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Thomas R Proctor High School in Utica, 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 21
Address
 1203 HILTON AVE
Utica, NY 13501
Telephone
(315) 368-6404
(make sure to verify first before calling)
Website
http://www.uticacsd.org
City-data.com school rating
21
Students
2,722
Classroom Teachers (FTE)
168.8
National School Lunch
Program (NSLP) Status
Yes, under Community Eligibility Option (CEO)
Free lunch eligible students
1,952
Reduced-price lunch
eligible students
83
School district
UTICA CITY 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:
ALBANY ELEMENTARY SCHOOL (0.4 miles):

27
CHRISTOPHER COLUMBUS ELEMENTARY SCHOOL (0.3 miles):

21
Thomas R Proctor High School:

21
ROSCOE CONKLING ELEMENTARY SCHOOL (0.7 miles):

17
JOHN F KENNEDY MIDDLE SCHOOL (2.7 miles):

16
MARTIN LUTHER KING JR ELEMENTARY SCHOOL (1.2 miles):

15
THOMAS JEFFERSON ELEMENTARY SCHOOL (2.9 miles):

14
WATSON WILLIAMS ELEMENTARY SCHOOL (1.5 miles):

7
KERNAN ELEMENTARY SCHOOL (2.4 miles):

2
Thomas R Proctor High School rating compared to average state, county and city schools ratings:
New York:

50
Oneida County:

48
Utica:

21
Thomas R Proctor High School:

21

Students & Teachers


Total enrollment:
Enrollment in 2016: 2,722
Enrollment in 2015: 2,649
Enrollment in 2014: 2,681
Enrollment in 2013: 2,701
Enrollment in 2012: 2,674
Enrollment in 2011: 2,663
Enrollment in 2010: 2,670
Enrollment in 2009: 2,578
Enrollment in 2008: 2,521
Enrollment in 2007: 2,571
Enrollment in 2006: 2,566
Enrollment in 2005: 2,505
Enrollment in 2004: 1,820
Enrollment in 2003: 1,761
Enrollment in 2002: 1,635
Enrollment in 2001: 1,603
Enrollment in 2000: 1,464
Enrollment in 1999: 1,401

Thomas R Proctor High School - Historical enrollment


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

GradeG09G10G11G12UGTotal
All students660652635729462,722
Female students329328331356191,363
Male students331324304373271,359
American Indian/Alaska Native students2 - 11 - 4
Asian students1141481181577544
Hispanic students12510110910510450
Black students16716417317710691
White students240225230288181,001
Two or More Races students121441132

Enrollment by grade:
9th grade enrollment: 660
10th grade enrollment: 652
11th grade enrollment: 635
12th grade enrollment: 729
Ungraded enrollment: 46

Thomas R Proctor High School - Historical enrollment by grade


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

Female enrollment: 1,363 (50.1%)
Thomas R Proctor High School:

50.1%
State:

51.1%
Male enrollment: 1,359 (49.9%)
Thomas R Proctor High School:

49.9%
State:

47.5%

Thomas R Proctor High School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 4 (0.1%)
School:

0.1%
New York:

0.2%
Asian enrollment: 544 (20.0%)
Here:

20.0%
State:

4.6%
Hispanic enrollment: 450 (16.5%)
School:

16.5%
New York:

9.2%
Black enrollment: 691 (25.4%)
Here:

25.4%
State:

12.0%
White enrollment: 1,001 (36.8%)
School:

36.8%
State:

55.1%
Two or More Races enrollment: 32 (1.2%)
Thomas R Proctor High School:

1.2%
New York:

2.9%

Thomas R Proctor High School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 2,035 (74.8%)
Here:

74.8%
State:

52.7%
Free lunch eligible students: 1,952 (71.7%)
Here:

71.7%
State:

45.4%
Reduced-price lunch eligible students: 83 (3.0%)
School:

3.0%
New York:

4.8%

Thomas R Proctor High School - Lunch Program Eligibility


Average Class Size:
Average Class Size:
  • Grade 10 English: 23
  • Grade 10 Mathematics: 24
  • Grade 10 Science: 21
  • Grade 10 Social Studies: 26

Teachers and support:
Classroom Teachers (FTE): 168.8

Number of FTE teachers in their first year of teaching: 14
Number of FTE teachers in their second year of teaching: 6
Number of FTE school counselors: 8
Number of FTE teachers who were absent more than 10 school days during the school years: 47
Number of FTE sworn law enforcement officers: 7
Number of FTE security guards: 23
Number of FTE nurses: 2
Number of FTE psychologists: 2
Number of FTE social workers: 3

Student/Teacher Ratio
Here:

16.1
New York:

14.0
Number of teachers with fewer than three years of teaching experience: 11
Number of teachers with Master's Degree plus 30 hours or doctorate: 78

Total number of classes taught: 822
Number of classes taught by teachers without appropriate certification: 5


Number of full-time principals: 1
Number of full-time assistant principals: 4
Number of full-time professional staff other than teachers, principals, and asst principals: 13

