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Harriet Ross Tubman Academy School in Buffalo, NY
(PK-08 • 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 1
Address
 212 STANTON ST
Buffalo, NY 14212
Telephone
(716) 816-3780
(make sure to verify first before calling)
Website
http://www.buffaloschools.org
City-data.com school rating
1
Students
479
Classroom Teachers (FTE)
36.0
National School Lunch
Program (NSLP) Status
Yes, under Community Eligibility Option (CEO)
Free lunch eligible students
335
School district
BUFFALO CITY 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:
CITY HONORS SCHOOL AT FOSDICK MASTEN PARK (1.2 miles):

95
STANLEY MAKOWSKI EARLY CHILDHOOD CENTER (1.1 miles):

7
BUFFALO ELEMENTARY SCHOOL OF TECHNOLOGY (0.9 miles):

5
BENNETT PARK MONTESSORI SCHOOL (0.9 miles):

3
BILINGUAL CENTER (1.4 miles):

3
EAST HIGH SCHOOL (1.4 miles):

3
MARVA J DANIEL FUTURES PREPARATORY SCHOOL (0.9 miles):

2
PS 59 DR CHARLES DREW SCIENCE MAGNET (1.0 miles):

1
Harriet Ross Tubman Academy School:

1
Harriet Ross Tubman Academy School rating compared to average state, county and city schools ratings:
New York:

50
Erie County:

51
Buffalo:

21
Harriet Ross Tubman Academy:

1

Students & Teachers


Total enrollment:
Enrollment in 2016: 479
Enrollment in 2015: 457
Enrollment in 2014: 439
Enrollment in 2013: 485
Enrollment in 2012: 516
Enrollment in 2011: 483
Enrollment in 2010: 525
Enrollment in 2009: 520
Enrollment in 2008: 593
Enrollment in 2007: 662
Enrollment in 2006: 765
Enrollment in 2005: 515
Enrollment in 2004: 608
Enrollment in 2003: 666
Enrollment in 2002: 675
Enrollment in 2001: 259
Enrollment in 2000: 270
Enrollment in 1999: 310

Harriet Ross Tubman Academy School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05G06G07G08Total
All students35585866472545563455479
Female students17232230221519272222219
Male students18353636251026291233260
American Indian/Alaska Native students - - - 1 - - - - - - 1
Asian students586552271546
Hispanic students68108 - 1341445
Black students20263242372031372741313
White students2148722565556
Two or More Races students22233 - 42 - - 18

Enrollment by grade:
Pre-Kindergarten enrollment: 35
Kindergarten enrollment: 58
1st grade enrollment: 58
2nd grade enrollment: 66
3rd grade enrollment: 47
4th grade enrollment: 25
5th grade enrollment: 45
6th grade enrollment: 56
7th grade enrollment: 34
8th grade enrollment: 55

Harriet Ross Tubman Academy School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 219 (45.7%)
School:

45.7%
New York:

51.1%
Male enrollment: 260 (54.3%)
Harriet Ross Tubman Academy School:

54.3%
New York:

47.5%

Harriet Ross Tubman Academy School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 1 (0.2%)
School:

0.2%
State:

0.2%
Asian enrollment: 46 (9.6%)
Here:

9.6%
State:

4.6%
Hispanic enrollment: 45 (9.4%)
Harriet Ross Tubman Academy School:

9.4%
New York:

9.2%
Black enrollment: 313 (65.3%)
School:

65.3%
New York:

12.0%
White enrollment: 56 (11.7%)
School:

11.7%
New York:

55.1%
Two or More Races enrollment: 18 (3.8%)
Harriet Ross Tubman Academy School:

3.8%
State:

2.9%

Harriet Ross Tubman Academy School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 335 (69.9%)
School:

69.9%
New York:

52.7%
Free lunch eligible students: 335 (69.9%)
Here:

69.9%
State:

45.4%
Reduced-price lunch eligible students: 0 (0.0%)
School:

0.0%
State:

4.8%

Harriet Ross Tubman Academy School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Common Branch: 24
  • Grade 8 English: 31
  • Grade 8 Science: 16

Teachers and support:
Show data for
Classroom Teachers (FTE): 36

Number of FTE teachers in their first year of teaching: 12
Number of FTE teachers in their second year of teaching: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 13

Student/Teacher Ratio
School:

13.3
New York:

14.0
Number of individuals teaching out of certification: 2
Number of teachers with fewer than three years of teaching experience: 2
Number of teachers with Master's Degree plus 30 hours or doctorate: 11

Total number of classes taught: 66
Number of classes taught by teachers without appropriate certification: 3


Number of full-time principals: 1
Number of full-time assistant principals: 2

Harriet Ross Tubman Academy School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,001,801
  • Full-time Equivalency Count of Teachers: 29 (Salary Expenditures: $1,650,427)
  • Full-time Equivalency Count of Instructional Aides: 5.1 (Salary Expenditures: $99,597)
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $79,772)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $172,005)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $56,767
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,605,846
  • Salary Expenditures for Teachers: $2,161,011
  • Full-time Equivalency Count of Instructional Aides: 5.9 (Salary Expenditures: $115,249)
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $79,772)
  • Full-time Equivalency Count of School Administration Staff: 2.9 (Salary Expenditures: $249,815)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $204,100

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic5
  • Asian34
  • Black40
  • White4
  • IDEA8
Students Enrolled in LEP Programs: 83 (male: 50, female: 33)
  • Hispanic: 5 (all male)
  • Asian: 34 (male: 20, female: 14)
  • Black: 40 (male: 23, female: 17)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 8 (all male)

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

  • Hispanic20
  • Black62
  • White17
  • Multirace4
  • LEP7
Students with disabilities served under IDEA: 103 (male: 67, female: 36)
  • Hispanic: 20 (male: 16, female: 4)
  • Black: 62 (male: 37, female: 25)
  • White: 17 (male: 10, female: 7)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 7 (all male)
Students with disabilities served under Section 504: 6 (male: 2, female: 4)
  • White: 2 (all female)
  • Two or More Races: 4 (male: 2, female: 2)

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)

  • All269
  • Males263
  • Females278
  • Hispanic260
  • Black274
  • White275
  • IDEA252
ELA students tested with valid scores: 58
Computed mean of student ELA scores: 269

ELA Students scoring proficient and above:

12%
State:

43%

Students scoring at Level 1: 72%
Students scoring at Level 2: 16%
Students scoring at Level 3: 9%
Students scoring at Level 4: 3%

72%
16%
9%
3%

    MATH Mean Score (3rd Grade)

  • All257
  • Males252
  • Females266
  • Hispanic230
  • Asian272
  • Black263
  • IDEA225
Math students tested with valid scores: 60
Computed mean of student Math scores: 257

Math Students scoring proficient and above:

9%
State:

49%

Students scoring at Level 1: 70%
Students scoring at Level 2: 22%
Students scoring at Level 3: 2%
Students scoring at Level 4: 7%

70%
22%
2%
7%
4th Grade:

    ELA Mean Score (4th Grade)

  • All254
  • Males244
  • Females266
  • Asian233
  • Black254
  • IDEA239
ELA students tested with valid scores: 39
Computed mean of student ELA scores: 254

ELA Students scoring proficient and above:

5%
State:

41%

Students scoring at Level 1: 82%
Students scoring at Level 2: 13%
Students scoring at Level 3: 5%
Students scoring at Level 4: 0%

82%
13%
5%

    MATH Mean Score (4th Grade)

  • All252
  • Males245
  • Females261
  • Asian254
  • Black252
  • IDEA213
Math students tested with valid scores: 42
Computed mean of student Math scores: 252

Math Students scoring proficient and above:

9%
New York:

43%

Students scoring at Level 1: 81%
Students scoring at Level 2: 10%
Students scoring at Level 3: 7%
Students scoring at Level 4: 2%

81%
10%
7%
2%

    SCI Mean Score (4th Grade)

  • All65
  • Males62
  • Females69
  • Asian64
  • Black64
  • IDEA44
Science students tested with valid scores: 41
Computed mean of student Science scores: 65

Science Students scoring proficient and above:

52%
State:

87%

Students scoring at Level 1: 22%
Students scoring at Level 2: 27%
Students scoring at Level 3: 37%
Students scoring at Level 4: 15%

22%
27%
37%
15%
5th Grade:

    ELA Mean Score (5th Grade)

  • All251
  • Males247
  • Females258
  • Black252
  • IDEA250
ELA students tested with valid scores: 35
Computed mean of student ELA scores: 251

ELA Students scoring proficient and above:

6%
New York:

35%

Students scoring at Level 1: 86%
Students scoring at Level 2: 9%
Students scoring at Level 3: 6%
Students scoring at Level 4: 0%

86%
9%
6%

    MATH Mean Score (5th Grade)

  • All274
  • Males273
  • Females275
  • Black272
  • IDEA271
Math students tested with valid scores: 35
Computed mean of student Math scores: 274

Math Students scoring proficient and above:

11%
New York:

43%

Students scoring at Level 1: 74%
Students scoring at Level 2: 14%
Students scoring at Level 3: 11%
Students scoring at Level 4: 0%

74%
14%
11%
6th Grade:

    ELA Mean Score (6th Grade)

  • All245
  • Males244
  • Females246
  • Hispanic235
  • Black245
  • Multirace259
  • IDEA235
ELA students tested with valid scores: 54
Computed mean of student ELA scores: 245


Students scoring at Level 1: 89%
Students scoring at Level 2: 11%
Students scoring at Level 3: 0%
Students scoring at Level 4: 0%

89%
11%

    MATH Mean Score (6th Grade)

  • All249
  • Males252
  • Females245
  • Hispanic239
  • Black246
  • IDEA235
Math students tested with valid scores: 50
Computed mean of student Math scores: 249

Math Students scoring proficient and above:

2%
New York:

38%

Students scoring at Level 1: 86%
Students scoring at Level 2: 12%
Students scoring at Level 3: 2%
Students scoring at Level 4: 0%

86%
12%
2%
7th Grade:

    ELA Mean Score (7th Grade)

  • All276
  • Males278
  • Females274
  • Asian291
  • Black273
ELA students tested with valid scores: 40
Computed mean of student ELA scores: 276

ELA Students scoring proficient and above:

10%
New York:

39%

Students scoring at Level 1: 65%
Students scoring at Level 2: 25%
Students scoring at Level 3: 10%
Students scoring at Level 4: 0%

65%
25%
10%

    MATH Mean Score (7th Grade)

  • All266
  • Males271
  • Females263
  • Asian290
  • Black260
Math students tested with valid scores: 38
Computed mean of student Math scores: 266

Math Students scoring proficient and above:

3%
State:

34%

Students scoring at Level 1: 82%
Students scoring at Level 2: 16%
Students scoring at Level 3: 3%
Students scoring at Level 4: 0%

82%
16%
3%
8th Grade:

    ELA Mean Score (8th Grade)

  • All260
  • Males266
  • Females257
  • Black255
  • IDEA233
ELA students tested with valid scores: 29
Computed mean of student ELA scores: 260

ELA Students scoring proficient and above:

7%
State:

43%

Students scoring at Level 1: 76%
Students scoring at Level 2: 17%
Students scoring at Level 3: 7%
Students scoring at Level 4: 0%

76%
17%
7%

    MATH Mean Score (8th Grade)

  • All250
  • Males247
  • Females253
  • Black248
Math students tested with valid scores: 25
Computed mean of student Math scores: 250


Students scoring at Level 1: 84%
Students scoring at Level 2: 16%
Students scoring at Level 3: 0%
Students scoring at Level 4: 0%

84%
16%

    SCI Mean Score (8th Grade)

  • All44
  • Males50
  • Females40
  • Black41
Science students tested with valid scores: 30
Computed mean of student Science scores: 44

Science Students scoring proficient and above:

17%
State:

57%

Students scoring at Level 1: 57%
Students scoring at Level 2: 27%
Students scoring at Level 3: 17%
Students scoring at Level 4: 0%

57%
27%
17%

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

(State average from 1,216 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.
Kindergarten:

    Scoring at Expanding Level or above (Kindergarten)

  • All67%
  • Males53%
  • Females100%
  • Asian50%
Students tested with valid scores: 21
Scoring at Expanding Level or above:

67%
New York:

64%

Students scoring at Entering Level: 19%
Students scoring at Emerging Level: 14%
Students scoring at Transitioning Level: 0%
Students scoring at Expanding Level: 67%
Students scoring at Commanding Level: 0%

19%
14%
67%
1st Grade:

    Scoring at Expanding Level or above (1st Grade)

  • All13%
  • Males13%
  • Females14%
  • Asian13%
Students tested with valid scores: 15
Scoring at Expanding Level or above:

13%
New York:

42%

Students scoring at Entering Level: 13%
Students scoring at Emerging Level: 27%
Students scoring at Transitioning Level: 47%
Students scoring at Expanding Level: 13%
Students scoring at Commanding Level: 0%

13%
27%
47%
13%
2nd Grade:

    Scoring at Expanding Level or above (2nd Grade)

  • All11%
  • Males0%
  • Females25%
  • Black0%
  • White20%
Students tested with valid scores: 18
Scoring at Expanding Level or above:

11%
New York:

63%

Students scoring at Entering Level: 6%
Students scoring at Emerging Level: 61%
Students scoring at Transitioning Level: 22%
Students scoring at Expanding Level: 11%
Students scoring at Commanding Level: 0%

6%
61%
22%
11%
3rd Grade:
Students tested with valid scores: 16

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 38%
Students scoring at Transitioning Level: 63%
Students scoring at Expanding Level: 0%
Students scoring at Commanding Level: 0%

38%
63%
4th Grade:
Students tested with valid scores: 12
Scoring at Expanding Level or above:

8%
New York:

60%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 75%
Students scoring at Transitioning Level: 17%
Students scoring at Expanding Level: 8%
Students scoring at Commanding Level: 0%

75%
17%
8%
5th Grade:
Students tested with valid scores: 8

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 63%
Students scoring at Transitioning Level: 38%
Students scoring at Expanding Level: 0%
Students scoring at Commanding Level: 0%

63%
38%
6th Grade:
Students tested with valid scores: 13

Students scoring at Entering Level: 8%
Students scoring at Emerging Level: 46%
Students scoring at Transitioning Level: 46%
Students scoring at Expanding Level: 0%
Students scoring at Commanding Level: 0%

8%
46%
46%
7th Grade:
Students tested with valid scores: 9
Scoring at Expanding Level or above:

44%
State:

64%

Students scoring at Entering Level: 11%
Students scoring at Emerging Level: 33%
Students scoring at Transitioning Level: 11%
Students scoring at Expanding Level: 44%
Students scoring at Commanding Level: 0%

11%
33%
11%
44%

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.
All Students:
General Education:
Students with Disabilities:

High School Non-completers:
Show data for

(State average from 1,468 schools)
All Students:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 20
Number of non-completers: 1
└─ Number of students who dropped out: 1
Percent of non-completers:

5.0%
State:

4.1%
General Education:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 34
Number of non-completers: 1
└─ Number of students who dropped out: 1
Percent of non-completers:

3.0%
State:

3.7%
Students with Disabilities:

Accountability


Adequate Yearly Progress:
Show data for

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

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

  • All102
  • Females94
  • Black100
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 79
Percent of enrolled students with valid test scores: 90%

Performance Index (PI):

102
State:

174
Effective Annual Measurable Objective (EAMO): 177
Safe harbor target: 87
Elementary/Middle-Level Math:

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

  • All29
  • Males26
  • Females33
  • Black28
  • IDEA10
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 549
Percent of enrolled students with valid test scores: 92%

Performance Index (PI):

29
New York:

114
Effective Annual Measurable Objective (EAMO): 102
Safe harbor target: 45
Elementary/Middle-Level ELA:

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

  • All29
  • Males23
  • Females35
  • Black28
  • IDEA10
Made AYP: No
Met the participation criterion: Yes
Met the performance criterion: No

Students enrolled during the test administration period: 269
Percent of enrolled students with valid test scores: 97%

Performance Index (PI):

29
New York:

113
Effective Annual Measurable Objective (EAMO): 104
Safe harbor target: 48

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.

Firearm or explosive device refers to any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage

Sexual assault is an incident that includes threatened rape, fondling, indecent liberties, or child molestation. Both male and female students can be victims of sexual assault. Classification of these incidents should take into consideration the age and developmentally appropriate behavior of the offender(s)

Robbery is taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or assault.

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.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
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 sexual assault (other than rape): 3

Incidents of robbery without a weapon: 6

Incidents of physical attack or fight with a weapon: 8
Incidents of physical attack or fight without a weapon: 65

Incidents of threats of physical attack with a weapon: 1
Incidents of threats of physical attack without a weapon: 2

Incidents of possession of a firearm or explosive device: 2


Total incidents per 1,000 students
School:

181.6
State:

55.5

Referrals and Arrests:
Show data for

(State average from 410 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 2 (all female)
  • Black: 2

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

4.2
New York:

10.2

Harassment & Bullying:
Show data for

(State average from 1,117 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.

Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of disability constitutes disability harassment.
Allegations of harassment or bullying on the basis of sex: 5
Allegations of harassment or bullying on the basis of sex per 1,000 students
School:

10.4
New York:

5.3
Students disciplined for bullying or harassment on the basis of sex: 9 (male: 7, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Allegations of harassment or bullying on the basis of race, color, or national origin: 14
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Here:

29.2
State:

4.0
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 4 (all male)
  • Hispanic: 2
  • Black: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Allegations of harassment or bullying on the basis of disability: 1
Allegations of harassment or bullying on the basis of disability per 1,000 students
Harriet Ross Tubman Academy School:

2.1
New York:

1.3
Students disciplined for bullying or harassment on the basis of disability: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 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

  • Hispanic22
  • American Indian2
  • Asian10
  • Black100
  • White22
  • Multirace4
  • LEP16
  • IDEA52
  • 5042
Chronic Student Absenteeism: 160 (male: 85, female: 75)
  • Hispanic: 22 (male: 14, female: 8)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 10 (male: 8, female: 2)
  • Black: 100 (male: 50, female: 50)
  • White: 22 (male: 11, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 16 (male: 14, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 52 (male: 32, female: 20)
  • Section 504: 2 (all female)
Chronic Student Absenteeism per 1,000 students
Harriet Ross Tubman Academy School:

334.0
New York:

179.4

Suspensions:
Show data for

(State average from 569 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).

    School days missed due to out-of-school suspension

  • Hispanic65
  • Black994
  • White166
  • Multirace17
  • LEP14
  • IDEA279
School days missed due to out-of-school suspension: 1,242 (male: 858, female: 384)
  • Hispanic: 65 (male: 62, female: 3)
  • Black: 994 (male: 624, female: 370)
  • White: 166 (male: 160, female: 6)
  • Two or More Races: 17 (male: 12, female: 5)
  • Limited English Proficiency (LEP): 14 (all male)
  • Individuals With Disabilities Education Act (IDEA): 279 (male: 208, female: 71)
Instances of out-of-school suspension (Students without disabilities): 179

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

373.7
New York:

50.9

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

  • Black28
  • White4
  • Multirace4
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 36 (male: 18, female: 18)
  • Black: 28 (male: 14, female: 14)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 38 (male: 21, female: 17)
  • Hispanic: 2 (all male)
  • Black: 34 (male: 17, female: 17)
  • White: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 58

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

121.1
New York:

29.4
Students with disabilities receiving only one out-of-school suspension: 16 (male: 9, female: 7)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 10 (male: 5, female: 5)
  • White: 2 (all male)

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

  • Hispanic2
  • Black10
  • White2
  • Multirace2
  • LEP2
Students with disabilities receiving more than one out-of-school suspension: 16 (male: 14, female: 2)
  • Hispanic: 2 (all male)
  • Black: 10 (male: 8, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

Classes & Courses


Algebra I:
Show data for

(State average from 424 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.
7-8th grade student enrollment in Algebra I: 15
  • Black: 13
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

    7-8th grade studenst who passed Algebra I

  • Hispanic2
  • American Indian2
  • Asian2
  • Native Hawaiian2
  • Black11
  • White2
  • Multirace2
  • LEP2
  • IDEA2
7-8th grade studenst who passed Algebra I: 11
  • Hispanic: 2
  • American Indian / Alaska Native: 2
  • Asian: 2
  • Native Hawaiian / Pacific Islander: 2
  • Black: 11
  • White: 2
  • Two or More Races: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2
Percent of 7-8th grade students who passed
Harriet Ross Tubman Academy School:

73.3%
New York:

83.6%

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