Jump to a detailed profile or search site with Google Custom Search


Rogers Middle School in Rochester, NY
(04-06 • 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 81
Address
 219 NORTHFIELD RD
Rochester, NY 14617
Telephone
(585) 342-1330
(make sure to verify first before calling)
Website
http://www.westirondequoit.org
City-data.com school rating
81
Students
400
Classroom Teachers (FTE)
29.2
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
107
Reduced-price lunch
eligible students
29
School district
WEST IRONDEQUOIT CENTRAL SCHOOL DISTRICT
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
BRIARWOOD SCHOOL (0.8 miles):

94
SOUTHLAWN SCHOOL (0.0 miles):

84
Rogers Middle School:

81
IRONDEQUOIT HIGH SCHOOL (1.0 miles):

77
BROOKVIEW SCHOOL (0.6 miles):

46
VANGUARD COLLEGIATE HIGH SCHOOL (1.0 miles):

4
SCHOOL 50-HELEN BARRETT MONTGOMERY (0.7 miles):

2
INTEGRATED ARTS AND TECHNOLOGY HIGH SCHOOL (1.0 miles):

2
SCHOOL 22-LINCOLN SCHOOL (1.0 miles):

0
Rogers Middle School rating compared to average state, county and city schools ratings:
New York:

50
Monroe County:

50
Rochester:

33
Rogers Middle School:

81

Students & Teachers


Total enrollment:
Enrollment in 2016: 400
Enrollment in 2015: 384
Enrollment in 2014: 419
Enrollment in 2013: 447
Enrollment in 2012: 433
Enrollment in 2011: 422
Enrollment in 2010: 420
Enrollment in 2009: 467
Enrollment in 2008: 455
Enrollment in 2007: 476
Enrollment in 2006: 440
Enrollment in 2005: 467
Enrollment in 2004: 467
Enrollment in 2003: 503
Enrollment in 2002: 478
Enrollment in 2001: 475
Enrollment in 2000: 492
Enrollment in 1999: 513

Rogers Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG04G05G06UGTotal
All students1401281257400
Female students6471613199
Male students7657644201
Asian students1153 - 19
Hispanic students181919157
Black students141516348
White students9481833261
Two or More Races students384 - 15

Enrollment by grade:
4th grade enrollment: 140
5th grade enrollment: 128
6th grade enrollment: 125
Ungraded enrollment: 7

Rogers Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 199 (49.8%)
Rogers Middle School:

49.8%
New York:

51.1%
Male enrollment: 201 (50.3%)
Rogers Middle School:

50.3%
State:

47.5%

Rogers Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 19 (4.8%)
Rogers Middle School:

4.8%
New York:

4.6%
Hispanic enrollment: 57 (14.3%)
Rogers Middle School:

14.3%
New York:

9.2%
Black enrollment: 48 (12.0%)
School:

12.0%
New York:

12.0%
White enrollment: 261 (65.3%)
School:

65.3%
New York:

55.1%
Two or More Races enrollment: 15 (3.8%)
Here:

3.8%
New York:

2.9%

Rogers Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 136 (34.0%)
School:

34.0%
New York:

52.7%
Free lunch eligible students: 107 (26.8%)
Rogers Middle School:

26.8%
State:

45.4%
Reduced-price lunch eligible students: 29 (7.3%)
Rogers Middle School:

7.3%
New York:

4.8%

Rogers Middle School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Common Branch: 21

Teachers and support:
Show data for
Classroom Teachers (FTE): 29.2

Number of FTE teachers in their first year of teaching: 3
Number of FTE teachers in their second year of teaching: 3
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 17
Number of FTE nurses: 1.8
Number of FTE psychologists: 1

Student/Teacher Ratio
Here:

