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Farnsworth Middle School in Guilderland, 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 79
Address
 6072 STATE FARM RD
Guilderland, NY 12084
Telephone
(518) 456-6010
(make sure to verify first before calling)
Website
http://www.guilderlandschools.org/farnsworth
City-data.com school rating
79
Students
1,189
Classroom Teachers (FTE)
96.3
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
160
Reduced-price lunch
eligible students
39
School district
GUILDERLAND CENTRAL SCHOOL DISTRICT
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
VOORHEESVILLE ELEMENTARY SCHOOL (3.5 miles):

92
GUILDERLAND HIGH SCHOOL (3.5 miles):

86
SADDLEWOOD ELEMENTARY SCHOOL (4.1 miles):

81
WESTMERE ELEMENTARY SCHOOL (1.8 miles):

79
Farnsworth Middle School:

79
LYNNWOOD ELEMENTARY SCHOOL (3.5 miles):

76
GUILDERLAND ELEMENTARY SCHOOL (0.8 miles):

65
LISHA KILL MIDDLE SCHOOL (4.5 miles):

59
TECH VALLEY HIGH SCHOOL (3.1 miles):

56
Farnsworth Middle School rating compared to average state, county and city schools ratings:
New York:

50
Albany County:

48
Guilderland:

72
Farnsworth Middle School:

79

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,189
Enrollment in 2015: 1,145
Enrollment in 2014: 1,128
Enrollment in 2013: 1,156
Enrollment in 2012: 1,229
Enrollment in 2011: 1,236
Enrollment in 2010: 1,239
Enrollment in 2009: 1,222
Enrollment in 2008: 1,300
Enrollment in 2007: 1,362
Enrollment in 2006: 1,428
Enrollment in 2005: 1,396
Enrollment in 2004: 1,405
Enrollment in 2003: 1,365
Enrollment in 2002: 1,390
Enrollment in 2001: 1,396
Enrollment in 2000: 1,396
Enrollment in 1999: 1,361

Farnsworth Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08UGTotal
All students38640738791,189
Female students1982051753581
Male students1882022126608
American Indian/Alaska Native students - 1 - - 1
Asian students594752 - 158
Hispanic students62112140
Black students51718 - 40
White students2993132918911
Two or More Races students17814 - 39

Enrollment by grade:
6th grade enrollment: 386
7th grade enrollment: 407
8th grade enrollment: 387
Ungraded enrollment: 9

Farnsworth Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 581 (48.9%)
Farnsworth Middle School:

48.9%
New York:

51.1%
Male enrollment: 608 (51.1%)
School:

51.1%
New York:

47.5%

Farnsworth Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 1 (0.1%)
School:

0.1%
State:

0.2%
Asian enrollment: 158 (13.3%)
Farnsworth Middle School:

13.3%
State:

4.6%
Hispanic enrollment: 40 (3.4%)
School:

3.4%
New York:

9.2%
Black enrollment: 40 (3.4%)
Farnsworth Middle School:

3.4%
New York:

12.0%
White enrollment: 911 (76.6%)
Here:

76.6%
State:

55.1%
Two or More Races enrollment: 39 (3.3%)
Farnsworth Middle School:

3.3%
State:

2.9%

Farnsworth Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 199 (16.7%)
Farnsworth Middle School:

16.7%
State:

52.7%
Free lunch eligible students: 160 (13.5%)
Farnsworth Middle School:

13.5%
New York:

45.4%
Reduced-price lunch eligible students: 39 (3.3%)
Here:

3.3%
State:

4.8%

Farnsworth Middle School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Common Branch: 27
  • Grade 8 English: 25
  • Grade 8 Mathematics: 25
  • Grade 8 Science: 25
  • Grade 8 Social Studies: 25

Teachers and support:
Show data for
Classroom Teachers (FTE): 96.3

Number of FTE teachers in their first year of teaching: 4
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 57
Number of FTE nurses: 2
Number of FTE psychologists: 1.5
Number of FTE social workers: 3

Student/Teacher Ratio
Here:

12.3
State:

14.0
Number of individuals teaching out of certification: 1
Number of teachers with fewer than three years of teaching experience: 4
Number of teachers with Master's Degree plus 30 hours or doctorate: 24

Total number of classes taught: 448
Number of classes taught by teachers without appropriate certification: 3


