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Edward Town Middle School in Sanborn, NY
(06-08 • 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 73
Address
 2292 SAUNDERS STLMNT RD
Sanborn, NY 14132
Telephone
(716) 215-3150
(make sure to verify first before calling)
Website
http://www.nwcsd.k12.ny.us
City-data.com school rating
73
Students
858
Classroom Teachers (FTE)
49.8
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
221
Reduced-price lunch
eligible students
58
School district
NIAGARA-WHEATFIELD 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:
ERRICK ROAD ELEMENTARY SCHOOL (3.9 miles):

92
Edward Town Middle School:

73
WEST STREET ELEMENTARY SCHOOL (1.4 miles):

62
NIAGARA-WHEATFIELD SENIOR HIGH SCHOOL (0.1 miles):

57
GERALDINE J MANN SCHOOL (3.7 miles):

53
SEVENTY NINTH STREET SCHOOL (4.7 miles):

43
DRAKE SCHOOL (5.4 miles):

43
TUSCARORA ELEMENTARY SCHOOL (1.8 miles):

41
COLONIAL VILLAGE ELEMENTARY SCHOOL (2.9 miles):

23
Edward Town Middle School rating compared to average state, county and city schools ratings:
New York:

50
Niagara County:

52
Sanborn:

64
Edward Town Middle School:

73

Students & Teachers


Total enrollment:
Enrollment in 2016: 858
Enrollment in 2015: 923
Enrollment in 2014: 911
Enrollment in 2013: 913
Enrollment in 2012: 922
Enrollment in 2011: 894
Enrollment in 2010: 908
Enrollment in 2009: 884
Enrollment in 2008: 911
Enrollment in 2007: 902
Enrollment in 2006: 982
Enrollment in 2005: 975
Enrollment in 2004: 992
Enrollment in 2003: 1,003
Enrollment in 2002: 980
Enrollment in 2001: 952
Enrollment in 2000: 926
Enrollment in 1999: 910

Edward Town Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08UGTotal
All students2532993006858
Female students1231501482423
Male students1301491524435
American Indian/Alaska Native students41729151
Asian students8411 - 23
Hispanic students7612 - 25
Black students566 - 17
White students2232542345716
Two or More Races students6128 - 26

Enrollment by grade:
6th grade enrollment: 253
7th grade enrollment: 299
8th grade enrollment: 300
Ungraded enrollment: 6

Edward Town Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 423 (49.3%)
Here:

49.3%
New York:

51.1%
Male enrollment: 435 (50.7%)
Edward Town Middle School:

50.7%
State:

47.5%

Edward Town Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 51 (5.9%)
School:

5.9%
New York:

0.2%
Asian enrollment: 23 (2.7%)
School:

2.7%
State:

4.6%
Hispanic enrollment: 25 (2.9%)
School:

2.9%
State:

9.2%
Black enrollment: 17 (2.0%)
Here:

2.0%
State:

12.0%
White enrollment: 716 (83.4%)
School:

83.4%
State:

55.1%
Two or More Races enrollment: 26 (3.0%)
School:

3.0%
New York:

2.9%

Edward Town Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 279 (32.5%)
Here:

32.5%
New York:

52.7%
Free lunch eligible students: 221 (25.8%)
School:

25.8%
State:

45.4%
Reduced-price lunch eligible students: 58 (6.8%)
Edward Town Middle School:

6.8%
State:

4.8%

Edward Town Middle School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Grade 8 English: 26
  • Grade 8 Mathematics: 25
  • Grade 8 Science: 25
  • Grade 8 Social Studies: 26

Teachers and support:
Show data for
Classroom Teachers (FTE): 49.8

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

Student/Teacher Ratio
Here:

17.2
New York:

14.0
Number of teachers with Master's Degree plus 30 hours or doctorate: 19

Total number of classes taught: 240


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

Edward Town Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $5,098,032
  • Full-time Equivalency Count of Teachers: 51 (Salary Expenditures: $3,847,176)
  • Full-time Equivalency Count of Instructional Aides: 8 (Salary Expenditures: $197,856)
  • Full-time Equivalency Count of Support Services Staff: 14 (Salary Expenditures: $461,780)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $175,858)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $387,960
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $5,147,751
  • Salary Expenditures for Teachers: $3,890,956
  • Full-time Equivalency Count of Instructional Aides: 8 (Salary Expenditures: $197,856)
  • Full-time Equivalency Count of Support Services Staff: 14 (Salary Expenditures: $467,718)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $175,858)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $387,960

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 6 (male: 4, female: 2)
  • Asian: 2 (all female)
  • White: 2 (all male)
  • Two or More Races: 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

  • Hispanic4
  • American Indian7
  • Black4
  • White104
  • Multirace4
Students with disabilities served under IDEA: 123 (male: 83, female: 40)
  • Hispanic: 4 (all male)
  • American Indian / Alaska Native: 7 (all male)
  • Black: 4 (all male)
  • White: 104 (male: 64, female: 40)
  • Two or More Races: 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic2
  • American Indian4
  • Asian2
  • Black4
  • White40
  • Multirace2
Students with disabilities served under Section 504: 54 (male: 33, female: 21)
  • Hispanic: 2 (all male)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 40 (male: 23, female: 17)
  • Two or More Races: 2 (all male)

