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Charter For Applied Technologies School in Buffalo, NY
(KG-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 25
Address
 2303 KENMORE AVE
Buffalo, NY 14207
Telephone
(716) 876-7505
(make sure to verify first before calling)
Website
http://www.csat-k12.org
City-data.com school rating
25
Students
2,039
Classroom Teachers (FTE)
134.1
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
School district
CHARTER SCHOOL FOR APPLIED TECHNOLOGIES
Charter school
Yes
Charter authorizer name
NYS EDUCATION (#000000000001)
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
RIVERVIEW ELEMENTARY SCHOOL (2.3 miles):

64
GRABIARZ-CAMPUS SCHOOL #79 (1.2 miles):

44
MCKINLEY VOCATIONAL HIGH SCHOOL (2.2 miles):

44
HOLMES ELEMENTARY SCHOOL (0.6 miles):

34
PS 81 (1.9 miles):

33
Charter For Applied Technologies School:

25
PS 65 ROOSEVELT ACADEMY ECC (0.5 miles):

17
WEST HERTEL ELEMENTARY SCHOOL (1.6 miles):

4
RIVERSIDE INSTITUTE OF TECHNOLOGY (1.5 miles):

2
Charter For Applied Technologies School rating compared to average state, county and city schools ratings:
New York:

50
Erie County:

51
Buffalo:

21
Charter For Applied Technologies:

25

Students & Teachers


Total enrollment:
Enrollment in 2016: 2,039
Enrollment in 2015: 1,935
Enrollment in 2014: 1,674
Enrollment in 2013: 1,670
Enrollment in 2012: 1,665
Enrollment in 2011: 1,609
Enrollment in 2010: 1,613
Enrollment in 2009: 1,563
Enrollment in 2008: 1,543
Enrollment in 2007: 1,402
Enrollment in 2006: 1,311
Enrollment in 2005: 1,031
Enrollment in 2004: 934
Enrollment in 2003: 813

Charter For Applied Technologies School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06G07G08G09G10G11G12Total
All students1841851361351351371841841841821591301042,039
Female students83927266596991858586747058990
Male students1019364697668939999968560461,049
American Indian/Alaska Native students13 - 2 - - - - 13 - 1 - 11
Asian students992 - 24363341 - 46
Hispanic students50543540454063504644322629554
Black students62635249493569687873574638739
White students40324027284838464344515033520
Two or More Races students22247171110111413151564169

Enrollment by grade:
Kindergarten enrollment: 184
1st grade enrollment: 185
2nd grade enrollment: 136
3rd grade enrollment: 135
4th grade enrollment: 135
5th grade enrollment: 137
6th grade enrollment: 184
7th grade enrollment: 184
8th grade enrollment: 184
9th grade enrollment: 182
10th grade enrollment: 159
11th grade enrollment: 130
12th grade enrollment: 104

Charter For Applied Technologies School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 990 (48.6%)
Charter For Applied Technologies School:

48.6%
State:

51.1%
Male enrollment: 1,049 (51.4%)
School:

51.4%
New York:

47.5%

Charter For Applied Technologies School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 11 (0.5%)
Charter For Applied Technologies School:

0.5%
New York:

0.2%
Asian enrollment: 46 (2.3%)
Charter For Applied Technologies School:

2.3%
New York:

4.6%
Hispanic enrollment: 554 (27.2%)
Charter For Applied Technologies School:

27.2%
State:

9.2%
Black enrollment: 739 (36.2%)
Charter For Applied Technologies School:

36.2%
State:

12.0%
White enrollment: 520 (25.5%)
School:

25.5%
State:

55.1%
Two or More Races enrollment: 169 (8.3%)
Charter For Applied Technologies School:

8.3%
State:

2.9%

Charter For Applied Technologies School - Historical enrollment by race/ethnicity


Teachers and support:
(State average from 6,103 schools)
Classroom Teachers (FTE): 134.1

