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Wayland-Cohocton High School in Wayland, 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 72
Address
 2350 RT 63
Wayland, NY 14572
Telephone
(585) 728-2366
(make sure to verify first before calling)
Website
http://www.wccsk12.org
City-data.com school rating
72
Students
410
Classroom Teachers (FTE)
34.1
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
169
Reduced-price lunch
eligible students
49
School district
WAYLAND-COHOCTON 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:
Wayland-Cohocton High School:

72
ARKPORT CENTRAL SCHOOL (12.5 miles):

61
WAYLAND ELEMENTARY SCHOOL (0.1 miles):

60
COHOCTON ELEMENTARY SCHOOL (6.8 miles):

59
DANSVILLE HIGH SCHOOL (5.3 miles):

55
WAYLAND-COHOCTON MIDDLE SCHOOL (0.1 miles):

51
CANASERAGA SCHOOL (11.2 miles):

44
DANSVILLE PRIMARY SCHOOL (5.4 miles):

43
ELLIS B HYDE ELEMENTARY SCHOOL (5.3 miles):

38
Wayland-Cohocton High School rating compared to average state, county and city schools ratings:
New York:

50
Steuben County:

46
Wayland:

61
Wayland-Cohocton High School:

72

Students & Teachers


Total enrollment:
Enrollment in 2016: 410
Enrollment in 2015: 415
Enrollment in 2014: 422
Enrollment in 2013: 447
Enrollment in 2012: 473
Enrollment in 2011: 526
Enrollment in 2010: 529
Enrollment in 2009: 565
Enrollment in 2008: 610
Enrollment in 2007: 612
Enrollment in 2006: 614
Enrollment in 2005: 614
Enrollment in 2004: 594
Enrollment in 2003: 619
Enrollment in 2002: 656
Enrollment in 2001: 666
Enrollment in 2000: 680
Enrollment in 1999: 634

Wayland-Cohocton High School - Historical enrollment


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

GradeG09G10G11G12UGTotal
All students11310596888410
Female students425055491197
Male students715541397213
American Indian/Alaska Native students - 111 - 3
Hispanic students22 - 1 - 5
Black students12 - - - 3
White students1109994867396
Two or More Races students - 11 - 13

Enrollment by grade:
9th grade enrollment: 113
10th grade enrollment: 105
11th grade enrollment: 96
12th grade enrollment: 88
Ungraded enrollment: 8

Wayland-Cohocton High School - Historical enrollment by grade


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

Female enrollment: 197 (48.0%)
Here:

48.0%
State:

51.1%
Male enrollment: 213 (52.0%)
School:

52.0%
New York:

47.5%

Wayland-Cohocton High School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 3 (0.7%)
School:

0.7%
State:

0.2%
Hispanic enrollment: 5 (1.2%)
Wayland-Cohocton High School:

1.2%
State:

9.2%
Black enrollment: 3 (0.7%)
Wayland-Cohocton High School:

0.7%
State:

12.0%
White enrollment: 396 (96.6%)
School:

96.6%
New York:

55.1%
Two or More Races enrollment: 3 (0.7%)
Wayland-Cohocton High School:

0.7%
New York:

2.9%

Wayland-Cohocton High School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 218 (53.2%)
Here:

53.2%
New York:

52.7%
Free lunch eligible students: 169 (41.2%)
School:

41.2%
New York:

45.4%
Reduced-price lunch eligible students: 49 (12.0%)
School:

12.0%
New York:

4.8%

Wayland-Cohocton High School - Lunch Program Eligibility


Average Class Size:
Average Class Size:
  • Grade 10 English: 17
  • Grade 10 Mathematics: 15
  • Grade 10 Science: 20
  • Grade 10 Social Studies: 15

Teachers and support:
Classroom Teachers (FTE): 34.1

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 school counselors: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 22
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 1
Number of FTE psychologists: 2
Number of FTE social workers: 1

