Islip High School in Islip, 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 60
- Address
- 2508 UNION BLVD
Islip, NY 11751
- Telephone
- (631) 650-8305
(make sure to verify first before calling)
- Website
- http://www.islipufsd.org
- City-data.com school rating
- 60
- Students
- 960
- Classroom Teachers (FTE)
- 86.0
- National School Lunch
Program (NSLP) Status - Yes, participating without using any Provision or the CEO
- Free lunch eligible students
- 209
- Reduced-price lunch
eligible students - 51
- School district
- ISLIP 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:
ISLIP MIDDLE SCHOOL (0.2 miles): | 72 |
WING ELEMENTARY SCHOOL (0.9 miles): | 65 |
Islip High School: | 60 |
BAY SHORE SENIOR HIGH SCHOOL (1.7 miles): | 58 |
MAUD S SHERWOOD ELEMENTARY SCHOOL (0.9 miles): | 52 |
COMMACK ROAD ELEMENTARY SCHOOL (1.0 miles): | 48 |
BROOK AVENUE ELEMENTARY SCHOOL (1.3 miles): | 41 |
LAUREL PARK ELEMENTARY SCHOOL (2.1 miles): | 20 |
LORETTA PARK ELEMENTARY SCHOOL (2.1 miles): | 13 |
Islip High School rating compared to average state, county and city schools ratings:
New York: | 50 |
Suffolk County: | 59 |
Islip: | 59 |
Islip High School: | 60 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 960
Enrollment in 2015: 1,022
Enrollment in 2014: 1,093
Enrollment in 2013: 1,155
Enrollment in 2012: 1,162
Enrollment in 2011: 1,150
Enrollment in 2010: 1,161
Enrollment in 2009: 1,130
Enrollment in 2008: 1,154
Enrollment in 2007: 1,178
Enrollment in 2006: 1,131
Enrollment in 2005: 1,134
Enrollment in 2004: 1,085
Enrollment in 2003: 1,016
Enrollment in 2002: 991
Enrollment in 2001: 865
Enrollment in 2000: 905
Enrollment in 1999: 850
Enrollment in 2015: 1,022
Enrollment in 2014: 1,093
Enrollment in 2013: 1,155
Enrollment in 2012: 1,162
Enrollment in 2011: 1,150
Enrollment in 2010: 1,161
Enrollment in 2009: 1,130
Enrollment in 2008: 1,154
Enrollment in 2007: 1,178
Enrollment in 2006: 1,131
Enrollment in 2005: 1,134
Enrollment in 2004: 1,085
Enrollment in 2003: 1,016
Enrollment in 2002: 991
Enrollment in 2001: 865
Enrollment in 2000: 905
Enrollment in 1999: 850
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | G09 | G10 | G11 | G12 | UG | Total |
---|---|---|---|---|---|---|
All students | 235 | 235 | 233 | 254 | 3 | 960 |
Female students | 112 | 112 | 106 | 128 | 1 | 459 |
Male students | 123 | 123 | 127 | 126 | 2 | 501 |
Asian students | 4 | 7 | 4 | 1 | - | 16 |
Hispanic students | 56 | 52 | 51 | 42 | 1 | 202 |
Black students | 17 | 14 | 16 | 12 | - | 59 |
White students | 157 | 154 | 154 | 195 | 2 | 662 |
Two or More Races students | 1 | 8 | 8 | 4 | - | 21 |
Enrollment by grade:
9th grade enrollment: 235
10th grade enrollment: 235
11th grade enrollment: 233
12th grade enrollment: 254
Ungraded enrollment: 3
10th grade enrollment: 235
11th grade enrollment: 233
12th grade enrollment: 254
Ungraded enrollment: 3
Islip High School - Historical enrollment by grade
Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 459 (47.8%)
Islip High School: | 47.8% |
State: | 51.1% |
Male enrollment: 501 (52.2%)
Islip High School: | 52.2% |
New York: | 47.5% |
Islip High School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 16 (1.7%)
Islip High School: | 1.7% |
New York: | 4.6% |
Hispanic enrollment: 202 (21.0%)
Islip High School: | 21.0% |
New York: | 9.2% |
Black enrollment: 59 (6.1%)
Here: | 6.1% |
State: | 12.0% |
White enrollment: 662 (69.0%)
Islip High School: | 69.0% |
New York: | 55.1% |
Two or More Races enrollment: 21 (2.2%)
Here: | 2.2% |
State: | 2.9% |
Islip High School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 260 (27.1%)
Islip High School: | 27.1% |
New York: | 52.7% |
Free lunch eligible students: 209 (21.8%)
Here: | 21.8% |
New York: | 45.4% |
Reduced-price lunch eligible students: 51 (5.3%)
Here: | 5.3% |
New York: | 4.8% |
Islip High School - Lunch Program Eligibility
Average Class Size:
Show data for
Average Class Size:
- Grade 10 English: 20
- Grade 10 Mathematics: 28
- Grade 10 Science: 21
- Grade 10 Social Studies: 24
Teachers and support:
Show data for
Classroom Teachers (FTE): 86
Number of FTE teachers in their first year of teaching: 1
Number of FTE school counselors: 4.5
Number of FTE teachers who were absent more than 10 school days during the school years: 9
Number of FTE security guards: 8.5
Number of FTE nurses: 1
Number of FTE psychologists: 1
Number of FTE social workers: 1
Student/Teacher Ratio
Number of individuals teaching out of certification: 1
Number of teachers with fewer than three years of teaching experience: 4
Number of teachers with Master's Degree plus 30 hours or doctorate: 61
