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Great Neck South High School in Great Neck, NY
(09-12 • 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 92
Address
 341 LAKEVILLE RD
Great Neck, NY 11020
Telephone
(516) 441-4800
(make sure to verify first before calling)
Website
http://www.greatneck.k12.ny.us
City-data.com school rating
92
Students
1,205
Classroom Teachers (FTE)
112.9
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
151
Reduced-price lunch
eligible students
38
School district
GREAT NECK 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:
LAKEVILLE ELEMENTARY SCHOOL (1.4 miles):

98
GREAT NECK SOUTH MIDDLE SCHOOL (0.2 miles):

97
MANHASSET MIDDLE SCHOOL (1.8 miles):

97
JAMES J AMBROSE SCHOOL (THE) (1.6 miles):

95
MANOR OAKS WILLIAM BOWIE SCHOOL (1.6 miles):

95
PS 186 CASTLEWOOD (1.6 miles):

94
Great Neck South High School:

92
MANHASSET SECONDARY SCHOOL (1.8 miles):

91
IRWIN ALTMAN MIDDLE SCHOOL 172 (1.8 miles):

85
Great Neck South High School rating compared to average state, county and city schools ratings:
New York:

50
Nassau County:

76
Great Neck:

92
Great Neck South High School:

92

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,205
Enrollment in 2015: 1,218
Enrollment in 2014: 1,216
Enrollment in 2013: 1,245
Enrollment in 2012: 1,281
Enrollment in 2011: 1,342
Enrollment in 2010: 1,366
Enrollment in 2009: 1,339
Enrollment in 2008: 1,303
Enrollment in 2007: 1,240
Enrollment in 2006: 1,188
Enrollment in 2005: 1,165
Enrollment in 2004: 1,100
Enrollment in 2003: 1,086
Enrollment in 2002: 1,077
Enrollment in 2001: 1,074
Enrollment in 2000: 1,099
Enrollment in 1999: 1,071

Great Neck South High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG08G09G10G11G12Total
All students12753033073191,205
Female students - 128151136161576
Male students1147152171158629
Asian students - 151168141164624
Hispanic students116243527103
Black students - 768425
White students - 96103118123440
Two or More Races students - 525113

Enrollment by grade:
8th grade enrollment: 1
9th grade enrollment: 275
10th grade enrollment: 303
11th grade enrollment: 307
12th grade enrollment: 319

Great Neck South High School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 576 (47.8%)
Great Neck South High School:

47.8%
New York:

51.1%
Male enrollment: 629 (52.2%)
Great Neck South High School:

52.2%
New York:

47.5%

Great Neck South High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 624 (51.8%)
Great Neck South High School:

51.8%
New York:

4.6%
Hispanic enrollment: 103 (8.5%)
School:

8.5%
New York:

9.2%
Black enrollment: 25 (2.1%)
Here:

2.1%
New York:

12.0%
White enrollment: 440 (36.5%)
Here:

36.5%
New York:

55.1%
Two or More Races enrollment: 13 (1.1%)
School:

1.1%
State:

2.9%

Great Neck South High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 189 (15.7%)
Here:

15.7%
State:

52.7%
Free lunch eligible students: 151 (12.5%)
School:

12.5%
State:

45.4%
Reduced-price lunch eligible students: 38 (3.2%)
Here:

3.2%
New York:

4.8%

Great Neck South High School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Grade 10 English: 23
  • Grade 10 Mathematics: 26
  • Grade 10 Science: 24
  • Grade 10 Social Studies: 23

Teachers and support:
Show data for
Classroom Teachers (FTE): 112.9

Number of FTE teachers in their first year of teaching: 3
Number of FTE school counselors: 7
Number of FTE teachers who were absent more than 10 school days during the school years: 60
Number of FTE security guards: 1
Number of FTE nurses: 2
Number of FTE psychologists: 2
Number of FTE social workers: 1

Student/Teacher Ratio
Here:

