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Riley Avenue School in Calverton, NY
(KG-04 • 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 36
Address
 374 RILEY AVE
Calverton, NY 11933
Telephone
(631) 369-6804
(make sure to verify first before calling)
Website
http://www.riverhead.net
City-data.com school rating
36
Students
590
Classroom Teachers (FTE)
35.0
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
156
Reduced-price lunch
eligible students
22
School district
RIVERHEAD 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:
WADING RIVER SCHOOL (5.3 miles):

79
TUTTLE AVENUE SCHOOL (7.7 miles):

69
RIVERHEAD SENIOR HIGH SCHOOL (3.4 miles):

48
Riley Avenue School:

36
AQUEBOGUE ELEMENTARY SCHOOL (5.9 miles):

32
RIVERHEAD MIDDLE SCHOOL (3.5 miles):

30
ROANOKE AVENUE SCHOOL (4.1 miles):

21
PULASKI STREET ELEMENTARY SCHOOL (3.8 miles):

11
PHILLIPS AVENUE SCHOOL (5.1 miles):

5
Riley Avenue School rating compared to average state, county and city schools ratings:
New York:

50
Suffolk County:

59
Calverton:

36
Riley Avenue School:

36

Students & Teachers


Total enrollment:
Enrollment in 2016: 590
Enrollment in 2015: 577
Enrollment in 2014: 578
Enrollment in 2013: 611
Enrollment in 2012: 640
Enrollment in 2011: 620
Enrollment in 2010: 608
Enrollment in 2009: 596
Enrollment in 2008: 586
Enrollment in 2007: 569
Enrollment in 2006: 566
Enrollment in 2005: 568
Enrollment in 2004: 597
Enrollment in 2003: 597
Enrollment in 2002: 449
Enrollment in 2001: 468
Enrollment in 2000: 462
Enrollment in 1999: 443

Riley Avenue School - Historical enrollment


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

GradeKGG01G02G03G04UGTotal
All students1061021121291401590
Female students5145546562 - 277
Male students55575864781313
Asian students21412 - 10
Hispanic students24252439321145
Black students786712 - 40
White students6965778093 - 384
Two or More Races students43121 - 11

Enrollment by grade:
Kindergarten enrollment: 106
1st grade enrollment: 102
2nd grade enrollment: 112
3rd grade enrollment: 129
4th grade enrollment: 140
Ungraded enrollment: 1

Riley Avenue School - Historical enrollment by grade


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

Female enrollment: 277 (46.9%)
Here:

46.9%
New York:

51.1%
Male enrollment: 313 (53.1%)
Riley Avenue School:

53.1%
New York:

47.5%

Riley Avenue School - Historical enrollment by gender


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

Asian enrollment: 10 (1.7%)
Riley Avenue School:

1.7%
New York:

4.6%
Hispanic enrollment: 145 (24.6%)
Here:

24.6%
New York:

9.2%
Black enrollment: 40 (6.8%)
Here:

6.8%
State:

12.0%
White enrollment: 384 (65.1%)
Here:

65.1%
State:

55.1%
Two or More Races enrollment: 11 (1.9%)
Here:

1.9%
New York:

2.9%

Riley Avenue School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 178 (30.2%)
Riley Avenue School:

30.2%
State:

52.7%
Free lunch eligible students: 156 (26.4%)
Riley Avenue School:

26.4%
State:

45.4%
Reduced-price lunch eligible students: 22 (3.7%)
School:

3.7%
New York:

4.8%

Riley Avenue School - Lunch Program Eligibility


Average Class Size:
Average Class Size:
  • Common Branch: 22

Teachers and support:
Classroom Teachers (FTE): 35

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: 14
Number of FTE security guards: 1
Number of FTE nurses: 1
Number of FTE psychologists: 1
Number of FTE social workers: 1

Student/Teacher Ratio
Here:

16.9
State:

14.0
Number of teachers with fewer than three years of teaching experience: 1
Number of teachers with Master's Degree plus 30 hours or doctorate: 28

Total number of classes taught: 63


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: 3

Riley Avenue School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,490,370
  • Full-time Equivalency Count of Teachers: 33 (Salary Expenditures: $3,490,370)
  • Full-time Equivalency Count of Instructional Aides: 13.5 (Salary Expenditures: $457,463)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $482,246)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $323,872)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $953,426
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,852,118
  • Salary Expenditures for Teachers: $3,588,536
  • Full-time Equivalency Count of Instructional Aides: 135 (Salary Expenditures: $457,463)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $482,246)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $323,872)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $953,426

Limited English Proficiency:
Show data for

Students Enrolled in LEP Programs: 35 (male: 19, female: 16)
  • Hispanic: 31 (male: 17, female: 14)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 11, female: 11)

Students with disabilities:
Show data for

Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.

