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Elizabethtown-Lewis Central School in Elizabethtown, NY
(KG-12 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in New York) from 0 (worst) to 100 (best) is 43
Address
 7530 COURT ST
Elizabethtown, NY 12932
Telephone
(518) 873-6371
(make sure to verify first before calling)
Website
http://www.elcsd.org
City-data.com school rating
43
Students
237
Classroom Teachers (FTE)
28.0
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
72
Reduced-price lunch
eligible students
28
School district
ELIZABETHTOWN-LEWIS CENTRAL SCHOOL DISTRICT
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
KEENE CENTRAL SCHOOL (9.7 miles):

92
WESTPORT CENTRAL SCHOOL (7.7 miles):

73
AUSABLE VALLEY HIGH SCHOOL (17.5 miles):

73
AUSABLE FORKS ELEMENTARY SCHOOL (16.1 miles):

59
MORIAH ELEMENTARY SCHOOL (13.0 miles):

53
Elizabethtown-Lewis Central School:

43
WILLSBORO CENTRAL SCHOOL (14.6 miles):

42
AUSABLE VALLEY MIDDLE SCHOOL (17.5 miles):

38
MORIAH JUNIOR-SENIOR HIGH SCHOOL (13.0 miles):

31
Elizabethtown-Lewis Central School rating compared to average state, county and city schools ratings:
New York:

50
Essex County:

48
Elizabethtown:

43
Elizabethtown-Lewis Central:

43

Students & Teachers


Total enrollment:
Enrollment in 2016: 237
Enrollment in 2015: 252
Enrollment in 2014: 257
Enrollment in 2013: 278
Enrollment in 2012: 306
Enrollment in 2011: 306
Enrollment in 2010: 310
Enrollment in 2009: 321
Enrollment in 2008: 333
Enrollment in 2007: 356
Enrollment in 2006: 356
Enrollment in 2005: 364
Enrollment in 2004: 386
Enrollment in 2003: 402
Enrollment in 2002: 435
Enrollment in 2001: 426
Enrollment in 2000: 418
Enrollment in 1999: 398

Elizabethtown-Lewis Central School - Historical enrollment


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

GradeKGG01G02G03G04G05G06G07G08G09G10G11G12Total
All students19171818141518241417162522237
Female students66141156994961513113
Male students1311479991510810109124
American Indian/Alaska Native students - - - - - - - - - - 1 - - 1
Asian students - - - - 1 - - 1 - - - 1 - 3
Black students - - 11 - - - - - - - - - 2
White students19171717131518231417152422231

Enrollment by grade:
Kindergarten enrollment: 19
1st grade enrollment: 17
2nd grade enrollment: 18
3rd grade enrollment: 18
4th grade enrollment: 14
5th grade enrollment: 15
6th grade enrollment: 18
7th grade enrollment: 24
8th grade enrollment: 14
9th grade enrollment: 17
10th grade enrollment: 16
11th grade enrollment: 25
12th grade enrollment: 22

Elizabethtown-Lewis Central School - Historical enrollment by grade


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

Female enrollment: 113 (47.7%)
Elizabethtown-Lewis Central School:

47.7%
New York:

51.1%
Male enrollment: 124 (52.3%)
Elizabethtown-Lewis Central School:

52.3%
New York:

47.5%

Elizabethtown-Lewis Central School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 1 (0.4%)
Elizabethtown-Lewis Central School:

0.4%
State:

0.2%
Asian enrollment: 3 (1.3%)
Here:

1.3%
New York:

4.6%
Black enrollment: 2 (0.8%)
Elizabethtown-Lewis Central School:

0.8%
State:

12.0%
White enrollment: 231 (97.5%)
School:

97.5%
State:

55.1%

Elizabethtown-Lewis Central School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 100 (42.2%)
Here:

42.2%
New York:

52.7%
Free lunch eligible students: 72 (30.4%)
Here:

30.4%
New York:

45.4%
Reduced-price lunch eligible students: 28 (11.8%)
Here:

11.8%
State:

4.8%

Elizabethtown-Lewis Central School - Lunch Program Eligibility


Average Class Size:
Average Class Size:
  • Common Branch: 16
  • Grade 8 English: 25
  • Grade 8 Mathematics: 26
  • Grade 8 Science: 27
  • Grade 8 Social Studies: 27
  • Grade 10 English: 11
  • Grade 10 Social Studies: 13

Teachers and support:
Classroom Teachers (FTE): 28

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 17
Number of FTE nurses: 1
Number of FTE psychologists: 0.5

Student/Teacher Ratio
Elizabethtown-Lewis Central School:

8.5
State:

14.0
Number of individuals teaching out of certification: 3
Number of teachers with fewer than three years of teaching experience: 2
Number of teachers with Master's Degree plus 30 hours or doctorate: 13

Total number of classes taught: 143
Number of classes taught by teachers without appropriate certification: 11


Number of part-time principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 3

Elizabethtown-Lewis Central School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,759,420
  • Full-time Equivalency Count of Teachers: 28.5 (Salary Expenditures: $1,411,647)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $40,000)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $200,000)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $537,673
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,976,164
  • Salary Expenditures for Teachers: $1,881,055
  • Full-time Equivalency Count of Instructional Aides: 6 (Salary Expenditures: $69,083)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $40,000)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $200,000)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $1,400,280

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: 38 (male: 22, female: 16)
  • White: 38 (male: 22, female: 16)

Students with disabilities served under Section 504: 30 (male: 19, female: 11)
  • Asian: 2 (all male)
  • White: 28 (male: 17, female: 11)

Retention:
Show data for

(State average from 836 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 Kindergarten: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of Kindergarten students retained
School:

10.5%
New York:

5.4%

Total number of students retained in 6th grade: 2 (all male)
  • White: 2

Percent of 6th grade students retained
Here:

11.1%
State:

4.7%

Total number of students retained in 7th grade: 2 (all female)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 7th grade students retained
Elizabethtown-Lewis Central School:

8.3%
New York:

5.1%

Total number of students retained in 8th grade: 5 (all male)
  • White: 5
  • Individuals With Disabilities Education Act (IDEA): 2
  • Section 504: 2

Percent of 8th grade students retained
School:

35.7%
New York:

4.2%

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)

  • All300
  • Males304
  • Females299
ELA students tested with valid scores: 20
Computed mean of student ELA scores: 300

ELA Students scoring proficient and above:

30%
New York:

43%

Students scoring at Level 1: 30%
Students scoring at Level 2: 40%
Students scoring at Level 3: 30%
Students scoring at Level 4: 0%

30%
40%
30%

    MATH Mean Score (3rd Grade)

  • All294
  • Males299
  • Females293
Math students tested with valid scores: 19
Computed mean of student Math scores: 294

Math Students scoring proficient and above:

32%
State:

49%

Students scoring at Level 1: 32%
Students scoring at Level 2: 37%
Students scoring at Level 3: 16%
Students scoring at Level 4: 16%

32%
37%
16%
16%

4th Grade:

    ELA Mean Score (4th Grade)

  • All303
  • Males295
  • Females309
  • White303
ELA students tested with valid scores: 14
Computed mean of student ELA scores: 303

ELA Students scoring proficient and above:

21%
New York:

41%

Students scoring at Level 1: 7%
Students scoring at Level 2: 71%
Students scoring at Level 3: 21%
Students scoring at Level 4: 0%

7%
71%
21%

    MATH Mean Score (4th Grade)

  • All303
  • Males295
  • Females309
  • White303
Math students tested with valid scores: 14
Computed mean of student Math scores: 303

Math Students scoring proficient and above:

29%
State:

43%

Students scoring at Level 1: 7%
Students scoring at Level 2: 64%
Students scoring at Level 3: 29%
Students scoring at Level 4: 0%

