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Great Neck Road Elementary School in Copiague, NY
(KG-05 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in New York) from 0 (worst) to 100 (best) is 36
Address
 1400 GREAT NECK RD
Copiague, NY 11726
Telephone
(631) 842-4013
(make sure to verify first before calling)
Website
http://www.copaigue.k12.ny.us
City-data.com school rating
36
Students
537
Classroom Teachers (FTE)
24.0
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
372
Reduced-price lunch
eligible students
42
School district
COPIAGUE UNION FREE SCHOOL DISTRICT
Charter school
No
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:
WEST GATES AVENUE SCHOOL (1.0 miles):

70
ALBANY AVENUE SCHOOL (0.9 miles):

68
SUSAN E WILEY SCHOOL (0.2 miles):

64
DEAUVILLE GARDENS WEST ELEMENTARY SCHOOL (0.5 miles):

60
DEAUVILLE GARDENS EAST ELEMENTARY SCHOOL (0.5 miles):

56
WALTER G O'CONNELL COPIAGUE HIGH SCHOOL (0.8 miles):

49
Great Neck Road Elementary School:

36
COPIAGUE MIDDLE SCHOOL (0.7 miles):

22
AMITYVILLE MEMORIAL HIGH SCHOOL (0.9 miles):

15
Great Neck Road Elementary School rating compared to average state, county and city schools ratings:
New York:

50
Suffolk County:

59
Copiague:

48
Great Neck Road Elementary School:

36

Students & Teachers


Total enrollment:
Enrollment in 2016: 537
Enrollment in 2015: 517
Enrollment in 2014: 501
Enrollment in 2013: 520
Enrollment in 2012: 520
Enrollment in 2011: 518
Enrollment in 2010: 490
Enrollment in 2009: 478
Enrollment in 2008: 444
Enrollment in 2007: 472
Enrollment in 2006: 506
Enrollment in 2005: 520
Enrollment in 2004: 531
Enrollment in 2003: 523
Enrollment in 2002: 551
Enrollment in 2001: 558
Enrollment in 2000: 545
Enrollment in 1999: 572

Great Neck Road Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05UGTotal
All students87107778689883537
Female students444741433841 - 254
Male students4360364351473283
Asian students3211 - 1 - 8
Hispanic students5977435457542346
Black students1617192121231118
White students51199108 - 52
Two or More Races students4 - 5112 - 13

Enrollment by grade:
Kindergarten enrollment: 87
1st grade enrollment: 107
2nd grade enrollment: 77
3rd grade enrollment: 86
4th grade enrollment: 89
5th grade enrollment: 88
Ungraded enrollment: 3

Great Neck Road Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 254 (47.3%)
School:

47.3%
State:

51.1%
Male enrollment: 283 (52.7%)
Here:

52.7%
New York:

47.5%

Great Neck Road Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 8 (1.5%)
School:

1.5%
New York:

4.6%
Hispanic enrollment: 346 (64.4%)
Here:

64.4%
New York:

9.2%
Black enrollment: 118 (22.0%)
Great Neck Road Elementary School:

22.0%
State:

12.0%
White enrollment: 52 (9.7%)
Great Neck Road Elementary School:

9.7%
State:

55.1%
Two or More Races enrollment: 13 (2.4%)
Here:

2.4%
State:

2.9%

Great Neck Road Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 414 (77.1%)
Great Neck Road Elementary School:

77.1%
State:

52.7%
Free lunch eligible students: 372 (69.3%)
Here:

69.3%
New York:

45.4%
Reduced-price lunch eligible students: 42 (7.8%)
Great Neck Road Elementary School:

7.8%
State:

4.8%

Great Neck Road Elementary School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Common Branch: 26

Teachers and support:
Show data for
Classroom Teachers (FTE): 24

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 23
Number of FTE security guards: 1
Number of FTE nurses: 1
Number of FTE psychologists: 1
Number of FTE social workers: 1

Student/Teacher Ratio
Great Neck Road Elementary School:

22.4
State:

14.0
Number of teachers with fewer than three years of teaching experience: 2
Number of teachers with Master's Degree plus 30 hours or doctorate: 17

Total number of classes taught: 38


Number of full-time principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 4

Great Neck Road Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,657,594
  • Full-time Equivalency Count of Teachers: 27 (Salary Expenditures: $2,907,689)
  • Full-time Equivalency Count of Instructional Aides: 2 (Salary Expenditures: $73,541)
  • Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $534,800)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $141,564)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $613,474
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,003,881
  • Salary Expenditures for Teachers: $3,140,434
  • Full-time Equivalency Count of Instructional Aides: 7 (Salary Expenditures: $187,031)
  • Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $534,852)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $141,564)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $2,563,729

