Franklin Avenue School in Pearl River, NY
(KG-04 • 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 96
- Address
- 48 FRANKLIN AVE
Pearl River, NY 10965
- Telephone
- (845) 620-3965
(make sure to verify first before calling)
- Website
- http://www.pearlriver.org
- City-data.com school rating
- 96
- Students
- 325
- Classroom Teachers (FTE)
- 18.0
- National School Lunch
Program (NSLP) Status - Yes, participating without using any Provision or the CEO
- Free lunch eligible students
- 42
- Reduced-price lunch
eligible students - 4
- School district
- PEARL RIVER UNION FREE 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:
Franklin Avenue School: | 96 |
LINCOLN AVENUE SCHOOL (0.8 miles): | 94 |
PEARL RIVER HIGH SCHOOL (0.6 miles): | 91 |
NANUET SENIOR HIGH SCHOOL (2.4 miles): | 90 |
EVANS PARK SCHOOL (0.8 miles): | 87 |
PEARL RIVER MIDDLE SCHOOL (1.0 miles): | 87 |
GEORGE W MILLER ELEMENTARY SCHOOL (2.2 miles): | 86 |
HIGHVIEW ELEMENTARY SCHOOL (2.3 miles): | 85 |
A MACARTHUR BARR MIDDLE SCHOOL (2.5 miles): | 79 |
Franklin Avenue School rating compared to average state, county and city schools ratings:
New York: | 50 |
Rockland County: | 63 |
Pearl River: | 91 |
Franklin Avenue School: | 96 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 325
Enrollment in 2015: 332
Enrollment in 2014: 344
Enrollment in 2013: 348
Enrollment in 2012: 334
Enrollment in 2011: 323
Enrollment in 2010: 328
Enrollment in 2009: 318
Enrollment in 2008: 312
Enrollment in 2007: 321
Enrollment in 2006: 308
Enrollment in 2005: 307
Enrollment in 2004: 318
Enrollment in 2003: 297
Enrollment in 2002: 300
Enrollment in 2001: 301
Enrollment in 2000: 310
Enrollment in 1999: 305
Enrollment in 2015: 332
Enrollment in 2014: 344
Enrollment in 2013: 348
Enrollment in 2012: 334
Enrollment in 2011: 323
Enrollment in 2010: 328
Enrollment in 2009: 318
Enrollment in 2008: 312
Enrollment in 2007: 321
Enrollment in 2006: 308
Enrollment in 2005: 307
Enrollment in 2004: 318
Enrollment in 2003: 297
Enrollment in 2002: 300
Enrollment in 2001: 301
Enrollment in 2000: 310
Enrollment in 1999: 305
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | KG | G01 | G02 | G03 | G04 | Total |
---|---|---|---|---|---|---|
All students | 53 | 67 | 67 | 67 | 71 | 325 |
Female students | 24 | 37 | 30 | 32 | 42 | 165 |
Male students | 29 | 30 | 37 | 35 | 29 | 160 |
Asian students | 4 | 2 | 4 | 2 | 2 | 14 |
Hispanic students | 11 | 13 | 8 | 13 | 10 | 55 |
Black students | 1 | - | - | - | - | 1 |
White students | 35 | 51 | 55 | 52 | 59 | 252 |
Two or More Races students | 2 | 1 | - | - | - | 3 |
Enrollment by grade:
Kindergarten enrollment: 53
1st grade enrollment: 67
2nd grade enrollment: 67
3rd grade enrollment: 67
4th grade enrollment: 71
1st grade enrollment: 67
2nd grade enrollment: 67
3rd grade enrollment: 67
4th grade enrollment: 71
Franklin Avenue School - Historical enrollment by grade
Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 165 (50.8%)
School: | 50.8% |
New York: | 51.1% |
Male enrollment: 160 (49.2%)
Here: | 49.2% |
New York: | 47.5% |
Franklin Avenue School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 14 (4.3%)
Here: | 4.3% |
New York: | 4.6% |
Hispanic enrollment: 55 (16.9%)
School: | 16.9% |
State: | 9.2% |
Black enrollment: 1 (0.3%)
School: | 0.3% |
State: | 12.0% |
White enrollment: 252 (77.5%)
Here: | 77.5% |
New York: | 55.1% |
Two or More Races enrollment: 3 (0.9%)
School: | 0.9% |
New York: | 2.9% |
Franklin Avenue School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 46 (14.2%)
Franklin Avenue School: | 14.2% |
New York: | 52.7% |
Free lunch eligible students: 42 (12.9%)
Franklin Avenue School: | 12.9% |
State: | 45.4% |
Reduced-price lunch eligible students: 4 (1.2%)
Franklin Avenue School: | 1.2% |
State: | 4.8% |
Franklin Avenue School - Lunch Program Eligibility
Average Class Size:
Show data for
Average Class Size:
- Common Branch: 22
Teachers and support:
Show data for
Classroom Teachers (FTE): 18
Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 19
Number of FTE nurses: 1
Number of FTE psychologists: 1
Student/Teacher Ratio
Number of teachers with Master's Degree plus 30 hours or doctorate: 14
Total number of classes taught: 31
Number of full-time principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 1
Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 19
Number of FTE nurses: 1
