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Dover Elementary School in Dover Plains, 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 33
Address
 9 SCHOOL ST
Dover Plains, NY 12522
Telephone
(845) 877-5730
(make sure to verify first before calling)
Website
http://www.doverschools.org
City-data.com school rating
33
Students
293
Classroom Teachers (FTE)
24.0
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
129
Reduced-price lunch
eligible students
16
School district
DOVER UNION FREE SCHOOL DISTRICT
Charter school
No
Title I status
Title I schoolwide eligible-Title I targeted assistance program
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
MILLBROOK MIDDLE SCHOOL (6.4 miles):

78
MILLBROOK HIGH SCHOOL (6.3 miles):

60
ALDEN PLACE ELEMENTARY SCHOOL (6.4 miles):

56
WEBUTUCK HIGH SCHOOL (10.4 miles):

52
DOVER HIGH SCHOOL (4.5 miles):

44
DOVER MIDDLE SCHOOL (3.7 miles):

38
ELM DRIVE ELEMENTARY SCHOOL (6.4 miles):

37
WINGDALE ELEMENTARY SCHOOL (6.3 miles):

36
Dover Elementary School:

33
Dover Elementary School rating compared to average state, county and city schools ratings:
New York:

50
Dutchess County:

54
Dover Plains:

38
Dover Elementary School:

33

Students & Teachers


Total enrollment:
Enrollment in 2016: 293
Enrollment in 2015: 300
Enrollment in 2014: 324
Enrollment in 2013: 338
Enrollment in 2012: 341
Enrollment in 2011: 359
Enrollment in 2010: 341
Enrollment in 2009: 350
Enrollment in 2008: 342
Enrollment in 2007: 339
Enrollment in 2006: 353
Enrollment in 2005: 365
Enrollment in 2004: 392
Enrollment in 2003: 415
Enrollment in 2002: 449
Enrollment in 2001: 465
Enrollment in 2000: 460
Enrollment in 1999: 437

Dover Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG03G04G05UGTotal
All students92941061293
Female students3952591151
Male students534247 - 142
Asian students332 - 8
Hispanic students191621 - 56
Black students336 - 12
White students6366761206
Two or More Races students461 - 11

Enrollment by grade:
3rd grade enrollment: 92
4th grade enrollment: 94
5th grade enrollment: 106
Ungraded enrollment: 1

Dover Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 151 (51.5%)
Here:

51.5%
New York:

51.1%
Male enrollment: 142 (48.5%)
School:

48.5%
State:

47.5%

Dover Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 8 (2.7%)
Dover Elementary School:

2.7%
New York:

4.6%
Hispanic enrollment: 56 (19.1%)
School:

19.1%
New York:

9.2%
Black enrollment: 12 (4.1%)
Dover Elementary School:

4.1%
State:

12.0%
White enrollment: 206 (70.3%)
School:

70.3%
State:

55.1%
Two or More Races enrollment: 11 (3.8%)
Dover Elementary School:

3.8%
State:

2.9%

Dover Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 145 (49.5%)
Here:

49.5%
New York:

52.7%
Free lunch eligible students: 129 (44.0%)
School:

44.0%
New York:

45.4%
Reduced-price lunch eligible students: 16 (5.5%)
Dover Elementary School:

5.5%
State:

4.8%

Dover Elementary School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Common Branch: 22

Teachers and support:
Show data for
Classroom Teachers (FTE): 24

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 6
Number of FTE sworn law enforcement officers: 0.3
Number of FTE nurses: 1
Number of FTE psychologists: 1
Number of FTE social workers: 0.1

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: 3

Total number of classes taught: 38


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

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,130,537
  • Full-time Equivalency Count of Teachers: 25 (Salary Expenditures: $1,637,812)
  • Full-time Equivalency Count of Instructional Aides: 170,906 (Salary Expenditures: $170,906)
  • Full-time Equivalency Count of Support Services Staff: 200,071.3 (Salary Expenditures: $200,071)
  • Full-time Equivalency Count of School Administration Staff: 121,748.6 (Salary Expenditures: $121,749)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $3,916,016

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 15 (male: 10, female: 5)
  • Hispanic: 13 (male: 8, female: 5)
  • Asian: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, 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: 43 (male: 20, female: 23)
  • Hispanic: 11 (male: 7, female: 4)
  • White: 32 (male: 13, female: 19)
  • Limited English Proficiency (LEP): 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic4
  • Black2
  • White25
  • Multirace2
  • LEP2
Students with disabilities served under Section 504: 33 (male: 23, female: 10)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 25 (male: 17, female: 8)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)

Retention:
Show data for

(State average from 349 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 4th grade: 2 (all male)
  • Hispanic: 2

Percent of 4th grade students retained
School:

2.1%
State:

4.2%
Total number of students retained in 5th grade: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 5th grade students retained
Dover Elementary School:

1.9%
New York:

4.6%

Statewide Student Assessments


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

(State average from 2,439 schools)
The grades 3-8 English Language Arts (ELA) and mathematics assessments measure the higher learning standards that were adopted by the State Board of Regents in 2010, which more accurately reflect students' progress toward college and career readiness.
3rd Grade:

    ELA Mean Score (3rd Grade)

  • All301
  • Males298
  • Females304
  • Hispanic303
  • White302
  • Multirace290
  • IDEA265
ELA students tested with valid scores: 120
Computed mean of student ELA scores: 301

ELA Students scoring proficient and above:

30%
State:

43%

Students scoring at Level 1: 35%
Students scoring at Level 2: 35%
Students scoring at Level 3: 26%
Students scoring at Level 4: 4%

35%
35%
26%
4%

    MATH Mean Score (3rd Grade)