Total number of classes taught: 438
Number of classes taught by teachers without appropriate certification: 5
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: 8
Number of part-time professional staff other than teachers, principals, and asst principals: 1
Number of FTE teachers in their first year of teaching: 1
Number of FTE school counselors: 4.5
Number of FTE teachers who were absent more than 10 school days during the school years: 9
Number of FTE security guards: 8.5
Number of FTE nurses: 1
Number of FTE psychologists: 1
Number of FTE social workers: 1
Student/Teacher Ratio
Islip High School: | 11.2 |
New York: | 14.0 |
Number of teachers with fewer than three years of teaching experience: 4
Number of teachers with Master's Degree plus 30 hours or doctorate: 61
Total number of classes taught: 438
Number of classes taught by teachers without appropriate certification: 5
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: 8
Number of part-time professional staff other than teachers, principals, and asst principals: 1
Islip High School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $9,499,280
- Full-time Equivalency Count of Teachers: 90 (Salary Expenditures: $7,750,505)
- Full-time Equivalency Count of Support Services Staff: 14 (Salary Expenditures: $1,004,015)
- Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $744,760)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $9,538,687
- Salary Expenditures for Teachers: $7,766,772
- Full-time Equivalency Count of Support Services Staff: 15 (Salary Expenditures: $1,027,155)
- Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $744,760)
Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 15 (male: 10, female: 5)
- Hispanic: 13 (male: 8, female: 5)
- White: 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.
Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with Disabilities (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.
- Hispanic26
- Black11
- White86
- LEP4
Students with disabilities served under IDEA
- Hispanic: 26 (male: 19, female: 7)
- Black: 11 (male: 7, female: 4)
- White: 86 (male: 49, female: 37)
- Limited English Proficiency (LEP): 4 (all male)
- Hispanic4
- Asian2
- Black4
- White34
Students with disabilities served under Section 504
- Hispanic: 4 (male: 2, female: 2)
- Asian: 2 (all female)
- Black: 4 (male: 2, female: 2)
- White: 34 (male: 17, female: 17)
Retention:
Show data for
(State average from 437 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 10th grade: 2 (all female)
Percent of 10th grade students retained
Total number of students retained in 12th grade: 4 (male: 2, female: 2)
Percent of 12th grade students retained
- Hispanic: 2
Percent of 10th grade students retained
Islip High School: | 0.9% |
New York: | 8.8% |
Total number of students retained in 12th grade: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Percent of 12th grade students retained
Here: | 1.6% |
State: | 14.9% |
Dual Enrollment:
(State average from 432 schools)
This school has students in grades 9-12 enrolled in a dual enrollment / dual credit program
Dual enrollment/dual credit programs provide opportunities for high school students to take college-level courses offered by colleges, and earn concurrent credit toward a high school diploma and a college degree while still in high school.These programs are for high school - enrolled students who are academically prepared to enroll in college and are interested in taking on additional coursework.For example, students who want to study subjects not offered at their high school may seek supplemental education at colleges nearby.
Dual enrollment/dual credit programs provide opportunities for high school students to take college-level courses offered by colleges, and earn concurrent credit toward a high school diploma and a college degree while still in high school.These programs are for high school - enrolled students who are academically prepared to enroll in college and are interested in taking on additional coursework.For example, students who want to study subjects not offered at their high school may seek supplemental education at colleges nearby.
- Hispanic22
- Black10
- White136
- Multirace4
- IDEA8
Dual Enrollment
- Hispanic: 22 (male: 14, female: 8)
- Black: 10 (male: 2, female: 8)
- White: 136 (male: 68, female: 68)
- Two or More Races: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 8 (all male)
Dual Enrollment per 1,000 students
Islip High School: | 179.2 |
New York: | 183.3 |
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.
