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Charlotte High School in Rochester, NY
(9-12 • Public • Regular School • Inactive)

Address
 4115 LAKE AVE
Rochester, NY 14612
Telephone
(585) 663-7070
(make sure to verify first before calling)
Website
http://www.rcsdk12.org
Students
152
National School Lunch
Program (NSLP) Status
Yes, under Community Eligibility Option (CEO)
Free lunch eligible students
127
Reduced-price lunch
eligible students
3
School district
ROCHESTER CITY SCHOOL DISTRICT
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
No

Students & Teachers


Total enrollment:
Enrollment in 2016: 152
Enrollment in 2015: 448
Enrollment in 2014: 505
Enrollment in 2013: 529
Enrollment in 2012: 864
Enrollment in 2011: 1,046
Enrollment in 2010: 1,007
Enrollment in 2009: 1,049
Enrollment in 2008: 1,107
Enrollment in 2007: 1,030
Enrollment in 2006: 1,012
Enrollment in 2005: 996
Enrollment in 2004: 896
Enrollment in 2003: 967
Enrollment in 2002: 949
Enrollment in 2001: 949
Enrollment in 2000: 1,090
Enrollment in 1999: 1,183

Charlotte High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)

GradeG09G10G11G12Total
All students20354453152
Female students819223079
Male students1216222373
Asian students - 3126
Hispanic students413101138
Black students1318283392
White students315716

Enrollment by grade:
9th grade enrollment: 20
10th grade enrollment: 35
11th grade enrollment: 44
12th grade enrollment: 53

Charlotte High School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)

Female enrollment: 79 (52.0%)
School:

52.0%
State:

51.1%
Male enrollment: 73 (48.0%)
Here:

48.0%
State:

47.5%

Charlotte High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)

Asian enrollment: 6 (3.9%)
Here:

3.9%
State:

4.6%
Hispanic enrollment: 38 (25.0%)
School:

25.0%
State:

9.2%
Black enrollment: 92 (60.5%)
School:

60.5%
State:

12.0%
White enrollment: 16 (10.5%)
Charlotte High School:

10.5%
State:

55.1%

Charlotte High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)

Free/reduced-price lunch eligible students: 130 (85.5%)
School:

85.5%
New York:

52.7%
Free lunch eligible students: 127 (83.6%)
Here:

83.6%
New York:

45.4%
Reduced-price lunch eligible students: 3 (2.0%)
School:

2.0%
State:

4.8%

Charlotte High School - Lunch Program Eligibility


Average Class Size:
Average Class Size:
  • Grade 10 English: 15
  • Grade 10 Social Studies: 15

Teachers and support:



Number of full-time principals: 1

School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,694,979
  • Full-time Equivalency Count of Teachers: 27.8 (Salary Expenditures: $1,933,833)
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $31,026)
  • Full-time Equivalency Count of Support Services Staff: 6.5 (Salary Expenditures: $236,831)
  • Full-time Equivalency Count of School Administration Staff: 3.5 (Salary Expenditures: $400,434)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $50,637
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,013,385
  • Salary Expenditures for Teachers: $2,054,068
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $31,026)
  • Full-time Equivalency Count of Support Services Staff: 6.5 (Salary Expenditures: $236,831)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $471,362)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $124,023

Limited English Proficiency:
Show data for

Students Enrolled in LEP Programs: 16 (male: 9, female: 7)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 7 (male: 5, female: 2)
  • White: 2 (all male)

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: 28 (male: 24, female: 4)
  • Hispanic: 7 (all male)
  • Black: 17 (male: 13, female: 4)
  • White: 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic10
  • Black25
  • White5
  • LEP4
Students with disabilities served under Section 504: 40 (male: 16, female: 24)
  • Hispanic: 10 (male: 5, female: 5)
  • Black: 25 (male: 11, female: 14)
  • White: 5 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 437 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 9th grade

  • Hispanic5
  • Black13
  • White5
  • IDEA4
  • 5045
Total number of students retained in 9th grade: 23 (male: 13, female: 10)
  • Hispanic: 5 (all male)
  • Black: 13 (male: 8, female: 5)
  • White: 5 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 5 (all male)