Thomas R Proctor High School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $11,520,989
  • Full-time Equivalency Count of Teachers: 180.4 (Salary Expenditures: $11,126,982)
  • Full-time Equivalency Count of Instructional Aides: 28 (Salary Expenditures: $394,007)
  • Full-time Equivalency Count of Support Services Staff: 14 (Salary Expenditures: $1,256,364)
  • Full-time Equivalency Count of School Administration Staff: 6 (Salary Expenditures: $437,310)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $2,682,093
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,087,681
  • Salary Expenditures for Teachers: $11,126,982
  • Full-time Equivalency Count of Instructional Aides: 28 (Salary Expenditures: $394,007)
  • Full-time Equivalency Count of Support Services Staff: 14 (Salary Expenditures: $1,256,364)
  • Full-time Equivalency Count of School Administration Staff: 6 (Salary Expenditures: $437,310)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $2,682,093

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic58
  • Asian265
  • Black64
  • White40
  • IDEA43
Students Enrolled in LEP Programs: 427 (male: 233, female: 194)
  • Hispanic: 58 (male: 26, female: 32)
  • Asian: 265 (male: 140, female: 125)
  • Black: 64 (male: 32, female: 32)
  • White: 40 (male: 35, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 43 (male: 26, female: 17)

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

  • Hispanic95
  • Asian29
  • Black176
  • White161
  • Multirace4
  • LEP44
Students with disabilities served under IDEA: 465 (male: 272, female: 193)
  • Hispanic: 95 (male: 61, female: 34)
  • Asian: 29 (male: 19, female: 10)
  • Black: 176 (male: 100, female: 76)
  • White: 161 (male: 88, female: 73)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 44 (male: 28, female: 16)

    Students with disabilities served under Section 504

  • Hispanic13
  • Asian4
  • Black16
  • White34
  • Multirace4
Students with disabilities served under Section 504: 71 (male: 43, female: 28)
  • Hispanic: 13 (male: 8, female: 5)
  • Asian: 4 (male: 2, female: 2)
  • Black: 16 (male: 8, female: 8)
  • White: 34 (male: 23, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)

Retention:
Show data for

(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 12th grade

  • Hispanic16
  • Asian52
  • Black43
  • White34
  • Multirace2
  • LEP22
Total number of students retained in 12th grade: 147 (male: 71, female: 76)
  • Hispanic: 16 (male: 11, female: 5)
  • Asian: 52 (male: 23, female: 29)
  • Black: 43 (male: 26, female: 17)
  • White: 34 (male: 11, female: 23)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 22 (male: 14, female: 8)

Percent of 12th grade students retained
School:

20.2%
New York:

14.9%


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

  • Hispanic25
  • Asian49
  • Black28
  • White124
  • Multirace8
  • LEP4
Gifted and Talented Student Enrollment: 234 (male: 74, female: 160)
  • Hispanic: 25 (male: 5, female: 20)
  • Asian: 49 (male: 20, female: 29)
  • Black: 28 (male: 8, female: 20)
  • White: 124 (male: 41, female: 83)
  • Two or More Races: 8 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Gifted and Talented Student Enrollment per 1,000 students
Here:

86.0
New York:

106.8

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

  • Hispanic22
  • Asian34
  • Black40
  • White124
  • Multirace2
  • LEP2
  • IDEA13
Dual Enrollment: 222 (male: 100, female: 122)
  • Hispanic: 22 (male: 11, female: 11)
  • Asian: 34 (male: 14, female: 20)
  • Black: 40 (male: 11, female: 29)
  • White: 124 (male: 62, female: 62)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)

Dual Enrollment per 1,000 students
School:

81.6
New York:

183.3

Statewide Student Assessments


New York State Alternate Assessment:
(State average from 84 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.
Secondary:
ELA students tested with valid scores: 9
Secondary ELA Students scoring proficient and above:

44%
State:

89%

Students scoring at Level 1: 0%
Students scoring at Level 2: 56%
Students scoring at Level 3: 44%
Students scoring at Level 4: 0%

56%
44%

Math students tested with valid scores: 9
Secondary Math Students scoring proficient and above:

56%
State:

90%

Students scoring at Level 1: 22%
Students scoring at Level 2: 22%
Students scoring at Level 3: 56%
Students scoring at Level 4: 0%

22%
22%
56%

Science students tested with valid scores: 9
Secondary Science Students scoring proficient and above:

44%
State:

88%

Students scoring at Level 1: 0%
Students scoring at Level 2: 56%
Students scoring at Level 3: 44%
Students scoring at Level 4: 0%

56%
44%

Social Studies students tested with valid scores: 9
Secondary Social Studies Students scoring proficient and above:

67%
New York:

95%

Students scoring at Level 1: 0%
Students scoring at Level 2: 33%
Students scoring at Level 3: 67%
Students scoring at Level 4: 0%

33%
67%


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.