Islip High School - % Scroring 55 and above in Regents Examination
Geometry (Common Core):
Students tested with valid scores: 311
Number of students tested scoring Level 1 (0-54): 19 (6%)
Number of students tested scoring Level 2 (55-64): 57 (18%)
Number of students tested scoring Level 3 (65-78): 187 (60%)
Number of students tested scoring Level 4 (79-84): 29 (9%)
Number of students tested scoring Level 5 (85-100): 19 (6%)
Integrated Algebra (Common Core):
Students tested with valid scores: 105
Number of students tested scoring Level 1 (0-54): 12 (11%)
Number of students tested scoring Level 2 (55-64): 17 (16%)
Number of students tested scoring Level 3 (65-78): 57 (54%)
Number of students tested scoring Level 4 (79-84): 11 (10%)
Number of students tested scoring Level 5 (85-100): 8 (8%)
Algebra II (Common Core):
Students tested with valid scores: 134
Number of students tested scoring Level 1 (0-54): 5 (4%)
Number of students tested scoring Level 2 (55-64): 11 (8%)
Number of students tested scoring Level 3 (65-78): 67 (50%)
Number of students tested scoring Level 4 (79-84): 39 (29%)
Number of students tested scoring Level 5 (85-100): 12 (9%)
Comprehensive English (Common Core):
Students tested with valid scores: 253
Number of students tested scoring Level 1 (0-54): 12 (5%)
Number of students tested scoring Level 2 (55-64): 4 (2%)
Number of students tested scoring Level 3 (65-78): 43 (17%)
Number of students tested scoring Level 4 (79-84): 44 (17%)
Number of students tested scoring Level 5 (85-100): 150 (59%)
- All93%
- Males93%
- Females96%
- Hispanic91%
- Asian100%
- Black87%
- White95%
- Multirace100%
- IDEA89%
Scoring 55 and above
(Geometry)
Number of students tested scoring Level 1 (0-54): 19 (6%)
Number of students tested scoring Level 2 (55-64): 57 (18%)
Number of students tested scoring Level 3 (65-78): 187 (60%)
Number of students tested scoring Level 4 (79-84): 29 (9%)
Number of students tested scoring Level 5 (85-100): 19 (6%)
Percentage of students scoring 55 and above: | 93% |
New York: | 79% |
Integrated Algebra (Common Core):
- All88%
- Males90%
- Females88%
- Hispanic81%
- Asian100%
- White93%
- IDEA85%
Scoring 55 and above
(Integrated Algebra)
Number of students tested scoring Level 1 (0-54): 12 (11%)
Number of students tested scoring Level 2 (55-64): 17 (16%)
Number of students tested scoring Level 3 (65-78): 57 (54%)
Number of students tested scoring Level 4 (79-84): 11 (10%)
Number of students tested scoring Level 5 (85-100): 8 (8%)
Percentage of students scoring 55 and above: | 88% |
New York: | 93% |
Algebra II (Common Core):
- All96%
- Males93%
- Females98%
- Hispanic96%
- Black100%
- White97%
- IDEA90%
Scoring 55 and above
(Algebra II)
Number of students tested scoring Level 1 (0-54): 5 (4%)
Number of students tested scoring Level 2 (55-64): 11 (8%)
Number of students tested scoring Level 3 (65-78): 67 (50%)
Number of students tested scoring Level 4 (79-84): 39 (29%)
Number of students tested scoring Level 5 (85-100): 12 (9%)
Percentage of students scoring 55 and above: | 96% |
New York: | 87% |
Comprehensive English (Common Core):
- All95%
- Males95%
- Females95%
- Hispanic90%
- Asian91%
- Black89%
- White98%
- Multirace100%
- IDEA84%
Scoring 55 and above
(Comprehensive English)
Number of students tested scoring Level 1 (0-54): 12 (5%)
Number of students tested scoring Level 2 (55-64): 4 (2%)
Number of students tested scoring Level 3 (65-78): 43 (17%)
Number of students tested scoring Level 4 (79-84): 44 (17%)
Number of students tested scoring Level 5 (85-100): 150 (59%)
Percentage of students scoring 55 and above: | 95% |
New York: | 89% |
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.
