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Monroe-Woodbury Middle School in Central Valley, NY
(06-08 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in New York) from 0 (worst) to 100 (best) is 72
Address
 199 DUNDERBERG RD
Central Valley, NY 10917
Telephone
(845) 460-6400
(make sure to verify first before calling)
Website
http://www.mw.k12.ny.us
City-data.com school rating
72
Students
1,668
Classroom Teachers (FTE)
122.0
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
218
Reduced-price lunch
eligible students
58
School district
MONROE-WOODBURY CENTRAL SCHOOL DISTRICT
Charter school
No
Title I status
Title I targeted assistance school
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
MONROE-WOODBURY HIGH SCHOOL (0.2 miles):

82
WASHINGTONVILLE SENIOR HIGH SCHOOL (7.4 miles):

77
CENTRAL VALLEY SCHOOL (0.3 miles):

73
SMITH CLOVE ELEMENTARY SCHOOL (1.2 miles):

73
SAPPHIRE ELEMENTARY SCHOOL (2.4 miles):

72
Monroe-Woodbury Middle School:

72
NORTH MAIN STREET SCHOOL (2.5 miles):

66
PINE TREE ELEMENTARY SCHOOL (2.2 miles):

64
ROUND HILL ELEMENTARY SCHOOL (5.7 miles):

35
Monroe-Woodbury Middle School rating compared to average state, county and city schools ratings:
New York:

50
Orange County:

55
Central Valley:

75
Monroe-Woodbury Middle School:

72

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,668
Enrollment in 2015: 1,671
Enrollment in 2014: 1,682
Enrollment in 2013: 1,769
Enrollment in 2012: 1,731
Enrollment in 2011: 1,742
Enrollment in 2010: 1,671
Enrollment in 2009: 1,730
Enrollment in 2008: 1,767
Enrollment in 2007: 1,816
Enrollment in 2006: 1,752
Enrollment in 2005: 1,746
Enrollment in 2004: 1,790
Enrollment in 2003: 1,834
Enrollment in 2002: 1,780
Enrollment in 2001: 1,711
Enrollment in 2000: 1,555
Enrollment in 1999: 971

Monroe-Woodbury Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08UGTotal
All students549568532191,668
Female students2752822657829
Male students27428626712839
American Indian/Alaska Native students1 - - - 1
Asian students5143342130
Hispanic students1061181406370
Black students2846332109
White students35835832291,047
Two or More Races students533 - 11

Enrollment by grade:
6th grade enrollment: 549
7th grade enrollment: 568
8th grade enrollment: 532
Ungraded enrollment: 19

Monroe-Woodbury Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 829 (49.7%)
Monroe-Woodbury Middle School:

49.7%
State:

51.1%
Male enrollment: 839 (50.3%)
School:

50.3%
State:

47.5%

Monroe-Woodbury Middle School - Historical enrollment by gender


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

0.1%
New York:

0.2%
Asian enrollment: 130 (7.8%)
Monroe-Woodbury Middle School:

7.8%
State:

4.6%
Hispanic enrollment: 370 (22.2%)
Monroe-Woodbury Middle School:

22.2%
New York:

9.2%
Black enrollment: 109 (6.5%)
School:

6.5%
State:

12.0%
White enrollment: 1,047 (62.8%)
Monroe-Woodbury Middle School:

62.8%
State:

55.1%
Two or More Races enrollment: 11 (0.7%)
Monroe-Woodbury Middle School:

0.7%
New York:

2.9%

Monroe-Woodbury Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 276 (16.5%)
Here:

16.5%
New York:

52.7%
Free lunch eligible students: 218 (13.1%)
Here:

13.1%
State:

45.4%
Reduced-price lunch eligible students: 58 (3.5%)
School:

3.5%
New York:

4.8%

Monroe-Woodbury Middle School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Grade 8 English: 24
  • Grade 8 Mathematics: 25
  • Grade 8 Science: 25
  • Grade 8 Social Studies: 27

Teachers and support:
Show data for
Classroom Teachers (FTE): 122

Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 5
Number of FTE teachers who were absent more than 10 school days during the school years: 40
Number of FTE security guards: 5
Number of FTE nurses: 1.3
Number of FTE psychologists: 3
Number of FTE social workers: 1

