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Marlboro Middle School in Marlboro, NY
(06-08 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in New York) from 0 (worst) to 100 (best) is 50
Address
 1375 RT 9W
Marlboro, NY 12542
Telephone
(845) 236-5842
(make sure to verify first before calling)
Website
http://www.marlboroschools.org
City-data.com school rating
50
Students
438
Classroom Teachers (FTE)
30.1
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
122
Reduced-price lunch
eligible students
27
School district
MARLBORO CENTRAL SCHOOL DISTRICT
Charter school
No
Title I status
Title I targeted assistance school
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
NASSAU SCHOOL (3.3 miles):

86
ORVILLE A TODD MIDDLE SCHOOL (4.4 miles):

75
OAK GROVE ELEMENTARY SCHOOL (3.6 miles):

69
MARLBORO CENTRAL HIGH SCHOOL (0.8 miles):

67
SHEAFE ROAD ELEMENTARY SCHOOL (1.8 miles):

65
WAPPINGERS JUNIOR HIGH SCHOOL (3.2 miles):

60
MARLBORO ELEMENTARY SCHOOL (0.3 miles):

51
Marlboro Middle School:

50
JAMES S EVANS ELEMENTARY SCHOOL (3.3 miles):

40
Marlboro Middle School rating compared to average state, county and city schools ratings:
New York:

50
Ulster County:

44
Marlboro:

56
Marlboro Middle School:

50

Students & Teachers


Total enrollment:
Enrollment in 2016: 438
Enrollment in 2015: 426
Enrollment in 2014: 453
Enrollment in 2013: 457
Enrollment in 2012: 500
Enrollment in 2011: 483
Enrollment in 2010: 469
Enrollment in 2009: 483
Enrollment in 2008: 516
Enrollment in 2007: 541
Enrollment in 2006: 502
Enrollment in 2005: 542
Enrollment in 2004: 542
Enrollment in 2003: 519
Enrollment in 2002: 511
Enrollment in 2001: 508
Enrollment in 2000: 525
Enrollment in 1999: 497

Marlboro Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08UGTotal
All students1551271542438
Female students7863772220
Male students776477 - 218
Asian students422 - 8
Hispanic students272524 - 76
Black students131314 - 40
White students106831131303
Two or More Races students541111

Enrollment by grade:
6th grade enrollment: 155
7th grade enrollment: 127
8th grade enrollment: 154
Ungraded enrollment: 2

Marlboro Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 220 (50.2%)
School:

50.2%
State:

51.1%
Male enrollment: 218 (49.8%)
Here:

49.8%
State:

47.5%

Marlboro Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 8 (1.8%)
School:

1.8%
State:

4.6%
Hispanic enrollment: 76 (17.4%)
Marlboro Middle School:

17.4%
State:

9.2%
Black enrollment: 40 (9.1%)
Marlboro Middle School:

9.1%
State:

12.0%
White enrollment: 303 (69.2%)
Here:

69.2%
New York:

55.1%
Two or More Races enrollment: 11 (2.5%)
Here:

2.5%
State:

2.9%

Marlboro Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 149 (34.0%)
Here:

34.0%
State:

52.7%
Free lunch eligible students: 122 (27.9%)
Here:

27.9%
State:

45.4%
Reduced-price lunch eligible students: 27 (6.2%)
Marlboro Middle School:

6.2%
New York:

4.8%

Marlboro Middle School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Grade 8 English: 17
  • Grade 8 Mathematics: 21
  • Grade 8 Science: 20
  • Grade 8 Social Studies: 24

Teachers and support:
Show data for
Classroom Teachers (FTE): 30.1

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 15
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 1
Number of FTE psychologists: 1
Number of FTE social workers: 1

Student/Teacher Ratio
School:

14.6
New York:

14.0
Number of teachers with no valid teaching certificate: 1
Number of individuals teaching out of certification: 5
Number of teachers with fewer than three years of teaching experience: 1
Number of teachers with Master's Degree plus 30 hours or doctorate: 6

Total number of classes taught: 186
Number of classes taught by teachers without appropriate certification: 30


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: 5

Marlboro Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,793,300
  • Full-time Equivalency Count of Teachers: 36 (Salary Expenditures: $4,010,414)
  • Full-time Equivalency Count of Instructional Aides: 2.5 (Salary Expenditures: $354,241)
  • Full-time Equivalency Count of Support Services Staff: 7 (Salary Expenditures: $212,911)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $103,360)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $84,579
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $670,512
  • Salary Expenditures for Teachers: $4,010,414
  • Full-time Equivalency Count of Instructional Aides: 2.5 (Salary Expenditures: $354,241)
  • Full-time Equivalency Count of Support Services Staff: 7 (Salary Expenditures: $212,911)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $103,360)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $84,579