Number of FTE teachers in their first year of teaching: 4
Number of FTE teachers in their second year of teaching: 3
Number of FTE school counselors: 9
Number of FTE teachers who were absent more than 10 school days during the school years: 23
Number of FTE sworn law enforcement officers: 0.2
Number of FTE nurses: 3
Number of FTE social workers: 4

Student/Teacher Ratio
Here:

15.2
State:

14.0

Charter For Applied Technologies School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $8,530,021
  • Full-time Equivalency Count of Teachers: 117 (Salary Expenditures: $6,048,111)
  • Full-time Equivalency Count of Instructional Aides: 8 (Salary Expenditures: $215,530)
  • Full-time Equivalency Count of Support Services Staff: 24 (Salary Expenditures: $1,000,082)
  • Full-time Equivalency Count of School Administration Staff: 13 (Salary Expenditures: $1,266,298)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $8,563,177
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $10,394,316
  • Salary Expenditures for Teachers: $7,371,077
  • Full-time Equivalency Count of Instructional Aides: 16 (Salary Expenditures: $458,612)
  • Full-time Equivalency Count of Support Services Staff: 29 (Salary Expenditures: $1,222,725)
  • Full-time Equivalency Count of School Administration Staff: 14 (Salary Expenditures: $1,341,902)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $8,859,882

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic22
  • Asian16
  • Black4
  • White13
  • IDEA10
Students Enrolled in LEP Programs: 55 (male: 29, female: 26)
  • Hispanic: 22 (male: 14, female: 8)
  • Asian: 16 (male: 8, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 13 (male: 5, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 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

  • Hispanic65
  • Black98
  • White77
  • Multirace14
  • LEP11
Students with disabilities served under IDEA: 254 (male: 175, female: 79)
  • Hispanic: 65 (male: 46, female: 19)
  • Black: 98 (male: 64, female: 34)
  • White: 77 (male: 55, female: 22)
  • Two or More Races: 14 (male: 10, female: 4)
  • Limited English Proficiency (LEP): 11 (male: 7, female: 4)

    Students with disabilities served under Section 504

  • Hispanic10
  • Black13
  • White28
  • Multirace10
Students with disabilities served under Section 504: 61 (male: 41, female: 20)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 13 (male: 8, female: 5)
  • White: 28 (male: 17, female: 11)
  • Two or More Races: 10 (male: 8, female: 2)

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

  • Hispanic2
  • Black2
  • White2
  • Multirace4
  • LEP2
  • IDEA2
Total number of students retained in Kindergarten: 10 (male: 6, female: 4)
  • Hispanic: 2 (all male)
  • Black: 2 (all male)
  • White: 2 (all female)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of Kindergarten students retained
Charter For Applied Technologies School:

5.4%
New York:

5.4%
Total number of students retained in 1st grade: 4 (all male)
  • Black: 2
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 1st grade students retained
Here:

2.2%
State:

5.0%
Total number of students retained in 2nd grade: 4 (all female)
  • Hispanic: 2
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 2nd grade students retained
School:

2.9%
New York:

4.7%
Total number of students retained in 9th grade: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)

Percent of 9th grade students retained
Charter For Applied Technologies School:

2.2%
New York:

11.4%
Total number of students retained in 10th grade: 2 (all male)
  • Black: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 10th grade students retained
School:

1.3%
State:

8.8%
Total number of students retained in 11th grade: 4 (all female)
  • Black: 2
  • White: 2
  • Section 504: 2

Percent of 11th grade students retained
School:

3.1%
State:

11.0%
Total number of students retained in 12th grade: 2 (all female)
  • White: 2

Percent of 12th grade students retained
Charter For Applied Technologies School:

1.9%
State:

14.9%

Accountability


SAT/ACT:
Show data for
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

  • Hispanic13
  • Asian2
  • Black25
  • White25
  • Multirace7
  • LEP2
  • IDEA2
SAT or ACT Test Participation: 72 (male: 23, female: 49)
  • Hispanic: 13 (male: 2, female: 11)
  • Asian: 2 (all female)
  • Black: 25 (male: 11, female: 14)
  • White: 25 (male: 8, female: 17)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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: 2
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: Yes

