Patchogue-Medford High School in Medford, NY
(09-12 • Public • Regular School)
- Address
- 181 BUFFALO AVE
Medford, NY 11763
- Telephone
- (631) 687-6500
(make sure to verify first before calling)
- Website
- http://www.pmschools.org
- City-data.com school rating
- 56
- Students
- 2,443
- Classroom Teachers (FTE)
- 145.9
- National School Lunch
Program (NSLP) Status - Yes, participating without using any Provision or the CEO
- Free lunch eligible students
- 863
- Reduced-price lunch
eligible students - 238
- School district
- PATCHOGUE-MEDFORD UNION FREE SCHOOL DISTRICT
- Charter school
- No
- Title I status
- Not a Title I school
- Magnet School Indicator
- No
- Shared Time Indicator
- No
- Adult education offered
- No
Ratings
SACHEM HIGH SCHOOL EAST (2.7 miles): | 77 |
Patchogue-Medford High School: | 56 |
OREGON MIDDLE SCHOOL (0.5 miles): | 45 |
SAXTON MIDDLE SCHOOL (1.9 miles): | 35 |
TREMONT ELEMENTARY SCHOOL (0.8 miles): | 33 |
EAGLE ELEMENTARY SCHOOL (1.7 miles): | 24 |
BARTON ELEMENTARY SCHOOL (1.6 miles): | 19 |
CANAAN ELEMENTARY SCHOOL (2.5 miles): | 13 |
MEDFORD ELEMENTARY SCHOOL (2.4 miles): | 11 |
New York: | 50 |
Suffolk County: | 59 |
Medford: | 40 |
Patchogue-Medford High School: | 56 |
Students & Teachers
Total enrollment:
Enrollment in 2015: 2,556
Enrollment in 2014: 2,590
Enrollment in 2013: 2,520
Enrollment in 2012: 2,646
Enrollment in 2011: 2,727
Enrollment in 2010: 2,773
Enrollment in 2009: 2,867
Enrollment in 2008: 2,921
Enrollment in 2007: 2,973
Enrollment in 2006: 2,914
Enrollment in 2005: 2,951
Enrollment in 2004: 2,011
Enrollment in 2003: 2,006
Enrollment in 2002: 1,929
Enrollment in 2001: 1,874
Enrollment in 2000: 1,820
Enrollment in 1999: 1,783
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | G09 | G10 | G11 | G12 | UG | Total |
---|---|---|---|---|---|---|
All students | 546 | 659 | 659 | 549 | 30 | 2,443 |
Female students | 284 | 322 | 336 | 296 | 12 | 1,250 |
Male students | 262 | 337 | 323 | 253 | 18 | 1,193 |
Asian students | 19 | 22 | 14 | 16 | 1 | 72 |
Hispanic students | 181 | 228 | 200 | 151 | 13 | 773 |
Black students | 24 | 28 | 29 | 26 | 5 | 112 |
White students | 314 | 377 | 410 | 354 | 11 | 1,466 |
Two or More Races students | 8 | 4 | 6 | 2 | - | 20 |
Enrollment by grade:
10th grade enrollment: 659
11th grade enrollment: 659
12th grade enrollment: 549
Ungraded enrollment: 30
Patchogue-Medford High School - Historical enrollment by grade
Enrollment by gender:
(State average from 6,131 schools)
Here: | 51.2% |
State: | 51.1% |
Patchogue-Medford High School: | 48.8% |
State: | 47.5% |
Patchogue-Medford High School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 1,352 schools)
School: | 2.9% |
New York: | 4.6% |
School: | 31.6% |
State: | 9.2% |
Patchogue-Medford High School: | 4.6% |
New York: | 12.0% |
Here: | 60.0% |
New York: | 55.1% |
Patchogue-Medford High School: | 0.8% |
State: | 2.9% |
Patchogue-Medford High School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 4,921 schools)
Patchogue-Medford High School: | 45.1% |
New York: | 52.7% |
Here: | 35.3% |
New York: | 45.4% |
Patchogue-Medford High School: | 9.7% |
New York: | 4.8% |
Patchogue-Medford High School - Lunch Program Eligibility
Average Class Size:
- Grade 10 English: 26
- Grade 10 Mathematics: 25
- Grade 10 Science: 24
- Grade 10 Social Studies: 24
Teachers and support:
Number of FTE teachers in their first year of teaching: 8
Number of FTE teachers in their second year of teaching: 11
Number of FTE school counselors: 9
Number of FTE teachers who were absent more than 10 school days during the school years: 55
Number of FTE security guards: 15.2
Number of FTE nurses: 2
