Gillette Road Middle School in Cicero, NY
(05-07 • 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 65
- Address
- 6150 S BAY RD
Cicero, NY 13039
- Telephone
- (315) 218-3000
(make sure to verify first before calling)
- Website
- http://www.nscsd.org
- City-data.com school rating
- 65
- Students
- 1,140
- Classroom Teachers (FTE)
- 71.9
- National School Lunch
Program (NSLP) Status - Yes, participating without using any Provision or the CEO
- Free lunch eligible students
- 213
- Reduced-price lunch
eligible students - 59
- School district
- NORTH SYRACUSE CENTRAL 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:
LAKESHORE ROAD ELEMENTARY SCHOOL (3.9 miles): | 75 |
CICERO ELEMENTARY SCHOOL (1.1 miles): | 71 |
Gillette Road Middle School: | 65 |
ALLEN ROAD ELEMENTARY SCHOOL (3.6 miles): | 52 |
CICERO-NORTH SYRACUSE HIGH SCHOOL (0.9 miles): | 51 |
SMITH ROAD ELEMENTARY SCHOOL (1.7 miles): | 47 |
NORTH SYRACUSE JUNIOR HIGH SCHOOL (3.5 miles): | 42 |
KARL W SAILE BEAR ROAD ELEMENTARY SCHOOL (2.1 miles): | 34 |
ROXBORO ROAD ELEMENTARY SCHOOL (4.8 miles): | 12 |
Gillette Road Middle School rating compared to average state, county and city schools ratings:
New York: | 50 |
Onondaga County: | 44 |
Cicero: | 66 |
Gillette Road Middle School: | 65 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 1,140
Enrollment in 2015: 1,161
Enrollment in 2014: 1,194
Enrollment in 2013: 1,255
Enrollment in 2012: 1,310
Enrollment in 2011: 1,254
Enrollment in 2010: 1,252
Enrollment in 2009: 1,256
Enrollment in 2008: 1,322
Enrollment in 2007: 1,329
Enrollment in 2006: 1,286
Enrollment in 2005: 1,260
Enrollment in 2004: 1,253
Enrollment in 2003: 1,286
Enrollment in 2002: 1,291
Enrollment in 2001: 1,286
Enrollment in 2000: 1,238
Enrollment in 1999: 1,222
Enrollment in 2015: 1,161
Enrollment in 2014: 1,194
Enrollment in 2013: 1,255
Enrollment in 2012: 1,310
Enrollment in 2011: 1,254
Enrollment in 2010: 1,252
Enrollment in 2009: 1,256
Enrollment in 2008: 1,322
Enrollment in 2007: 1,329
Enrollment in 2006: 1,286
Enrollment in 2005: 1,260
Enrollment in 2004: 1,253
Enrollment in 2003: 1,286
Enrollment in 2002: 1,291
Enrollment in 2001: 1,286
Enrollment in 2000: 1,238
Enrollment in 1999: 1,222
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | G05 | G06 | G07 | UG | Total |
---|---|---|---|---|---|
All students | 379 | 399 | 357 | 5 | 1,140 |
Female students | 178 | 192 | 187 | 3 | 560 |
Male students | 201 | 207 | 170 | 2 | 580 |
Asian students | 8 | 8 | 12 | - | 28 |
Hispanic students | 13 | 13 | 8 | - | 34 |
Black students | 15 | 15 | 18 | - | 48 |
White students | 326 | 349 | 306 | 4 | 985 |
Two or More Races students | 17 | 14 | 13 | 1 | 45 |
Enrollment by grade:
5th grade enrollment: 379
6th grade enrollment: 399
7th grade enrollment: 357
Ungraded enrollment: 5
6th grade enrollment: 399
7th grade enrollment: 357
Ungraded enrollment: 5
Gillette Road Middle School - Historical enrollment by grade
Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 560 (49.1%)
Here: | 49.1% |
State: | 51.1% |
Male enrollment: 580 (50.9%)
Gillette Road Middle School: | 50.9% |
State: | 47.5% |
Gillette Road Middle School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 28 (2.5%)
Here: | 2.5% |
New York: | 4.6% |
Hispanic enrollment: 34 (3.0%)
Here: | 3.0% |
New York: | 9.2% |
Black enrollment: 48 (4.2%)
Gillette Road Middle School: | 4.2% |
State: | 12.0% |
White enrollment: 985 (86.4%)