10.7
New York:

14.0
Number of individuals teaching out of certification: 1
Number of teachers with fewer than three years of teaching experience: 3
Number of teachers with Master's Degree plus 30 hours or doctorate: 83

Total number of classes taught: 513
Number of classes taught by teachers without appropriate certification: 4


Number of full-time principals: 1
Number of full-time assistant principals: 2
Number of full-time professional staff other than teachers, principals, and asst principals: 11
Number of part-time professional staff other than teachers, principals, and asst principals: 1

Great Neck South High School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $17,181,182
  • Full-time Equivalency Count of Teachers: 128.5 (Salary Expenditures: $13,743,290)
  • Full-time Equivalency Count of Instructional Aides: 21.1 (Salary Expenditures: $628,757)
  • Full-time Equivalency Count of Support Services Staff: 8 (Salary Expenditures: $1,044,831)
  • Full-time Equivalency Count of School Administration Staff: 12 (Salary Expenditures: $1,236,129)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $521,930

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic19
  • Asian31
  • Black2
  • White4
  • IDEA7
Students Enrolled in LEP Programs: 56 (male: 39, female: 17)
  • Hispanic: 19 (male: 14, female: 5)
  • Asian: 31 (male: 23, female: 8)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, 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 served under IDEA

  • Hispanic32
  • Asian29
  • Black8
  • White83
  • LEP7
Students with disabilities served under IDEA: 152 (male: 100, female: 52)
  • Hispanic: 32 (male: 19, female: 13)
  • Asian: 29 (male: 19, female: 10)
  • Black: 8 (male: 4, female: 4)
  • White: 83 (male: 58, female: 25)
  • Limited English Proficiency (LEP): 7 (all male)

Statewide Student Assessments


Regents Examination:
Show data for

(State average from 2,072 schools)
Regents Examinations are achievement tests that are aligned with New York State's Learning Standards. Prepared by teacher examination committees and Department subject and testing specialists, Regents Examinations provide schools with a basis for evaluating the quality of instruction and learning that have taken place. They are used by school personnel to identify major learning goals, offering both teachers and students a guide to important understandings, skills, and concepts. The examinations also provide students, parents, counselors, administrators, college admissions officers, and employers with objective and easily understood achievement information for use in making sound educational and vocational decisions. Passing scores on the Regents Examinations in English, mathematics, science, and social studies satisfy the State testing requirements for a high school diploma.

Great Neck South High School - % Scroring 55 and above in Regents Examination

Geometry (Common Core):

    Scoring 55 and above
    (Geometry)

  • All98%
  • Males99%
  • Females98%
  • Hispanic100%
  • Asian100%
  • White98%
  • IDEA92%
Students tested with valid scores: 305
Number of students tested scoring Level 1 (0-54): 4 (1%)
Number of students tested scoring Level 2 (55-64): 16 (5%)
Number of students tested scoring Level 3 (65-78): 95 (31%)
Number of students tested scoring Level 4 (79-84): 55 (18%)
Number of students tested scoring Level 5 (85-100): 135 (44%)

Percentage of students scoring 55 and above:

98%
State:

79%

1%
5%
31%
18%
44%
Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All99%
  • Males100%
  • Females99%
  • Hispanic100%
  • Asian99%
  • White100%
  • IDEA100%
Students tested with valid scores: 201
Number of students tested scoring Level 1 (0-54): 1 (0%)
Number of students tested scoring Level 2 (55-64): 4 (2%)
Number of students tested scoring Level 3 (65-78): 33 (16%)
Number of students tested scoring Level 4 (79-84): 65 (32%)
Number of students tested scoring Level 5 (85-100): 98 (49%)

Percentage of students scoring 55 and above:

99%
New York:

93%

2%
16%
32%
49%
Algebra II (Common Core):

    Scoring 55 and above
    (Algebra II)