Percent of 9th grade students retained
School:

115.0%
New York:

11.4%

    Total number of students retained in 10th grade

  • Hispanic7
  • Black7
  • White4
  • LEP2
  • IDEA2
  • 5042
Total number of students retained in 10th grade: 18 (male: 6, female: 12)
  • Hispanic: 7 (male: 2, female: 5)
  • Black: 7 (male: 2, female: 5)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
  • Section 504: 2 (all female)

Percent of 10th grade students retained
Charlotte High School:

51.4%
New York:

8.8%

    Total number of students retained in 11th grade

  • Hispanic5
  • Black10
  • LEP2
  • IDEA4
  • 5044
Total number of students retained in 11th grade: 15 (male: 10, female: 5)
  • Hispanic: 5 (all male)
  • Black: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 4 (male: 2, female: 2)

Percent of 11th grade students retained
Here:

34.1%
New York:

11.0%

    Total number of students retained in 12th grade

  • Hispanic4
  • Asian4
  • Black7
  • LEP4
  • IDEA4
  • 5044
Total number of students retained in 12th grade: 15 (male: 6, female: 9)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Black: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 4 (male: 2, female: 2)

Percent of 12th grade students retained
Here:

28.3%
New York:

14.9%


Gifted and Talented:
Show data for

(State average from 386 schools)

This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.

    Gifted and Talented Student Enrollment

  • Hispanic7
  • Black7
  • White10
  • IDEA2
Gifted and Talented Student Enrollment: 24 (male: 12, female: 12)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 7 (male: 2, female: 5)
  • White: 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Gifted and Talented Student Enrollment per 1,000 students
Here:

157.9
State:

111.4

Statewide Student Assessments


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

(State average from 1,392 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.
8th Grade:
ELA students tested with valid scores: 10
Computed mean of student ELA scores: 264

ELA Students scoring proficient and above:

10%
New York:

30%

Students scoring at Level 1: 80%
Students scoring at Level 2: 10%
Students scoring at Level 3: 10%
Students scoring at Level 4: 0%

80%
10%
10%

Math students tested with valid scores: 9
Computed mean of student Math scores: 245


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

100%

Science students tested with valid scores: 7
Computed mean of student Science scores: 59

Science Students scoring proficient and above:

43%
State:

67%

Students scoring at Level 1: 14%
Students scoring at Level 2: 43%
Students scoring at Level 3: 43%
Students scoring at Level 4: 0%

14%
43%
43%


New York State Alternate Assessment:
Show data for

(State average from 78 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: 12
Secondary ELA Students scoring proficient and above:

83%
State:

93%

Students scoring at Level 1: 8%
Students scoring at Level 2: 8%
Students scoring at Level 3: 33%
Students scoring at Level 4: 50%

8%
8%
33%
50%

Math students tested with valid scores: 12
Secondary Math Students scoring proficient and above:

92%
New York:

94%

Students scoring at Level 1: 0%
Students scoring at Level 2: 8%
Students scoring at Level 3: 42%
Students scoring at Level 4: 50%

8%
42%
50%

Science students tested with valid scores: 12
Secondary Science Students scoring proficient and above:

100%
State:

93%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 33%
Students scoring at Level 4: 67%

33%
67%

Social Studies students tested with valid scores: 12
Secondary Social Studies Students scoring proficient and above:

92%
New York:

94%

Students scoring at Level 1: 0%
Students scoring at Level 2: 8%
Students scoring at Level 3: 42%
Students scoring at Level 4: 50%

8%
42%
50%


Regents Examination:
Show data for

(State average from 2,032 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.

