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J Taylor Finley Middle School in Huntington, NY
(07-08 • 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 55
Address
 20 GREENLAWN RD
Huntington, NY 11743
Telephone
(631) 673-2020
(make sure to verify first before calling)
Website
http://www.hufsd.edu
City-data.com school rating
55
Students
698
Classroom Teachers (FTE)
53.9
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
300
Reduced-price lunch
eligible students
16
School district
HUNTINGTON UNION FREE SCHOOL DISTRICT
Charter school
No
Title I status
Title I schoolwide eligible-Title I targeted assistance program
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
OLDFIELD MIDDLE SCHOOL (1.2 miles):

89
WASHINGTON DRIVE PRIMARY SCHOOL (1.0 miles):

84
JACK ABRAMS STEM MAGNET SCHOOL (1.7 miles):

72
HUNTINGTON HIGH SCHOOL (1.8 miles):

66
J Taylor Finley Middle School:

55
FLOWER HILL SCHOOL (1.0 miles):

43
SOUTHDOWN SCHOOL (2.1 miles):

43
WOODHULL INTERMEDIATE SCHOOL (0.9 miles):

29
WASHINGTON SCHOOL (1.9 miles):

21
J Taylor Finley Middle School rating compared to average state, county and city schools ratings:
New York:

50
Suffolk County:

59
Huntington:

55
J Taylor Finley Middle School:

55

Students & Teachers


Total enrollment:
Enrollment in 2016: 698
Enrollment in 2015: 715
Enrollment in 2014: 682
Enrollment in 2013: 672
Enrollment in 2012: 693
Enrollment in 2011: 696
Enrollment in 2010: 668
Enrollment in 2009: 673
Enrollment in 2008: 668
Enrollment in 2007: 637
Enrollment in 2006: 634
Enrollment in 2005: 661
Enrollment in 2004: 665
Enrollment in 2003: 668
Enrollment in 2002: 649
Enrollment in 2001: 620
Enrollment in 2000: 567
Enrollment in 1999: 543

J Taylor Finley Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08UGTotal
All students3183728698
Female students1631645332
Male students1552083366
Asian students59 - 14
Hispanic students1311572290
Black students2028250
White students1481674319
Two or More Races students1411 - 25

Enrollment by grade:
7th grade enrollment: 318
8th grade enrollment: 372
Ungraded enrollment: 8

J Taylor Finley Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 332 (47.6%)
School:

47.6%
New York:

51.1%
Male enrollment: 366 (52.4%)
J Taylor Finley Middle School:

52.4%
New York:

47.5%

J Taylor Finley Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 14 (2.0%)
School:

2.0%
State:

4.6%
Hispanic enrollment: 290 (41.5%)
Here:

41.5%
New York:

9.2%
Black enrollment: 50 (7.2%)
J Taylor Finley Middle School:

7.2%
State:

12.0%
White enrollment: 319 (45.7%)
School:

45.7%
State:

55.1%
Two or More Races enrollment: 25 (3.6%)
School:

3.6%
State:

2.9%

J Taylor Finley Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 316 (45.3%)
J Taylor Finley Middle School:

45.3%
State:

52.7%
Free lunch eligible students: 300 (43.0%)
J Taylor Finley Middle School:

43.0%
State:

45.4%
Reduced-price lunch eligible students: 16 (2.3%)
J Taylor Finley Middle School:

2.3%
State:

4.8%

J Taylor Finley Middle School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Grade 8 English: 25
  • Grade 8 Mathematics: 26
  • Grade 8 Science: 26
  • Grade 8 Social Studies: 26

Teachers and support:
Show data for
Classroom Teachers (FTE): 53.9

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 19.2
Number of FTE security guards: 4.5
Number of FTE nurses: 1
Number of FTE psychologists: 1.4
Number of FTE social workers: 1

Student/Teacher Ratio
School:

12.9
State:

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: 35

Total number of classes taught: 305


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: 3

J Taylor Finley Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $7,008,233
  • Full-time Equivalency Count of Teachers: 36.4 (Salary Expenditures: $5,340,926)
  • Full-time Equivalency Count of Instructional Aides: 16 (Salary Expenditures: $429,770)
  • Full-time Equivalency Count of Support Services Staff: 10.5 (Salary Expenditures: $785,173)
  • Full-time Equivalency Count of School Administration Staff: 3.1 (Salary Expenditures: $483,886)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $1,611,637
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $182,228
  • Salary Expenditures for Teachers: $108,396
  • Full-time Equivalency Count of Support Services Staff: 1.7 (Salary Expenditures: $182,228)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $1,687,393

