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Solvay High School in Solvay, 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 55
Address
 600 GERTRUDE AVE
Solvay, NY 13209
Telephone
(315) 468-2551
(make sure to verify first before calling)
Website
http://www.solvayschools.org
City-data.com school rating
55
Students
529
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
216
Reduced-price lunch
eligible students
49
School district
SOLVAY UNION FREE 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:
SPLIT ROCK ELEMENTARY SCHOOL (2.6 miles):

84
WESTHILL HIGH SCHOOL (2.0 miles):

78
CHERRY ROAD ELEMENTARY SCHOOL (1.0 miles):

66
WALBERTA PARK PRIMARY SCHOOL (1.2 miles):

60
Solvay High School:

55
ONONDAGA ROAD ELEMENTARY SCHOOL (1.5 miles):

45
SOLVAY ELEMENTARY SCHOOL (0.4 miles):

31
FRAZER K-8 SCHOOL (2.1 miles):

3
PORTER ELEMENTARY SCHOOL (1.4 miles):

1
Solvay High School rating compared to average state, county and city schools ratings:
New York:

50
Onondaga County:

44
Solvay:

43
Solvay High School:

55

Students & Teachers


Total enrollment:
Enrollment in 2016: 529
Enrollment in 2015: 547
Enrollment in 2014: 585
Enrollment in 2013: 598
Enrollment in 2012: 604
Enrollment in 2011: 574
Enrollment in 2010: 630
Enrollment in 2009: 611
Enrollment in 2008: 679
Enrollment in 2007: 671
Enrollment in 2006: 659
Enrollment in 2005: 702
Enrollment in 2004: 652
Enrollment in 2003: 662
Enrollment in 2002: 663
Enrollment in 2001: 633
Enrollment in 2000: 595
Enrollment in 1999: 574

Solvay High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG09G10G11G12UGTotal
All students1401251331256529
Female students816465502262
Male students596168754267
American Indian/Alaska Native students22 - 1 - 5
Asian students - - - 3 - 3
Hispanic students10733124
Black students4132 - 10
White students1151081241154466
Two or More Races students9731121

Enrollment by grade:
9th grade enrollment: 140
10th grade enrollment: 125
11th grade enrollment: 133
12th grade enrollment: 125
Ungraded enrollment: 6

Solvay High School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 262 (49.5%)
School:

49.5%
State:

51.1%
Male enrollment: 267 (50.5%)
Solvay High School:

50.5%
New York:

47.5%

Solvay High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 5 (0.9%)
School:

0.9%
State:

0.2%
Asian enrollment: 3 (0.6%)
Here:

0.6%
New York:

4.6%
Hispanic enrollment: 24 (4.5%)
Solvay High School:

4.5%
New York:

9.2%
Black enrollment: 10 (1.9%)
Solvay High School:

1.9%
New York:

12.0%
White enrollment: 466 (88.1%)
Solvay High School:

88.1%
State:

55.1%
Two or More Races enrollment: 21 (4.0%)
Here:

4.0%
State:

2.9%

Solvay High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 265 (50.1%)
Here:

50.1%
New York:

52.7%
Free lunch eligible students: 216 (40.8%)
School:

40.8%
State:

45.4%
Reduced-price lunch eligible students: 49 (9.3%)
Solvay High School:

9.3%
State:

4.8%

Solvay High School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Grade 10 English: 17
  • Grade 10 Mathematics: 20
  • Grade 10 Science: 17
  • Grade 10 Social Studies: 18

Teachers and support:
Show data for
Number of teachers with fewer than three years of teaching experience: 4
Number of teachers with Master's Degree plus 30 hours or doctorate: 4

Total number of classes taught: 264


Number of full-time principals: 1
Number of full-time assistant principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 7

