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Henry V Burger Middle School in Henrietta, NY
(06-08 • 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 69
Address
 639 ERIE STATION RD
Henrietta, NY 14586
Telephone
(585) 359-5308
(make sure to verify first before calling)
Website
http://www.rhnet.org
City-data.com school rating
69
Students
508
Classroom Teachers (FTE)
49.1
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
141
Reduced-price lunch
eligible students
40
School district
RUSH-HENRIETTA CENTRAL SCHOOL DISTRICT
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
MONICA B LEARY ELEMENTARY SCHOOL (2.4 miles):

88
NINTH GRADE ACADEMY (4.1 miles):

83
ETHEL K FYLE ELEMENTARY SCHOOL (2.3 miles):

81
DAVID B CRANE ELEMENTARY SCHOOL (3.7 miles):

81
EMMA E SHERMAN ELEMENTARY SCHOOL (2.7 miles):

73
RUSH-HENRIETTA SENIOR HIGH SCHOOL (3.5 miles):

72
Henry V Burger Middle School:

69
CHARLES H ROTH MIDDLE SCHOOL (2.6 miles):

66
T J CONNOR ELEMENTARY SCHOOL (4.0 miles):

30
Henry V Burger Middle School rating compared to average state, county and city schools ratings:
New York:

50
Monroe County:

50
Henrietta:

70
Henry V Burger Middle School:

69

Students & Teachers


Total enrollment:
Enrollment in 2016: 508
Enrollment in 2015: 489
Enrollment in 2014: 464
Enrollment in 2013: 489
Enrollment in 2012: 492
Enrollment in 2011: 490
Enrollment in 2010: 507
Enrollment in 2009: 508
Enrollment in 2008: 497
Enrollment in 2007: 533
Enrollment in 2006: 542
Enrollment in 2005: 588
Enrollment in 2004: 623
Enrollment in 2003: 618
Enrollment in 2002: 579
Enrollment in 2001: 566
Enrollment in 2000: 522
Enrollment in 1999: 536

Henry V Burger Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08UGTotal
All students16317116014508
Female students8694879276
Male students7777735232
American Indian/Alaska Native students - 1 - - 1
Asian students182619164
Hispanic students11103 - 24
Black students332033793
White students981111016316
Two or More Races students334 - 10

Enrollment by grade:
6th grade enrollment: 163
7th grade enrollment: 171
8th grade enrollment: 160
Ungraded enrollment: 14

Henry V Burger Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 276 (54.3%)
Henry V Burger Middle School:

54.3%
New York:

51.1%
Male enrollment: 232 (45.7%)
School:

45.7%
State:

47.5%

Henry V Burger Middle School - Historical enrollment by gender


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

0.2%
State:

0.2%
Asian enrollment: 64 (12.6%)
Henry V Burger Middle School:

12.6%
New York:

4.6%
Hispanic enrollment: 24 (4.7%)
Henry V Burger Middle School:

4.7%
New York:

9.2%
Black enrollment: 93 (18.3%)
School:

18.3%
State:

12.0%
White enrollment: 316 (62.2%)
Henry V Burger Middle School:

62.2%
New York:

55.1%
Two or More Races enrollment: 10 (2.0%)
Henry V Burger Middle School:

2.0%
New York:

2.9%

Henry V Burger Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 181 (35.6%)
Henry V Burger Middle School:

35.6%
State:

52.7%
Free lunch eligible students: 141 (27.8%)
Henry V Burger Middle School:

27.8%
State:

45.4%
Reduced-price lunch eligible students: 40 (7.9%)
Here:

7.9%
State:

4.8%

Henry V Burger Middle School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Common Branch: 21
  • Grade 8 English: 20
  • Grade 8 Mathematics: 20
  • Grade 8 Science: 20
  • Grade 8 Social Studies: 20

Teachers and support:
Show data for
Classroom Teachers (FTE): 49.1

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 1.5
Number of FTE school counselors: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 10
Number of FTE security guards: 2
Number of FTE nurses: 1
Number of FTE psychologists: 1
Number of FTE social workers: 1

Student/Teacher Ratio
School:

10.3
State:

14.0
Number of individuals teaching out of certification: 1
Number of teachers with Master's Degree plus 30 hours or doctorate: 3

Total number of classes taught: 248
Number of classes taught by teachers without appropriate certification: 3


Number of full-time principals: 1
Number of full-time assistant principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 7
Number of part-time professional staff other than teachers, principals, and asst principals: 1

Henry V Burger Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,908,376
  • Full-time Equivalency Count of Teachers: 47.6 (Salary Expenditures: $2,950,172)
  • Full-time Equivalency Count of Instructional Aides: 6 (Salary Expenditures: $100,537)
  • Full-time Equivalency Count of Support Services Staff: 9.5 (Salary Expenditures: $672,105)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $185,562)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $352,823

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic2
  • Asian7
  • Black5
  • White2
  • IDEA2
Students Enrolled in LEP Programs: 16 (male: 2, female: 14)
  • Hispanic: 2 (all female)
  • Asian: 7 (male: 2, female: 5)
  • Black: 5 (all female)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