    Students Enrolled in at least one AP Course

  • Hispanic7
  • Black2
  • White19
  • Multirace4
Students Enrolled in at least one AP Course: 32 (male: 12, female: 20)
  • Hispanic: 7 (male: 2, female: 5)
  • Black: 2 (all female)
  • White: 19 (male: 8, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)

    Students Enrollment in Other Advanced Placement (AP) Subjects

  • Hispanic7
  • Black2
  • White19
  • Multirace4
Students Enrollment in Other Advanced Placement (AP) Subjects: 32 (male: 12, female: 20)
  • Hispanic: 7 (male: 2, female: 5)
  • Black: 2 (all female)
  • White: 19 (male: 8, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)

    Students who took one or more AP exams

  • Hispanic7
  • Black2
  • White19
  • Multirace4
Students who took one or more AP exams: 32 (male: 12, female: 20)
  • Hispanic: 7 (male: 2, female: 5)
  • Black: 2 (all female)
  • White: 19 (male: 8, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)
Students who received a qualifying score on one or more AP exams: 11 (male: 7, female: 4)
  • White: 11 (male: 7, female: 4)
Percent students who received a qualifying score on one or more AP exams
Charter For Applied Technologies School:

34.4%
State:

65.5%
Students who did not receive a qualifying score on any AP exams: 8 (all female)
  • Black: 4
  • White: 4

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 with a weapon: 3
Incidents of physical attack or fight without a weapon: 270


Total incidents per 1,000 students
Here:

133.9
New York:

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.

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.
Allegations of harassment or bullying on the basis of sex: 13
Allegations of harassment or bullying on the basis of sex per 1,000 students
School:

6.4
State:

3.8

    Students reported as harassed or bullied on the basis of sex

  • Hispanic5
  • American Indian2
  • Black2
  • White4
  • Multirace2
Students reported as harassed or bullied on the basis of sex: 15 (male: 2, female: 13)
  • Hispanic: 5 (all female)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)

    Students disciplined for bullying or harassment on the basis of sex

  • Hispanic2
  • Black2
  • White7
  • IDEA2
Students disciplined for bullying or harassment on the basis of sex: 11 (male: 9, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Allegations of harassment or bullying on the basis of race, color, or national origin: 14
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Charter For Applied Technologies School:

6.9
New York:

3.3
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all male)
  • White: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
  • Two or More Races: 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

  • Hispanic157
  • American Indian2
  • Asian7
  • Black193
  • White160
  • Multirace49
  • LEP13
  • IDEA70
  • 50428
Chronic Student Absenteeism: 568 (male: 289, female: 279)
  • Hispanic: 157 (male: 77, female: 80)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 7 (male: 5, female: 2)
  • Black: 193 (male: 101, female: 92)
  • White: 160 (male: 80, female: 80)
  • Two or More Races: 49 (male: 26, female: 23)
  • Limited English Proficiency (LEP): 13 (male: 5, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 70 (male: 53, female: 17)
  • Section 504: 28 (male: 17, female: 11)
Chronic Student Absenteeism per 1,000 students
Charter For Applied Technologies School:

278.6
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.

    School days missed due to out-of-school suspension

  • Hispanic455
  • American Indian18
  • Asian14
  • Black1,064
  • White323
  • Multirace226
  • LEP38
  • IDEA223
  • 50483
School days missed due to out-of-school suspension: 2,100 (male: 1,335, female: 765)
  • Hispanic: 455 (male: 228, female: 227)
  • American Indian / Alaska Native: 18 (male: 1, female: 17)
  • Asian: 14 (all male)
  • Black: 1,064 (male: 704, female: 360)
  • White: 323 (male: 245, female: 78)
  • Two or More Races: 226 (male: 143, female: 83)
  • Limited English Proficiency (LEP): 38 (male: 27, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 223 (male: 181, female: 42)
  • Section 504: 83 (male: 53, female: 30)
Instances of out-of-school suspension (Students without disabilities): 824