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 60 (male: 26, female: 34)
  • Hispanic: 58 (male: 26, female: 32)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 11, female: 5)

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

  • Hispanic32
  • Black8
  • White29
  • Multirace8
  • LEP14
Students with disabilities served under IDEA: 77 (male: 52, female: 25)
  • Hispanic: 32 (male: 25, female: 7)
  • Black: 8 (male: 4, female: 4)
  • White: 29 (male: 19, female: 10)
  • Two or More Races: 8 (male: 4, female: 4)
  • Limited English Proficiency (LEP): 14 (male: 10, female: 4)
Students with disabilities served under Section 504: 15 (male: 4, female: 11)
  • Black: 2 (all male)
  • White: 13 (male: 2, female: 11)

Retention:
Show data for

(State average from 310 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 7th grade: 2 (all male)
  • Hispanic: 2

Percent of 7th grade students retained
Here:

0.6%
New York:

5.1%

    Total number of students retained in 8th grade

  • Hispanic5
  • Black4
  • White4
  • IDEA4
Total number of students retained in 8th grade: 13 (male: 9, female: 4)
  • Hispanic: 5 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Percent of 8th grade students retained
J Taylor Finley Middle School:

3.5%
New York:

4.2%

Gifted and Talented:
Show data for

(State average from 386 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.

    Gifted and Talented Student Enrollment

  • Hispanic64
  • Asian10
  • Black7
  • White202
  • Multirace13
  • IDEA7
Gifted and Talented Student Enrollment: 296 (male: 163, female: 133)
  • Hispanic: 64 (male: 32, female: 32)
  • Asian: 10 (male: 8, female: 2)
  • Black: 7 (male: 2, female: 5)
  • White: 202 (male: 110, female: 92)
  • Two or More Races: 13 (male: 11, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

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

424.1
New York:

106.8

Statewide Student Assessments


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

(State average from 1,457 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.
7th Grade:

    ELA Mean Score (7th Grade)

  • All304
  • Males299
  • Females309
  • Hispanic284
  • Asian329
  • Black282
  • White326
  • Multirace322
  • IDEA271
ELA students tested with valid scores: 239
Computed mean of student ELA scores: 304

ELA Students scoring proficient and above:

42%
New York:

39%

Students scoring at Level 1: 28%
Students scoring at Level 2: 29%
Students scoring at Level 3: 28%
Students scoring at Level 4: 14%

28%
29%
28%
14%

    MATH Mean Score (7th Grade)

  • All307
  • Males306
  • Females308
  • Hispanic283
  • Asian326
  • Black288
  • White330
  • Multirace325
  • IDEA275
Math students tested with valid scores: 207
Computed mean of student Math scores: 307

Math Students scoring proficient and above:

42%
New York:

34%

Students scoring at Level 1: 32%
Students scoring at Level 2: 25%
Students scoring at Level 3: 31%
Students scoring at Level 4: 11%

32%
25%
31%
11%
8th Grade:

    ELA Mean Score (8th Grade)

  • All299
  • Males291
  • Females306
  • Hispanic280
  • Black277
  • White328
  • IDEA268
ELA students tested with valid scores: 145
Computed mean of student ELA scores: 299

ELA Students scoring proficient and above:

43%
State:

43%

Students scoring at Level 1: 32%
Students scoring at Level 2: 25%
Students scoring at Level 3: 30%
Students scoring at Level 4: 13%

32%
25%
30%
13%

    MATH Mean Score (8th Grade)

  • All276
  • Males275
  • Females278
  • Hispanic266
  • Black268
  • White302
  • IDEA271
Math students tested with valid scores: 80
Computed mean of student Math scores: 276

Math Students scoring proficient and above:

8%
State:

18%

Students scoring at Level 1: 50%
Students scoring at Level 2: 43%
Students scoring at Level 3: 8%
Students scoring at Level 4: 0%

50%
43%
8%

    SCI Mean Score (8th Grade)

