring 55 and above in Regents Examination

Geometry (Common Core):

    Scoring 55 and above
    (Geometry)

  • All100%
  • Males100%
  • Females100%
Students tested with valid scores: 20
Number of students tested scoring Level 2 (55-64): 1 (5%)
Number of students tested scoring Level 3 (65-78): 14 (70%)
Number of students tested scoring Level 4 (79-84): 3 (15%)
Number of students tested scoring Level 5 (85-100): 2 (10%)

Percentage of students scoring 55 and above:

100%
New York:

79%

5%
70%
15%
10%
Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All98%
  • Males100%
  • Females93%
Students tested with valid scores: 45
Number of students tested scoring Level 1 (0-54): 1 (2%)
Number of students tested scoring Level 3 (65-78): 13 (29%)
Number of students tested scoring Level 4 (79-84): 18 (40%)
Number of students tested scoring Level 5 (85-100): 13 (29%)

Percentage of students scoring 55 and above:

98%
State:

93%

2%
29%
40%
29%
Algebra II (Common Core):
Students tested with valid scores: 11
Number of students tested scoring Level 2 (55-64): 1 (9%)
Number of students tested scoring Level 3 (65-78): 4 (36%)
Number of students tested scoring Level 4 (79-84): 5 (45%)
Number of students tested scoring Level 5 (85-100): 1 (9%)

Percentage of students scoring 55 and above:

99%
New York:

87%

9%
36%
45%
9%
Comprehensive English (Common Core):

    Scoring 55 and above
    (Comprehensive English)

  • All92%
  • Males94%
  • Females88%
  • White92%
Students tested with valid scores: 28
Number of students tested scoring Level 1 (0-54): 2 (7%)
Number of students tested scoring Level 3 (65-78): 6 (21%)
Number of students tested scoring Level 4 (79-84): 11 (39%)
Number of students tested scoring Level 5 (85-100): 9 (32%)

Percentage of students scoring 55 and above:

92%
State:

89%

7%
21%
39%
32%

Regents Competency Test:
Show data for

(State average from 674 schools)
Regents Competency Tests (RCTs) are achievement tests designed to assess basic proficiency in the areas of reading, writing, mathematics, science, and social studies.In the past, schools could award local high school diplomas to students who passed all six RCTs as well as the required coursework.The Department, in accordance with a timetable that was adopted by the Board of Regents, has phased out the eligibility of general education students in public schools to take these tests.Students are instead required to pass the Regents Examinations in order to receive a high school diploma.However, the RCTs continue to be available for students with disabilities who first enter grade 9 prior to the 2010-11 school year as part of a safety net for such students.To earn a high school diploma, students with disabilities must take each Regents Examination ordinarily required for graduation at least once.If unsuccessful on one or more of the required Regents Examinations, eligible students with disabilities may be granted a local high school diploma on the basis of passing the corresponding RCT(s).
Reading:
Students tested with valid scores: 6
Number of students tested failing: 1 (17%)
Number of students tested passing: 5 (83%)

Percentage of students tested passing:

83%
State:

55%

17%
83%
Global Studies:
Students tested with valid scores: 5
Number of students tested failing: 2 (40%)
Number of students tested passing: 3 (60%)

Percentage of students tested passing:

60%
State:

35%

40%
60%
United States History and Government:
Students tested with valid scores: 9
Number of students tested failing: 6 (67%)
Number of students tested passing: 3 (33%)

Percentage of students tested passing:

33%
State:

39%

67%
33%

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.

Avoca Central School - High School Completers

    Graduation Rate - 6 Year Outcome
    All students

  • All100%
  • Males100%
  • Females100%
All Students:
Number of Completers (graduates + commencement credentials): 35
└─ Number of Graduates (Regents + Local Diplomas): 35
  └─ Number of students who earned a Regents diploma: 35 (100% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 8 (23% of Graduates)
      └─ Number of students who earned a Regents diploma with CTE endorsement: 11 (31% of Graduates)

High School Non-completers:
Show data for

(State average from 1,468 schools)

Avoca Central School - High School Non-completers

All Students:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 153
Number of non-completers: 3
└─ Number of students who dropped out: 3
Percent of non-completers:

2.0%
New York:

10.3%
General Education:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 136
Number of non-completers: 2
└─ Number of students who dropped out: 2
Percent of non-completers:

1.0%
New York:

4.9%
Students with Disabilities:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 17
Number of non-completers: 1
└─ Number of students who dropped out: 1
Percent of non-completers:

6.0%
State:

7.8%

Post-graduation Plans of Completers:
Show data for

Avoca Central School - Post-graduation Plans of Completers

All Students:
Total number of students reported with graduation plan: 35
└─ Graduates who planned to enroll in four-year colleges: 5 (14%)
└─ Graduates who planned to enroll in two-year colleges: 22 (63%)
└─ Graduates who planned to enroll in other post-secondary institutions: 1 (3%)
└─ Graduates who planned to enlist in the military: 1 (3%)
└─ Graduates who planned to pursue employment: 6 (17%)

Accountability


Adequate Yearly Progress:
Show data for

(State average from 3,754 schools)
Elementary/Middle-Level Science:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 141
Percent of enrolled students with valid test scores: 63%

Performance Index (PI):

197
New York:

174
Effective Annual Measurable Objective (EAMO): 173
Elementary/Middle-Level Math:

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

  • All104
  • Males107
  • Females100
  • White107
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 410
Percent of enrolled students with valid test scores: 60%