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

404.1
State:

50.9

    Students without disabilities receiving one or more in-school suspension

  • Hispanic58
  • American Indian2
  • Asian2
  • Black106
  • White40
  • Multirace22
  • LEP7
Students without disabilities receiving one or more in-school suspension: 230 (male: 130, female: 100)
  • Hispanic: 58 (male: 29, female: 29)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all male)
  • Black: 106 (male: 62, female: 44)
  • White: 40 (male: 26, female: 14)
  • Two or More Races: 22 (male: 11, female: 11)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

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

  • Hispanic49
  • Asian2
  • Black88
  • White31
  • Multirace16
  • LEP7
Students without disabilities receiving only one out-of-school suspension: 186 (male: 109, female: 77)
  • Hispanic: 49 (male: 26, female: 23)
  • Asian: 2 (all male)
  • Black: 88 (male: 47, female: 41)
  • White: 31 (male: 23, female: 8)
  • Two or More Races: 16 (male: 11, female: 5)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

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

  • Hispanic46
  • American Indian2
  • Asian2
  • Black94
  • White34
  • Multirace25
  • LEP2
Students without disabilities receiving more than one out-of-school suspension: 203 (male: 127, female: 76)
  • Hispanic: 46 (male: 23, female: 23)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all male)
  • Black: 94 (male: 62, female: 32)
  • White: 34 (male: 26, female: 8)
  • Two or More Races: 25 (male: 14, female: 11)
  • Limited English Proficiency (LEP): 2 (all female)
Instances of out-of-school suspension (Students with disabilities): 120

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

58.9
New York:

29.4
Instances of out-of-school suspension (Section 504 only): 58

Instances of out-of-school suspension per 1,000 students (Section 504 only)
Charter For Applied Technologies School:

28.4
New York:

2.9

    Students with disabilities receiving one or more in-school suspension

  • Hispanic5
  • American Indian2
  • Asian2
  • Black13
  • White2
  • Multirace4
  • LEP2
Students with disabilities receiving one or more in-school suspension: 28 (male: 21, female: 7)
  • Hispanic: 5 (all male)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all male)
  • Black: 13 (male: 8, female: 5)
  • White: 2 (all male)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

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

  • Hispanic4
  • American Indian2
  • Black13
  • White7
  • Multirace2
  • LEP2
  • 5047
Students with disabilities receiving only one out-of-school suspension: 28 (male: 19, female: 9)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 13 (male: 8, female: 5)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
  • Section 504: 7 (male: 5, female: 2)

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

  • Hispanic7
  • Black19
  • Multirace4
  • LEP2
  • 50413
Students with disabilities receiving more than one out-of-school suspension: 30 (male: 21, female: 9)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 19 (male: 14, female: 5)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 13 (male: 11, 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 without 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 not providing educational services to the child for the remainder of the school year or longer in accordance with local educational agency policy. Expulsion without 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
  • American Indian2
  • Black10
  • White7
  • Multirace4
Students without Disabilities who received an expulsion with educational services: 30 (male: 17, female: 13)
  • Hispanic: 7 (male: 5, female: 2)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 10 (male: 5, female: 5)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)

Students without Disabilities who received an expulsion with educational services per 1,000 students
Charter For Applied Technologies School:

14.7
New York:

6.8

    Students without Disabilities who received an expulsion under zero tolerance policies

  • Hispanic2
  • American Indian2
  • Black5
  • White4
  • Multirace4
Students without Disabilities who received an expulsion under zero tolerance policies: 17 (male: 11, female: 6)
  • Hispanic: 2 (all male)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 5 (all male)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)

Students without Disabilities who received an expulsion under zero tolerance policies per 1,000 students
School:

8.3
State:

0.5

    Students with Disabilities who received an expulsion with educational services

  • Hispanic2
  • Black5
  • Multirace2
  • 5042
Students with Disabilities who received an expulsion with educational services: 9 (male: 7, female: 2)
  • Hispanic: 2 (all male)
  • Black: 5 (all male)
  • Two or More Races: 2 (all female)
  • Section 504: 2 (all male)