13.7
State:

14.0
Number of teachers with fewer than three years of teaching experience: 5

Total number of classes taught: 87


Number of full-time principals: 1

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,533,052
  • Full-time Equivalency Count of Teachers: 32 (Salary Expenditures: $1,884,457)
  • Full-time Equivalency Count of Instructional Aides: 17 (Salary Expenditures: $342,367)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $98,250)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $98,250)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $49,072
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,660,431
  • Salary Expenditures for Teachers: $1,982,005
  • Full-time Equivalency Count of Instructional Aides: 17.8 (Salary Expenditures: $372,198)
  • Full-time Equivalency Count of Support Services Staff: 4.5 (Salary Expenditures: $207,978)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $98,250)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $49,072

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 13 (male: 7, female: 6)
  • Hispanic: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • White: 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: 18 (male: 10, female: 8)
  • Hispanic: 4 (all female)
  • White: 14 (male: 10, female: 4)
Students with disabilities served under Section 504: 31 (male: 16, female: 15)
  • Hispanic: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 25 (male: 14, female: 11)

Statewide Student Assessments


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

(State average from 2,381 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.
4th Grade:

    ELA Mean Score (4th Grade)

  • All323
  • Males315
  • Females334
  • Hispanic310
  • Black308
  • White334
  • IDEA280
ELA students tested with valid scores: 126
Computed mean of student ELA scores: 323

ELA Students scoring proficient and above:

63%
State:

41%

Students scoring at Level 1: 15%
Students scoring at Level 2: 21%
Students scoring at Level 3: 29%
Students scoring at Level 4: 34%

15%
21%
29%
34%

    MATH Mean Score (4th Grade)

  • All317
  • Males318
  • Females316
  • Hispanic297
  • Black302
  • White328
  • IDEA265
Math students tested with valid scores: 124
Computed mean of student Math scores: 317

Math Students scoring proficient and above:

56%
New York:

43%

Students scoring at Level 1: 12%
Students scoring at Level 2: 31%
Students scoring at Level 3: 23%
Students scoring at Level 4: 33%

12%
31%
23%
33%

    SCI Mean Score (4th Grade)

  • All83
  • Males82
  • Females84
  • Hispanic78
  • Asian71
  • Black74
  • White87
  • Multirace74
  • IDEA71
Science students tested with valid scores: 141
Computed mean of student Science scores: 83

Science Students scoring proficient and above:

91%
New York:

87%

Students scoring at Level 1: 3%
Students scoring at Level 2: 6%
Students scoring at Level 3: 31%
Students scoring at Level 4: 60%

3%
6%
31%
60%
5th Grade:

    ELA Mean Score (5th Grade)

  • All318
  • Males311
  • Females325
  • Hispanic299
  • Black293
  • White329
  • IDEA266
ELA students tested with valid scores: 102
Computed mean of student ELA scores: 318

ELA Students scoring proficient and above:

51%
New York:

35%

Students scoring at Level 1: 20%
Students scoring at Level 2: 29%
Students scoring at Level 3: 25%
Students scoring at Level 4: 26%

20%
29%
25%
26%

    MATH Mean Score (5th Grade)

  • All328
  • Males329
  • Females327
  • Hispanic314
  • Black310
  • White338
  • IDEA265
Math students tested with valid scores: 95
Computed mean of student Math scores: 328

Math Students scoring proficient and above:

68%
New York:

43%

Students scoring at Level 1: 11%
Students scoring at Level 2: 22%
Students scoring at Level 3: 35%
Students scoring at Level 4: 33%

11%
22%
35%
33%
6th Grade:

    ELA Mean Score (6th Grade)

  • All319
  • Males315
  • Females322
  • Hispanic300
  • Black313
  • White330
  • IDEA288
ELA students tested with valid scores: 93
Computed mean of student ELA scores: 319

ELA Students scoring proficient and above:

51%
State:

30%

Students scoring at Level 1: 13%
Students scoring at Level 2: 37%
Students scoring at Level 3: 12%
Students scoring at Level 4: 39%

13%
37%
12%
39%

    MATH Mean Score (6th Grade)

  • All323
  • Males320
  • Females327
  • Hispanic299
  • Black308
  • White337
  • IDEA287
Math students tested with valid scores: 90
Computed mean of student Math scores: 323