7%
64%
29%

    SCI Mean Score (4th Grade)

  • All87
  • Males85
  • Females88
  • White87
Science students tested with valid scores: 18
Computed mean of student Science scores: 87

Science Students scoring proficient and above:

94%
New York:

87%

Students scoring at Level 1: 0%
Students scoring at Level 2: 6%
Students scoring at Level 3: 22%
Students scoring at Level 4: 72%

6%
22%
72%

5th Grade:
ELA students tested with valid scores: 8
Computed mean of student ELA scores: 290

ELA Students scoring proficient and above:

13%
State:

35%

Students scoring at Level 1: 50%
Students scoring at Level 2: 38%
Students scoring at Level 3: 13%
Students scoring at Level 4: 0%

50%
38%
13%

Math students tested with valid scores: 7
Computed mean of student Math scores: 290

Math Students scoring proficient and above:

14%
State:

43%

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

43%
43%
14%

6th Grade:

    ELA Mean Score (6th Grade)

  • All306
  • Males306
  • Females305
  • White306
ELA students tested with valid scores: 12
Computed mean of student ELA scores: 306

ELA Students scoring proficient and above:

42%
New York:

30%

Students scoring at Level 1: 25%
Students scoring at Level 2: 33%
Students scoring at Level 3: 42%
Students scoring at Level 4: 0%

25%
33%
42%

    MATH Mean Score (6th Grade)

  • All284
  • Males292
  • Females276
  • White284
Math students tested with valid scores: 12
Computed mean of student Math scores: 284

Math Students scoring proficient and above:

8%
New York:

38%

Students scoring at Level 1: 58%
Students scoring at Level 2: 33%
Students scoring at Level 3: 0%
Students scoring at Level 4: 8%

58%
33%
8%

7th Grade:

    ELA Mean Score (7th Grade)

  • All330
  • Males332
  • Females329
  • White330
ELA students tested with valid scores: 13
Computed mean of student ELA scores: 330

ELA Students scoring proficient and above:

61%
State:

39%

Students scoring at Level 1: 8%
Students scoring at Level 2: 31%
Students scoring at Level 3: 23%
Students scoring at Level 4: 38%

8%
31%
23%
38%

    MATH Mean Score (7th Grade)

  • All306
  • Males299
  • Females312
  • White306
Math students tested with valid scores: 12
Computed mean of student Math scores: 306

Math Students scoring proficient and above:

33%
State:

34%

Students scoring at Level 1: 25%
Students scoring at Level 2: 42%
Students scoring at Level 3: 33%
Students scoring at Level 4: 0%

25%
42%
33%

8th Grade:
ELA students tested with valid scores: 12
Computed mean of student ELA scores: 320

ELA Students scoring proficient and above:

58%
State:

43%

Students scoring at Level 1: 8%
Students scoring at Level 2: 33%
Students scoring at Level 3: 33%
Students scoring at Level 4: 25%

8%
33%
33%
25%

Math students tested with valid scores: 12
Computed mean of student Math scores: 304

Math Students scoring proficient and above:

33%
New York:

18%

Students scoring at Level 1: 33%
Students scoring at Level 2: 33%
Students scoring at Level 3: 25%
Students scoring at Level 4: 8%

33%
33%
25%
8%

    SCI Mean Score (8th Grade)

  • All75
  • Males73
  • Females81
  • IDEA64
Science students tested with valid scores: 26
Computed mean of student Science scores: 75

Science Students scoring proficient and above:

77%
New York:

57%

Students scoring at Level 1: 0%
Students scoring at Level 2: 23%
Students scoring at Level 3: 50%
Students scoring at Level 4: 27%

23%
50%
27%


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.

