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Joseph C Wilson Magnet High School in Rochester, 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 9
Address
 501 GENESEE ST
Rochester, NY 14611
Telephone
(585) 328-3440
(make sure to verify first before calling)
Website
http://www.rcsdk12.org
City-data.com school rating
9
Students
766
Classroom Teachers (FTE)
57.8
National School Lunch
Program (NSLP) Status
Yes, under Community Eligibility Option (CEO)
Free lunch eligible students
574
Reduced-price lunch
eligible students
7
School district
ROCHESTER CITY SCHOOL DISTRICT
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
Yes
Shared Time Indicator
No
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
ROCHESTER EARLY COLLEGE INTERNATIONAL HIGH SCHOOL (0.4 miles):

18
Joseph C Wilson Magnet High School:

9
SCHOOL 4-GEORGE MATHER FORBES (0.6 miles):

8
JOSEPH C WILSON FOUNDATION ACADEMY (0.4 miles):

4
SCHOOL 29-ADLAI E STEVENSON (0.5 miles):

3
SCHOOL 2-CLARA BARTON (0.7 miles):

2
SCHOOL 19-DR CHARLES T LUNSFORD (0.6 miles):

1
DR WALTER COOPER ACADEMY (1.0 miles):

1
SCHOOL 17-ENRICO FERMI (1.3 miles):

1
Joseph C Wilson Magnet High School rating compared to average state, county and city schools ratings:
New York:

50
Monroe County:

50
Rochester:

33
Joseph C Wilson Magnet High:

9

Students & Teachers


Total enrollment:
Enrollment in 2016: 766
Enrollment in 2015: 817
Enrollment in 2014: 942
Enrollment in 2013: 1,002
Enrollment in 2012: 1,125
Enrollment in 2011: 1,146
Enrollment in 2010: 954
Enrollment in 2009: 1,012
Enrollment in 2008: 1,992
Enrollment in 2007: 1,881
Enrollment in 2006: 1,930
Enrollment in 2005: 1,128
Enrollment in 2004: 1,127
Enrollment in 2003: 1,271
Enrollment in 2002: 1,130
Enrollment in 2001: 1,071
Enrollment in 2000: 1,040
Enrollment in 1999: 1,113

Joseph C Wilson Magnet High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG09G10G11G12Total
All students176192193205766
Female students88105109111413
Male students88878494353
American Indian/Alaska Native students - 1 - - 1
Asian students76131642
Hispanic students1419162675
Black students138140143149570
White students1726211478

Enrollment by grade:
9th grade enrollment: 176
10th grade enrollment: 192
11th grade enrollment: 193
12th grade enrollment: 205

Joseph C Wilson Magnet High School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 413 (53.9%)
Here:

53.9%
State:

51.1%
Male enrollment: 353 (46.1%)
Here:

46.1%
State:

47.5%

Joseph C Wilson Magnet High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 1 (0.1%)
Joseph C Wilson Magnet High School:

0.1%
State:

0.2%
Asian enrollment: 42 (5.5%)
Joseph C Wilson Magnet High School:

5.5%
State:

4.6%
Hispanic enrollment: 75 (9.8%)
School:

9.8%
New York:

9.2%
Black enrollment: 570 (74.4%)
Joseph C Wilson Magnet High School:

74.4%
New York:

12.0%
White enrollment: 78 (10.2%)
Here:

10.2%
State:

55.1%

Joseph C Wilson Magnet High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 581 (75.8%)
Joseph C Wilson Magnet High School:

75.8%
New York:

52.7%
Free lunch eligible students: 574 (74.9%)
Joseph C Wilson Magnet High School:

74.9%
New York:

45.4%
Reduced-price lunch eligible students: 7 (0.9%)
School:

0.9%
State:

4.8%

Joseph C Wilson Magnet High School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Grade 10 English: 23
  • Grade 10 Mathematics: 20
  • Grade 10 Science: 21
  • Grade 10 Social Studies: 24