  • All98%
  • Males99%
  • Females98%
  • Hispanic95%
  • Asian99%
  • White98%
  • IDEA94%
Students tested with valid scores: 289
Number of students tested scoring Level 1 (0-54): 4 (1%)
Number of students tested scoring Level 2 (55-64): 13 (4%)
Number of students tested scoring Level 3 (65-78): 61 (21%)
Number of students tested scoring Level 4 (79-84): 84 (29%)
Number of students tested scoring Level 5 (85-100): 127 (44%)

Percentage of students scoring 55 and above:

98%
New York:

87%

1%
4%
21%
29%
44%
Comprehensive English (Common Core):

    Scoring 55 and above
    (Comprehensive English)

  • All100%
  • Males100%
  • Females99%
  • Hispanic101%
  • Asian100%
  • White98%
  • IDEA93%
Students tested with valid scores: 305
Number of students tested scoring Level 1 (0-54): 2 (1%)
Number of students tested scoring Level 2 (55-64): 1 (0%)
Number of students tested scoring Level 3 (65-78): 23 (8%)
Number of students tested scoring Level 4 (79-84): 29 (10%)
Number of students tested scoring Level 5 (85-100): 250 (82%)

Percentage of students scoring 55 and above:

100%
State:

89%

1%
8%
10%
82%

Regents Competency Test:
Show data for

(State average from 681 schools)
Regents Competency Tests (RCTs) are achievement tests designed to assess basic proficiency in the areas of reading, writing, mathematics, science, and social studies.In the past, schools could award local high school diplomas to students who passed all six RCTs as well as the required coursework.The Department, in accordance with a timetable that was adopted by the Board of Regents, has phased out the eligibility of general education students in public schools to take these tests.Students are instead required to pass the Regents Examinations in order to receive a high school diploma.However, the RCTs continue to be available for students with disabilities who first enter grade 9 prior to the 2010-11 school year as part of a safety net for such students.To earn a high school diploma, students with disabilities must take each Regents Examination ordinarily required for graduation at least once.If unsuccessful on one or more of the required Regents Examinations, eligible students with disabilities may be granted a local high school diploma on the basis of passing the corresponding RCT(s).

Great Neck South High School - Percent Passing Regents Competency Tests

Reading:

    Percent Passing (Reading)

  • All69%
  • White83%
  • IDEA69%
Students tested with valid scores: 13
Number of students tested failing: 4 (31%)
Number of students tested passing: 9 (69%)

Percentage of students tested passing:

69%
New York:

47%

31%
69%

The New York State English as a Second Language Achievement Test:
Show data for

(State average from 567 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 South High School - % Scoring at Expanding Level or above in NYSESLAT

9th Grade:

    Scoring at Expanding Level or above (9th Grade)

  • All47%
  • Males63%
  • Females36%
Students tested with valid scores: 19
Scoring at Expanding Level or above:

47%
New York:

50%

Students scoring at Entering Level: 16%
Students scoring at Emerging Level: 5%
Students scoring at Transitioning Level: 32%
Students scoring at Expanding Level: 47%
Students scoring at Commanding Level: 0%

16%
5%
32%
47%
10th Grade:
Students tested with valid scores: 12
Scoring at Expanding Level or above:

83%
New York:

61%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 17%
Students scoring at Expanding Level: 58%
Students scoring at Commanding Level: 25%

17%
58%
25%
11th Grade:

    Scoring at Expanding Level or above (11th Grade)

  • All89%
  • Males92%
  • Females80%
  • Asian90%
Students tested with valid scores: 18
Scoring at Expanding Level or above:

89%
New York:

64%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 11%
Students scoring at Expanding Level: 67%
Students scoring at Commanding Level: 22%

11%
67%
22%
12th Grade:
Students tested with valid scores: 5
Scoring at Expanding Level or above:

80%
State:

62%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 20%
Students scoring at Expanding Level: 60%
Students scoring at Commanding Level: 20%

20%
60%
20%

Outcomes


High School Completers:
Show data for
Graduates - Graduates include students who received a local diploma or a local diploma with Regents endorsement (Regents diploma). All students who received a Regents diploma (with or without Advanced Designation or CTE Endorsement) are included in the number of students with Regents diploma.