Student/Teacher Ratio
Wayland-Cohocton High School:

12.0
New York:

14.0
Number of teachers with no valid teaching certificate: 1
Number of individuals teaching out of certification: 2
Number of teachers with Master's Degree plus 30 hours or doctorate: 3

Total number of classes taught: 202
Number of classes taught by teachers without appropriate certification: 13


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: 6

Wayland-Cohocton High School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,557,303
  • Full-time Equivalency Count of Teachers: 40 (Salary Expenditures: $2,728,842)
  • Full-time Equivalency Count of Instructional Aides: 6 (Salary Expenditures: $95,955)
  • Full-time Equivalency Count of Support Services Staff: 13 (Salary Expenditures: $553,113)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $179,391)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $228,788
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,758,692
  • Salary Expenditures for Teachers: $2,930,232
  • Full-time Equivalency Count of Instructional Aides: 6 (Salary Expenditures: $95,955)
  • Full-time Equivalency Count of Support Services Staff: 13 (Salary Expenditures: $553,114)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $179,391)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $228,788

Limited English Proficiency:
Show data for

Students Enrolled in LEP Programs: 2 (all male)
  • White: 2

Students with disabilities:
Show data for

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

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 44 (male: 31, female: 13)
  • White: 44 (male: 31, female: 13)

Students with disabilities served under Section 504: 40 (male: 23, female: 17)
  • White: 40 (male: 23, female: 17)
  • Limited English Proficiency (LEP): 2 (all male)

Retention:
Show data for

(State average from 435 schools)

A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 11th grade: 2 (all male)
  • White: 2

Percent of 11th grade students retained
Wayland-Cohocton High School:

2.1%
New York:

11.0%


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: 102 (male: 34, female: 68)
  • Hispanic: 2 (all male)
  • White: 100 (male: 32, female: 68)

Dual Enrollment per 1,000 students
School:

248.8
New York:

183.3

Statewide Student Assessments


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.

Wayland-Cohocton High School - % Scroring 55 and above in Regents Examination

Geometry (Common Core):

    Scoring 55 and above
    (Geometry)

  • All98%
  • Males97%
  • Females100%
Students tested with valid scores: 58
Number of students tested scoring Level 1 (0-54): 1 (2%)
Number of students tested scoring Level 2 (55-64): 4 (7%)
Number of students tested scoring Level 3 (65-78): 29 (50%)
Number of students tested scoring Level 4 (79-84): 10 (17%)
Number of students tested scoring Level 5 (85-100): 14 (24%)

Percentage of students scoring 55 and above:

98%
New York:

79%

2%
7%
50%
17%
24%

Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All97%
  • Males94%
  • Females99%
  • IDEA84%
Students tested with valid scores: 93
Number of students tested scoring Level 1 (0-54): 3 (3%)
Number of students tested scoring Level 2 (55-64): 7 (8%)
Number of students tested scoring Level 3 (65-78): 41 (44%)
Number of students tested scoring Level 4 (79-84): 31 (33%)
Number of students tested scoring Level 5 (85-100): 11 (12%)

Percentage of students scoring 55 and above:

97%
New York:

93%

3%
8%
44%
33%
12%

Algebra II (Common Core):

    Scoring 55 and above
    (Algebra II)

  • All100%
  • Males100%
  • Females100%
Students tested with valid scores: 52
Number of students tested scoring Level 2 (55-64): 1 (2%)
Number of students tested scoring Level 3 (65-78): 22 (42%)
Number of students tested scoring Level 4 (79-84): 25 (48%)
Number of students tested scoring Level 5 (85-100): 4 (8%)

Percentage of students scoring 55 and above:

100%
State:

87%

2%
42%
48%
8%

Comprehensive English (Common Core):

    Scoring 55 and above
    (Comprehensive English)