Teachers and support:
Show data for
Classroom Teachers (FTE): 57.8

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: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 17
Number of FTE security guards: 1
Number of FTE nurses: 1
Number of FTE social workers: 1

Student/Teacher Ratio
School:

13.3
New York:

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

Total number of classes taught: 238
Number of classes taught by teachers without appropriate certification: 4


Number of full-time principals: 1
Number of full-time assistant principals: 4
Number of full-time professional staff other than teachers, principals, and asst principals: 1

Joseph C Wilson Magnet High School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $5,418,530
  • Full-time Equivalency Count of Teachers: 59.9 (Salary Expenditures: $3,624,495)
  • Full-time Equivalency Count of Instructional Aides: 2 (Salary Expenditures: $55,307)
  • Full-time Equivalency Count of Support Services Staff: 22 (Salary Expenditures: $678,682)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $568,793)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $297,800
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $6,207,406
  • Salary Expenditures for Teachers: $3,990,178
  • Full-time Equivalency Count of Instructional Aides: 2 (Salary Expenditures: $55,307)
  • Full-time Equivalency Count of Support Services Staff: 22 (Salary Expenditures: $678,682)
  • Full-time Equivalency Count of School Administration Staff: 6 (Salary Expenditures: $587,680)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $475,456

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic10
  • American Indian2
  • Asian16
  • Black13
  • White4
  • IDEA7
Students Enrolled in LEP Programs: 45 (male: 26, female: 19)
  • Hispanic: 10 (male: 8, female: 2)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 16 (male: 8, female: 8)
  • Black: 13 (male: 8, 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

  • Hispanic17
  • Black125
  • White14
  • LEP4
Students with disabilities served under IDEA: 156 (male: 93, female: 63)
  • Hispanic: 17 (male: 10, female: 7)
  • Black: 125 (male: 76, female: 49)
  • White: 14 (male: 7, female: 7)
  • Limited English Proficiency (LEP): 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic7
  • Asian4
  • Black52
  • White7
  • LEP7
Students with disabilities served under Section 504: 70 (male: 29, female: 41)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 4 (male: 2, female: 2)
  • Black: 52 (male: 23, female: 29)
  • White: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

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 9th grade

  • Hispanic2
  • Black31
  • White4
  • LEP2
  • IDEA19
Total number of students retained in 9th grade: 37 (male: 27, female: 10)
  • Hispanic: 2 (all male)
  • Black: 31 (male: 23, female: 8)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 14, female: 5)

Percent of 9th grade students retained
Joseph C Wilson Magnet High School:

21.0%
New York:

11.4%

    Total number of students retained in 10th grade

  • Hispanic4
  • Black25
  • White4
  • LEP2
  • IDEA10
  • 50410
Total number of students retained in 10th grade: 33 (male: 15, female: 18)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 25 (male: 11, female: 14)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)
  • Section 504: 10 (male: 2, female: 8)

Percent of 10th grade students retained
School:

17.2%
State:

8.8%

    Total number of students retained in 11th grade

  • Hispanic4
  • Black10
  • IDEA4
  • 5042
Total number of students retained in 11th grade: 14 (male: 7, female: 7)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 2 (all male)

Percent of 11th grade students retained
Joseph C Wilson Magnet High School:

7.3%
New York:

11.0%

    Total number of students retained in 12th grade

  • Hispanic4
  • Asian4
  • Black25
  • White7
  • LEP4
  • IDEA10
  • 50410
Total number of students retained in 12th grade: 40 (male: 20, female: 20)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Black: 25 (male: 14, female: 11)
  • White: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)
  • Section 504: 10 (male: 5, female: 5)

Percent of 12th grade students retained
School:

19.5%
State:

14.9%

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

  • Hispanic28
  • Asian19
  • Black166
  • White40
  • LEP4
  • IDEA10
Gifted and Talented Student Enrollment: 253 (male: 104, female: 149)
  • Hispanic: 28 (male: 14, female: 14)
  • Asian: 19 (male: 11, female: 8)
  • Black: 166 (male: 56, female: 110)
  • White: 40 (male: 23, female: 17)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)

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

330.3
State:

106.8

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.

