Greenville High School in Greenville, NY
(09-12 • 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 54
- Address
- 4976 SR 81
Greenville, NY 12083
- Telephone
- (518) 966-5070
(make sure to verify first before calling)
- City-data.com school rating
- 54
- Students
- 365
- Classroom Teachers (FTE)
- 26.0
- National School Lunch
Program (NSLP) Status - No
- Free lunch eligible students
- 78
- Reduced-price lunch
eligible students - 29
- School district
- GREENVILLE 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:
Greenville High School: | 54 |
COXSACKIE-ATHENS HIGH SCHOOL (12.0 miles): | 52 |
RAVENA-COEYMANS-SELKIRK SENIOR HIGH SCHOOL (11.7 miles): | 51 |
CAIRO-DURHAM HIGH SCHOOL (5.7 miles): | 49 |
RAVENA-COEYMANS-SELKIRK MIDDLE SCHOOL (11.7 miles): | 49 |
GREENVILLE MIDDLE SCHOOL (0.0 miles): | 48 |
SCOTT M ELLIS ELEMENTARY SCHOOL (0.2 miles): | 33 |
CAIRO-DURHAM ELEMENTARY SCHOOL (8.4 miles): | 24 |
CAIRO-DURHAM MIDDLE SCHOOL (5.7 miles): | 19 |
Greenville High School rating compared to average state, county and city schools ratings:
New York: | 50 |
Greene County: | 41 |
Greenville: | 45 |
Greenville High School: | 54 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 365
Enrollment in 2015: 357
Enrollment in 2014: 370
Enrollment in 2013: 388
Enrollment in 2012: 400
Enrollment in 2011: 412
Enrollment in 2010: 421
Enrollment in 2009: 461
Enrollment in 2008: 472
Enrollment in 2007: 516
Enrollment in 2006: 490
Enrollment in 2005: 468
Enrollment in 2004: 442
Enrollment in 2003: 457
Enrollment in 2002: 483
Enrollment in 2001: 475
Enrollment in 2000: 423
Enrollment in 1999: 635
Enrollment in 2015: 357
Enrollment in 2014: 370
Enrollment in 2013: 388
Enrollment in 2012: 400
Enrollment in 2011: 412
Enrollment in 2010: 421
Enrollment in 2009: 461
Enrollment in 2008: 472
Enrollment in 2007: 516
Enrollment in 2006: 490
Enrollment in 2005: 468
Enrollment in 2004: 442
Enrollment in 2003: 457
Enrollment in 2002: 483
Enrollment in 2001: 475
Enrollment in 2000: 423
Enrollment in 1999: 635
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | G09 | G10 | G11 | G12 | UG | Total |
---|---|---|---|---|---|---|
All students | 74 | 111 | 80 | 97 | 3 | 365 |
Female students | 48 | 58 | 40 | 52 | 1 | 199 |
Male students | 26 | 53 | 40 | 45 | 2 | 166 |
Asian students | 1 | - | - | 2 | - | 3 |
Hispanic students | - | 1 | 2 | - | - | 3 |
Black students | 1 | 1 | 1 | 3 | - | 6 |
White students | 70 | 108 | 75 | 92 | 3 | 348 |
Two or More Races students | 2 | 1 | 2 | - | - | 5 |
Enrollment by grade:
9th grade enrollment: 74
10th grade enrollment: 111
11th grade enrollment: 80
12th grade enrollment: 97
Ungraded enrollment: 3
10th grade enrollment: 111
11th grade enrollment: 80
12th grade enrollment: 97
Ungraded enrollment: 3
Greenville High School - Historical enrollment by grade
Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 199 (54.5%)
School: | 54.5% |
New York: | 51.1% |
Male enrollment: 166 (45.5%)
Here: | 45.5% |
New York: | 47.5% |
Greenville High School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 3 (0.8%)
Here: | 0.8% |
New York: | 4.6% |
Hispanic enrollment: 3 (0.8%)
School: | 0.8% |
State: | 9.2% |
Black enrollment: 6 (1.6%)
Greenville High School: | 1.6% |
State: | 12.0% |
White enrollment: 348 (95.3%)
Greenville High School: | 95.3% |
New York: | 55.1% |
Two or More Races enrollment: 5 (1.4%)
Here: | 1.4% |
State: | 2.9% |
Greenville High School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 107 (29.3%)
Here: | 29.3% |
State: | 52.7% |
Free lunch eligible students: 78 (21.4%)
Greenville High School: | 21.4% |
State: | 45.4% |
Reduced-price lunch eligible students: 29 (7.9%)
Here: | 7.9% |
New York: | 4.8% |
Greenville High School - Lunch Program Eligibility
Average Class Size:
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Average Class Size:
- Grade 8 Mathematics: 19
- Grade 10 English: 19
- Grade 10 Mathematics: 21
- Grade 10 Social Studies: 15
Teachers and support:
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Classroom Teachers (FTE): 26
Number of FTE teachers in their first year of teaching: 3.2
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 9.7
Number of FTE nurses: 1
Number of FTE psychologists: 1.5
