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


Roosevelt High - Early College Studies School in Yonkers, 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 19
Address
 631 TUCKAHOE RD
Yonkers, NY 10710
Telephone
(914) 376-8500
(make sure to verify first before calling)
Website
http://www.yonkerspublicschools.org
City-data.com school rating
19
Students
854
Classroom Teachers (FTE)
56.5
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
685
Reduced-price lunch
eligible students
42
School district
YONKERS 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:
BRONXVILLE ELEMENTARY SCHOOL (1.4 miles):

98
BRONXVILLE MIDDLE SCHOOL (1.4 miles):

94
BRONXVILLE HIGH SCHOOL (1.4 miles):

89
PATRICIA A DICHIARO SCHOOL (0.6 miles):

86
MONTESSORI SCHOOL 31 (0.2 miles):

49
PAIDEIA SCHOOL 15 (1.0 miles):

49
KAHLIL GIBRAN SCHOOL (0.5 miles):

46
Roosevelt High - Early College Studies School:

19
FAMILY SCHOOL 32 (0.6 miles):

18
Roosevelt High - Early College Studies School rating compared to average state, county and city schools ratings:
New York:

50
Westchester County:

63
Yonkers:

32
This School:

19

Students & Teachers


Total enrollment:
Enrollment in 2016: 854
Enrollment in 2015: 830
Enrollment in 2014: 739
Enrollment in 2013: 765
Enrollment in 2012: 729
Enrollment in 2011: 871
Enrollment in 2010: 1,039
Enrollment in 2009: 1,133
Enrollment in 2008: 1,403
Enrollment in 2007: 1,655
Enrollment in 2006: 1,829
Enrollment in 2005: 1,727
Enrollment in 2004: 1,631
Enrollment in 2003: 1,633
Enrollment in 2002: 1,514
Enrollment in 2001: 1,649
Enrollment in 2000: 1,741
Enrollment in 1999: 1,789

Roosevelt High - Early College Studies School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG09G10G11G12UGTotal
All students22021718220431854
Female students1029486955382
Male students1181239610926472
American Indian/Alaska Native students - - - 1 - 1
Asian students111188240
Hispanic students1241209210414454
Black students6267656310267
White students22181627487
Two or More Races students111115

Enrollment by grade:
9th grade enrollment: 220
10th grade enrollment: 217
11th grade enrollment: 182
12th grade enrollment: 204
Ungraded enrollment: 31

Roosevelt High - Early College Studies School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 382 (44.7%)
Here:

44.7%
State:

51.1%
Male enrollment: 472 (55.3%)
Roosevelt High - Early College Studies School:

55.3%
State:

47.5%

Roosevelt High - Early College Studies School - Historical enrollment by gender


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

0.1%
State:

0.2%
Asian enrollment: 40 (4.7%)
School:

4.7%
New York:

4.6%
Hispanic enrollment: 454 (53.2%)
Here:

53.2%
State:

9.2%
Black enrollment: 267 (31.3%)
Here:

31.3%
State:

12.0%
White enrollment: 87 (10.2%)
Roosevelt High - Early College Studies School:

10.2%
New York:

55.1%
Two or More Races enrollment: 5 (0.6%)
School:

0.6%
New York:

2.9%

Roosevelt High - Early College Studies School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 727 (85.1%)
Roosevelt High - Early College Studies School:

85.1%
State:

52.7%
Free lunch eligible students: 685 (80.2%)
Roosevelt High - Early College Studies School:

80.2%
New York:

45.4%
Reduced-price lunch eligible students: 42 (4.9%)
School:

4.9%
New York:

4.8%

Roosevelt High - Early College Studies School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Grade 10 English: 22
  • Grade 10 Mathematics: 24
  • Grade 10 Science: 20
  • Grade 10 Social Studies: 24

Teachers and support:
Show data for
Classroom Teachers (FTE): 56.5


Student/Teacher Ratio
Roosevelt High - Early College Studies School:

15.1
New York:

14.0
Number of teachers with fewer than three years of teaching experience: 1
Number of teachers with Master's Degree plus 30 hours or doctorate: 38

Total number of classes taught: 214
Number of classes taught by teachers without appropriate certification: 1