  • All94%
  • Males90%
  • Females98%
  • White93%
  • IDEA71%
Students tested with valid scores: 101
Number of students tested scoring Level 1 (0-54): 7 (7%)
Number of students tested scoring Level 2 (55-64): 6 (6%)
Number of students tested scoring Level 3 (65-78): 24 (24%)
Number of students tested scoring Level 4 (79-84): 14 (14%)
Number of students tested scoring Level 5 (85-100): 50 (50%)

Percentage of students scoring 55 and above:

94%
State:

89%

7%
6%
24%
14%
50%


Regents Competency Test:
Show data for

(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).
Reading:
Students tested with valid scores: 6
Number of students tested failing: 4 (67%)
Number of students tested passing: 2 (33%)

Percentage of students tested passing:

33%
State:

45%

67%
33%

Global Studies:
Students tested with valid scores: 7
Number of students tested failing: 5 (71%)
Number of students tested passing: 2 (29%)

Percentage of students tested passing:

29%
New York:

35%

71%
29%

United States History and Government:
Students tested with valid scores: 6
Number of students tested failing: 6 (100%)

100%

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.

Wayland-Cohocton High School - High School Completers

    Graduation Rate - 6 Year Outcome
    All students

  • All93%
  • Males92%
  • Females94%
  • White94%
  • IDEA71%
All Students:
Number of Completers (graduates + commencement credentials): 91
└─ Number of Graduates (Regents + Local Diplomas): 91
  └─ Number of students who earned a Regents diploma: 85 (93% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 36 (40% of Graduates)
  └─ Number of students who earned a Local Diploma: 6 (7% of Graduates)

    Graduation Rate - 5 Year Outcome
    All students

  • All91%
  • Males86%
  • Females96%
  • IDEA71%
General Education:
Number of Completers (graduates + commencement credentials): 84
└─ Number of Graduates (Regents + Local Diplomas): 84
  └─ Number of students who earned a Regents diploma: 82 (98% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 36 (43% of Graduates)
  └─ Number of students who earned a Local Diploma: 2 (2% of Graduates)

    Graduation Rate - 4 Year Outcome
    All students

  • All96%
  • Males98%
  • Females94%
  • IDEA78%
Students with Disabilities:
Number of Completers (graduates + commencement credentials): 7
└─ Number of Graduates (Regents + Local Diplomas): 7
  └─ Number of students who earned a Regents diploma: 3 (43% of Graduates)
  └─ Number of students who earned a Local Diploma: 4 (57% of Graduates)


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

Wayland-Cohocton High School - High School Non-completers

All Students:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 410
Number of non-completers: 8
└─ Number of students who dropped out: 8
Percent of non-completers:

2.0%
State:

6.0%


Post-graduation Plans of Completers:

Wayland-Cohocton High School - Post-graduation Plans of Completers

All Students:
Total number of students reported with graduation plan: 91
└─ Graduates who planned to enroll in four-year colleges: 35 (38%)
└─ Graduates who planned to enroll in two-year colleges: 26 (29%)
└─ Graduates who planned to enlist in the military: 3 (3%)
└─ Graduates who planned to pursue employment: 16 (18%)
└─ Graduates a known plan that is not specified above: 2 (2%)
└─ Graduates whose status is unknown : 9 (10%)

General Education:
Total number of students reported with graduation plan: 84
└─ Graduates who planned to enroll in four-year colleges: 34 (40%)
└─ Graduates who planned to enroll in two-year colleges: 24 (29%)
└─ Graduates who planned to enlist in the military: 3 (4%)
└─ Graduates who planned to pursue employment: 12 (14%)
└─ Graduates a known plan that is not specified above: 2 (2%)
└─ Graduates whose status is unknown : 9 (11%)

Students with Disabilities:
Total number of students reported with graduation plan: 7
└─ Graduates who planned to enroll in four-year colleges: 1 (14%)
└─ Graduates who planned to enroll in two-year colleges: 2 (29%)
└─ Graduates who planned to pursue employment: 4 (57%)

Accountability


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

High School Math:

    High School Math - Performance Index (PI)