Student/Teacher Ratio
Number of teachers with Master's Degree plus 30 hours or doctorate: 8
Total number of classes taught: 113
Number of full-time principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 3
Number of FTE teachers in their first year of teaching: 3.2
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 9.7
Number of FTE nurses: 1
Number of FTE psychologists: 1.5
Student/Teacher Ratio
Greenville High School: | 14.0 |
State: | 14.0 |
Total number of classes taught: 113
Number of full-time principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 3
Greenville High School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,053,762
- Full-time Equivalency Count of Teachers: 35 (Salary Expenditures: $2,174,550)
- Full-time Equivalency Count of Instructional Aides: 8 (Salary Expenditures: $148,255)
- Full-time Equivalency Count of Support Services Staff: 7.2 (Salary Expenditures: $577,541)
- Full-time Equivalency Count of School Administration Staff: 1.7 (Salary Expenditures: $153,506)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,061,388
- Salary Expenditures for Teachers: $2,174,550
- Full-time Equivalency Count of Instructional Aides: 8 (Salary Expenditures: $148,256)
- Full-time Equivalency Count of Support Services Staff: 7.2 (Salary Expenditures: $585,076)
- Full-time Equivalency Count of School Administration Staff: 1.7 (Salary Expenditures: $153,505)
Limited English Proficiency:
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Students Enrolled in LEP Programs: 2 (all male)
- Asian: 2
Students with disabilities:
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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 (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: 68 (male: 40, female: 28)
Students with disabilities served under Section 504: 13 (male: 5, female: 8)
- White: 68 (male: 40, female: 28)
Students with disabilities served under Section 504: 13 (male: 5, female: 8)
- White: 13 (male: 5, female: 8)
Retention:
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(State average from 437 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 11th grade: 2 (all male)
Percent of 11th grade students retained
Total number of students retained in 12th grade: 2 (all male)
Percent of 12th grade students retained
- White: 2
- Individuals With Disabilities Education Act (IDEA): 2
Percent of 11th grade students retained
School: | 2.5% |
State: | 11.0% |
Total number of students retained in 12th grade: 2 (all male)
- White: 2
- Individuals With Disabilities Education Act (IDEA): 2
Percent of 12th grade students retained
School: | 2.1% |
New York: | 14.9% |
Dual Enrollment:
(State average from 432 schools)
This school has students in grades 9-12 enrolled in a dual enrollment / dual credit program
Dual enrollment/dual credit programs provide opportunities for high school students to take college-level courses offered by colleges, and earn concurrent credit toward a high school diploma and a college degree while still in high school.These programs are for high school - enrolled students who are academically prepared to enroll in college and are interested in taking on additional coursework.For example, students who want to study subjects not offered at their high school may seek supplemental education at colleges nearby.
Dual enrollment/dual credit programs provide opportunities for high school students to take college-level courses offered by colleges, and earn concurrent credit toward a high school diploma and a college degree while still in high school.These programs are for high school - enrolled students who are academically prepared to enroll in college and are interested in taking on additional coursework.For example, students who want to study subjects not offered at their high school may seek supplemental education at colleges nearby.
Dual Enrollment: 39 (male: 11, female: 28)
Dual Enrollment per 1,000 students
- Asian: 2 (all female)
- White: 37 (male: 11, female: 26)
Dual Enrollment per 1,000 students
School: | 106.8 |
State: | 183.3 |
Statewide Student Assessments
Regents Examination:
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(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.