Thomas R Proctor High School - % Scroring 55 and above in Regents Examination

Geometry (Common Core):

    Scoring 55 and above
    (Geometry)

  • All85%
  • Males80%
  • Females87%
  • Hispanic81%
  • Asian87%
  • Black74%
  • White88%
  • IDEA67%
Students tested with valid scores: 337
Number of students tested scoring Level 1 (0-54): 53 (16%)
Number of students tested scoring Level 2 (55-64): 102 (30%)
Number of students tested scoring Level 3 (65-78): 147 (44%)
Number of students tested scoring Level 4 (79-84): 23 (7%)
Number of students tested scoring Level 5 (85-100): 12 (4%)

Percentage of students scoring 55 and above:

85%
New York:

79%

16%
30%
44%
7%
4%

Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All86%
  • Males84%
  • Females86%
  • Hispanic80%
  • Asian87%
  • Black83%
  • White91%
  • Multirace95%
  • IDEA67%
Students tested with valid scores: 870
Number of students tested scoring Level 1 (0-54): 124 (14%)
Number of students tested scoring Level 2 (55-64): 209 (24%)
Number of students tested scoring Level 3 (65-78): 463 (53%)
Number of students tested scoring Level 4 (79-84): 66 (8%)
Number of students tested scoring Level 5 (85-100): 8 (1%)

Percentage of students scoring 55 and above:

86%
State:

93%

14%
24%
53%
8%
1%

Algebra II (Common Core):

    Scoring 55 and above
    (Algebra II)

  • All92%
  • Males95%
  • Females91%
  • Asian95%
  • Black84%
  • White96%
Students tested with valid scores: 167
Number of students tested scoring Level 1 (0-54): 13 (8%)
Number of students tested scoring Level 2 (55-64): 24 (14%)
Number of students tested scoring Level 3 (65-78): 105 (63%)
Number of students tested scoring Level 4 (79-84): 20 (12%)
Number of students tested scoring Level 5 (85-100): 5 (3%)

Percentage of students scoring 55 and above:

92%
New York:

87%

8%
14%
63%
12%
3%

Comprehensive English (Common Core):

    Scoring 55 and above
    (Comprehensive English)

  • All87%
  • Males83%
  • Females93%
  • Hispanic83%
  • Asian80%
  • Black85%
  • White96%
  • Multirace100%
  • IDEA74%
Students tested with valid scores: 627
Number of students tested scoring Level 1 (0-54): 77 (12%)
Number of students tested scoring Level 2 (55-64): 44 (7%)
Number of students tested scoring Level 3 (65-78): 122 (19%)
Number of students tested scoring Level 4 (79-84): 121 (19%)
Number of students tested scoring Level 5 (85-100): 263 (42%)

Percentage of students scoring 55 and above:

87%
New York:

89%

12%
7%
19%
19%
42%


Regents Competency Test:
(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).

Thomas R Proctor High School - Percent Passing Regents Competency Tests

Global Studies:
Students tested with valid scores: 8
Number of students tested failing: 4 (50%)
Number of students tested passing: 4 (50%)

Percentage of students tested passing:

50%
State:

37%

50%
50%


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

(State average from 567 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.

Thomas R Proctor High School - % Scoring at Expanding Level or above in NYSESLAT

9th Grade:

    Scoring at Expanding Level or above (9th Grade)

  • All33%
  • Males37%
  • Females26%
  • Hispanic45%
  • Asian38%
  • Black14%
  • White29%
  • IDEA43%
Students tested with valid scores: 122
Scoring at Expanding Level or above:

33%
State:

50%

Students scoring at Entering Level: 4%
Students scoring at Emerging Level: 27%
Students scoring at Transitioning Level: 36%
Students scoring at Expanding Level: 30%
Students scoring at Commanding Level: 3%

4%
27%
36%
30%
3%

10th Grade:

    Scoring at Expanding Level or above (10th Grade)

  • All55%
  • Males54%
  • Females58%
  • Hispanic67%
  • Asian51%
  • Black44%
  • White68%
  • IDEA54%
Students tested with valid scores: 108
Scoring at Expanding Level or above:

55%
State:

61%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 16%
Students scoring at Transitioning Level: 29%
Students scoring at Expanding Level: 47%
Students scoring at Commanding Level: 8%

16%
29%
47%
8%

11th Grade:

    Scoring at Expanding Level or above (11th Grade)

  • All46%
  • Males45%
  • Females49%
  • Hispanic50%
  • Asian41%
  • Black45%
  • White82%
  • IDEA22%
Students tested with valid scores: 109
Scoring at Expanding Level or above:

46%
State:

64%

Students scoring at Entering Level: 1%
Students scoring at Emerging Level: 25%
Students scoring at Transitioning Level: 28%
Students scoring at Expanding Level: 40%
Students scoring at Commanding Level: 6%

1%
25%
28%
40%
6%

12th Grade:

    Scoring at Expanding Level or above (12th Grade)

  • All35%
  • Males41%
  • Females29%
  • Hispanic40%
  • Asian35%
  • Black36%
  • White34%
  • IDEA17%
Students tested with valid scores: 70
Scoring at Expanding Level or above:

35%
New York:

62%

Students scoring at Entering Level: 1%
Students scoring at Emerging Level: 13%
Students scoring at Transitioning Level: 50%
Students scoring at Expanding Level: 31%
Students scoring at Commanding Level: 4%

1%
13%
50%
31%
4%

Outcomes


High School Completers:
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.