Charlotte High School - % Scroring 55 and above in Regents Examination

Geometry (Common Core):
Students tested with valid scores: 5
Number of students tested scoring Level 1 (0-54): 4 (80%)
Number of students tested scoring Level 2 (55-64): 1 (20%)

Percentage of students scoring 55 and above:

20%
New York:

75%

80%
20%

Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All43%
  • Males40%
  • Females46%
  • Black37%
Students tested with valid scores: 28
Number of students tested scoring Level 1 (0-54): 16 (57%)
Number of students tested scoring Level 2 (55-64): 9 (32%)
Number of students tested scoring Level 3 (65-78): 3 (11%)

Percentage of students scoring 55 and above:

43%
New York:

91%

57%
32%
11%

Algebra II (Common Core):
Students tested with valid scores: 5
Number of students tested scoring Level 1 (0-54): 4 (80%)
Number of students tested scoring Level 2 (55-64): 1 (20%)

Percentage of students scoring 55 and above:

20%
New York:

82%

80%
20%

Comprehensive English (Common Core):

    Scoring 55 and above
    (Comprehensive English)

  • All71%
  • Males40%
  • Females83%
  • Hispanic51%
  • Black80%
Students tested with valid scores: 34
Number of students tested scoring Level 1 (0-54): 10 (29%)
Number of students tested scoring Level 2 (55-64): 8 (24%)
Number of students tested scoring Level 3 (65-78): 9 (26%)
Number of students tested scoring Level 4 (79-84): 6 (18%)
Number of students tested scoring Level 5 (85-100): 1 (3%)

Percentage of students scoring 55 and above:

71%
State:

91%

29%
24%
26%
18%
3%


Regents Competency Test:
(State average from 681 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).

Charlotte High School - Percent Passing Regents Competency Tests

Reading:
Students tested with valid scores: 6
Number of students tested failing: 5 (83%)
Number of students tested passing: 1 (17%)

Percentage of students tested passing:

17%
New York:

42%

83%
17%

Global Studies:
Students tested with valid scores: 7
Number of students tested failing: 4 (57%)
Number of students tested passing: 3 (43%)

Percentage of students tested passing:

43%
State:

37%

57%
43%

United States History and Government:
Students tested with valid scores: 10
Number of students tested failing: 7 (70%)
Number of students tested passing: 3 (30%)

Percentage of students tested passing:

30%
State:

38%

70%
30%

Science:
Students tested with valid scores: 6
Number of students tested failing: 3 (50%)
Number of students tested passing: 3 (50%)

Percentage of students tested passing:

50%
New York:

44%

50%
50%


The New York State English as a Second Language Achievement Test:
Show data for

(State average from 524 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.
9th Grade:

    Scoring at Expanding Level or above (9th Grade)

  • All34%
  • Males27%
  • Females51%
  • Hispanic50%
  • Asian14%
  • Black20%
  • White60%
Students tested with valid scores: 23
Scoring at Expanding Level or above:

34%
State:

55%

Students scoring at Entering Level: 9%
Students scoring at Emerging Level: 22%
Students scoring at Transitioning Level: 35%
Students scoring at Expanding Level: 30%
Students scoring at Commanding Level: 4%

9%
22%
35%
30%
4%

10th Grade:
Students tested with valid scores: 11
Scoring at Expanding Level or above:

18%
New York:

56%

Students scoring at Entering Level: 18%
Students scoring at Emerging Level: 18%
Students scoring at Transitioning Level: 45%
Students scoring at Expanding Level: 9%
Students scoring at Commanding Level: 9%

18%
18%
45%
9%
9%

Outcomes


High School Completers:
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.

Charlotte High School - High School Completers

All Students:
Number of Completers (graduates + commencement credentials): 63
└─ Number of Graduates (Regents + Local Diplomas): 63
  └─ Number of students who earned a Regents diploma: 30 (48% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 1 (2% of Graduates)
  └─ Number of students who earned a Local Diploma: 33 (52% of Graduates)

General Education:
Number of Completers (graduates + commencement credentials): 57
└─ Number of Graduates (Regents + Local Diplomas): 57
  └─ Number of students who earned a Regents diploma: 29 (51% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 1 (2% of Graduates)
  └─ Number of students who earned a Local Diploma: 28 (49% of Graduates)

Students with Disabilities:
Number of Completers (graduates + commencement credentials): 6
└─ Number of Graduates (Regents + Local Diplomas): 6
  └─ Number of students who earned a Regents diploma: 1 (17% of Graduates)
  └─ Number of students who earned a Local Diploma: 5 (83% of Graduates)


High School Non-completers:
(State average from 1,468 schools)