Here: | 86.4% |
State: | 55.1% |
Two or More Races enrollment: 45 (3.9%)
Here: | 3.9% |
New York: | 2.9% |
Gillette Road Middle School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 272 (23.9%)
Here: | 23.9% |
State: | 52.7% |
Free lunch eligible students: 213 (18.7%)
Gillette Road Middle School: | 18.7% |
State: | 45.4% |
Reduced-price lunch eligible students: 59 (5.2%)
School: | 5.2% |
New York: | 4.8% |
Gillette Road Middle School - Lunch Program Eligibility
Average Class Size:
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Average Class Size:
- Common Branch: 26
Teachers and support:
Show data for
Classroom Teachers (FTE): 71.9
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: 38
Number of FTE sworn law enforcement officers: 0.5
Number of FTE security guards: 1
Number of FTE nurses: 2
Number of FTE psychologists: 1.5
Number of FTE social workers: 0.4
Student/Teacher Ratio
Number of teachers with Master's Degree plus 30 hours or doctorate: 27
Total number of classes taught: 317
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: 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: 38
Number of FTE sworn law enforcement officers: 0.5
Number of FTE security guards: 1
Number of FTE nurses: 2
Number of FTE psychologists: 1.5
Number of FTE social workers: 0.4
Student/Teacher Ratio
Gillette Road Middle School: | 15.8 |
State: | 14.0 |
Total number of classes taught: 317
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: 3
Gillette Road Middle School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $5,441,070
- Full-time Equivalency Count of Teachers: 74 (Salary Expenditures: $4,502,638)
- Full-time Equivalency Count of Instructional Aides: 4 (Salary Expenditures: $68,115)
- Full-time Equivalency Count of Support Services Staff: 14.5 (Salary Expenditures: $631,223)
- Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $239,095)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $5,686,697
- Salary Expenditures for Teachers: $4,748,264
- Full-time Equivalency Count of Instructional Aides: 4 (Salary Expenditures: $68,115)
- Full-time Equivalency Count of Support Services Staff: 14.5 (Salary Expenditures: $631,223)
- Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $239,095)
Limited English Proficiency:
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Students Enrolled in LEP Programs: 2 (all male)
- Hispanic: 2
- Individuals With Disabilities Education Act (IDEA): 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 (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.
- Hispanic4
- Asian4
- Black14
- White119
- Multirace8
Students with disabilities served under IDEA
- Hispanic: 4 (all male)
- Asian: 4 (all male)
- Black: 14 (male: 10, female: 4)
- White: 119 (male: 70, female: 49)
- Two or More Races: 8 (male: 4, female: 4)
Students with disabilities served under Section 504: 46 (male: 24, female: 22)
- Hispanic: 2 (all male)
- White: 40 (male: 20, female: 20)
- Two or More Races: 4 (male: 2, female: 2)
Retention:
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(State average from 345 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 7th grade: 4 (all male)
Percent of 7th grade students retained
- Black: 2
- White: 2
Percent of 7th grade students retained
School: | 1.1% |
State: | 5.1% |
Gifted and Talented:
Show data for
(State average from 386 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.