    Students with disabilities served under IDEA

  • Hispanic32
  • Black14
  • White41
  • LEP29
Students with disabilities served under IDEA: 87 (male: 60, female: 27)
  • Hispanic: 32 (male: 22, female: 10)
  • Black: 14 (male: 10, female: 4)
  • White: 41 (male: 28, female: 13)
  • Limited English Proficiency (LEP): 29 (male: 19, female: 10)

Students with disabilities served under Section 504: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 836 schools)

A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in Kindergarten: 2 (all male)
  • Black: 2

Percent of Kindergarten students retained
Riley Avenue School:

1.9%
State:

5.4%

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)

  • All303
  • Males293
  • Females314
  • Hispanic287
  • White316
  • IDEA268
ELA students tested with valid scores: 75
Computed mean of student ELA scores: 303

ELA Students scoring proficient and above:

35%
New York:

43%

Students scoring at Level 1: 28%
Students scoring at Level 2: 37%
Students scoring at Level 3: 32%
Students scoring at Level 4: 3%

28%
37%
32%
3%

    MATH Mean Score (3rd Grade)

  • All297
  • Males292
  • Females301
  • Hispanic278
  • White315
  • IDEA242
Math students tested with valid scores: 76
Computed mean of student Math scores: 297

Math Students scoring proficient and above:

40%
New York:

49%

Students scoring at Level 1: 30%
Students scoring at Level 2: 30%
Students scoring at Level 3: 24%
Students scoring at Level 4: 16%

30%
30%
24%
16%

4th Grade:

    ELA Mean Score (4th Grade)

  • All291
  • Males288
  • Females295
  • Hispanic277
  • White309
  • IDEA248
ELA students tested with valid scores: 75
Computed mean of student ELA scores: 291

ELA Students scoring proficient and above:

29%
State:

41%

Students scoring at Level 1: 37%
Students scoring at Level 2: 33%
Students scoring at Level 3: 21%
Students scoring at Level 4: 8%

37%
33%
21%
8%

    MATH Mean Score (4th Grade)

  • All290
  • Males292
  • Females288
  • Hispanic276
  • White314
  • IDEA236
Math students tested with valid scores: 78
Computed mean of student Math scores: 290

Math Students scoring proficient and above:

35%
State:

43%

Students scoring at Level 1: 40%
Students scoring at Level 2: 26%
Students scoring at Level 3: 18%
Students scoring at Level 4: 17%

40%
26%
18%
17%

    SCI Mean Score (4th Grade)

  • All77
  • Males77
  • Females77
  • Hispanic70
  • White86
  • IDEA57
Science students tested with valid scores: 87
Computed mean of student Science scores: 77

Science Students scoring proficient and above:

71%
State:

87%

Students scoring at Level 1: 8%
Students scoring at Level 2: 21%
Students scoring at Level 3: 26%
Students scoring at Level 4: 45%

8%
21%
26%
45%


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

(State average from 1,219 schools)

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

Riley Avenue School - % Scoring at Expanding Level or above in NYSESLAT

Kindergarten:

    Scoring at Expanding Level or above (Kindergarten)

  • All68%
  • Males75%
  • Females62%
Students tested with valid scores: 25
Scoring at Expanding Level or above:

68%
New York:

64%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 20%
Students scoring at Transitioning Level: 12%
Students scoring at Expanding Level: 56%
Students scoring at Commanding Level: 12%

20%
12%
56%
12%

1st Grade:

    Scoring at Expanding Level or above (1st Grade)

  • All13%
  • Males13%
  • Females13%
Students tested with valid scores: 23
Scoring at Expanding Level or above:

13%
New York:

42%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 13%
Students scoring at Transitioning Level: 74%
Students scoring at Expanding Level: 13%
Students scoring at Commanding Level: 0%

13%
74%
13%

2nd Grade:

    Scoring at Expanding Level or above (2nd Grade)

  • All48%
  • Males43%
  • Females57%
  • IDEA20%
Students tested with valid scores: 21
Scoring at Expanding Level or above:

48%
New York:

63%

Students scoring at Entering Level: 5%
Students scoring at Emerging Level: 19%
Students scoring at Transitioning Level: 29%
Students scoring at Expanding Level: 48%
Students scoring at Commanding Level: 0%

