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Gardnertown Fundamental Magnet School in Newburgh, NY
(PK-05 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in New York) from 0 (worst) to 100 (best) is 44
Address
 6 PLATTEKILL TPKE
Newburgh, NY 12550
Telephone
(845) 568-6400
(make sure to verify first before calling)
Website
http://www.newburghschools.org
City-data.com school rating
44
Students
637
Classroom Teachers (FTE)
47.0
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
394
Reduced-price lunch
eligible students
42
School district
NEWBURGH CITY SCHOOL DISTRICT
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
Yes
Shared Time Indicator
No
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
FOSTERTOWN ETC MAGNET SCHOOL (1.6 miles):

74
LEPTONDALE ELEMENTARY SCHOOL (3.7 miles):

57
Gardnertown Fundamental Magnet School:

44
TEMPLE HILL SCHOOL (3.6 miles):

40
NEWBURGH FREE ACADEMY (2.4 miles):

29
MEADOW HILL GLOBAL EXPLORATIONS MAGNET SCHOOL (1.3 miles):

24
BALMVILLE SCHOOL (2.4 miles):

21
HERITAGE MIDDLE SCHOOL (3.8 miles):

17
GAMS HIGH TECH MAGNET SCHOOL (2.3 miles):

5
Gardnertown Fundamental Magnet School rating compared to average state, county and city schools ratings:
New York:

50
Orange County:

55
Newburgh:

31
Gardnertown Fundamental Magnet:

44

Students & Teachers


Total enrollment:
Enrollment in 2016: 637
Enrollment in 2015: 603
Enrollment in 2014: 643
Enrollment in 2013: 640
Enrollment in 2012: 672
Enrollment in 2011: 639
Enrollment in 2010: 670
Enrollment in 2009: 677
Enrollment in 2008: 680
Enrollment in 2007: 712
Enrollment in 2006: 724
Enrollment in 2005: 724
Enrollment in 2004: 727
Enrollment in 2003: 725
Enrollment in 2002: 725
Enrollment in 2001: 729
Enrollment in 2000: 697
Enrollment in 1999: 696

Gardnertown Fundamental Magnet School - Historical enrollment


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

GradePKKGG01G02G03G04G05UGTotal
All students1810611310512491764637
Female students125056525739272295
Male students65657536752492342
American Indian/Alaska Native students - - - 1 - - - - 1
Asian students - - 12 - 3 - - 6
Hispanic students75368566537393328
Black students - 161320201215197
White students9232422303321 - 162
Two or More Races students21474961 - 43

Enrollment by grade:
Pre-Kindergarten enrollment: 18
Kindergarten enrollment: 106
1st grade enrollment: 113
2nd grade enrollment: 105
3rd grade enrollment: 124
4th grade enrollment: 91
5th grade enrollment: 76
Ungraded enrollment: 4

Gardnertown Fundamental Magnet School - Historical enrollment by grade


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

Female enrollment: 295 (46.3%)
School:

46.3%
New York:

51.1%
Male enrollment: 342 (53.7%)
Gardnertown Fundamental Magnet School:

53.7%
State:

47.5%

Gardnertown Fundamental Magnet School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 1 (0.2%)
Gardnertown Fundamental Magnet School:

0.2%
New York:

0.2%
Asian enrollment: 6 (0.9%)
Here:

0.9%
New York:

4.6%
Hispanic enrollment: 328 (51.5%)
Gardnertown Fundamental Magnet School:

51.5%
State:

9.2%
Black enrollment: 97 (15.2%)
Here:

15.2%
New York:

12.0%
White enrollment: 162 (25.4%)
Here:

25.4%
New York:

55.1%
Two or More Races enrollment: 43 (6.8%)
School:

6.8%
New York:

2.9%

Gardnertown Fundamental Magnet School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 436 (68.4%)
Gardnertown Fundamental Magnet School:

68.4%
New York:

52.7%
Free lunch eligible students: 394 (61.9%)
Gardnertown Fundamental Magnet School:

61.9%
New York:

45.4%
Reduced-price lunch eligible students: 42 (6.6%)
Here:

6.6%
New York:

4.8%

Gardnertown Fundamental Magnet School - Lunch Program Eligibility


Average Class Size:
Average Class Size:
  • Common Branch: 25

Teachers and support:
Classroom Teachers (FTE): 47

Number of FTE teachers in their second year of teaching: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 17
Number of FTE security guards: 1
Number of FTE nurses: 2
Number of FTE psychologists: 1
Number of FTE social workers: 1

Student/Teacher Ratio
Here:

13.5
New York:

14.0
Number of teachers with fewer than three years of teaching experience: 1
Number of teachers with Master's Degree plus 30 hours or doctorate: 19

Total number of classes taught: 90


Number of full-time principals: 1
Number of full-time assistant principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 4

