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Johnson City Elementary/Intermediate School in Johnson City, NY
(03-05 • 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 29
Address
 601 COLUMBIA DR
Johnson City, NY 13790
Telephone
(607) 763-1254
(make sure to verify first before calling)
Website
http://www.jcschools.org
City-data.com school rating
29
Students
578
Classroom Teachers (FTE)
39.7
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
380
Reduced-price lunch
eligible students
41
School district
JOHNSON CITY CENTRAL SCHOOL DISTRICT
Charter school
No
Title I status
Title I schoolwide eligible-Title I targeted assistance program
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
JOHNSON CITY ELEMENTARY/PRIMARY SCHOOL (0.0 miles):

55
JOHNSON CITY SENIOR HIGH SCHOOL (0.4 miles):

47
THOMAS JEFFERSON SCHOOL (2.4 miles):

39
Johnson City Elementary/Intermediate School:

29
JOHNSON CITY MIDDLE SCHOOL (0.0 miles):

27
WEST MIDDLE SCHOOL (2.8 miles):

17
HORACE MANN SCHOOL (3.0 miles):

8
WOODROW WILSON SCHOOL (1.9 miles):

3
BROOME-DELAWARE-TIOGA BOCES (1.4 miles):

0
Johnson City Elementary/Intermediate School rating compared to average state, county and city schools ratings:
New York:

50
Broome County:

50
Johnson City:

40
This School:

29

Students & Teachers


Total enrollment:
Enrollment in 2016: 578
Enrollment in 2015: 557
Enrollment in 2014: 594
Enrollment in 2013: 580
Enrollment in 2012: 593
Enrollment in 2011: 593
Enrollment in 2010: 613
Enrollment in 2009: 625
Enrollment in 2008: 575
Enrollment in 2007: 577
Enrollment in 2006: 547
Enrollment in 2005: 560
Enrollment in 2004: 555
Enrollment in 2003: 442
Enrollment in 2002: 436
Enrollment in 2001: 442
Enrollment in 2000: 470
Enrollment in 1999: 468

Johnson City Elementary/Intermediate School - Historical enrollment


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

GradeG03G04G05UGTotal
All students1991941805578
Female students123106961326
Male students7688844252
Asian students12710 - 29
Hispanic students262315 - 64
Black students291138179
White students1131361063358
Two or More Races students191711148

Enrollment by grade:
3rd grade enrollment: 199
4th grade enrollment: 194
5th grade enrollment: 180
Ungraded enrollment: 5

Johnson City Elementary/Intermediate School - Historical enrollment by grade


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

Female enrollment: 326 (56.4%)
Here:

56.4%
State:

51.1%
Male enrollment: 252 (43.6%)
School:

43.6%
State:

47.5%

Johnson City Elementary/Intermediate School - Historical enrollment by gender


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

Asian enrollment: 29 (5.0%)
Here:

5.0%
State:

4.6%
Hispanic enrollment: 64 (11.1%)
Here:

11.1%
State:

9.2%
Black enrollment: 79 (13.7%)
Johnson City Elementary/Intermediate School:

13.7%
State:

12.0%
White enrollment: 358 (61.9%)
Here:

61.9%
New York:

55.1%
Two or More Races enrollment: 48 (8.3%)
Johnson City Elementary/Intermediate School:

8.3%
New York:

2.9%

Johnson City Elementary/Intermediate School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 421 (72.8%)
School:

72.8%
New York:

52.7%
Free lunch eligible students: 380 (65.7%)
School:

65.7%
New York:

45.4%
Reduced-price lunch eligible students: 41 (7.1%)
Here:

7.1%
New York:

4.8%

Johnson City Elementary/Intermediate School - Lunch Program Eligibility


Average Class Size:
Average Class Size:
  • Common Branch: 23

Teachers and support:
Classroom Teachers (FTE): 39.7

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 8
Number of FTE nurses: 1.3
Number of FTE psychologists: 1
Number of FTE social workers: 1

Student/Teacher Ratio
Johnson City Elementary/Intermediate School:

14.6
New York:

14.0
Number of teachers with fewer than three years of teaching experience: 4
Number of teachers with Master's Degree plus 30 hours or doctorate: 2

Total number of classes taught: 56


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: 2

Johnson City Elementary/Intermediate School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,443,404
  • Full-time Equivalency Count of Teachers: 42 (Salary Expenditures: $1,794,397)
  • Full-time Equivalency Count of Instructional Aides: 18 (Salary Expenditures: $98,208)
  • Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $247,661)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $303,138)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $636,502
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,194,619
  • Salary Expenditures for Teachers: $636,502
  • Full-time Equivalency Count of Instructional Aides: 18 (Salary Expenditures: $293,981)
  • Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $251,902)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $35,642,626)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $3,194,619