Number of FTE psychologists: 1
Student/Teacher Ratio
Franklin Avenue School: | 18.1 |
New York: | 14.0 |
Total number of classes taught: 31
Number of full-time principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 1
Franklin Avenue School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,908,736
- Full-time Equivalency Count of Teachers: 21 (Salary Expenditures: $2,139,740)
- Full-time Equivalency Count of Instructional Aides: 12 (Salary Expenditures: $250,637)
- Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $254,243)
- Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $149,374)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,023,478
- Salary Expenditures for Teachers: $2,254,482
- Full-time Equivalency Count of Instructional Aides: 19 (Salary Expenditures: $654,254)
- Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $504,880)
- Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $149,374)
Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 13 (male: 5, female: 8)
- Hispanic: 13 (male: 5, female: 8)
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 (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: 14 (male: 10, female: 4)
Students with disabilities served under Section 504: 5 (all male)
- White: 14 (male: 10, female: 4)
Students with disabilities served under Section 504: 5 (all male)
- White: 5
Statewide Student Assessments
Grades 3-8 New York State Testing Program Assessments:
Show data for
(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 students tested with valid scores: 61
Computed mean of student ELA scores: 338
Students scoring at Level 1: 2%
Students scoring at Level 2: 18%
Students scoring at Level 3: 61%
Students scoring at Level 4: 20%
Math students tested with valid scores: 59
Computed mean of student Math scores: 329
Students scoring at Level 1: 7%
Students scoring at Level 2: 17%
Students scoring at Level 3: 41%
Students scoring at Level 4: 36%
4th Grade:
ELA students tested with valid scores: 48
Computed mean of student ELA scores: 333
Students scoring at Level 1: 6%
Students scoring at Level 2: 15%
Students scoring at Level 3: 40%
Students scoring at Level 4: 40%
Math students tested with valid scores: 47
Computed mean of student Math scores: 336
Students scoring at Level 1: 4%
Students scoring at Level 2: 11%
Students scoring at Level 3: 38%
Students scoring at Level 4: 47%
Science students tested with valid scores: 50
Computed mean of student Science scores: 88
Students scoring at Level 1: 0%
Students scoring at Level 2: 2%
Students scoring at Level 3: 26%
Students scoring at Level 4: 72%
- All338
- Males332
- Females344
- Hispanic316
- Asian347
- White341
ELA Mean Score (3rd Grade)
Computed mean of student ELA scores: 338
ELA Students scoring proficient and above: | 81% |
State: | 43% |
Students scoring at Level 1: 2%
Students scoring at Level 2: 18%
Students scoring at Level 3: 61%
Students scoring at Level 4: 20%
- All329
- Males328
- Females329
- Hispanic306
- Asian351
- White330
MATH Mean Score (3rd Grade)
Computed mean of student Math scores: 329
Math Students scoring proficient and above: | 77% |
New York: | 49% |
Students scoring at Level 1: 7%
Students scoring at Level 2: 17%
Students scoring at Level 3: 41%
Students scoring at Level 4: 36%
4th Grade:
- All333
- Males325
- Females341
- White335
ELA Mean Score (4th Grade)
Computed mean of student ELA scores: 333
ELA Students scoring proficient and above: | 80% |
New York: | 41% |
Students scoring at Level 1: 6%
Students scoring at Level 2: 15%
Students scoring at Level 3: 40%
Students scoring at Level 4: 40%
- All336
- Males344
- Females329
- White336
MATH Mean Score (4th Grade)
Computed mean of student Math scores: 336
Math Students scoring proficient and above: | 85% |
State: | 43% |
Students scoring at Level 1: 4%
Students scoring at Level 2: 11%
Students scoring at Level 3: 38%
Students scoring at Level 4: 47%
- All88
- Males89
- Females87
- White88
SCI Mean Score (4th Grade)
Computed mean of student Science scores: 88
Science Students scoring proficient and above: | 98% |
State: | 87% |
Students scoring at Level 1: 0%
Students scoring at Level 2: 2%
Students scoring at Level 3: 26%
Students scoring at Level 4: 72%
The New York State English as a Second Language Achievement Test:
Show data for
(State average from 1,219 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.