Charlotte High School - High School Non-completers

All Students:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 155
Number of non-completers: 51
└─ Number of students who dropped out: 48
└─ Number of students who entered an approved high school equivalency preparation program: 3

Percent of non-completers:

33.0%
State:

6.0%

General Education:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 124
Number of non-completers: 41
└─ Number of students who dropped out: 38
└─ Number of students who entered an approved high school equivalency preparation program: 3

Percent of non-completers:

33.0%
State:

7.2%

Students with Disabilities:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 31
Number of non-completers: 10
└─ Number of students who dropped out: 10
Percent of non-completers:

32.0%
State:

10.6%


Post-graduation Plans of Completers:

Charlotte High School - Post-graduation Plans of Completers

All Students:
Total number of students reported with graduation plan: 63
└─ Graduates who planned to enroll in four-year colleges: 16 (25%)
└─ Graduates who planned to enroll in two-year colleges: 17 (27%)
└─ Graduates who planned to enroll in other post-secondary institutions: 2 (3%)
└─ Graduates who planned to pursue employment: 27 (43%)
└─ Graduates a known plan that is not specified above: 1 (2%)

General Education:
Total number of students reported with graduation plan: 57
└─ Graduates who planned to enroll in four-year colleges: 12 (21%)
└─ Graduates who planned to enroll in two-year colleges: 17 (30%)
└─ Graduates who planned to enroll in other post-secondary institutions: 2 (4%)
└─ Graduates who planned to pursue employment: 25 (44%)
└─ Graduates a known plan that is not specified above: 1 (2%)

Students with Disabilities:
Total number of students reported with graduation plan: 6
└─ Graduates who planned to enroll in four-year colleges: 4 (67%)
└─ Graduates who planned to pursue employment: 2 (33%)

Accountability


Adequate Yearly Progress:
(State average from 3,664 schools)

5-Year Graduation Rate:

    5-Year Graduation Rate

  • All50%
  • Males42%
  • Females58%
  • Hispanic44%
  • Black47%
  • IDEA35%
Made AYP: No
Met graduation rate criteria: No

Students enrolled during the test administration period: 145

Graduation Rate:

50%
State:

78%
Effective Annual Measurable Objective (EAMO): 80
Safe harbor target: 54

4-Year Graduation Rate:

    4-Year Graduation Rate

  • All18%
  • Males15%
  • Females21%
  • Black19%
Made AYP: No
Met graduation rate criteria: No

Students enrolled during the test administration period: 93

Graduation Rate:

18%
State:

76%
Effective Annual Measurable Objective (EAMO): 80
Safe harbor target: 53

SAT/ACT:
Show data for

(State average from 3,664 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

  • Hispanic2
  • Black4
  • White4
  • IDEA2
SAT or ACT Test Participation: 10 (male: 4, female: 6)
  • Hispanic: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Advanced Placement:
Show data for

(State average from 487 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: 3
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: No

    Students Enrolled in at least one AP Course

  • Hispanic7
  • Black7
  • White10
  • IDEA2
Students Enrolled in at least one AP Course: 24 (male: 12, female: 12)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 7 (male: 2, female: 5)
  • White: 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

    Students Enrollment in Other Advanced Placement (AP) Subjects

  • Hispanic7
  • Black7
  • White10
  • IDEA2
Students Enrollment in Other Advanced Placement (AP) Subjects: 24 (male: 12, female: 12)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 7 (male: 2, female: 5)
  • White: 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

    Students who took one or more AP exams

  • Hispanic7
  • Black7
  • White7
  • IDEA2
Students who took one or more AP exams: 21 (male: 9, female: 12)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 7 (male: 2, female: 5)
  • White: 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent students who received a qualifying score on one or more AP exams
Charlotte High School:

0.0%
State:

66.1%

Students who did not receive a qualifying score on any AP exams: 12 (male: 4, female: 8)
  • Hispanic: 4 (all male)
  • Black: 4 (all female)
  • White: 4 (all female)

    Students who took no AP exams

  • Hispanic2
  • Black2
  • White4
  • IDEA2
Students who took no AP exams: 8 (male: 6, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Health & Safety


