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Scarsdale Senior High School in Scarsdale, 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 93
Address
 1057 POST RD
Scarsdale, NY 10583
Telephone
(914) 721-2450
(make sure to verify first before calling)
Website
http://www.scarsdaleschools.org
City-data.com school rating
93
Students
1,502
Classroom Teachers (FTE)
131.2
National School Lunch
Program (NSLP) Status
No
School district
SCARSDALE 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

This school rating compared to other nearby schools ratings:
FOX MEADOW SCHOOL (0.5 miles):

98
EDGEWOOD SCHOOL (0.8 miles):

98
HEATHCOTE SCHOOL (1.3 miles):

98
GREENACRES SCHOOL (1.2 miles):

97
SEELY PLACE SCHOOL (1.2 miles):

96
SCARSDALE MIDDLE SCHOOL (0.9 miles):

95
EDGEMONT JUNIOR-SENIOR HIGH SCHOOL (1.0 miles):

94
Scarsdale Senior High School:

93
GEORGE M DAVIS ELEMENTARY SCHOOL (1.5 miles):

68
Scarsdale Senior High School rating compared to average state, county and city schools ratings:
New York:

50
Westchester County:

63
Scarsdale:

96
Scarsdale Senior High School:

93

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,502
Enrollment in 2015: 1,544
Enrollment in 2014: 1,522
Enrollment in 2013: 1,452
Enrollment in 2012: 1,443
Enrollment in 2011: 1,417
Enrollment in 2010: 1,433
Enrollment in 2009: 1,455
Enrollment in 2008: 1,456
Enrollment in 2007: 1,432
Enrollment in 2006: 1,416
Enrollment in 2005: 1,336
Enrollment in 2004: 1,315
Enrollment in 2003: 1,250
Enrollment in 2002: 1,187
Enrollment in 2001: 1,181
Enrollment in 2000: 1,167
Enrollment in 1999: 1,183

Scarsdale Senior High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG09G10G11G12UGTotal
All students35738340035931,502
Female students193206198166 - 763
Male students1641772021933739
American Indian/Alaska Native students - - 1 - - 1
Asian students57696343 - 232
Hispanic students20203625 - 101
Black students3566 - 20
White students25426727827431,076
Two or More Races students23221611 - 72

Enrollment by grade:
9th grade enrollment: 357
10th grade enrollment: 383
11th grade enrollment: 400
12th grade enrollment: 359
Ungraded enrollment: 3

Scarsdale Senior High School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 763 (50.8%)
Here:

50.8%
New York:

51.1%
Male enrollment: 739 (49.2%)
Scarsdale Senior High School:

49.2%
State:

47.5%

Scarsdale Senior High School - Historical enrollment by gender


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

0.1%
New York:

0.2%
Asian enrollment: 232 (15.4%)
School:

15.4%
State:

4.6%
Hispanic enrollment: 101 (6.7%)
Here:

6.7%
New York:

9.2%
Black enrollment: 20 (1.3%)
Here:

1.3%
New York:

12.0%
White enrollment: 1,076 (71.6%)
Scarsdale Senior High School:

71.6%
State:

55.1%
Two or More Races enrollment: 72 (4.8%)
Scarsdale Senior High School:

4.8%
State:

2.9%

Scarsdale Senior High School - Historical enrollment by race/ethnicity


Average Class Size:
Show data for
Average Class Size:
  • Grade 10 English: 21
  • Grade 10 Mathematics: 22
  • Grade 10 Science: 22
  • Grade 10 Social Studies: 21

Teachers and support:
Show data for
Classroom Teachers (FTE): 131.2

Number of FTE teachers in their first year of teaching: 5
Number of FTE teachers in their second year of teaching: 9
Number of FTE school counselors: 9
Number of FTE teachers who were absent more than 10 school days during the school years: 31
Number of FTE security guards: 1
Number of FTE nurses: 2
Number of FTE psychologists: 2

Student/Teacher Ratio
School:

11.4
State:

14.0
Number of teachers with fewer than three years of teaching experience: 2
Number of teachers with Master's Degree plus 30 hours or doctorate: 112

Total number of classes taught: 556
Number of classes taught by teachers without appropriate certification: 4


Number of full-time principals: 1
Number of full-time assistant principals: 3
Number of full-time professional staff other than teachers, principals, and asst principals: 12

Scarsdale Senior High School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $23,307,907
  • Full-time Equivalency Count of Teachers: 124 (Salary Expenditures: $17,643,760)
  • Full-time Equivalency Count of Instructional Aides: 29 (Salary Expenditures: $376,054)
  • Full-time Equivalency Count of Support Services Staff: 13 (Salary Expenditures: $3,811,654)
  • Full-time Equivalency Count of School Administration Staff: 7 (Salary Expenditures: $1,205,913)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $1,004,424

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 10 (male: 4, female: 6)
  • Hispanic: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

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

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.