  • All147
  • Males143
  • Females150
  • White147
Made AYP: No
Met the participation criterion: Yes
Met the performance criterion: No

Students enrolled during the test administration period: 91
Percent of enrolled students with valid test scores: 99%

Performance Index (PI):

147
New York:

126
Effective Annual Measurable Objective (EAMO): 155
Safe harbor target: 152

High School ELA:

    High School ELA - Performance Index (PI)

  • All169
  • Males166
  • Females172
  • White168
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 91
Percent of enrolled students with valid test scores: 99%

Performance Index (PI):

169
State:

151
Effective Annual Measurable Objective (EAMO): 168

5-Year Graduation Rate:

    5-Year Graduation Rate

  • All92%
  • Males92%
  • Females93%
  • White93%
Made AYP: Yes
Met graduation rate criteria: Yes

Students enrolled during the test administration period: 103

Graduation Rate:

92%
New York:

78%
Effective Annual Measurable Objective (EAMO): 80

4-Year Graduation Rate:

    4-Year Graduation Rate

  • All91%
  • Males86%
  • Females96%
  • White91%
Made AYP: Yes
Met graduation rate criteria: Yes

Students enrolled during the test administration period: 92

Graduation Rate:

91%
State:

76%
Effective Annual Measurable Objective (EAMO): 80

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: 115 (male: 41, female: 74)
  • White: 115 (male: 41, female: 74)

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: 5
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: Yes

Students Enrolled in at least one AP Course: 38 (male: 16, female: 22)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • White: 34 (male: 14, female: 20)

Student Enrollment in Advanced Placement (AP) Mathematics: 7 (male: 5, female: 2)
  • White: 7 (male: 5, female: 2)

Student Enrollment in Advanced Placement (AP) Science: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Students Enrollment in Other Advanced Placement (AP) Subjects: 32 (male: 13, female: 19)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • White: 28 (male: 11, female: 17)

Students who took one or more AP exams: 35 (male: 16, female: 19)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • White: 31 (male: 14, female: 17)

Students who received a qualifying score on one or more AP exams: 29 (male: 13, female: 16)
  • White: 29 (male: 13, female: 16)
Percent students who received a qualifying score on one or more AP exams
School:

82.9%
State:

65.5%

Health & Safety


Offenses:
(State average from 1,445 schools)

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

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

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of physical attack or fight without a weapon: 5


Total incidents per 1,000 students
School:

12.2
State:

55.5

Harassment & Bullying:
Show data for

(State average from 1,117 schools)

An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

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

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.
Allegations of harassment or bullying on the basis of race, color, or national origin: 4
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Here:

9.8
New York:

3.3
Students reported as harassed or bullied on the basis of race, color, or national origin: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Students disciplined for bullying or harassment on the basis of race, color, or national origin: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)



Chronic Student Absenteeismt:
Show data for

(State average from 3,050 schools)

A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • American Indian2
  • White67
  • IDEA10
  • 5047
Chronic Student Absenteeism: 69 (male: 37, female: 32)
  • American Indian / Alaska Native: 2 (all male)
  • White: 67 (male: 35, female: 32)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)
  • Section 504: 7 (male: 2, female: 5)
Chronic Student Absenteeism per 1,000 students
Wayland-Cohocton High School:

168.3
New York:

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: 578 (male: 323, female: 255)
  • White: 578 (male: 323, female: 255)
  • Individuals With Disabilities Education Act (IDEA): 178 (male: 172, female: 6)
  • Section 504: 23 (male: 18, female: 5)

Instances of out-of-school suspension (Students without disabilities): 36

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

87.8
New York:

50.9
Students without disabilities receiving one or more in-school suspension: 19 (male: 8, female: 11)
  • White: 19 (male: 8, female: 11)

Students without disabilities receiving only one out-of-school suspension: 22 (male: 14, female: 8)
  • White: 22 (male: 14, female: 8)

