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Wayland-Cohocton Middle School in Wayland, NY
(05-08 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in New York) from 0 (worst) to 100 (best) is 51
Address
 2350 RT 63
Wayland, NY 14572
Telephone
(585) 728-2551
(make sure to verify first before calling)
Website
http://www.wccsk12.org
City-data.com school rating
51
Students
384
Classroom Teachers (FTE)
38.2
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
171
Reduced-price lunch
eligible students
48
School district
WAYLAND-COHOCTON CENTRAL SCHOOL DISTRICT
Charter school
No
Title I status
Title I schoolwide eligible-Title I targeted assistance program
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
WAYLAND-COHOCTON HIGH SCHOOL (0.1 miles):

72
ARKPORT CENTRAL SCHOOL (12.4 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:

51
CANASERAGA SCHOOL (11.1 miles):

44
DANSVILLE PRIMARY SCHOOL (5.4 miles):

43
ELLIS B HYDE ELEMENTARY SCHOOL (5.3 miles):

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

50
Steuben County:

46
Wayland:

61
Wayland-Cohocton Middle School:

51

Students & Teachers


Total enrollment:
Enrollment in 2016: 384
Enrollment in 2015: 411
Enrollment in 2014: 436
Enrollment in 2013: 457
Enrollment in 2012: 452
Enrollment in 2011: 449
Enrollment in 2010: 439
Enrollment in 2009: 465
Enrollment in 2008: 482
Enrollment in 2007: 522
Enrollment in 2006: 544
Enrollment in 2005: 593
Enrollment in 2004: 599
Enrollment in 2003: 584
Enrollment in 2002: 607
Enrollment in 2001: 615
Enrollment in 2000: 634
Enrollment in 1999: 673

Wayland-Cohocton Middle School - Historical enrollment


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

GradeG05G06G07G08UGTotal
All students9210391944384
Female students465039523190
Male students465352421194
Asian students1 - 11 - 3
Hispanic students - - 11 - 2
Black students12 - 317
White students8810189893370
Two or More Races students2 - - - - 2

Enrollment by grade:
5th grade enrollment: 92
6th grade enrollment: 103
7th grade enrollment: 91
8th grade enrollment: 94
Ungraded enrollment: 4

Wayland-Cohocton Middle School - Historical enrollment by grade


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

Female enrollment: 190 (49.5%)
School:

49.5%
New York:

51.1%
Male enrollment: 194 (50.5%)
Wayland-Cohocton Middle School:

50.5%
State:

47.5%

Wayland-Cohocton Middle School - Historical enrollment by gender


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

Asian enrollment: 3 (0.8%)
Here:

0.8%
State:

4.6%
Hispanic enrollment: 2 (0.5%)
Here:

0.5%
New York:

9.2%
Black enrollment: 7 (1.8%)
Here:

1.8%
State:

12.0%
White enrollment: 370 (96.4%)
Here:

96.4%
New York:

55.1%
Two or More Races enrollment: 2 (0.5%)
Wayland-Cohocton Middle School:

0.5%
New York:

2.9%

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


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

Free/reduced-price lunch eligible students: 219 (57.0%)
Wayland-Cohocton Middle School:

57.0%
State:

52.7%
Free lunch eligible students: 171 (44.5%)
School:

44.5%
New York:

45.4%
Reduced-price lunch eligible students: 48 (12.5%)
Wayland-Cohocton Middle School:

12.5%
State:

4.8%

Wayland-Cohocton Middle School - Lunch Program Eligibility


Average Class Size:
Average Class Size:
  • Grade 8 English: 13
  • Grade 8 Mathematics: 12
  • Grade 8 Science: 14
  • Grade 8 Social Studies: 14

Teachers and support:
Classroom Teachers (FTE): 38.2

Number of FTE teachers in their first year of teaching: 3
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 17
Number of FTE nurses: 1
Number of FTE psychologists: 2

Student/Teacher Ratio
School:

10.0
New York:

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

Total number of classes taught: 214
Number of classes taught by teachers without appropriate certification: 5