    Students with disabilities served under IDEA

  • Hispanic14
  • Asian11
  • White137
  • Multirace8
Students with disabilities served under IDEA: 170 (male: 100, female: 70)
  • Hispanic: 14 (male: 10, female: 4)
  • Asian: 11 (male: 7, female: 4)
  • White: 137 (male: 79, female: 58)
  • Two or More Races: 8 (male: 4, female: 4)

    Students with disabilities served under Section 504

  • Hispanic7
  • Asian10
  • Black2
  • White121
  • Multirace2
Students with disabilities served under Section 504: 142 (male: 73, female: 69)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 10 (male: 5, female: 5)
  • Black: 2 (all male)
  • White: 121 (male: 59, female: 62)
  • Two or More Races: 2 (all male)

Retention:
Show data for

(State average from 303 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 11th grade: 2 (all male)
  • Black: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 11th grade students retained
School:

0.5%
State:

11.0%

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.

Scarsdale Senior High School - % Scroring 55 and above in Regents Examination

Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All100%
  • Males99%
  • Females100%
  • Hispanic100%
  • Asian101%
  • White100%
  • IDEA99%
Students tested with valid scores: 122
Number of students tested scoring Level 2 (55-64): 2 (2%)
Number of students tested scoring Level 3 (65-78): 38 (31%)
Number of students tested scoring Level 4 (79-84): 48 (39%)
Number of students tested scoring Level 5 (85-100): 34 (28%)

Percentage of students scoring 55 and above:

100%
New York:

93%

2%
31%
39%
28%
Comprehensive English (Common Core):

    Scoring 55 and above
    (Comprehensive English)

  • All99%
  • Males100%
  • Females99%
  • Hispanic100%
  • Asian98%
  • Black100%
  • White101%
  • Multirace100%
  • IDEA98%
Students tested with valid scores: 387
Number of students tested scoring Level 1 (0-54): 1 (0%)
Number of students tested scoring Level 2 (55-64): 1 (0%)
Number of students tested scoring Level 3 (65-78): 9 (2%)
Number of students tested scoring Level 4 (79-84): 17 (4%)
Number of students tested scoring Level 5 (85-100): 359 (93%)

Percentage of students scoring 55 and above:

99%
State:

89%

2%
4%
93%

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

(State average from 524 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.
9th Grade:
Students tested with valid scores: 5
Scoring at Expanding Level or above:

100%
State:

55%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 0%
Students scoring at Expanding Level: 20%
Students scoring at Commanding Level: 80%

20%
80%
10th Grade:
Students tested with valid scores: 6
Scoring at Expanding Level or above:

84%
New York:

56%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 17%
Students scoring at Expanding Level: 17%
Students scoring at Commanding Level: 67%

17%
17%
67%
11th Grade:
Students tested with valid scores: 7
Scoring at Expanding Level or above:

100%
New York:

60%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 0%
Students scoring at Expanding Level: 14%
Students scoring at Commanding Level: 86%

14%
86%

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.

Scarsdale Senior High School - High School Completers

    Graduation Rate - 6 Year Outcome
    All students

  • All100%
  • Males99%
  • Females100%
  • Hispanic100%
  • Black100%
  • White100%
  • Multirace93%
  • IDEA95%
All Students:
Number of Completers (graduates + commencement credentials): 392
└─ Number of Graduates (Regents + Local Diplomas): 392
  └─ Number of students who earned a Regents diploma: 391 (100% of Graduates)
  └─ Number of students who earned a Local Diploma: 1 (0% of Graduates)

    Graduation Rate - 5 Year Outcome
    All students

  • All100%
  • Males99%
  • Females100%
  • Hispanic100%
  • Black100%
  • White100%
  • Multirace100%
  • IDEA97%
General Education:
Number of Completers (graduates + commencement credentials): 346
└─ Number of Graduates (Regents + Local Diplomas): 346
  └─ Number of students who earned a Regents diploma: 346 (100% of Graduates)

    Graduation Rate - 4 Year Outcome
    All students

  • All99%
  • Males99%
  • Females98%
  • Hispanic97%
  • Black83%
  • White100%
  • Multirace100%
  • IDEA96%
Students with Disabilities:
Number of Completers (graduates + commencement credentials): 46
└─ Number of Graduates (Regents + Local Diplomas): 46
  └─ Number of students who earned a Regents diploma: 45 (98% of Graduates)
  └─ Number of students who earned a Local Diploma: 1 (2% of Graduates)

High School Non-completers:
Show data for

(State average from 1,468 schools)
All Students:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 1,440
General Education:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 1,280
Students with Disabilities:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 160

