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John E Joy Elementary School in Rome, NY
(KG-04 • 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 21
Address
 110 W LINDEN ST
Rome, NY 13440
Telephone
(315) 334-1261
(make sure to verify first before calling)
Website
http://www.romecsd.org
City-data.com school rating
21
Students
211
Classroom Teachers (FTE)
19.0
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
102
Reduced-price lunch
eligible students
13
School district
ROME CITY SCHOOL DISTRICT
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
RIDGE MILLS ELEMENTARY SCHOOL (1.4 miles):

69
STOKES ELEMENTARY SCHOOL (5.5 miles):

53
ROME FREE ACADEMY (1.9 miles):

49
LOUIS V DENTI ELEMENTARY SCHOOL (1.0 miles):

31
LYNDON H STROUGH MIDDLE SCHOOL (0.7 miles):

27
John E Joy Elementary School:

21
GEORGE R STALEY UPPER ELEMENTARY SCHOOL (0.9 miles):

20
GANSEVOORT ELEMENTARY SCHOOL (1.2 miles):

13
BELLAMY ELEMENTARY SCHOOL (1.8 miles):

3
John E Joy Elementary School rating compared to average state, county and city schools ratings:
New York:

50
Oneida County:

48
Rome:

32
John E Joy Elementary School:

21

Students & Teachers


Total enrollment:
Enrollment in 2016: 211
Enrollment in 2015: 243
Enrollment in 2014: 233
Enrollment in 2013: 235
Enrollment in 2012: 234
Enrollment in 2011: 258
Enrollment in 2010: 220
Enrollment in 2009: 276
Enrollment in 2008: 241
Enrollment in 2007: 233
Enrollment in 2006: 236
Enrollment in 2005: 291
Enrollment in 2004: 300
Enrollment in 2003: 374
Enrollment in 2002: 362
Enrollment in 2001: 351
Enrollment in 2000: 365
Enrollment in 1999: 355

John E Joy Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04UGTotal
All students38415044371211
Female students2516262118 - 106
Male students13252423191105
Asian students52212 - 12
Hispanic students84442123
Black students - 2232 - 9
White students2533423631 - 167

Enrollment by grade:
Kindergarten enrollment: 38
1st grade enrollment: 41
2nd grade enrollment: 50
3rd grade enrollment: 44
4th grade enrollment: 37
Ungraded enrollment: 1

John E Joy Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 106 (50.2%)
Here:

50.2%
State:

51.1%
Male enrollment: 105 (49.8%)
John E Joy Elementary School:

49.8%
New York:

47.5%

John E Joy Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 12 (5.7%)
John E Joy Elementary School:

5.7%
State:

4.6%
Hispanic enrollment: 23 (10.9%)
Here:

10.9%
New York:

9.2%
Black enrollment: 9 (4.3%)
Here:

4.3%
State:

12.0%
White enrollment: 167 (79.1%)
Here:

79.1%
New York:

55.1%

John E Joy Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 115 (54.5%)
School:

54.5%
State:

52.7%
Free lunch eligible students: 102 (48.3%)
Here:

48.3%
New York:

45.4%
Reduced-price lunch eligible students: 13 (6.2%)
Here:

6.2%
New York:

4.8%

John E Joy Elementary School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Common Branch: 19

Teachers and support:
Show data for
Classroom Teachers (FTE): 19

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 5
Number of FTE nurses: 1
Number of FTE psychologists: 1

Student/Teacher Ratio
School:

11.1
State:

14.0
Number of teachers with Master's Degree plus 30 hours or doctorate: 9

Total number of classes taught: 31


Number of full-time principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 6

John E Joy Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,901,085
  • Full-time Equivalency Count of Teachers: 19 (Salary Expenditures: $1,350,291)
  • Full-time Equivalency Count of Instructional Aides: 13 (Salary Expenditures: $158,597)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $288,620)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $103,578)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $28,599
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $622,767
  • Salary Expenditures for Teachers: $1,405,024
  • Full-time Equivalency Count of Instructional Aides: 13 (Salary Expenditures: $158,949)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $292,206)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $116,879)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $53,177

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic13
  • Asian7
  • White4
  • IDEA7
Students Enrolled in LEP Programs: 24 (male: 12, female: 12)
  • Hispanic: 13 (male: 8, female: 5)
  • Asian: 7 (male: 2, female: 5)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (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

  • Hispanic4
  • Black4
  • White35
  • LEP4
Students with disabilities served under IDEA: 43 (male: 33, female: 10)
  • Hispanic: 4 (all male)
  • Black: 4 (all male)
  • White: 35 (male: 25, female: 10)
  • Limited English Proficiency (LEP): 4 (all male)
Students with disabilities served under Section 504: 2 (all male)
  • White: 2

Retention:
Show data for

(State average from 818 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 1st 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 1st grade students retained
John E Joy Elementary School:

9.8%
State:

5.0%
Total number of students retained in 2nd grade: 2 (all female)
  • White: 2

Percent of 2nd grade students retained
School:

4.0%
New York:

4.7%

Statewide Student Assessments


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

(State average from 2,439 schools)
The grades 3-8 English Language Arts (ELA) and mathematics assessments measure the higher learning standards that were adopted by the State Board of Regents in 2010, which more accurately reflect students' progress toward college and career readiness.
3rd Grade:

    ELA Mean Score (3rd Grade)

  • All290
  • Males284
  • Females294
  • White293
  • IDEA245
ELA students tested with valid scores: 41
Computed mean of student ELA scores: 290

ELA Students scoring proficient and above:

22%
New York:

43%

Students scoring at Level 1: 39%
Students scoring at Level 2: 39%
Students scoring at Level 3: 20%
Students scoring at Level 4: 2%

39%
39%
20%
2%

    MATH Mean Score (3rd Grade)

  • All290
  • Males290
  • Females291
  • White291
  • IDEA229
Math students tested with valid scores: 41
Computed mean of student Math scores: 290

Math Students scoring proficient and above:

34%
State:

49%

Students scoring at Level 1: 39%
Students scoring at Level 2: 27%
Students scoring at Level 3: 22%
Students scoring at Level 4: 12%

39%
27%
22%
12%
4th Grade:

    ELA Mean Score (4th Grade)

  • All287
  • Males285
  • Females290
  • White290
  • IDEA255
ELA students tested with valid scores: 28
Computed mean of student ELA scores: 287

ELA Students scoring proficient and above:

18%
State:

41%

Students scoring at Level 1: 43%
Students scoring at Level 2: 39%
Students scoring at Level 3: 11%
Students scoring at Level 4: 7%

43%
39%
11%
7%

    MATH Mean Score (4th Grade)

  • All277
  • Males277
  • Females277
  • White279
  • IDEA222
Math students tested with valid scores: 30
Computed mean of student Math scores: 277

Math Students scoring proficient and above:

27%
New York:

43%

Students scoring at Level 1: 47%
Students scoring at Level 2: 27%
Students scoring at Level 3: 20%
Students scoring at Level 4: 7%

47%
27%
20%
7%

    SCI Mean Score (4th Grade)

  • All71
  • Males69
  • Females73
  • White72
  • IDEA39
Science students tested with valid scores: 32
Computed mean of student Science scores: 71

Science Students scoring proficient and above:

72%
State:

87%

Students scoring at Level 1: 16%
Students scoring at Level 2: 13%
Students scoring at Level 3: 31%
Students scoring at Level 4: 41%

16%
13%
31%
41%

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

(State average from 1,216 schools)
The New York State English as a Second Language Achievement Test (NYSESLAT) is designed to annually assess the English proficiency of all English language learners enrolled in Grades K-12 in New York State schools. The exam gives the State and schools important information about the English language development of English language learners (ELLs), and is part of the State's compliance with federal laws that mandate the annual assessing and tracking of English proficiency of English language learners.

John E Joy Elementary School - % Scoring at Expanding Level or above in NYSESLAT

Kindergarten:
Students tested with valid scores: 7
Scoring at Expanding Level or above:

71%
New York:

64%

Students scoring at Entering Level: 14%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 14%
Students scoring at Expanding Level: 71%
Students scoring at Commanding Level: 0%

14%
14%
71%
1st Grade:

    Scoring at Expanding Level or above (1st Grade)

  • All54%
  • Males66%
  • Females40%
Students tested with valid scores: 11
Scoring at Expanding Level or above:

54%
New York:

42%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 45%
Students scoring at Expanding Level: 36%
Students scoring at Commanding Level: 18%

45%
36%
18%
2nd Grade:
Students tested with valid scores: 7
Scoring at Expanding Level or above:

57%
New York:

63%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 14%
Students scoring at Transitioning Level: 29%
Students scoring at Expanding Level: 43%
Students scoring at Commanding Level: 14%

14%
29%
43%
14%

Accountability


Adequate Yearly Progress:
Show data for

(State average from 3,754 schools)
Elementary/Middle-Level Science:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 80
Percent of enrolled students with valid test scores: 60%

Performance Index (PI):

153
State:

174
Effective Annual Measurable Objective (EAMO): 172
Safe harbor target: 172
Elementary/Middle-Level Math:

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

  • All91
  • Males97
  • Females85
  • White96
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 172
Percent of enrolled students with valid test scores: 63%

Performance Index (PI):

91
New York:

114
Effective Annual Measurable Objective (EAMO): 97
Safe harbor target: 97
Elementary/Middle-Level ELA:

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

  • All83
  • Males74
  • Females91
  • White88
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 171
Percent of enrolled students with valid test scores: 66%

Performance Index (PI):

83
State:

113
Effective Annual Measurable Objective (EAMO): 99
Safe harbor target: 90

Health & Safety


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

  • Hispanic7
  • Asian4
  • Black4
  • White43
  • LEP10
  • IDEA19
Chronic Student Absenteeism: 58 (male: 29, female: 29)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 43 (male: 20, female: 23)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 14, female: 5)
Chronic Student Absenteeism per 1,000 students
John E Joy Elementary School:

274.9
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: 159 (male: 147, female: 12)
  • Black: 11 (all male)
  • White: 148 (male: 136, female: 12)
  • Individuals With Disabilities Education Act (IDEA): 146 (male: 135, female: 11)
Instances of out-of-school suspension (Students without disabilities): 22

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

104.3
New York:

50.9
Students without disabilities receiving one or more in-school suspension: 2 (all male)
  • White: 2
Students without disabilities receiving only one out-of-school suspension: 2 (all female)
  • White: 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): 65

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
John E Joy Elementary School:

308.1
New York:

29.4
Students with disabilities receiving one or more in-school suspension: 4 (all male)
  • Black: 2
  • White: 2
Students with disabilities receiving more than one out-of-school suspension: 6 (male: 4, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 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: 7 (all male)
  • Black: 2
  • White: 5
  • Limited English Proficiency (LEP): 2

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

33.2
State:

8.8
Students with Disabilities who received an expulsion with educational services: 2 (all male)
  • White: 2

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

9.5
New York:

4.2

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