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: 4

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,777,695
  • Full-time Equivalency Count of Teachers: 39 (Salary Expenditures: $1,117,887)
  • Full-time Equivalency Count of Instructional Aides: 10 (Salary Expenditures: $156,361)
  • Full-time Equivalency Count of Support Services Staff: 8 (Salary Expenditures: $355,463)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $147,984)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $124,725
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,958,655
  • Salary Expenditures for Teachers: $1,298,846
  • Full-time Equivalency Count of Instructional Aides: 10 (Salary Expenditures: $156,361)
  • Full-time Equivalency Count of Support Services Staff: 8 (Salary Expenditures: $355,463)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $147,984)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $131,125

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: 50 (male: 37, female: 13)
  • White: 50 (male: 37, female: 13)

Students with disabilities served under Section 504: 55 (male: 32, female: 23)
  • White: 55 (male: 32, female: 23)

Retention:
Show data for

(State average from 240 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 5th grade: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 5th grade students retained
School:

2.2%
New York:

4.6%

Statewide Student Assessments


Grades 3-8 New York State Testing Program Assessments:
(State average from 2,304 schools)

The grades 3-8 English Language Arts (ELA) and mathematics assessments measure the higher learning standards that were adopted by the State Board of Regents in 2010, which more accurately reflect students' progress toward college and career readiness.
5th Grade:

    ELA Mean Score (5th Grade)

  • All295
  • Males291
  • Females299
  • IDEA258
ELA students tested with valid scores: 105
Computed mean of student ELA scores: 295

ELA Students scoring proficient and above:

25%
New York:

35%

Students scoring at Level 1: 41%
Students scoring at Level 2: 34%
Students scoring at Level 3: 19%
Students scoring at Level 4: 6%

41%
34%
19%
6%

    MATH Mean Score (5th Grade)

  • All311
  • Males313
  • Females308
  • IDEA272
Math students tested with valid scores: 98
Computed mean of student Math scores: 311

Math Students scoring proficient and above:

42%
New York:

43%

Students scoring at Level 1: 21%
Students scoring at Level 2: 37%
Students scoring at Level 3: 29%
Students scoring at Level 4: 13%

21%
37%
29%
13%

6th Grade:

    ELA Mean Score (6th Grade)

  • All306
  • Males302
  • Females309
  • IDEA265
ELA students tested with valid scores: 75
Computed mean of student ELA scores: 306

ELA Students scoring proficient and above:

36%
New York:

30%

Students scoring at Level 1: 21%
Students scoring at Level 2: 43%
Students scoring at Level 3: 13%
Students scoring at Level 4: 23%

21%
43%
13%
23%

    MATH Mean Score (6th Grade)

  • All315
  • Males312
  • Females317
  • IDEA265
Math students tested with valid scores: 70
Computed mean of student Math scores: 315

Math Students scoring proficient and above:

51%
State:

38%

Students scoring at Level 1: 17%
Students scoring at Level 2: 31%
Students scoring at Level 3: 24%
Students scoring at Level 4: 27%

17%
31%
24%
27%

7th Grade:

    ELA Mean Score (7th Grade)

  • All303
  • Males296
  • Females310
  • IDEA282
ELA students tested with valid scores: 65
Computed mean of student ELA scores: 303

ELA Students scoring proficient and above:

31%
New York:

39%

Students scoring at Level 1: 23%
Students scoring at Level 2: 46%
Students scoring at Level 3: 26%
Students scoring at Level 4: 5%

23%
46%
26%
5%

    MATH Mean Score (7th Grade)

  • All299
  • Males297
  • Females302
  • IDEA267
Math students tested with valid scores: 62
Computed mean of student Math scores: 299

Math Students scoring proficient and above:

23%
State:

34%

Students scoring at Level 1: 31%
Students scoring at Level 2: 47%
Students scoring at Level 3: 21%
Students scoring at Level 4: 2%

31%
47%
21%
2%

8th Grade:

    ELA Mean Score (8th Grade)

  • All307
  • Males297
  • Females320
  • IDEA258
ELA students tested with valid scores: 63
Computed mean of student ELA scores: 307

ELA Students scoring proficient and above:

49%
New York:

43%

Students scoring at Level 1: 21%
Students scoring at Level 2: 30%
Students scoring at Level 3: 38%
Students scoring at Level 4: 11%

21%
30%
38%
11%

    MATH Mean Score (8th Grade)

  • All307
  • Males300
  • Females318
  • IDEA275
Math students tested with valid scores: 45
Computed mean of student Math scores: 307

Math Students scoring proficient and above:

33%
State:

18%

Students scoring at Level 1: 11%
Students scoring at Level 2: 56%
Students scoring at Level 3: 31%
Students scoring at Level 4: 2%

