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Frank A Sedita #30 School in Buffalo, NY
(PK-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 2
Address
 21 LOWELL PL
Buffalo, NY 14213
Telephone
(716) 816-3220
(make sure to verify first before calling)
Website
http://www.buffaloschools.org
City-data.com school rating
2
Students
795
Classroom Teachers (FTE)
59.4
National School Lunch
Program (NSLP) Status
Yes, under Community Eligibility Option (CEO)
Free lunch eligible students
622
School district
BUFFALO CITY 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:
LEONARDO DA VINCI HIGH SCHOOL (0.5 miles):

70
LAFAYETTE HIGH SCHOOL (0.8 miles):

22
NATIVE AMERICAN MAGNET (1.0 miles):

16
INTERNATIONAL PREPARATORY SCHOOL AT GROVER CLEVELAND AT #187 (0.4 miles):

7
INTERNATIONAL SCHOOL (0.7 miles):

6
DR A PANTOJA COMM SCH EXCLLNCE -#18 (0.5 miles):

6
D'YOUVILLE-PORTER CAMPUS (0.7 miles):

2
HERMAN BADILLO COMMUNITY SCHOOL (1.2 miles):

2
Frank A Sedita #30 School:

2
Frank A Sedita #30 School rating compared to average state, county and city schools ratings:
New York:

50
Erie County:

51
Buffalo:

21
Frank A Sedita #30 School:

2

Students & Teachers


Total enrollment:
Enrollment in 2016: 795
Enrollment in 2015: 830
Enrollment in 2014: 780
Enrollment in 2013: 781
Enrollment in 2012: 756
Enrollment in 2011: 724
Enrollment in 2010: 736
Enrollment in 2009: 721
Enrollment in 2008: 759
Enrollment in 2007: 786

Frank A Sedita #30 School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05G06G07G08Total
All students64818084966488788179795
Female students29484044482740414348408
Male students35334040483748373831387
American Indian/Alaska Native students - - - - - - 1 - 1 - 2
Asian students77366453 - 344
Hispanic students40616159754864605459581
Black students12121215101114112115133
White students214221225223
Two or More Races students3 - - 23 - 22 - - 12

Enrollment by grade:
Pre-Kindergarten enrollment: 64
Kindergarten enrollment: 81
1st grade enrollment: 80
2nd grade enrollment: 84
3rd grade enrollment: 96
4th grade enrollment: 64
5th grade enrollment: 88
6th grade enrollment: 78
7th grade enrollment: 81
8th grade enrollment: 79

Frank A Sedita #30 School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 408 (51.3%)
Frank A Sedita #30 School:

51.3%
State:

51.1%
Male enrollment: 387 (48.7%)
Frank A Sedita #30 School:

48.7%
New York:

47.5%

Frank A Sedita #30 School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 2 (0.3%)
School:

0.3%
New York:

0.2%
Asian enrollment: 44 (5.5%)
Frank A Sedita #30 School:

5.5%
State:

4.6%
Hispanic enrollment: 581 (73.1%)
School:

73.1%
State:

9.2%
Black enrollment: 133 (16.7%)
School:

16.7%
State:

12.0%
White enrollment: 23 (2.9%)
Here:

2.9%
State:

55.1%
Two or More Races enrollment: 12 (1.5%)
Here:

1.5%
State:

2.9%

Frank A Sedita #30 School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 622 (78.2%)
Here:

78.2%
State:

52.7%
Free lunch eligible students: 622 (78.2%)
Frank A Sedita #30 School:

78.2%
State:

45.4%
Reduced-price lunch eligible students: 0 (0.0%)
Frank A Sedita #30 School:

0.0%
New York:

4.8%

Frank A Sedita #30 School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Common Branch: 23
  • Grade 8 English: 23
  • Grade 8 Mathematics: 23

Teachers and support:
Show data for
Classroom Teachers (FTE): 59.4

Number of FTE teachers in their first year of teaching: 12
Number of FTE teachers in their second year of teaching: 8
Number of FTE teachers who were absent more than 10 school days during the school years: 16