- Asian4
- Black2
- White73
- Multirace2
Gifted and Talented Student Enrollment
- Asian: 4 (male: 2, female: 2)
- Black: 2 (all female)
- White: 73 (male: 41, female: 32)
- Two or More Races: 2 (all female)
Gifted and Talented Student Enrollment per 1,000 students
School: | 71.1 |
New York: | 106.8 |
Statewide Student Assessments
Grades 3-8 New York State Testing Program Assessments:
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(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 students tested with valid scores: 296
Computed mean of student ELA scores: 310
Students scoring at Level 1: 21%
Students scoring at Level 2: 38%
Students scoring at Level 3: 30%
Students scoring at Level 4: 12%
Math students tested with valid scores: 293
Computed mean of student Math scores: 311
Students scoring at Level 1: 25%
Students scoring at Level 2: 28%
Students scoring at Level 3: 36%
Students scoring at Level 4: 12%
6th Grade:
ELA students tested with valid scores: 252
Computed mean of student ELA scores: 307
Students scoring at Level 1: 17%
Students scoring at Level 2: 45%
Students scoring at Level 3: 25%
Students scoring at Level 4: 13%
Math students tested with valid scores: 243
Computed mean of student Math scores: 324
Students scoring at Level 1: 12%
Students scoring at Level 2: 24%
Students scoring at Level 3: 29%
Students scoring at Level 4: 35%
7th Grade:
ELA students tested with valid scores: 225
Computed mean of student ELA scores: 306
Students scoring at Level 1: 21%
Students scoring at Level 2: 39%
Students scoring at Level 3: 30%
Students scoring at Level 4: 10%
Math students tested with valid scores: 210
Computed mean of student Math scores: 315
Students scoring at Level 1: 20%
Students scoring at Level 2: 33%
Students scoring at Level 3: 33%
Students scoring at Level 4: 14%
- All310
- Males306
- Females315
- Asian319
- Black302
- White311
- Multirace301
- IDEA260
ELA Mean Score (5th Grade)
Computed mean of student ELA scores: 310
ELA Students scoring proficient and above: | 42% |
State: | 35% |
Students scoring at Level 1: 21%
Students scoring at Level 2: 38%
Students scoring at Level 3: 30%
Students scoring at Level 4: 12%
- All311
- Males316
- Females306
- Hispanic305
- Asian325
- White312
- Multirace301
- IDEA269
MATH Mean Score (5th Grade)
Computed mean of student Math scores: 311
Math Students scoring proficient and above: | 48% |
State: | 43% |
Students scoring at Level 1: 25%
Students scoring at Level 2: 28%
Students scoring at Level 3: 36%
Students scoring at Level 4: 12%
6th Grade:
- All307
- Males301
- Females312
- Hispanic301
- Black283
- White307
- Multirace309
- IDEA279
ELA Mean Score (6th Grade)
Computed mean of student ELA scores: 307
ELA Students scoring proficient and above: | 38% |
State: | 30% |
Students scoring at Level 1: 17%
Students scoring at Level 2: 45%
Students scoring at Level 3: 25%
Students scoring at Level 4: 13%
- All324
- Males322
- Females325
- Hispanic310
- Black299
- White325
- Multirace319
- IDEA288
MATH Mean Score (6th Grade)
Computed mean of student Math scores: 324
Math Students scoring proficient and above: | 64% |
New York: | 38% |
Students scoring at Level 1: 12%
Students scoring at Level 2: 24%
Students scoring at Level 3: 29%
Students scoring at Level 4: 35%
7th Grade:
- All306
- Males300
- Females313
- Hispanic302
- Asian313
- Black279
- White307
- Multirace311
- IDEA270
ELA Mean Score (7th Grade)
Computed mean of student ELA scores: 306
ELA Students scoring proficient and above: | 40% |
State: | 39% |
Students scoring at Level 1: 21%
Students scoring at Level 2: 39%
Students scoring at Level 3: 30%
Students scoring at Level 4: 10%
- All315
- Males313
- Females317
- Hispanic311
- Asian320
- Black278
- White316
- Multirace319
- IDEA260
MATH Mean Score (7th Grade)
Computed mean of student Math scores: 315
Math Students scoring proficient and above: | 47% |
State: | 34% |
Students scoring at Level 1: 20%
Students scoring at Level 2: 33%
Students scoring at Level 3: 33%
Students scoring at Level 4: 14%
New York State Alternate Assessment:
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(State average from 72 schools)
New York State Alternate Assessment (NYSAA) is part of the New York State testing program that measures the attainment of the State's learning standards in the areas of English language arts (ELA), mathematics, and science for all students with the most severe disabilities in Grades 3-8 and high school. In the 2015-16 school year, NYSAA began using computer-based testing for the ELA and mathematics components. Beginning with the 2017-18 school year, the NYSAA program will no longer include a Social Studies component. The NYSAA in ELA, mathematics, and science will be assessed using Dynamic Learning Maps alternate assessment.