Number of full-time principals: 1
Number of full-time assistant principals: 5
Number of full-time professional staff other than teachers, principals, and asst principals: 5

Roosevelt High - Early College Studies School - Teachers (FTE) and pupil/teacher ratio


Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic43
  • Asian7
  • Black7
  • White19
  • IDEA7
Students Enrolled in LEP Programs: 76 (male: 38, female: 38)
  • Hispanic: 43 (male: 20, female: 23)
  • Asian: 7 (male: 5, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 19 (male: 8, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)

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

  • Hispanic56
  • Black38
  • White8
  • LEP11
Students with disabilities served under IDEA: 102 (male: 72, female: 30)
  • Hispanic: 56 (male: 43, female: 13)
  • Black: 38 (male: 25, female: 13)
  • White: 8 (male: 4, female: 4)
  • Limited English Proficiency (LEP): 11 (male: 4, female: 7)
Students with disabilities served under Section 504: 2 (all male)
  • Black: 2

Retention:
Show data for

(State average from 435 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: 2 (all female)
  • Black: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 9th grade students retained
School:

0.9%
New York:

22.9%
Total number of students retained in 10th grade: 2 (all male)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 10th grade students retained
Here:

0.9%
New York:

7.3%

    Total number of students retained in 12th grade

  • Hispanic28
  • Asian2
  • Black16
  • White4
  • LEP13
  • IDEA4
Total number of students retained in 12th grade: 50 (male: 26, female: 24)
  • Hispanic: 28 (male: 14, female: 14)
  • Asian: 2 (all male)
  • Black: 16 (male: 8, female: 8)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 13 (male: 5, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Percent of 12th grade students retained
School:

24.5%
New York:

14.7%

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.

Roosevelt High - Early College Studies School - % Scroring 55 and above in Regents Examination

Geometry (Common Core):

    Scoring 55 and above
    (Geometry)

  • All66%
  • Males59%
  • Females73%
  • Hispanic70%
  • Black68%
  • White55%
Students tested with valid scores: 167
Number of students tested scoring Level 1 (0-54): 57 (34%)
Number of students tested scoring Level 2 (55-64): 55 (33%)
Number of students tested scoring Level 3 (65-78): 50 (30%)
Number of students tested scoring Level 4 (79-84): 4 (2%)
Number of students tested scoring Level 5 (85-100): 1 (1%)

Percentage of students scoring 55 and above:

66%
State:

79%

34%
33%
30%
2%
1%
Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All85%
  • Males83%
  • Females85%
  • Hispanic83%
  • Black81%
  • White87%
  • IDEA61%
Students tested with valid scores: 420
Number of students tested scoring Level 1 (0-54): 68 (16%)
Number of students tested scoring Level 2 (55-64): 78 (19%)
Number of students tested scoring Level 3 (65-78): 213 (51%)
Number of students tested scoring Level 4 (79-84): 40 (10%)
Number of students tested scoring Level 5 (85-100): 21 (5%)

Percentage of students scoring 55 and above:

85%
New York:

93%

16%
19%
51%
10%
5%
Algebra II (Common Core):

    Scoring 55 and above
    (Algebra II)

  • All80%
  • Males71%
  • Females86%
  • Hispanic85%
Students tested with valid scores: 35
Number of students tested scoring Level 1 (0-54): 7 (20%)
Number of students tested scoring Level 2 (55-64): 8 (23%)
Number of students tested scoring Level 3 (65-78): 15 (43%)
Number of students tested scoring Level 4 (79-84): 4 (11%)
Number of students tested scoring Level 5 (85-100): 1 (3%)

Percentage of students scoring 55 and above:

80%
State:

87%

20%
23%
43%
11%
3%
Comprehensive English (Common Core):

    Scoring 55 and above
    (Comprehensive English)

  • All81%
  • Males75%
  • Females89%
  • Hispanic79%
  • Black84%
  • White79%
  • IDEA64%
Students tested with valid scores: 293
Number of students tested scoring Level 1 (0-54): 54 (18%)
Number of students tested scoring Level 2 (55-64): 27 (9%)
Number of students tested scoring Level 3 (65-78): 91 (31%)
Number of students tested scoring Level 4 (79-84): 44 (15%)
Number of students tested scoring Level 5 (85-100): 77 (26%)

Percentage of students scoring 55 and above:

81%
State:

89%

18%
9%
31%
15%
26%

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).