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: 46 (male: 23, female: 23)
  • Black: 17 (male: 7, female: 10)
  • White: 29 (male: 16, female: 13)

    Students with disabilities served under Section 504

  • Hispanic2
  • Asian2
  • Black4
  • White22
  • Multirace2
  • LEP2
Students with disabilities served under Section 504: 32 (male: 19, female: 13)
  • Hispanic: 2 (all male)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 22 (male: 11, female: 11)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)

Retention:
Show data for

(State average from 284 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 8th grade: 2 (all female)
  • Black: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 8th grade students retained
Henry V Burger Middle School:

1.3%
State:

4.9%

Statewide Student Assessments


Grades 3-8 New York State Testing Program Assessments:
Show data for

(State average from 1,650 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.
6th Grade:

    ELA Mean Score (6th Grade)

  • All312
  • Males307
  • Females317
  • Hispanic306
  • Asian323
  • Black300
  • White312
  • Multirace314
  • IDEA266
ELA students tested with valid scores: 159
Computed mean of student ELA scores: 312

ELA Students scoring proficient and above:

47%
New York:

30%

Students scoring at Level 1: 18%
Students scoring at Level 2: 36%
Students scoring at Level 3: 17%
Students scoring at Level 4: 30%

18%
36%
17%
30%

    MATH Mean Score (6th Grade)

  • All320
  • Males319
  • Females321
  • Hispanic307
  • Asian332
  • Black302
  • White323
  • Multirace305
  • IDEA268
Math students tested with valid scores: 154
Computed mean of student Math scores: 320

Math Students scoring proficient and above:

57%
State:

38%

Students scoring at Level 1: 18%
Students scoring at Level 2: 25%
Students scoring at Level 3: 22%
Students scoring at Level 4: 35%

18%
25%
22%
35%
7th Grade:

    ELA Mean Score (7th Grade)

  • All315
  • Males312
  • Females317
  • Hispanic308
  • Asian340
  • Black306
  • White312
  • IDEA294
ELA students tested with valid scores: 119
Computed mean of student ELA scores: 315

ELA Students scoring proficient and above:

42%
State:

39%

Students scoring at Level 1: 10%
Students scoring at Level 2: 49%
Students scoring at Level 3: 24%
Students scoring at Level 4: 18%

10%
49%
24%
18%

    MATH Mean Score (7th Grade)

  • All314
  • Males319
  • Females310
  • Hispanic300
  • Asian328
  • Black300
  • White318
  • IDEA273
Math students tested with valid scores: 113
Computed mean of student Math scores: 314

Math Students scoring proficient and above:

39%
New York:

34%

Students scoring at Level 1: 27%
Students scoring at Level 2: 35%
Students scoring at Level 3: 21%
Students scoring at Level 4: 18%

27%
35%
21%
18%
8th Grade:

    ELA Mean Score (8th Grade)

  • All314
  • Males311
  • Females317
  • Asian317
  • White320
  • IDEA289
ELA students tested with valid scores: 101
Computed mean of student ELA scores: 314

ELA Students scoring proficient and above:

56%
State:

43%

Students scoring at Level 1: 14%
Students scoring at Level 2: 31%
Students scoring at Level 3: 33%
Students scoring at Level 4: 23%

14%
31%
33%
23%

    MATH Mean Score (8th Grade)

  • All284
  • Males283
  • Females285
  • Asian287
  • White289
  • IDEA250
Math students tested with valid scores: 68
Computed mean of student Math scores: 284

Math Students scoring proficient and above:

7%
New York:

18%

Students scoring at Level 1: 41%
Students scoring at Level 2: 51%
Students scoring at Level 3: 7%
Students scoring at Level 4: 0%

41%
51%
7%
Science students tested with valid scores: 8
Computed mean of student Science scores: 58

Science Students scoring proficient and above:

26%
New York:

57%

Students scoring at Level 1: 0%
Students scoring at Level 2: 75%
Students scoring at Level 3: 13%
Students scoring at Level 4: 13%

75%
13%
13%

New York State Alternate Assessment:
Show data for

(State average from 82 schools)
New York State Alternate Assessment (NYSAA) is part of the New York State testing program that measures the attainment of the State's learning standards in the areas of English language arts (ELA), mathematics, and science for all students with the most severe disabilities in Grades 3-8 and high school. In the 2015-16 school year, NYSAA began using computer-based testing for the ELA and mathematics components. Beginning with the 2017-18 school year, the NYSAA program will no longer include a Social Studies component. The NYSAA in ELA, mathematics, and science will be assessed using Dynamic Learning Maps alternate assessment.
Grade 7:
ELA students tested with valid scores: 7
Grade 7 ELA Students scoring proficient and above:

100%
New York:

94%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 29%
Students scoring at Level 4: 71%

29%
71%
Math students tested with valid scores: 7
Grade 7 Math Students scoring proficient and above:

100%
State:

92%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 43%
Students scoring at Level 4: 57%

43%
57%
Grade 8:
ELA students tested with valid scores: 6
Grade 8 ELA Students scoring proficient and above:

100%
New York:

93%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 17%
Students scoring at Level 4: 83%

17%
83%
Math students tested with valid scores: 6
Grade 8 Math Students scoring proficient and above:

83%
State:

88%

Students scoring at Level 1: 0%
Students scoring at Level 2: 17%
Students scoring at Level 3: 0%
Students scoring at Level 4: 83%

17%
83%
Science students tested with valid scores: 6
Grade 8 Science Students scoring proficient and above:

100%
New York:

90%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 83%
Students scoring at Level 4: 17%

83%
17%

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.