Post-graduation Plans of Completers:
Show data for

Scarsdale Senior High School - Post-graduation Plans of Completers

All Students:
Total number of students reported with graduation plan: 392
└─ Graduates who planned to enroll in four-year colleges: 390 (99%)
└─ Graduates who planned to enroll in two-year colleges: 1 (0%)
└─ Graduates whose status is unknown : 1 (0%)
General Education:
Total number of students reported with graduation plan: 346
└─ Graduates who planned to enroll in four-year colleges: 345 (100%)
└─ Graduates who planned to enroll in two-year colleges: 1 (0%)
Students with Disabilities:
Total number of students reported with graduation plan: 46
└─ Graduates who planned to enroll in four-year colleges: 45 (98%)
└─ Graduates whose status is unknown : 1 (2%)

Accountability


Adequate Yearly Progress:
Show data for

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

    High School Math - Performance Index (PI)

  • All188
  • Males186
  • Females189
  • Asian185
  • White191
  • IDEA151
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 393
Percent of enrolled students with valid test scores: 100%

Performance Index (PI):

188
New York:

126
Effective Annual Measurable Objective (EAMO): 159
High School ELA:

    High School ELA - Performance Index (PI)

  • All195
  • Males195
  • Females195
  • Asian189
  • White198
  • IDEA179
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 393
Percent of enrolled students with valid test scores: 100%

Performance Index (PI):

195
New York:

151
Effective Annual Measurable Objective (EAMO): 172
5-Year Graduation Rate:

    5-Year Graduation Rate

  • All100%
  • Males99%
  • Females100%
  • Asian100%
  • White100%
  • IDEA95%
Made AYP: Yes
Met graduation rate criteria: Yes

Students enrolled during the test administration period: 403

Graduation Rate:

100%
New York:

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

    4-Year Graduation Rate

  • All99%
  • Males98%
  • Females100%
  • Asian100%
  • White99%
  • IDEA92%
Made AYP: Yes
Met graduation rate criteria: Yes

Students enrolled during the test administration period: 355

Graduation Rate:

99%
New York:

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

  • Hispanic70
  • Asian109
  • Black7
  • White700
  • Multirace34
SAT or ACT Test Participation: 920 (male: 484, female: 436)
  • Hispanic: 70 (male: 44, female: 26)
  • Asian: 109 (male: 62, female: 47)
  • Black: 7 (male: 5, female: 2)
  • White: 700 (male: 359, female: 341)
  • Two or More Races: 34 (male: 14, female: 20)

Health & Safety


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

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

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.
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: 1


Total incidents per 1,000 students
Here:

0.7
New York:

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 sex: 1
Allegations of harassment or bullying on the basis of sex per 1,000 students
Scarsdale Senior High School:

0.7
State:

3.8
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • Two or More Races: 2
  • Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • White: 2

Allegations of harassment or bullying on the basis of race, color, or national origin: 2
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Scarsdale Senior High School:

1.3
New York:

3.3
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all female)
  • Asian: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
  • White: 2

Allegations of harassment or bullying on the basis of disability: 1
Allegations of harassment or bullying on the basis of disability per 1,000 students
School:

0.7
New York:

1.4
Students reported as harassed or bullied on the basis of disability: 2 (all male)
  • White: 2
Students disciplined for bullying or harassment on the basis of disability: 2 (all male)
  • White: 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

  • Hispanic4
  • Asian7
  • White58
  • Multirace4
  • IDEA13
Chronic Student Absenteeism: 73 (male: 32, female: 41)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 7 (male: 5, female: 2)
  • White: 58 (male: 23, female: 35)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)
Chronic Student Absenteeism per 1,000 students
School:

48.6
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: 31 (all male)
  • Hispanic: 4
  • White: 27
  • Individuals With Disabilities Education Act (IDEA): 11
Instances of out-of-school suspension (Students without disabilities): 4

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

2.7
New York:

50.9
Students without disabilities receiving one or more in-school suspension: 15 (all male)
  • Hispanic: 2
  • Asian: 2
  • White: 11
Students without disabilities receiving only one out-of-school suspension: 7 (all male)
  • Hispanic: 2
  • White: 5
Instances of out-of-school suspension (Students with disabilities): 4

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

2.7
State:

29.4
Students with disabilities receiving one or more in-school suspension: 4 (all male)
  • Asian: 2
  • White: 2
  • Section 504: 2
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2

Classes & Courses


Algebra I:
Show data for

(State average from 773 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: 8
Number of Algebra I classes taught by certified teachers: 8

    9-10th grade student enrollment in Algebra I

  • Hispanic7
  • Asian4
  • Black4
  • White49
  • Multirace4
  • LEP7
  • IDEA37
9-10th grade student enrollment in Algebra I: 68 (male: 31, female: 37)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 49 (male: 23, female: 26)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 37 (male: 20, female: 17)