Roosevelt High - Early College Studies School - Percent Passing Regents Competency Tests

Global Studies:
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%
New York:

37%

83%
17%
United States History and Government:
Students tested with valid scores: 8
Number of students tested failing: 3 (38%)
Number of students tested passing: 5 (63%)

Percentage of students tested passing:

63%
New York:

45%

38%
63%

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.

Roosevelt High - Early College Studies School - % Scoring at Expanding Level or above in NYSESLAT

9th Grade:

    Scoring at Expanding Level or above (9th Grade)

  • All34%
  • Males28%
  • Females42%
  • Hispanic26%
  • IDEA60%
Students tested with valid scores: 73
Scoring at Expanding Level or above:

34%
New York:

50%

Students scoring at Entering Level: 1%
Students scoring at Emerging Level: 30%
Students scoring at Transitioning Level: 34%
Students scoring at Expanding Level: 29%
Students scoring at Commanding Level: 5%

1%
30%
34%
29%
5%
10th Grade:

    Scoring at Expanding Level or above (10th Grade)

  • All61%
  • Males68%
  • Females51%
  • Hispanic59%
  • Asian100%
  • IDEA50%
Students tested with valid scores: 47
Scoring at Expanding Level or above:

61%
New York:

61%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 11%
Students scoring at Transitioning Level: 28%
Students scoring at Expanding Level: 55%
Students scoring at Commanding Level: 6%

11%
28%
55%
6%
11th Grade:

    Scoring at Expanding Level or above (11th Grade)

  • All58%
  • Males57%
  • Females57%
  • Hispanic46%
Students tested with valid scores: 21
Scoring at Expanding Level or above:

58%
State:

64%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 10%
Students scoring at Transitioning Level: 33%
Students scoring at Expanding Level: 48%
Students scoring at Commanding Level: 10%

10%
33%
48%
10%
12th Grade:

    Scoring at Expanding Level or above (12th Grade)

  • All78%
  • Males88%
  • Females67%
  • Hispanic88%
Students tested with valid scores: 14
Scoring at Expanding Level or above:

78%
State:

62%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 21%
Students scoring at Expanding Level: 57%
Students scoring at Commanding Level: 21%

21%
57%
21%

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.

Roosevelt High - Early College Studies School - High School Completers

    Graduation Rate - 6 Year Outcome
    All students

  • All84%
  • Males82%
  • Females86%
  • Hispanic84%
  • Black81%
  • White92%
  • IDEA50%
All Students:
Number of Completers (graduates + commencement credentials): 171
└─ Number of Graduates (Regents + Local Diplomas): 171
  └─ Number of students who earned a Regents diploma: 160 (94% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 19 (11% of Graduates)
      └─ Number of students who earned a Regents diploma with CTE endorsement: 1 (1% of Graduates)
  └─ Number of students who earned a Local Diploma: 11 (6% of Graduates)

    Graduation Rate - 5 Year Outcome
    All students

  • All86%
  • Males84%
  • Females89%
  • Hispanic88%
  • Black85%
  • White81%
  • IDEA75%
General Education:
Number of Completers (graduates + commencement credentials): 150
└─ Number of Graduates (Regents + Local Diplomas): 150
  └─ Number of students who earned a Regents diploma: 149 (99% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 19 (13% of Graduates)
      └─ Number of students who earned a Regents diploma with CTE endorsement: 1 (1% of Graduates)
  └─ Number of students who earned a Local Diploma: 1 (1% of Graduates)

    Graduation Rate - 4 Year Outcome
    All students

  • All85%
  • Males79%
  • Females92%
  • Hispanic82%
  • Black89%
  • White84%
  • IDEA79%
Students with Disabilities:
Number of Completers (graduates + commencement credentials): 21
└─ Number of Graduates (Regents + Local Diplomas): 21
  └─ Number of students who earned a Regents diploma: 11 (52% of Graduates)
  └─ Number of students who earned a Local Diploma: 10 (48% of Graduates)

High School Non-completers:
Show data for

(State average from 1,468 schools)