Limited English Proficiency:
Show data for

Students Enrolled in LEP Programs: 15 (male: 9, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)

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: 47 (male: 27, female: 20)
  • Hispanic: 4 (all male)
  • Black: 8 (male: 4, female: 4)
  • White: 35 (male: 19, female: 16)

Students with disabilities served under Section 504: 22 (male: 15, female: 7)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 16 (male: 11, female: 5)

Retention:
Show data for

(State average from 296 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 3rd grade: 2 (all female)
  • White: 2

Percent of 3rd grade students retained
School:

1.0%
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)

  • All299
  • Males295
  • Females302
  • Hispanic291
  • Black288
  • White304
  • Multirace288
  • IDEA262
ELA students tested with valid scores: 169
Computed mean of student ELA scores: 299

ELA Students scoring proficient and above:

31%
New York:

43%

Students scoring at Level 1: 33%
Students scoring at Level 2: 37%
Students scoring at Level 3: 30%
Students scoring at Level 4: 1%

33%
37%
30%
1%

    MATH Mean Score (3rd Grade)

  • All306
  • Males306
  • Females305
  • Hispanic297
  • Black279
  • White311
  • Multirace298
  • IDEA251
Math students tested with valid scores: 168
Computed mean of student Math scores: 306

Math Students scoring proficient and above:

51%
New York:

49%

Students scoring at Level 1: 25%
Students scoring at Level 2: 24%
Students scoring at Level 3: 28%
Students scoring at Level 4: 23%

25%
24%
28%
23%

4th Grade:

    ELA Mean Score (4th Grade)

  • All291
  • Males281
  • Females298
  • Hispanic281
  • Asian309
  • Black278
  • White292
  • Multirace303
  • IDEA257
ELA students tested with valid scores: 185
Computed mean of student ELA scores: 291

ELA Students scoring proficient and above:

23%
State:

41%

Students scoring at Level 1: 38%
Students scoring at Level 2: 39%
Students scoring at Level 3: 19%
Students scoring at Level 4: 4%

38%
39%
19%
4%

    MATH Mean Score (4th Grade)

  • All289
  • Males284
  • Females293
  • Hispanic272
  • Asian306
  • Black271
  • White293
  • Multirace297
  • IDEA256
Math students tested with valid scores: 185
Computed mean of student Math scores: 289

Math Students scoring proficient and above:

26%
State:

43%

Students scoring at Level 1: 38%
Students scoring at Level 2: 36%
Students scoring at Level 3: 15%
Students scoring at Level 4: 11%

38%
36%
15%
11%

    SCI Mean Score (4th Grade)

  • All77
  • Males76
  • Females78
  • Hispanic70
  • Asian83
  • Black68
  • White80
  • Multirace76
  • IDEA65
Science students tested with valid scores: 182
Computed mean of student Science scores: 77

Science Students scoring proficient and above:

78%
New York:

87%

Students scoring at Level 1: 5%
Students scoring at Level 2: 16%
Students scoring at Level 3: 36%
Students scoring at Level 4: 42%

5%
16%
36%
42%

5th Grade:

    ELA Mean Score (5th Grade)

  • All293
  • Males293
  • Females293
  • Hispanic279
  • Asian307
  • Black291
  • White295
  • Multirace292
  • IDEA263
ELA students tested with valid scores: 178
Computed mean of student ELA scores: 293

ELA Students scoring proficient and above:

24%
State:

35%

Students scoring at Level 1: 40%
Students scoring at Level 2: 37%
Students scoring at Level 3: 17%
Students scoring at Level 4: 7%

40%
37%
17%
7%

    MATH Mean Score (5th Grade)

  • All291
  • Males298
  • Females285
  • Hispanic275
  • Asian309
  • Black260
  • White296
  • Multirace286
  • IDEA255
Math students tested with valid scores: 173
Computed mean of student Math scores: 291

Math Students scoring proficient and above:

28%
New York:

43%

Students scoring at Level 1: 47%
Students scoring at Level 2: 25%
Students scoring at Level 3: 22%
Students scoring at Level 4: 6%

47%
25%
22%
6%


New York State Alternate Assessment:
Show data for

(State average from 43 schools)

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

100%
New York:

92%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 60%
Students scoring at Level 4: 40%

60%
40%

Math students tested with valid scores: 5
Grade 5 Math Students scoring proficient and above:

100%
State:

89%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 20%
Students scoring at Level 4: 80%

20%
80%


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

(State average from 1,051 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.