Student/Teacher Ratio
School:

13.4
New York:

14.0
Number of individuals teaching out of certification: 5
Number of teachers with fewer than three years of teaching experience: 13
Number of teachers with Master's Degree plus 30 hours or doctorate: 15

Total number of classes taught: 124
Number of classes taught by teachers without appropriate certification: 15


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: 11

Frank A Sedita #30 School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,343,272
  • Full-time Equivalency Count of Teachers: 61 (Salary Expenditures: $3,531,652)
  • Full-time Equivalency Count of Instructional Aides: 15.7 (Salary Expenditures: $306,594)
  • Full-time Equivalency Count of Support Services Staff: 5.3 (Salary Expenditures: $209,525)
  • Full-time Equivalency Count of School Administration Staff: 3.4 (Salary Expenditures: $295,499)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $31,411
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,809,929
  • Salary Expenditures for Teachers: $3,995,522
  • Full-time Equivalency Count of Instructional Aides: 15.9 (Salary Expenditures: $309,383)
  • Full-time Equivalency Count of Support Services Staff: 5.3 (Salary Expenditures: $209,525)
  • Full-time Equivalency Count of School Administration Staff: 3.4 (Salary Expenditures: $295,499)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $225,476

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic289
  • Asian22
  • Black19
  • White4
  • Multirace2
  • IDEA85
Students Enrolled in LEP Programs: 336 (male: 169, female: 167)
  • Hispanic: 289 (male: 143, female: 146)
  • Asian: 22 (male: 11, female: 11)
  • Black: 19 (male: 11, female: 8)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 85 (male: 53, female: 32)

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: 123 (male: 83, female: 40)
  • Hispanic: 116 (male: 76, female: 40)
  • Black: 7 (all male)
  • Limited English Proficiency (LEP): 86 (male: 55, female: 31)

    Students with disabilities served under Section 504

  • Hispanic19
  • Black2
  • White2
  • Multirace2
  • LEP4
Students with disabilities served under Section 504: 25 (male: 15, female: 10)
  • Hispanic: 19 (male: 11, female: 8)
  • Black: 2 (all female)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 818 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 2nd grade: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 2nd grade students retained
Frank A Sedita #30 School:

2.4%
New York:

4.7%

Statewide Student Assessments


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

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

    ELA Mean Score (3rd Grade)

  • All279
  • Males276
  • Females281
  • Hispanic274
  • Black285
  • IDEA262
ELA students tested with valid scores: 64
Computed mean of student ELA scores: 279

ELA Students scoring proficient and above:

5%
New York:

43%

Students scoring at Level 1: 59%
Students scoring at Level 2: 36%
Students scoring at Level 3: 5%
Students scoring at Level 4: 0%

59%
36%
5%

    MATH Mean Score (3rd Grade)

  • All271
  • Males262
  • Females279
  • Hispanic265
  • Black278
  • IDEA248
Math students tested with valid scores: 72
Computed mean of student Math scores: 271

Math Students scoring proficient and above:

11%
New York:

49%

Students scoring at Level 1: 56%
Students scoring at Level 2: 33%
Students scoring at Level 3: 8%
Students scoring at Level 4: 3%

56%
33%
8%
3%
4th Grade:

    ELA Mean Score (4th Grade)

  • All266
  • Males269
  • Females263
  • Hispanic261
  • Asian277
  • Black283
  • IDEA256
ELA students tested with valid scores: 81
Computed mean of student ELA scores: 266

ELA Students scoring proficient and above:

2%
State:

41%

Students scoring at Level 1: 74%
Students scoring at Level 2: 23%
Students scoring at Level 3: 2%
Students scoring at Level 4: 0%

74%
23%
2%

    MATH Mean Score (4th Grade)

  • All246
  • Males256
  • Females237
  • Hispanic239
  • Asian282
  • Black261
  • IDEA229
Math students tested with valid scores: 86
Computed mean of student Math scores: 246