Regents Diploma - Requires a student pass a minimum of 5 Regents examinations in addition to meeting course and credit requirements.

Regents with Advanced Designation - Requires a student pass a minimum of 8 Regents examinations in addition to meeting course and credit requirements.

Local Diploma - Can only be obtained by students with disabilities with an individualized education program or section 504 Accommodation Plan.

Great Neck South High School - High School Completers

    Graduation Rate - 6 Year Outcome
    All students

  • All99%
  • Males99%
  • Females99%
  • Hispanic92%
  • Black100%
  • White98%
  • IDEA94%
All Students:
Number of Completers (graduates + commencement credentials): 302
└─ Number of Graduates (Regents + Local Diplomas): 302
  └─ Number of students who earned a Regents diploma: 300 (99% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 258 (85% of Graduates)
      └─ Number of students who earned a Regents diploma with CTE endorsement: 2 (1% of Graduates)
  └─ Number of students who earned a Local Diploma: 2 (1% of Graduates)

    Graduation Rate - 5 Year Outcome
    All students

  • All98%
  • Males96%
  • Females100%
  • Hispanic84%
  • White99%
  • IDEA93%
General Education:
Number of Completers (graduates + commencement credentials): 272
└─ Number of Graduates (Regents + Local Diplomas): 272
  └─ Number of students who earned a Regents diploma: 271 (100% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 245 (90% of Graduates)
  └─ Number of students who earned a Local Diploma: 1 (0% of Graduates)

    Graduation Rate - 4 Year Outcome
    All students

  • All94%
  • Males95%
  • Females93%
  • Hispanic84%
  • Black86%
  • White98%
  • Multirace100%
  • IDEA93%
Students with Disabilities:
Number of Completers (graduates + commencement credentials): 30
└─ Number of Graduates (Regents + Local Diplomas): 30
  └─ Number of students who earned a Regents diploma: 29 (97% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 13 (43% of Graduates)
      └─ Number of students who earned a Regents diploma with CTE endorsement: 2 (7% of Graduates)
  └─ Number of students who earned a Local Diploma: 1 (3% of Graduates)

High School Non-completers:
Show data for

(State average from 1,468 schools)

Great Neck South High School - High School Non-completers

All Students:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 1,279
Number of non-completers: 3
└─ Number of students who dropped out: 3
General Education:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 1,139
Number of non-completers: 3
└─ Number of students who dropped out: 3
Students with Disabilities:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 140

Post-graduation Plans of Completers:
Show data for

Great Neck South High School - Post-graduation Plans of Completers

All Students:
Total number of students reported with graduation plan: 302
└─ Graduates who planned to enroll in four-year colleges: 266 (88%)
└─ Graduates who planned to enroll in two-year colleges: 30 (10%)
└─ Graduates who planned to enroll in other post-secondary institutions: 1 (0%)
└─ Graduates who planned to enlist in the military: 1 (0%)
└─ Graduates who planned to pursue employment: 1 (0%)
└─ Graduates a known plan that is not specified above: 3 (1%)
General Education:
Total number of students reported with graduation plan: 272
└─ Graduates who planned to enroll in four-year colleges: 250 (92%)
└─ Graduates who planned to enroll in two-year colleges: 19 (7%)
└─ Graduates who planned to enlist in the military: 1 (0%)
└─ Graduates who planned to pursue employment: 1 (0%)
└─ Graduates a known plan that is not specified above: 1 (0%)
Students with Disabilities:
Total number of students reported with graduation plan: 30
└─ Graduates who planned to enroll in four-year colleges: 16 (53%)
└─ Graduates who planned to enroll in two-year colleges: 11 (37%)
└─ Graduates who planned to enroll in other post-secondary institutions: 1 (3%)
└─ Graduates a known plan that is not specified above: 2 (7%)