Thomas R Proctor High School - High School Completers

    Graduation Rate - 6 Year Outcome
    All students

  • All79%
  • Males74%
  • Females84%
  • Hispanic77%
  • Black77%
  • White86%
  • IDEA69%
All Students:
Number of Completers (graduates + commencement credentials): 554
└─ Number of Graduates (Regents + Local Diplomas): 539
  └─ Number of students who earned a Regents diploma: 493 (91% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 99 (18% of Graduates)
      └─ Number of students who earned a Regents diploma with CTE endorsement: 79 (15% of Graduates)
  └─ Number of students who earned a Local Diploma: 46 (9% of Graduates)
└─ Number of students who earned a commencement credential: 15 (3% of Completers)

    Graduation Rate - 5 Year Outcome
    All students

  • All79%
  • Males79%
  • Females78%
  • Black76%
  • White84%
  • IDEA58%
General Education:
Number of Completers (graduates + commencement credentials): 478
└─ Number of Graduates (Regents + Local Diplomas): 478
  └─ Number of students who earned a Regents diploma: 466 (97% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 98 (21% of Graduates)
      └─ Number of students who earned a Regents diploma with CTE endorsement: 70 (15% of Graduates)
  └─ Number of students who earned a Local Diploma: 12 (3% of Graduates)

    Graduation Rate - 4 Year Outcome
    All students

  • All72%
  • Males70%
  • Females74%
  • Hispanic64%
  • Black66%
  • White80%
  • IDEA50%
Students with Disabilities:
Number of Completers (graduates + commencement credentials): 76
└─ Number of Graduates (Regents + Local Diplomas): 61
  └─ Number of students who earned a Regents diploma: 27 (44% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 1 (2% of Graduates)
      └─ Number of students who earned a Regents diploma with CTE endorsement: 9 (15% of Graduates)
  └─ Number of students who earned a Local Diploma: 34 (56% of Graduates)
└─ Number of students who earned a commencement credential: 15 (20% of Completers)


High School Non-completers:
(State average from 1,468 schools)

Thomas R Proctor High School - High School Non-completers

    Dropout Rate - 6 Year Outcome
    All students

  • All12%
  • Males15%
  • Females9%
  • Hispanic17%
  • Black9%
  • White10%
  • IDEA18%
All Students:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 2,786
Number of non-completers: 111
└─ Number of students who dropped out: 101
└─ Number of students who entered an approved high school equivalency preparation program: 10

Percent of non-completers:

4.0%
New York:

5.4%

    Dropout Rate - 5 Year Outcome
    All students

  • All10%
  • Males9%
  • Females12%
  • Black10%
  • White10%
  • IDEA16%
General Education:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 2,315
Number of non-completers: 97
└─ Number of students who dropped out: 90
└─ Number of students who entered an approved high school equivalency preparation program: 7

Percent of non-completers:

4.0%
New York:

6.5%

    Dropout Rate - 4 Year Outcome
    All students

  • All5%
  • Males6%
  • Females5%
  • Hispanic6%
  • Black7%
  • White5%
  • IDEA9%
Students with Disabilities:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 471
Number of non-completers: 14
└─ Number of students who dropped out: 11
└─ Number of students who entered an approved high school equivalency preparation program: 3

Percent of non-completers:

3.0%
New York:

10.1%


Post-graduation Plans of Completers:

Thomas R Proctor High School - Post-graduation Plans of Completers

All Students:
Total number of students reported with graduation plan: 554
└─ Graduates who planned to enroll in four-year colleges: 181 (33%)
└─ Graduates who planned to enroll in two-year colleges: 280 (51%)
└─ Graduates who planned to enroll in other post-secondary institutions: 6 (1%)
└─ Graduates who planned to enlist in the military: 15 (3%)
└─ Graduates who planned to pursue employment: 43 (8%)
└─ Graduates who planned to attend programs such as vocational rehabilitation and other programs: 3 (1%)
└─ Graduates a known plan that is not specified above: 3 (1%)
└─ Graduates whose status is unknown : 23 (4%)

General Education:
Total number of students reported with graduation plan: 478
└─ Graduates who planned to enroll in four-year colleges: 177 (37%)
└─ Graduates who planned to enroll in two-year colleges: 239 (50%)
└─ Graduates who planned to enroll in other post-secondary institutions: 4 (1%)
└─ Graduates who planned to enlist in the military: 13 (3%)
└─ Graduates who planned to pursue employment: 28 (6%)
└─ Graduates a known plan that is not specified above: 1 (0%)
└─ Graduates whose status is unknown : 16 (3%)

Students with Disabilities:
Total number of students reported with graduation plan: 76
└─ Graduates who planned to enroll in four-year colleges: 4 (5%)
└─ Graduates who planned to enroll in two-year colleges: 41 (54%)
└─ 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: 15 (20%)
└─ Graduates who planned to attend programs such as vocational rehabilitation and other programs: 3 (4%)
└─ Graduates a known plan that is not specified above: 2 (3%)
└─ Graduates whose status is unknown : 7 (9%)