School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $8,966,093
  • Full-time Equivalency Count of Teachers: 46 (Salary Expenditures: $6,531,107)
  • Full-time Equivalency Count of Instructional Aides: 16.2 (Salary Expenditures: $335,507)
  • Full-time Equivalency Count of Support Services Staff: 24.5 (Salary Expenditures: $1,173,080)
  • Full-time Equivalency Count of School Administration Staff: 10.7 (Salary Expenditures: $926,399)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $3,742,746
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $11,265,608
  • Salary Expenditures for Teachers: $8,188,867
  • Full-time Equivalency Count of Instructional Aides: 39.4 (Salary Expenditures: $848,144)
  • Full-time Equivalency Count of Support Services Staff: 26.3 (Salary Expenditures: $1,302,199)
  • Full-time Equivalency Count of School Administration Staff: 10.7 (Salary Expenditures: $926,399)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $3,883,181

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 18 (male: 8, female: 10)
  • Hispanic: 2 (all female)
  • White: 16 (male: 8, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 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: 57 (male: 32, female: 25)
  • White: 50 (male: 25, female: 25)
  • Two or More Races: 7 (all male)
Students with disabilities served under Section 504: 14 (male: 5, female: 9)
  • Hispanic: 2 (all female)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all female)

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: 4 (all male)
  • White: 2
  • Two or More Races: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 9th grade students retained
School:

2.9%
State:

11.4%
Total number of students retained in 10th grade: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 10th grade students retained
Solvay High School:

1.6%
State:

8.8%

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.

Solvay High School - % Scroring 55 and above in Regents Examination

Geometry (Common Core):

    Scoring 55 and above
    (Geometry)

  • All78%
  • Males77%
  • Females80%
  • Hispanic100%
  • White79%
Students tested with valid scores: 118
Number of students tested scoring Level 1 (0-54): 25 (21%)
Number of students tested scoring Level 2 (55-64): 24 (20%)
Number of students tested scoring Level 3 (65-78): 58 (49%)
Number of students tested scoring Level 4 (79-84): 7 (6%)
Number of students tested scoring Level 5 (85-100): 4 (3%)

Percentage of students scoring 55 and above:

78%
New York:

79%

21%
20%
49%
6%
3%
Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All89%
  • Males85%
  • Females91%
  • Hispanic50%
  • Black99%
  • White90%
  • Multirace89%
  • IDEA73%
Students tested with valid scores: 140
Number of students tested scoring Level 1 (0-54): 16 (11%)
Number of students tested scoring Level 2 (55-64): 21 (15%)
Number of students tested scoring Level 3 (65-78): 61 (44%)
Number of students tested scoring Level 4 (79-84): 32 (23%)
Number of students tested scoring Level 5 (85-100): 10 (7%)

Percentage of students scoring 55 and above:

89%
New York:

93%

11%
15%
44%
23%
7%
Algebra II (Common Core):

    Scoring 55 and above
    (Algebra II)

  • All97%
  • Males100%
  • Females94%
Students tested with valid scores: 54
Number of students tested scoring Level 1 (0-54): 2 (4%)
Number of students tested scoring Level 2 (55-64): 13 (24%)
Number of students tested scoring Level 3 (65-78): 27 (50%)
Number of students tested scoring Level 4 (79-84): 10 (19%)
Number of students tested scoring Level 5 (85-100): 2 (4%)

Percentage of students scoring 55 and above:

97%
State:

87%

4%
24%
50%
19%
4%
Comprehensive English (Common Core):

    Scoring 55 and above
    (Comprehensive English)

  • All92%
  • Males90%
  • Females92%
  • Hispanic80%
  • White95%
  • Multirace101%
  • IDEA72%
Students tested with valid scores: 127
Number of students tested scoring Level 1 (0-54): 11 (9%)
Number of students tested scoring Level 2 (55-64): 4 (3%)
Number of students tested scoring Level 3 (65-78): 30 (24%)
Number of students tested scoring Level 4 (79-84): 21 (17%)
Number of students tested scoring Level 5 (85-100): 61 (48%)

Percentage of students scoring 55 and above:

92%
New York:

89%

9%
3%
24%
17%
48%

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).

Solvay High School - Percent Passing Regents Competency Tests

Reading:
Students tested with valid scores: 7
Number of students tested failing: 5 (71%)
Number of students tested passing: 2 (29%)

Percentage of students tested passing:

29%
State:

48%

71%
29%
Global Studies:
Students tested with valid scores: 7
Number of students tested failing: 3 (43%)
Number of students tested passing: 4 (57%)

Percentage of students tested passing:

57%
State:

37%

43%
57%
United States History and Government:
Students tested with valid scores: 7
Number of students tested failing: 4 (57%)
Number of students tested passing: 3 (43%)

Percentage of students tested passing:

43%
State:

45%

57%
43%

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

(State average from 526 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.

Solvay High School - % Scoring at Expanding Level or above in NYSESLAT

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

34%
State:

61%

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

67%
17%
17%

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.

Solvay High School - High School Completers

    Graduation Rate - 6 Year Outcome
    All students

  • All93%
  • Males90%
  • Females96%
  • Black100%
  • White92%
  • Multirace100%
  • IDEA81%
All Students:
Number of Completers (graduates + commencement credentials): 120
└─ Number of Graduates (Regents + Local Diplomas): 118
  └─ Number of students who earned a Regents diploma: 105 (89% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 49 (42% of Graduates)
      └─ Number of students who earned a Regents diploma with CTE endorsement: 2 (2% of Graduates)
  └─ Number of students who earned a Local Diploma: 13 (11% of Graduates)
└─ Number of students who earned a commencement credential: 2 (2% of Completers)

    Graduation Rate - 5 Year Outcome
    All students

  • All93%
  • Males92%
  • Females94%
  • White95%
  • Multirace60%
  • IDEA76%
General Education:
Number of Completers (graduates + commencement credentials): 106
└─ Number of Graduates (Regents + Local Diplomas): 106
  └─ Number of students who earned a Regents diploma: 104 (98% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 49 (46% of Graduates)
      └─ Number of students who earned a Regents diploma with CTE endorsement: 2 (2% of Graduates)
  └─ Number of students who earned a Local Diploma: 2 (2% of Graduates)

    Graduation Rate - 4 Year Outcome
    All students

  • All94%
  • Males93%
  • Females94%
  • White94%
  • IDEA79%
Students with Disabilities:
Number of Completers (graduates + commencement credentials): 14
└─ Number of Graduates (Regents + Local Diplomas): 12
  └─ Number of students who earned a Regents diploma: 1 (8% of Graduates)
  └─ Number of students who earned a Local Diploma: 11 (92% of Graduates)
└─ Number of students who earned a commencement credential: 2 (14% of Completers)

High School Non-completers:
Show data for

(State average from 1,468 schools)

Solvay High School - High School Non-completers

All Students:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 529
Number of non-completers: 7
└─ Number of students who dropped out: 1
└─ Number of students who entered an approved high school equivalency preparation program: 6

Percent of non-completers:

1.0%
State:

6.0%

Post-graduation Plans of Completers:
Show data for

Solvay High School - Post-graduation Plans of Completers

All Students:
Total number of students reported with graduation plan: 120
└─ Graduates who planned to enroll in four-year colleges: 46 (38%)
└─ Graduates who planned to enroll in two-year colleges: 55 (46%)
└─ Graduates who planned to enroll in other post-secondary institutions: 1 (1%)
└─ Graduates who planned to enlist in the military: 2 (2%)
└─ Graduates who planned to pursue employment: 15 (13%)
└─ Graduates who planned to attend programs such as vocational rehabilitation and other programs: 1 (1%)
General Education:
Total number of students reported with graduation plan: 106
└─ Graduates who planned to enroll in four-year colleges: 46 (43%)
└─ Graduates who planned to enroll in two-year colleges: 48 (45%)
└─ Graduates who planned to enroll in other post-secondary institutions: 1 (1%)
└─ Graduates who planned to enlist in the military: 2 (2%)
└─ Graduates who planned to pursue employment: 9 (8%)
Students with Disabilities:
Total number of students reported with graduation plan: 14
└─ Graduates who planned to enroll in two-year colleges: 7 (50%)
└─ Graduates who planned to pursue employment: 6 (43%)
└─ Graduates who planned to attend programs such as vocational rehabilitation and other programs: 1 (7%)

Accountability


Adequate Yearly Progress:
Show data for

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

    High School Math - Performance Index (PI)

  • All131
  • Males127
  • Females135
  • White137
Made AYP: No
Met the participation criterion: Yes
Met the performance criterion: No

Students enrolled during the test administration period: 122
Percent of enrolled students with valid test scores: 100%

Performance Index (PI):

131
State:

126
Effective Annual Measurable Objective (EAMO): 155
Safe harbor target: 132
High School ELA:

    High School ELA - Performance Index (PI)

  • All170
  • Males169
  • Females170
  • White172
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 122
Percent of enrolled students with valid test scores: 99%

Performance Index (PI):

170
State:

151
Effective Annual Measurable Objective (EAMO): 168
5-Year Graduation Rate:

    5-Year Graduation Rate

  • All93%
  • Males90%
  • Females96%
  • White92%
Made AYP: Yes
Met graduation rate criteria: Yes

Students enrolled during the test administration period: 150

Graduation Rate:

93%
New York:

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

    4-Year Graduation Rate

  • All92%
  • Males91%
  • Females94%
  • White94%
Made AYP: Yes
Met graduation rate criteria: Yes

Students enrolled during the test administration period: 128

Graduation Rate:

92%
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

  • Hispanic22
  • American Indian5
  • Black13
  • White322
  • Multirace16
  • LEP16
SAT or ACT Test Participation: 378 (male: 170, female: 208)
  • Hispanic: 22 (male: 5, female: 17)
  • American Indian / Alaska Native: 5 (all female)
  • Black: 13 (male: 8, female: 5)
  • White: 322 (male: 146, female: 176)
  • Two or More Races: 16 (male: 11, female: 5)
  • Limited English Proficiency (LEP): 16 (male: 5, female: 11)

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.

Robbery is taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or assault.

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 robbery without a weapon: 6

Incidents of physical attack or fight without a weapon: 1


Total incidents per 1,000 students
Here:

13.2
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 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.
Allegations of harassment or bullying on the basis of race, color, or national origin: 3
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Here:

5.7
New York:

4.0
Students reported as harassed or bullied on the basis of race, color, or national origin: 6 (all male)
  • Hispanic: 2
  • Black: 2
  • White: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 6 (all male)
  • Hispanic: 2
  • Black: 2
  • 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

  • Hispanic16
  • American Indian2
  • Asian2
  • Black4
  • White139
  • Multirace10
  • LEP10
  • IDEA31
  • 5044
Chronic Student Absenteeism: 173 (male: 91, female: 82)
  • Hispanic: 16 (male: 8, female: 8)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 139 (male: 71, female: 68)
  • Two or More Races: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 17, female: 14)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

327.0
New York:

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

  • Hispanic17
  • Black129
  • White280
  • Multirace15
  • LEP14
  • 50442
School days missed due to out-of-school suspension: 441 (male: 318, female: 123)
  • Hispanic: 17 (male: 12, female: 5)
  • Black: 129 (male: 106, female: 23)
  • White: 280 (male: 185, female: 95)
  • Two or More Races: 15 (all male)
  • Limited English Proficiency (LEP): 14 (all male)
  • Section 504: 42 (male: 32, female: 10)
Instances of out-of-school suspension (Students without disabilities): 27

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

51.0
State:

50.9

    Students without disabilities receiving one or more in-school suspension

  • Hispanic5
  • Asian2
  • Black5
  • White62
  • Multirace8
  • LEP2
Students without disabilities receiving one or more in-school suspension: 82 (all male)
  • Hispanic: 5
  • Asian: 2
  • Black: 5
  • White: 62
  • Two or More Races: 8
  • Limited English Proficiency (LEP): 2

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

  • Black5
  • White25
  • Multirace2
  • LEP5
Students without disabilities receiving only one out-of-school suspension: 32 (male: 21, female: 11)
  • Black: 5 (all male)
  • White: 25 (male: 14, female: 11)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 5 (all male)

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

  • Hispanic4
  • Black5
  • White17
  • Multirace2
  • LEP8
Students without disabilities receiving more than one out-of-school suspension: 28 (male: 21, female: 7)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 5 (all female)
  • White: 17 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 8 (all male)
Instances of out-of-school suspension (Section 504 only): 2

Instances of out-of-school suspension per 1,000 students (Section 504 only)
School:

3.8
New York:

2.9

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: 12
Number of Algebra I classes taught by certified teachers: 12

    9-10th grade student enrollment in Algebra I

  • Hispanic13
  • American Indian2
  • Black4
  • White130
  • Multirace13
  • LEP10
  • IDEA28
9-10th grade student enrollment in Algebra I: 162 (male: 77, female: 85)
  • Hispanic: 13 (male: 5, female: 8)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 130 (male: 59, female: 71)
  • Two or More Races: 13 (male: 11, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 28 (male: 14, female: 14)

    9-10th grade studenst who passed Algebra I

  • Hispanic8
  • White113
  • Multirace7
  • LEP11
  • IDEA20
9-10th grade studenst who passed Algebra I: 128 (male: 57, female: 71)
  • Hispanic: 8 (male: 4, female: 4)
  • White: 113 (male: 46, female: 67)
  • Two or More Races: 7 (all male)
  • Limited English Proficiency (LEP): 11 (male: 4, female: 7)
  • Individuals With Disabilities Education Act (IDEA): 20 (male: 10, female: 10)
Percent of 9-10th grade students who passed
Here:

79.0%
State:

76.8%

    11-12th grade student enrollment in Algebra I

  • Hispanic4
  • Black2
  • White19
  • Multirace2
  • IDEA7
11-12th grade student enrollment in Algebra I: 27 (male: 20, female: 7)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 19 (male: 14, female: 5)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
11-12th studenst who passed Algebra I: 11 (male: 7, female: 4)
  • White: 11 (male: 7, female: 4)
Percent of 11-12th grade students who passed
Here:

40.7%
New York:

65.5%

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: 5
Number of Algebra II classes taught by certified teachers: 5

Student Enrollment in Algebra II: 62 (male: 26, female: 36)
  • Hispanic: 2 (all female)
  • White: 58 (male: 26, female: 32)
  • Two or More Races: 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: 3
Number of Calculus classes taught by certified teachers: 3

Student Enrollment in Calculus: 48 (male: 22, female: 26)
  • Black: 2 (all male)
  • White: 46 (male: 20, female: 26)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

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: 6
Number of Geometry classes taught by certified teachers: 6

    Student Enrollment in Geometry

  • Hispanic7
  • American Indian2
  • Black2
  • White91
  • Multirace5
  • LEP2
  • IDEA4
Student Enrollment in Geometry: 107 (male: 50, female: 57)
  • Hispanic: 7 (male: 2, female: 5)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 2 (all male)
  • White: 91 (male: 41, female: 50)
  • Two or More Races: 5 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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: 4
Number of Advanced Mathematics classes taught by certified teachers: 4

    Student Enrollment in Advanced Mathematics

  • Hispanic2
  • Black2
  • White46
  • Multirace2
  • IDEA7
Student Enrollment in Advanced Mathematics: 52 (male: 44, female: 8)
  • Hispanic: 2 (all male)
  • Black: 2 (all male)
  • White: 46 (male: 38, female: 8)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

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: 8
Number of Biology classes taught by certified teachers: 8

    Student Enrollment in Biology

  • Hispanic13
  • American Indian2
  • Black4
  • White118
  • Multirace10
  • LEP13
  • IDEA28
Student Enrollment in Biology: 147 (male: 65, female: 82)
  • Hispanic: 13 (male: 5, female: 8)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 118 (male: 50, female: 68)
  • Two or More Races: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 13 (male: 5, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 28 (male: 14, female: 14)

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: 6
Number of Chemistry classes taught by certified teachers: 6

    Student Enrollment in Chemistry

  • Hispanic4
  • Black2
  • White88
  • Multirace4
  • IDEA7
Student Enrollment in Chemistry: 98 (male: 47, female: 51)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 88 (male: 41, female: 47)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Physics:
Show data for
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: 5
Number of Physics classes taught by certified teachers: 5

    Student Enrollment in Physics

  • Hispanic2
  • Asian2
  • White76
  • IDEA4
Student Enrollment in Physics: 80 (male: 51, female: 29)
  • Hispanic: 2 (all male)
  • Asian: 2 (all male)
  • White: 76 (male: 47, female: 29)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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