Math Students scoring proficient and above:

3%
State:

43%

Students scoring at Level 1: 83%
Students scoring at Level 2: 14%
Students scoring at Level 3: 2%
Students scoring at Level 4: 1%

83%
14%
2%
1%

    SCI Mean Score (4th Grade)

  • All63
  • Males65
  • Females62
  • Hispanic61
  • Asian68
  • Black70
  • IDEA62
Science students tested with valid scores: 86
Computed mean of student Science scores: 63

Science Students scoring proficient and above:

52%
New York:

87%

Students scoring at Level 1: 17%
Students scoring at Level 2: 30%
Students scoring at Level 3: 38%
Students scoring at Level 4: 14%

17%
30%
38%
14%
5th Grade:

    ELA Mean Score (5th Grade)

  • All263
  • Males268
  • Females259
  • Hispanic261
  • Black268
ELA students tested with valid scores: 60
Computed mean of student ELA scores: 263

ELA Students scoring proficient and above:

7%
New York:

35%

Students scoring at Level 1: 78%
Students scoring at Level 2: 15%
Students scoring at Level 3: 5%
Students scoring at Level 4: 2%

78%
15%
5%
2%

    MATH Mean Score (5th Grade)

  • All261
  • Males274
  • Females249
  • Hispanic260
  • Black262
Math students tested with valid scores: 61
Computed mean of student Math scores: 261

Math Students scoring proficient and above:

5%
New York:

43%

Students scoring at Level 1: 82%
Students scoring at Level 2: 13%
Students scoring at Level 3: 5%
Students scoring at Level 4: 0%

82%
13%
5%
6th Grade:

    ELA Mean Score (6th Grade)

  • All267
  • Males264
  • Females271
  • Hispanic255
  • Black288
  • IDEA234
ELA students tested with valid scores: 66
Computed mean of student ELA scores: 267

ELA Students scoring proficient and above:

8%
State:

30%

Students scoring at Level 1: 64%
Students scoring at Level 2: 29%
Students scoring at Level 3: 5%
Students scoring at Level 4: 3%

64%
29%
5%
3%

    MATH Mean Score (6th Grade)

  • All261
  • Males260
  • Females262
  • Hispanic251
  • Black267
  • IDEA249
Math students tested with valid scores: 71
Computed mean of student Math scores: 261

Math Students scoring proficient and above:

8%
State:

38%

Students scoring at Level 1: 76%
Students scoring at Level 2: 15%
Students scoring at Level 3: 8%
Students scoring at Level 4: 0%

76%
15%
8%
7th Grade:

    ELA Mean Score (7th Grade)

  • All285
  • Males277
  • Females292
  • Hispanic283
  • Black287
  • IDEA278
ELA students tested with valid scores: 57
Computed mean of student ELA scores: 285

ELA Students scoring proficient and above:

11%
New York:

39%

Students scoring at Level 1: 46%
Students scoring at Level 2: 44%
Students scoring at Level 3: 11%
Students scoring at Level 4: 0%

46%
44%
11%

    MATH Mean Score (7th Grade)

  • All265
  • Males266
  • Females264
  • Hispanic266
  • Black256
  • IDEA262
Math students tested with valid scores: 54
Computed mean of student Math scores: 265

Math Students scoring proficient and above:

2%
State:

34%

Students scoring at Level 1: 83%
Students scoring at Level 2: 15%
Students scoring at Level 3: 2%
Students scoring at Level 4: 0%

83%
15%
2%
8th Grade:

    ELA Mean Score (8th Grade)

  • All275
  • Males269
  • Females281
  • Hispanic268
  • IDEA239
ELA students tested with valid scores: 71
Computed mean of student ELA scores: 275

ELA Students scoring proficient and above:

12%
New York:

43%

Students scoring at Level 1: 52%
Students scoring at Level 2: 35%
Students scoring at Level 3: 8%
Students scoring at Level 4: 4%