Student/Teacher Ratio
School:

13.7
New York:

14.0
Number of individuals teaching out of certification: 3
Number of teachers with fewer than three years of teaching experience: 5
Number of teachers with Master's Degree plus 30 hours or doctorate: 74

Total number of classes taught: 575
Number of classes taught by teachers without appropriate certification: 5


Number of full-time principals: 1
Number of full-time assistant principals: 3

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $14,248,877
  • Full-time Equivalency Count of Teachers: 122.9 (Salary Expenditures: $11,675,422)
  • Full-time Equivalency Count of Instructional Aides: 22 (Salary Expenditures: $958,183)
  • Full-time Equivalency Count of Support Services Staff: 10.2 (Salary Expenditures: $1,068,262)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $547,010)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $282,190

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic25
  • Asian2
  • White4
  • IDEA13
Students Enrolled in LEP Programs: 31 (male: 18, female: 13)
  • Hispanic: 25 (male: 14, female: 11)
  • Asian: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)

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

  • Hispanic62
  • Asian7
  • Black20
  • White146
  • LEP14
Students with disabilities served under IDEA: 235 (male: 160, female: 75)
  • Hispanic: 62 (male: 37, female: 25)
  • Asian: 7 (all male)
  • Black: 20 (male: 16, female: 4)
  • White: 146 (male: 100, female: 46)
  • Limited English Proficiency (LEP): 14 (male: 10, female: 4)

    Students with disabilities served under Section 504

  • Hispanic2
  • Asian5
  • Black4
  • White64
Students with disabilities served under Section 504: 75 (male: 37, female: 38)
  • Hispanic: 2 (all female)
  • Asian: 5 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 64 (male: 35, female: 29)

Gifted and Talented:
Show data for

(State average from 386 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.

    Gifted and Talented Student Enrollment

  • Hispanic7
  • Asian22
  • Black4
  • White106
  • Multirace2
Gifted and Talented Student Enrollment: 141 (male: 70, female: 71)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 22 (male: 11, female: 11)
  • Black: 4 (male: 2, female: 2)
  • White: 106 (male: 53, female: 53)
  • Two or More Races: 2 (all male)

Gifted and Talented Student Enrollment per 1,000 students
Monroe-Woodbury Middle School:

84.5
State:

106.8

Statewide Student Assessments


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

(State average from 1,650 schools)
The grades 3-8 English Language Arts (ELA) and mathematics assessments measure the higher learning standards that were adopted by the State Board of Regents in 2010, which more accurately reflect students' progress toward college and career readiness.
6th Grade:

    ELA Mean Score (6th Grade)

  • All304
  • Males295
  • Females312
  • Hispanic291
  • Black296
  • White310
  • IDEA255
ELA students tested with valid scores: 292
Computed mean of student ELA scores: 304

ELA Students scoring proficient and above:

35%
State:

30%

Students scoring at Level 1: 20%
Students scoring at Level 2: 45%
Students scoring at Level 3: 20%
Students scoring at Level 4: 15%

20%
45%
20%
15%

    MATH Mean Score (6th Grade)

  • All318
  • Males316
  • Females320
  • Hispanic306
  • Black304
  • White323
  • IDEA272
Math students tested with valid scores: 280
Computed mean of student Math scores: 318

Math Students scoring proficient and above:

52%
New York:

38%

Students scoring at Level 1: 14%
Students scoring at Level 2: 34%
Students scoring at Level 3: 23%
Students scoring at Level 4: 29%

14%
34%
23%
29%
7th Grade:

    ELA Mean Score (7th Grade)

  • All314
  • Males310
  • Females319
  • Hispanic300
  • Asian324
  • White321
  • IDEA272
ELA students tested with valid scores: 295
Computed mean of student ELA scores: 314

ELA Students scoring proficient and above:

49%
New York:

39%

Students scoring at Level 1: 11%
Students scoring at Level 2: 41%
Students scoring at Level 3: 36%
Students scoring at Level 4: 13%

11%
41%
36%
13%

    MATH Mean Score (7th Grade)

  • All324
  • Males325
  • Females323
  • Hispanic306
  • Asian336
  • White332
  • IDEA274
Math students tested with valid scores: 282
Computed mean of student Math scores: 324

Math Students scoring proficient and above:

60%
State:

34%

Students scoring at Level 1: 13%
Students scoring at Level 2: 27%
Students scoring at Level 3: 37%
Students scoring at Level 4: 23%

13%
27%
37%
23%
8th Grade:

    ELA Mean Score (8th Grade)

  • All309
  • Males298
  • Females319
  • Hispanic300
  • Asian332
  • White310
  • IDEA268
ELA students tested with valid scores: 268
Computed mean of student ELA scores: 309

ELA Students scoring proficient and above:

50%
New York:

43%

Students scoring at Level 1: 21%
Students scoring at Level 2: 30%
Students scoring at Level 3: 34%
Students scoring at Level 4: 16%

21%
30%
34%
16%

    MATH Mean Score (8th Grade)

  • All307
  • Males302
  • Females312
  • Hispanic300
  • Black298
  • White312
  • IDEA261
Math students tested with valid scores: 220
Computed mean of student Math scores: 307

Math Students scoring proficient and above:

36%
New York:

18%

Students scoring at Level 1: 20%
Students scoring at Level 2: 45%
Students scoring at Level 3: 29%
Students scoring at Level 4: 7%

20%
45%
29%
7%

    SCI Mean Score (8th Grade)

  • All72
  • Males72
  • Females72
  • Hispanic69
  • Asian74
  • Black67
  • White75
  • IDEA62
Science students tested with valid scores: 237
Computed mean of student Science scores: 72

Science Students scoring proficient and above:

73%
New York:

57%

Students scoring at Level 1: 4%
Students scoring at Level 2: 23%
Students scoring at Level 3: 56%
Students scoring at Level 4: 17%

4%
23%
56%
17%

New York State Alternate Assessment:
Show data for

(State average from 77 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 7:
ELA students tested with valid scores: 6
Grade 7 ELA Students scoring proficient and above:

100%
State:

94%

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

83%
17%
Math students tested with valid scores: 6
Grade 7 Math 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: 83%
Students scoring at Level 4: 17%

83%
17%
Grade 8:
ELA students tested with valid scores: 5
Grade 8 ELA Students scoring proficient and above:

100%
New York:

93%

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

80%
20%
Math students tested with valid scores: 5
Grade 8 Math Students scoring proficient and above:

100%
State:

88%

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

80%
20%
Science students tested with valid scores: 5
Grade 8 Science Students scoring proficient and above:

100%
New York:

90%

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

80%
20%

Regents Examination:
Show data for

(State average from 2,072 schools)
Regents Examinations are achievement tests that are aligned with New York State's Learning Standards. Prepared by teacher examination committees and Department subject and testing specialists, Regents Examinations provide schools with a basis for evaluating the quality of instruction and learning that have taken place. They are used by school personnel to identify major learning goals, offering both teachers and students a guide to important understandings, skills, and concepts. The examinations also provide students, parents, counselors, administrators, college admissions officers, and employers with objective and easily understood achievement information for use in making sound educational and vocational decisions. Passing scores on the Regents Examinations in English, mathematics, science, and social studies satisfy the State testing requirements for a high school diploma.

Monroe-Woodbury Middle School - % Scroring 55 and above in Regents Examination

Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All100%
  • Males100%
  • Females100%
  • Hispanic100%
  • Asian100%
  • White100%
Students tested with valid scores: 90
Number of students tested scoring Level 4 (79-84): 2 (2%)
Number of students tested scoring Level 5 (85-100): 88 (98%)

Percentage of students scoring 55 and above:

100%
State:

93%

2%
98%

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

(State average from 642 schools)
The New York State English as a Second Language Achievement Test (NYSESLAT) is designed to annually assess the English proficiency of all English language learners enrolled in Grades K-12 in New York State schools. The exam gives the State and schools important information about the English language development of English language learners (ELLs), and is part of the State's compliance with federal laws that mandate the annual assessing and tracking of English proficiency of English language learners.