Retention:
Show data for

(State average from 345 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 6th grade: 2 (all male)
  • White: 2
  • Section 504: 2

Percent of 6th grade students retained
School:

0.8%
New York:

4.7%
Total number of students retained in 7th grade: 2 (all male)
  • White: 2

Percent of 7th grade students retained
School:

0.7%
State:

5.1%

Statewide Student Assessments


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

(State average from 1,650 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.
6th Grade:

    ELA Mean Score (6th Grade)

  • All308
  • Males300
  • Females318
  • Hispanic305
  • Black286
  • White310
  • Multirace298
  • IDEA254
ELA students tested with valid scores: 126
Computed mean of student ELA scores: 308

ELA Students scoring proficient and above:

40%
New York:

30%

Students scoring at Level 1: 17%
Students scoring at Level 2: 44%
Students scoring at Level 3: 19%
Students scoring at Level 4: 21%

17%
44%
19%
21%

    MATH Mean Score (6th Grade)

  • All325
  • Males321
  • Females331
  • Hispanic317
  • Black304
  • White328
  • Multirace315
  • IDEA270
Math students tested with valid scores: 122
Computed mean of student Math scores: 325

Math Students scoring proficient and above:

62%
State:

38%

Students scoring at Level 1: 9%
Students scoring at Level 2: 29%
Students scoring at Level 3: 27%
Students scoring at Level 4: 35%

9%
29%
27%
35%
7th Grade:

    ELA Mean Score (7th Grade)

  • All316
  • Males313
  • Females320
  • American Indian306
  • Asian308
  • White319
  • IDEA283
ELA students tested with valid scores: 112
Computed mean of student ELA scores: 316

ELA Students scoring proficient and above:

54%
State:

39%

Students scoring at Level 1: 10%
Students scoring at Level 2: 37%
Students scoring at Level 3: 42%
Students scoring at Level 4: 12%

10%
37%
42%
12%

    MATH Mean Score (7th Grade)

  • All317
  • Males319
  • Females314
  • American Indian308
  • Asian308
  • White319
  • IDEA276
Math students tested with valid scores: 113
Computed mean of student Math scores: 317

Math Students scoring proficient and above:

45%
New York:

34%

Students scoring at Level 1: 15%
Students scoring at Level 2: 40%
Students scoring at Level 3: 32%
Students scoring at Level 4: 13%

15%
40%
32%
13%
8th Grade:

    ELA Mean Score (8th Grade)

  • All313
  • Males305
  • Females322
  • American Indian298
  • White314
  • IDEA261
ELA students tested with valid scores: 103
Computed mean of student ELA scores: 313

ELA Students scoring proficient and above:

53%
New York:

43%

Students scoring at Level 1: 21%
Students scoring at Level 2: 25%
Students scoring at Level 3: 31%
Students scoring at Level 4: 22%

21%
25%
31%
22%

    MATH Mean Score (8th Grade)

  • All287
  • Males285
  • Females290
  • American Indian265
  • White291
  • IDEA248
Math students tested with valid scores: 74
Computed mean of student Math scores: 287

Math Students scoring proficient and above:

11%
State:

18%

Students scoring at Level 1: 42%
Students scoring at Level 2: 47%
Students scoring at Level 3: 11%
Students scoring at Level 4: 0%

42%
47%
11%

    SCI Mean Score (8th Grade)

  • All71
  • Males73
  • Females66
  • American Indian70
  • White73
  • Multirace65
  • IDEA56
Science students tested with valid scores: 109
Computed mean of student Science scores: 71

Science Students scoring proficient and above:

71%
State:

57%

Students scoring at Level 1: 6%
Students scoring at Level 2: 23%
Students scoring at Level 3: 53%
Students scoring at Level 4: 18%

6%
23%
53%
18%

New York State Alternate Assessment:
Show data for

(State average from 72 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.
Grade 7:
ELA students tested with valid scores: 5
Grade 7 ELA Students scoring proficient and above:

100%
New York:

94%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 40%
Students scoring at Level 4: 60%

40%
60%
Math students tested with valid scores: 5
Grade 7 Math Students scoring proficient and above:

100%
New York:

92%

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

80%
20%

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.