Accountability


Adequate Yearly Progress:
(State average from 1,294 schools)

High School Math:

    High School Math - Performance Index (PI)

  • All106
  • Males103
  • Females108
  • Hispanic87
  • Asian125
  • Black85
  • White122
  • IDEA41
Made AYP: No
Met the participation criterion: Yes
Met the performance criterion: No

Students enrolled during the test administration period: 724
Percent of enrolled students with valid test scores: 98%

Performance Index (PI):

106
State:

126
Effective Annual Measurable Objective (EAMO): 161
Safe harbor target: 124

High School ELA:

    High School ELA - Performance Index (PI)

  • All147
  • Males140
  • Females152
  • Hispanic133
  • Asian144
  • Black136
  • White162
  • IDEA99
Made AYP: No
Met the participation criterion: Yes
Met the performance criterion: No

Students enrolled during the test administration period: 724
Percent of enrolled students with valid test scores: 96%

Performance Index (PI):

147
New York:

151
Effective Annual Measurable Objective (EAMO): 174
Safe harbor target: 157

5-Year Graduation Rate:

    5-Year Graduation Rate

  • All78%
  • Males72%
  • Females83%
  • Hispanic76%
  • Asian65%
  • Black75%
  • White85%
  • IDEA66%
Made AYP: Yes
Met graduation rate criteria: Yes

Students enrolled during the test administration period: 640

Graduation Rate:

78%
New York:

78%
Effective Annual Measurable Objective (EAMO): 80
Safe harbor target: 75

4-Year Graduation Rate:

    4-Year Graduation Rate

  • All74%
  • Males75%
  • Females72%
  • Hispanic70%
  • Asian58%
  • Black71%
  • White82%
  • IDEA57%
Made AYP: Yes
Met graduation rate criteria: Yes

Students enrolled during the test administration period: 639

Graduation Rate:

74%
State:

76%
Effective Annual Measurable Objective (EAMO): 80
Safe harbor target: 71

SAT/ACT:
Show data for

(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.

    SAT or ACT Test Participation

  • Hispanic37
  • Asian55
  • Black58
  • White142
  • LEP16
  • IDEA4
SAT or ACT Test Participation: 292 (male: 134, female: 158)
  • Hispanic: 37 (male: 23, female: 14)
  • Asian: 55 (male: 32, female: 23)
  • Black: 58 (male: 20, female: 38)
  • White: 142 (male: 59, female: 83)
  • Limited English Proficiency (LEP): 16 (male: 5, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Advanced Placement:
Show data for

(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: 8
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: Yes

    Students Enrolled in at least one AP Course

  • Hispanic37
  • Asian58
  • Black49
  • White211
  • Multirace2
  • LEP2
  • IDEA2
Students Enrolled in at least one AP Course: 357 (male: 143, female: 214)
  • Hispanic: 37 (male: 11, female: 26)
  • Asian: 58 (male: 29, female: 29)
  • Black: 49 (male: 14, female: 35)
  • White: 211 (male: 89, female: 122)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

    Student Enrollment in Advanced Placement (AP) Mathematics

  • Hispanic4
  • Asian7
  • Black4
  • White25
  • Multirace2
Student Enrollment in Advanced Placement (AP) Mathematics: 42 (male: 20, female: 22)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 7 (male: 5, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 25 (male: 11, female: 14)
  • Two or More Races: 2 (all female)

    Student Enrollment in Advanced Placement (AP) Science

  • Hispanic13
  • Asian16
  • Black10
  • White64
Student Enrollment in Advanced Placement (AP) Science: 103 (male: 50, female: 53)
  • Hispanic: 13 (male: 5, female: 8)
  • Asian: 16 (male: 8, female: 8)
  • Black: 10 (male: 2, female: 8)
  • White: 64 (male: 35, female: 29)

    Students Enrollment in Other Advanced Placement (AP) Subjects

  • Hispanic31
  • Asian52
  • Black46
  • White184
  • Multirace2
  • LEP2
Students Enrollment in Other Advanced Placement (AP) Subjects: 315 (male: 119, female: 196)
  • Hispanic: 31 (male: 8, female: 23)
  • Asian: 52 (male: 23, female: 29)
  • Black: 46 (male: 14, female: 32)
  • White: 184 (male: 74, female: 110)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)

    Students who took one or more AP exams

  • Hispanic34
  • Asian55
  • Black46
  • White208
  • Multirace2
  • LEP2
  • IDEA2
Students who took one or more AP exams: 345 (male: 140, female: 205)
  • Hispanic: 34 (male: 11, female: 23)
  • Asian: 55 (male: 26, female: 29)
  • Black: 46 (male: 14, female: 32)
  • White: 208 (male: 89, female: 119)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

    Students who received a qualifying score on one or more AP exams

  • Hispanic7
  • Asian17
  • Black4
  • White62
Students who received a qualifying score on one or more AP exams: 90 (male: 38, female: 52)
  • Hispanic: 7 (all female)
  • Asian: 17 (male: 7, female: 10)
  • Black: 4 (all female)
  • White: 62 (male: 31, female: 31)
Percent students who received a qualifying score on one or more AP exams
Here:

26.1%
State:

65.5%

    Students who did not receive a qualifying score on any AP exams

  • Hispanic26
  • Asian38
  • Black41
  • White146
  • Multirace4
Students who did not receive a qualifying score on any AP exams: 255 (male: 97, female: 158)
  • Hispanic: 26 (male: 10, female: 16)
  • Asian: 38 (male: 16, female: 22)
  • Black: 41 (male: 13, female: 28)
  • White: 146 (male: 58, female: 88)
  • Two or More Races: 4 (all female)

    Students who took no AP exams

  • Hispanic2
  • Asian2
  • Black4
  • White4
Students who took no AP exams: 12 (male: 6, female: 6)
  • Hispanic: 2 (all female)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

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.