Grade 7:
ELA students tested with valid scores: 5
Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 100%
Students scoring at Level 4: 0%
Math students tested with valid scores: 5
Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 100%
Students scoring at Level 4: 0%
ELA students tested with valid scores: 5
Grade 7 ELA Students scoring proficient and above: | 100% |
State: | 94% |
Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 100%
Students scoring at Level 4: 0%
Math students tested with valid scores: 5
Grade 7 Math Students scoring proficient and above: | 100% |
State: | 92% |
Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 100%
Students scoring at Level 4: 0%
Accountability
Adequate Yearly Progress:
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(State average from 3,754 schools)
Elementary/Middle-Level Math:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 2,341
Percent of enrolled students with valid test scores: 61%
Effective Annual Measurable Objective (EAMO): 105
Elementary/Middle-Level ELA:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 2,341
Percent of enrolled students with valid test scores: 64%
Effective Annual Measurable Objective (EAMO): 107
- All135
- Males137
- Females133
- Black74
- White138
- Multirace127
- IDEA64
Elementary/Middle-Level Math - Performance Index (PI)
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 2,341
Percent of enrolled students with valid test scores: 61%
Performance Index (PI): | 135 |
State: | 114 |
Elementary/Middle-Level ELA:
- All122
- Males110
- Females136
- Black77
- White124
- Multirace116
- IDEA52
Elementary/Middle-Level ELA - Performance Index (PI)
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 2,341
Percent of enrolled students with valid test scores: 64%
Performance Index (PI): | 122 |
State: | 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 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 sex: 14
Students disciplined for bullying or harassment on the basis of sex: 8 (male: 6, female: 2)
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 female)
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: 16 (male: 14, female: 2)Gillette Road Middle School: | 12.3 |
State: | 3.8 |
- White: 16 (male: 14, female: 2)
- Black2
- White4
- Multirace2
- IDEA2
- 5042
Students disciplined for bullying or harassment on the basis of sex
- Black: 2 (all male)
- White: 4 (male: 2, female: 2)
- Two or More Races: 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
- Section 504: 2 (all male)
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)Here: | 0.9 |
New York: | 3.3 |
- Black: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all female)
- White: 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.
- Hispanic4
- Black7
- White106
- Multirace7
- IDEA19
- 5047
Chronic Student Absenteeism
- Hispanic: 4 (male: 2, female: 2)
- Black: 7 (male: 5, female: 2)
- White: 106 (male: 59, female: 47)
- Two or More Races: 7 (male: 5, female: 2)
- Individuals With Disabilities Education Act (IDEA): 19 (male: 14, female: 5)
- Section 504: 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
School: | 108.8 |
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).
- Hispanic1
- Black7
- White47
- IDEA28
- 50424
School days missed due to out-of-school suspension
- Hispanic: 1 (all female)
- Black: 7 (all male)
- White: 47 (male: 32, female: 15)
- Individuals With Disabilities Education Act (IDEA): 28 (all male)
- Section 504: 24 (all male)
Instances of out-of-school suspension (Students without disabilities): 24
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Here: | 21.1 |
State: | 50.9 |
- Hispanic2
- Black4
- White25
- Multirace2
Students without disabilities receiving one or more in-school suspension
- Hispanic: 2 (all female)
- Black: 4 (male: 2, female: 2)
- White: 25 (male: 20, female: 5)
- Two or More Races: 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 11 (male: 7, female: 4)
- Hispanic: 2 (all female)
- Black: 2 (all male)
- White: 7 (male: 5, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 9
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Here: | 7.9 |
State: | 29.4 |
Instances of out-of-school suspension per 1,000 students (Section 504 only)
School: | 7.0 |
New York: | 2.9 |
- White: 13 (male: 11, female: 2)
- Two or More Races: 2 (all male)
- Section 504: 5 (all male)
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
- Black: 2
- White: 2
- Section 504: 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
- White: 2
- Section 504: 2
Expulsions:
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(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.
Students without Disabilities who received an expulsion with educational services: 2 (all male)
Students without Disabilities who received an expulsion with educational services per 1,000 students
- White: 2
Students without Disabilities who received an expulsion with educational services per 1,000 students
Gillette Road Middle School: | 1.8 |
New York: | 6.8 |
Transfers:
(State average from 133 schools)
Transfer to an alternative school for disciplinary reasons is a subset of expulsion with educational services. An alternative school is a public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside of the categories of regular education, special education, or vocational education.
Students without disabilities transferred to an alternative school for disciplinary reasons: 2 (all male)
Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
- White: 2
Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
School: | 1.8 |
New York: | 6.0 |
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