Accountability


Adequate Yearly Progress:
Show data for

(State average from 1,294 schools)
High School Math:

    High School Math - Performance Index (PI)

  • All181
  • Males181
  • Females180
  • Asian193
  • White184
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 306
Percent of enrolled students with valid test scores: 100%

Performance Index (PI):

181
State:

126
Effective Annual Measurable Objective (EAMO): 159
High School ELA:

    High School ELA - Performance Index (PI)

  • All184
  • Males181
  • Females187
  • Asian185
  • White192
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 306
Percent of enrolled students with valid test scores: 100%

Performance Index (PI):

184
State:

151
Effective Annual Measurable Objective (EAMO): 172
5-Year Graduation Rate:

    5-Year Graduation Rate

  • All98%
  • Males97%
  • Females99%
  • Asian99%
  • White99%
  • IDEA89%
Made AYP: Yes
Met graduation rate criteria: Yes

Students enrolled during the test administration period: 306

Graduation Rate:

98%
State:

78%
Effective Annual Measurable Objective (EAMO): 80
4-Year Graduation Rate:

    4-Year Graduation Rate

  • All95%
  • Males93%
  • Females98%
  • Hispanic87%
  • Asian95%
  • White99%
  • IDEA96%
Made AYP: Yes
Met graduation rate criteria: Yes

Students enrolled during the test administration period: 325

Graduation Rate:

95%
State:

76%
Effective Annual Measurable Objective (EAMO): 80

SAT/ACT:
Show data for

(State average from 1,294 schools)
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

  • Hispanic16
  • Asian58
  • Black4
  • White31
  • Multirace4
  • LEP2
SAT or ACT Test Participation: 113 (male: 55, female: 58)
  • Hispanic: 16 (male: 5, female: 11)
  • Asian: 58 (male: 35, female: 23)
  • Black: 4 (male: 2, female: 2)
  • White: 31 (male: 11, female: 20)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 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: 25
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: No

    Students Enrolled in at least one AP Course

  • Hispanic25
  • Asian304
  • Native Hawaiian2
  • Black4
  • White196
  • Multirace7
  • IDEA19
Students Enrolled in at least one AP Course: 538 (male: 270, female: 268)
  • Hispanic: 25 (male: 8, female: 17)
  • Asian: 304 (male: 155, female: 149)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 196 (male: 98, female: 98)
  • Two or More Races: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 11, female: 8)

    Student Enrollment in Advanced Placement (AP) Mathematics

  • Asian94
  • White43
  • Multirace2
  • IDEA5
Student Enrollment in Advanced Placement (AP) Mathematics: 139 (male: 84, female: 55)
  • Asian: 94 (male: 56, female: 38)
  • White: 43 (male: 26, female: 17)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)

    Student Enrollment in Advanced Placement (AP) Science

  • Hispanic2
  • Asian67
  • White34
  • Multirace2
  • IDEA4
Student Enrollment in Advanced Placement (AP) Science: 105 (male: 45, female: 60)
  • Hispanic: 2 (all female)
  • Asian: 67 (male: 23, female: 44)
  • White: 34 (male: 20, female: 14)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

    Students Enrollment in Other Advanced Placement (AP) Subjects

  • Hispanic22
  • Asian169
  • Native Hawaiian2
  • Black4
  • White154
  • Multirace4
  • IDEA19
Students Enrollment in Other Advanced Placement (AP) Subjects: 355 (male: 162, female: 193)
  • Hispanic: 22 (male: 8, female: 14)
  • Asian: 169 (male: 77, female: 92)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 154 (male: 71, female: 83)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 11, female: 8)

    Students who took one or more AP exams

  • Hispanic10
  • Asian160
  • Black2
  • White109
  • Multirace4
  • IDEA4
Students who took one or more AP exams: 285 (male: 143, female: 142)
  • Hispanic: 10 (male: 2, female: 8)
  • Asian: 160 (male: 83, female: 77)
  • Black: 2 (all female)
  • White: 109 (male: 56, female: 53)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

    Students who received a qualifying score on one or more AP exams

  • Hispanic7
  • Asian146
  • White95
  • Multirace4
  • IDEA4
Students who received a qualifying score on one or more AP exams: 252 (male: 129, female: 123)
  • Hispanic: 7 (all female)
  • Asian: 146 (male: 76, female: 70)
  • White: 95 (male: 49, female: 46)
  • Two or More Races: 4 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (all female)
Percent students who received a qualifying score on one or more AP exams
School:

88.4%
New York:

65.5%
Students who did not receive a qualifying score on any AP exams: 22 (male: 11, female: 11)
  • Asian: 14 (male: 7, female: 7)
  • White: 8 (male: 4, female: 4)

    Students who took no AP exams

  • Hispanic16
  • Asian148
  • Black4
  • White88
  • Multirace2
  • IDEA7
Students who took no AP exams: 258 (male: 127, female: 131)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 148 (male: 74, female: 74)
  • Black: 4 (male: 2, female: 2)
  • White: 88 (male: 41, female: 47)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)

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 without a weapon: 5


Total incidents per 1,000 students
School:

4.1
State:

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.
Allegations of harassment or bullying on the basis of sex: 2
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here:

1.7
New York:

3.8
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • Hispanic: 2
Students disciplined for bullying or harassment on the basis of sex: 4 (all male)
  • Hispanic: 2
  • 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.

    Chronic Student Absenteeism

  • Hispanic4
  • Asian16
  • Black4
  • White25
  • LEP2
  • IDEA10
Chronic Student Absenteeism: 49 (male: 26, female: 23)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 16 (male: 8, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 25 (male: 14, female: 11)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

40.7
State:

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

  • Hispanic3
  • Black1
  • White4
  • IDEA6
School days missed due to out-of-school suspension: 8 (male: 7, female: 1)
  • Hispanic: 3 (all male)
  • Black: 1 (all female)
  • White: 4 (all male)
  • Individuals With Disabilities Education Act (IDEA): 6 (male: 5, female: 1)
Instances of out-of-school suspension (Students without disabilities): 17

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

14.1
New York:

50.9
Instances of out-of-school suspension (Students with disabilities): 5

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

4.1
New York:

29.4
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • White: 2
Students with disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • White: 2 (all male)
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 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.
Students with Disabilities who received an expulsion with educational services: 2 (all male)
  • Hispanic: 2

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

1.7
State:

4.2

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: 7
Number of Algebra I classes taught by certified teachers: 7

    9-10th grade student enrollment in Algebra I

  • Hispanic13
  • Asian64
  • Black7
  • White64
  • LEP28
  • IDEA34
9-10th grade student enrollment in Algebra I: 148 (male: 77, female: 71)
  • Hispanic: 13 (male: 8, female: 5)
  • Asian: 64 (male: 35, female: 29)
  • Black: 7 (male: 2, female: 5)
  • White: 64 (male: 32, female: 32)
  • Limited English Proficiency (LEP): 28 (male: 14, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 34 (male: 23, female: 11)

    9-10th grade studenst who passed Algebra I

  • Hispanic11
  • Asian65
  • Black7
  • White62
  • LEP29
  • IDEA35
9-10th grade studenst who passed Algebra I: 145 (male: 75, female: 70)
  • Hispanic: 11 (male: 7, female: 4)
  • Asian: 65 (male: 37, female: 28)
  • Black: 7 (all female)
  • White: 62 (male: 31, female: 31)
  • Limited English Proficiency (LEP): 29 (male: 13, female: 16)
  • Individuals With Disabilities Education Act (IDEA): 35 (male: 25, female: 10)
Percent of 9-10th grade students who passed
Great Neck South High School:

98.0%
State:

76.8%

    11-12th grade student enrollment in Algebra I

  • Hispanic2
  • Asian4
  • LEP4
  • IDEA4
11-12th grade student enrollment in Algebra I: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Asian: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Percent of 11-12th grade students who passed
Here:

0.0%
New York:

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: 9
Number of Algebra II classes taught by certified teachers: 9

    Student Enrollment in Algebra II

  • Hispanic25
  • Asian139
  • Black4
  • White100
  • Multirace4
  • LEP37
  • IDEA22
Student Enrollment in Algebra II: 272 (male: 130, female: 142)
  • Hispanic: 25 (male: 11, female: 14)
  • Asian: 139 (male: 65, female: 74)
  • Black: 4 (male: 2, female: 2)
  • White: 100 (male: 50, female: 50)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 37 (male: 20, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 14, female: 8)

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: 5
Number of Calculus classes taught by certified teachers: 5

    Student Enrollment in Calculus

  • Hispanic7
  • Asian103
  • White58
  • LEP16
  • IDEA7
Student Enrollment in Calculus: 168 (male: 84, female: 84)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 103 (male: 50, female: 53)
  • White: 58 (male: 32, female: 26)
  • Limited English Proficiency (LEP): 16 (male: 8, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

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: 7
Number of Geometry classes taught by certified teachers: 7

    Student Enrollment in Geometry

  • Hispanic16
  • Asian172
  • Black7
  • White91
  • Multirace4
  • LEP34
  • IDEA31
Student Enrollment in Geometry: 290 (male: 154, female: 136)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 172 (male: 86, female: 86)
  • Black: 7 (male: 5, female: 2)
  • White: 91 (male: 53, female: 38)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 34 (male: 29, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 23, female: 8)

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: 6
Number of Advanced Mathematics classes taught by certified teachers: 6

    Student Enrollment in Advanced Mathematics

  • Hispanic4
  • Asian115
  • Native Hawaiian2
  • Black4
  • White88
  • Multirace2
  • LEP25
  • IDEA16
Student Enrollment in Advanced Mathematics: 215 (male: 129, female: 86)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 115 (male: 68, female: 47)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 88 (male: 53, female: 35)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 25 (male: 17, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 11, 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: 16
Number of Biology classes taught by certified teachers: 16

    Student Enrollment in Biology

  • Hispanic46
  • Asian244
  • Black10
  • White154
  • Multirace7
  • LEP34
  • IDEA55
Student Enrollment in Biology: 461 (male: 256, female: 205)
  • Hispanic: 46 (male: 29, female: 17)
  • Asian: 244 (male: 137, female: 107)
  • Black: 10 (male: 5, female: 5)
  • White: 154 (male: 80, female: 74)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 34 (male: 20, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 55 (male: 38, female: 17)

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: 11
Number of Chemistry classes taught by certified teachers: 11

    Student Enrollment in Chemistry

  • Hispanic10
  • Asian157
  • Black4
  • White94
  • Multirace4
  • LEP13
  • IDEA7
Student Enrollment in Chemistry: 269 (male: 130, female: 139)
  • Hispanic: 10 (male: 2, female: 8)
  • Asian: 157 (male: 77, female: 80)
  • Black: 4 (male: 2, female: 2)
  • White: 94 (male: 47, female: 47)
  • 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)

Physics:
Show data for
Physics (college-preparatory) courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy.The study of physics includes examination of sound, light, and magnetic and electric phenomena.
Number of Physics classes: 11
Number of Physics classes taught by certified teachers: 11

    Student Enrollment in Physics

  • Hispanic7
  • Asian130
  • Native Hawaiian2
  • White97
  • Multirace2
  • LEP4
  • IDEA4
Student Enrollment in Physics: 238 (male: 137, female: 101)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 130 (male: 71, female: 59)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • White: 97 (male: 62, female: 35)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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