Greenville High School - % Scroring 55 and above in Regents Examination
Geometry (Common Core):
Students tested with valid scores: 75
Number of students tested scoring Level 1 (0-54): 11 (15%)
Number of students tested scoring Level 2 (55-64): 17 (23%)
Number of students tested scoring Level 3 (65-78): 31 (41%)
Number of students tested scoring Level 4 (79-84): 9 (12%)
Number of students tested scoring Level 5 (85-100): 7 (9%)
Integrated Algebra (Common Core):
Students tested with valid scores: 86
Number of students tested scoring Level 1 (0-54): 9 (10%)
Number of students tested scoring Level 2 (55-64): 12 (14%)
Number of students tested scoring Level 3 (65-78): 47 (55%)
Number of students tested scoring Level 4 (79-84): 18 (21%)
Algebra II (Common Core):
Students tested with valid scores: 54
Number of students tested scoring Level 1 (0-54): 3 (6%)
Number of students tested scoring Level 2 (55-64): 4 (7%)
Number of students tested scoring Level 3 (65-78): 27 (50%)
Number of students tested scoring Level 4 (79-84): 16 (30%)
Number of students tested scoring Level 5 (85-100): 4 (7%)
Comprehensive English (Common Core):
Students tested with valid scores: 127
Number of students tested scoring Level 1 (0-54): 8 (6%)
Number of students tested scoring Level 2 (55-64): 6 (5%)
Number of students tested scoring Level 3 (65-78): 13 (10%)
Number of students tested scoring Level 4 (79-84): 21 (17%)
Number of students tested scoring Level 5 (85-100): 79 (62%)
- All85%
- Males90%
- Females83%
Scoring 55 and above
(Geometry)
Number of students tested scoring Level 1 (0-54): 11 (15%)
Number of students tested scoring Level 2 (55-64): 17 (23%)
Number of students tested scoring Level 3 (65-78): 31 (41%)
Number of students tested scoring Level 4 (79-84): 9 (12%)
Number of students tested scoring Level 5 (85-100): 7 (9%)
Percentage of students scoring 55 and above: | 85% |
State: | 79% |
Integrated Algebra (Common Core):
- All90%
- Males91%
- Females89%
- White90%
- IDEA74%
Scoring 55 and above
(Integrated Algebra)
Number of students tested scoring Level 1 (0-54): 9 (10%)
Number of students tested scoring Level 2 (55-64): 12 (14%)
Number of students tested scoring Level 3 (65-78): 47 (55%)
Number of students tested scoring Level 4 (79-84): 18 (21%)
Percentage of students scoring 55 and above: | 90% |
New York: | 93% |
Algebra II (Common Core):
- All94%
- Males96%
- Females93%
- White94%
Scoring 55 and above
(Algebra II)
Number of students tested scoring Level 1 (0-54): 3 (6%)
Number of students tested scoring Level 2 (55-64): 4 (7%)
Number of students tested scoring Level 3 (65-78): 27 (50%)
Number of students tested scoring Level 4 (79-84): 16 (30%)
Number of students tested scoring Level 5 (85-100): 4 (7%)
Percentage of students scoring 55 and above: | 94% |
State: | 87% |
Comprehensive English (Common Core):
- All94%
- Males94%
- Females94%
- IDEA75%
Scoring 55 and above
(Comprehensive English)
Number of students tested scoring Level 1 (0-54): 8 (6%)
Number of students tested scoring Level 2 (55-64): 6 (5%)
Number of students tested scoring Level 3 (65-78): 13 (10%)
Number of students tested scoring Level 4 (79-84): 21 (17%)
Number of students tested scoring Level 5 (85-100): 79 (62%)
Percentage of students scoring 55 and above: | 94% |
New York: | 89% |
Regents Competency Test:
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(State average from 681 schools)
Regents Competency Tests (RCTs) are achievement tests designed to assess basic proficiency in the areas of reading, writing, mathematics, science, and social studies.In the past, schools could award local high school diplomas to students who passed all six RCTs as well as the required coursework.The Department, in accordance with a timetable that was adopted by the Board of Regents, has phased out the eligibility of general education students in public schools to take these tests.Students are instead required to pass the Regents Examinations in order to receive a high school diploma.However, the RCTs continue to be available for students with disabilities who first enter grade 9 prior to the 2010-11 school year as part of a safety net for such students.To earn a high school diploma, students with disabilities must take each Regents Examination ordinarily required for graduation at least once.If unsuccessful on one or more of the required Regents Examinations, eligible students with disabilities may be granted a local high school diploma on the basis of passing the corresponding RCT(s).