Math Students scoring proficient and above:

57%
State:

38%

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

18%
26%
18%
39%

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

(State average from 957 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.
4th Grade:
Students tested with valid scores: 7
Scoring at Expanding Level or above:

57%
State:

60%

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

14%
14%
14%
43%
14%
6th Grade:
Students tested with valid scores: 10
Scoring at Expanding Level or above:

40%
State:

61%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 30%
Students scoring at Transitioning Level: 30%
Students scoring at Expanding Level: 20%
Students scoring at Commanding Level: 20%

30%
30%
20%
20%

Accountability


Adequate Yearly Progress:
Show data for

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

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

  • All191
  • Males186
  • Females197
  • White196
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 162
Percent of enrolled students with valid test scores: 90%

Performance Index (PI):

191
State:

174
Effective Annual Measurable Objective (EAMO): 180
Elementary/Middle-Level Math:

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

  • All150
  • Males149
  • Females151
  • Hispanic127
  • Black115
  • White169
  • IDEA69
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 855
Percent of enrolled students with valid test scores: 71%

Performance Index (PI):

150
State:

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

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

  • All142
  • Males130
  • Females155
  • Hispanic117
  • Black112
  • White160
  • IDEA63
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 859
Percent of enrolled students with valid test scores: 74%

Performance Index (PI):

142
New York:

113
Effective Annual Measurable Objective (EAMO): 105

Health & Safety


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

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

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

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: 12

Incidents of threats of physical attack with a firearm or explosive device: 1
Incidents of threats of physical attack without a weapon: 6


Total incidents per 1,000 students
Here:

47.5
State:

55.5

Harassment & Bullying:
Show data for

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

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

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

Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. 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 disability constitutes disability harassment.
Allegations of harassment or bullying on the basis of race, color, or national origin: 3
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Rogers Middle School:

7.5
New York:

3.3
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all male)
  • Black: 2


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

  • Hispanic10
  • Asian2
  • Black4
  • White40
  • Multirace4
  • LEP2
  • IDEA13
  • 5047
Chronic Student Absenteeism: 60 (male: 35, female: 25)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 40 (male: 26, female: 14)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 5, female: 8)
  • Section 504: 7 (male: 2, female: 5)
Chronic Student Absenteeism per 1,000 students
Here:

150.0
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

  • Hispanic58
  • Black9
  • White5
  • Multirace3
  • IDEA8
  • 5045
School days missed due to out-of-school suspension: 75 (male: 64, female: 11)
  • Hispanic: 58 (male: 50, female: 8)
  • Black: 9 (all male)
  • White: 5 (all male)
  • Two or More Races: 3 (all female)
  • Individuals With Disabilities Education Act (IDEA): 8 (male: 5, female: 3)
  • Section 504: 5 (all male)
Instances of out-of-school suspension (Students without disabilities): 14

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

35.0
New York:

50.9

    Students without disabilities receiving one or more in-school suspension

  • Hispanic4
  • Asian2
  • Black4
  • White2
Students without disabilities receiving one or more in-school suspension: 12 (male: 8, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 6 (all male)
  • Hispanic: 2
  • Black: 2
  • White: 2
Students without disabilities receiving more than one out-of-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 4

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

10.0
New York:

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)
Rogers Middle School:

7.5
New York:

2.9
Students with disabilities receiving one or more in-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • White: 2 (all male)
  • Section 504: 2 (all male)
Students with disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • Two or More Races: 2 (all female)
  • Section 504: 2 (all male)
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2
  • Section 504: 2

Comments

Review, comment, or add new information about this topic:

Discuss Rochester, New York (NY) on our hugely popular New York forum.

  1. All Cities
  2. New York
  3. Rochester main city page
  4. Schools in New York
  5. Rogers Middle School


City-data.com does not guarantee the accuracy or timeliness of any information on this site.  Use at your own risk.
Some parts © 2024 Advameg, Inc.

Table of Contents