Franklin Avenue School - % Scoring at Expanding Level or above in NYSESLAT
Kindergarten:
Students tested with valid scores: 9
Students scoring at Entering Level: 11%
Students scoring at Emerging Level: 11%
Students scoring at Transitioning Level: 11%
Students scoring at Expanding Level: 67%
Students scoring at Commanding Level: 0%
1st Grade:
Students tested with valid scores: 5
Students scoring at Entering Level: 20%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 40%
Students scoring at Expanding Level: 40%
Students scoring at Commanding Level: 0%
2nd Grade:
Students tested with valid scores: 8
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 0%
Students scoring at Expanding Level: 63%
Students scoring at Commanding Level: 38%
Students tested with valid scores: 9
Scoring at Expanding Level or above: | 67% |
New York: | 64% |
Students scoring at Entering Level: 11%
Students scoring at Emerging Level: 11%
Students scoring at Transitioning Level: 11%
Students scoring at Expanding Level: 67%
Students scoring at Commanding Level: 0%
1st Grade:
Students tested with valid scores: 5
Scoring at Expanding Level or above: | 40% |
New York: | 42% |
Students scoring at Entering Level: 20%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 40%
Students scoring at Expanding Level: 40%
Students scoring at Commanding Level: 0%
2nd Grade:
Students tested with valid scores: 8
Scoring at Expanding Level or above: | 101% |
New York: | 63% |
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 0%
Students scoring at Expanding Level: 63%
Students scoring at Commanding Level: 38%
Accountability
Adequate Yearly Progress:
Show data for
(State average from 3,754 schools)
Elementary/Middle-Level Science:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 138
Percent of enrolled students with valid test scores: 68%
Effective Annual Measurable Objective (EAMO): 176
Elementary/Middle-Level Math:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 276
Percent of enrolled students with valid test scores: 73%
Effective Annual Measurable Objective (EAMO): 99
Elementary/Middle-Level ELA:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 276
Percent of enrolled students with valid test scores: 76%
Effective Annual Measurable Objective (EAMO): 101
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 138
Percent of enrolled students with valid test scores: 68%
Performance Index (PI): | 198 |
New York: | 174 |
Elementary/Middle-Level Math:
- All175
- Males181
- Females169
- White177
Elementary/Middle-Level Math - Performance Index (PI)
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 276
Percent of enrolled students with valid test scores: 73%
Performance Index (PI): | 175 |
State: | 114 |
Elementary/Middle-Level ELA:
- All176
- Males174
- Females178
- White181
Elementary/Middle-Level ELA - Performance Index (PI)
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 276
Percent of enrolled students with valid test scores: 76%
Performance Index (PI): | 176 |
New York: | 113 |
Health & Safety
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.
Harassment or bullying on the basis of religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. 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 religion constitutes religious harassment.
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.
Harassment or bullying on the basis of religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. 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 religion constitutes religious harassment.
Allegations of harassment or bullying on the basis of sex: 4
Students disciplined for bullying or harassment on the basis of sex: 4 (all male)
Allegations of harassment or bullying on the basis of race, color, or national origin: 1
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
Allegations of harassment or bullying on the basis of disability: 1
Students disciplined for bullying or harassment on the basis of disability: 2 (all male)
Allegations of harassment or bullying on the basis of sexual orientation: 1
Allegations of harassment or bullying on the basis of sex per 1,000 students
Students reported as harassed or bullied on the basis of sex: 4 (all male)School: | 12.3 |
New York: | 3.8 |
- Hispanic: 2
- White: 2
- Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of sex: 4 (all male)
- Hispanic: 2
- White: 2
Allegations of harassment or bullying on the basis of race, color, or national origin: 1
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all male)School: | 3.1 |
New York: | 3.3 |
- White: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
- White: 2
Allegations of harassment or bullying on the basis of disability: 1
Allegations of harassment or bullying on the basis of disability per 1,000 students
Students reported as harassed or bullied on the basis of disability: 2 (all male)Franklin Avenue School: | 3.1 |
State: | 1.4 |
- White: 2
Students disciplined for bullying or harassment on the basis of disability: 2 (all male)
- White: 2
Allegations of harassment or bullying on the basis of sexual orientation: 1
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
Franklin Avenue School: | 3.1 |
New York: | 1.7 |
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.
- Hispanic4
- White22
- Multirace2
- LEP4
- IDEA2
- 5042
Chronic Student Absenteeism
- Hispanic: 4 (male: 2, female: 2)
- White: 22 (male: 14, female: 8)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
- Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
Franklin Avenue School: | 86.2 |
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).
School days missed due to out-of-school suspension: 4 (all male)
Instances of out-of-school suspension (Students without disabilities): 3
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Students without disabilities receiving only one out-of-school suspension: 4 (all male)
Instances of out-of-school suspension (Students with disabilities): 1
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
- Hispanic: 1
- White: 3
- Individuals With Disabilities Education Act (IDEA): 1
Instances of out-of-school suspension (Students without disabilities): 3
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Franklin Avenue School: | 9.2 |
State: | 50.9 |
Students without disabilities receiving only one out-of-school suspension: 4 (all male)
- Hispanic: 2
- White: 2
Instances of out-of-school suspension (Students with disabilities): 1
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
School: | 3.1 |
State: | 29.4 |
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
- White: 2
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