Number of FTE psychologists: 3
Number of FTE social workers: 2
Student/Teacher Ratio
Here: | 16.7 |
New York: | 14.0 |
Number of teachers with Master's Degree plus 30 hours or doctorate: 100
Total number of classes taught: 710
Number of classes taught by teachers without appropriate certification: 3
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: 21
Patchogue-Medford High School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
- Full-time Equivalency Count of Teachers: 133.9 (Salary Expenditures: $14,239,519)
- Full-time Equivalency Count of Instructional Aides: 3.5 (Salary Expenditures: $66,567)
- Full-time Equivalency Count of Support Services Staff: 30.9 (Salary Expenditures: $2,972,078)
- Full-time Equivalency Count of School Administration Staff: 17 (Salary Expenditures: $1,084,645)
- Salary Expenditures for Teachers: $16,668,339
- Full-time Equivalency Count of Instructional Aides: 3.5 (Salary Expenditures: $66,567)
- Full-time Equivalency Count of Support Services Staff: 31.9 (Salary Expenditures: $3,059,491)
- Full-time Equivalency Count of School Administration Staff: 17 (Salary Expenditures: $1,084,645)
Limited English Proficiency:
- Hispanic148
- Asian7
- Black2
- White4
- IDEA28
Students Enrolled in LEP Programs
- Hispanic: 148 (male: 89, female: 59)
- Asian: 7 (male: 5, female: 2)
- Black: 2 (all female)
- White: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 28 (male: 14, female: 14)
Students with disabilities:
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.
- Hispanic83
- Asian4
- Black20
- White131
- LEP26
Students with disabilities served under IDEA
- Hispanic: 83 (male: 49, female: 34)
- Asian: 4 (all male)
- Black: 20 (male: 13, female: 7)
- White: 131 (male: 79, female: 52)
- Limited English Proficiency (LEP): 26 (male: 13, female: 13)
- Hispanic7
- Asian2
- Black2
- White52
- Multirace2
Students with disabilities served under Section 504
- Hispanic: 7 (male: 5, female: 2)
- Asian: 2 (all male)
- Black: 2 (all male)
- White: 52 (male: 35, female: 17)
- Two or More Races: 2 (all female)
Retention:
(State average from 437 schools)
- Hispanic: 2
- White: 2
Percent of 9th grade students retained
Patchogue-Medford High School: | 0.7% |
New York: | 11.4% |
- Hispanic2
- White2
- LEP2
- IDEA2
Total number of students retained in 10th grade
- Hispanic: 2 (all male)
- White: 2 (all female)
- Limited English Proficiency (LEP): 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Percent of 10th grade students retained
School: | 0.6% |
State: | 8.8% |
- Hispanic4
- Black2
- White2
- LEP2
- IDEA2
Total number of students retained in 11th grade
- Hispanic: 4 (male: 2, female: 2)
- Black: 2 (all male)
- White: 2 (all male)
- Limited English Proficiency (LEP): 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Percent of 11th grade students retained
Here: | 1.2% |
New York: | 11.0% |
Total number of students retained in 12th grade: 4 (male: 2, female: 2)
- Hispanic: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
Percent of 12th grade students retained
Patchogue-Medford High School: | 0.7% |
State: | 14.9% |
Dual Enrollment:
(State average from 432 schools)
Dual enrollment/dual credit programs provide opportunities for high school students to take college-level courses offered by colleges, and earn concurrent credit toward a high school diploma and a college degree while still in high school.These programs are for high school - enrolled students who are academically prepared to enroll in college and are interested in taking on additional coursework.For example, students who want to study subjects not offered at their high school may seek supplemental education at colleges nearby.