Greenville High School - Percent Passing Regents Competency Tests
Reading:
Students tested with valid scores: 9
Number of students tested failing: 2 (22%)
Number of students tested passing: 7 (78%)
Writing:
Students tested with valid scores: 9
Number of students tested failing: 1 (11%)
Number of students tested passing: 8 (89%)
United States History and Government:
Students tested with valid scores: 6
Number of students tested failing: 3 (50%)
Number of students tested passing: 3 (50%)
Students tested with valid scores: 9
Number of students tested failing: 2 (22%)
Number of students tested passing: 7 (78%)
Percentage of students tested passing: | 78% |
New York: | 47% |
Writing:
Students tested with valid scores: 9
Number of students tested failing: 1 (11%)
Number of students tested passing: 8 (89%)
Percentage of students tested passing: | 89% |
New York: | 82% |
United States History and Government:
- All50%
- White50%
- IDEA50%
Percent Passing (United States History and Government)
Number of students tested failing: 3 (50%)
Number of students tested passing: 3 (50%)
Percentage of students tested passing: | 50% |
State: | 36% |
Outcomes
High School Completers:
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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.
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.
Greenville High School - High School Completers
- All93%
- Males90%
- Females95%
- IDEA78%
Graduation Rate - 6 Year Outcome
All students
Number of Completers (graduates + commencement credentials): 86
└─ Number of Graduates (Regents + Local Diplomas): 86
└─ Number of students who earned a Regents diploma: 74 (86% of Graduates)
└─ Number of students who earned a Regents diploma with advanced designation: 36 (42% of Graduates)
└─ Number of students who earned a Regents diploma with CTE endorsement: 7 (8% of Graduates)
└─ Number of students who earned a Local Diploma: 12 (14% of Graduates)
- All94%
- Males93%
- Females94%
- White95%
- IDEA75%
Graduation Rate - 5 Year Outcome
All students
Number of Completers (graduates + commencement credentials): 67
└─ Number of Graduates (Regents + Local Diplomas): 67
└─ Number of students who earned a Regents diploma: 67 (100% of Graduates)
└─ Number of students who earned a Regents diploma with advanced designation: 36 (54% of Graduates)
└─ Number of students who earned a Regents diploma with CTE endorsement: 6 (9% of Graduates)
- All90%
- Males88%
- Females91%
- White90%
- IDEA85%
Graduation Rate - 4 Year Outcome
All students
Number of Completers (graduates + commencement credentials): 19
└─ Number of Graduates (Regents + Local Diplomas): 19
└─ Number of students who earned a Regents diploma: 7 (37% of Graduates)
└─ Number of students who earned a Regents diploma with CTE endorsement: 1 (5% of Graduates)
└─ Number of students who earned a Local Diploma: 12 (63% of Graduates)
High School Non-completers:
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(State average from 1,468 schools)
Greenville High School - High School Non-completers
All Students:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 364
Number of non-completers: 5
└─ Number of students who dropped out: 5
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 364
Number of non-completers: 5
└─ Number of students who dropped out: 5
Percent of non-completers: | 1.0% |
State: | 6.0% |
Post-graduation Plans of Completers:
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Greenville High School - Post-graduation Plans of Completers
All Students:
Total number of students reported with graduation plan: 86
└─ Graduates who planned to enroll in four-year colleges: 32 (37%)
└─ Graduates who planned to enroll in two-year colleges: 34 (40%)
└─ Graduates who planned to enroll in other post-secondary institutions: 2 (2%)
└─ Graduates who planned to enlist in the military: 2 (2%)
└─ Graduates who planned to pursue employment: 11 (13%)
└─ Graduates a known plan that is not specified above: 1 (1%)
└─ Graduates whose status is unknown : 4 (5%)
General Education:
Total number of students reported with graduation plan: 67
└─ Graduates who planned to enroll in four-year colleges: 31 (46%)
└─ Graduates who planned to enroll in two-year colleges: 23 (34%)