Joseph C Wilson Magnet High School - % Scroring 55 and above in Regents Examination

Geometry (Common Core):

    Scoring 55 and above
    (Geometry)

  • All46%
  • Males54%
  • Females42%
  • Hispanic39%
  • Asian63%
  • Black42%
  • White90%
  • IDEA17%
Students tested with valid scores: 130
Number of students tested scoring Level 1 (0-54): 69 (53%)
Number of students tested scoring Level 2 (55-64): 38 (29%)
Number of students tested scoring Level 3 (65-78): 17 (13%)
Number of students tested scoring Level 4 (79-84): 3 (2%)
Number of students tested scoring Level 5 (85-100): 3 (2%)

Percentage of students scoring 55 and above:

46%
State:

79%

53%
29%
13%
2%
2%
Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All70%
  • Males71%
  • Females71%
  • Hispanic68%
  • Asian84%
  • Black70%
  • White75%
  • IDEA40%
Students tested with valid scores: 284
Number of students tested scoring Level 1 (0-54): 83 (29%)
Number of students tested scoring Level 2 (55-64): 75 (26%)
Number of students tested scoring Level 3 (65-78): 112 (39%)
Number of students tested scoring Level 4 (79-84): 14 (5%)

Percentage of students scoring 55 and above:

70%
New York:

93%

29%
26%
39%
5%
Algebra II (Common Core):

    Scoring 55 and above
    (Algebra II)

  • All63%
  • Males71%
  • Females56%
  • Black59%
  • White77%
Students tested with valid scores: 40
Number of students tested scoring Level 1 (0-54): 15 (38%)
Number of students tested scoring Level 2 (55-64): 12 (30%)
Number of students tested scoring Level 3 (65-78): 8 (20%)
Number of students tested scoring Level 4 (79-84): 3 (8%)
Number of students tested scoring Level 5 (85-100): 2 (5%)

Percentage of students scoring 55 and above:

63%
State:

87%

38%
30%
20%
8%
5%
Comprehensive English (Common Core):

    Scoring 55 and above
    (Comprehensive English)

  • All67%
  • Males60%
  • Females71%
  • Hispanic66%
  • Black66%
  • White78%
  • IDEA39%
Students tested with valid scores: 187
Number of students tested scoring Level 1 (0-54): 63 (34%)
Number of students tested scoring Level 2 (55-64): 31 (17%)
Number of students tested scoring Level 3 (65-78): 52 (28%)
Number of students tested scoring Level 4 (79-84): 22 (12%)
Number of students tested scoring Level 5 (85-100): 19 (10%)

Percentage of students scoring 55 and above:

67%
State:

89%

34%
17%
28%
12%
10%

Regents Competency Test:
Show data for

(State average from 681 schools)
Regents Competency Tests (RCTs) are achievement tests designed to assess basic proficiency in the areas of reading, writing, mathematics, science, and social studies.In the past, schools could award local high school diplomas to students who passed all six RCTs as well as the required coursework.The Department, in accordance with a timetable that was adopted by the Board of Regents, has phased out the eligibility of general education students in public schools to take these tests.Students are instead required to pass the Regents Examinations in order to receive a high school diploma.However, the RCTs continue to be available for students with disabilities who first enter grade 9 prior to the 2010-11 school year as part of a safety net for such students.To earn a high school diploma, students with disabilities must take each Regents Examination ordinarily required for graduation at least once.If unsuccessful on one or more of the required Regents Examinations, eligible students with disabilities may be granted a local high school diploma on the basis of passing the corresponding RCT(s).

