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Roy Kelley Elementary School in Lockport, NY
(KG-04 • 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 49
Address
 610 12 E HIGH ST
Lockport, NY 14094
Telephone
(716) 478-4671
(make sure to verify first before calling)
Website
http://www.lockportschools.org
City-data.com school rating
49
Students
443
Classroom Teachers (FTE)
31.9
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
223
Reduced-price lunch
eligible students
36
School district
LOCKPORT CITY SCHOOL DISTRICT
Charter school
No
Title I status
Title I schoolwide eligible-Title I targeted assistance program
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
NEWFANE ELEMENTARY SCHOOL (7.6 miles):

69
LOCKPORT HIGH SCHOOL (1.1 miles):

64
GEORGE SOUTHARD ELEMENTARY SCHOOL (2.1 miles):

58
Roy Kelley Elementary School:

49
ANNA MERRITT ELEMENTARY SCHOOL (1.7 miles):

35
ROYALTON-HARTLAND ELEMENTARY SCHOOL (5.2 miles):

34
EMMET BELKNAP INTERMEDIATE SCHOOL (0.3 miles):

33
CHARLES A UPSON ELEMENTARY SCHOOL (1.1 miles):

33
NORTH PARK JUNIOR HIGH SCHOOL (1.7 miles):

30
Roy Kelley Elementary School rating compared to average state, county and city schools ratings:
New York:

50
Niagara County:

52
Lockport:

57
Roy Kelley Elementary School:

49

Students & Teachers


Total enrollment:
Enrollment in 2016: 443
Enrollment in 2015: 461
Enrollment in 2014: 439
Enrollment in 2013: 324
Enrollment in 2012: 333
Enrollment in 2011: 400
Enrollment in 2010: 267
Enrollment in 2009: 333
Enrollment in 2008: 332
Enrollment in 2007: 332
Enrollment in 2006: 343
Enrollment in 2005: 349
Enrollment in 2004: 355
Enrollment in 2003: 359
Enrollment in 2002: 364
Enrollment in 2001: 376
Enrollment in 2000: 359
Enrollment in 1999: 373

Roy Kelley Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04Total
All students86102977781443
Female students4249503747225
Male students4453474034218
American Indian/Alaska Native students - 1 - 1 - 2
Asian students - - 2 - - 2
Hispanic students78510434
Black students6863831
White students5879795059325
Two or More Races students1565131049

Enrollment by grade:
Kindergarten enrollment: 86
1st grade enrollment: 102
2nd grade enrollment: 97
3rd grade enrollment: 77
4th grade enrollment: 81

Roy Kelley Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 225 (50.8%)
Roy Kelley Elementary School:

50.8%
State:

51.1%
Male enrollment: 218 (49.2%)
Roy Kelley Elementary School:

49.2%
New York:

47.5%

Roy Kelley Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 2 (0.5%)
School:

0.5%
State:

0.2%
Asian enrollment: 2 (0.5%)
School:

0.5%
New York:

4.6%
Hispanic enrollment: 34 (7.7%)
School:

7.7%
State:

9.2%
Black enrollment: 31 (7.0%)
School:

7.0%
State:

12.0%
White enrollment: 325 (73.4%)
Roy Kelley Elementary School:

73.4%
State:

55.1%
Two or More Races enrollment: 49 (11.1%)
Here:

11.1%
State:

2.9%

Roy Kelley Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 259 (58.5%)
Roy Kelley Elementary School:

58.5%
New York:

52.7%
Free lunch eligible students: 223 (50.3%)
Here:

50.3%
New York:

45.4%
Reduced-price lunch eligible students: 36 (8.1%)
School:

8.1%
New York:

4.8%

Roy Kelley Elementary School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Common Branch: 20

Teachers and support:
Show data for
Classroom Teachers (FTE): 31.9

Number of FTE teachers who were absent more than 10 school days during the school years: 11
Number of FTE nurses: 1
Number of FTE psychologists: 1

Student/Teacher Ratio
Roy Kelley Elementary School:

13.9
State:

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: 19

Total number of classes taught: 105


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

Roy Kelley Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,114,284
  • Full-time Equivalency Count of Teachers: 37.5 (Salary Expenditures: $1,939,101)
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $525,887)
  • Full-time Equivalency Count of Support Services Staff: 7 (Salary Expenditures: $409,840)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $119,662)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $46,568
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,369,975
  • Salary Expenditures for Teachers: $2,369,975
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $525,887)
  • Full-time Equivalency Count of Support Services Staff: 7 (Salary Expenditures: $447,117)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $119,662)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $62,451

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

  • Hispanic7
  • Black8
  • White50
  • Multirace4
Students with disabilities served under IDEA: 69 (male: 52, female: 17)
  • Hispanic: 7 (all male)
  • Black: 8 (male: 4, female: 4)
  • White: 50 (male: 37, female: 13)
  • Two or More Races: 4 (all male)
Students with disabilities served under Section 504: 12 (male: 7, female: 5)
  • Hispanic: 2 (all male)
  • White: 10 (male: 5, female: 5)

Retention:
Show data for

(State average from 836 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 Kindergarten: 2 (all male)
  • White: 2

Percent of Kindergarten students retained
School:

2.3%
State:

5.4%
Total number of students retained in 2nd grade: 4 (all male)
  • Hispanic: 2
  • White: 2

Percent of 2nd grade students retained
Roy Kelley Elementary School:

4.1%
State:

4.7%
Total number of students retained in 3rd grade: 2 (all male)
  • Hispanic: 2