Elizabethtown-Lewis Central School - % Scroring 55 and above in Regents Examination

Geometry (Common Core):
Students tested with valid scores: 8
Number of students tested scoring Level 1 (0-54): 1 (13%)
Number of students tested scoring Level 2 (55-64): 4 (50%)
Number of students tested scoring Level 3 (65-78): 2 (25%)
Number of students tested scoring Level 5 (85-100): 1 (13%)

Percentage of students scoring 55 and above:

88%
New York:

79%

13%
50%
25%
13%

Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All101%
  • Males100%
  • Females100%
  • White101%
Students tested with valid scores: 15
Number of students tested scoring Level 3 (65-78): 7 (47%)
Number of students tested scoring Level 4 (79-84): 4 (27%)
Number of students tested scoring Level 5 (85-100): 4 (27%)

Percentage of students scoring 55 and above:

101%
New York:

93%

47%
27%
27%

Algebra II (Common Core):
Students tested with valid scores: 8
Number of students tested scoring Level 2 (55-64): 5 (63%)
Number of students tested scoring Level 3 (65-78): 1 (13%)
Number of students tested scoring Level 4 (79-84): 2 (25%)

Percentage of students scoring 55 and above:

101%
State:

87%

63%
13%
25%

Comprehensive English (Common Core):

    Scoring 55 and above
    (Comprehensive English)

  • All100%
  • Males100%
  • Females100%
Students tested with valid scores: 16
Number of students tested scoring Level 2 (55-64): 1 (6%)
Number of students tested scoring Level 3 (65-78): 3 (19%)
Number of students tested scoring Level 4 (79-84): 3 (19%)
Number of students tested scoring Level 5 (85-100): 9 (56%)

Percentage of students scoring 55 and above:

100%
State:

89%

6%
19%
19%
56%

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.

Elizabethtown-Lewis Central School - High School Completers

    Graduation Rate - 6 Year Outcome
    All students

  • All90%
  • Males86%
  • Females94%
  • IDEA88%
All Students:
Number of Completers (graduates + commencement credentials): 23
└─ Number of Graduates (Regents + Local Diplomas): 23
  └─ Number of students who earned a Regents diploma: 22 (96% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 5 (22% of Graduates)
      └─ Number of students who earned a Regents diploma with CTE endorsement: 6 (26% of Graduates)
  └─ Number of students who earned a Local Diploma: 1 (4% of Graduates)


High School Non-completers:
Show data for

(State average from 1,468 schools)

Elizabethtown-Lewis Central School - High School Non-completers

All Students:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 126
Number of non-completers: 4
└─ Number of students who dropped out: 4
Percent of non-completers:

3.0%
New York:

10.3%

General Education:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 105
Number of non-completers: 2
└─ Number of students who dropped out: 2
Percent of non-completers:

2.0%
State:

4.9%

Students with Disabilities:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 21
Number of non-completers: 2
└─ Number of students who dropped out: 2
Percent of non-completers:

10.0%
State:

7.8%


Post-graduation Plans of Completers:

Elizabethtown-Lewis Central School - Post-graduation Plans of Completers

All Students:
Total number of students reported with graduation plan: 23
└─ Graduates who planned to enroll in four-year colleges: 8 (35%)
└─ Graduates who planned to enroll in two-year colleges: 7 (30%)
└─ Graduates who planned to enroll in other post-secondary institutions: 2 (9%)
└─ Graduates who planned to enlist in the military: 2 (9%)
└─ Graduates who planned to pursue employment: 4 (17%)

Accountability


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

Elementary/Middle-Level Science:
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 46
Percent of enrolled students with valid test scores: 96%

Performance Index (PI):

186
State:

174
Effective Annual Measurable Objective (EAMO): 174

Elementary/Middle-Level Math:

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

  • All97
  • Males94
  • Females100
  • White99
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 213
Percent of enrolled students with valid test scores: 60%

Performance Index (PI):

97
New York:

114
Effective Annual Measurable Objective (EAMO): 98
Safe harbor target: 98

Elementary/Middle-Level ELA:

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

  • All122
  • Males118
  • Females126
  • White126
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 212
Percent of enrolled students with valid test scores: 65%

Performance Index (PI):