5%
19%
29%
48%

3rd Grade:

    Scoring at Expanding Level or above (3rd Grade)

  • All58%
  • Males53%
  • Females67%
  • IDEA0%
Students tested with valid scores: 26
Scoring at Expanding Level or above:

58%
State:

57%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 15%
Students scoring at Transitioning Level: 27%
Students scoring at Expanding Level: 54%
Students scoring at Commanding Level: 4%

15%
27%
54%
4%

4th Grade:

    Scoring at Expanding Level or above (4th Grade)

  • All45%
  • Males50%
  • Females33%
  • IDEA21%
Students tested with valid scores: 27
Scoring at Expanding Level or above:

45%
New York:

60%

Students scoring at Entering Level: 4%
Students scoring at Emerging Level: 11%
Students scoring at Transitioning Level: 41%
Students scoring at Expanding Level: 41%
Students scoring at Commanding Level: 4%

4%
11%
41%
41%
4%

Accountability


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

Elementary/Middle-Level Science:

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

  • All164
  • Males159
  • Females167
  • Hispanic150
  • White184
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 270
Percent of enrolled students with valid test scores: 65%

Performance Index (PI):

164
New York:

174
Effective Annual Measurable Objective (EAMO): 178
Safe harbor target: 165

Elementary/Middle-Level Math:

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

  • All106
  • Males100
  • Females113
  • Hispanic69
  • White148
  • IDEA24
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 515
Percent of enrolled students with valid test scores: 62%

Performance Index (PI):

106
New York:

114
Effective Annual Measurable Objective (EAMO): 100

Elementary/Middle-Level ELA:

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

  • All101
  • Males80
  • Females124
  • Hispanic63
  • White139
  • IDEA29
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 511
Percent of enrolled students with valid test scores: 61%

Performance Index (PI):

101
New York:

113
Effective Annual Measurable Objective (EAMO): 102
Safe harbor target: 102

Health & Safety


Referrals and Arrests:
Show data for

(State average from 410 schools)

Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • White: 2

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

3.4
State:

6.5

Students without disabilities who received a school-related arrest: 2 (all male)
  • White: 2

Students without disabilities who received a school-related arrest per 1,000 students
Riley Avenue School:

3.4
New York:

2.0


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
  • Native Hawaiian2
  • Black16
  • White52
  • Multirace2
  • LEP28
  • IDEA16
Chronic Student Absenteeism: 112 (male: 55, female: 57)
  • Hispanic: 40 (male: 17, female: 23)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 16 (male: 8, female: 8)
  • White: 52 (male: 26, female: 26)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 28 (male: 11, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 11, female: 5)
Chronic Student Absenteeism per 1,000 students
Riley Avenue School:

189.8
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

  • Hispanic4
  • Black23
  • White7
  • LEP4
  • IDEA25
School days missed due to out-of-school suspension: 34 (male: 33, female: 1)
  • Hispanic: 4 (male: 3, female: 1)
  • Black: 23 (all male)
  • White: 7 (all male)
  • Limited English Proficiency (LEP): 4 (male: 3, female: 1)
  • Individuals With Disabilities Education Act (IDEA): 25 (male: 24, female: 1)

Instances of out-of-school suspension (Students without disabilities): 24

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

40.7
New York:

50.9

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

  • Hispanic2
  • Black2
  • White2
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 6 (all male)
  • Hispanic: 2
  • Black: 2
  • White: 2
  • Limited English Proficiency (LEP): 2

Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2

Instances of out-of-school suspension (Students with disabilities): 2

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

3.4
State:

29.4
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • Black: 2

Students with disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)

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


Expulsions:
Show data for

(State average from 286 schools)

Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.

Expulsion under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis
Students without Disabilities who received an expulsion with educational services: 2 (all male)
  • White: 2

Students without Disabilities who received an expulsion with educational services per 1,000 students
School:

3.4
State:

8.8

Students without Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
  • White: 2

Students without Disabilities who received an expulsion under zero tolerance policies per 1,000 students
School:

3.4
State:

1.0

Students with Disabilities who received an expulsion with educational services: 2 (all male)
  • White: 2

Students with Disabilities who received an expulsion with educational services per 1,000 students
Riley Avenue School:

3.4
New York:

4.2

Students with Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
  • White: 2

Students with Disabilities who received an expulsion under zero tolerance policies per 1,000 students
Here:

3.4
New York:

0.5

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