Number of full-time principals: 1
Number of full-time assistant principals: 2
Number of full-time professional staff other than teachers, principals, and asst principals: 10

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $8,936,647
  • Full-time Equivalency Count of Teachers: 110.7 (Salary Expenditures: $7,646,707)
  • Full-time Equivalency Count of Instructional Aides: 30.4 (Salary Expenditures: $577,058)
  • Full-time Equivalency Count of Support Services Staff: 10.2 (Salary Expenditures: $601,804)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $111,078)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $131,033
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,293,537
  • Salary Expenditures for Teachers: $7,861,532
  • Full-time Equivalency Count of Instructional Aides: 30 (Salary Expenditures: $577,058)
  • Full-time Equivalency Count of Support Services Staff: 11 (Salary Expenditures: $605,400)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $111,078)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $174,542

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 23 (male: 18, female: 5)
  • Asian: 19 (male: 14, female: 5)
  • Black: 2 (all male)
  • White: 2 (all male)

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.

    Students with disabilities served under IDEA

  • Hispanic8
  • Asian4
  • Black11
  • White173
  • Multirace14
Students with disabilities served under IDEA: 210 (male: 137, female: 73)
  • Hispanic: 8 (male: 4, female: 4)
  • Asian: 4 (all male)
  • Black: 11 (male: 7, female: 4)
  • White: 173 (male: 112, female: 61)
  • Two or More Races: 14 (male: 10, female: 4)

    Students with disabilities served under Section 504

  • Hispanic2
  • Asian2
  • Black2
  • White37
  • Multirace4
Students with disabilities served under Section 504: 47 (male: 31, female: 16)
  • Hispanic: 2 (all male)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 37 (male: 23, female: 14)
  • Two or More Races: 4 (male: 2, female: 2)

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 7th grade: 2 (all male)
  • White: 2

Percent of 7th grade students retained
Farnsworth Middle School:

0.5%
New York:

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
  • Males302
  • Females314
  • Hispanic297
  • Asian316
  • Black315
  • White307
  • Multirace311
  • IDEA273
ELA students tested with valid scores: 306
Computed mean of student ELA scores: 308

ELA Students scoring proficient and above:

39%
State:

30%

Students scoring at Level 1: 16%
Students scoring at Level 2: 45%
Students scoring at Level 3: 23%
Students scoring at Level 4: 16%

16%
45%
23%
16%

    MATH Mean Score (6th Grade)

  • All322
  • Males321
  • Females322
  • Hispanic308
  • Asian336
  • Black318
  • White320
  • Multirace327
  • IDEA281
Math students tested with valid scores: 294
Computed mean of student Math scores: 322

Math Students scoring proficient and above:

58%
State:

38%

Students scoring at Level 1: 10%
Students scoring at Level 2: 32%
Students scoring at Level 3: 27%
Students scoring at Level 4: 31%

10%
32%
27%
31%
7th Grade:

    ELA Mean Score (7th Grade)

  • All319
  • Males312
  • Females327
  • Hispanic298
  • Asian326
  • Black304
  • White319
  • Multirace310
  • IDEA286
ELA students tested with valid scores: 320
Computed mean of student ELA scores: 319

ELA Students scoring proficient and above:

57%
New York:

39%

Students scoring at Level 1: 11%
Students scoring at Level 2: 32%
Students scoring at Level 3: 38%
Students scoring at Level 4: 19%

11%
32%
38%
19%

    MATH Mean Score (7th Grade)

  • All326
  • Males323
  • Females329
  • Hispanic315
  • Asian339
  • Black302
  • White324
  • Multirace324
  • IDEA290
Math students tested with valid scores: 313
Computed mean of student Math scores: 326

Math Students scoring proficient and above:

59%
New York:

34%

Students scoring at Level 1: 12%
Students scoring at Level 2: 29%
Students scoring at Level 3: 39%
Students scoring at Level 4: 20%

12%
29%
39%
20%
8th Grade:

    ELA Mean Score (8th Grade)

  • All316
  • Males310
  • Females322
  • Hispanic303
  • Asian337
  • Black303
  • White313
  • IDEA286
ELA students tested with valid scores: 296
Computed mean of student ELA scores: 316

ELA Students scoring proficient and above:

56%
New York:

43%

Students scoring at Level 1: 14%
Students scoring at Level 2: 30%
Students scoring at Level 3: 33%
Students scoring at Level 4: 23%

14%
30%
33%
23%

    MATH Mean Score (8th Grade)

  • All304
  • Males304
  • Females303
  • Hispanic284
  • Asian315
  • White306
  • IDEA284
Math students tested with valid scores: 183
Computed mean of student Math scores: 304

Math Students scoring proficient and above:

23%
State:

18%

Students scoring at Level 1: 19%
Students scoring at Level 2: 58%
Students scoring at Level 3: 21%
Students scoring at Level 4: 2%

19%
58%
21%
2%

    SCI Mean Score (8th Grade)

  • All74
  • Males74
  • Females73
  • Hispanic64
  • Black66
  • White75
  • IDEA62
Science students tested with valid scores: 212
Computed mean of student Science scores: 74

Science Students scoring proficient and above:

77%
New York:

57%

Students scoring at Level 1: 4%
Students scoring at Level 2: 19%
Students scoring at Level 3: 56%
Students scoring at Level 4: 21%

4%
19%
56%
21%

New York State Alternate Assessment:
Show data for

(State average from 78 schools)
New York State Alternate Assessment (NYSAA) is part of the New York State testing program that measures the attainment of the State's learning standards in the areas of English language arts (ELA), mathematics, and science for all students with the most severe disabilities in Grades 3-8 and high school. In the 2015-16 school year, NYSAA began using computer-based testing for the ELA and mathematics components. Beginning with the 2017-18 school year, the NYSAA program will no longer include a Social Studies component. The NYSAA in ELA, mathematics, and science will be assessed using Dynamic Learning Maps alternate assessment.
Grade 6:
ELA students tested with valid scores: 5
Grade 6 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: 80%
Students scoring at Level 4: 20%

80%
20%
Math students tested with valid scores: 5
Grade 6 Math Students scoring proficient and above:

100%
State:

90%

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%

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.

Farnsworth Middle School - % Scroring 55 and above in Regents Examination

Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All100%
  • Males101%
  • Females100%
  • Asian100%
  • White100%
Students tested with valid scores: 121
Number of students tested scoring Level 3 (65-78): 1 (1%)
Number of students tested scoring Level 4 (79-84): 9 (7%)
Number of students tested scoring Level 5 (85-100): 111 (92%)

Percentage of students scoring 55 and above:

100%
New York:

93%

1%
7%
92%

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

(State average from 642 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.

Farnsworth Middle School - % Scoring at Expanding Level or above in NYSESLAT

6th Grade:
Students tested with valid scores: 6
Scoring at Expanding Level or above:

84%
New York:

61%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 17%
Students scoring at Transitioning Level: 0%
Students scoring at Expanding Level: 67%
Students scoring at Commanding Level: 17%

17%
67%
17%
7th Grade:
Students tested with valid scores: 5
Scoring at Expanding Level or above:

80%
State:

64%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 20%
Students scoring at Expanding Level: 60%
Students scoring at Commanding Level: 20%

20%
60%
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)

  • All183
  • Males181
  • Females184
  • Asian200
  • White184
  • IDEA130
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 404
Percent of enrolled students with valid test scores: 83%

Performance Index (PI):

183
New York:

174
Effective Annual Measurable Objective (EAMO): 183
Elementary/Middle-Level Math:

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

  • All147
  • Males142
  • Females152
  • Hispanic112
  • Asian168
  • Black100
  • White146
  • IDEA82
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 2,353
Percent of enrolled students with valid test scores: 77%

Performance Index (PI):

147
New York:

114
Effective Annual Measurable Objective (EAMO): 105
Elementary/Middle-Level ELA:

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

  • All138
  • Males124
  • Females152
  • Hispanic104
  • Asian157
  • Black111
  • White138
  • IDEA81
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 2,355
Percent of enrolled students with valid test scores: 78%

Performance Index (PI):

138
New York:

113
Effective Annual Measurable Objective (EAMO): 107

Health & Safety


Referrals and Arrests:
Show data for

(State average from 410 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • White: 2

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

1.7
State:

6.5
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Hispanic: 2

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

1.7
New York:

3.4

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.

Harassment or bullying on the basis of religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. 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 religion constitutes religious harassment.