Joseph C Wilson Magnet High School - Percent Passing Regents Competency Tests

Reading:
Students tested with valid scores: 6
Number of students tested failing: 5 (83%)
Number of students tested passing: 1 (17%)

Percentage of students tested passing:

17%
State:

42%

83%
17%
Global Studies:
Students tested with valid scores: 8
Number of students tested failing: 6 (75%)
Number of students tested passing: 2 (25%)

Percentage of students tested passing:

25%
New York:

37%

75%
25%
United States History and Government:
Students tested with valid scores: 9
Number of students tested failing: 5 (56%)
Number of students tested passing: 4 (44%)

Percentage of students tested passing:

44%
State:

38%

56%
44%
Science:
Students tested with valid scores: 5
Number of students tested failing: 4 (80%)
Number of students tested passing: 1 (20%)

Percentage of students tested passing:

20%
State:

44%

80%
20%

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.

Joseph C Wilson Magnet High School - % Scoring at Expanding Level or above in NYSESLAT

9th Grade:

    Scoring at Expanding Level or above (9th Grade)

  • All62%
  • Males58%
  • Females65%
  • Hispanic73%
  • Asian100%
  • IDEA57%
Students tested with valid scores: 32
Scoring at Expanding Level or above:

62%
State:

50%

Students scoring at Entering Level: 3%
Students scoring at Emerging Level: 13%
Students scoring at Transitioning Level: 22%
Students scoring at Expanding Level: 56%
Students scoring at Commanding Level: 6%

3%
13%
22%
56%
6%
10th Grade:

    Scoring at Expanding Level or above (10th Grade)

  • All40%
  • Males31%
  • Females58%
  • Asian20%
  • Black43%
Students tested with valid scores: 20
Scoring at Expanding Level or above:

40%
State:

61%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 10%
Students scoring at Transitioning Level: 50%
Students scoring at Expanding Level: 30%
Students scoring at Commanding Level: 10%

10%
50%
30%
10%
11th Grade:
Students tested with valid scores: 6
Scoring at Expanding Level or above:

33%
State:

64%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 17%
Students scoring at Transitioning Level: 50%
Students scoring at Expanding Level: 33%
Students scoring at Commanding Level: 0%

17%
50%
33%
12th Grade:
Students tested with valid scores: 13
Scoring at Expanding Level or above:

62%
State:

62%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 15%
Students scoring at Transitioning Level: 23%
Students scoring at Expanding Level: 62%
Students scoring at Commanding Level: 0%

15%
23%
62%

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.

Joseph C Wilson Magnet High School - High School Completers

    Graduation Rate - 6 Year Outcome
    All students

  • All74%
  • Males70%
  • Females77%
  • Hispanic71%
  • Black73%
  • White72%
  • IDEA41%
All Students:
Number of Completers (graduates + commencement credentials): 170
└─ Number of Graduates (Regents + Local Diplomas): 169
  └─ Number of students who earned a Regents diploma: 125 (74% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 36 (21% of Graduates)
  └─ Number of students who earned a Local Diploma: 44 (26% of Graduates)
└─ Number of students who earned a commencement credential: 1 (1% of Completers)

    Graduation Rate - 5 Year Outcome
    All students

  • All67%
  • Males65%
  • Females68%
  • Hispanic66%
  • Black69%
  • White32%
  • IDEA42%
General Education:
Number of Completers (graduates + commencement credentials): 153
└─ Number of Graduates (Regents + Local Diplomas): 153
  └─ Number of students who earned a Regents diploma: 118 (77% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 36 (24% of Graduates)
  └─ Number of students who earned a Local Diploma: 35 (23% of Graduates)

    Graduation Rate - 4 Year Outcome
    All students

  • All59%
  • Males52%
  • Females64%
  • Hispanic67%
  • Black53%
  • White83%
  • IDEA33%
Students with Disabilities:
Number of Completers (graduates + commencement credentials): 17
└─ Number of Graduates (Regents + Local Diplomas): 16
  └─ Number of students who earned a Regents diploma: 7 (44% of Graduates)
  └─ Number of students who earned a Local Diploma: 9 (56% of Graduates)
└─ Number of students who earned a commencement credential: 1 (6% of Completers)