- Hispanic55
- Asian13
- Black7
- White205
- Multirace2
- LEP2
- IDEA2
Dual Enrollment
- Hispanic: 55 (male: 23, female: 32)
- Asian: 13 (male: 5, female: 8)
- Black: 7 (male: 2, female: 5)
- White: 205 (male: 77, female: 128)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Dual Enrollment per 1,000 students
School: | 115.4 |
New York: | 183.3 |
Statewide Student Assessments
New York State Alternate Assessment:
(State average from 75 schools)
ELA students tested with valid scores: 8
Secondary ELA Students scoring proficient and above: | 100% |
State: | 84% |
Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 100%
Students scoring at Level 4: 0%
Math students tested with valid scores: 7
Secondary Math Students scoring proficient and above: | 100% |
New York: | 89% |
Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 100%
Students scoring at Level 4: 0%
Science students tested with valid scores: 7
Secondary Science Students scoring proficient and above: | 100% |
State: | 90% |
Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 57%
Students scoring at Level 4: 43%
Social Studies students tested with valid scores: 7
Secondary Social Studies Students scoring proficient and above: | 100% |
New York: | 90% |
Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 100%
Students scoring at Level 4: 0%
Regents Examination:
(State average from 2,072 schools)
Patchogue-Medford High School - % Scroring 55 and above in Regents Examination
- All78%
- Males80%
- Females79%
- Hispanic70%
- Asian101%
- Black72%
- White85%
- Multirace60%
- IDEA39%
Scoring 55 and above
(Geometry)
Number of students tested scoring Level 1 (0-54): 147 (21%)
Number of students tested scoring Level 2 (55-64): 195 (27%)
Number of students tested scoring Level 3 (65-78): 282 (39%)
Number of students tested scoring Level 4 (79-84): 52 (7%)
Number of students tested scoring Level 5 (85-100): 38 (5%)
Percentage of students scoring 55 and above: | 78% |
New York: | 79% |
Integrated Algebra (Common Core):
- All96%
- Males97%
- Females94%
- Hispanic93%
- Asian90%
- Black98%
- White98%
- IDEA90%
Scoring 55 and above
(Integrated Algebra)
Number of students tested scoring Level 1 (0-54): 23 (4%)
Number of students tested scoring Level 2 (55-64): 63 (12%)
Number of students tested scoring Level 3 (65-78): 312 (57%)
Number of students tested scoring Level 4 (79-84): 116 (21%)
Number of students tested scoring Level 5 (85-100): 31 (6%)
Percentage of students scoring 55 and above: | 96% |
New York: | 93% |
Algebra II (Common Core):
- All93%
- Males92%
- Females93%
- Hispanic89%
- Asian101%
- White93%
- IDEA100%
Scoring 55 and above
(Algebra II)
Number of students tested scoring Level 1 (0-54): 26 (7%)
Number of students tested scoring Level 2 (55-64): 42 (12%)
Number of students tested scoring Level 3 (65-78): 152 (42%)
Number of students tested scoring Level 4 (79-84): 110 (30%)
Number of students tested scoring Level 5 (85-100): 31 (9%)
Percentage of students scoring 55 and above: | 93% |
State: | 87% |
Comprehensive English (Common Core):
- All94%
- Males92%
- Females97%
- Hispanic91%
- Black89%
- White98%
- IDEA83%
Scoring 55 and above
(Comprehensive English)
Number of students tested scoring Level 1 (0-54): 33 (5%)
Number of students tested scoring Level 2 (55-64): 33 (5%)
Number of students tested scoring Level 3 (65-78): 105 (16%)
Number of students tested scoring Level 4 (79-84): 117 (18%)
Number of students tested scoring Level 5 (85-100): 349 (55%)
Percentage of students scoring 55 and above: | 94% |
New York: | 89% |
Regents Competency Test:
(State average from 681 schools)
Patchogue-Medford High School - Percent Passing Regents Competency Tests
Students tested with valid scores: 6
Number of students tested failing: 6 (100%)
The New York State English as a Second Language Achievement Test:
(State average from 567 schools)
Patchogue-Medford High School - % Scoring at Expanding Level or above in NYSESLAT
- All24%
- Males26%
- Females21%
- IDEA50%
Scoring at Expanding Level or above (9th Grade)
Scoring at Expanding Level or above: | 24% |
State: | 50% |
Students scoring at Entering Level: 12%
Students scoring at Emerging Level: 29%
Students scoring at Transitioning Level: 36%
Students scoring at Expanding Level: 24%
Students scoring at Commanding Level: 0%
10th Grade:
- All44%
- Males44%
- Females46%
- Hispanic40%
- IDEA55%
Scoring at Expanding Level or above (10th Grade)
Scoring at Expanding Level or above: | 44% |
State: | 61% |
Students scoring at Entering Level: 5%
Students scoring at Emerging Level: 29%
Students scoring at Transitioning Level: 22%
Students scoring at Expanding Level: 32%
Students scoring at Commanding Level: 12%
11th Grade:
- All55%
- Males53%
- Females58%
- IDEA60%
Scoring at Expanding Level or above (11th Grade)
Scoring at Expanding Level or above: | 55% |
New York: | 64% |
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 16%
Students scoring at Transitioning Level: 29%
Students scoring at Expanding Level: 50%
Students scoring at Commanding Level: 5%
12th Grade:
- All62%
- Males43%
- Females83%
Scoring at Expanding Level or above (12th Grade)
Scoring at Expanding Level or above: | 62% |
New York: | 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%
Outcomes
High School Completers:
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.