Roosevelt High - Early College Studies School - High School Non-completers

    Dropout Rate - 6 Year Outcome
    All students

  • All6%
  • Males6%
  • Females6%
  • Hispanic5%
  • Black10%
  • White0%
  • IDEA6%
All Students:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 902
Number of non-completers: 34
└─ Number of students who dropped out: 23
└─ Number of students who entered an approved high school equivalency preparation program: 11

Percent of non-completers:

4.0%
State:

5.4%

    Dropout Rate - 5 Year Outcome
    All students

  • All8%
  • Males11%
  • Females5%
  • Hispanic5%
  • Black7%
  • White19%
  • IDEA14%
General Education:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 751
Number of non-completers: 29
└─ Number of students who dropped out: 19
└─ Number of students who entered an approved high school equivalency preparation program: 10

Percent of non-completers:

4.0%
State:

6.5%

    Dropout Rate - 4 Year Outcome
    All students

  • All3%
  • Males3%
  • Females2%
  • Hispanic2%
  • Black3%
  • White5%
  • IDEA7%
Students with Disabilities:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 151
Number of non-completers: 5
└─ Number of students who dropped out: 4
└─ Number of students who entered an approved high school equivalency preparation program: 1

Percent of non-completers:

3.0%
State:

10.1%

Post-graduation Plans of Completers:
Show data for

Roosevelt High - Early College Studies School - Post-graduation Plans of Completers

All Students:
Total number of students reported with graduation plan: 171
└─ Graduates who planned to enroll in four-year colleges: 97 (57%)
└─ Graduates who planned to enroll in two-year colleges: 71 (42%)
└─ Graduates who planned to enlist in the military: 1 (1%)
└─ Graduates who planned to pursue employment: 1 (1%)
└─ Graduates whose status is unknown : 1 (1%)
General Education:
Total number of students reported with graduation plan: 150
└─ Graduates who planned to enroll in four-year colleges: 91 (61%)
└─ Graduates who planned to enroll in two-year colleges: 57 (38%)
└─ Graduates who planned to enlist in the military: 1 (1%)
└─ Graduates whose status is unknown : 1 (1%)
Students with Disabilities:
Total number of students reported with graduation plan: 21
└─ Graduates who planned to enroll in four-year colleges: 6 (29%)
└─ Graduates who planned to enroll in two-year colleges: 14 (67%)
└─ Graduates who planned to pursue employment: 1 (5%)

Accountability


Adequate Yearly Progress:
Show data for

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

    High School Math - Performance Index (PI)

  • All101
  • Males100
  • Females101
  • Hispanic97
  • Black100
Made AYP: No
Met the participation criterion: Yes
Met the performance criterion: No

Students enrolled during the test administration period: 190
Percent of enrolled students with valid test scores: 100%

Performance Index (PI):

101
New York:

126
Effective Annual Measurable Objective (EAMO): 157
Safe harbor target: 118
High School ELA:

    High School ELA - Performance Index (PI)

  • All123
  • Males121
  • Females126
  • Hispanic122
  • Black120
Made AYP: No
Met the participation criterion: Yes
Met the performance criterion: No

Students enrolled during the test administration period: 190
Percent of enrolled students with valid test scores: 100%

Performance Index (PI):

123
New York:

151
Effective Annual Measurable Objective (EAMO): 170
Safe harbor target: 142
5-Year Graduation Rate:

    5-Year Graduation Rate

  • All84%
  • Males82%
  • Females86%
  • Hispanic84%
  • Black81%
Made AYP: Yes
Met graduation rate criteria: Yes

Students enrolled during the test administration period: 187

Graduation Rate:

84%
State:

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

    4-Year Graduation Rate

  • All86%
  • Males84%
  • Females88%
  • Hispanic88%
  • Black84%
Made AYP: Yes
Met graduation rate criteria: Yes

Students enrolled during the test administration period: 188

Graduation Rate:

86%
State:

76%
Effective Annual Measurable Objective (EAMO): 80

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

  • Hispanic19
  • Asian10
  • Black28
  • White7
  • Multirace2
  • LEP5
SAT or ACT Test Participation: 66 (male: 28, female: 38)
  • Hispanic: 19 (male: 8, female: 11)
  • Asian: 10 (male: 5, female: 5)
  • Black: 28 (male: 11, female: 17)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 5 (all female)