Percent of 3rd grade students retained
School:

2.6%
New York:

4.2%

Statewide Student Assessments


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

(State average from 2,439 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.
3rd Grade:

    ELA Mean Score (3rd Grade)

  • All311
  • Males304
  • Females318
  • Hispanic304
  • White313
  • Multirace286
  • IDEA269
ELA students tested with valid scores: 73
Computed mean of student ELA scores: 311

ELA Students scoring proficient and above:

40%
State:

43%

Students scoring at Level 1: 21%
Students scoring at Level 2: 40%
Students scoring at Level 3: 33%
Students scoring at Level 4: 7%

21%
40%
33%
7%

    MATH Mean Score (3rd Grade)

  • All300
  • Males304
  • Females296
  • Hispanic303
  • White303
  • Multirace277
  • IDEA259
Math students tested with valid scores: 70
Computed mean of student Math scores: 300

Math Students scoring proficient and above:

40%
New York:

49%

Students scoring at Level 1: 30%
Students scoring at Level 2: 30%
Students scoring at Level 3: 30%
Students scoring at Level 4: 10%

30%
30%
30%
10%
4th Grade:

    ELA Mean Score (4th Grade)

  • All302
  • Males295
  • Females310
  • White304
  • Multirace300
  • IDEA270
ELA students tested with valid scores: 68
Computed mean of student ELA scores: 302

ELA Students scoring proficient and above:

34%
State:

41%

Students scoring at Level 1: 28%
Students scoring at Level 2: 38%
Students scoring at Level 3: 25%
Students scoring at Level 4: 9%

28%
38%
25%
9%

    MATH Mean Score (4th Grade)

  • All302
  • Males299
  • Females305
  • White305
  • Multirace296
  • IDEA278
Math students tested with valid scores: 68
Computed mean of student Math scores: 302

Math Students scoring proficient and above:

39%
State:

43%

Students scoring at Level 1: 22%
Students scoring at Level 2: 40%
Students scoring at Level 3: 24%
Students scoring at Level 4: 15%

22%
40%
24%
15%

    SCI Mean Score (4th Grade)

  • All80
  • Males79
  • Females80
  • White81
  • Multirace80
  • IDEA72
Science students tested with valid scores: 63
Computed mean of student Science scores: 80

Science Students scoring proficient and above:

89%
State:

87%

Students scoring at Level 1: 0%
Students scoring at Level 2: 11%
Students scoring at Level 3: 49%
Students scoring at Level 4: 40%

11%
49%
40%

New York State Alternate Assessment:
Show data for

(State average from 58 schools)
New York State Alternate Assessment (NYSAA) is part of the New York State testing program that measures the attainment of the State's learning standards in the areas of English language arts (ELA), mathematics, and science for all students with the most severe disabilities in Grades 3-8 and high school. In the 2015-16 school year, NYSAA began using computer-based testing for the ELA and mathematics components. Beginning with the 2017-18 school year, the NYSAA program will no longer include a Social Studies component. The NYSAA in ELA, mathematics, and science will be assessed using Dynamic Learning Maps alternate assessment.
Grade 4:
ELA students tested with valid scores: 6

Students scoring at Level 1: 100%
Students scoring at Level 2: 0%
Students scoring at Level 3: 0%
Students scoring at Level 4: 0%

100%
Math students tested with valid scores: 6
Grade 4 Math Students scoring proficient and above:

100%
New York:

94%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 17%
Students scoring at Level 4: 83%

17%
83%
Science students tested with valid scores: 6
Grade 4 Science Students scoring proficient and above:

100%
State:

93%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 0%
Students scoring at Level 4: 100%

100%

Accountability


Adequate Yearly Progress:
Show data for

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

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

  • All190
  • Males191
  • Females194
  • White195
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 175
Percent of enrolled students with valid test scores: 74%

Performance Index (PI):

190
New York:

174
Effective Annual Measurable Objective (EAMO): 177
Elementary/Middle-Level Math:

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

  • All116
  • Males117
  • Females115
  • White123
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 348
Percent of enrolled students with valid test scores: 78%

Performance Index (PI):

116
New York:

114
Effective Annual Measurable Objective (EAMO): 100
Elementary/Middle-Level ELA:

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

  • All115
  • Males100
  • Females133
  • White120
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 346
Percent of enrolled students with valid test scores: 80%

Performance Index (PI):

115
New York:

113
Effective Annual Measurable Objective (EAMO): 102

Health & Safety


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

  • Hispanic7
  • American Indian2
  • Black4
  • White61
  • Multirace10
  • IDEA22
  • 5042
Chronic Student Absenteeism: 84 (male: 43, female: 41)
  • Hispanic: 7 (male: 5, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 61 (male: 32, female: 29)
  • Two or More Races: 10 (male: 2, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 17, female: 5)
  • Section 504: 2 (all female)
Chronic Student Absenteeism per 1,000 students
School:

189.6
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: 21 (male: 16, female: 5)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 11 (all male)
  • Individuals With Disabilities Education Act (IDEA): 14 (male: 9, female: 5)
Instances of out-of-school suspension (Students without disabilities): 2

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

4.5
New York:

50.9
Students without disabilities receiving one or more in-school suspension: 2 (all male)
  • Two or More Races: 2
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Two or More Races: 2
Instances of out-of-school suspension (Students with disabilities): 4

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

9.0
New York:

29.4
Students with disabilities receiving one or more in-school suspension: 2 (all female)
  • White: 2
Students with disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Two or More Races: 2

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