Patchogue-Medford High School - High School Completers
- All93%
- Males90%
- Females96%
- Hispanic89%
- Black90%
- White95%
- IDEA70%
Graduation Rate - 6 Year Outcome
All students
Number of Completers (graduates + commencement credentials): 610
└─ Number of Graduates (Regents + Local Diplomas): 606
└─ Number of students who earned a Regents diploma: 584 (96% of Graduates)
└─ Number of students who earned a Regents diploma with advanced designation: 233 (38% of Graduates)
└─ Number of students who earned a Local Diploma: 22 (4% of Graduates)
└─ Number of students who earned a commencement credential: 4 (1% of Completers)
- All91%
- Males86%
- Females96%
- Hispanic82%
- Black86%
- White96%
- IDEA71%
Graduation Rate - 5 Year Outcome
All students
Number of Completers (graduates + commencement credentials): 565
└─ Number of Graduates (Regents + Local Diplomas): 565
└─ Number of students who earned a Regents diploma: 560 (99% of Graduates)
└─ Number of students who earned a Regents diploma with advanced designation: 230 (41% of Graduates)
└─ Number of students who earned a Local Diploma: 5 (1% of Graduates)
- All87%
- Males81%
- Females92%
- Hispanic75%
- Black72%
- White94%
- Multirace78%
- IDEA69%
Graduation Rate - 4 Year Outcome
All students
Number of Completers (graduates + commencement credentials): 45
└─ Number of Graduates (Regents + Local Diplomas): 41
└─ Number of students who earned a Regents diploma: 24 (59% of Graduates)
└─ Number of students who earned a Regents diploma with advanced designation: 3 (7% of Graduates)
└─ Number of students who earned a Local Diploma: 17 (41% of Graduates)
└─ Number of students who earned a commencement credential: 4 (9% of Completers)
High School Non-completers:
(State average from 1,468 schools)
Patchogue-Medford High School - High School Non-completers
- All5%
- Males8%
- Females2%
- Hispanic6%
- Black7%
- White4%
- IDEA7%
Dropout Rate - 6 Year Outcome
All students
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 2,453
Number of non-completers: 52
└─ Number of students who dropped out: 52
Percent of non-completers: | 2.0% |
State: | 5.4% |
- All6%
- Males10%
- Females3%
- Hispanic14%
- Black11%
- White2%
- IDEA15%
Dropout Rate - 5 Year Outcome
All students
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 2,201
Number of non-completers: 46
└─ Number of students who dropped out: 46
Percent of non-completers: | 2.0% |
New York: | 6.5% |
- All4%
- Males5%
- Females2%
- Hispanic9%
- Black3%
- White2%
- Multirace11%
- IDEA7%
Dropout Rate - 4 Year Outcome
All students
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 252
Number of non-completers: 6
└─ Number of students who dropped out: 6
Percent of non-completers: | 2.0% |
New York: | 10.1% |
Post-graduation Plans of Completers:
Patchogue-Medford High School - Post-graduation Plans of Completers
Total number of students reported with graduation plan: 610
└─ Graduates who planned to enroll in four-year colleges: 212 (35%)
└─ Graduates who planned to enroll in two-year colleges: 247 (40%)
└─ Graduates who planned to enroll in other post-secondary institutions: 16 (3%)
└─ Graduates who planned to enlist in the military: 8 (1%)
└─ Graduates who planned to pursue employment: 111 (18%)
└─ Graduates who planned to attend programs such as vocational rehabilitation and other programs: 6 (1%)
└─ Graduates a known plan that is not specified above: 2 (0%)
└─ Graduates whose status is unknown : 8 (1%)
General Education:
Total number of students reported with graduation plan: 565
└─ Graduates who planned to enroll in four-year colleges: 208 (37%)
└─ Graduates who planned to enroll in two-year colleges: 227 (40%)
└─ Graduates who planned to enroll in other post-secondary institutions: 14 (2%)
└─ Graduates who planned to enlist in the military: 8 (1%)