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 11 (male: 7, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 4 (male: 2, female: 2)

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

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 60 (male: 39, female: 21)
  • Hispanic: 14 (male: 7, female: 7)
  • Black: 11 (male: 7, female: 4)
  • White: 35 (male: 25, female: 10)
Students with disabilities served under Section 504: 14 (male: 10, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 10 (male: 8, female: 2)

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 female)
  • Black: 2

Percent of 7th grade students retained
Here:

1.6%
New York:

5.1%

Statewide Student Assessments


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

(State average from 1,650 schools)
The grades 3-8 English Language Arts (ELA) and mathematics assessments measure the higher learning standards that were adopted by the State Board of Regents in 2010, which more accurately reflect students' progress toward college and career readiness.
6th Grade:

    ELA Mean Score (6th Grade)

  • All300
  • Males288
  • Females311
  • Hispanic288
  • Black275
  • White305
  • IDEA262
ELA students tested with valid scores: 119
Computed mean of student ELA scores: 300

ELA Students scoring proficient and above:

35%
State:

30%

Students scoring at Level 1: 26%
Students scoring at Level 2: 39%
Students scoring at Level 3: 18%
Students scoring at Level 4: 17%

26%
39%
18%
17%

    MATH Mean Score (6th Grade)

  • All301
  • Males293
  • Females309
  • Hispanic285
  • White306
  • IDEA261
Math students tested with valid scores: 109
Computed mean of student Math scores: 301

Math Students scoring proficient and above:

40%
State:

38%

Students scoring at Level 1: 26%
Students scoring at Level 2: 35%
Students scoring at Level 3: 25%
Students scoring at Level 4: 15%

26%
35%
25%
15%
7th Grade:

    ELA Mean Score (7th Grade)

  • All310
  • Males306
  • Females314
  • Hispanic293
  • White314
  • IDEA260
ELA students tested with valid scores: 93
Computed mean of student ELA scores: 310

ELA Students scoring proficient and above:

50%
New York:

39%

Students scoring at Level 1: 20%
Students scoring at Level 2: 30%
Students scoring at Level 3: 41%
Students scoring at Level 4: 9%

20%
30%
41%
9%

    MATH Mean Score (7th Grade)

  • All306
  • Males306
  • Females306
  • Hispanic293
  • Black299
  • White311
  • IDEA258
Math students tested with valid scores: 91
Computed mean of student Math scores: 306

Math Students scoring proficient and above:

34%
New York:

34%

Students scoring at Level 1: 33%
Students scoring at Level 2: 33%
Students scoring at Level 3: 21%
Students scoring at Level 4: 13%

33%
33%
21%
13%
8th Grade:

    ELA Mean Score (8th Grade)

  • All303
  • Males295
  • Females312
  • Hispanic297
  • Black281
  • White310
  • IDEA269
ELA students tested with valid scores: 69
Computed mean of student ELA scores: 303

ELA Students scoring proficient and above:

44%
New York:

43%

Students scoring at Level 1: 32%
Students scoring at Level 2: 23%
Students scoring at Level 3: 30%
Students scoring at Level 4: 14%

32%
23%
30%
14%

    MATH Mean Score (8th Grade)

  • All281
  • Males277
  • Females287
  • Hispanic283
  • White282
  • IDEA258
Math students tested with valid scores: 46
Computed mean of student Math scores: 281

Math Students scoring proficient and above:

13%
New York:

18%

Students scoring at Level 1: 50%
Students scoring at Level 2: 37%
Students scoring at Level 3: 13%
Students scoring at Level 4: 0%

50%
37%
13%

    SCI Mean Score (8th Grade)

  • All65
  • Males65
  • Females64
  • Hispanic59
  • Black49
  • White70
  • IDEA50
Science students tested with valid scores: 63
Computed mean of student Science scores: 65

Science Students scoring proficient and above:

53%
State:

57%

Students scoring at Level 1: 11%
Students scoring at Level 2: 37%
Students scoring at Level 3: 40%
Students scoring at Level 4: 13%

11%
37%
40%
13%

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.