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

4.4
State:

3.7
Students with Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
  • Black: 2
  • Section 504: 2

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

1.0
New York:

0.5

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: 8
Number of Algebra I classes taught by certified teachers: 8

    9-10th grade student enrollment in Algebra I

  • Hispanic43
  • American Indian2
  • Asian2
  • Black76
  • White43
  • Multirace13
  • LEP4
  • IDEA13
9-10th grade student enrollment in Algebra I: 179 (male: 95, female: 84)
  • Hispanic: 43 (male: 20, female: 23)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all female)
  • Black: 76 (male: 44, female: 32)
  • White: 43 (male: 23, female: 20)
  • Two or More Races: 13 (male: 8, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 11, female: 2)

    9-10th grade studenst who passed Algebra I

  • Hispanic29
  • Black56
  • White32
  • Multirace7
  • LEP4
  • IDEA7
9-10th grade studenst who passed Algebra I: 124 (male: 70, female: 54)
  • Hispanic: 29 (male: 13, female: 16)
  • Black: 56 (male: 34, female: 22)
  • White: 32 (male: 16, female: 16)
  • Two or More Races: 7 (all male)
  • Limited English Proficiency (LEP): 4 (all female)
  • Individuals With Disabilities Education Act (IDEA): 7 (all male)
Percent of 9-10th grade students who passed
Charter For Applied Technologies School:

69.3%
New York:

76.8%

    11-12th grade student enrollment in Algebra I

  • Hispanic4
  • Black4
  • White4
  • IDEA5
11-12th grade student enrollment in Algebra I: 12 (male: 6, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)
11-12th studenst who passed Algebra I: 4 (all female)
  • White: 4
Percent of 11-12th grade students who passed
School:

33.3%
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: 2
Number of Algebra II classes taught by certified teachers: 2

    Student Enrollment in Algebra II

  • Hispanic13
  • Asian2
  • Black10
  • White16
  • Multirace2
  • IDEA4
Student Enrollment in Algebra II: 43 (male: 15, female: 28)
  • Hispanic: 13 (male: 5, female: 8)
  • Asian: 2 (all female)
  • Black: 10 (male: 5, female: 5)
  • White: 16 (male: 5, female: 11)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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: 1
Number of Calculus classes taught by certified teachers: 1

Student Enrollment in Calculus: 8 (male: 4, female: 4)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)

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
Number of Geometry classes taught by certified teachers: 3

    Student Enrollment in Geometry

  • Hispanic13
  • Asian2
  • Black13
  • White31
  • Multirace7
  • IDEA4
Student Enrollment in Geometry: 66 (male: 29, female: 37)
  • Hispanic: 13 (male: 8, female: 5)
  • Asian: 2 (all female)
  • Black: 13 (male: 8, female: 5)
  • White: 31 (male: 11, female: 20)
  • Two or More Races: 7 (male: 2, female: 5)
  • 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: 1
Number of Advanced Mathematics classes taught by certified teachers: 1

Student Enrollment in Advanced Mathematics: 22 (male: 7, female: 15)
  • Hispanic: 5 (all female)
  • Black: 7 (male: 2, female: 5)
  • White: 10 (male: 5, female: 5)

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: 9
Number of Biology classes taught by certified teachers: 9

    Student Enrollment in Biology

  • Hispanic52
  • American Indian4
  • Asian4
  • Black91
  • White43
  • Multirace16
  • LEP4
  • IDEA16
Student Enrollment in Biology: 210 (male: 114, female: 96)
  • Hispanic: 52 (male: 26, female: 26)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Black: 91 (male: 50, female: 41)
  • White: 43 (male: 23, female: 20)
  • Two or More Races: 16 (male: 11, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 14, female: 2)

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: 2
Number of Chemistry classes taught by certified teachers: 2

    Student Enrollment in Chemistry

  • Hispanic10
  • Black13
  • White22
  • Multirace4
  • IDEA2
Student Enrollment in Chemistry: 49 (male: 23, female: 26)
  • Hispanic: 10 (male: 5, female: 5)
  • Black: 13 (male: 5, female: 8)
  • White: 22 (male: 11, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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