└─ Graduates who planned to pursue employment: 96 (17%)
└─ Graduates who planned to attend programs such as vocational rehabilitation and other programs: 3 (1%)
└─ Graduates a known plan that is not specified above: 2 (0%)
└─ Graduates whose status is unknown : 7 (1%)
Students with Disabilities:
Total number of students reported with graduation plan: 45
└─ Graduates who planned to enroll in four-year colleges: 4 (9%)
└─ Graduates who planned to enroll in two-year colleges: 20 (44%)
└─ Graduates who planned to enroll in other post-secondary institutions: 2 (4%)
└─ Graduates who planned to pursue employment: 15 (33%)
└─ Graduates who planned to attend programs such as vocational rehabilitation and other programs: 3 (7%)
└─ Graduates whose status is unknown : 1 (2%)
Accountability
Adequate Yearly Progress:
(State average from 1,294 schools)
- All134
- Males128
- Females140
- Hispanic108
- White147
- IDEA96
High School Math - Performance Index (PI)
Met the participation criterion: Yes
Met the performance criterion: No
Students enrolled during the test administration period: 640
Percent of enrolled students with valid test scores: 100%
Performance Index (PI): | 134 |
New York: | 126 |
Safe harbor target: 146
High School ELA:
- All168
- Males156
- Females179
- Hispanic140
- White184
- IDEA126
High School ELA - Performance Index (PI)
Met the participation criterion: Yes
Met the performance criterion: No
Students enrolled during the test administration period: 640
Percent of enrolled students with valid test scores: 99%
Performance Index (PI): | 168 |
New York: | 151 |
Safe harbor target: 172
5-Year Graduation Rate:
- All92%
- Males89%
- Females96%
- Hispanic87%
- Black90%
- White94%
- IDEA73%
5-Year Graduation Rate
Met graduation rate criteria: Yes
Students enrolled during the test administration period: 624
Graduation Rate: | 92% |
New York: | 78% |
4-Year Graduation Rate:
- All89%
- Males82%
- Females94%
- Hispanic77%
- White95%
- IDEA72%
4-Year Graduation Rate
Met graduation rate criteria: Yes
Students enrolled during the test administration period: 593
Graduation Rate: | 89% |
New York: | 76% |
SAT/ACT:
(State average from 1,294 schools)
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.
- Hispanic148
- Asian28
- Native Hawaiian2
- Black25
- White379
- Multirace7
- IDEA13
SAT or ACT Test Participation
- Hispanic: 148 (male: 62, female: 86)
- Asian: 28 (male: 14, female: 14)
- Native Hawaiian / Pacific Islander: 2 (all male)
- Black: 25 (male: 11, female: 14)
- White: 379 (male: 146, female: 233)
- Two or More Races: 7 (male: 2, female: 5)
- Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)
Advanced Placement:
(State average from 497 schools)
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: Yes
- Hispanic97
- Asian34
- Black19
- White460
- Multirace5
- IDEA4
Students Enrolled in at least one AP Course
- Hispanic: 97 (male: 44, female: 53)
- Asian: 34 (male: 11, female: 23)
- Black: 19 (male: 8, female: 11)
- White: 460 (male: 170, female: 290)
- Two or More Races: 5 (all female)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
- Hispanic19
- Asian10
- Black2
- White112
- Multirace2
- IDEA2
Student Enrollment in Advanced Placement (AP) Mathematics
- Hispanic: 19 (male: 11, female: 8)
- Asian: 10 (male: 2, female: 8)
- Black: 2 (all female)
- White: 112 (male: 59, female: 53)
- Two or More Races: 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
- Hispanic28
- Asian16
- Black4
- White148
- Multirace2
- IDEA2
Student Enrollment in Advanced Placement (AP) Science
- Hispanic: 28 (male: 11, female: 17)
- Asian: 16 (male: 5, female: 11)
- Black: 4 (male: 2, female: 2)
- White: 148 (male: 62, female: 86)
- Two or More Races: 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
- Hispanic91
- Asian31
- Black19
- White415
- Multirace2