High School Non-completers:
Show data for

(State average from 1,468 schools)

Joseph C Wilson Magnet High School - High School Non-completers

    Dropout Rate - 6 Year Outcome
    All students

  • All24%
  • Males28%
  • Females20%
  • Hispanic29%
  • Black24%
  • White24%
  • IDEA59%
All Students:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 758
Number of non-completers: 81
└─ Number of students who dropped out: 80
└─ Number of students who entered an approved high school equivalency preparation program: 1

Percent of non-completers:

11.0%
State:

5.4%

    Dropout Rate - 5 Year Outcome
    All students

  • All24%
  • Males26%
  • Females22%
  • Hispanic21%
  • Black23%
  • White42%
  • IDEA42%
General Education:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 588
Number of non-completers: 52
└─ Number of students who dropped out: 51
└─ Number of students who entered an approved high school equivalency preparation program: 1

Percent of non-completers:

9.0%
New York:

6.5%

    Dropout Rate - 4 Year Outcome
    All students

  • All14%
  • Males14%
  • Females13%
  • Hispanic11%
  • Black15%
  • White4%
  • IDEA23%
Students with Disabilities:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 170
Number of non-completers: 29
└─ Number of students who dropped out: 29
Percent of non-completers:

17.0%
State:

10.1%

Post-graduation Plans of Completers:
Show data for

Joseph C Wilson Magnet High School - Post-graduation Plans of Completers

All Students:
Total number of students reported with graduation plan: 170
└─ Graduates who planned to enroll in four-year colleges: 40 (24%)
└─ Graduates who planned to enroll in two-year colleges: 60 (35%)
└─ Graduates who planned to enroll in other post-secondary institutions: 6 (4%)
└─ Graduates who planned to enlist in the military: 4 (2%)
└─ Graduates who planned to pursue employment: 9 (5%)
└─ Graduates who planned to attend programs such as vocational rehabilitation and other programs: 1 (1%)
└─ Graduates a known plan that is not specified above: 3 (2%)
└─ Graduates whose status is unknown : 47 (28%)
General Education:
Total number of students reported with graduation plan: 153
└─ Graduates who planned to enroll in four-year colleges: 40 (26%)
└─ Graduates who planned to enroll in two-year colleges: 50 (33%)
└─ Graduates who planned to enroll in other post-secondary institutions: 6 (4%)
└─ Graduates who planned to enlist in the military: 4 (3%)
└─ Graduates who planned to pursue employment: 7 (5%)
└─ Graduates a known plan that is not specified above: 3 (2%)
└─ Graduates whose status is unknown : 43 (28%)
Students with Disabilities:
Total number of students reported with graduation plan: 17
└─ Graduates who planned to enroll in two-year colleges: 10 (59%)
└─ Graduates who planned to pursue employment: 2 (12%)
└─ Graduates who planned to attend programs such as vocational rehabilitation and other programs: 1 (6%)
└─ Graduates whose status is unknown : 4 (24%)

Accountability


Adequate Yearly Progress:
Show data for

(State average from 1,294 schools)
High School Math:

    High School Math - Performance Index (PI)

  • All94
  • Males86
  • Females100
  • Black84
Made AYP: No
Met the participation criterion: Yes
Met the performance criterion: No

Students enrolled during the test administration period: 194
Percent of enrolled students with valid test scores: 99%

Performance Index (PI):

94
New York:

126
Effective Annual Measurable Objective (EAMO): 157
Safe harbor target: 104
High School ELA:

    High School ELA - Performance Index (PI)

  • All108
  • Males93
  • Females119
  • Black99
Made AYP: No
Met the participation criterion: Yes
Met the performance criterion: No

Students enrolled during the test administration period: 194
Percent of enrolled students with valid test scores: 99%

Performance Index (PI):