Performance Index (PI):

104
New York:

114
Effective Annual Measurable Objective (EAMO): 99
Elementary/Middle-Level ELA:

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

  • All100
  • Males97
  • Females104
  • White102
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 412
Percent of enrolled students with valid test scores: 61%

Performance Index (PI):

100
New York:

113
Effective Annual Measurable Objective (EAMO): 101
Safe harbor target: 101
5-Year Graduation Rate:
Made AYP: Yes
Met graduation rate criteria: Yes

Students enrolled during the test administration period: 34

Graduation Rate:

100%
New York:

78%
Effective Annual Measurable Objective (EAMO): 80
4-Year Graduation Rate:

    4-Year Graduation Rate

  • All100%
  • Males100%
  • Females100%
  • White100%
Made AYP: Yes
Met graduation rate criteria: Yes

Students enrolled during the test administration period: 63

Graduation Rate:

100%
State:

76%
Effective Annual Measurable Objective (EAMO): 80

SAT/ACT:
Show data for

(State average from 3,754 schools)
The ACT Test (ACT) is a nationally recognized assessment used to indicate college readiness.
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.
SAT or ACT Test Participation: 16 (male: 11, female: 5)
  • White: 16 (male: 11, female: 5)

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

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

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

2.3
New York:

1.4
Students reported as harassed or bullied on the basis of disability: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of disability: 2 (all male)
  • Black: 2

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

9.0
New York:

1.7


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

  • Hispanic2
  • White40
  • IDEA7
  • 5044
Chronic Student Absenteeism: 42 (male: 22, female: 20)
  • Hispanic: 2 (all male)
  • White: 40 (male: 20, female: 20)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Avoca Central School:

94.6
New York:

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

  • Black2
  • White61
  • Multirace5
  • IDEA2
School days missed due to out-of-school suspension: 68 (male: 46, female: 22)
  • Black: 2 (all male)
  • White: 61 (male: 42, female: 19)
  • Two or More Races: 5 (male: 2, female: 3)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
Instances of out-of-school suspension (Students without disabilities): 11

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

24.8
State:

50.9
Students without disabilities receiving only one out-of-school suspension: 26 (male: 21, female: 5)
  • Black: 2 (all male)
  • White: 22 (male: 17, female: 5)
  • Two or More Races: 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all female)
Instances of out-of-school suspension (Students with disabilities): 2

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

4.5
State:

29.4
Instances of out-of-school suspension (Section 504 only): 2

Instances of out-of-school suspension per 1,000 students (Section 504 only)
Avoca Central School:

4.5
New York:

2.9
Students with disabilities receiving one or more in-school suspension: 7 (male: 5, female: 2)
  • White: 7 (male: 5, female: 2)
  • Section 504: 2 (all male)

Classes & Courses


Algebra I:
Show data for

(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: 1
Number of Algebra I classes taught by certified teachers: 1

8th grade student enrollment in Algebra I: 5 (all female)
  • White: 5
8th grade studenst who passed Algebra I: 7 (all female)
  • White: 7
Percent of 8th grade students who passed
School:

100.0%
State:

87.1%
9-10th grade student enrollment in Algebra I: 13 (male: 5, female: 8)
  • White: 13 (male: 5, female: 8)
9-10th grade studenst who passed Algebra I: 11 (male: 4, female: 7)
  • White: 11 (male: 4, female: 7)
Percent of 9-10th grade students who passed
Here:

84.6%
State:

76.8%

Algebra II:
Show data for
Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 2
Number of Algebra II classes taught by certified teachers: 2

Student Enrollment in Algebra II: 7 (male: 2, female: 5)
  • White: 7 (male: 2, female: 5)

Calculus:
Show data for
Calculus (college-preparatory) course topics include the study of derivatives, differentiation, integration, the definite and indefinite integral, and applications of calculus.Typically, students have previously attained knowledge of precalculus topics (some combination of trigonometry, elementary functions, analytic geometry, and math analysis).
Number of Calculus classes: 1
Number of Calculus classes taught by certified teachers: 1

Student Enrollment in Calculus: 2 (all female)
  • White: 2

Geometry:
Show data for
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: 16 (male: 8, female: 8)
  • White: 16 (male: 8, female: 8)

Advanced Mathematics:
Show data for
Advanced mathematics (college-preparatory) courses cover the following topics: trigonometry, trigonometry/algebra, trigonometry / analytic geometry, trigonometry / math analysis, analytic geometry, math analysis, math analysis / analytic geometry, probability and statistics, and precalculus
Number of Advanced Mathematics classes: 2
Number of Advanced Mathematics classes taught by certified teachers: 2

Student Enrollment in Advanced Mathematics: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Biology:
Show data for
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: 2
Number of Biology classes taught by certified teachers: 2

Student Enrollment in Biology: 24 (male: 16, female: 8)
  • Black: 2 (all male)
  • White: 22 (male: 14, female: 8)

Chemistry:
Show data for
Chemistry (college-preparatory) courses involve studying the composition, properties, and reactions of substances. These courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid / base and oxidation / reduction reactions; and atomic structure.Chemical formulas and equations and nuclear reactions are also studied.
Number of Chemistry classes: 2
Number of Chemistry classes taught by certified teachers: 2

Student Enrollment in Chemistry: 10 (male: 5, female: 5)
  • White: 10 (male: 5, female: 5)

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