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West Street Elementary School in Sanborn, NY
(KG-05 • 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 62
Address
 5700 WEST ST
Sanborn, NY 14132
Telephone
(716) 215-3200
(make sure to verify first before calling)
Website
http://www.nwcsd.k12.ny.us
City-data.com school rating
62
Students
419
Classroom Teachers (FTE)
30.9
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
96
Reduced-price lunch
eligible students
26
School district
NIAGARA-WHEATFIELD CENTRAL SCHOOL DISTRICT
Charter school
No
Title I status
Title I targeted assistance school
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
ERRICK ROAD ELEMENTARY SCHOOL (3.5 miles):

92
EDWARD TOWN MIDDLE SCHOOL (1.4 miles):

73
West Street Elementary School:

62
NIAGARA-WHEATFIELD SENIOR HIGH SCHOOL (1.5 miles):

57
NORTH TONAWANDA MIDDLE SCHOOL (5.6 miles):

57
GERALDINE J MANN SCHOOL (4.5 miles):

53
DRAKE SCHOOL (5.4 miles):

43
TUSCARORA ELEMENTARY SCHOOL (2.9 miles):

41
COLONIAL VILLAGE ELEMENTARY SCHOOL (4.3 miles):

23
West Street Elementary School rating compared to average state, county and city schools ratings:
New York:

50
Niagara County:

52
Sanborn:

64
West Street Elementary School:

62

Students & Teachers


Total enrollment:
Enrollment in 2016: 419
Enrollment in 2015: 434
Enrollment in 2014: 480
Enrollment in 2013: 504
Enrollment in 2012: 548
Enrollment in 2011: 516
Enrollment in 2010: 539
Enrollment in 2009: 522
Enrollment in 2008: 491
Enrollment in 2007: 407
Enrollment in 2006: 407
Enrollment in 2005: 383
Enrollment in 2004: 380
Enrollment in 2003: 384
Enrollment in 2002: 407
Enrollment in 2001: 399
Enrollment in 2000: 407
Enrollment in 1999: 446

West Street Elementary School - Historical enrollment


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

GradeKGG01G02G03G04G05Total
All students725469777671419
Female students283329424336211
Male students442140353335208
American Indian/Alaska Native students11111 - 5
Asian students42242418
Hispanic students32265119
Black students - - 3 - - 36
White students594758586460346
Two or More Races students52384325

Enrollment by grade:
Kindergarten enrollment: 72
1st grade enrollment: 54
2nd grade enrollment: 69
3rd grade enrollment: 77
4th grade enrollment: 76
5th grade enrollment: 71

West Street Elementary School - Historical enrollment by grade


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

Female enrollment: 211 (50.4%)
Here:

50.4%
New York:

51.1%
Male enrollment: 208 (49.6%)
West Street Elementary School:

49.6%
New York:

47.5%

West Street Elementary School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 5 (1.2%)
Here:

1.2%
New York:

0.2%
Asian enrollment: 18 (4.3%)
School:

4.3%
State:

4.6%
Hispanic enrollment: 19 (4.5%)
School:

4.5%
New York:

9.2%
Black enrollment: 6 (1.4%)
School:

1.4%
New York:

12.0%
White enrollment: 346 (82.6%)
West Street Elementary School:

82.6%
State:

55.1%
Two or More Races enrollment: 25 (6.0%)
West Street Elementary School:

6.0%
New York:

2.9%

West Street Elementary School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 122 (29.1%)
Here:

29.1%
New York:

52.7%
Free lunch eligible students: 96 (22.9%)
West Street Elementary School:

22.9%
New York:

45.4%
Reduced-price lunch eligible students: 26 (6.2%)
West Street Elementary School:

6.2%
New York:

4.8%

West Street Elementary School - Lunch Program Eligibility


Average Class Size:
Average Class Size:
  • Common Branch: 21

Teachers and support:
Classroom Teachers (FTE): 30.9

Number of FTE teachers in their first 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: 9
Number of FTE nurses: 1
Number of FTE psychologists: 0.5

Student/Teacher Ratio
School:

13.6
State:

14.0
Number of teachers with fewer than three years of teaching experience: 1
Number of teachers with Master's Degree plus 30 hours or doctorate: 11

Total number of classes taught: 69
Number of classes taught by teachers without appropriate certification: 1


Number of full-time principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 2

West Street Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,612,023
  • Full-time Equivalency Count of Teachers: 29 (Salary Expenditures: $2,173,532)
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $74,196)
  • Full-time Equivalency Count of Support Services Staff: 13 (Salary Expenditures: $240,716)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $96,042)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $134,127
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,866,485
  • Salary Expenditures for Teachers: $2,317,370
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $74,196)
  • Full-time Equivalency Count of Support Services Staff: 14 (Salary Expenditures: $351,340)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $96,042)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $134,127

Limited English Proficiency:
Show data for

Students Enrolled in LEP Programs: 18 (male: 6, female: 12)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 7 (male: 2, female: 5)
  • White: 7 (male: 2, female: 5)

Students with disabilities:
Show data for

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

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 32 (male: 22, female: 10)
  • White: 32 (male: 22, female: 10)

Students with disabilities served under Section 504: 5 (all male)
  • White: 5

Retention:
Show data for

(State average from 836 schools)