Islip High School - % Scoring at Expanding Level or above in NYSESLAT
9th Grade:
Students tested with valid scores: 19
Students scoring at Entering Level: 5%
Students scoring at Emerging Level: 21%
Students scoring at Transitioning Level: 32%
Students scoring at Expanding Level: 42%
Students scoring at Commanding Level: 0%
10th Grade:
Students tested with valid scores: 13
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 46%
Students scoring at Transitioning Level: 23%
Students scoring at Expanding Level: 31%
Students scoring at Commanding Level: 0%
11th Grade:
Students tested with valid scores: 6
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 17%
Students scoring at Transitioning Level: 33%
Students scoring at Expanding Level: 33%
Students scoring at Commanding Level: 17%
12th Grade:
Students tested with valid scores: 5
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 0%
Students scoring at Expanding Level: 80%
Students scoring at Commanding Level: 20%
- All42%
- Males27%
- Females63%
- Hispanic43%
Scoring at Expanding Level or above (9th Grade)
Scoring at Expanding Level or above: | 42% |
State: | 50% |
Students scoring at Entering Level: 5%
Students scoring at Emerging Level: 21%
Students scoring at Transitioning Level: 32%
Students scoring at Expanding Level: 42%
Students scoring at Commanding Level: 0%
10th Grade:
- All31%
- Males38%
- Females20%
Scoring at Expanding Level or above (10th Grade)
Scoring at Expanding Level or above: | 31% |
New York: | 61% |
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 46%
Students scoring at Transitioning Level: 23%
Students scoring at Expanding Level: 31%
Students scoring at Commanding Level: 0%
11th Grade:
Students tested with valid scores: 6
Scoring at Expanding Level or above: | 50% |
New York: | 64% |
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 17%
Students scoring at Transitioning Level: 33%
Students scoring at Expanding Level: 33%
Students scoring at Commanding Level: 17%
12th Grade:
Students tested with valid scores: 5
Scoring at Expanding Level or above: | 100% |
New York: | 62% |
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 0%
Students scoring at Expanding Level: 80%
Students scoring at Commanding Level: 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.
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.
Islip High School - High School Completers
- All99%
- Males99%
- Females99%
- Hispanic95%
- Black92%
- White100%
- IDEA100%
Graduation Rate - 6 Year Outcome
All students
Number of Completers (graduates + commencement credentials): 227
└─ Number of Graduates (Regents + Local Diplomas): 226
└─ Number of students who earned a Regents diploma: 221 (98% of Graduates)
└─ Number of students who earned a Regents diploma with advanced designation: 134 (59% of Graduates)
└─ Number of students who earned a Local Diploma: 5 (2% of Graduates)
└─ Number of students who earned a commencement credential: 1 (0% of Completers)
- All98%
- Males98%
- Females99%
- Hispanic96%
- Black94%
- White100%
- IDEA100%
Graduation Rate - 5 Year Outcome
All students
Number of Completers (graduates + commencement credentials): 200
└─ Number of Graduates (Regents + Local Diplomas): 200
└─ Number of students who earned a Regents diploma: 199 (100% of Graduates)
└─ Number of students who earned a Regents diploma with advanced designation: 133 (67% of Graduates)
└─ Number of students who earned a Local Diploma: 1 (1% of Graduates)
- All97%
- Males97%
- Females98%
- Hispanic94%
- Black100%
- White99%
- Multirace100%
- IDEA96%
Graduation Rate - 4 Year Outcome
All students
Number of Completers (graduates + commencement credentials): 27
└─ Number of Graduates (Regents + Local Diplomas): 26
└─ Number of students who earned a Regents diploma: 22 (85% of Graduates)
└─ Number of students who earned a Regents diploma with advanced designation: 1 (4% of Graduates)
└─ Number of students who earned a Local Diploma: 4 (15% of Graduates)
└─ Number of students who earned a commencement credential: 1 (4% of Completers)
High School Non-completers:
Show data for
(State average from 1,468 schools)
Islip High School - High School Non-completers
- All1%
- Males1%
- Females1%
- Hispanic5%
- Black8%
- White0%
- IDEA0%
Dropout Rate - 6 Year Outcome
All students
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 971
Number of non-completers: 8
└─ Number of students who dropped out: 7
└─ Number of students who entered an approved high school equivalency preparation program: 1
Percent of non-completers: | 1.0% |
State: | 5.4% |
- All1%
- Males1%
- Females1%
- Hispanic0%
- Black0%
- White0%
- IDEA0%
Dropout Rate - 5 Year Outcome
All students
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 840
Number of non-completers: 8
└─ Number of students who dropped out: 7
└─ Number of students who entered an approved high school equivalency preparation program: 1
Percent of non-completers: | 1.0% |
New York: | 6.5% |
Post-graduation Plans of Completers:
Show data for
Islip High School - Post-graduation Plans of Completers
All Students:
Total number of students reported with graduation plan: 227
└─ Graduates who planned to enroll in four-year colleges: 121 (53%)