- IDEA4
Students Enrollment in Other Advanced Placement (AP) Subjects
- Hispanic: 91 (male: 41, female: 50)
- Asian: 31 (male: 11, female: 20)
- Black: 19 (male: 8, female: 11)
- White: 415 (male: 146, female: 269)
- Two or More Races: 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
- Hispanic88
- Asian34
- Black16
- White436
- Multirace5
- IDEA2
Students who took one or more AP exams
- Hispanic: 88 (male: 38, female: 50)
- Asian: 34 (male: 11, female: 23)
- Black: 16 (male: 8, female: 8)
- White: 436 (male: 155, female: 281)
- Two or More Races: 5 (all female)
- Individuals With Disabilities Education Act (IDEA): 2 (all female)
- Hispanic41
- Asian23
- Black8
- White227
Students who received a qualifying score on one or more AP exams
- Hispanic: 41 (male: 19, female: 22)
- Asian: 23 (male: 7, female: 16)
- Black: 8 (male: 4, female: 4)
- White: 227 (male: 88, female: 139)
Patchogue-Medford High School: | 51.6% |
New York: | 65.5% |
- Hispanic47
- Asian11
- Black8
- White209
- Multirace4
Students who did not receive a qualifying score on any AP exams
- Hispanic: 47 (male: 19, female: 28)
- Asian: 11 (male: 4, female: 7)
- Black: 8 (male: 4, female: 4)
- White: 209 (male: 67, female: 142)
- Two or More Races: 4 (all female)
- Hispanic10
- Black2
- White22
- IDEA2
Students who took no AP exams
- Hispanic: 10 (male: 5, female: 5)
- Black: 2 (all female)
- White: 22 (male: 14, female: 8)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Health & Safety
Offenses:
(State average from 1,445 schools)
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.
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: 7
Total incidents per 1,000 students
Patchogue-Medford High School: | 2.9 |
New York: | 55.5 |
Referrals and Arrests:
(State average from 410 schools)
School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
- Hispanic: 4 (male: 2, female: 2)
- White: 7 (male: 5, female: 2)
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Patchogue-Medford High School: | 4.5 |
State: | 6.5 |
Students without disabilities who received a school-related arrest: 9 (male: 7, female: 2)
- Hispanic: 2 (all male)
- White: 7 (male: 5, female: 2)
Students without disabilities who received a school-related arrest per 1,000 students
School: | 3.7 |
State: | 2.0 |
Harassment & Bullying:
(State average from 1,117 schools)
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.
Patchogue-Medford High School: | 3.3 |
New York: | 3.8 |
- Hispanic4
- Black2
- White4
- 5042
Students reported as harassed or bullied on the basis of sex
- Hispanic: 4 (male: 2, female: 2)
- Black: 2 (all female)
- White: 4 (male: 2, female: 2)
- Section 504: 2 (all female)
- Hispanic2
- Black2
- White7
- LEP2
- IDEA2
Students disciplined for bullying or harassment on the basis of sex
- Hispanic: 2 (all male)
- Black: 2 (all male)
- White: 7 (male: 5, female: 2)
- Limited English Proficiency (LEP): 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: 1
Patchogue-Medford High School: | 0.4 |
New York: | 3.3 |
- Black: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
- White: 2
Chronic Student Absenteeismt:
(State average from 3,050 schools)
- Hispanic118
- Asian4
- Native Hawaiian2
- Black16
- White142
- Multirace4
- LEP40
- IDEA10
- 50443
Chronic Student Absenteeism
- Hispanic: 118 (male: 65, female: 53)
- Asian: 4 (male: 2, female: 2)
- Native Hawaiian / Pacific Islander: 2 (all male)
- Black: 16 (male: 8, female: 8)
- White: 142 (male: 80, female: 62)
- Two or More Races: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 40 (male: 29, female: 11)
- Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)
- Section 504: 43 (male: 23, female: 20)
Here: | 117.1 |
New York: | 179.4 |
Suspensions:
(State average from 569 schools)
- 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).