52%
35%
8%
4%

    MATH Mean Score (8th Grade)

  • All257
  • Males255
  • Females259
  • Hispanic257
  • IDEA245
Math students tested with valid scores: 75
Computed mean of student Math scores: 257


Students scoring at Level 1: 83%
Students scoring at Level 2: 17%
Students scoring at Level 3: 0%
Students scoring at Level 4: 0%

83%
17%

    SCI Mean Score (8th Grade)

  • All52
  • Males52
  • Females51
  • Hispanic52
  • IDEA47
Science students tested with valid scores: 73
Computed mean of student Science scores: 52

Science Students scoring proficient and above:

22%
New York:

57%

Students scoring at Level 1: 32%
Students scoring at Level 2: 47%
Students scoring at Level 3: 21%
Students scoring at Level 4: 1%

32%
47%
21%
1%

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

(State average from 1,219 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.

Frank A Sedita #30 School - % Scoring at Expanding Level or above in NYSESLAT

Kindergarten:

    Scoring at Expanding Level or above (Kindergarten)

  • All61%
  • Males27%
  • Females89%
  • Hispanic53%
  • Black86%
  • IDEA0%
Students tested with valid scores: 33
Scoring at Expanding Level or above:

61%
State:

64%

Students scoring at Entering Level: 6%
Students scoring at Emerging Level: 18%
Students scoring at Transitioning Level: 15%
Students scoring at Expanding Level: 58%
Students scoring at Commanding Level: 3%

6%
18%
15%
58%
3%
1st Grade:

    Scoring at Expanding Level or above (1st Grade)

  • All23%
  • Males10%
  • Females39%
  • Hispanic13%
  • IDEA0%
Students tested with valid scores: 40
Scoring at Expanding Level or above:

23%
State:

42%

Students scoring at Entering Level: 5%
Students scoring at Emerging Level: 33%
Students scoring at Transitioning Level: 40%
Students scoring at Expanding Level: 18%
Students scoring at Commanding Level: 5%

5%
33%
40%
18%
5%
2nd Grade:

    Scoring at Expanding Level or above (2nd Grade)

  • All28%
  • Males34%
  • Females24%
  • Hispanic20%
  • IDEA30%
Students tested with valid scores: 43
Scoring at Expanding Level or above:

28%
State:

63%

Students scoring at Entering Level: 2%
Students scoring at Emerging Level: 26%
Students scoring at Transitioning Level: 44%
Students scoring at Expanding Level: 23%
Students scoring at Commanding Level: 5%

2%
26%
44%
23%
5%
3rd Grade:

    Scoring at Expanding Level or above (3rd Grade)

  • All16%
  • Males6%
  • Females25%
  • IDEA0%
Students tested with valid scores: 32
Scoring at Expanding Level or above:

16%
New York:

57%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 28%
Students scoring at Transitioning Level: 56%
Students scoring at Expanding Level: 16%
Students scoring at Commanding Level: 0%

28%
56%
16%
4th Grade:

    Scoring at Expanding Level or above (4th Grade)

  • All27%
  • Males24%
  • Females31%
  • Hispanic21%
  • IDEA9%
Students tested with valid scores: 47
Scoring at Expanding Level or above:

27%
State:

60%

Students scoring at Entering Level: 2%
Students scoring at Emerging Level: 26%
Students scoring at Transitioning Level: 45%
Students scoring at Expanding Level: 23%
Students scoring at Commanding Level: 4%

2%
26%
45%
23%
4%
5th Grade:

    Scoring at Expanding Level or above (5th Grade)

  • All51%
  • Males70%
  • Females40%
  • Hispanic50%
Students tested with valid scores: 33
Scoring at Expanding Level or above:

51%
State:

58%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 15%
Students scoring at Transitioning Level: 33%
Students scoring at Expanding Level: 48%
Students scoring at Commanding Level: 3%

15%
33%
48%
3%
6th Grade:

    Scoring at Expanding Level or above (6th Grade)