108
State:

151
Effective Annual Measurable Objective (EAMO): 170
Safe harbor target: 126
5-Year Graduation Rate:

    5-Year Graduation Rate

  • All72%
  • Males67%
  • Females76%
  • Hispanic71%
  • Black72%
  • IDEA38%
Made AYP: Yes
Met graduation rate criteria: No

Students enrolled during the test administration period: 262

Graduation Rate:

72%
New York:

78%
Effective Annual Measurable Objective (EAMO): 80
Safe harbor target: 77
4-Year Graduation Rate:

    4-Year Graduation Rate

  • All67%
  • Males67%
  • Females67%
  • Black67%
  • IDEA41%
Made AYP: Yes
Met graduation rate criteria: Yes

Students enrolled during the test administration period: 228

Graduation Rate:

67%
State:

76%
Effective Annual Measurable Objective (EAMO): 80
Safe harbor target: 65

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.

    SAT or ACT Test Participation

  • Hispanic10
  • Asian4
  • Black64
  • White13
  • LEP2
  • IDEA4
SAT or ACT Test Participation: 91 (male: 35, female: 56)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 4 (male: 2, female: 2)
  • Black: 64 (male: 20, female: 44)
  • White: 13 (male: 8, female: 5)
  • Limited English Proficiency (LEP): 2 (all female)
  • 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: 2
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: No

    Students Enrolled in at least one AP Course

  • Hispanic10
  • Asian10
  • Black58
  • White25
  • IDEA2
Students Enrolled in at least one AP Course: 103 (male: 32, female: 71)
  • Hispanic: 10 (male: 2, female: 8)
  • Asian: 10 (male: 5, female: 5)
  • Black: 58 (male: 14, female: 44)
  • White: 25 (male: 11, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

    Student Enrollment in Advanced Placement (AP) Science

  • Hispanic2
  • Asian5
  • Black10
  • White7
Student Enrollment in Advanced Placement (AP) Science: 24 (male: 9, female: 15)
  • Hispanic: 2 (all female)
  • Asian: 5 (all male)
  • Black: 10 (male: 2, female: 8)
  • White: 7 (male: 2, female: 5)

    Students Enrollment in Other Advanced Placement (AP) Subjects

  • Hispanic7
  • Asian7
  • Black52
  • White16
  • IDEA2
Students Enrollment in Other Advanced Placement (AP) Subjects: 82 (male: 26, female: 56)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 7 (male: 2, female: 5)
  • Black: 52 (male: 14, female: 38)
  • White: 16 (male: 8, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)
Students who took one or more AP exams: 4 (all male)
  • Asian: 2
  • White: 2
Percent students who received a qualifying score on one or more AP exams
Joseph C Wilson Magnet High School:

0.0%
State:

65.5%

    Students who took no AP exams

  • Hispanic10
  • Asian7
  • Black58
  • White22
  • IDEA2
Students who took no AP exams: 97 (male: 26, female: 71)
  • Hispanic: 10 (male: 2, female: 8)
  • Asian: 7 (male: 2, female: 5)
  • Black: 58 (male: 14, female: 44)
  • White: 22 (male: 8, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

IB Diploma Programme:
Show data for
The International Baccalaureate (IB) Diploma Programme, sponsored by the International Baccalaureate Organization, is designed as an academically challenging and balanced program of education with final examinations that prepares students, usually aged 16 to 19, for success at university and life beyond.The Programme is typically taught over two years.IB Diploma Programme students study six courses at higher level or standard level.Students must choose one subject from each of groups 1 to 5, thus ensuring breadth of experience in languages, social studies, the experimental sciences and mathematics. The sixth subject may be an arts subject chosen from group 6, or the student may choose another subject from groups 1 to 5. Additionally, IB Diploma Programme students must meet three core requirements : the extended essay, the theory of knowledge course, and a creativity / action / service experience.