└─ Graduates who planned to enroll in two-year colleges: 81 (36%)
└─ Graduates who planned to enroll in other post-secondary institutions: 3 (1%)
└─ Graduates who planned to enlist in the military: 4 (2%)
└─ Graduates who planned to pursue employment: 16 (7%)
└─ Graduates who planned to attend programs such as vocational rehabilitation and other programs: 1 (0%)
└─ Graduates a known plan that is not specified above: 1 (0%)
General Education:
Total number of students reported with graduation plan: 200
└─ Graduates who planned to enroll in four-year colleges: 119 (60%)
└─ Graduates who planned to enroll in two-year colleges: 66 (33%)
└─ Graduates who planned to enroll in other post-secondary institutions: 2 (1%)
└─ Graduates who planned to enlist in the military: 3 (2%)
└─ Graduates who planned to pursue employment: 9 (5%)
└─ Graduates a known plan that is not specified above: 1 (1%)
Students with Disabilities:
Total number of students reported with graduation plan: 27
└─ Graduates who planned to enroll in four-year colleges: 2 (7%)
└─ Graduates who planned to enroll in two-year colleges: 15 (56%)
└─ Graduates who planned to enroll in other post-secondary institutions: 1 (4%)
└─ Graduates who planned to enlist in the military: 1 (4%)
└─ Graduates who planned to pursue employment: 7 (26%)
└─ Graduates who planned to attend programs such as vocational rehabilitation and other programs: 1 (4%)
Total number of students reported with graduation plan: 227
└─ Graduates who planned to enroll in four-year colleges: 121 (53%)
└─ Graduates who planned to enroll in two-year colleges: 81 (36%)
└─ Graduates who planned to enroll in other post-secondary institutions: 3 (1%)
└─ Graduates who planned to enlist in the military: 4 (2%)
└─ Graduates who planned to pursue employment: 16 (7%)
└─ Graduates who planned to attend programs such as vocational rehabilitation and other programs: 1 (0%)
└─ Graduates a known plan that is not specified above: 1 (0%)
General Education:
Total number of students reported with graduation plan: 200
└─ Graduates who planned to enroll in four-year colleges: 119 (60%)
└─ Graduates who planned to enroll in two-year colleges: 66 (33%)
└─ Graduates who planned to enroll in other post-secondary institutions: 2 (1%)
└─ Graduates who planned to enlist in the military: 3 (2%)
└─ Graduates who planned to pursue employment: 9 (5%)
└─ Graduates a known plan that is not specified above: 1 (1%)
Students with Disabilities:
Total number of students reported with graduation plan: 27
└─ Graduates who planned to enroll in four-year colleges: 2 (7%)
└─ Graduates who planned to enroll in two-year colleges: 15 (56%)
└─ Graduates who planned to enroll in other post-secondary institutions: 1 (4%)
└─ Graduates who planned to enlist in the military: 1 (4%)
└─ Graduates who planned to pursue employment: 7 (26%)
└─ Graduates who planned to attend programs such as vocational rehabilitation and other programs: 1 (4%)
Accountability
Adequate Yearly Progress:
Show data for
(State average from 1,294 schools)
High School Math:
Made AYP: No
Met the participation criterion: Yes
Met the performance criterion: No
Students enrolled during the test administration period: 230
Percent of enrolled students with valid test scores: 100%
Effective Annual Measurable Objective (EAMO): 158
Safe harbor target: 158
High School ELA:
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes
Students enrolled during the test administration period: 230
Percent of enrolled students with valid test scores: 100%
Effective Annual Measurable Objective (EAMO): 171
5-Year Graduation Rate:
Made AYP: Yes
Met graduation rate criteria: Yes
Students enrolled during the test administration period: 271
Effective Annual Measurable Objective (EAMO): 80
4-Year Graduation Rate:
Made AYP: Yes
Met graduation rate criteria: Yes
Students enrolled during the test administration period: 265
Effective Annual Measurable Objective (EAMO): 80
- All154
- Males149
- Females159
- Hispanic132
- White162
High School Math - Performance Index (PI)
Met the participation criterion: Yes
Met the performance criterion: No
Students enrolled during the test administration period: 230
Percent of enrolled students with valid test scores: 100%
Performance Index (PI): | 154 |
New York: | 126 |
Safe harbor target: 158
High School ELA:
- All173
- Males169
- Females178
- Hispanic164
- White178
High School ELA - Performance Index (PI)
Met the participation criterion: Yes
Met the performance criterion: Yes
Students enrolled during the test administration period: 230
Percent of enrolled students with valid test scores: 100%
Performance Index (PI): | 173 |
New York: | 151 |
5-Year Graduation Rate:
- All99%
- Males99%
- Females99%
- Hispanic93%
- White100%
5-Year Graduation Rate
Met graduation rate criteria: Yes
Students enrolled during the test administration period: 271
Graduation Rate: | 99% |
New York: | 78% |
4-Year Graduation Rate:
- All98%
- Males95%
- Females100%
- Hispanic96%
- White99%
4-Year Graduation Rate
Met graduation rate criteria: Yes
Students enrolled during the test administration period: 265
Graduation Rate: | 98% |
State: | 76% |
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.