  • All61
  • Males63
  • Females60
  • Hispanic59
  • Black62
  • White69
  • IDEA66
Science students tested with valid scores: 132
Computed mean of student Science scores: 61

Science Students scoring proficient and above:

47%
New York:

57%

Students scoring at Level 1: 11%
Students scoring at Level 2: 42%
Students scoring at Level 3: 45%
Students scoring at Level 4: 2%

11%
42%
45%
2%

New York State Alternate Assessment:
Show data for

(State average from 72 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: 5
Grade 7 ELA Students scoring proficient and above:

80%
New York:

94%

Students scoring at Level 1: 0%
Students scoring at Level 2: 20%
Students scoring at Level 3: 20%
Students scoring at Level 4: 60%

20%
20%
60%
Math students tested with valid scores: 5
Grade 7 Math Students scoring proficient and above:

80%
State:

92%

Students scoring at Level 1: 0%
Students scoring at Level 2: 20%
Students scoring at Level 3: 60%
Students scoring at Level 4: 20%

20%
60%
20%

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.

J Taylor Finley Middle School - % Scroring 55 and above in Regents Examination

Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All100%
  • Males100%
  • Females100%
  • Hispanic99%
  • White99%
  • Multirace100%
Students tested with valid scores: 98
Number of students tested scoring Level 3 (65-78): 4 (4%)
Number of students tested scoring Level 4 (79-84): 26 (27%)
Number of students tested scoring Level 5 (85-100): 68 (69%)

Percentage of students scoring 55 and above:

100%
State:

93%

4%
27%
69%

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

(State average from 575 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.

J Taylor Finley Middle School - % Scoring at Expanding Level or above in NYSESLAT

7th Grade:

    Scoring at Expanding Level or above (7th Grade)

  • All66%
  • Males70%
  • Females62%
  • Hispanic66%
  • IDEA94%
Students tested with valid scores: 65
Scoring at Expanding Level or above:

66%
State:

64%

Students scoring at Entering Level: 2%
Students scoring at Emerging Level: 12%
Students scoring at Transitioning Level: 20%
Students scoring at Expanding Level: 55%
Students scoring at Commanding Level: 11%

2%
12%
20%
55%
11%
8th Grade:

    Scoring at Expanding Level or above (8th Grade)

  • All47%
  • Males37%
  • Females57%
  • Hispanic47%
  • IDEA83%
Students tested with valid scores: 47
Scoring at Expanding Level or above:

47%
State:

67%

Students scoring at Entering Level: 9%
Students scoring at Emerging Level: 23%
Students scoring at Transitioning Level: 21%
Students scoring at Expanding Level: 45%
Students scoring at Commanding Level: 2%

9%
23%
21%
45%
2%

Accountability


Adequate Yearly Progress:
Show data for

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

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

  • All169
  • Males174
  • Females165
  • Hispanic143
  • White191
  • IDEA153
Made AYP: No
Met the participation criterion: Yes
Met the performance criterion: No

Students enrolled during the test administration period: 735
Percent of enrolled students with valid test scores: 83%

Performance Index (PI):

169
State:

174
Effective Annual Measurable Objective (EAMO): 182
Safe harbor target: 173
Elementary/Middle-Level Math:

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

  • All125
  • Males122
  • Females128
  • Hispanic74
  • Black64
  • White171
  • IDEA74
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 1,434
Percent of enrolled students with valid test scores: 55%

Performance Index (PI):

125
New York:

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

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

  • All115
  • Males106
  • Females124
  • Hispanic76
  • Black67
  • White166
  • IDEA65
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 1,438
Percent of enrolled students with valid test scores: 59%

Performance Index (PI):

115
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 physical attack or fight without a weapon: 17

Incidents of threats of physical attack without a weapon: 2


Total incidents per 1,000 students
School:

27.2
State:

55.5

Harassment & Bullying:
Show data for

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

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

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 religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. 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 religion constitutes religious harassment.