Sexual assault is an incident that includes threatened rape, fondling, indecent liberties, or child molestation. Both male and female students can be victims of sexual assault. Classification of these incidents should take into consideration the age and developmentally appropriate behavior of the offender(s)

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.
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 sexual assault (other than rape): 2

Incidents of physical attack or fight without a weapon: 34


Total incidents per 1,000 students
Here:

13.2
State:

55.5

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: 21 (male: 12, female: 9)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 13 (male: 8, female: 5)
  • White: 4 (male: 2, female: 2)

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

7.7
New York:

10.2

Students without disabilities who received a school-related arrest: 21 (male: 12, female: 9)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 13 (male: 8, female: 5)
  • White: 4 (male: 2, female: 2)

Students without disabilities who received a school-related arrest per 1,000 students
Thomas R Proctor High School:

7.7
New York:

1.7

Students with disabilities who were referred to a law enforcement agency or official: 10 (male: 4, female: 6)
  • Hispanic: 2 (all female)
  • Black: 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
Thomas R Proctor High School:

3.7
New York:

5.7

Students with disabilities who received a school-related arrest: 10 (male: 4, female: 6)
  • Hispanic: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Students with disabilities who received a school-related arrest per 1,000 students
Thomas R Proctor High School:

3.7
New York:

1.4


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.

Harassment or bullying on the basis of sexual orientation refers to intimidation or abusive behavior toward a student based on actual or perceived sexual orientation. 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 sexual orientation constitutes sexual orientation 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
Thomas R Proctor High School:

1.1
New York:

3.8

    Students reported as harassed or bullied on the basis of sex

  • Hispanic4
  • Asian2
  • Black4
  • White2
  • 5042
Students reported as harassed or bullied on the basis of sex: 12 (male: 4, female: 8)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Section 504: 2 (all female)

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


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
School:

0.7
State:

3.3
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all female)
  • Asian: 2
  • Limited English Proficiency (LEP): 2

Students disciplined for bullying or harassment on the basis of race, color, or national origin: 4 (all male)
  • Asian: 2
  • White: 2
  • Limited English Proficiency (LEP): 2


Allegations of harassment or bullying on the basis of sexual orientation: 4
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
School:

1.5
State:

1.7

Allegations of harassment or bullying on the basis of religion: 1
Allegations of harassment or bullying on the basis of religion per 1,000 students
Thomas R Proctor High School:

0.4
New York:

0.3


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

  • Hispanic175
  • American Indian4
  • Asian91
  • Black232
  • White271
  • Multirace10
  • LEP100
  • IDEA166
  • 50413
Chronic Student Absenteeism: 783 (male: 399, female: 384)
  • Hispanic: 175 (male: 95, female: 80)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 91 (male: 50, female: 41)
  • Black: 232 (male: 104, female: 128)
  • White: 271 (male: 143, female: 128)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 100 (male: 53, female: 47)
  • Individuals With Disabilities Education Act (IDEA): 166 (male: 95, female: 71)
  • Section 504: 13 (male: 5, female: 8)
Chronic Student Absenteeism per 1,000 students
Here:

287.7
State:

179.4

Restraint and Seclusion:
Show data for

(State average from 355 schools)

Mechanical restraint refers to the use of any device or equipment to restrict a student's freedom of movement. The term does not include devices implemented by trained school personnel, or utilized by a student that have been prescribed by an appropriate medical or related services professional and are used for the specific and approved purposes for which such devices were designed, such as:
  • Adaptive devices or mechanical supports used to achieve proper body position, balance, or alignment to allow greater freedom of mobility than would be possible without the use of such devices or mechanical supports;
  • Vehicle safety restraints when used as intended during the transport of a student in a moving vehicle;
  • Restraints for medical immobilization; or Orthopedically prescribed devices that permit a student to participate in activities without risk of harm.