Referrals and Arrests:
Show data for

(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.
Students without disabilities who were referred to a law enforcement agency or official: 2 (all female)
  • Black: 2

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

13.2
State:

6.5


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

  • Hispanic37
  • Asian2
  • Black88
  • White13
  • LEP13
  • IDEA25
Chronic Student Absenteeism: 140 (male: 62, female: 78)
  • Hispanic: 37 (male: 20, female: 17)
  • Asian: 2 (all male)
  • Black: 88 (male: 38, female: 50)
  • White: 13 (male: 2, female: 11)
  • Limited English Proficiency (LEP): 13 (male: 8, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 25 (male: 17, female: 8)
Chronic Student Absenteeism per 1,000 students
School:

921.1
State:

179.4

Suspensions:
Show data for

(State average from 569 schools)

Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
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: 66 (male: 35, female: 31)
  • Hispanic: 5 (all male)
  • Black: 61 (male: 30, female: 31)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 7, female: 6)

Instances of out-of-school suspension (Students without disabilities): 11

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

72.4
New York:

50.9
Students without disabilities receiving one or more in-school suspension: 6 (male: 2, female: 4)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all female)

Students without disabilities receiving only one out-of-school suspension: 9 (male: 4, female: 5)
  • Hispanic: 2 (all male)
  • Black: 7 (male: 2, female: 5)

Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Black: 2

Instances of out-of-school suspension (Students with disabilities): 4

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

26.3
State:

29.4
Students with disabilities receiving one or more in-school suspension: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)

Students with disabilities receiving only one out-of-school suspension: 2 (all female)
  • Black: 2

Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Black: 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: 2
Number of Algebra I classes taught by certified teachers: 1


    9-10th grade student enrollment in Algebra I

  • Hispanic16
  • Black28
  • White7
  • LEP4
  • IDEA11
9-10th grade student enrollment in Algebra I: 51 (male: 30, female: 21)
  • Hispanic: 16 (male: 14, female: 2)
  • Black: 28 (male: 14, female: 14)
  • White: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 11 (all male)
Percent of 9-10th grade students who passed
School:

0.0%
New York:

76.8%

    11-12th grade student enrollment in Algebra I

  • Hispanic7
  • Black16
  • LEP2
  • IDEA10
11-12th grade student enrollment in Algebra I: 23 (male: 13, female: 10)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 16 (male: 8, female: 8)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)
Percent of 11-12th grade students who passed
Here:

0.0%
State:

65.5%


Algebra II:
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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: 1
Number of Algebra II classes taught by certified teachers: 1

    Student Enrollment in Algebra II

  • Hispanic2
  • Black4
  • White2
  • IDEA2
Student Enrollment in Algebra II: 8 (male: 2, female: 6)
  • Hispanic: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

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: 3
Number of Geometry classes taught by certified teachers: 1

    Student Enrollment in Geometry

  • Hispanic2
  • Black7
  • White2
  • IDEA2
Student Enrollment in Geometry: 11 (male: 4, female: 7)
  • Hispanic: 2 (all male)
  • Black: 7 (male: 2, female: 5)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Advanced Mathematics:
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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


Student Enrollment in Advanced Mathematics: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • White: 2 (all male)

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: 4
Number of Biology classes taught by certified teachers: 2

    Student Enrollment in Biology

  • Hispanic4
  • Asian4
  • Black13
  • White4
  • LEP4
  • IDEA4
Student Enrollment in Biology: 25 (male: 11, female: 14)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Black: 13 (male: 5, female: 8)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Chemistry:
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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: 11
Number of Chemistry classes taught by certified teachers: 3

    Student Enrollment in Chemistry

  • Hispanic11
  • Asian2
  • Black25
  • White7
  • LEP4
  • IDEA7
Student Enrollment in Chemistry: 45 (male: 15, female: 30)
  • Hispanic: 11 (all female)
  • Asian: 2 (all male)
  • Black: 25 (male: 11, female: 14)
  • White: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)

Physics:
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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: 1


    Student Enrollment in Physics

  • Hispanic7
  • Black4
  • White8
  • LEP2
Student Enrollment in Physics: 19 (male: 15, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 8 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

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