122
New York:

113
Effective Annual Measurable Objective (EAMO): 100

5-Year Graduation Rate:
Made AYP: Yes
Met graduation rate criteria: Yes

Students enrolled during the test administration period: 30

Graduation Rate:

90%
New York:

78%
Effective Annual Measurable Objective (EAMO): 80

4-Year Graduation Rate:

    4-Year Graduation Rate

  • All89%
  • Females90%
  • White88%
Made AYP: Yes
Met graduation rate criteria: Yes

Students enrolled during the test administration period: 53

Graduation Rate:

89%
New York:

76%
Effective Annual Measurable Objective (EAMO): 80

SAT/ACT:
Show data for

(State average from 3,754 schools)

The ACT Test (ACT) is a nationally recognized assessment used to indicate college readiness.
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.
SAT or ACT Test Participation: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

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: 1
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: Yes

Students Enrolled in at least one AP Course: 5 (all female)
  • White: 5

Students Enrollment in Other Advanced Placement (AP) Subjects: 5 (all female)
  • White: 5

Health & Safety


Offenses:
(State average from 1,445 schools)

An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident

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

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

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

Incidents of physical attack or fight without a weapon: 1

Incidents of threats of physical attack without a weapon: 6


Total incidents per 1,000 students
Here:

29.5
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
Elizabethtown-Lewis Central School:

8.4
State:

10.2


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.

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
School:

4.2
New York:

3.8
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 male)
  • 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
Here:

4.2
State:

1.4
Students reported as harassed or bullied on the basis of disability: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Students disciplined for bullying or harassment on the basis of disability: 2 (all male)
  • White: 2



Chronic Student Absenteeismt:
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(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: 28 (male: 20, female: 8)
  • White: 28 (male: 20, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

118.1
State:

179.4

Suspensions:
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(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: 20 (all male)
  • White: 20
  • Section 504: 20

Students without disabilities receiving one or more in-school suspension: 2 (all male)
  • White: 2

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

Instances of out-of-school suspension (Section 504 only): 8

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

33.8
New York:

2.9

Classes & Courses


Algebra I:
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(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: 1
Number of Algebra I classes taught by certified teachers: 1


9-10th grade student enrollment in Algebra I: 10 (male: 8, female: 2)
  • White: 10 (male: 8, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
9-10th grade studenst who passed Algebra I: 7 (all male)
  • White: 7
  • Individuals With Disabilities Education Act (IDEA): 4
Percent of 9-10th grade students who passed
Elizabethtown-Lewis Central School:

70.0%
State:

76.8%


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: 10 (male: 5, female: 5)
  • White: 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Calculus:
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Calculus (college-preparatory) course topics include the study of derivatives, differentiation, integration, the definite and indefinite integral, and applications of calculus.Typically, students have previously attained knowledge of precalculus topics (some combination of trigonometry, elementary functions, analytic geometry, and math analysis).
Number of Calculus classes: 1
Number of Calculus classes taught by certified teachers: 1

Student Enrollment in Calculus: 7 (male: 2, female: 5)
  • White: 7 (male: 2, female: 5)

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

Student Enrollment in Geometry: 10 (male: 2, female: 8)
  • White: 10 (male: 2, female: 8)

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: 3
Number of Advanced Mathematics classes taught by certified teachers: 3

Student Enrollment in Advanced Mathematics: 42 (male: 16, female: 26)
  • Asian: 2 (all male)
  • White: 40 (male: 14, female: 26)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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: 1
Number of Biology classes taught by certified teachers: 1

Student Enrollment in Biology: 13 (male: 8, female: 5)
  • White: 13 (male: 8, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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: 1
Number of Chemistry classes taught by certified teachers: 1

Student Enrollment in Chemistry: 12 (male: 7, female: 5)
  • Asian: 2 (all male)
  • White: 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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
Number of Physics classes taught by certified teachers: 1

Student Enrollment in Physics: 7 (male: 5, female: 2)
  • White: 7 (male: 5, female: 2)

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