- Hispanic547
- Black91
- White822
- Multirace10
- LEP104
- IDEA346
- 50457
School days missed due to out-of-school suspension
- Hispanic: 547 (male: 392, female: 155)
- Black: 91 (male: 64, female: 27)
- White: 822 (male: 648, female: 174)
- Two or More Races: 10 (all male)
- Limited English Proficiency (LEP): 104 (male: 91, female: 13)
- Individuals With Disabilities Education Act (IDEA): 346 (male: 153, female: 193)
- Section 504: 57 (male: 52, female: 5)
Instances of out-of-school suspension (Students without disabilities): 161
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Here: | 65.9 |
New York: | 50.9 |
- Hispanic118
- Asian2
- Black13
- White118
- Multirace2
- LEP31
Students without disabilities receiving one or more in-school suspension
- Hispanic: 118 (male: 80, female: 38)
- Asian: 2 (all male)
- Black: 13 (male: 8, female: 5)
- White: 118 (male: 77, female: 41)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 31 (male: 29, female: 2)
- Hispanic16
- Black4
- White31
- Multirace2
- LEP5
Students without disabilities receiving only one out-of-school suspension
- Hispanic: 16 (male: 8, female: 8)
- Black: 4 (male: 2, female: 2)
- White: 31 (male: 23, female: 8)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 5 (all male)
- Hispanic10
- Black2
- White16
- Multirace2
- LEP2
Students without disabilities receiving more than one out-of-school suspension
- Hispanic: 10 (male: 8, female: 2)
- Black: 2 (all male)
- White: 16 (male: 14, female: 2)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 62
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
School: | 25.4 |
New York: | 29.4 |
Instances of out-of-school suspension per 1,000 students (Section 504 only)
School: | 3.7 |
New York: | 2.9 |
- Hispanic25
- Black7
- White40
- LEP10
- 50410
Students with disabilities receiving one or more in-school suspension
- Hispanic: 25 (male: 17, female: 8)
- Black: 7 (male: 5, female: 2)
- White: 40 (male: 23, female: 17)
- Limited English Proficiency (LEP): 10 (male: 8, female: 2)
- Section 504: 10 (male: 8, female: 2)
- Hispanic16
- Black4
- White10
- LEP7
- 5044
Students with disabilities receiving only one out-of-school suspension
- Hispanic: 16 (male: 11, female: 5)
- Black: 4 (male: 2, female: 2)
- White: 10 (male: 8, female: 2)
- Limited English Proficiency (LEP): 7 (male: 5, female: 2)
- Section 504: 4 (male: 2, female: 2)
- Hispanic4
- Black2
- White7
- 5042
Students with disabilities receiving more than one out-of-school suspension
- Hispanic: 4 (male: 2, female: 2)
- Black: 2 (all male)
- White: 7 (male: 5, female: 2)
- Section 504: 2 (all male)
Classes & Courses
Algebra I:
(State average from 773 schools)
Number of Algebra I classes taught by certified teachers: 36
- Hispanic265
- Asian10
- Black31
- White310
- Multirace10
- LEP61
- IDEA103
9-10th grade student enrollment in Algebra I
- Hispanic: 265 (male: 137, female: 128)
- Asian: 10 (male: 5, female: 5)
- Black: 31 (male: 20, female: 11)
- White: 310 (male: 158, female: 152)
- Two or More Races: 10 (male: 5, female: 5)
- Limited English Proficiency (LEP): 61 (male: 35, female: 26)
- Individuals With Disabilities Education Act (IDEA): 103 (male: 62, female: 41)
- Hispanic200
- Asian11
- Black23
- White245
- Multirace8
- LEP38
- IDEA74
9-10th grade studenst who passed Algebra I
- Hispanic: 200 (male: 103, female: 97)
- Asian: 11 (male: 7, female: 4)
- Black: 23 (male: 16, female: 7)
- White: 245 (male: 124, female: 121)
- Two or More Races: 8 (male: 4, female: 4)
- Limited English Proficiency (LEP): 38 (male: 22, female: 16)
- Individuals With Disabilities Education Act (IDEA): 74 (male: 49, female: 25)
School: | 77.8% |
New York: | 76.8% |
- Hispanic61
- Asian2
- Black7
- White7
- Multirace2
- LEP43
- IDEA7
11-12th grade student enrollment in Algebra I
- Hispanic: 61 (male: 41, female: 20)