Gardnertown Fundamental Magnet School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,551,980
  • Full-time Equivalency Count of Teachers: 42 (Salary Expenditures: $3,416,440)
  • Full-time Equivalency Count of Instructional Aides: 4 (Salary Expenditures: $135,540)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $1,380,184
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,936,577
  • Salary Expenditures for Teachers: $4,478,738
  • Full-time Equivalency Count of Instructional Aides: 14 (Salary Expenditures: $457,839)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $1,381,660

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic127
  • Asian4
  • Black4
  • White2
  • IDEA40
Students Enrolled in LEP Programs: 137 (male: 72, female: 65)
  • Hispanic: 127 (male: 68, female: 59)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 40 (male: 29, female: 11)

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

  • Hispanic68
  • Black29
  • White17
  • LEP41
Students with disabilities served under IDEA: 114 (male: 84, female: 30)
  • Hispanic: 68 (male: 49, female: 19)
  • Black: 29 (male: 22, female: 7)
  • White: 17 (male: 13, female: 4)
  • Limited English Proficiency (LEP): 41 (male: 28, female: 13)

Students with disabilities served under Section 504: 2 (all male)
  • White: 2

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: 9 (male: 7, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

Percent of Kindergarten students retained
School:

8.5%
New York:

5.4%

    Total number of students retained in 1st grade

  • Hispanic4
  • Black2
  • Multirace2
  • LEP4
  • IDEA4
Total number of students retained in 1st grade: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Percent of 1st grade students retained
Gardnertown Fundamental Magnet School:

7.1%
New York:

5.0%

Total number of students retained in 2nd grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Percent of 2nd grade students retained
Here:

3.8%
New York:

4.7%

Total number of students retained in 3rd grade: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 3rd grade students retained
School:

1.6%
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)

  • All296
  • Males295
  • Females297
  • Hispanic291
  • Black277
  • White329
  • IDEA269
ELA students tested with valid scores: 92
Computed mean of student ELA scores: 296

ELA Students scoring proficient and above:

28%
State:

43%

Students scoring at Level 1: 41%
Students scoring at Level 2: 30%
Students scoring at Level 3: 25%
Students scoring at Level 4: 3%

41%
30%
25%
3%

    MATH Mean Score (3rd Grade)

  • All288
  • Males291
  • Females284
  • Hispanic283
  • Black266
  • White320
  • IDEA249
Math students tested with valid scores: 96
Computed mean of student Math scores: 288

Math Students scoring proficient and above:

29%
New York:

49%

Students scoring at Level 1: 38%
Students scoring at Level 2: 33%
Students scoring at Level 3: 21%
Students scoring at Level 4: 8%

38%
33%
21%
8%

4th Grade:

    ELA Mean Score (4th Grade)

  • All301
  • Males296
  • Females306
  • Hispanic302
  • Black281
  • White312
  • Multirace284
  • IDEA262
ELA students tested with valid scores: 100
Computed mean of student ELA scores: 301

ELA Students scoring proficient and above:

35%
State:

41%

Students scoring at Level 1: 24%
Students scoring at Level 2: 41%
Students scoring at Level 3: 29%
Students scoring at Level 4: 6%

24%
41%
29%
6%

    MATH Mean Score (4th Grade)

  • All288
  • Males289
  • Females287
  • Hispanic288
  • Black261
  • White312
  • Multirace272
  • IDEA239
Math students tested with valid scores: 98
Computed mean of student Math scores: 288

Math Students scoring proficient and above:

25%
State:

43%

Students scoring at Level 1: 35%
Students scoring at Level 2: 40%
Students scoring at Level 3: 22%
Students scoring at Level 4: 3%

35%
40%
22%
3%

    SCI Mean Score (4th Grade)

  • All75
  • Males76
  • Females73
  • Hispanic74
  • Black66
  • White83
  • Multirace74
  • IDEA60
Science students tested with valid scores: 99
Computed mean of student Science scores: 75

Science Students scoring proficient and above:

77%
State:

87%

Students scoring at Level 1: 7%
Students scoring at Level 2: 15%
Students scoring at Level 3: 44%
Students scoring at Level 4: 33%

7%
15%
44%
33%

5th Grade:

    ELA Mean Score (5th Grade)

  • All314
  • Males308
  • Females329
  • Hispanic305
  • Black306
  • White324
  • IDEA282
ELA students tested with valid scores: 64
Computed mean of student ELA scores: 314

ELA Students scoring proficient and above:

56%
New York:

35%

Students scoring at Level 1: 17%
Students scoring at Level 2: 27%
Students scoring at Level 3: 45%
Students scoring at Level 4: 11%

17%
27%
45%
11%

    MATH Mean Score (5th Grade)

  • All324
  • Males320
  • Females332
  • Hispanic314
  • Black318
  • White330
  • IDEA280
Math students tested with valid scores: 65
Computed mean of student Math scores: 324

Math Students scoring proficient and above:

65%
State:

43%

Students scoring at Level 1: 11%
Students scoring at Level 2: 25%
Students scoring at Level 3: 43%
Students scoring at Level 4: 22%

11%
25%
43%
22%


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.

