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Columbus Elementary School in Thornwood, NY
(03-05 • 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 83
Address
 580 COLUMBUS AVE
Thornwood, NY 10594
Telephone
(914) 769-8538
(make sure to verify first before calling)
Website
http://www.mtplcsd.org
City-data.com school rating
83
Students
442
Classroom Teachers (FTE)
39.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
42
Reduced-price lunch
eligible students
9
School district
MOUNT PLEASANT 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:
PLEASANTVILLE MIDDLE SCHOOL (1.8 miles):

87
Columbus Elementary School:

83
WESTLAKE MIDDLE SCHOOL (0.4 miles):

78
KENSICO SCHOOL (1.1 miles):

75
WESTLAKE HIGH SCHOOL (0.4 miles):

74
VALHALLA MIDDLE SCHOOL (1.2 miles):

64
VALHALLA HIGH SCHOOL (1.2 miles):

61
LINDEN HILL SCHOOL (0.7 miles):

2
EDENWALD SCHOOL (1.2 miles):

1
Columbus Elementary School rating compared to average state, county and city schools ratings:
New York:

50
Westchester County:

63
Thornwood:

78
Columbus Elementary School:

83

Students & Teachers


Total enrollment:
Enrollment in 2016: 442
Enrollment in 2015: 446
Enrollment in 2014: 467
Enrollment in 2013: 479
Enrollment in 2012: 465
Enrollment in 2011: 470
Enrollment in 2010: 474
Enrollment in 2009: 498
Enrollment in 2008: 475
Enrollment in 2007: 469
Enrollment in 2006: 451
Enrollment in 2005: 449
Enrollment in 2004: 471
Enrollment in 2003: 459
Enrollment in 2002: 453
Enrollment in 2001: 404
Enrollment in 2000: 391
Enrollment in 1999: 419

Columbus Elementary School - Historical enrollment


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

GradeG03G04G05UGTotal
All students1511281594442
Female students7757741209
Male students7471853233
Asian students966 - 21
Hispanic students111324250
White students1301081282368
Two or More Races students111 - 3

Enrollment by grade:
3rd grade enrollment: 151
4th grade enrollment: 128
5th grade enrollment: 159
Ungraded enrollment: 4

Columbus Elementary School - Historical enrollment by grade


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

Female enrollment: 209 (47.3%)
Here:

47.3%
State:

51.1%
Male enrollment: 233 (52.7%)
School:

52.7%
State:

47.5%

Columbus Elementary School - Historical enrollment by gender


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

Asian enrollment: 21 (4.8%)
Columbus Elementary School:

4.8%
State:

4.6%
Hispanic enrollment: 50 (11.3%)
Here:

11.3%
New York:

9.2%
White enrollment: 368 (83.3%)
School:

83.3%
State:

55.1%
Two or More Races enrollment: 3 (0.7%)
Here:

0.7%
New York:

2.9%

Columbus Elementary School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 51 (11.5%)
School:

11.5%
State:

52.7%
Free lunch eligible students: 42 (9.5%)
School:

9.5%
New York:

45.4%
Reduced-price lunch eligible students: 9 (2.0%)
Columbus Elementary School:

2.0%
State:

4.8%

Columbus Elementary School - Lunch Program Eligibility


Average Class Size:
Average Class Size:
  • Common Branch: 23

Teachers and support:
Classroom Teachers (FTE): 39

Number of FTE teachers in their first year of teaching: 1
Number of FTE school counselors: 0.5
Number of FTE teachers who were absent more than 10 school days during the school years: 13
Number of FTE nurses: 1
Number of FTE psychologists: 1

Student/Teacher Ratio
School:

11.3
State:

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: 20

Total number of classes taught: 95
Number of classes taught by teachers without appropriate certification: 1


Number of full-time principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 1
Number of part-time professional staff other than teachers, principals, and asst principals: 2

Columbus Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,095,775
  • Full-time Equivalency Count of Teachers: 31.8 (Salary Expenditures: $3,415,370)
  • Full-time Equivalency Count of Instructional Aides: 3.4 (Salary Expenditures: $62,225)
  • Full-time Equivalency Count of Support Services Staff: 4.6 (Salary Expenditures: $319,836)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $298,344)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $432,930
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,149,621
  • Salary Expenditures for Teachers: $3,469,216
  • Full-time Equivalency Count of Instructional Aides: 3.4 (Salary Expenditures: $62,225)
  • Full-time Equivalency Count of Support Services Staff: 4.6 (Salary Expenditures: $319,836)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $298,344)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $531,029

Limited English Proficiency:
Show data for

Students Enrolled in LEP Programs: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 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: 51 (male: 38, female: 13)
  • Hispanic: 7 (all male)
  • White: 44 (male: 31, female: 13)

Students with disabilities served under Section 504: 15 (male: 13, female: 2)
  • Hispanic: 2 (all male)
  • White: 13 (male: 11, female: 2)

Statewide Student Assessments


Grades 3-8 New York State Testing Program Assessments:
(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)

  • All323
  • Males321
  • Females325
  • Hispanic306
  • White326
  • IDEA293
ELA students tested with valid scores: 129
Computed mean of student ELA scores: 323

ELA Students scoring proficient and above:

66%
State:

43%

Students scoring at Level 1: 9%
Students scoring at Level 2: 26%
Students scoring at Level 3: 58%
Students scoring at Level 4: 8%

9%
26%
58%
8%

    MATH Mean Score (3rd Grade)

  • All325
  • Males325
  • Females325
  • Hispanic295
  • White330
  • IDEA298
Math students tested with valid scores: 130
Computed mean of student Math scores: 325

Math Students scoring proficient and above:

65%
New York:

49%

Students scoring at Level 1: 8%
Students scoring at Level 2: 26%
Students scoring at Level 3: 28%
Students scoring at Level 4: 37%

8%
26%
28%
37%

4th Grade:

    ELA Mean Score (4th Grade)

  • All319
  • Males312
  • Females325
  • Hispanic304
  • White319
  • IDEA282
ELA students tested with valid scores: 126
Computed mean of student ELA scores: 319

ELA Students scoring proficient and above:

55%
State:

41%

Students scoring at Level 1: 9%
Students scoring at Level 2: 36%
Students scoring at Level 3: 33%
Students scoring at Level 4: 22%

9%
36%
33%
22%

    MATH Mean Score (4th Grade)

  • All322
  • Males325
  • Females320
  • Hispanic300
  • White324
  • IDEA275
Math students tested with valid scores: 131
Computed mean of student Math scores: 322

Math Students scoring proficient and above:

63%
New York:

43%

Students scoring at Level 1: 8%
Students scoring at Level 2: 28%
Students scoring at Level 3: 28%
Students scoring at Level 4: 35%

8%
28%
28%
35%

    SCI Mean Score (4th Grade)

  • All86
  • Males87
  • Females86
  • Hispanic82
  • White86
  • IDEA78
Science students tested with valid scores: 145
Computed mean of student Science scores: 86

Science Students scoring proficient and above:

96%
State:

87%

Students scoring at Level 1: 0%
Students scoring at Level 2: 3%
Students scoring at Level 3: 28%
Students scoring at Level 4: 68%

3%
28%
68%

5th Grade:

    ELA Mean Score (5th Grade)

  • All308
  • Males301
  • Females316
  • Hispanic295
  • White310
  • IDEA272
ELA students tested with valid scores: 95
Computed mean of student ELA scores: 308

ELA Students scoring proficient and above:

43%
New York:

35%

Students scoring at Level 1: 25%
Students scoring at Level 2: 32%
Students scoring at Level 3: 35%
Students scoring at Level 4: 8%

25%
32%
35%
8%

    MATH Mean Score (5th Grade)

  • All328
  • Males325
  • Females332
  • Hispanic301
  • White331
  • IDEA287
Math students tested with valid scores: 96
Computed mean of student Math scores: 328

Math Students scoring proficient and above:

70%
New York:

43%

Students scoring at Level 1: 11%
Students scoring at Level 2: 18%
Students scoring at Level 3: 35%
Students scoring at Level 4: 35%

11%
18%
35%
35%


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

(State average from 1,051 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.
3rd Grade:
Students tested with valid scores: 9
Scoring at Expanding Level or above:

22%
State:

57%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 22%
Students scoring at Transitioning Level: 56%
Students scoring at Expanding Level: 11%
Students scoring at Commanding Level: 11%

22%
56%
11%
11%

5th Grade:
Students tested with valid scores: 5
Scoring at Expanding Level or above:

60%
State:

58%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 40%
Students scoring at Expanding Level: 60%
Students scoring at Commanding Level: 0%

40%
60%

Accountability


Adequate Yearly Progress:
(State average from 3,754 schools)

Elementary/Middle-Level Science:

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

  • All197
  • Males196
  • Females199
  • White197
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 156
Percent of enrolled students with valid test scores: 93%

Performance Index (PI):

197
State:

174
Effective Annual Measurable Objective (EAMO): 180

Elementary/Middle-Level Math:

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

  • All158
  • Males158
  • Females159
  • Hispanic114
  • White163
  • IDEA83
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 871
Percent of enrolled students with valid test scores: 77%

Performance Index (PI):

158
State:

114
Effective Annual Measurable Objective (EAMO): 103

Elementary/Middle-Level ELA:

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

  • All142
  • Males132
  • Females154
  • Hispanic109
  • White146
  • IDEA61
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 868
Percent of enrolled students with valid test scores: 78%

Performance Index (PI):

142
State:

113
Effective Annual Measurable Objective (EAMO): 105

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.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of physical attack or fight without a weapon: 1


Total incidents per 1,000 students
School:

2.3
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 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 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 sex: 1
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here:

2.3
New York:

5.3
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • White: 2

Students disciplined for bullying or harassment on the basis of sex: 2 (all female)
  • White: 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
Columbus Elementary School:

2.3
New York:

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

Students disciplined for bullying or harassment on the basis of disability: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2



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

  • Hispanic4
  • Asian4
  • White34
  • Multirace2
  • IDEA7
  • 5045
Chronic Student Absenteeism: 44 (male: 26, female: 18)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • White: 34 (male: 20, female: 14)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
  • Section 504: 5 (all male)
Chronic Student Absenteeism per 1,000 students
Columbus Elementary School:

99.5
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).
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2

Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2

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