  • All43%
  • Males37%
  • Females54%
  • IDEA24%
Students tested with valid scores: 37
Scoring at Expanding Level or above:

43%
State:

61%

Students scoring at Entering Level: 8%
Students scoring at Emerging Level: 30%
Students scoring at Transitioning Level: 19%
Students scoring at Expanding Level: 38%
Students scoring at Commanding Level: 5%

8%
30%
19%
38%
5%
7th Grade:

    Scoring at Expanding Level or above (7th Grade)

  • All40%
  • Males38%
  • Females41%
Students tested with valid scores: 20
Scoring at Expanding Level or above:

40%
New York:

64%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 25%
Students scoring at Transitioning Level: 35%
Students scoring at Expanding Level: 35%
Students scoring at Commanding Level: 5%

25%
35%
35%
5%
8th Grade:

    Scoring at Expanding Level or above (8th Grade)

  • All30%
  • Males34%
  • Females28%
  • IDEA7%
Students tested with valid scores: 36
Scoring at Expanding Level or above:

30%
New York:

67%

Students scoring at Entering Level: 8%
Students scoring at Emerging Level: 39%
Students scoring at Transitioning Level: 22%
Students scoring at Expanding Level: 22%
Students scoring at Commanding Level: 8%

8%
39%
22%
22%
8%

Outcomes


High School Non-completers:
Show data for
All Students:
Number of non-completers: 7
└─ Number of students who dropped out: 7
General Education:
Number of non-completers: 7
└─ Number of students who dropped out: 7

Accountability


Adequate Yearly Progress:
Show data for

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

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

  • All117
  • Males124
  • Females110
  • Hispanic113
  • IDEA114
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 165
Percent of enrolled students with valid test scores: 96%

Performance Index (PI):

117
State:

174
Effective Annual Measurable Objective (EAMO): 181
Safe harbor target: 84
Elementary/Middle-Level Math:

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

  • All29
  • Males32
  • Females26
  • Hispanic22
  • Black25
  • IDEA13
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 927
Percent of enrolled students with valid test scores: 89%

Performance Index (PI):

29
State:

114
Effective Annual Measurable Objective (EAMO): 104
Safe harbor target: 43
Elementary/Middle-Level ELA:

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

  • All46
  • Males41
  • Females50
  • Hispanic37
  • Black64
  • IDEA12
Made AYP: No
Met the participation criterion: Yes
Met the performance criterion: No

Students enrolled during the test administration period: 442
Percent of enrolled students with valid test scores: 97%

Performance Index (PI):

46
State:

113
Effective Annual Measurable Objective (EAMO): 105
Safe harbor target: 56

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.

Sexual assault is an incident that includes threatened rape, fondling, indecent liberties, or child molestation. Both male and female students can be victims of sexual assault. Classification of these incidents should take into consideration the age and developmentally appropriate behavior of the offender(s)

Robbery is taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or assault.

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 sexual assault (other than rape): 3

Incidents of robbery without a weapon: 8

Incidents of physical attack or fight with a weapon: 1
Incidents of physical attack or fight without a weapon: 218

Incidents of threats of physical attack with a weapon: 1
Incidents of threats of physical attack without a weapon: 6


Total incidents per 1,000 students
Frank A Sedita #30 School:

298.1
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: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

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

5.0
New York:

10.2
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
Here:

2.5
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.

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: 4
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here:

5.0
New York:

5.3
Students disciplined for bullying or harassment on the basis of sex: 10 (male: 8, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Allegations of harassment or bullying on the basis of race, color, or national origin: 14
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
School:

17.6
State:

4.0
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)

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
Frank A Sedita #30 School:

3.8
State:

1.3
Students disciplined for bullying or harassment on the basis of disability: 9 (male: 5, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 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

  • Hispanic229
  • Asian4
  • Black19
  • White10
  • Multirace4
  • LEP121
  • IDEA49
  • 50410
Chronic Student Absenteeism: 266 (male: 127, female: 139)
  • Hispanic: 229 (male: 110, female: 119)
  • Asian: 4 (male: 2, female: 2)
  • Black: 19 (male: 8, female: 11)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 121 (male: 65, female: 56)
  • Individuals With Disabilities Education Act (IDEA): 49 (male: 38, female: 11)
  • Section 504: 10 (male: 5, female: 5)
Chronic Student Absenteeism per 1,000 students
Frank A Sedita #30 School:

334.6
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).