    9-10th grade studenst who passed Algebra I

  • Hispanic8
  • Asian4
  • White47
  • LEP4
  • IDEA35
9-10th grade studenst who passed Algebra I: 59 (male: 26, female: 33)
  • Hispanic: 8 (male: 4, female: 4)
  • Asian: 4 (all female)
  • White: 47 (male: 22, female: 25)
  • Limited English Proficiency (LEP): 4 (all female)
  • Individuals With Disabilities Education Act (IDEA): 35 (male: 19, female: 16)
Percent of 9-10th grade students who passed
Scarsdale Senior High School:

86.8%
New York:

76.8%
11-12th grade student enrollment in Algebra I: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
Percent of 11-12th grade students who passed
School:

0.0%
State:

65.5%

Algebra II:
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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: 13
Number of Algebra II classes taught by certified teachers: 13

    Student Enrollment in Algebra II

  • Hispanic16
  • Asian46
  • Black4
  • White187
  • Multirace16
  • LEP10
  • IDEA37
Student Enrollment in Algebra II: 269 (male: 118, female: 151)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 46 (male: 20, female: 26)
  • Black: 4 (male: 2, female: 2)
  • White: 187 (male: 83, female: 104)
  • Two or More Races: 16 (male: 5, female: 11)
  • Limited English Proficiency (LEP): 10 (male: 2, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 37 (male: 17, female: 20)

Calculus:
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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: 12
Number of Calculus classes taught by certified teachers: 12

    Student Enrollment in Calculus

  • Hispanic13
  • Asian37
  • Black2
  • White175
  • Multirace7
  • LEP4
  • IDEA7
Student Enrollment in Calculus: 234 (male: 128, female: 106)
  • Hispanic: 13 (male: 11, female: 2)
  • Asian: 37 (male: 17, female: 20)
  • Black: 2 (all female)
  • White: 175 (male: 95, female: 80)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Geometry:
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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: 17
Number of Geometry classes taught by certified teachers: 17

    Student Enrollment in Geometry

  • Hispanic25
  • Asian31
  • Black4
  • White205
  • Multirace16
  • LEP10
  • IDEA49
Student Enrollment in Geometry: 281 (male: 127, female: 154)
  • Hispanic: 25 (male: 11, female: 14)
  • Asian: 31 (male: 14, female: 17)
  • Black: 4 (male: 2, female: 2)
  • White: 205 (male: 92, female: 113)
  • Two or More Races: 16 (male: 8, female: 8)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 49 (male: 26, female: 23)

Advanced Mathematics:
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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
Number of Advanced Mathematics classes taught by certified teachers: 12

    Student Enrollment in Advanced Mathematics

  • Hispanic10
  • Asian70
  • Black4
  • White157
  • Multirace13
  • LEP7
  • IDEA5
Student Enrollment in Advanced Mathematics: 254 (male: 133, female: 121)
  • Hispanic: 10 (male: 2, female: 8)
  • Asian: 70 (male: 32, female: 38)
  • Black: 4 (male: 2, female: 2)
  • White: 157 (male: 92, female: 65)
  • Two or More Races: 13 (male: 5, female: 8)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)

Biology:
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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: 21
Number of Biology classes taught by certified teachers: 21

    Student Enrollment in Biology

  • Hispanic7
  • Asian16
  • Black4
  • White103
  • Multirace4
  • LEP7
  • IDEA37
Student Enrollment in Biology: 134 (male: 64, female: 70)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 16 (male: 5, female: 11)
  • Black: 4 (male: 2, female: 2)
  • White: 103 (male: 53, female: 50)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 37 (male: 20, female: 17)

Chemistry:
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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: 18
Number of Chemistry classes taught by certified teachers: 18

    Student Enrollment in Chemistry

  • Hispanic25
  • Asian61
  • Black4
  • White259
  • Multirace25
  • LEP7
  • IDEA46
Student Enrollment in Chemistry: 374 (male: 175, female: 199)
  • Hispanic: 25 (male: 14, female: 11)
  • Asian: 61 (male: 29, female: 32)
  • Black: 4 (male: 2, female: 2)
  • White: 259 (male: 116, female: 143)
  • Two or More Races: 25 (male: 14, female: 11)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 46 (male: 23, female: 23)

Physics:
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Physics (college-preparatory) courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy.The study of physics includes examination of sound, light, and magnetic and electric phenomena.
Number of Physics classes: 17
Number of Physics classes taught by certified teachers: 17

    Student Enrollment in Physics

  • Hispanic28
  • American Indian2
  • Asian58
  • Black4
  • White268
  • Multirace10
  • LEP7
  • IDEA52
Student Enrollment in Physics: 370 (male: 202, female: 168)
  • Hispanic: 28 (male: 14, female: 14)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 58 (male: 23, female: 35)
  • Black: 4 (male: 2, female: 2)
  • White: 268 (male: 158, female: 110)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 52 (male: 35, female: 17)

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