└─ Graduates who planned to enroll in other post-secondary institutions: 2 (3%)
└─ Graduates who planned to enlist in the military: 2 (3%)
└─ Graduates who planned to pursue employment: 6 (9%)
└─ Graduates a known plan that is not specified above: 1 (1%)
└─ Graduates whose status is unknown : 2 (3%)
Students with Disabilities:
Total number of students reported with graduation plan: 19
└─ Graduates who planned to enroll in four-year colleges: 1 (5%)
└─ Graduates who planned to enroll in two-year colleges: 11 (58%)
└─ Graduates who planned to pursue employment: 5 (26%)
└─ Graduates whose status is unknown : 2 (11%)
Total number of students reported with graduation plan: 86
└─ Graduates who planned to enroll in four-year colleges: 32 (37%)
└─ Graduates who planned to enroll in two-year colleges: 34 (40%)
└─ Graduates who planned to enroll in other post-secondary institutions: 2 (2%)
└─ Graduates who planned to enlist in the military: 2 (2%)
└─ Graduates who planned to pursue employment: 11 (13%)
└─ Graduates a known plan that is not specified above: 1 (1%)
└─ Graduates whose status is unknown : 4 (5%)
General Education:
Total number of students reported with graduation plan: 67
└─ Graduates who planned to enroll in four-year colleges: 31 (46%)
└─ Graduates who planned to enroll in two-year colleges: 23 (34%)
└─ Graduates who planned to enroll in other post-secondary institutions: 2 (3%)
└─ Graduates who planned to enlist in the military: 2 (3%)
└─ Graduates who planned to pursue employment: 6 (9%)
└─ Graduates a known plan that is not specified above: 1 (1%)
└─ Graduates whose status is unknown : 2 (3%)
Students with Disabilities:
Total number of students reported with graduation plan: 19
└─ Graduates who planned to enroll in four-year colleges: 1 (5%)
└─ Graduates who planned to enroll in two-year colleges: 11 (58%)
└─ Graduates who planned to pursue employment: 5 (26%)
└─ Graduates whose status is unknown : 2 (11%)
Accountability
Adequate Yearly Progress:
Show data for
(State average from 1,294 schools)
High School Math:
Made AYP: No
Met the participation criterion: Yes
Met the performance criterion: No
Students enrolled during the test administration period: 80
Percent of enrolled students with valid test scores: 100%
Effective Annual Measurable Objective (EAMO): 154
Safe harbor target: 152
High School ELA:
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes
Students enrolled during the test administration period: 80
Percent of enrolled students with valid test scores: 100%
Effective Annual Measurable Objective (EAMO): 167
5-Year Graduation Rate:
Made AYP: Yes
Met graduation rate criteria: Yes
Students enrolled during the test administration period: 81
Effective Annual Measurable Objective (EAMO): 80
4-Year Graduation Rate:
Made AYP: Yes
Met graduation rate criteria: Yes
Students enrolled during the test administration period: 97
Effective Annual Measurable Objective (EAMO): 80
- All133
- Males134
- Females133
- White132
High School Math - Performance Index (PI)
Met the participation criterion: Yes
Met the performance criterion: No
Students enrolled during the test administration period: 80
Percent of enrolled students with valid test scores: 100%
Performance Index (PI): | 133 |
New York: | 126 |
Safe harbor target: 152
High School ELA:
- All171
- Males166
- Females175
- White169
High School ELA - Performance Index (PI)
Met the participation criterion: Yes
Met the performance criterion: Yes
Students enrolled during the test administration period: 80
Percent of enrolled students with valid test scores: 100%
Performance Index (PI): | 171 |
State: | 151 |
5-Year Graduation Rate:
- All93%
- Males90%
- Females95%
- White92%
5-Year Graduation Rate
Met graduation rate criteria: Yes
Students enrolled during the test administration period: 81
Graduation Rate: | 93% |
State: | 78% |
4-Year Graduation Rate:
- All92%
- Males89%
- Females94%
- White92%
4-Year Graduation Rate
Met graduation rate criteria: Yes
Students enrolled during the test administration period: 97
Graduation Rate: | 92% |
New York: | 76% |
SAT/ACT:
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(State average from 1,294 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.
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.