Henry V Burger Middle School - % Scroring 55 and above in Regents Examination

Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All100%
  • Males100%
  • Females100%
  • White100%
Students tested with valid scores: 45
Number of students tested scoring Level 4 (79-84): 8 (18%)
Number of students tested scoring Level 5 (85-100): 37 (82%)

Percentage of students scoring 55 and above:

100%
State:

93%

18%
82%

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

(State average from 642 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.

Henry V Burger Middle School - % Scoring at Expanding Level or above in NYSESLAT

6th Grade:
Students tested with valid scores: 7
Scoring at Expanding Level or above:

100%
State:

61%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 0%
Students scoring at Expanding Level: 71%
Students scoring at Commanding Level: 29%

71%
29%

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
  • Males186
  • Females182
  • White192
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 175
Percent of enrolled students with valid test scores: 93%

Performance Index (PI):

184
State:

174
Effective Annual Measurable Objective (EAMO): 181
Elementary/Middle-Level Math:

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

  • All130
  • Males131
  • Females129
  • Asian142
  • Black93
  • White140
  • IDEA79
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 1,056
Percent of enrolled students with valid test scores: 73%

Performance Index (PI):

130
New York:

114
Effective Annual Measurable Objective (EAMO): 103
Elementary/Middle-Level ELA:

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

  • All137
  • Males131
  • Females143
  • Asian163
  • Black120
  • White139
  • IDEA106
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 1,056
Percent of enrolled students with valid test scores: 73%

Performance Index (PI):

137
New York:

113
Effective Annual Measurable Objective (EAMO): 105

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.

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 threats of physical attack without a weapon: 1


Total incidents per 1,000 students
School:

2.0
State:

55.5

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

  • Hispanic2
  • Asian4
  • Black13
  • White40
  • Multirace4
  • LEP2
  • IDEA7
  • 5044
Chronic Student Absenteeism: 63 (male: 29, female: 34)
  • Hispanic: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Black: 13 (male: 8, female: 5)
  • White: 40 (male: 17, female: 23)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

124.0
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).
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

  • Hispanic4
  • Black159
  • White109
  • Multirace3
  • IDEA18
  • 50475
School days missed due to out-of-school suspension: 275 (male: 190, female: 85)
  • Hispanic: 4 (all male)
  • Black: 159 (all male)
  • White: 109 (male: 24, female: 85)
  • Two or More Races: 3 (all male)
  • Individuals With Disabilities Education Act (IDEA): 18 (male: 8, female: 10)
  • Section 504: 75 (all female)
Instances of out-of-school suspension (Students without disabilities): 11

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

21.7
State:

50.9

    Students without disabilities receiving one or more in-school suspension

  • Hispanic2
  • Asian2
  • Black19
  • White16
  • Multirace2
Students without disabilities receiving one or more in-school suspension: 41 (male: 20, female: 21)
  • Hispanic: 2 (all female)
  • Asian: 2 (all male)
  • Black: 19 (male: 11, female: 8)
  • White: 16 (male: 5, female: 11)
  • Two or More Races: 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 6 (all male)
  • Black: 2
  • White: 2
  • Two or More Races: 2
Students without disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 2 (all female)
Instances of out-of-school suspension (Students with disabilities): 9

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Henry V Burger Middle School:

17.7
State:

29.4
Instances of out-of-school suspension (Section 504 only): 4

Instances of out-of-school suspension per 1,000 students (Section 504 only)
Henry V Burger Middle School:

7.9
State:

2.9
Students with disabilities receiving one or more in-school suspension: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
Students with disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • White: 2 (all female)
  • Section 504: 2 (all female)

Classes & Courses


Algebra I:
Show data for

(State average from 623 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.

    8th grade student enrollment in Algebra I

  • Hispanic2
  • Asian4
  • Black4
  • White37
8th grade student enrollment in Algebra I: 47 (male: 24, female: 23)
  • Hispanic: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 37 (male: 20, female: 17)
8th grade studenst who passed Algebra I: 45 (male: 22, female: 23)
  • Asian: 4 (all female)
  • White: 41 (male: 22, female: 19)
Percent of 8th grade students who passed
Henry V Burger Middle School:

95.7%
New York:

87.1%

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: 1


Student Enrollment in Geometry: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

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