A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in Kindergarten: 4 (all female)
  • Asian: 2
  • White: 2

Percent of Kindergarten students retained
Here:

5.6%
New York:

5.4%

Total number of students retained in 1st grade: 2 (all male)
  • White: 2

Percent of 1st grade students retained
School:

3.7%
New York:

5.0%

Total number of students retained in 2nd grade: 2 (all female)
  • White: 2

Percent of 2nd grade students retained
West Street Elementary School:

2.9%
New York:

4.7%

Statewide Student Assessments


Grades 3-8 New York State Testing Program Assessments:
(State average from 2,439 schools)

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

    ELA Mean Score (3rd Grade)

  • All302
  • Males297
  • Females307
  • White304
  • IDEA257
ELA students tested with valid scores: 59
Computed mean of student ELA scores: 302

ELA Students scoring proficient and above:

31%
State:

43%

Students scoring at Level 1: 32%
Students scoring at Level 2: 37%
Students scoring at Level 3: 24%
Students scoring at Level 4: 7%

32%
37%
24%
7%

    MATH Mean Score (3rd Grade)

  • All318
  • Males316
  • Females321
  • White323
Math students tested with valid scores: 53
Computed mean of student Math scores: 318

Math Students scoring proficient and above:

60%
State:

49%

Students scoring at Level 1: 21%
Students scoring at Level 2: 19%
Students scoring at Level 3: 28%
Students scoring at Level 4: 32%

21%
19%
28%
32%

4th Grade:

    ELA Mean Score (4th Grade)

  • All301
  • Males298
  • Females304
  • White306
  • IDEA266
ELA students tested with valid scores: 52
Computed mean of student ELA scores: 301

ELA Students scoring proficient and above:

37%
State:

41%

Students scoring at Level 1: 21%
Students scoring at Level 2: 42%
Students scoring at Level 3: 29%
Students scoring at Level 4: 8%

21%
42%
29%
8%

    MATH Mean Score (4th Grade)

  • All315
  • Males317
  • Females314
  • White316
  • IDEA269
Math students tested with valid scores: 50
Computed mean of student Math scores: 315

Math Students scoring proficient and above:

58%
State:

43%

Students scoring at Level 1: 10%
Students scoring at Level 2: 32%
Students scoring at Level 3: 34%
Students scoring at Level 4: 24%

10%
32%
34%
24%

    SCI Mean Score (4th Grade)

  • All82
  • Males84
  • Females81
  • White82
  • Multirace87
  • IDEA72
Science students tested with valid scores: 61
Computed mean of student Science scores: 82

Science Students scoring proficient and above:

91%
State:

87%

Students scoring at Level 1: 0%
Students scoring at Level 2: 10%
Students scoring at Level 3: 43%
Students scoring at Level 4: 48%

10%
43%
48%

5th Grade:

    ELA Mean Score (5th Grade)

  • All308
  • Males307
  • Females309
  • White307
  • IDEA265
ELA students tested with valid scores: 44
Computed mean of student ELA scores: 308

ELA Students scoring proficient and above:

43%
State:

35%

Students scoring at Level 1: 25%
Students scoring at Level 2: 32%
Students scoring at Level 3: 27%
Students scoring at Level 4: 16%

25%
32%
27%
16%

    MATH Mean Score (5th Grade)

  • All324
  • Males325
  • Females324
  • White326
  • IDEA279
Math students tested with valid scores: 44
Computed mean of student Math scores: 324

Math Students scoring proficient and above:

63%
New York:

43%

Students scoring at Level 1: 14%
Students scoring at Level 2: 23%
Students scoring at Level 3: 43%
Students scoring at Level 4: 20%

14%
23%
43%
20%


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

(State average from 1,177 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.
Kindergarten:
Students tested with valid scores: 5
Scoring at Expanding Level or above:

80%
State:

64%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 20%
Students scoring at Transitioning Level: 0%
Students scoring at Expanding Level: 80%
Students scoring at Commanding Level: 0%

20%
80%

Accountability


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

Elementary/Middle-Level Science:

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

  • All190
  • Females185
  • White191
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 160
Percent of enrolled students with valid test scores: 68%

Performance Index (PI):

190
State:

174
Effective Annual Measurable Objective (EAMO): 177

Elementary/Middle-Level Math:

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

  • All147
  • Males146
  • Females147
  • White150
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 459
Percent of enrolled students with valid test scores: 61%

Performance Index (PI):

147
New York:

114
Effective Annual Measurable Objective (EAMO): 100

Elementary/Middle-Level ELA:

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

  • All109
  • Males99
  • Females120
  • White113
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 461
Percent of enrolled students with valid test scores: 63%

Performance Index (PI):

109
State:

113
Effective Annual Measurable Objective (EAMO): 103

Health & Safety


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

  • Hispanic4
  • American Indian2
  • Asian4
  • Native Hawaiian4
  • White58
  • Multirace7
  • LEP4
  • IDEA7
Chronic Student Absenteeism: 79 (male: 40, female: 39)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • White: 58 (male: 29, female: 29)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

188.5
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: 7 (all male)
  • Black: 1
  • White: 6

Instances of out-of-school suspension (Students without disabilities): 3

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

7.2
State:

50.9
Students without disabilities receiving one or more in-school suspension: 4 (all male)
  • Black: 2
  • White: 2

Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • Black: 2

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

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