- Hispanic2
- White40
- Multirace2
- IDEA4
SAT or ACT Test Participation
- Hispanic: 2 (all female)
- White: 40 (male: 20, female: 20)
- Two or More Races: 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Advanced Placement:
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(State average from 497 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: 13
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: Yes
Students Enrolled in at least one AP Course: 112 (male: 46, female: 66)
Student Enrollment in Advanced Placement (AP) Mathematics: 30 (male: 11, female: 19)
Student Enrollment in Advanced Placement (AP) Science: 12 (male: 5, female: 7)
Students Enrollment in Other Advanced Placement (AP) Subjects: 94 (male: 40, female: 54)
Students who took one or more AP exams: 103 (male: 43, female: 60)
Students who received a qualifying score on one or more AP exams: 56 (male: 28, female: 28)
Students who did not receive a qualifying score on any AP exams: 41 (male: 13, female: 28)
Students who took no AP exams: 7 (male: 2, female: 5)
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: Yes
- Hispanic2
- Asian4
- White106
- IDEA2
Students Enrolled in at least one AP Course
- Hispanic: 2 (all female)
- Asian: 4 (male: 2, female: 2)
- White: 106 (male: 44, female: 62)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Student Enrollment in Advanced Placement (AP) Mathematics: 30 (male: 11, female: 19)
- Asian: 2 (all female)
- White: 28 (male: 11, female: 17)
Student Enrollment in Advanced Placement (AP) Science: 12 (male: 5, female: 7)
- Asian: 2 (all female)
- White: 10 (male: 5, female: 5)
- Hispanic2
- Asian4
- White88
- IDEA2
Students Enrollment in Other Advanced Placement (AP) Subjects
- Hispanic: 2 (all female)
- Asian: 4 (male: 2, female: 2)
- White: 88 (male: 38, female: 50)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
- Hispanic2
- Asian4
- White97
- IDEA2
Students who took one or more AP exams
- Hispanic: 2 (all female)
- Asian: 4 (male: 2, female: 2)
- White: 97 (male: 41, female: 56)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Students who received a qualifying score on one or more AP exams: 56 (male: 28, female: 28)
- White: 56 (male: 28, female: 28)
Percent students who received a qualifying score on one or more AP exams
Here: | 54.4% |
State: | 65.5% |
Students who did not receive a qualifying score on any AP exams: 41 (male: 13, female: 28)
- White: 41 (male: 13, female: 28)
Students who took no AP exams: 7 (male: 2, female: 5)
- White: 7 (male: 2, female: 5)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
IB Diploma Programme:
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The International Baccalaureate (IB) Diploma Programme, sponsored by the International Baccalaureate Organization, is designed as an academically challenging and balanced program of education with final examinations that prepares students, usually aged 16 to 19, for success at university and life beyond.The Programme is typically taught over two years.IB Diploma Programme students study six courses at higher level or standard level.Students must choose one subject from each of groups 1 to 5, thus ensuring breadth of experience in languages, social studies, the experimental sciences and mathematics. The sixth subject may be an arts subject chosen from group 6, or the student may choose another subject from groups 1 to 5. Additionally, IB Diploma Programme students must meet three core requirements : the extended essay, the theory of knowledge course, and a creativity / action / service experience.
IB Student Enrollment: 48 (male: 20, female: 28)
- Black: 2 (all female)
- White: 46 (male: 20, female: 26)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Health & Safety
Referrals and Arrests:
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(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.
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)
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Students with disabilities who were referred to a law enforcement agency or official: 4 (male: 2, female: 2)
Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
- White: 2
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Here: | 5.5 |
State: | 10.2 |
Students with disabilities who were referred to a law enforcement agency or official: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
School: | 11.0 |
New York: | 5.7 |
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.
- Hispanic2
- Black5
- White97
- Multirace4
- IDEA28
- 5047
Chronic Student Absenteeism
- Hispanic: 2 (all female)
- Black: 5 (all male)
- White: 97 (male: 35, female: 62)
- Two or More Races: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 28 (male: 14, female: 14)
- Section 504: 7 (male: 2, female: 5)
Chronic Student Absenteeism per 1,000 students
Greenville High School: | 295.9 |
New York: | 179.4 |
Restraint and Seclusion:
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(State average from 355 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all female)
Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
- White: 2
Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
Greenville High School: | 5.5 |
New York: | 23.1 |
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).