    School days missed due to out-of-school suspension

  • Hispanic1,337
  • Asian10
  • Black296
  • White22
  • Multirace14
  • LEP833
  • IDEA458
  • 50418
School days missed due to out-of-school suspension: 1,679 (male: 1,012, female: 667)
  • Hispanic: 1,337 (male: 824, female: 513)
  • Asian: 10 (male: 5, female: 5)
  • Black: 296 (male: 147, female: 149)
  • White: 22 (all male)
  • Two or More Races: 14 (all male)
  • Limited English Proficiency (LEP): 833 (male: 573, female: 260)
  • Individuals With Disabilities Education Act (IDEA): 458 (male: 340, female: 118)
  • Section 504: 18 (all male)
Instances of out-of-school suspension (All preschool students): 2

Instances of out-of-school suspension per 1,000 students (All preschool students)
Frank A Sedita #30 School:

2.5
New York:

0.2
Preschool children receiving only one out-of-school suspension: 2 (all male)
  • Black: 2
Preschool children receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
Instances of out-of-school suspension (Students without disabilities): 245

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Frank A Sedita #30 School:

308.2
New York:

50.9

    Students without disabilities receiving only one out-of-school suspension

  • Hispanic52
  • Asian4
  • Black19
  • LEP31
Students without disabilities receiving only one out-of-school suspension: 75 (male: 42, female: 33)
  • Hispanic: 52 (male: 32, female: 20)
  • Asian: 4 (male: 2, female: 2)
  • Black: 19 (male: 8, female: 11)
  • Limited English Proficiency (LEP): 31 (male: 17, female: 14)

    Students without disabilities receiving more than one out-of-school suspension

  • Hispanic37
  • Black7
  • White2
  • LEP19
Students without disabilities receiving more than one out-of-school suspension: 46 (male: 30, female: 16)
  • Hispanic: 37 (male: 23, female: 14)
  • Black: 7 (male: 5, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 19 (male: 11, female: 8)
Instances of out-of-school suspension (Students with disabilities): 100

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

125.8
New York:

29.4
Instances of out-of-school suspension (Section 504 only): 6

Instances of out-of-school suspension per 1,000 students (Section 504 only)
Frank A Sedita #30 School:

7.5
State:

2.9

    Students with disabilities receiving only one out-of-school suspension

  • Hispanic19
  • Black2
  • White2
  • LEP13
  • 5042
Students with disabilities receiving only one out-of-school suspension: 23 (male: 21, female: 2)
  • Hispanic: 19 (male: 17, female: 2)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 13 (male: 11, female: 2)
  • Section 504: 2 (all male)

    Students with disabilities receiving more than one out-of-school suspension

  • Hispanic25
  • Black4
  • Multirace2
  • LEP16
  • 5042
Students with disabilities receiving more than one out-of-school suspension: 31 (male: 24, female: 7)
  • Hispanic: 25 (male: 20, female: 5)
  • Black: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 16 (male: 14, female: 2)
  • Section 504: 2 (all male)

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.
Number of Algebra I classes: 1

    7-8th grade student enrollment in Algebra I

  • Hispanic13
  • Asian2
  • Black7
  • White2
  • LEP2
  • IDEA4
7-8th grade student enrollment in Algebra I: 24 (male: 13, female: 11)
  • Hispanic: 13 (male: 8, female: 5)
  • Asian: 2 (all female)
  • Black: 7 (male: 5, female: 2)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Percent of 7-8th grade students who passed
School:

0.0%
State:

86.6%

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