Gardnertown Fundamental Magnet School - % Scoring at Expanding Level or above in NYSESLAT

Kindergarten:

    Scoring at Expanding Level or above (Kindergarten)

  • All42%
  • Males36%
  • Females50%
Students tested with valid scores: 26
Scoring at Expanding Level or above:

42%
New York:

64%

Students scoring at Entering Level: 23%
Students scoring at Emerging Level: 19%
Students scoring at Transitioning Level: 15%
Students scoring at Expanding Level: 42%
Students scoring at Commanding Level: 0%

23%
19%
15%
42%

1st Grade:

    Scoring at Expanding Level or above (1st Grade)

  • All41%
  • Males50%
  • Females37%
  • Hispanic41%
  • IDEA80%
Students tested with valid scores: 31
Scoring at Expanding Level or above:

41%
New York:

42%

Students scoring at Entering Level: 10%
Students scoring at Emerging Level: 13%
Students scoring at Transitioning Level: 35%
Students scoring at Expanding Level: 35%
Students scoring at Commanding Level: 6%

10%
13%
35%
35%
6%

2nd Grade:

    Scoring at Expanding Level or above (2nd Grade)

  • All71%
  • Males69%
  • Females74%
  • IDEA70%
Students tested with valid scores: 38
Scoring at Expanding Level or above:

71%
State:

63%

Students scoring at Entering Level: 5%
Students scoring at Emerging Level: 5%
Students scoring at Transitioning Level: 18%
Students scoring at Expanding Level: 58%
Students scoring at Commanding Level: 13%

5%
5%
18%
58%
13%

3rd Grade:

    Scoring at Expanding Level or above (3rd Grade)

  • All60%
  • Males66%
  • Females50%
  • IDEA71%
Students tested with valid scores: 30
Scoring at Expanding Level or above:

60%
State:

57%

Students scoring at Entering Level: 3%
Students scoring at Emerging Level: 10%
Students scoring at Transitioning Level: 27%
Students scoring at Expanding Level: 43%
Students scoring at Commanding Level: 17%

3%
10%
27%
43%
17%

4th Grade:

    Scoring at Expanding Level or above (4th Grade)

  • All69%
  • Males55%
  • Females85%
  • IDEA38%
Students tested with valid scores: 16
Scoring at Expanding Level or above:

69%
New York:

60%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 31%
Students scoring at Expanding Level: 56%
Students scoring at Commanding Level: 13%

31%
56%
13%

Accountability


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

Elementary/Middle-Level Science:

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

  • All171
  • Males172
  • Females169
  • Hispanic172
Made AYP: No
Met the participation criterion: Yes
Met the performance criterion: No

Students enrolled during the test administration period: 116
Percent of enrolled students with valid test scores: 85%

Performance Index (PI):

171
New York:

174
Effective Annual Measurable Objective (EAMO): 179
Safe harbor target: 179

Elementary/Middle-Level Math:

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

  • All109
  • Males113
  • Females103
  • Hispanic95
  • Black74
  • White156
  • IDEA30
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 591
Percent of enrolled students with valid test scores: 85%

Performance Index (PI):

109
New York:

114
Effective Annual Measurable Objective (EAMO): 102

Elementary/Middle-Level ELA:

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

  • All110
  • Males107
  • Females114
  • Hispanic96
  • Black79
  • White156
  • IDEA33
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 592
Percent of enrolled students with valid test scores: 86%

Performance Index (PI):

110
New York:

113
Effective Annual Measurable Objective (EAMO): 104

Health & Safety


Harassment & Bullying:
Show data for

(State average from 1,117 schools)

An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

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

1.6
New York:

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

Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
  • Two or More Races: 2
  • Limited English Proficiency (LEP): 2



Chronic Student Absenteeismt:
Show data for

(State average from 3,050 schools)

A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic82
  • Black28
  • White31
  • Multirace10
  • LEP40
  • IDEA28
Chronic Student Absenteeism: 151 (male: 74, female: 77)
  • Hispanic: 82 (male: 38, female: 44)
  • Black: 28 (male: 17, female: 11)
  • White: 31 (male: 14, female: 17)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 40 (male: 20, female: 20)
  • Individuals With Disabilities Education Act (IDEA): 28 (male: 17, female: 11)
Chronic Student Absenteeism per 1,000 students
Gardnertown Fundamental Magnet School:

237.0
State:

179.4

Suspensions:
Show data for

(State average from 569 schools)

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

    School days missed due to out-of-school suspension

  • Hispanic9
  • Black2
  • Multirace3
  • IDEA11
School days missed due to out-of-school suspension: 14 (all male)
  • Hispanic: 9
  • Black: 2
  • Two or More Races: 3
  • Individuals With Disabilities Education Act (IDEA): 11

Instances of out-of-school suspension (Students without disabilities): 2

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

3.1
State:

50.9

Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Two or More Races: 2

Instances of out-of-school suspension (Students with disabilities): 5

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

7.8
State:

29.4

Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2

Students with disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • Black: 2

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