Advanced Placement:
Show data for
Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001.
Number of different AP courses provided by school: 1
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: Yes

    Students Enrolled in at least one AP Course

  • Hispanic4
  • Asian4
  • Black7
  • White4
  • LEP2
Students Enrolled in at least one AP Course: 19 (male: 11, female: 8)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

    Students Enrollment in Other Advanced Placement (AP) Subjects

  • Hispanic4
  • Asian4
  • Black7
  • White4
  • LEP2
Students Enrollment in Other Advanced Placement (AP) Subjects: 19 (male: 11, female: 8)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

    Students who took no AP exams

  • Hispanic19
  • Asian10
  • Black13
  • White4
  • LEP2
Students who took no AP exams: 46 (male: 26, female: 20)
  • Hispanic: 19 (male: 11, female: 8)
  • Asian: 10 (male: 5, female: 5)
  • Black: 13 (male: 8, female: 5)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

Health & Safety


Referrals and Arrests:
Show data for

(State average from 410 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

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.

    Students without disabilities who were referred to a law enforcement agency or official

  • Hispanic4
  • Asian2
  • Black4
  • Multirace2
Students without disabilities who were referred to a law enforcement agency or official: 12 (male: 6, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

14.1
State:

6.5
Students without disabilities who received a school-related arrest: 4 (all male)
  • Hispanic: 2
  • Black: 2

Students without disabilities who received a school-related arrest per 1,000 students
Here:

4.7
New York:

2.0
Students with disabilities who were referred to a law enforcement agency or official: 9 (male: 7, female: 2)
  • Hispanic: 2 (all male)
  • Black: 7 (male: 5, female: 2)

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

10.5
New York:

3.4
Students with disabilities who received a school-related arrest: 4 (all male)
  • Hispanic: 2
  • Black: 2

Students with disabilities who received a school-related arrest per 1,000 students
School:

4.7
State:

1.5

Chronic Student Absenteeismt:
Show data for

(State average from 2,924 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

  • Hispanic115
  • American Indian2
  • Asian4
  • Black82
  • White25
  • Multirace4
  • LEP22
  • IDEA55
Chronic Student Absenteeism: 232 (male: 127, female: 105)
  • Hispanic: 115 (male: 62, female: 53)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Black: 82 (male: 44, female: 38)
  • White: 25 (male: 17, female: 8)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 22 (male: 11, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 55 (male: 41, female: 14)
Chronic Student Absenteeism per 1,000 students
School:

271.7
State:

165.8

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).

    Students without disabilities receiving only one out-of-school suspension

  • Hispanic25
  • Asian4
  • Black31
  • White13
  • LEP7
Students without disabilities receiving only one out-of-school suspension: 73 (male: 47, female: 26)
  • Hispanic: 25 (male: 17, female: 8)
  • Asian: 4 (male: 2, female: 2)
  • Black: 31 (male: 17, female: 14)
  • White: 13 (male: 11, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

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

  • Hispanic13
  • Asian2
  • Black10
  • White2
  • Multirace2
Students without disabilities receiving more than one out-of-school suspension: 29 (male: 18, female: 11)
  • Hispanic: 13 (male: 8, female: 5)
  • Asian: 2 (all female)
  • Black: 10 (male: 8, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all female)

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

  • Hispanic13
  • Asian2
  • Black7
  • White2
  • LEP4
  • 5042
Students with disabilities receiving only one out-of-school suspension: 24 (male: 18, female: 6)
  • Hispanic: 13 (male: 11, female: 2)
  • Asian: 2 (all female)
  • Black: 7 (male: 5, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 2 (all male)
Students with disabilities receiving more than one out-of-school suspension: 7 (male: 5, female: 2)
  • Black: 7 (male: 5, female: 2)

Classes & Courses


Algebra I:
Show data for

(State average from 748 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: 13