11%
56%
31%
2%

    SCI Mean Score (8th Grade)

  • All72
  • Males70
  • Females76
  • IDEA60
Science students tested with valid scores: 61
Computed mean of student Science scores: 72

Science Students scoring proficient and above:

76%
New York:

57%

Students scoring at Level 1: 2%
Students scoring at Level 2: 23%
Students scoring at Level 3: 66%
Students scoring at Level 4: 10%

2%
23%
66%
10%


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 Middle School - % Scroring 55 and above in Regents Examination

Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All100%
  • Males100%
  • Females100%
Students tested with valid scores: 16
Number of students tested scoring Level 4 (79-84): 7 (44%)
Number of students tested scoring Level 5 (85-100): 9 (56%)

Percentage of students scoring 55 and above:

100%
New York:

93%

44%
56%

Accountability


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

Elementary/Middle-Level Science:

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

  • All181
  • Males174
  • White181
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 83
Percent of enrolled students with valid test scores: 99%

Performance Index (PI):

181
State:

174
Effective Annual Measurable Objective (EAMO): 178

Elementary/Middle-Level Math:

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

  • All125
  • Males122
  • Females128
  • White125
  • IDEA54
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 770
Percent of enrolled students with valid test scores: 76%

Performance Index (PI):

125
New York:

114
Effective Annual Measurable Objective (EAMO): 103

Elementary/Middle-Level ELA:

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

  • All107
  • Males94
  • Females122
  • White106
  • IDEA32
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 769
Percent of enrolled students with valid test scores: 81%

Performance Index (PI):

107
State:

113
Effective Annual Measurable Objective (EAMO): 105

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: 1


Total incidents per 1,000 students
Wayland-Cohocton Middle School:

2.6
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: 9
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
School:

23.4
New York:

3.3

    Students reported as harassed or bullied on the basis of race, color, or national origin

  • Black2
  • White8
  • IDEA2
  • 5042
Students reported as harassed or bullied on the basis of race, color, or national origin: 10 (all male)
  • Black: 2
  • White: 8
  • Individuals With Disabilities Education Act (IDEA): 2
  • Section 504: 2

    Students disciplined for bullying or harassment on the basis of race, color, or national origin

  • Black2
  • White8
  • IDEA2
  • 5042
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 10 (all male)
  • Black: 2
  • White: 8
  • Individuals With Disabilities Education Act (IDEA): 2
  • Section 504: 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: 46 (male: 26, female: 20)
  • White: 46 (male: 26, female: 20)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

119.8
State:

179.4

Suspensions:
Show data for

(State average from 569 schools)

Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.

    School days missed due to out-of-school suspension

  • Hispanic107
  • White339
  • IDEA166
  • 5048
School days missed due to out-of-school suspension: 446 (male: 315, female: 131)
  • Hispanic: 107 (all male)
  • White: 339 (male: 208, female: 131)
  • Individuals With Disabilities Education Act (IDEA): 166 (male: 157, female: 9)
  • Section 504: 8 (male: 3, female: 5)

Instances of out-of-school suspension (Students without disabilities): 17

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

44.3
State:

50.9
Students without disabilities receiving one or more in-school suspension: 34 (male: 29, female: 5)
  • White: 34 (male: 29, female: 5)

Students without disabilities receiving only one out-of-school suspension: 18 (male: 13, female: 5)
  • Hispanic: 2 (all male)
  • White: 16 (male: 11, female: 5)

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

Instances of out-of-school suspension (Students with disabilities): 11

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

28.6
State:

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

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

5.2
New York:

2.9
Students with disabilities receiving one or more in-school suspension: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Section 504: 7 (male: 5, 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)


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

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

5.2
State:

3.7

Classes & Courses


Algebra I:
Show data for

(State average from 623 schools)

Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
8th grade student enrollment in Algebra I: 15 (male: 5, female: 10)
  • Asian: 2 (all female)
  • White: 13 (male: 5, female: 8)
8th grade studenst who passed Algebra I: 11 (male: 4, female: 7)
  • White: 11 (male: 4, female: 7)
Percent of 8th grade students who passed
School:

73.3%
State:

87.1%


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: 3


Student Enrollment in Geometry: 48 (male: 19, female: 29)
  • Hispanic: 2 (all male)
  • White: 46 (male: 17, female: 29)

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