- Black3
- White62
- Multirace1
- IDEA20
School days missed due to out-of-school suspension
- Black: 3 (male: 2, female: 1)
- White: 62 (male: 43, female: 19)
- Two or More Races: 1 (all male)
- Individuals With Disabilities Education Act (IDEA): 20 (male: 4, female: 16)
Instances of out-of-school suspension (Students without disabilities): 10
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Greenville High School: | 27.4 |
State: | 50.9 |
- White: 10 (male: 8, female: 2)
- Two or More Races: 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 11 (male: 9, female: 2)
- Black: 4 (male: 2, female: 2)
- White: 5 (all male)
- Two or More Races: 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 2 (all female)
- White: 2
Instances of out-of-school suspension (Students with disabilities): 14
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Greenville High School: | 38.4 |
State: | 29.4 |
Instances of out-of-school suspension per 1,000 students (Section 504 only)
Greenville High School: | 2.7 |
State: | 2.9 |
- White: 7 (male: 2, female: 5)
- Two or More Races: 2 (all female)
Students with disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
Students with disabilities receiving more than one out-of-school suspension: 7 (male: 2, female: 5)
- White: 7 (male: 2, female: 5)
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: 4
Number of Algebra I classes taught by certified teachers: 4
9-10th grade student enrollment in Algebra I: 57 (male: 20, female: 37)
11-12th grade student enrollment in Algebra I: 4 (male: 2, female: 2)
Number of Algebra I classes taught by certified teachers: 4
- Hispanic2
- Asian2
- Black2
- White49
- Multirace2
- IDEA7
9-10th grade student enrollment in Algebra I
- Hispanic: 2 (all female)
- Asian: 2 (all male)
- Black: 2 (all male)
- White: 49 (male: 14, female: 35)
- Two or More Races: 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
- White: 44 (male: 13, female: 31)
- Individuals With Disabilities Education Act (IDEA): 4 (all male)
Percent of 9-10th grade students who passed
School: | 77.2% |
State: | 76.8% |
11-12th grade student enrollment in Algebra I: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Percent of 11-12th grade students who passed
Greenville High School: | 0.0% |
State: | 65.5% |
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: 3
Number of Algebra II classes taught by certified teachers: 3
Student Enrollment in Algebra II: 47 (male: 23, female: 24)
Number of Algebra II classes taught by certified teachers: 3
- Hispanic2
- White43
- Multirace2
- IDEA2
Student Enrollment in Algebra II
- Hispanic: 2 (all female)
- White: 43 (male: 23, female: 20)
- Two or More Races: 2 (all female)
- 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: 2
Number of Calculus classes taught by certified teachers: 2
Student Enrollment in Calculus: 12 (male: 8, female: 4)
Number of Calculus classes taught by certified teachers: 2
Student Enrollment in Calculus: 12 (male: 8, female: 4)
- Asian: 2 (all female)
- White: 10 (male: 8, female: 2)
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: 4
Number of Geometry classes taught by certified teachers: 4
Student Enrollment in Geometry: 78 (male: 34, female: 44)
Number of Geometry classes taught by certified teachers: 4
Student Enrollment in Geometry: 78 (male: 34, female: 44)
- White: 76 (male: 32, female: 44)
- Two or More Races: 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
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: 20, female: 22)
Number of Advanced Mathematics classes taught by certified teachers: 3
Student Enrollment in Advanced Mathematics: 42 (male: 20, female: 22)
- Asian: 2 (all female)
- White: 40 (male: 20, female: 20)
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: 7
Number of Biology classes taught by certified teachers: 7
Student Enrollment in Biology: 97 (male: 43, female: 54)
Number of Biology classes taught by certified teachers: 7
- Hispanic2
- Asian2
- White91
- Multirace2
- IDEA19
Student Enrollment in Biology
- Hispanic: 2 (all female)
- Asian: 2 (all male)
- White: 91 (male: 41, female: 50)
- Two or More Races: 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 19 (male: 11, female: 8)
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: 4
Number of Chemistry classes taught by certified teachers: 4
Student Enrollment in Chemistry: 61 (male: 28, female: 33)
Number of Chemistry classes taught by certified teachers: 4
- Hispanic2
- White55
- Multirace4
- IDEA2
Student Enrollment in Chemistry
- Hispanic: 2 (all female)
- White: 55 (male: 26, female: 29)
- Two or More Races: 4 (male: 2, female: 2)
- 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: 4
Number of Physics classes taught by certified teachers: 4
Student Enrollment in Physics: 56 (male: 28, female: 28)
Number of Physics classes taught by certified teachers: 4
- Hispanic2
- Black2
- White52
- IDEA13
Student Enrollment in Physics
- Hispanic: 2 (all female)
- Black: 2 (all male)
- White: 52 (male: 26, female: 26)
- Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)
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