    9-10th grade student enrollment in Algebra I

  • Hispanic127
  • Asian7
  • Black79
  • White25
  • LEP28
  • IDEA58
9-10th grade student enrollment in Algebra I: 238 (male: 131, female: 107)
  • Hispanic: 127 (male: 68, female: 59)
  • Asian: 7 (male: 2, female: 5)
  • Black: 79 (male: 44, female: 35)
  • White: 25 (male: 17, female: 8)
  • Limited English Proficiency (LEP): 28 (male: 17, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 58 (male: 44, female: 14)

    9-10th grade studenst who passed Algebra I

  • Hispanic71
  • Black44
  • White11
  • LEP11
  • IDEA29
9-10th grade studenst who passed Algebra I: 126 (male: 72, female: 54)
  • Hispanic: 71 (male: 40, female: 31)
  • Black: 44 (male: 25, female: 19)
  • White: 11 (male: 7, female: 4)
  • Limited English Proficiency (LEP): 11 (male: 7, female: 4)
  • Individuals With Disabilities Education Act (IDEA): 29 (male: 22, female: 7)
Percent of 9-10th grade students who passed
Here:

52.9%
New York:

76.1%

    11-12th grade student enrollment in Algebra I

  • Hispanic34
  • American Indian2
  • Black19
  • White7
  • Multirace2
  • LEP10
  • IDEA10
11-12th grade student enrollment in Algebra I: 64 (male: 24, female: 40)
  • Hispanic: 34 (male: 17, female: 17)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 19 (male: 5, female: 14)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 10 (male: 2, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)
11-12th studenst who passed Algebra I: 4 (all male)
  • Hispanic: 4
Percent of 11-12th grade students who passed
School:

6.3%
New York:

65.0%

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: 3


    Student Enrollment in Algebra II

  • Hispanic19
  • Asian4
  • Black22
  • White7
  • Multirace2
  • LEP2
  • IDEA2
Student Enrollment in Algebra II: 54 (male: 28, female: 26)
  • Hispanic: 19 (male: 8, female: 11)
  • Asian: 4 (male: 2, female: 2)
  • Black: 22 (male: 11, female: 11)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

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: 18 (male: 12, female: 6)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 7 (male: 5, female: 2)
  • Black: 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: 9


    Student Enrollment in Geometry

  • Hispanic88
  • Asian13
  • Black58
  • White22
  • Multirace2
  • LEP13
  • IDEA19
Student Enrollment in Geometry: 183 (male: 88, female: 95)
  • Hispanic: 88 (male: 41, female: 47)
  • Asian: 13 (male: 11, female: 2)
  • Black: 58 (male: 26, female: 32)
  • White: 22 (male: 8, female: 14)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 13 (male: 8, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 14, female: 5)

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: 12


    Student Enrollment in Advanced Mathematics

  • Hispanic130
  • American Indian2
  • Asian4
  • Black97
  • White31
  • LEP34
  • IDEA31
Student Enrollment in Advanced Mathematics: 264 (male: 152, female: 112)
  • Hispanic: 130 (male: 77, female: 53)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Black: 97 (male: 53, female: 44)
  • White: 31 (male: 20, female: 11)
  • Limited English Proficiency (LEP): 34 (male: 14, female: 20)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 23, female: 8)

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: 10


    Student Enrollment in Biology

  • Hispanic121
  • American Indian2
  • Asian10
  • Black88
  • White25
  • Multirace2
  • LEP37
  • IDEA37
Student Enrollment in Biology: 248 (male: 127, female: 121)
  • Hispanic: 121 (male: 62, female: 59)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 10 (male: 5, female: 5)
  • Black: 88 (male: 44, female: 44)
  • White: 25 (male: 14, female: 11)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 37 (male: 17, female: 20)
  • Individuals With Disabilities Education Act (IDEA): 37 (male: 29, female: 8)

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: 10


    Student Enrollment in Chemistry

  • Hispanic112
  • Asian7
  • Black85
  • White34
  • Multirace4
  • LEP10
  • IDEA13
Student Enrollment in Chemistry: 242 (male: 121, female: 121)
  • Hispanic: 112 (male: 53, female: 59)
  • Asian: 7 (male: 5, female: 2)
  • Black: 85 (male: 41, female: 44)
  • White: 34 (male: 20, female: 14)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)

Comments

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

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

  1. All Cities
  2. New York
  3. Yonkers main city page
  4. Schools in New York
  5. Roosevelt High - Early College Studies 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