- Asian: 2 (all male)
- Black: 7 (male: 5, female: 2)
- White: 7 (male: 5, female: 2)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 43 (male: 26, female: 17)
- Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
- Hispanic32
- Black4
- White8
- LEP26
- IDEA4
11-12th studenst who passed Algebra I
- Hispanic: 32 (male: 19, female: 13)
- Black: 4 (all male)
- White: 8 (male: 4, female: 4)
- Limited English Proficiency (LEP): 26 (male: 13, female: 13)
- Individuals With Disabilities Education Act (IDEA): 4 (all male)
Patchogue-Medford High School: | 55.7% |
New York: | 65.5% |
Algebra II:
Number of Algebra II classes taught by certified teachers: 18
- Hispanic85
- Asian16
- Black13
- White292
- Multirace4
- IDEA2
Student Enrollment in Algebra II
- Hispanic: 85 (male: 38, female: 47)
- Asian: 16 (male: 11, female: 5)
- Black: 13 (male: 5, female: 8)
- White: 292 (male: 131, female: 161)
- Two or More Races: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Calculus:
Number of Calculus classes taught by certified teachers: 3
- Hispanic19
- Asian10
- Black5
- White136
- Multirace2
- IDEA2
Student Enrollment in Calculus
- Hispanic: 19 (male: 8, female: 11)
- Asian: 10 (male: 2, female: 8)
- Black: 5 (all female)
- White: 136 (male: 56, female: 80)
- Two or More Races: 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Geometry:
Number of Geometry classes taught by certified teachers: 26
- Hispanic175
- Asian25
- Native Hawaiian2
- Black28
- White361
- Multirace4
- LEP10
- IDEA43
Student Enrollment in Geometry
- Hispanic: 175 (male: 77, female: 98)
- Asian: 25 (male: 11, female: 14)
- Native Hawaiian / Pacific Islander: 2 (all male)
- Black: 28 (male: 11, female: 17)
- White: 361 (male: 200, female: 161)
- Two or More Races: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 10 (male: 5, female: 5)
- Individuals With Disabilities Education Act (IDEA): 43 (male: 29, female: 14)
Advanced Mathematics:
Number of Advanced Mathematics classes taught by certified teachers: 17
- Hispanic70
- Asian7
- Black10
- White196
- Multirace2
- IDEA4
Student Enrollment in Advanced Mathematics
- Hispanic: 70 (male: 35, female: 35)
- Asian: 7 (male: 5, female: 2)
- Black: 10 (male: 5, female: 5)
- White: 196 (male: 74, female: 122)
- Two or More Races: 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Biology:
Number of Biology classes taught by certified teachers: 34
- Hispanic289
- Asian25
- Black28
- White403
- Multirace10
- LEP97
- IDEA82
Student Enrollment in Biology
- Hispanic: 289 (male: 146, female: 143)
- Asian: 25 (male: 11, female: 14)
- Black: 28 (male: 17, female: 11)
- White: 403 (male: 182, female: 221)
- Two or More Races: 10 (male: 5, female: 5)
- Limited English Proficiency (LEP): 97 (male: 59, female: 38)
- Individuals With Disabilities Education Act (IDEA): 82 (male: 50, female: 32)
Chemistry:
Number of Chemistry classes taught by certified teachers: 27
- Hispanic160
- Asian25
- Native Hawaiian2
- Black25
- White409
- Multirace4
- LEP10
- IDEA16
Student Enrollment in Chemistry
- Hispanic: 160 (male: 74, female: 86)
- Asian: 25 (male: 11, female: 14)
- Native Hawaiian / Pacific Islander: 2 (all male)
- Black: 25 (male: 11, female: 14)
- White: 409 (male: 194, female: 215)
- Two or More Races: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 10 (male: 5, female: 5)
- Individuals With Disabilities Education Act (IDEA): 16 (male: 8, female: 8)
Physics:
Number of Physics classes taught by certified teachers: 9
- Hispanic25
- Asian10
- Black2
- White130
- Multirace2
- IDEA2
Student Enrollment in Physics
- Hispanic: 25 (male: 17, female: 8)
- Asian: 10 (male: 5, female: 5)
- Black: 2 (all female)
- White: 130 (male: 71, female: 59)
- Two or More Races: 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
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