Edward Town Middle School - % Scroring 55 and above in Regents Examination

Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All100%
  • Males99%
  • Females101%
Students tested with valid scores: 57
Number of students tested scoring Level 3 (65-78): 2 (4%)
Number of students tested scoring Level 4 (79-84): 24 (42%)
Number of students tested scoring Level 5 (85-100): 31 (54%)

Percentage of students scoring 55 and above:

100%
State:

93%

4%
42%
54%

Accountability


Adequate Yearly Progress:
Show data for

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

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

  • All182
  • Males182
  • Females181
  • White186
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 598
Percent of enrolled students with valid test scores: 63%

Performance Index (PI):

182
State:

174
Effective Annual Measurable Objective (EAMO): 181
Elementary/Middle-Level Math:

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

  • All138
  • Males135
  • Females143
  • American Indian85
  • White146
  • IDEA67
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 1,674
Percent of enrolled students with valid test scores: 45%

Performance Index (PI):

138
State:

114
Effective Annual Measurable Objective (EAMO): 103
Elementary/Middle-Level ELA:

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

  • All134
  • Males122
  • Females148
  • American Indian112
  • White139
  • IDEA70
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 1,675
Percent of enrolled students with valid test scores: 43%

Performance Index (PI):

134
New York:

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.

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 physical attack or fight without a weapon: 18

Incidents of threats of physical attack without a weapon: 3


Total incidents per 1,000 students
School:

24.5
New York:

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 female)
  • White: 2

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

2.3
New York:

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
Edward Town Middle School:

2.3
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 sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.
Allegations of harassment or bullying on the basis of sex: 4
Allegations of harassment or bullying on the basis of sex per 1,000 students
Edward Town Middle School:

4.7
State:

5.3
Students reported as harassed or bullied on the basis of sex: 5 (all female)
  • White: 5
Students disciplined for bullying or harassment on the basis of sex: 7 (all male)
  • American Indian / Alaska Native: 2
  • White: 5

Allegations of harassment or bullying on the basis of race, color, or national origin: 5
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Edward Town Middle School:

5.8
New York:

4.0
Students reported as harassed or bullied on the basis of race, color, or national origin: 7 (all male)
  • American Indian / Alaska Native: 2
  • Black: 5
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 7 (all male)
  • American Indian / Alaska Native: 2
  • White: 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

  • Hispanic10
  • American Indian28
  • Asian2
  • Black8
  • White163
  • Multirace7
  • IDEA43
  • 50413
Chronic Student Absenteeism: 218 (male: 111, female: 107)
  • Hispanic: 10 (male: 5, female: 5)
  • American Indian / Alaska Native: 28 (male: 20, female: 8)
  • Asian: 2 (all male)
  • Black: 8 (all male)
  • White: 163 (male: 74, female: 89)
  • Two or More Races: 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 43 (male: 32, female: 11)
  • Section 504: 13 (male: 5, female: 8)
Chronic Student Absenteeism per 1,000 students
Here:

254.1
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

  • American Indian18
  • White145
  • Multirace2
  • IDEA75
School days missed due to out-of-school suspension: 165 (male: 102, female: 63)
  • American Indian / Alaska Native: 18 (male: 16, female: 2)
  • White: 145 (male: 86, female: 59)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 75 (male: 73, female: 2)
Instances of out-of-school suspension (Students without disabilities): 24

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Edward Town Middle School:

28.0
State:

50.9

    Students without disabilities receiving one or more in-school suspension

  • American Indian4
  • Black2
  • White31
  • Multirace4
Students without disabilities receiving one or more in-school suspension: 41 (male: 24, female: 17)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 31 (male: 20, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)
Students without disabilities receiving only one out-of-school suspension: 16 (male: 10, female: 6)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • White: 10 (male: 8, female: 2)
  • Two or More Races: 2 (all female)
Students without disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 19

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Edward Town Middle School:

22.1
New York:

29.4
Instances of out-of-school suspension (Section 504 only): 4

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

4.7
New York:

2.9

    Students with disabilities receiving one or more in-school suspension

  • American Indian4
  • Black4
  • White2
  • Multirace10
Students with disabilities receiving one or more in-school suspension: 20 (male: 9, female: 11)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Two or More Races: 10 (male: 5, female: 5)
Students with disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
Students with disabilities receiving more than one out-of-school suspension: 7 (all male)
  • American Indian / Alaska Native: 2
  • White: 5

Transfers:
(State average from 133 schools)
Transfer to an alternative school for disciplinary reasons is a subset of expulsion with educational services. An alternative school is a public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside of the categories of regular education, special education, or vocational education.
Students without disabilities transferred to an alternative school for disciplinary reasons: 4 (all female)
  • White: 2
  • Two or More Races: 2

Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Here:

4.7
New York:

6.0

Classes & Courses


Algebra I:
Show data for

(State average from 623 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.

    8th grade student enrollment in Algebra I

  • Hispanic4
  • Asian10
  • White49
  • Multirace2
  • IDEA2
8th grade student enrollment in Algebra I: 65 (male: 26, female: 39)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 10 (male: 5, female: 5)
  • White: 49 (male: 17, female: 32)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
8th grade studenst who passed Algebra I: 55 (male: 20, female: 35)
  • Asian: 8 (male: 4, female: 4)
  • White: 47 (male: 16, female: 31)
Percent of 8th grade students who passed
Edward Town Middle School:

84.6%
State:

87.1%

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