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

6th Grade:
Students tested with valid scores: 12
Scoring at Expanding Level or above:

66%
State:

61%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 25%
Students scoring at Transitioning Level: 8%
Students scoring at Expanding Level: 58%
Students scoring at Commanding Level: 8%

25%
8%
58%
8%
7th Grade:
Students tested with valid scores: 7
Scoring at Expanding Level or above:

71%
New York:

64%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 29%
Students scoring at Transitioning Level: 0%
Students scoring at Expanding Level: 57%
Students scoring at Commanding Level: 14%

29%
57%
14%
8th Grade:

    Scoring at Expanding Level or above (8th Grade)

  • All78%
  • Males88%
  • Females67%
  • Hispanic63%
  • IDEA100%
Students tested with valid scores: 14
Scoring at Expanding Level or above:

78%
State:

67%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 7%
Students scoring at Transitioning Level: 14%
Students scoring at Expanding Level: 64%
Students scoring at Commanding Level: 14%

7%
14%
64%
14%

Accountability


Adequate Yearly Progress:
Show data for

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

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

  • All179
  • Males177
  • Females181
  • Hispanic165
  • Asian185
  • Black173
  • White186
  • IDEA139
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 1,126
Percent of enrolled students with valid test scores: 62%

Performance Index (PI):

179
New York:

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

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

  • All143
  • Males139
  • Females147
  • Hispanic115
  • Asian170
  • Black108
  • White158
  • IDEA66
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 3,377
Percent of enrolled students with valid test scores: 49%

Performance Index (PI):

143
New York:

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

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

  • All128
  • Males114
  • Females143
  • Hispanic103
  • Asian165
  • Black104
  • White138
  • IDEA48
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 3,379
Percent of enrolled students with valid test scores: 50%

Performance Index (PI):

128
New York:

113
Effective Annual Measurable Objective (EAMO): 107

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 sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.

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

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

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

0.6
State:

3.8
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • Hispanic: 2
Students disciplined for bullying or harassment on the basis of sex: 4 (all male)
  • Hispanic: 2
  • Black: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Allegations of harassment or bullying on the basis of race, color, or national origin: 2
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Here:

1.2
State:

3.3
Students reported as harassed or bullied on the basis of race, color, or national origin: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • Black: 2 (all male)
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Allegations of harassment or bullying on the basis of sexual orientation: 1
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
Here:

0.6
New York:

1.7


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

  • Hispanic40
  • Asian7
  • Black7
  • White124
  • Multirace2
  • LEP4
  • IDEA46
Chronic Student Absenteeism: 180 (male: 91, female: 89)
  • Hispanic: 40 (male: 17, female: 23)
  • Asian: 7 (male: 2, female: 5)
  • Black: 7 (male: 5, female: 2)
  • White: 124 (male: 65, female: 59)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 46 (male: 29, female: 17)
Chronic Student Absenteeism per 1,000 students
School:

107.9
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
  • Black12
  • White42
  • IDEA13
School days missed due to out-of-school suspension: 63 (male: 55, female: 8)
  • Hispanic: 9 (all male)
  • Black: 12 (all male)
  • White: 42 (male: 34, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 13 (all male)
Instances of out-of-school suspension (Students without disabilities): 15

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

9.0
State:

50.9
Students without disabilities receiving one or more in-school suspension: 27 (male: 21, female: 6)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 13 (male: 11, female: 2)
Students without disabilities receiving only one out-of-school suspension: 17 (male: 15, female: 2)
  • Hispanic: 2 (all male)
  • Black: 5 (all male)
  • White: 10 (male: 8, female: 2)
Instances of out-of-school suspension (Students with disabilities): 4

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

2.4
New York:

29.4
Instances of out-of-school suspension (Section 504 only): 2

Instances of out-of-school suspension per 1,000 students (Section 504 only)
Here:

1.2
State:

2.9
Students with disabilities receiving one or more in-school suspension: 10 (all male)
  • Hispanic: 5
  • White: 5
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2

Classes & Courses


Algebra I:
Show data for

(State average from 623 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.

    8th grade student enrollment in Algebra I

  • Hispanic4
  • Asian16
  • Black4
  • White70
8th grade student enrollment in Algebra I: 94 (male: 50, female: 44)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 16 (male: 8, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 70 (male: 38, female: 32)
8th grade studenst who passed Algebra I: 93 (male: 51, female: 42)
  • Hispanic: 8 (male: 4, female: 4)
  • Asian: 17 (male: 10, female: 7)
  • White: 68 (male: 37, female: 31)
Percent of 8th grade students who passed
School:

98.9%
State:

87.1%

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