Johnson City Elementary/Intermediate School - % Scoring at Expanding Level or above in NYSESLAT

3rd Grade:

    Scoring at Expanding Level or above (3rd Grade)

  • All63%
  • Males60%
  • Females67%
  • Asian66%
Students tested with valid scores: 11
Scoring at Expanding Level or above:

63%
New York:

57%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 9%
Students scoring at Transitioning Level: 27%
Students scoring at Expanding Level: 45%
Students scoring at Commanding Level: 18%

9%
27%
45%
18%

4th Grade:
Students tested with valid scores: 8
Scoring at Expanding Level or above:

50%
State:

60%

Students scoring at Entering Level: 13%
Students scoring at Emerging Level: 13%
Students scoring at Transitioning Level: 25%
Students scoring at Expanding Level: 25%
Students scoring at Commanding Level: 25%

13%
13%
25%
25%
25%

Accountability


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

Elementary/Middle-Level Science:

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

  • All176
  • Males173
  • Females177
  • White180
Made AYP: No
Met the participation criterion: Yes
Met the performance criterion: No

Students enrolled during the test administration period: 197
Percent of enrolled students with valid test scores: 92%

Performance Index (PI):

176
State:

174
Effective Annual Measurable Objective (EAMO): 181
Safe harbor target: 180

Elementary/Middle-Level Math:

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

  • All101
  • Males105
  • Females99
  • Hispanic73
  • Black53
  • White111
  • Multirace98
  • IDEA25
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 1,139
Percent of enrolled students with valid test scores: 93%

Performance Index (PI):

101
New York:

114
Effective Annual Measurable Objective (EAMO): 104
Safe harbor target: 104

Elementary/Middle-Level ELA:

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

  • All90
  • Males79
  • Females99
  • Hispanic69
  • Black62
  • White97
  • Multirace88
  • IDEA25
Made AYP: YSH
Met the participation criterion: Yes
Met the performance criterion: YSH

Students enrolled during the test administration period: 565
Percent of enrolled students with valid test scores: 95%

Performance Index (PI):

90
New York:

113
Effective Annual Measurable Objective (EAMO): 106
Safe harbor target: 90

Health & Safety


Offenses:
(State average from 1,445 schools)

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

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

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

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

Incidents of physical attack or fight without a weapon: 20

Incidents of threats of physical attack without a weapon: 5


Total incidents per 1,000 students
Johnson City Elementary/Intermediate School:

43.3
New York:

55.5

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.
Allegations of harassment or bullying on the basis of sex: 3
Allegations of harassment or bullying on the basis of sex per 1,000 students
School:

5.2
State:

5.3
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

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


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
Johnson City Elementary/Intermediate School:

1.7
State:

4.0
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all female)
  • Black: 2
  • Section 504: 2

Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
  • White: 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

  • Hispanic22
  • Asian2
  • Black22
  • White70
  • Multirace13
  • LEP5
  • IDEA19
  • 50410
Chronic Student Absenteeism: 129 (male: 70, female: 59)
  • Hispanic: 22 (male: 11, female: 11)
  • Asian: 2 (all male)
  • Black: 22 (male: 14, female: 8)
  • White: 70 (male: 35, female: 35)
  • Two or More Races: 13 (male: 8, female: 5)
  • Limited English Proficiency (LEP): 5 (all male)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 14, female: 5)
  • Section 504: 10 (male: 8, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

223.2
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

  • Hispanic25
  • Black56
  • White48
  • IDEA21
School days missed due to out-of-school suspension: 129 (male: 76, female: 53)
  • Hispanic: 25 (male: 17, female: 8)
  • Black: 56 (male: 25, female: 31)
  • White: 48 (male: 34, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 21 (male: 19, female: 2)

Instances of out-of-school suspension (Students without disabilities): 48

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

83.0
New York:

50.9

Students without disabilities receiving only one out-of-school suspension: 16 (male: 9, female: 7)
  • Hispanic: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 7 (male: 2, female: 5)

Students without disabilities receiving more than one out-of-school suspension: 15 (male: 9, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 5, female: 2)

Instances of out-of-school suspension (Students with disabilities): 13

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Johnson City Elementary/Intermediate School:

22.5
State:

29.4

Students with disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all male)

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


Transfers:
(State average from 133 schools)

Transfer to an alternative school for disciplinary reasons is a subset of expulsion with educational services. An alternative school is a public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside of the categories of regular education, special education, or vocational education.
Students without disabilities transferred to an alternative school for disciplinary reasons: 2 (all female)
  • Black: 2

Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Johnson City Elementary/Intermediate School:

3.5
New York:

6.0

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