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic82
  • Asian2
  • Black2
  • White7
  • IDEA10
Students Enrolled in LEP Programs: 93 (male: 56, female: 37)
  • Hispanic: 82 (male: 47, female: 35)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • 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: 27 (male: 23, female: 4)
  • Hispanic: 23 (male: 19, female: 4)
  • Black: 4 (all male)
  • Limited English Proficiency (LEP): 10 (all male)

    Students with disabilities served under Section 504

  • Hispanic4
  • Black2
  • White7
  • LEP4
Students with disabilities served under Section 504: 13 (male: 9, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, 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: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of Kindergarten students retained
Here:

2.3%
State:

5.4%

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 and Talented Student Enrollment: 10 (male: 6, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)

Gifted and Talented Student Enrollment per 1,000 students
School:

18.6
New York:

111.4

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 Mean Score (3rd Grade)

  • All302
  • Males295
  • Females307
  • Hispanic295
  • Black298
  • White328
  • IDEA275
ELA students tested with valid scores: 74
Computed mean of student ELA scores: 302

ELA Students scoring proficient and above:

35%
State:

43%

Students scoring at Level 1: 36%
Students scoring at Level 2: 28%
Students scoring at Level 3: 35%
Students scoring at Level 4: 0%

36%
28%
35%

    MATH Mean Score (3rd Grade)

  • All295
  • Males294
  • Females297
  • Hispanic287
  • Black295
  • White323
  • IDEA248
Math students tested with valid scores: 78
Computed mean of student Math scores: 295

Math Students scoring proficient and above:

39%
New York:

49%

Students scoring at Level 1: 35%
Students scoring at Level 2: 27%
Students scoring at Level 3: 22%
Students scoring at Level 4: 17%

35%
27%
22%
17%
4th Grade:

    ELA Mean Score (4th Grade)

  • All305
  • Males297
  • Females314
  • Hispanic303
  • Black301
  • IDEA272
ELA students tested with valid scores: 73
Computed mean of student ELA scores: 305

ELA Students scoring proficient and above:

38%
New York:

41%

Students scoring at Level 1: 27%
Students scoring at Level 2: 34%
Students scoring at Level 3: 23%
Students scoring at Level 4: 15%

27%
34%
23%
15%

    MATH Mean Score (4th Grade)

  • All293
  • Males293
  • Females293
  • Hispanic291
  • Black287
  • IDEA257
Math students tested with valid scores: 72
Computed mean of student Math scores: 293

Math Students scoring proficient and above:

28%
State:

43%

Students scoring at Level 1: 32%
Students scoring at Level 2: 40%
Students scoring at Level 3: 15%
Students scoring at Level 4: 13%

32%
40%
15%
13%

    SCI Mean Score (4th Grade)

  • All80
  • Males79
  • Females82
  • Hispanic80
  • Black79
  • IDEA69
Science students tested with valid scores: 81
Computed mean of student Science scores: 80

Science Students scoring proficient and above:

89%
New York:

87%

Students scoring at Level 1: 4%
Students scoring at Level 2: 7%
Students scoring at Level 3: 42%
Students scoring at Level 4: 47%

4%
7%
42%
47%
5th Grade:

    ELA Mean Score (5th Grade)

  • All292
  • Males290
  • Females294
  • Hispanic290
  • Black291
  • IDEA252
ELA students tested with valid scores: 70
Computed mean of student ELA scores: 292

ELA Students scoring proficient and above:

19%
State:

35%

Students scoring at Level 1: 40%
Students scoring at Level 2: 41%
Students scoring at Level 3: 16%
Students scoring at Level 4: 3%

40%
41%
16%
3%

    MATH Mean Score (5th Grade)

  • All305
  • Males312
  • Females298
  • Hispanic303
  • Black299
  • IDEA248
Math students tested with valid scores: 71
Computed mean of student Math scores: 305

Math Students scoring proficient and above:

42%
New York:

43%

Students scoring at Level 1: 35%
Students scoring at Level 2: 23%
Students scoring at Level 3: 27%
Students scoring at Level 4: 15%

35%
23%
27%
15%

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.

