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Cambridge Junior-Senior High School in Cambridge, NY
(07-12 • 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 57
Address
 24 S PARK ST
Cambridge, NY 12816
Telephone
(518) 677-8527
(make sure to verify first before calling)
Website
http://www.cambridgecsd.org
City-data.com school rating
57
Students
425
Classroom Teachers (FTE)
34.9
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
117
Reduced-price lunch
eligible students
45
School district
CAMBRIDGE CENTRAL 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:
SCHUYLERVILLE ELEMENTARY SCHOOL (12.0 miles):

71
GREENWICH JUNIOR-SENIOR HIGH SCHOOL (7.9 miles):

70
CAMBRIDGE ELEMENTARY SCHOOL (0.0 miles):

69
SALEM HIGH SCHOOL (10.8 miles):

60
GREENWICH ELEMENTARY SCHOOL (7.9 miles):

59
Cambridge Junior-Senior High School:

57
HOOSICK FALLS ELEMENTARY SCHOOL (10.3 miles):

43
SALEM ELEMENTARY SCHOOL (10.9 miles):

39
HOOSICK FALLS JUNIOR/SENIOR HIGH SCHOOL (10.3 miles):

35
Cambridge Junior-Senior High School rating compared to average state, county and city schools ratings:
New York:

50
Washington County:

52
Cambridge:

63
Cambridge Junior-Senior High:

57

Students & Teachers


Total enrollment:
Enrollment in 2016: 425
Enrollment in 2015: 420
Enrollment in 2014: 433
Enrollment in 2013: 422
Enrollment in 2012: 418
Enrollment in 2011: 441
Enrollment in 2010: 490
Enrollment in 2009: 495
Enrollment in 2008: 550
Enrollment in 2007: 566
Enrollment in 2006: 598
Enrollment in 2005: 562
Enrollment in 2004: 532
Enrollment in 2003: 562
Enrollment in 2002: 591
Enrollment in 2001: 392
Enrollment in 2000: 354
Enrollment in 1999: 315

Cambridge Junior-Senior High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08G09G10G11G12Total
All students647474816369425
Female students272931362830181
Male students374543453539244
Asian students - 111 - 14
Hispanic students2 - 24 - 19
Black students - 111317
White students627270756066405

Enrollment by grade:
7th grade enrollment: 64
8th grade enrollment: 74
9th grade enrollment: 74
10th grade enrollment: 81
11th grade enrollment: 63
12th grade enrollment: 69

Cambridge Junior-Senior High School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 181 (42.6%)
Cambridge Junior-Senior High School:

42.6%
State:

51.1%
Male enrollment: 244 (57.4%)
Cambridge Junior-Senior High School:

57.4%
New York:

47.5%

Cambridge Junior-Senior High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 4 (0.9%)
Cambridge Junior-Senior High School:

0.9%
State:

4.6%
Hispanic enrollment: 9 (2.1%)
Cambridge Junior-Senior High School:

2.1%
New York:

9.2%
Black enrollment: 7 (1.6%)
Cambridge Junior-Senior High School:

1.6%
New York:

12.0%
White enrollment: 405 (95.3%)
Cambridge Junior-Senior High School:

95.3%
New York:

55.1%

Cambridge Junior-Senior High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 162 (38.1%)
Cambridge Junior-Senior High School:

38.1%
State:

52.7%
Free lunch eligible students: 117 (27.5%)
School:

27.5%
State:

45.4%
Reduced-price lunch eligible students: 45 (10.6%)
Cambridge Junior-Senior High School:

10.6%
State:

4.8%

Cambridge Junior-Senior High School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Grade 8 English: 20
  • Grade 8 Mathematics: 11
  • Grade 8 Science: 15
  • Grade 8 Social Studies: 21
  • Grade 10 English: 15
  • Grade 10 Mathematics: 18
  • Grade 10 Science: 14
  • Grade 10 Social Studies: 14

Teachers and support:
Show data for
Classroom Teachers (FTE): 34.9

Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 22
Number of FTE nurses: 2
Number of FTE psychologists: 1

Student/Teacher Ratio
Here:

12.2
New York:

14.0
Number of teachers with fewer than three years of teaching experience: 1
Number of teachers with Master's Degree plus 30 hours or doctorate: 5

Total number of classes taught: 185
Number of classes taught by teachers without appropriate certification: 1