Students without disabilities receiving more than one out-of-school suspension: 7 (male: 2, female: 5)
  • White: 7 (male: 2, female: 5)

Instances of out-of-school suspension (Students with disabilities): 16

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

39.0
State:

29.4
Instances of out-of-school suspension (Section 504 only): 7

Instances of out-of-school suspension per 1,000 students (Section 504 only)
Wayland-Cohocton High School:

17.1
State:

2.9
Students with disabilities receiving one or more in-school suspension: 16 (male: 11, female: 5)
  • White: 16 (male: 11, female: 5)
  • Section 504: 4 (male: 2, female: 2)

Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
  • Section 504: 4

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

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: 2
Number of Algebra I classes taught by certified teachers: 2


    9-10th grade student enrollment in Algebra I

  • Hispanic4
  • Black2
  • White43
  • IDEA2
9-10th grade student enrollment in Algebra I: 49 (male: 33, female: 16)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 43 (male: 29, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
9-10th grade studenst who passed Algebra I: 41 (male: 28, female: 13)
  • White: 41 (male: 28, female: 13)
Percent of 9-10th grade students who passed
Here:

83.7%
New York:

76.8%


Algebra II:
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Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 3
Number of Algebra II classes taught by certified teachers: 3

Student Enrollment in Algebra II: 39 (male: 13, female: 26)
  • Black: 2 (all male)
  • White: 37 (male: 11, female: 26)

Calculus:
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Calculus (college-preparatory) course topics include the study of derivatives, differentiation, integration, the definite and indefinite integral, and applications of calculus.Typically, students have previously attained knowledge of precalculus topics (some combination of trigonometry, elementary functions, analytic geometry, and math analysis).
Number of Calculus classes: 1
Number of Calculus classes taught by certified teachers: 1

Student Enrollment in Calculus: 16 (male: 8, female: 8)
  • White: 16 (male: 8, female: 8)

Geometry:
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Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
Number of Geometry classes: 4
Number of Geometry classes taught by certified teachers: 4

Student Enrollment in Geometry: 68 (male: 34, female: 34)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • White: 64 (male: 32, female: 32)

Advanced Mathematics:
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Advanced mathematics (college-preparatory) courses cover the following topics: trigonometry, trigonometry/algebra, trigonometry / analytic geometry, trigonometry / math analysis, analytic geometry, math analysis, math analysis / analytic geometry, probability and statistics, and precalculus
Number of Advanced Mathematics classes: 4
Number of Advanced Mathematics classes taught by certified teachers: 4

Student Enrollment in Advanced Mathematics: 16 (male: 5, female: 11)
  • White: 16 (male: 5, female: 11)

Biology:
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Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 4
Number of Biology classes taught by certified teachers: 4

    Student Enrollment in Biology

  • Black2
  • White73
  • Multirace2
  • IDEA5
Student Enrollment in Biology: 77 (male: 40, female: 37)
  • Black: 2 (all female)
  • White: 73 (male: 38, female: 35)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)

Chemistry:
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Chemistry (college-preparatory) courses involve studying the composition, properties, and reactions of substances. These courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid / base and oxidation / reduction reactions; and atomic structure.Chemical formulas and equations and nuclear reactions are also studied.
Number of Chemistry classes: 3
Number of Chemistry classes taught by certified teachers: 3

    Student Enrollment in Chemistry

  • Hispanic2
  • American Indian2
  • Black2
  • White52
  • IDEA2
Student Enrollment in Chemistry: 58 (male: 24, female: 34)
  • Hispanic: 2 (all male)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 2 (all female)
  • White: 52 (male: 20, female: 32)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Physics:
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Physics (college-preparatory) courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy.The study of physics includes examination of sound, light, and magnetic and electric phenomena.
Number of Physics classes: 1
Number of Physics classes taught by certified teachers: 1

Student Enrollment in Physics: 16 (male: 8, female: 8)
  • White: 16 (male: 8, female: 8)

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