Harassment or bullying on the basis of sexual orientation refers to intimidation or abusive behavior toward a student based on actual or perceived sexual orientation. 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 sexual orientation constitutes sexual orientation harassment.
Allegations of harassment or bullying on the basis of sex: 39
Allegations of harassment or bullying on the basis of sex per 1,000 students
School:

32.8
State:

3.8

    Students reported as harassed or bullied on the basis of sex

  • Hispanic2
  • White22
  • IDEA4
  • 5044
Students reported as harassed or bullied on the basis of sex: 24 (male: 5, female: 19)
  • Hispanic: 2 (all female)
  • White: 22 (male: 5, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Students disciplined for bullying or harassment on the basis of sex: 11 (all male)
  • White: 11
  • Individuals With Disabilities Education Act (IDEA): 2
  • Section 504: 5

Allegations of harassment or bullying on the basis of race, color, or national origin: 11
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Farnsworth Middle School:

9.3
New York:

3.3

    Students reported as harassed or bullied on the basis of race, color, or national origin

  • Asian2
  • Black4
  • White2
  • Multirace2
  • IDEA4
Students reported as harassed or bullied on the basis of race, color, or national origin: 10 (male: 6, female: 4)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 5 (all male)
  • White: 5
  • Individuals With Disabilities Education Act (IDEA): 2
  • Section 504: 2

Allegations of harassment or bullying on the basis of disability: 3
Allegations of harassment or bullying on the basis of disability per 1,000 students
Here:

2.5
State:

1.4
Students reported as harassed or bullied on the basis of disability: 2 (all female)
  • 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

Allegations of harassment or bullying on the basis of sexual orientation: 9
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
Farnsworth Middle School:

7.6
New York:

1.7

Allegations of harassment or bullying on the basis of religion: 3
Allegations of harassment or bullying on the basis of religion per 1,000 students
Farnsworth Middle School:

2.5
State:

0.3


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

  • Hispanic7
  • Asian7
  • Black2
  • White82
  • Multirace7
  • LEP4
  • IDEA55
  • 5042
Chronic Student Absenteeism: 105 (male: 53, female: 52)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 7 (male: 2, female: 5)
  • Black: 2 (all female)
  • White: 82 (male: 44, female: 38)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 55 (male: 20, female: 35)
  • Section 504: 2 (all female)
Chronic Student Absenteeism per 1,000 students
Farnsworth Middle School:

88.3
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

  • Black6
  • White20
  • Multirace8
  • IDEA25
School days missed due to out-of-school suspension: 34 (male: 25, female: 9)
  • Black: 6 (male: 5, female: 1)
  • White: 20 (all male)
  • Two or More Races: 8 (all female)
  • Individuals With Disabilities Education Act (IDEA): 25 (male: 16, female: 9)
Instances of out-of-school suspension (Students without disabilities): 3

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

2.5
State:

50.9

    Students without disabilities receiving one or more in-school suspension

  • Hispanic2
  • Asian2
  • Black2
  • White10
Students without disabilities receiving one or more in-school suspension: 16 (male: 12, female: 4)
  • Hispanic: 2 (all female)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 10 (male: 8, female: 2)
Students without disabilities receiving only one out-of-school suspension: 4 (all male)
  • Black: 2
  • White: 2
Instances of out-of-school suspension (Students with disabilities): 10

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

8.4
State:

29.4
Students with disabilities receiving one or more in-school suspension: 20 (male: 18, female: 2)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 16 (male: 14, female: 2)
Students with disabilities receiving only one out-of-school suspension: 7 (male: 5, female: 2)
  • Black: 2 (all female)
  • White: 5 (all male)
Students with disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all female)

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
  • Asian43
  • Black4
  • White88
  • Multirace2
  • LEP4
8th grade student enrollment in Algebra I: 141 (male: 74, female: 67)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 43 (male: 29, female: 14)
  • Black: 4 (male: 2, female: 2)
  • White: 88 (male: 41, female: 47)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
8th grade studenst who passed Algebra I: 130 (male: 71, female: 59)
  • Asian: 41 (male: 28, female: 13)
  • White: 89 (male: 43, female: 46)
  • Limited English Proficiency (LEP): 4 (all male)
Percent of 8th grade students who passed
Here:

92.2%
New York:

87.1%

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