Marlboro Middle School - % Scroring 55 and above in Regents Examination

Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All100%
  • Males100%
  • Females100%
  • White99%
Students tested with valid scores: 30
Number of students tested scoring Level 3 (65-78): 2 (7%)
Number of students tested scoring Level 4 (79-84): 13 (43%)
Number of students tested scoring Level 5 (85-100): 15 (50%)

Percentage of students scoring 55 and above:

100%
New York:

93%

7%
43%
50%

Accountability


Adequate Yearly Progress:
Show data for

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

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

  • All156
  • Males150
  • Females164
  • White168
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 285
Percent of enrolled students with valid test scores: 68%

Performance Index (PI):

156
State:

174
Effective Annual Measurable Objective (EAMO): 178
Safe harbor target: 169
Elementary/Middle-Level Math:

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

  • All111
  • Males102
  • Females120
  • Hispanic82
  • Black88
  • White122
  • IDEA18
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 850
Percent of enrolled students with valid test scores: 63%

Performance Index (PI):

111
State:

114
Effective Annual Measurable Objective (EAMO): 102
Elementary/Middle-Level ELA:

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

  • All116
  • Males100
  • Females135
  • Hispanic88
  • Black74
  • White128
  • IDEA21
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 853
Percent of enrolled students with valid test scores: 67%

Performance Index (PI):

116
State:

113
Effective Annual Measurable Objective (EAMO): 104

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: 6

Incidents of threats of physical attack without a weapon: 1


Total incidents per 1,000 students
Marlboro Middle School:

16.0
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 race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.
Allegations of harassment or bullying on the basis of race, color, or national origin: 10
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Marlboro Middle School:

22.8
New York:

3.3

    Students reported as harassed or bullied on the basis of race, color, or national origin

  • Hispanic2
  • Black5
  • White2
  • Multirace2
Students reported as harassed or bullied on the basis of race, color, or national origin: 11 (all male)
  • Hispanic: 2
  • Black: 5
  • White: 2
  • Two or More Races: 2

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

  • Hispanic4
  • White7
  • LEP4
  • IDEA2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 11 (male: 7, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)


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

  • Hispanic28
  • Asian2
  • Black7
  • White55
  • Multirace4
  • LEP2
  • IDEA25
  • 5044
Chronic Student Absenteeism: 96 (male: 47, female: 49)
  • Hispanic: 28 (male: 14, female: 14)
  • Asian: 2 (all female)
  • Black: 7 (male: 2, female: 5)
  • White: 55 (male: 29, female: 26)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 25 (male: 17, female: 8)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

219.2
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

  • Hispanic15
  • Asian2
  • Black20
  • White58
  • LEP2
  • IDEA23
  • 5044
School days missed due to out-of-school suspension: 95 (male: 86, female: 9)
  • Hispanic: 15 (all male)
  • Asian: 2 (all male)
  • Black: 20 (male: 17, female: 3)
  • White: 58 (male: 52, female: 6)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 23 (male: 21, female: 2)
  • Section 504: 4 (all male)
Instances of out-of-school suspension (Students without disabilities): 36

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

82.2
State:

50.9

    Students without disabilities receiving one or more in-school suspension

  • Hispanic4
  • Asian2
  • Black4
  • White10
  • Multirace2
  • LEP2
Students without disabilities receiving one or more in-school suspension: 22 (male: 16, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 8, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 11 (male: 9, female: 2)
  • Hispanic: 2 (all male)
  • Asian: 2 (all male)
  • White: 7 (male: 5, female: 2)

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

  • Hispanic5
  • Asian2
  • White13
  • LEP2
Students without disabilities receiving more than one out-of-school suspension: 20 (male: 18, female: 2)
  • Hispanic: 5 (all male)
  • Asian: 2 (all male)
  • White: 13 (male: 11, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 12

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

27.4
State:

29.4
Instances of out-of-school suspension (Section 504 only): 3

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

6.8
New York:

2.9

    Students with disabilities receiving one or more in-school suspension

  • Hispanic4
  • Black2
  • White5
  • LEP2
  • 5042
Students with disabilities receiving one or more in-school suspension: 11 (male: 9, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 5 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 2 (all male)

    Students with disabilities receiving only one out-of-school suspension

  • Hispanic2
  • Black4
  • White5
  • 5042
Students with disabilities receiving only one out-of-school suspension: 11 (male: 9, female: 2)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 5 (all male)
  • Section 504: 2 (all male)

    Students with disabilities receiving more than one out-of-school suspension

  • Hispanic2
  • Black4
  • White8
  • 5042
Students with disabilities receiving more than one out-of-school suspension: 14 (male: 12, female: 2)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 8 (all male)
  • Section 504: 2 (all male)

Classes & Courses


Algebra I:
Show data for

(State average from 617 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

  • Hispanic4
  • Black4
  • White22
  • Multirace2
8th grade student enrollment in Algebra I: 32 (male: 14, female: 18)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 22 (male: 8, female: 14)
  • Two or More Races: 2 (all male)
8th grade studenst who passed Algebra I: 27 (male: 10, female: 17)
  • Black: 4 (all female)
  • White: 23 (male: 10, female: 13)
Percent of 8th grade students who passed
Here:

84.4%
State:

87.1%

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