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 Non-IDEA students subjected to physical restraint: 5 (all female)
  • Black: 5

Non-IDEA students subjected to physical restraint per 1,000 students
Thomas R Proctor High School:

1.8
State:

5.0

Total Number of students with disabilities (IDEA) subjected to mechanical restraint: 2 (all male)
  • Black: 2
  • Limited English Proficiency (LEP): 2

Students with disabilities (IDEA) subjected to mechanical restraint per 1,000 students
Here:

0.7
State:

0.1

Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all female)
  • Black: 2
  • Limited English Proficiency (LEP): 2

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
School:

0.7
State:

23.1


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

  • Hispanic298
  • Asian81
  • Black963
  • White284
  • Multirace77
  • LEP47
  • IDEA169
School days missed due to out-of-school suspension: 1,703 (male: 1,022, female: 681)
  • Hispanic: 298 (male: 166, female: 132)
  • Asian: 81 (male: 75, female: 6)
  • Black: 963 (male: 578, female: 385)
  • White: 284 (male: 159, female: 125)
  • Two or More Races: 77 (male: 44, female: 33)
  • Limited English Proficiency (LEP): 47 (male: 35, female: 12)
  • Individuals With Disabilities Education Act (IDEA): 169 (male: 102, female: 67)

Instances of out-of-school suspension (Students without disabilities): 275

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

101.0
New York:

50.9

    Students without disabilities receiving one or more in-school suspension

  • Hispanic4
  • Asian4
  • Black2
  • White4
Students without disabilities receiving one or more in-school suspension: 14 (male: 8, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)

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

  • Hispanic28
  • Asian10
  • Black70
  • White37
  • Multirace7
  • LEP19
Students without disabilities receiving only one out-of-school suspension: 152 (male: 88, female: 64)
  • Hispanic: 28 (male: 14, female: 14)
  • Asian: 10 (male: 8, female: 2)
  • Black: 70 (male: 44, female: 26)
  • White: 37 (male: 20, female: 17)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 19 (male: 14, female: 5)

    Students without disabilities receiving more than one out-of-school suspension

  • Hispanic10
  • Asian5
  • Black31
  • White4
  • Multirace4
  • LEP7
Students without disabilities receiving more than one out-of-school suspension: 54 (male: 31, female: 23)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 5 (all male)
  • Black: 31 (male: 17, female: 14)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

Instances of out-of-school suspension (Students with disabilities): 169

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

62.1
New York:

29.4
Instances of out-of-school suspension (Section 504 only): 9

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

3.3
New York:

2.9

    Students with disabilities receiving one or more in-school suspension

  • Hispanic4
  • Asian2
  • Black10
  • White4
Students with disabilities receiving one or more in-school suspension: 20 (male: 11, female: 9)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Black: 10 (male: 5, female: 5)
  • White: 4 (male: 2, female: 2)

    Students with disabilities receiving only one out-of-school suspension

  • Hispanic7
  • Asian2
  • Black31
  • White13
  • Multirace5
  • LEP2
Students with disabilities receiving only one out-of-school suspension: 58 (male: 37, female: 21)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 2 (all male)
  • Black: 31 (male: 17, female: 14)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 5 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

    Students with disabilities receiving more than one out-of-school suspension

  • Hispanic7
  • Black28
  • White7
  • Multirace2
  • LEP4
Students with disabilities receiving more than one out-of-school suspension: 44 (male: 27, female: 17)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 28 (male: 17, female: 11)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 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

  • Hispanic7
  • Asian4
  • Black28
  • White13
  • Multirace2
  • LEP4
Students without Disabilities who received an expulsion with educational services: 54 (male: 29, female: 25)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 4 (male: 2, female: 2)
  • Black: 28 (male: 17, female: 11)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

19.8
State:

6.8

    Students with Disabilities who received an expulsion with educational services

  • Hispanic2
  • Black7
  • White4
  • Multirace4
  • 5042
Students with Disabilities who received an expulsion with educational services: 17 (male: 9, female: 8)
  • Hispanic: 2 (all female)
  • Black: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Section 504: 2 (all male)

Students with Disabilities who received an expulsion with educational services per 1,000 students
Here:

6.2
New York:

3.7

    Students with Disabilities who received an expulsion under zero tolerance policies

  • Hispanic2
  • Black7
  • White4
  • Multirace4
  • 5042
Students with Disabilities who received an expulsion under zero tolerance policies: 17 (male: 9, female: 8)
  • Hispanic: 2 (all female)
  • Black: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Section 504: 2 (all male)

Students with Disabilities who received an expulsion under zero tolerance policies per 1,000 students
Thomas R Proctor High School:

6.2
New York:

0.5


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

  • Hispanic7
  • Asian4
  • Black28
  • White13
  • Multirace2
  • LEP4
Students without disabilities transferred to an alternative school for disciplinary reasons: 54 (male: 29, female: 25)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 4 (male: 2, female: 2)
  • Black: 28 (male: 17, female: 11)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Thomas R Proctor High School:

19.8
State:

6.0

    Students with disabilities transferred to an alternative school for disciplinary reasons

  • Hispanic2
  • Black7
  • White4
  • Multirace4
  • 5042
Students with disabilities transferred to an alternative school for disciplinary reasons: 17 (male: 9, female: 8)
  • Hispanic: 2 (all female)
  • Black: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Section 504: 2 (all male)

Students with disabilities transferred to an alternative school for disciplinary reasons
Thomas R Proctor High School:

6.2
New York:

3.6

Classes & Courses


Algebra I:
Show data for

(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: 28
Number of Algebra I classes taught by certified teachers: 28