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.
- Hispanic19
- Black4
- White130
- Multirace7
- LEP4
- IDEA4
SAT or ACT Test Participation
- Hispanic: 19 (male: 11, female: 8)
- Black: 4 (male: 2, female: 2)
- White: 130 (male: 62, female: 68)
- Two or More Races: 7 (male: 5, female: 2)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
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: 18
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: No
Students Enrolled in at least one AP Course: 275 (male: 130, female: 145)
Student Enrollment in Advanced Placement (AP) Mathematics: 78 (male: 33, female: 45)
Student Enrollment in Advanced Placement (AP) Science: 138 (male: 71, female: 67)
Students Enrollment in Other Advanced Placement (AP) Subjects: 230 (male: 106, female: 124)
Students who took one or more AP exams: 275 (male: 130, female: 145)
Students who received a qualifying score on one or more AP exams: 178 (male: 81, female: 97)
Students who did not receive a qualifying score on any AP exams: 82 (male: 38, female: 44)
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: No
- Hispanic34
- Asian4
- Black10
- White214
- Multirace13
- IDEA4
Students Enrolled in at least one AP Course
- Hispanic: 34 (male: 17, female: 17)
- Asian: 4 (male: 2, female: 2)
- Black: 10 (male: 2, female: 8)
- White: 214 (male: 101, female: 113)
- Two or More Races: 13 (male: 8, female: 5)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
- Hispanic13
- Black2
- White61
- Multirace2
- IDEA2
Student Enrollment in Advanced Placement (AP) Mathematics
- Hispanic: 13 (male: 5, female: 8)
- Black: 2 (all female)
- White: 61 (male: 26, female: 35)
- Two or More Races: 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 2 (all female)
- Hispanic16
- Asian4
- Black2
- White109
- Multirace7
- IDEA2
Student Enrollment in Advanced Placement (AP) Science
- Hispanic: 16 (male: 11, female: 5)
- Asian: 4 (male: 2, female: 2)
- Black: 2 (all female)
- White: 109 (male: 53, female: 56)
- Two or More Races: 7 (male: 5, female: 2)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
- Hispanic28
- Asian4
- Black7
- White181
- Multirace10
- IDEA2
Students Enrollment in Other Advanced Placement (AP) Subjects
- Hispanic: 28 (male: 14, female: 14)
- Asian: 4 (male: 2, female: 2)
- Black: 7 (male: 2, female: 5)
- White: 181 (male: 83, female: 98)
- Two or More Races: 10 (male: 5, female: 5)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
- Hispanic34
- Asian4
- Black10
- White214
- Multirace13
- IDEA4
Students who took one or more AP exams
- Hispanic: 34 (male: 17, female: 17)
- Asian: 4 (male: 2, female: 2)
- Black: 10 (male: 2, female: 8)
- White: 214 (male: 101, female: 113)
- Two or More Races: 13 (male: 8, female: 5)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
- Hispanic23
- Black7
- White140
- Multirace8
Students who received a qualifying score on one or more AP exams
- Hispanic: 23 (male: 10, female: 13)
- Black: 7 (all female)
- White: 140 (male: 67, female: 73)
- Two or More Races: 8 (male: 4, female: 4)
Percent students who received a qualifying score on one or more AP exams
Islip High School: | 64.7% |
State: | 65.5% |
Students who did not receive a qualifying score on any AP exams: 82 (male: 38, female: 44)
- Hispanic: 8 (male: 4, female: 4)
- White: 74 (male: 34, female: 40)
Health & Safety
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.
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: 6 (male: 2, female: 4)
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Students with disabilities who were referred to a law enforcement agency or official: 4 (all male)
Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
- Hispanic: 2 (all female)
- White: 4 (male: 2, female: 2)
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Islip High School: | 6.3 |
New York: | 6.5 |
Students with disabilities who were referred to a law enforcement agency or official: 4 (all male)
- Black: 2
- White: 2
Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
School: | 4.2 |
New York: | 3.4 |
Harassment & Bullying:
Show data for
(State average from 1,117 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.
Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.
Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.
Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.
Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.