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

Cambridge Junior-Senior High School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,617,453
  • Full-time Equivalency Count of Teachers: 40 (Salary Expenditures: $2,364,292)
  • Full-time Equivalency Count of Instructional Aides: 7 (Salary Expenditures: $142,526)
  • Full-time Equivalency Count of Support Services Staff: 14.3 (Salary Expenditures: $258,186)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $363,799)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $392,581
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $764,511
  • Salary Expenditures for Teachers: $2,364,292
  • Full-time Equivalency Count of Instructional Aides: 7 (Salary Expenditures: $142,526)
  • Full-time Equivalency Count of Support Services Staff: 14.3 (Salary Expenditures: $258,186)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $363,799)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $462,168

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 2 (all male)
  • Hispanic: 2

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: 59 (male: 43, female: 16)
  • White: 59 (male: 43, female: 16)
Students with disabilities served under Section 504: 29 (male: 19, female: 10)
  • Hispanic: 2 (all male)
  • Asian: 2 (all female)
  • White: 25 (male: 17, female: 8)

Retention:
Show data for

(State average from 373 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 7th grade: 2 (all male)
  • White: 2

Percent of 7th grade students retained
Here:

3.1%
State:

5.1%
Total number of students retained in 9th grade: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 9th grade students retained
Cambridge Junior-Senior High School:

2.7%
New York:

11.4%

Statewide Student Assessments


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

(State average from 1,457 schools)
The grades 3-8 English Language Arts (ELA) and mathematics assessments measure the higher learning standards that were adopted by the State Board of Regents in 2010, which more accurately reflect students' progress toward college and career readiness.
7th Grade:

    ELA Mean Score (7th Grade)

  • All305
  • Males298
  • Females316
  • IDEA279
ELA students tested with valid scores: 64
Computed mean of student ELA scores: 305

ELA Students scoring proficient and above:

30%
New York:

39%

Students scoring at Level 1: 22%
Students scoring at Level 2: 48%
Students scoring at Level 3: 25%
Students scoring at Level 4: 5%

22%
48%
25%
5%

    MATH Mean Score (7th Grade)

  • All315
  • Males312
  • Females321
  • IDEA299
Math students tested with valid scores: 62
Computed mean of student Math scores: 315

Math Students scoring proficient and above:

41%
State:

34%

Students scoring at Level 1: 15%
Students scoring at Level 2: 45%
Students scoring at Level 3: 31%
Students scoring at Level 4: 10%

15%
45%
31%
10%
8th Grade:

    ELA Mean Score (8th Grade)

  • All311
  • Males302
  • Females323
  • IDEA268
ELA students tested with valid scores: 60
Computed mean of student ELA scores: 311

ELA Students scoring proficient and above:

46%
New York:

43%

Students scoring at Level 1: 13%
Students scoring at Level 2: 40%
Students scoring at Level 3: 33%
Students scoring at Level 4: 13%

13%
40%
33%
13%

    MATH Mean Score (8th Grade)

  • All297
  • Males297
  • Females297
  • IDEA265
Math students tested with valid scores: 49
Computed mean of student Math scores: 297

Math Students scoring proficient and above:

12%
State:

18%

Students scoring at Level 1: 27%
Students scoring at Level 2: 61%
Students scoring at Level 3: 12%
Students scoring at Level 4: 0%

27%
61%
12%

    SCI Mean Score (8th Grade)

  • All79
  • Males80
  • Females78
  • IDEA59
Science students tested with valid scores: 49
Computed mean of student Science scores: 79

Science Students scoring proficient and above:

90%
State:

57%

Students scoring at Level 1: 2%
Students scoring at Level 2: 8%
Students scoring at Level 3: 51%
Students scoring at Level 4: 39%

2%
8%
51%
39%

New York State Alternate Assessment:
Show data for

(State average from 68 schools)
New York State Alternate Assessment (NYSAA) is part of the New York State testing program that measures the attainment of the State's learning standards in the areas of English language arts (ELA), mathematics, and science for all students with the most severe disabilities in Grades 3-8 and high school. In the 2015-16 school year, NYSAA began using computer-based testing for the ELA and mathematics components. Beginning with the 2017-18 school year, the NYSAA program will no longer include a Social Studies component. The NYSAA in ELA, mathematics, and science will be assessed using Dynamic Learning Maps alternate assessment.
Secondary:
ELA students tested with valid scores: 5
Secondary ELA Students scoring proficient and above:

100%
State:

94%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 0%
Students scoring at Level 4: 100%

100%
Math students tested with valid scores: 5
Secondary Math Students scoring proficient and above:

100%
New York:

96%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 0%
Students scoring at Level 4: 100%

100%
Science students tested with valid scores: 5
Secondary Science Students scoring proficient and above:

80%
State:

98%

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

20%
80%
Social Studies students tested with valid scores: 5
Secondary Social Studies Students scoring proficient and above:

100%
State:

96%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 0%
Students scoring at Level 4: 100%

100%

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.

Cambridge Junior-Senior High School - % Scroring 55 and above in Regents Examination

Geometry (Common Core):

    Scoring 55 and above
    (Geometry)

  • All93%
  • Males91%
  • Females93%
  • White92%
Students tested with valid scores: 81
Number of students tested scoring Level 1 (0-54): 6 (7%)
Number of students tested scoring Level 2 (55-64): 9 (11%)
Number of students tested scoring Level 3 (65-78): 44 (54%)
Number of students tested scoring Level 4 (79-84): 15 (19%)
Number of students tested scoring Level 5 (85-100): 7 (9%)

Percentage of students scoring 55 and above:

93%
State:

79%

7%
11%
54%
19%
9%
Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All97%
  • Males100%
  • Females94%
  • IDEA90%
Students tested with valid scores: 73
Number of students tested scoring Level 1 (0-54): 2 (3%)
Number of students tested scoring Level 2 (55-64): 3 (4%)
Number of students tested scoring Level 3 (65-78): 25 (34%)
Number of students tested scoring Level 4 (79-84): 19 (26%)
Number of students tested scoring Level 5 (85-100): 24 (33%)

Percentage of students scoring 55 and above:

97%
New York:

93%

3%
4%
34%
26%
33%
Algebra II (Common Core):

    Scoring 55 and above
    (Algebra II)

  • All96%
  • Males100%
  • Females95%
  • White97%
Students tested with valid scores: 33
Number of students tested scoring Level 1 (0-54): 1 (3%)
Number of students tested scoring Level 2 (55-64): 5 (15%)
Number of students tested scoring Level 3 (65-78): 16 (48%)
Number of students tested scoring Level 4 (79-84): 9 (27%)
Number of students tested scoring Level 5 (85-100): 2 (6%)

Percentage of students scoring 55 and above:

96%
State:

87%

3%
15%
48%
27%
6%
Comprehensive English (Common Core):

    Scoring 55 and above
    (Comprehensive English)

  • All85%
  • Males81%
  • Females91%
  • White87%
  • IDEA42%
Students tested with valid scores: 87
Number of students tested scoring Level 1 (0-54): 13 (15%)
Number of students tested scoring Level 2 (55-64): 8 (9%)
Number of students tested scoring Level 3 (65-78): 18 (21%)
Number of students tested scoring Level 4 (79-84): 16 (18%)
Number of students tested scoring Level 5 (85-100): 32 (37%)

Percentage of students scoring 55 and above:

85%
State:

89%

15%
9%
21%
18%
37%

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.

Cambridge Junior-Senior High School - High School Completers

    Graduation Rate - 6 Year Outcome
    All students

  • All93%
  • Males87%
  • Females100%
  • White95%
  • IDEA90%
All Students:
Number of Completers (graduates + commencement credentials): 68
└─ Number of Graduates (Regents + Local Diplomas): 67
  └─ Number of students who earned a Regents diploma: 62 (93% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 28 (42% of Graduates)
      └─ Number of students who earned a Regents diploma with CTE endorsement: 5 (7% of Graduates)
  └─ Number of students who earned a Local Diploma: 5 (7% of Graduates)
└─ Number of students who earned a commencement credential: 1 (1% of Completers)

    Graduation Rate - 5 Year Outcome
    All students

  • All93%
  • Males95%
  • Females91%
  • IDEA81%
General Education:
Number of Completers (graduates + commencement credentials): 57
└─ Number of Graduates (Regents + Local Diplomas): 57
  └─ Number of students who earned a Regents diploma: 57 (100% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 27 (47% of Graduates)
      └─ Number of students who earned a Regents diploma with CTE endorsement: 3 (5% of Graduates)

    Graduation Rate - 4 Year Outcome
    All students

  • All90%
  • Males85%
  • Females97%
  • IDEA69%
Students with Disabilities:
Number of Completers (graduates + commencement credentials): 11
└─ Number of Graduates (Regents + Local Diplomas): 10
  └─ Number of students who earned a Regents diploma: 5 (50% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 1 (10% of Graduates)
      └─ Number of students who earned a Regents diploma with CTE endorsement: 2 (20% of Graduates)
  └─ Number of students who earned a Local Diploma: 5 (50% of Graduates)
└─ Number of students who earned a commencement credential: 1 (9% of Completers)

High School Non-completers:
Show data for

(State average from 1,468 schools)

Cambridge Junior-Senior High School - High School Non-completers

All Students:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 287
Number of non-completers: 7
└─ Number of students who dropped out: 7
Percent of non-completers:

2.0%
State:

6.0%

Post-graduation Plans of Completers:
Show data for

Cambridge Junior-Senior High School - Post-graduation Plans of Completers

All Students:
Total number of students reported with graduation plan: 68
└─ Graduates who planned to enroll in four-year colleges: 23 (34%)
└─ Graduates who planned to enroll in two-year colleges: 28 (41%)
└─ Graduates who planned to enroll in other post-secondary institutions: 2 (3%)
└─ Graduates who planned to enlist in the military: 3 (4%)
└─ Graduates who planned to pursue employment: 12 (18%)
General Education:
Total number of students reported with graduation plan: 57
└─ Graduates who planned to enroll in four-year colleges: 22 (39%)
└─ Graduates who planned to enroll in two-year colleges: 24 (42%)
└─ Graduates who planned to enroll in other post-secondary institutions: 1 (2%)
└─ Graduates who planned to enlist in the military: 3 (5%)
└─ Graduates who planned to pursue employment: 7 (12%)
Students with Disabilities:
Total number of students reported with graduation plan: 11
└─ Graduates who planned to enroll in four-year colleges: 1 (9%)
└─ Graduates who planned to enroll in two-year colleges: 4 (36%)
└─ Graduates who planned to enroll in other post-secondary institutions: 1 (9%)
└─ Graduates who planned to pursue employment: 5 (45%)

Accountability


Adequate Yearly Progress:
Show data for

(State average from 3,754 schools)
High School Math:
Made AYP: No
Met the participation criterion: Yes
Met the performance criterion: No

Students enrolled during the test administration period: 67
Percent of enrolled students with valid test scores: 100%

Performance Index (PI):

134
New York:

126
Effective Annual Measurable Objective (EAMO): 153
Safe harbor target: 144
High School ELA:
Made AYP: No
Met the participation criterion: Yes
Met the performance criterion: No

Students enrolled during the test administration period: 67
Percent of enrolled students with valid test scores: 100%

Performance Index (PI):

158
State:

151
Effective Annual Measurable Objective (EAMO): 166
Safe harbor target: 162
Elementary/Middle-Level Science:
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 64
Percent of enrolled students with valid test scores: 98%

Performance Index (PI):

190
State:

174
Effective Annual Measurable Objective (EAMO): 177
Elementary/Middle-Level Math:

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

  • All118
  • Males110
  • Females129
  • White119
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 268
Percent of enrolled students with valid test scores: 90%

Performance Index (PI):

118
New York:

114
Effective Annual Measurable Objective (EAMO): 100
Elementary/Middle-Level ELA:

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

  • All120
  • Males103
  • Females147
  • White119
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 269
Percent of enrolled students with valid test scores: 91%

Performance Index (PI):

120
State:

113
Effective Annual Measurable Objective (EAMO): 102
5-Year Graduation Rate:

    5-Year Graduation Rate

  • All93%
  • Males87%
  • Females100%
  • White95%
Made AYP: Yes
Met graduation rate criteria: Yes

Students enrolled during the test administration period: 61

Graduation Rate:

93%
State:

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

    4-Year Graduation Rate

  • All92%
  • Males93%
  • Females91%
  • White92%
Made AYP: Yes
Met graduation rate criteria: Yes

Students enrolled during the test administration period: 75

Graduation Rate:

92%
New York:

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: 52 (male: 23, female: 29)
  • White: 52 (male: 23, female: 29)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)

Advanced Placement:
Show data for

(State average from 497 schools)
Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001.
Number of different AP courses provided by school: 9
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: Yes

Students Enrolled in at least one AP Course: 68 (male: 30, female: 38)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 64 (male: 26, female: 38)
Student Enrollment in Advanced Placement (AP) Mathematics: 9 (male: 7, female: 2)
  • Asian: 2 (all male)
  • White: 7 (male: 5, female: 2)
Student Enrollment in Advanced Placement (AP) Science: 6 (male: 4, female: 2)
  • Asian: 2 (all male)
  • White: 4 (male: 2, female: 2)
Students Enrollment in Other Advanced Placement (AP) Subjects: 59 (male: 24, female: 35)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 55 (male: 20, female: 35)
Students who took one or more AP exams: 41 (male: 18, female: 23)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 37 (male: 14, female: 23)
Students who received a qualifying score on one or more AP exams: 38 (male: 16, female: 22)
  • White: 38 (male: 16, female: 22)
Percent students who received a qualifying score on one or more AP exams
Cambridge Junior-Senior High School:

92.7%
New York:

65.5%

Health & Safety


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

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

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

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

Incidents of threats of physical attack without a weapon: 2


Total incidents per 1,000 students
School:

4.7
New York:

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

2.4
State:

4.0
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all male)
  • Black: 2
  • Individuals With Disabilities Education Act (IDEA): 2

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
Cambridge Junior-Senior High School:

2.4
New York:

1.3
Students reported as harassed or bullied on the basis of disability: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2


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

  • Hispanic1
  • Black1
  • White27
  • IDEA9
School days missed due to out-of-school suspension: 29 (male: 24, female: 5)
  • Hispanic: 1 (all female)
  • Black: 1 (all male)
  • White: 27 (male: 23, female: 4)
  • Individuals With Disabilities Education Act (IDEA): 9 (all male)
Instances of out-of-school suspension (Students without disabilities): 9

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Cambridge Junior-Senior High School:

21.2
State:

50.9
Students without disabilities receiving one or more in-school suspension: 56 (male: 43, female: 13)
  • Hispanic: 2 (all female)
  • Black: 2 (all male)
  • White: 52 (male: 41, female: 11)
Students without disabilities receiving only one out-of-school suspension: 26 (male: 19, female: 7)
  • Hispanic: 2 (all female)
  • Black: 2 (all male)
  • White: 22 (male: 17, female: 5)
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2
Instances of out-of-school suspension (Students with disabilities): 9

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

21.2
New York:

29.4
Students with disabilities receiving one or more in-school suspension: 10 (male: 8, female: 2)
  • White: 10 (male: 8, female: 2)
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2

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: 3
Number of Algebra I classes taught by certified teachers: 3

8th grade student enrollment in Algebra I: 18 (male: 7, female: 11)
  • Asian: 2 (all male)
  • White: 16 (male: 5, female: 11)
8th grade studenst who passed Algebra I: 17 (male: 7, female: 10)
  • White: 17 (male: 7, female: 10)
Percent of 8th grade students who passed
Here:

94.4%
State:

87.1%

    9-10th grade student enrollment in Algebra I

  • Hispanic4
  • Asian2
  • Black2
  • White46
9-10th grade student enrollment in Algebra I: 54 (male: 35, female: 19)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 46 (male: 29, female: 17)
9-10th grade studenst who passed Algebra I: 47 (male: 28, female: 19)
  • White: 47 (male: 28, female: 19)
Percent of 9-10th grade students who passed
Cambridge Junior-Senior High School:

87.0%
New York:

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: 24 (male: 13, female: 11)
  • Black: 2 (all male)
  • White: 22 (male: 11, female: 11)

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: 24 (male: 11, female: 13)
  • Black: 2 (all female)
  • White: 22 (male: 11, female: 11)

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

  • Hispanic2
  • Asian2
  • Black2
  • White34
  • IDEA2
Student Enrollment in Geometry: 40 (male: 19, female: 21)
  • Hispanic: 2 (all female)
  • Asian: 2 (all female)
  • Black: 2 (all male)
  • White: 34 (male: 17, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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: 1
Number of Advanced Mathematics classes taught by certified teachers: 1

Student Enrollment in Advanced Mathematics: 9 (male: 7, female: 2)
  • Asian: 2 (all male)
  • White: 7 (male: 5, 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: 3
Number of Biology classes taught by certified teachers: 3

    Student Enrollment in Biology

  • Hispanic4
  • Asian2
  • Black2
  • White64
Student Enrollment in Biology: 72 (male: 41, female: 31)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 64 (male: 35, female: 29)

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: 3
Number of Chemistry classes taught by certified teachers: 3

Student Enrollment in Chemistry: 42 (male: 25, female: 17)
  • Black: 2 (all male)
  • White: 40 (male: 23, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Physics:
Show data for
Physics (college-preparatory) courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy.The study of physics includes examination of sound, light, and magnetic and electric phenomena.
Number of Physics classes: 2
Number of Physics classes taught by certified teachers: 2

Student Enrollment in Physics: 27 (male: 8, female: 19)
  • Black: 2 (all female)
  • White: 25 (male: 8, female: 17)

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