    9-10th grade student enrollment in Algebra I

  • Hispanic109
  • Asian115
  • Black160
  • White199
  • Multirace7
  • LEP76
  • IDEA67
9-10th grade student enrollment in Algebra I: 590 (male: 298, female: 292)
  • Hispanic: 109 (male: 53, female: 56)
  • Asian: 115 (male: 59, female: 56)
  • Black: 160 (male: 89, female: 71)
  • White: 199 (male: 95, female: 104)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 76 (male: 41, female: 35)
  • Individuals With Disabilities Education Act (IDEA): 67 (male: 41, female: 26)

    9-10th grade studenst who passed Algebra I

  • Hispanic32
  • Asian35
  • Black41
  • White80
9-10th grade studenst who passed Algebra I: 188 (male: 94, female: 94)
  • Hispanic: 32 (male: 13, female: 19)
  • Asian: 35 (male: 22, female: 13)
  • Black: 41 (male: 22, female: 19)
  • White: 80 (male: 37, female: 43)
Percent of 9-10th grade students who passed
Here:

31.9%
State:

76.8%

    11-12th grade student enrollment in Algebra I

  • Hispanic34
  • Asian40
  • Black55
  • White25
  • Multirace2
  • LEP61
  • IDEA13
11-12th grade student enrollment in Algebra I: 156 (male: 85, female: 71)
  • Hispanic: 34 (male: 17, female: 17)
  • Asian: 40 (male: 26, female: 14)
  • Black: 55 (male: 26, female: 29)
  • White: 25 (male: 14, female: 11)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 61 (male: 38, female: 23)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)
Percent of 11-12th grade students who passed
Thomas R Proctor High School:

0.0%
State:

65.5%


Algebra II:
Show data for

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: 7
Number of Algebra II classes taught by certified teachers: 7

    Student Enrollment in Algebra II

  • Hispanic16
  • Asian31
  • Black22
  • White73
  • Multirace2
  • IDEA2
Student Enrollment in Algebra II: 144 (male: 59, female: 85)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 31 (male: 14, female: 17)
  • Black: 22 (male: 8, female: 14)
  • White: 73 (male: 29, female: 44)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

Calculus:
Show data for

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

  • Hispanic4
  • Asian7
  • Black4
  • White25
Student Enrollment in Calculus: 40 (male: 20, female: 20)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 7 (male: 5, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 25 (male: 11, female: 14)

Geometry:
Show data for

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: 11
Number of Geometry classes taught by certified teachers: 11

    Student Enrollment in Geometry

  • Hispanic22
  • Asian61
  • Black43
  • White118
  • Multirace5
  • LEP4
  • IDEA4
Student Enrollment in Geometry: 249 (male: 95, female: 154)
  • Hispanic: 22 (male: 5, female: 17)
  • Asian: 61 (male: 26, female: 35)
  • Black: 43 (male: 17, female: 26)
  • White: 118 (male: 47, female: 71)
  • Two or More Races: 5 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Advanced Mathematics:
Show data for

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: 4
Number of Advanced Mathematics classes taught by certified teachers: 4

    Student Enrollment in Advanced Mathematics

  • Hispanic16
  • Asian31
  • Black19
  • White67
  • Multirace2
Student Enrollment in Advanced Mathematics: 135 (male: 55, female: 80)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 31 (male: 17, female: 14)
  • Black: 19 (male: 5, female: 14)
  • White: 67 (male: 23, female: 44)
  • Two or More Races: 2 (all male)

Biology:
Show data for

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: 30
Number of Biology classes taught by certified teachers: 30

    Student Enrollment in Biology

  • Hispanic124
  • Asian172
  • Black181
  • White205
  • Multirace7
  • LEP157
  • IDEA37
Student Enrollment in Biology: 689 (male: 370, female: 319)
  • Hispanic: 124 (male: 62, female: 62)
  • Asian: 172 (male: 101, female: 71)
  • Black: 181 (male: 95, female: 86)
  • White: 205 (male: 110, female: 95)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 157 (male: 62, female: 95)
  • Individuals With Disabilities Education Act (IDEA): 37 (male: 14, female: 23)

Chemistry:
Show data for

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: 13
Number of Chemistry classes taught by certified teachers: 13

    Student Enrollment in Chemistry

  • Hispanic22
  • Asian46
  • Black34
  • White130
  • Multirace4
  • LEP7
  • IDEA4
Student Enrollment in Chemistry: 236 (male: 97, female: 139)
  • Hispanic: 22 (male: 11, female: 11)
  • Asian: 46 (male: 20, female: 26)
  • Black: 34 (male: 14, female: 20)
  • White: 130 (male: 50, female: 80)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Physics:
Show data for

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: 5
Number of Physics classes taught by certified teachers: 5

    Student Enrollment in Physics

  • Hispanic13
  • Asian22
  • Black16
  • White61
Student Enrollment in Physics: 112 (male: 65, female: 47)
  • Hispanic: 13 (male: 8, female: 5)
  • Asian: 22 (male: 14, female: 8)
  • Black: 16 (male: 5, female: 11)
  • White: 61 (male: 38, female: 23)

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