Allegations of harassment or bullying on the basis of sex: 4
Students disciplined for bullying or harassment on the basis of sex: 12 (male: 6, female: 6)
Allegations of harassment or bullying on the basis of race, color, or national origin: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 4 (male: 2, female: 2)
Allegations of harassment or bullying on the basis of sex per 1,000 students
Students reported as harassed or bullied on the basis of sex: 8 (male: 4, female: 4)School: | 4.2 |
New York: | 5.3 |
- Hispanic: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 2 (all female)
- Hispanic4
- Black4
- White4
- IDEA4
Students disciplined for bullying or harassment on the basis of sex
- Hispanic: 4 (male: 2, female: 2)
- Black: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
- 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: 2
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Students reported as harassed or bullied on the basis of race, color, or national origin: 4 (all male)School: | 2.1 |
New York: | 4.0 |
- Hispanic: 2
- Black: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, 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.
- Hispanic37
- Asian2
- Black16
- White97
- Multirace4
Chronic Student Absenteeism
- Hispanic: 37 (male: 14, female: 23)
- Asian: 2 (all female)
- Black: 16 (male: 8, female: 8)
- White: 97 (male: 47, female: 50)
- Two or More Races: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here: | 162.5 |
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).
- Hispanic58
- Black47
- White117
- LEP3
- IDEA86
- 50410
School days missed due to out-of-school suspension
- Hispanic: 58 (male: 49, female: 9)
- Black: 47 (male: 29, female: 18)
- White: 117 (male: 106, female: 11)
- Limited English Proficiency (LEP): 3 (all male)
- Individuals With Disabilities Education Act (IDEA): 86 (male: 65, female: 21)
- Section 504: 10 (all male)
Instances of out-of-school suspension (Students without disabilities): 30
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
School: | 31.3 |
State: | 50.9 |
- Hispanic10
- Asian2
- Black4
- White28
- LEP2
Students without disabilities receiving one or more in-school suspension
- Hispanic: 10 (male: 5, female: 5)
- Asian: 2 (all male)
- Black: 4 (male: 2, female: 2)
- White: 28 (male: 23, female: 5)
- Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 30 (male: 24, female: 6)
- Hispanic: 7 (male: 5, female: 2)
- Black: 4 (male: 2, female: 2)
- White: 19 (male: 17, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
- White: 2
Instances of out-of-school suspension (Students with disabilities): 11
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
School: | 11.5 |
State: | 29.4 |
Instances of out-of-school suspension per 1,000 students (Section 504 only)
Here: | 2.1 |
New York: | 2.9 |
- Hispanic8
- Black4
- White11
- LEP4
- 5042
Students with disabilities receiving one or more in-school suspension
- Hispanic: 8 (all male)
- Black: 4 (male: 2, female: 2)
- White: 11 (all male)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Section 504: 2 (all male)
- Hispanic2
- Black4
- White7
- LEP2
- 5042
Students with disabilities receiving only one out-of-school suspension
- Hispanic: 2 (all male)
- Black: 4 (male: 2, female: 2)
- White: 7 (male: 5, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
- Section 504: 2 (all male)
Students with disabilities receiving more than one out-of-school suspension: 4 (all male)
- Hispanic: 2
- Black: 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: 6 (male: 2, female: 4)
Students with Disabilities who received an expulsion with educational services per 1,000 students
- Hispanic: 4 (male: 2, female: 2)
- Black: 2 (all female)
Students with Disabilities who received an expulsion with educational services per 1,000 students
School: | 6.3 |
New York: | 3.7 |
Transfers:
(State average from 133 schools)
Transfer to an alternative school for disciplinary reasons is a subset of expulsion with educational services. An alternative school is a public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside of the categories of regular education, special education, or vocational education.