  • All294
  • Males294
  • Females295
  • Hispanic290
  • White299
  • Multirace288
  • IDEA246
Math students tested with valid scores: 118
Computed mean of student Math scores: 294

Math Students scoring proficient and above:

34%
New York:

49%

Students scoring at Level 1: 31%
Students scoring at Level 2: 34%
Students scoring at Level 3: 25%
Students scoring at Level 4: 9%

31%
34%
25%
9%
4th Grade:

    ELA Mean Score (4th Grade)

  • All299
  • Males299
  • Females299
  • Hispanic304
  • White293
  • IDEA260
ELA students tested with valid scores: 81
Computed mean of student ELA scores: 299

ELA Students scoring proficient and above:

32%
State:

41%

Students scoring at Level 1: 30%
Students scoring at Level 2: 38%
Students scoring at Level 3: 20%
Students scoring at Level 4: 12%

30%
38%
20%
12%

    MATH Mean Score (4th Grade)

  • All295
  • Males295
  • Females295
  • Hispanic296
  • White292
  • IDEA261
Math students tested with valid scores: 75
Computed mean of student Math scores: 295

Math Students scoring proficient and above:

36%
State:

43%

Students scoring at Level 1: 29%
Students scoring at Level 2: 35%
Students scoring at Level 3: 25%
Students scoring at Level 4: 11%

29%
35%
25%
11%

    SCI Mean Score (4th Grade)

  • All78
  • Males78
  • Females78
  • Hispanic77
  • White77
  • IDEA58
Science students tested with valid scores: 83
Computed mean of student Science scores: 78

Science Students scoring proficient and above:

81%
State:

87%

Students scoring at Level 1: 5%
Students scoring at Level 2: 14%
Students scoring at Level 3: 35%
Students scoring at Level 4: 46%

5%
14%
35%
46%
5th Grade:

    ELA Mean Score (5th Grade)

  • All291
  • Males289
  • Females294
  • Hispanic294
  • White289
  • IDEA241
ELA students tested with valid scores: 79
Computed mean of student ELA scores: 291

ELA Students scoring proficient and above:

22%
State:

35%

Students scoring at Level 1: 39%
Students scoring at Level 2: 38%
Students scoring at Level 3: 16%
Students scoring at Level 4: 6%

39%
38%
16%
6%

    MATH Mean Score (5th Grade)

  • All305
  • Males303
  • Females307
  • Hispanic303
  • White303
  • IDEA265
Math students tested with valid scores: 76
Computed mean of student Math scores: 305

Math Students scoring proficient and above:

37%
New York:

43%

Students scoring at Level 1: 37%
Students scoring at Level 2: 26%
Students scoring at Level 3: 26%
Students scoring at Level 4: 11%

37%
26%
26%
11%

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.

Dover Elementary School - % Scoring at Expanding Level or above in NYSESLAT

3rd Grade:
Students tested with valid scores: 9
Scoring at Expanding Level or above:

78%
New York:

57%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 22%
Students scoring at Expanding Level: 67%
Students scoring at Commanding Level: 11%

22%
67%
11%
4th Grade:
Students tested with valid scores: 5
Scoring at Expanding Level or above:

100%
State:

60%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 0%
Students scoring at Expanding Level: 80%
Students scoring at Commanding Level: 20%

80%
20%

Accountability


Adequate Yearly Progress:
Show data for

(State average from 3,754 schools)
Elementary/Middle-Level Science:

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

  • All176
  • Males181
  • Females170
  • White175
Made AYP: No
Met the participation criterion: Yes
Met the performance criterion: No

Students enrolled during the test administration period: 99
Percent of enrolled students with valid test scores: 84%

Performance Index (PI):

176
State:

174
Effective Annual Measurable Objective (EAMO): 178
Safe harbor target: 178
Elementary/Middle-Level Math:

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

  • All105
  • Males101
  • Females109
  • Hispanic88
  • White111
  • IDEA31
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 626
Percent of enrolled students with valid test scores: 76%

Performance Index (PI):

105
New York:

114
Effective Annual Measurable Objective (EAMO): 102
Elementary/Middle-Level ELA:

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

  • All94
  • Males87
  • Females101
  • Hispanic93
  • White93
  • IDEA25
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 623
Percent of enrolled students with valid test scores: 79%

Performance Index (PI):

94
State:

113
Effective Annual Measurable Objective (EAMO): 104
Safe harbor target: 104

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: 1


Total incidents per 1,000 students
Here:

3.4
State:

55.5

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 male)
  • White: 2

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

6.8
State:

10.2
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • White: 2

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
School:

6.8
State:

5.7

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.
Allegations of harassment or bullying on the basis of race, color, or national origin: 3
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Dover Elementary School:

10.2
State:

4.0
Students reported as harassed or bullied on the basis of race, color, or national origin: 6 (all male)
  • Hispanic: 2
  • Black: 2
  • White: 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

  • Hispanic13
  • Asian2
  • Black4
  • White52
  • Multirace4
  • LEP4
  • IDEA16
  • 50410
Chronic Student Absenteeism: 75 (male: 35, female: 40)
  • Hispanic: 13 (male: 5, female: 8)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 52 (male: 26, female: 26)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 5, female: 11)
  • Section 504: 10 (male: 8, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

256.0
New York:

179.4

Suspensions:
Show data for

(State average from 569 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.
School days missed due to out-of-school suspension: 2 (all male)
  • Black: 1
  • White: 1
Instances of out-of-school suspension (Students without disabilities): 1

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

3.4
State:

50.9
Students without disabilities receiving only one out-of-school suspension: 4 (all male)
  • Black: 2
  • White: 2

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