Great Neck Road Elementary School - % Scoring at Expanding Level or above in NYSESLAT

Kindergarten:

    Scoring at Expanding Level or above (Kindergarten)

  • All59%
  • Males75%
  • Females44%
Students tested with valid scores: 17
Scoring at Expanding Level or above:

59%
New York:

64%

Students scoring at Entering Level: 6%
Students scoring at Emerging Level: 24%
Students scoring at Transitioning Level: 12%
Students scoring at Expanding Level: 53%
Students scoring at Commanding Level: 6%

6%
24%
12%
53%
6%
1st Grade:

    Scoring at Expanding Level or above (1st Grade)

  • All24%
  • Males30%
  • Females20%
Students tested with valid scores: 25
Scoring at Expanding Level or above:

24%
State:

42%

Students scoring at Entering Level: 12%
Students scoring at Emerging Level: 20%
Students scoring at Transitioning Level: 44%
Students scoring at Expanding Level: 24%
Students scoring at Commanding Level: 0%

12%
20%
44%
24%
2nd Grade:

    Scoring at Expanding Level or above (2nd Grade)

  • All59%
  • Males59%
  • Females58%
  • Hispanic57%
Students tested with valid scores: 29
Scoring at Expanding Level or above:

59%
State:

63%

Students scoring at Entering Level: 7%
Students scoring at Emerging Level: 7%
Students scoring at Transitioning Level: 28%
Students scoring at Expanding Level: 52%
Students scoring at Commanding Level: 7%

7%
7%
28%
52%
7%
3rd Grade:

    Scoring at Expanding Level or above (3rd Grade)

  • All45%
  • Males39%
  • Females57%
Students tested with valid scores: 20
Scoring at Expanding Level or above:

45%
State:

57%

Students scoring at Entering Level: 15%
Students scoring at Emerging Level: 10%
Students scoring at Transitioning Level: 30%
Students scoring at Expanding Level: 40%
Students scoring at Commanding Level: 5%

15%
10%
30%
40%
5%
4th Grade:

    Scoring at Expanding Level or above (4th Grade)

  • All45%
  • Males80%
  • Females17%
Students tested with valid scores: 11
Scoring at Expanding Level or above:

45%
New York:

60%

Students scoring at Entering Level: 9%
Students scoring at Emerging Level: 36%
Students scoring at Transitioning Level: 9%
Students scoring at Expanding Level: 36%
Students scoring at Commanding Level: 9%

9%
36%
9%
36%
9%
5th Grade:

    Scoring at Expanding Level or above (5th Grade)

  • All64%
  • Males55%
  • Females70%
  • IDEA50%
Students tested with valid scores: 19
Scoring at Expanding Level or above:

64%
State:

58%

Students scoring at Entering Level: 11%
Students scoring at Emerging Level: 11%
Students scoring at Transitioning Level: 16%
Students scoring at Expanding Level: 53%
Students scoring at Commanding Level: 11%

11%
11%
16%
53%
11%

Accountability


Adequate Yearly Progress:
Show data for

(State average from 3,754 schools)
Elementary/Middle-Level Science:

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

  • All184
  • Males178
  • Females191
  • Hispanic182
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 86
Percent of enrolled students with valid test scores: 94%

Performance Index (PI):

184
State:

174
Effective Annual Measurable Objective (EAMO): 178
Elementary/Middle-Level Math:

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

  • All109
  • Males110
  • Females107
  • Hispanic102
  • Black91
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 516
Percent of enrolled students with valid test scores: 87%

Performance Index (PI):

109
State:

114
Effective Annual Measurable Objective (EAMO): 101
Elementary/Middle-Level ELA:

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

  • All98
  • Males83
  • Females112
  • Hispanic92
  • Black80
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 514
Percent of enrolled students with valid test scores: 92%

Performance Index (PI):

98
New York:

113
Effective Annual Measurable Objective (EAMO): 103
Safe harbor target: 103

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 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 race, color, or national origin: 3
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
School:

5.6
State:

4.0
Students reported as harassed or bullied on the basis of race, color, or national origin: 6 (male: 4, female: 2)
  • Hispanic: 2 (all female)
  • Black: 2 (all male)
  • White: 2 (all male)
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)


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

  • Hispanic70
  • Asian2
  • Black7
  • White7
  • Multirace4
  • LEP13
  • IDEA7
  • 5044
Chronic Student Absenteeism: 90 (male: 47, female: 43)
  • Hispanic: 70 (male: 35, female: 35)
  • Asian: 2 (all female)
  • Black: 7 (male: 5, female: 2)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 13 (male: 8, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

167.6
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

  • Hispanic18
  • Black7
  • Multirace3
  • LEP8
  • IDEA3
School days missed due to out-of-school suspension: 28 (male: 19, female: 9)
  • Hispanic: 18 (male: 15, female: 3)
  • Black: 7 (male: 4, female: 3)
  • Two or More Races: 3 (all female)
  • Limited English Proficiency (LEP): 8 (male: 5, female: 3)
  • Individuals With Disabilities Education Act (IDEA): 3 (all male)
Instances of out-of-school suspension (Students without disabilities): 10

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Great Neck Road Elementary School:

18.6
State:

50.9

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

  • Hispanic4
  • Black4
  • Multirace2
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 10 (male: 4, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
Instances of out-of-school suspension (Students with disabilities): 2

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

3.7
State:

29.4
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • Black: 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

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