    IB Student Enrollment

  • Hispanic10
  • Asian13
  • Black76
  • White34
  • LEP2
IB Student Enrollment: 133 (male: 59, female: 74)
  • Hispanic: 10 (male: 8, female: 2)
  • Asian: 13 (male: 8, female: 5)
  • Black: 76 (male: 23, female: 53)
  • White: 34 (male: 20, female: 14)
  • Limited English Proficiency (LEP): 2 (all male)

Health & Safety


Offenses:
(State average from 1,445 schools)
An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident

A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.

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

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

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of sexual assault (other than rape): 1

Incidents of physical attack or fight without a weapon: 77

Incidents of threats of physical attack without a weapon: 18

Incidents of possession of a firearm or explosive device: 1


Total incidents per 1,000 students
School:

126.6
State:

55.5

Chronic Student Absenteeismt:
Show data for

(State average from 3,050 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic43
  • American Indian2
  • Asian16
  • Native Hawaiian2
  • Black256
  • White37
  • LEP19
  • IDEA106
Chronic Student Absenteeism: 356 (male: 167, female: 189)
  • Hispanic: 43 (male: 20, female: 23)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 16 (male: 11, female: 5)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 256 (male: 122, female: 134)
  • White: 37 (male: 14, female: 23)
  • Limited English Proficiency (LEP): 19 (male: 14, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 106 (male: 62, female: 44)
Chronic Student Absenteeism per 1,000 students
Here:

464.8
New York:

179.4

Suspensions:
Show data for

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

    School days missed due to out-of-school suspension

  • Hispanic17
  • Black1,052
  • White7
  • IDEA332
School days missed due to out-of-school suspension: 1,076 (male: 564, female: 512)
  • Hispanic: 17 (male: 2, female: 15)
  • Black: 1,052 (male: 555, female: 497)
  • White: 7 (all male)
  • Individuals With Disabilities Education Act (IDEA): 332 (male: 234, female: 98)
Instances of out-of-school suspension (Students without disabilities): 106

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

138.4
New York:

50.9

    Students without disabilities receiving one or more in-school suspension

  • Hispanic8
  • Asian2
  • Black103
  • White4
  • LEP2
Students without disabilities receiving one or more in-school suspension: 117 (male: 51, female: 66)
  • Hispanic: 8 (all female)
  • Asian: 2 (all male)
  • Black: 103 (male: 47, female: 56)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
Students without disabilities receiving only one out-of-school suspension: 72 (male: 32, female: 40)
  • Hispanic: 2 (all female)
  • Black: 70 (male: 32, female: 38)
Students without disabilities receiving more than one out-of-school suspension: 28 (male: 14, female: 14)
  • Black: 28 (male: 14, female: 14)
Instances of out-of-school suspension (Students with disabilities): 64

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Here:

83.6
New York:

29.4

    Students with disabilities receiving one or more in-school suspension

  • Hispanic7
  • Black31
  • White4
  • LEP2
Students with disabilities receiving one or more in-school suspension: 42 (male: 27, female: 15)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 31 (male: 20, female: 11)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
Students with disabilities receiving only one out-of-school suspension: 28 (male: 18, female: 10)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 22 (male: 14, female: 8)
  • White: 2 (all male)
Students with disabilities receiving more than one out-of-school suspension: 18 (male: 11, female: 7)
  • Hispanic: 2 (all female)
  • Black: 16 (male: 11, female: 5)

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: 19
Number of Algebra I classes taught by certified teachers: 9

    9-10th grade student enrollment in Algebra I

  • Hispanic37
  • Asian10
  • Native Hawaiian2
  • Black280
  • White22
  • LEP31
  • IDEA103
9-10th grade student enrollment in Algebra I: 351 (male: 173, female: 178)
  • Hispanic: 37 (male: 20, female: 17)
  • Asian: 10 (male: 5, female: 5)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 280 (male: 134, female: 146)
  • White: 22 (male: 14, female: 8)
  • Limited English Proficiency (LEP): 31 (male: 20, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 103 (male: 65, female: 38)

