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Central Queens Academy Charter School in New York, NY
(05-08 • Public • Regular School)

Address
 55-30 JUNCTION BLVD
New York, NY 11373
Telephone
(718) 271-6200
(make sure to verify first before calling)
Website
http://www.centralqueensacademy.org
Students
405
Classroom Teachers (FTE)
30.9
National School Lunch
Program (NSLP) Status
No
School district
CENTRAL QUEENS ACADEMY CHARTER SCHOOL
Charter school
Yes
Charter authorizer name
STATE UNIVERSI (#000000000002)
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Students & Teachers


Total enrollment:
Enrollment in 2016: 405
Enrollment in 2015: 306
Enrollment in 2014: 215
Enrollment in 2013: 110

Central Queens Academy Charter School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG05G06G07G08Total
All students10610210196405
Female students59575657229
Male students47454539176
American Indian/Alaska Native students - - 1 - 1
Asian students1524221879
Hispanic students76656664271
Black students91310739
White students6 - 2614
Two or More Races students - - - 11

Enrollment by grade:
5th grade enrollment: 106
6th grade enrollment: 102
7th grade enrollment: 101
8th grade enrollment: 96

Central Queens Academy Charter School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 229 (56.5%)
Central Queens Academy Charter School:

56.5%
New York:

51.1%
Male enrollment: 176 (43.5%)
Central Queens Academy Charter School:

43.5%
State:

47.5%

Central Queens Academy Charter School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 1 (0.2%)
Central Queens Academy Charter School:

0.2%
State:

0.2%
Asian enrollment: 79 (19.5%)
Here:

19.5%
New York:

4.6%
Hispanic enrollment: 271 (66.9%)
School:

66.9%
New York:

9.2%
Black enrollment: 39 (9.6%)
Here:

9.6%
State:

12.0%
White enrollment: 14 (3.5%)
Central Queens Academy Charter School:

3.5%
State:

55.1%
Two or More Races enrollment: 1 (0.2%)
School:

0.2%
New York:

2.9%

Central Queens Academy Charter School - Historical enrollment by race/ethnicity


Teachers and support:
(State average from 6,103 schools)
Classroom Teachers (FTE): 30.9

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

Student/Teacher Ratio
Here:

13.1
State:

14.0

Central Queens Academy Charter School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,809,687
  • Full-time Equivalency Count of Teachers: 14 (Salary Expenditures: $871,358)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $16,000)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $471,823)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $96,550
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,935,697
  • Salary Expenditures for Teachers: $1,013,819
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $61,000)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $477,833)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $96,550

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic22
  • Asian4
  • Black2
  • IDEA13
Students Enrolled in LEP Programs: 28 (male: 13, female: 15)
  • Hispanic: 22 (male: 11, female: 11)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, 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 served under IDEA: 32 (male: 22, female: 10)
  • Hispanic: 32 (male: 22, female: 10)
  • Limited English Proficiency (LEP): 14 (male: 10, female: 4)

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: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Percent of 5th grade students retained
Here:

3.8%
New York:

4.6%
Total number of students retained in 6th grade: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 6th grade students retained
School:

2.0%
New York:

4.7%

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

  • Hispanic10
  • Asian2
  • LEP2
  • IDEA2
Chronic Student Absenteeism: 12 (male: 8, female: 4)
  • Hispanic: 10 (male: 8, female: 2)
  • Asian: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)
Chronic Student Absenteeism per 1,000 students
Central Queens Academy Charter School:

29.6
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.
Students without disabilities receiving one or more in-school suspension: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

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