Harassment or bullying on the basis of sexual orientation refers to intimidation or abusive behavior toward a student based on actual or perceived sexual orientation. 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 sexual orientation constitutes sexual orientation harassment.
Allegations of harassment or bullying on the basis of sex: 3
Allegations of harassment or bullying on the basis of sex per 1,000 students
School:

4.3
New York:

3.8
Students reported as harassed or bullied on the basis of sex: 4 (all female)
  • Black: 2
  • White: 2

    Students disciplined for bullying or harassment on the basis of sex

  • Hispanic4
  • Black2
  • Multirace2
  • IDEA2
Students disciplined for bullying or harassment on the basis of sex: 8 (male: 6, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Allegations of harassment or bullying on the basis of race, color, or national origin: 8
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
J Taylor Finley Middle School:

11.5
State:

3.3
Students reported as harassed or bullied on the basis of race, color, or national origin: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

    Students disciplined for bullying or harassment on the basis of race, color, or national origin

  • Hispanic2
  • Black2
  • White2
  • IDEA2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 6 (all male)
  • Hispanic: 2
  • Black: 2
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Allegations of harassment or bullying on the basis of sexual orientation: 2
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
J Taylor Finley Middle School:

2.9
New York:

1.7

Allegations of harassment or bullying on the basis of religion: 1
Allegations of harassment or bullying on the basis of religion per 1,000 students
Here:

1.4
New York:

0.3


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

  • Hispanic55
  • Asian4
  • Black7
  • White46
  • Multirace4
  • LEP13
  • IDEA16
  • 5044
Chronic Student Absenteeism: 116 (male: 58, female: 58)
  • Hispanic: 55 (male: 26, female: 29)
  • Asian: 4 (male: 2, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 46 (male: 23, female: 23)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 13 (male: 5, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 11, female: 5)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
J Taylor Finley Middle School:

166.2
State:

179.4

Suspensions:
Show data for

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

    School days missed due to out-of-school suspension

  • Hispanic48
  • Black36
  • White19
  • LEP7
  • IDEA24
School days missed due to out-of-school suspension: 103 (male: 64, female: 39)
  • Hispanic: 48 (male: 40, female: 8)
  • Black: 36 (male: 20, female: 16)
  • White: 19 (male: 4, female: 15)
  • Limited English Proficiency (LEP): 7 (all female)
  • Individuals With Disabilities Education Act (IDEA): 24 (all male)
Instances of out-of-school suspension (Students without disabilities): 21

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

30.1
New York:

50.9

    Students without disabilities receiving one or more in-school suspension

  • Hispanic14
  • Black7
  • White2
  • Multirace2
  • LEP5
Students without disabilities receiving one or more in-school suspension: 25 (male: 9, female: 16)
  • Hispanic: 14 (all female)
  • Black: 7 (male: 5, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 5 (all female)

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

  • Hispanic7
  • Black2
  • White4
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 13 (male: 9, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

    Students without disabilities receiving more than one out-of-school suspension

  • Hispanic7
  • Black10
  • White2
  • LEP2
Students without disabilities receiving more than one out-of-school suspension: 19 (male: 10, female: 9)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 10 (male: 5, female: 5)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)
Instances of out-of-school suspension (Students with disabilities): 8

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
J Taylor Finley Middle School:

11.5
State:

29.4

    Students with disabilities receiving one or more in-school suspension

  • Hispanic7
  • Black2
  • White2
  • LEP4
  • 5042
Students with disabilities receiving one or more in-school suspension: 11 (male: 9, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 2 (all male)
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Black: 2
Students with disabilities receiving more than one out-of-school suspension: 6 (all male)
  • Hispanic: 2
  • Black: 2
  • White: 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 without Disabilities who received an expulsion with educational services: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)

Students without Disabilities who received an expulsion with educational services per 1,000 students
Here:

5.7
State:

6.8

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

  • Hispanic28
  • Asian7
  • Black4
  • White91
  • Multirace4
  • IDEA2
8th grade student enrollment in Algebra I: 134 (male: 79, female: 55)
  • Hispanic: 28 (male: 14, female: 14)
  • Asian: 7 (male: 5, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 91 (male: 56, female: 35)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

    8th grade studenst who passed Algebra I

  • Hispanic29
  • Asian4
  • White92
  • Multirace4
8th grade studenst who passed Algebra I: 129 (male: 82, female: 47)
  • Hispanic: 29 (male: 16, female: 13)
  • Asian: 4 (all male)
  • White: 92 (male: 58, female: 34)
  • Two or More Races: 4 (all male)
Percent of 8th grade students who passed
Here:

96.3%
New York:

87.1%

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