Students with disabilities transferred to an alternative school for disciplinary reasons: 6 (male: 2, female: 4)
Students with disabilities transferred to an alternative school for disciplinary reasons
- Hispanic: 4 (male: 2, female: 2)
- Black: 2 (all female)
Students with disabilities transferred to an alternative school for disciplinary reasons
Here: | 6.3 |
New York: | 3.6 |
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: 8
Number of Algebra I classes taught by certified teachers: 8
9-10th grade student enrollment in Algebra I: 57 (male: 36, female: 21)
11-12th grade student enrollment in Algebra I: 8 (male: 4, female: 4)
Number of Algebra I classes taught by certified teachers: 8
- Hispanic25
- Black7
- White25
- LEP7
- IDEA22
9-10th grade student enrollment in Algebra I
- Hispanic: 25 (male: 17, female: 8)
- Black: 7 (male: 2, female: 5)
- White: 25 (male: 17, female: 8)
- Limited English Proficiency (LEP): 7 (male: 5, female: 2)
- Individuals With Disabilities Education Act (IDEA): 22 (male: 14, female: 8)
- Hispanic: 17 (male: 10, female: 7)
- White: 17 (male: 10, female: 7)
- Individuals With Disabilities Education Act (IDEA): 11 (male: 7, female: 4)
Percent of 9-10th grade students who passed
Here: | 59.6% |
New York: | 76.8% |
- Hispanic4
- White4
- LEP4
- IDEA2
11-12th grade student enrollment in Algebra I
- Hispanic: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Percent of 11-12th grade students who passed
Here: | 0.0% |
State: | 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: 10
Number of Algebra II classes taught by certified teachers: 10
Student Enrollment in Algebra II: 191 (male: 97, female: 94)
Number of Algebra II classes taught by certified teachers: 10
- Hispanic37
- Asian4
- Black10
- White133
- Multirace7
- LEP2
- IDEA10
Student Enrollment in Algebra II
- Hispanic: 37 (male: 14, female: 23)
- Asian: 4 (male: 2, female: 2)
- Black: 10 (male: 5, female: 5)
- White: 133 (male: 74, female: 59)
- Two or More Races: 7 (male: 2, female: 5)
- Limited English Proficiency (LEP): 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)
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: 115 (male: 59, female: 56)
Number of Calculus classes taught by certified teachers: 5
- Hispanic13
- Asian4
- White91
- Multirace7
Student Enrollment in Calculus
- Hispanic: 13 (male: 8, female: 5)
- Asian: 4 (male: 2, female: 2)
- White: 91 (male: 44, female: 47)
- Two or More Races: 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: 12
Number of Geometry classes taught by certified teachers: 12
Student Enrollment in Geometry: 198 (male: 92, female: 106)
Number of Geometry classes taught by certified teachers: 12
- Hispanic43
- Asian5
- Black16
- White130
- Multirace4
- LEP4
- IDEA22
Student Enrollment in Geometry
- Hispanic: 43 (male: 17, female: 26)
- Asian: 5 (all female)
- Black: 16 (male: 8, female: 8)
- White: 130 (male: 65, female: 65)
- Two or More Races: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 22 (male: 11, female: 11)
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: 8
Number of Advanced Mathematics classes taught by certified teachers: 8
Student Enrollment in Advanced Mathematics: 136 (male: 62, female: 74)
Number of Advanced Mathematics classes taught by certified teachers: 8
- Hispanic25
- Black10
- White97
- Multirace4
- IDEA4
Student Enrollment in Advanced Mathematics
- Hispanic: 25 (male: 14, female: 11)
- Black: 10 (male: 2, female: 8)
- White: 97 (male: 44, female: 53)
- Two or More Races: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
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: 15
Number of Biology classes taught by certified teachers: 15
Student Enrollment in Biology: 246 (male: 127, female: 119)
Number of Biology classes taught by certified teachers: 15
- Hispanic67
- Asian4
- Black16
- White157
- Multirace2
- LEP13
- IDEA40
Student Enrollment in Biology
- Hispanic: 67 (male: 32, female: 35)
- Asian: 4 (male: 2, female: 2)
- Black: 16 (male: 5, female: 11)
- White: 157 (male: 86, female: 71)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 13 (male: 8, female: 5)
- Individuals With Disabilities Education Act (IDEA): 40 (male: 23, 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: 9
Number of Chemistry classes taught by certified teachers: 9
Student Enrollment in Chemistry: 173 (male: 85, female: 88)
Number of Chemistry classes taught by certified teachers: 9
- Hispanic25
- Asian4
- Black10
- White127
- Multirace7
- IDEA7
Student Enrollment in Chemistry
- Hispanic: 25 (male: 11, female: 14)
- Asian: 4 (male: 2, female: 2)
- Black: 10 (male: 5, female: 5)
- White: 127 (male: 65, female: 62)
- Two or More Races: 7 (male: 2, female: 5)
- Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)
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: 6
Number of Physics classes taught by certified teachers: 6
Student Enrollment in Physics: 92 (male: 55, female: 37)
Number of Physics classes taught by certified teachers: 6
- Hispanic10
- Asian4
- Black4
- White67
- Multirace7
Student Enrollment in Physics
- Hispanic: 10 (male: 8, female: 2)
- Asian: 4 (male: 2, female: 2)
- Black: 4 (male: 2, female: 2)
- White: 67 (male: 38, female: 29)
- Two or More Races: 7 (male: 5, female: 2)
Discuss Islip, New York (NY) on our hugely popular New York forum.
Comments
Review, comment, or add new information about this topic: