Springs School in East Hampton, NY
(PK-08 • 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 63
- Address
- 48 SCHOOL ST
East Hampton, NY 11937
- Telephone
- (631) 324-0144
(make sure to verify first before calling)
- Website
- http://www.springsschool.org
- City-data.com school rating
- 63
- Students
- 741
- Classroom Teachers (FTE)
- 62.2
- National School Lunch
Program (NSLP) Status - No
- Free lunch eligible students
- 84
- Reduced-price lunch
eligible students - 11
- School district
- SPRINGS UNION FREE SCHOOL DISTRICT
- Charter school
- No
- Title I status
- Title I targeted assistance school
- Magnet School Indicator
- No
- Shared Time Indicator
- No
- Adult education offered
- No
Ratings
This school rating compared to other nearby schools ratings:
AMAGANSETT SCHOOL (3.0 miles): | 91 |
PIERSON MIDDLE/HIGH SCHOOL (7.1 miles): | 77 |
EAST HAMPTON MIDDLE SCHOOL (4.0 miles): | 69 |
SHELTER ISLAND SCHOOL (10.1 miles): | 69 |
EAST HAMPTON HIGH SCHOOL (4.0 miles): | 63 |
Springs School: | 63 |
SAG HARBOR ELEMENTARY SCHOOL (7.1 miles): | 59 |
JOHN M MARSHALL ELEMENTARY SCHOOL (4.4 miles): | 53 |
BRIDGEHAMPTON SCHOOL (9.1 miles): | 34 |
Springs School rating compared to average state, county and city schools ratings:
New York: | 50 |
Suffolk County: | 59 |
East Hampton: | 62 |
Springs School: | 63 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 741
Enrollment in 2015: 740
Enrollment in 2014: 718
Enrollment in 2013: 668
Enrollment in 2012: 689
Enrollment in 2011: 692
Enrollment in 2010: 641
Enrollment in 2009: 630
Enrollment in 2008: 598
Enrollment in 2007: 580
Enrollment in 2006: 580
Enrollment in 2005: 555
Enrollment in 2004: 591
Enrollment in 2003: 555
Enrollment in 2002: 576
Enrollment in 2001: 562
Enrollment in 2000: 573
Enrollment in 1999: 567
Enrollment in 2015: 740
Enrollment in 2014: 718
Enrollment in 2013: 668
Enrollment in 2012: 689
Enrollment in 2011: 692
Enrollment in 2010: 641
Enrollment in 2009: 630
Enrollment in 2008: 598
Enrollment in 2007: 580
Enrollment in 2006: 580
Enrollment in 2005: 555
Enrollment in 2004: 591
Enrollment in 2003: 555
Enrollment in 2002: 576
Enrollment in 2001: 562
Enrollment in 2000: 573
Enrollment in 1999: 567
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | PK | KG | G01 | G02 | G03 | G04 | G05 | G06 | G07 | G08 | UG | Total |
---|---|---|---|---|---|---|---|---|---|---|---|---|
All students | 30 | 75 | 77 | 74 | 76 | 98 | 73 | 66 | 92 | 70 | 10 | 741 |
Female students | 12 | 29 | 38 | 32 | 33 | 40 | 46 | 31 | 46 | 35 | 4 | 346 |
Male students | 18 | 46 | 39 | 42 | 43 | 58 | 27 | 35 | 46 | 35 | 6 | 395 |
Asian students | - | - | - | - | 2 | - | - | 1 | - | 3 | - | 6 |
Hispanic students | 15 | 45 | 49 | 43 | 43 | 61 | 38 | 37 | 45 | 35 | 4 | 415 |
Black students | - | - | 2 | - | - | - | - | - | 1 | 3 | 1 | 7 |
White students | 15 | 29 | 26 | 31 | 31 | 37 | 35 | 27 | 46 | 28 | 5 | 310 |
Two or More Races students | - | 1 | - | - | - | - | - | 1 | - | 1 | - | 3 |
Enrollment by grade:
Pre-Kindergarten enrollment: 30
Kindergarten enrollment: 75
1st grade enrollment: 77
2nd grade enrollment: 74
3rd grade enrollment: 76
4th grade enrollment: 98
5th grade enrollment: 73
6th grade enrollment: 66
7th grade enrollment: 92
8th grade enrollment: 70
Ungraded enrollment: 10
Kindergarten enrollment: 75
1st grade enrollment: 77
2nd grade enrollment: 74
3rd grade enrollment: 76
4th grade enrollment: 98
5th grade enrollment: 73
6th grade enrollment: 66
7th grade enrollment: 92
8th grade enrollment: 70
Ungraded enrollment: 10
Springs School - Historical enrollment by grade
Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 346 (46.7%)
Here: | 46.7% |
State: | 51.1% |
Male enrollment: 395 (53.3%)
School: | 53.3% |
New York: | 47.5% |
Springs School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 6 (0.8%)
School: | 0.8% |
New York: | 4.6% |
Hispanic enrollment: 415 (56.0%)
Springs School: | 56.0% |
State: | 9.2% |
Black enrollment: 7 (0.9%)
School: | 0.9% |
State: | 12.0% |
White enrollment: 310 (41.8%)
School: | 41.8% |
State: | 55.1% |
Two or More Races enrollment: 3 (0.4%)
School: | 0.4% |
New York: | 2.9% |
Springs School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 95 (12.8%)
Springs School: | 12.8% |
New York: | 52.7% |
Free lunch eligible students: 84 (11.3%)
Springs School: | 11.3% |
New York: | 45.4% |
Reduced-price lunch eligible students: 11 (1.5%)
Here: | 1.5% |
New York: | 4.8% |
Springs School - Lunch Program Eligibility
Average Class Size:
Show data for
Average Class Size:
- Common Branch: 22
- Grade 8 English: 21
- Grade 8 Mathematics: 22
- Grade 8 Science: 22
- Grade 8 Social Studies: 22
Teachers and support:
Show data for
Classroom Teachers (FTE): 62.2
Number of FTE teachers in their first year of teaching: 16
Number of FTE teachers in their second year of teaching: 3
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 25
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 1
Number of FTE psychologists: 1
Number of FTE social workers: 0.6
Student/Teacher Ratio
Number of teachers with no valid teaching certificate: 1
Number of individuals teaching out of certification: 2
Number of teachers with fewer than three years of teaching experience: 6
Number of teachers with Master's Degree plus 30 hours or doctorate: 31
Total number of classes taught: 203
Number of classes taught by teachers without appropriate certification: 8
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: 27
Number of FTE teachers in their first year of teaching: 16
Number of FTE teachers in their second year of teaching: 3
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 25
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 1
Number of FTE psychologists: 1
Number of FTE social workers: 0.6
Student/Teacher Ratio
Springs School: | 11.9 |
State: | 14.0 |
Number of individuals teaching out of certification: 2
Number of teachers with fewer than three years of teaching experience: 6
Number of teachers with Master's Degree plus 30 hours or doctorate: 31
Total number of classes taught: 203
Number of classes taught by teachers without appropriate certification: 8
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: 27
Springs School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $9,035,654
- Full-time Equivalency Count of Teachers: 69 (Salary Expenditures: $6,970,860)
- Full-time Equivalency Count of Instructional Aides: 28 (Salary Expenditures: $974,398)
- Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $624,896)
- Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $404,808)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,004,102
- Salary Expenditures for Teachers: $6,970,860
- Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $974,398)
- Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $624,896)
- Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $404,808)
Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 94 (male: 53, female: 41)
- Hispanic: 94 (male: 53, female: 41)
- Individuals With Disabilities Education Act (IDEA): 10 (male: 5, 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 (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: 112 (male: 68, female: 44)
- Hispanic: 59 (male: 37, female: 22)
- White: 53 (male: 31, female: 22)
- Limited English Proficiency (LEP): 17 (male: 10, female: 7)
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 female)
Percent of Kindergarten students retained
- Hispanic: 2
- Limited English Proficiency (LEP): 2
Percent of Kindergarten students retained
Springs School: | 2.7% |
New York: | 5.4% |
Gifted and Talented:
Show data for
(State average from 386 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.
- Hispanic16
- Asian4
- Black4
- White40
- Multirace2
- IDEA2
Gifted and Talented Student Enrollment
- Hispanic: 16 (male: 8, female: 8)
- Asian: 4 (male: 2, female: 2)
- Black: 4 (male: 2, female: 2)
- White: 40 (male: 17, female: 23)
- Two or More Races: 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Gifted and Talented Student Enrollment per 1,000 students
Springs School: | 89.1 |
State: | 111.4 |
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 students tested with valid scores: 62
Computed mean of student ELA scores: 313
Students scoring at Level 1: 11%
Students scoring at Level 2: 44%
Students scoring at Level 3: 42%
Students scoring at Level 4: 3%
Math students tested with valid scores: 65
Computed mean of student Math scores: 312
Students scoring at Level 1: 11%
Students scoring at Level 2: 34%
Students scoring at Level 3: 42%
Students scoring at Level 4: 14%
4th Grade:
ELA students tested with valid scores: 54
Computed mean of student ELA scores: 307
Students scoring at Level 1: 19%
Students scoring at Level 2: 48%
Students scoring at Level 3: 22%
Students scoring at Level 4: 11%
Math students tested with valid scores: 52
Computed mean of student Math scores: 297
Students scoring at Level 1: 27%
Students scoring at Level 2: 48%
Students scoring at Level 3: 15%
Students scoring at Level 4: 10%
Science students tested with valid scores: 53
Computed mean of student Science scores: 81
Students scoring at Level 1: 0%
Students scoring at Level 2: 8%
Students scoring at Level 3: 47%
Students scoring at Level 4: 45%
5th Grade:
ELA students tested with valid scores: 81
Computed mean of student ELA scores: 305
Students scoring at Level 1: 27%
Students scoring at Level 2: 38%
Students scoring at Level 3: 25%
Students scoring at Level 4: 10%
Math students tested with valid scores: 80
Computed mean of student Math scores: 311
Students scoring at Level 1: 26%
Students scoring at Level 2: 28%
Students scoring at Level 3: 34%
Students scoring at Level 4: 13%
6th Grade:
ELA students tested with valid scores: 45
Computed mean of student ELA scores: 313
Students scoring at Level 1: 16%
Students scoring at Level 2: 40%
Students scoring at Level 3: 24%
Students scoring at Level 4: 20%
Math students tested with valid scores: 42
Computed mean of student Math scores: 318
Students scoring at Level 1: 17%
Students scoring at Level 2: 26%
Students scoring at Level 3: 26%
Students scoring at Level 4: 31%
7th Grade:
ELA students tested with valid scores: 45
Computed mean of student ELA scores: 318
Students scoring at Level 1: 7%
Students scoring at Level 2: 40%
Students scoring at Level 3: 38%
Students scoring at Level 4: 16%
Math students tested with valid scores: 45
Computed mean of student Math scores: 316
Students scoring at Level 1: 27%
Students scoring at Level 2: 20%
Students scoring at Level 3: 36%
Students scoring at Level 4: 18%
8th Grade:
ELA students tested with valid scores: 40
Computed mean of student ELA scores: 326
Students scoring at Level 1: 5%
Students scoring at Level 2: 23%
Students scoring at Level 3: 58%
Students scoring at Level 4: 15%
Math students tested with valid scores: 26
Computed mean of student Math scores: 281
Students scoring at Level 1: 42%
Students scoring at Level 2: 54%
Students scoring at Level 3: 4%
Students scoring at Level 4: 0%
Science students tested with valid scores: 47
Computed mean of student Science scores: 75
Students scoring at Level 1: 2%
Students scoring at Level 2: 26%
Students scoring at Level 3: 36%
Students scoring at Level 4: 36%
- All313
- Males313
- Females313
- Hispanic311
ELA Mean Score (3rd Grade)
Computed mean of student ELA scores: 313
ELA Students scoring proficient and above: | 45% |
New York: | 43% |
Students scoring at Level 1: 11%
Students scoring at Level 2: 44%
Students scoring at Level 3: 42%
Students scoring at Level 4: 3%
- All312
- Males316
- Females307
- Hispanic312
- IDEA302
MATH Mean Score (3rd Grade)
Computed mean of student Math scores: 312
Math Students scoring proficient and above: | 56% |
New York: | 49% |
Students scoring at Level 1: 11%
Students scoring at Level 2: 34%
Students scoring at Level 3: 42%
Students scoring at Level 4: 14%
4th Grade:
- All307
- Males307
- Females306
- Hispanic304
- IDEA300
ELA Mean Score (4th Grade)
Computed mean of student ELA scores: 307
ELA Students scoring proficient and above: | 33% |
New York: | 41% |
Students scoring at Level 1: 19%
Students scoring at Level 2: 48%
Students scoring at Level 3: 22%
Students scoring at Level 4: 11%
- All297
- Males308
- Females285
- Hispanic294
- IDEA290
MATH Mean Score (4th Grade)
Computed mean of student Math scores: 297
Math Students scoring proficient and above: | 25% |
State: | 43% |
Students scoring at Level 1: 27%
Students scoring at Level 2: 48%
Students scoring at Level 3: 15%
Students scoring at Level 4: 10%
- All81
- Males84
- Females78
- Hispanic79
- IDEA80
SCI Mean Score (4th Grade)
Computed mean of student Science scores: 81
Science Students scoring proficient and above: | 92% |
New York: | 87% |
Students scoring at Level 1: 0%
Students scoring at Level 2: 8%
Students scoring at Level 3: 47%
Students scoring at Level 4: 45%
5th Grade:
- All305
- Males307
- Females303
- Hispanic297
- White317
- IDEA284
ELA Mean Score (5th Grade)
Computed mean of student ELA scores: 305
ELA Students scoring proficient and above: | 35% |
State: | 35% |
Students scoring at Level 1: 27%
Students scoring at Level 2: 38%
Students scoring at Level 3: 25%
Students scoring at Level 4: 10%
- All311
- Males314
- Females307
- Hispanic304
- White323
- IDEA296
MATH Mean Score (5th Grade)
Computed mean of student Math scores: 311
Math Students scoring proficient and above: | 47% |
State: | 43% |
Students scoring at Level 1: 26%
Students scoring at Level 2: 28%
Students scoring at Level 3: 34%
Students scoring at Level 4: 13%
6th Grade:
- All313
- Males298
- Females320
- Hispanic308
- White324
- IDEA273
ELA Mean Score (6th Grade)
Computed mean of student ELA scores: 313
ELA Students scoring proficient and above: | 44% |
New York: | 30% |
Students scoring at Level 1: 16%
Students scoring at Level 2: 40%
Students scoring at Level 3: 24%
Students scoring at Level 4: 20%
- All318
- Males306
- Females324
- Hispanic309
- White333
- IDEA275
MATH Mean Score (6th Grade)
Computed mean of student Math scores: 318
Math Students scoring proficient and above: | 57% |
State: | 38% |
Students scoring at Level 1: 17%
Students scoring at Level 2: 26%
Students scoring at Level 3: 26%
Students scoring at Level 4: 31%
7th Grade:
- All318
- Males315
- Females321
- Hispanic310
- IDEA288
ELA Mean Score (7th Grade)
Computed mean of student ELA scores: 318
ELA Students scoring proficient and above: | 54% |
State: | 39% |
Students scoring at Level 1: 7%
Students scoring at Level 2: 40%
Students scoring at Level 3: 38%
Students scoring at Level 4: 16%
- All316
- Males319
- Females312
- Hispanic307
- White334
- IDEA281
MATH Mean Score (7th Grade)
Computed mean of student Math scores: 316
Math Students scoring proficient and above: | 54% |
State: | 34% |
Students scoring at Level 1: 27%
Students scoring at Level 2: 20%
Students scoring at Level 3: 36%
Students scoring at Level 4: 18%
8th Grade:
- All326
- Males323
- Females329
- Hispanic320
- White333
ELA Mean Score (8th Grade)
Computed mean of student ELA scores: 326
ELA Students scoring proficient and above: | 73% |
State: | 43% |
Students scoring at Level 1: 5%
Students scoring at Level 2: 23%
Students scoring at Level 3: 58%
Students scoring at Level 4: 15%
- All281
- Males276
- Females284
- Hispanic279
- White287
MATH Mean Score (8th Grade)
Computed mean of student Math scores: 281
Math Students scoring proficient and above: | 4% |
State: | 18% |
Students scoring at Level 1: 42%
Students scoring at Level 2: 54%
Students scoring at Level 3: 4%
Students scoring at Level 4: 0%
- All75
- Males78
- Females73
- Hispanic69
SCI Mean Score (8th Grade)
Computed mean of student Science scores: 75
Science Students scoring proficient and above: | 72% |
State: | 57% |
Students scoring at Level 1: 2%
Students scoring at Level 2: 26%
Students scoring at Level 3: 36%
Students scoring at Level 4: 36%
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.
Springs School - % Scroring 55 and above in Regents Examination
Integrated Algebra (Common Core):
Students tested with valid scores: 22
Number of students tested scoring Level 4 (79-84): 7 (32%)
Number of students tested scoring Level 5 (85-100): 15 (68%)
- All100%
- Males100%
- Females100%
- White101%
Scoring 55 and above
(Integrated Algebra)
Number of students tested scoring Level 4 (79-84): 7 (32%)
Number of students tested scoring Level 5 (85-100): 15 (68%)
Percentage of students scoring 55 and above: | 100% |
State: | 93% |
The New York State English as a Second Language Achievement Test:
Show data for
(State average from 1,219 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.
Springs School - % Scoring at Expanding Level or above in NYSESLAT
Kindergarten:
Students tested with valid scores: 16
Students scoring at Entering Level: 19%
Students scoring at Emerging Level: 6%
Students scoring at Transitioning Level: 13%
Students scoring at Expanding Level: 38%
Students scoring at Commanding Level: 25%
1st Grade:
Students tested with valid scores: 20
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 30%
Students scoring at Transitioning Level: 35%
Students scoring at Expanding Level: 35%
Students scoring at Commanding Level: 0%
2nd Grade:
Students tested with valid scores: 24
Students scoring at Entering Level: 8%
Students scoring at Emerging Level: 8%
Students scoring at Transitioning Level: 46%
Students scoring at Expanding Level: 38%
Students scoring at Commanding Level: 0%
3rd Grade:
Students tested with valid scores: 9
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 33%
Students scoring at Expanding Level: 56%
Students scoring at Commanding Level: 11%
4th Grade:
Students tested with valid scores: 12
Students scoring at Entering Level: 17%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 25%
Students scoring at Expanding Level: 33%
Students scoring at Commanding Level: 25%
5th Grade:
Students tested with valid scores: 12
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 8%
Students scoring at Transitioning Level: 33%
Students scoring at Expanding Level: 42%
Students scoring at Commanding Level: 17%
7th Grade:
Students tested with valid scores: 10
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 20%
Students scoring at Transitioning Level: 20%
Students scoring at Expanding Level: 40%
Students scoring at Commanding Level: 20%
- All63%
- Males66%
- Females58%
- Hispanic63%
Scoring at Expanding Level or above (Kindergarten)
Scoring at Expanding Level or above: | 63% |
State: | 64% |
Students scoring at Entering Level: 19%
Students scoring at Emerging Level: 6%
Students scoring at Transitioning Level: 13%
Students scoring at Expanding Level: 38%
Students scoring at Commanding Level: 25%
1st Grade:
- All35%
- Males45%
- Females22%
Scoring at Expanding Level or above (1st Grade)
Scoring at Expanding Level or above: | 35% |
State: | 42% |
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 30%
Students scoring at Transitioning Level: 35%
Students scoring at Expanding Level: 35%
Students scoring at Commanding Level: 0%
2nd Grade:
- All38%
- Males22%
- Females83%
Scoring at Expanding Level or above (2nd Grade)
Scoring at Expanding Level or above: | 38% |
New York: | 63% |
Students scoring at Entering Level: 8%
Students scoring at Emerging Level: 8%
Students scoring at Transitioning Level: 46%
Students scoring at Expanding Level: 38%
Students scoring at Commanding Level: 0%
3rd Grade:
Students tested with valid scores: 9
Scoring at Expanding Level or above: | 67% |
New York: | 57% |
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 33%
Students scoring at Expanding Level: 56%
Students scoring at Commanding Level: 11%
4th Grade:
Students tested with valid scores: 12
Scoring at Expanding Level or above: | 58% |
New York: | 60% |
Students scoring at Entering Level: 17%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 25%
Students scoring at Expanding Level: 33%
Students scoring at Commanding Level: 25%
5th Grade:
- All59%
- Males67%
- Females50%
- Hispanic59%
- IDEA60%
Scoring at Expanding Level or above (5th Grade)
Scoring at Expanding Level or above: | 59% |
State: | 58% |
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 8%
Students scoring at Transitioning Level: 33%
Students scoring at Expanding Level: 42%
Students scoring at Commanding Level: 17%
7th Grade:
Students tested with valid scores: 10
Scoring at Expanding Level or above: | 60% |
New York: | 64% |
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 20%
Students scoring at Transitioning Level: 20%
Students scoring at Expanding Level: 40%
Students scoring at Commanding Level: 20%
Accountability
Adequate Yearly Progress:
Show data for
(State average from 3,754 schools)
Elementary/Middle-Level Science:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 338
Percent of enrolled students with valid test scores: 74%
Effective Annual Measurable Objective (EAMO): 179
Elementary/Middle-Level Math:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 964
Percent of enrolled students with valid test scores: 74%
Effective Annual Measurable Objective (EAMO): 103
Elementary/Middle-Level ELA:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 964
Percent of enrolled students with valid test scores: 77%
Effective Annual Measurable Objective (EAMO): 105
- All182
- Males186
- Females179
- Hispanic178
- White186
Elementary/Middle-Level Science - Performance Index (PI)
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 338
Percent of enrolled students with valid test scores: 74%
Performance Index (PI): | 182 |
New York: | 174 |
Elementary/Middle-Level Math:
- All127
- Males135
- Females118
- Hispanic112
- White149
- IDEA89
Elementary/Middle-Level Math - Performance Index (PI)
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 964
Percent of enrolled students with valid test scores: 74%
Performance Index (PI): | 127 |
New York: | 114 |
Elementary/Middle-Level ELA:
- All129
- Males124
- Females135
- Hispanic114
- White153
- IDEA88
Elementary/Middle-Level ELA - Performance Index (PI)
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 964
Percent of enrolled students with valid test scores: 77%
Performance Index (PI): | 129 |
State: | 113 |
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.
A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
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.
A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No
Incidents of physical attack or fight without a weapon: 1
Incidents of threats of physical attack without a weapon: 2
Total incidents per 1,000 students
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
Incidents of threats of physical attack without a weapon: 2
Total incidents per 1,000 students
Springs School: | 4.0 |
State: | 55.5 |
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.
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: 4 (all male)
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
- Hispanic: 2
- White: 2
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Springs School: | 5.4 |
New York: | 10.2 |
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
- Hispanic: 2
- Limited English Proficiency (LEP): 2
Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Here: | 2.7 |
New York: | 5.7 |
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.
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: 6
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 7 (all male)
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Students reported as harassed or bullied on the basis of race, color, or national origin: 7 (all male)School: | 8.1 |
New York: | 3.3 |
- Hispanic: 5
- White: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 7 (all male)
- Hispanic: 5
- 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.
- Hispanic64
- Black2
- White40
- LEP28
- IDEA8
Chronic Student Absenteeism
- Hispanic: 64 (male: 35, female: 29)
- Black: 2 (all male)
- White: 40 (male: 20, female: 20)
- Limited English Proficiency (LEP): 28 (male: 17, female: 11)
- Individuals With Disabilities Education Act (IDEA): 8 (all male)
Chronic Student Absenteeism per 1,000 students
School: | 143.0 |
State: | 179.4 |
Suspensions:
Show data for
(State average from 569 schools)
Out-of-school suspension
- For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
- For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
School days missed due to out-of-school suspension: 98 (male: 88, female: 10)
Instances of out-of-school suspension (Students without disabilities): 9
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Students without disabilities receiving one or more in-school suspension: 11 (male: 7, female: 4)
Students without disabilities receiving only one out-of-school suspension: 12 (male: 10, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 2
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Students with disabilities receiving one or more in-school suspension: 4 (all male)
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
Students with disabilities receiving more than one out-of-school suspension: 4 (all male)
- Hispanic: 63 (all male)
- White: 35 (male: 25, female: 10)
- Individuals With Disabilities Education Act (IDEA): 7 (all male)
Instances of out-of-school suspension (Students without disabilities): 9
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Here: | 12.1 |
State: | 50.9 |
- Hispanic: 7 (male: 5, female: 2)
- White: 4 (male: 2, female: 2)
Students without disabilities receiving only one out-of-school suspension: 12 (male: 10, female: 2)
- Hispanic: 5 (all male)
- White: 7 (male: 5, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
- Hispanic: 2
Instances of out-of-school suspension (Students with disabilities): 2
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Here: | 2.7 |
State: | 29.4 |
- Hispanic: 2
- White: 2
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
- Hispanic: 2
- White: 2
Students with disabilities receiving more than one out-of-school suspension: 4 (all male)
- Hispanic: 2
- White: 2
Expulsions:
Show data for
(State average from 286 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Expulsion without educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and not providing educational services to the child for the remainder of the school year or longer in accordance with local educational agency policy. Expulsion without services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Expulsion under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis
Expulsion without educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and not providing educational services to the child for the remainder of the school year or longer in accordance with local educational agency policy. Expulsion without services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Expulsion under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis
Students without Disabilities who received an expulsion with educational services: 10 (all male)
Students without Disabilities who received an expulsion with educational services per 1,000 students
Students without Disabilities who received an expulsion without educational services: 10 (all male)
Students without Disabilities who received an expulsion without educational services per 1,000 students
Students without Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
Students without Disabilities who received an expulsion under zero tolerance policies per 1,000 students
- Hispanic: 5
- White: 5
Students without Disabilities who received an expulsion with educational services per 1,000 students
School: | 13.5 |
State: | 6.8 |
Students without Disabilities who received an expulsion without educational services: 10 (all male)
- Hispanic: 5
- White: 5
- Limited English Proficiency (LEP): 2
Students without Disabilities who received an expulsion without educational services per 1,000 students
Springs School: | 13.5 |
State: | 1.6 |
Students without Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
- Hispanic: 2
Students without Disabilities who received an expulsion under zero tolerance policies per 1,000 students
School: | 2.7 |
State: | 0.5 |
Classes & Courses
Algebra I:
Show data for
(State average from 623 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.
- Hispanic7
- Asian4
- White10
- LEP2
8th grade student enrollment in Algebra I
- Hispanic: 7 (male: 5, female: 2)
- Asian: 4 (male: 2, female: 2)
- White: 10 (male: 2, female: 8)
- Limited English Proficiency (LEP): 2 (all male)
- Hispanic: 4 (all male)
- White: 7 (all female)
Percent of 8th grade students who passed
Springs School: | 52.4% |
New York: | 87.1% |
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: 1
Student Enrollment in Geometry: 2 (all male)
Student Enrollment in Geometry: 2 (all male)
- White: 2
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