    9-10th grade studenst who passed Algebra I

  • Hispanic11
  • Asian4
  • Black53
  • White4
  • LEP17
  • IDEA10
9-10th grade studenst who passed Algebra I: 72 (male: 33, female: 39)
  • Hispanic: 11 (male: 7, female: 4)
  • Asian: 4 (all female)
  • Black: 53 (male: 22, female: 31)
  • White: 4 (all male)
  • Limited English Proficiency (LEP): 17 (male: 10, female: 7)
  • Individuals With Disabilities Education Act (IDEA): 10 (all male)
Percent of 9-10th grade students who passed
School:

20.5%
State:

76.8%

    11-12th grade student enrollment in Algebra I

  • Hispanic4
  • Asian2
  • Black46
  • White7
  • LEP7
  • IDEA19
11-12th grade student enrollment in Algebra I: 59 (male: 32, female: 27)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Black: 46 (male: 26, female: 20)
  • White: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 11, female: 8)
11-12th studenst who passed Algebra I: 4 (all female)
  • Black: 4
  • Limited English Proficiency (LEP): 4
Percent of 11-12th grade students who passed
Here:

6.8%
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: 1
Number of Algebra II classes taught by certified teachers: 1

    Student Enrollment in Algebra II

  • Hispanic2
  • Asian2
  • Black10
  • White7
Student Enrollment in Algebra II: 21 (male: 9, female: 12)
  • Hispanic: 2 (all female)
  • Asian: 2 (all male)
  • Black: 10 (male: 5, female: 5)
  • White: 7 (male: 2, 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: 1


    Student Enrollment in Calculus

  • Hispanic2
  • Asian2
  • Black4
  • White4
Student Enrollment in Calculus: 12 (male: 6, female: 6)
  • Hispanic: 2 (all female)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, 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: 7

    Student Enrollment in Geometry

  • Hispanic19
  • Asian4
  • Native Hawaiian2
  • Black136
  • White22
  • LEP7
  • IDEA37
Student Enrollment in Geometry: 183 (male: 83, female: 100)
  • Hispanic: 19 (male: 8, female: 11)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 136 (male: 62, female: 74)
  • White: 22 (male: 11, female: 11)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 37 (male: 29, female: 8)

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: 9
Number of Advanced Mathematics classes taught by certified teachers: 2

    Student Enrollment in Advanced Mathematics

  • Hispanic13
  • Asian16
  • Black112
  • White22
  • LEP4
  • IDEA7
Student Enrollment in Advanced Mathematics: 163 (male: 68, female: 95)
  • Hispanic: 13 (male: 5, female: 8)
  • Asian: 16 (male: 8, female: 8)
  • Black: 112 (male: 41, female: 71)
  • White: 22 (male: 14, female: 8)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)

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: 12
Number of Biology classes taught by certified teachers: 5

    Student Enrollment in Biology

  • Hispanic13
  • Asian7
  • Native Hawaiian2
  • Black130
  • White10
  • LEP13
  • IDEA46
Student Enrollment in Biology: 162 (male: 77, female: 85)
  • Hispanic: 13 (male: 8, female: 5)
  • Asian: 7 (male: 2, female: 5)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 130 (male: 62, female: 68)
  • White: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 13 (male: 8, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 46 (male: 29, 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: 6

    Student Enrollment in Chemistry

  • Hispanic13
  • Asian7
  • Black109
  • White10
  • LEP10
  • IDEA22
Student Enrollment in Chemistry: 139 (male: 53, female: 86)
  • Hispanic: 13 (male: 2, female: 11)
  • Asian: 7 (male: 2, female: 5)
  • Black: 109 (male: 44, female: 65)
  • White: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 10 (male: 2, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 11, female: 11)

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: 1
Number of Physics classes taught by certified teachers: 1

Student Enrollment in Physics: 21 (male: 9, female: 12)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 13 (male: 5, female: 8)
  • White: 4 (male: 2, female: 2)

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