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William Boyce Thompson School in Yonkers, 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 17
Address
 1061 N BROADWAY
Yonkers, NY 10701
Telephone
(914) 376-8563
(make sure to verify first before calling)
Website
http://www.yonkerspublicschools.org
City-data.com school rating
17
Students
549
Classroom Teachers (FTE)
27.4
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
453
Reduced-price lunch
eligible students
25
School district
YONKERS CITY SCHOOL DISTRICT
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
Yes
Shared Time Indicator
No
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
FARRAGUT MIDDLE SCHOOL (1.6 miles):

88
MARTIN LUTHER KING JR HIGH SCHOOL (0.6 miles):

68
RIVERSIDE HIGH SCHOOL (1.3 miles):

33
SCHOOL 16 (0.8 miles):

28
GORTON HIGH SCHOOL (1.5 miles):

26
William Boyce Thompson School:

17
SCHOOL 22 (0.7 miles):

16
CROSS HILL ACADEMY (0.7 miles):

13
MUSEUM SCHOOL 25 (1.2 miles):

5
William Boyce Thompson School rating compared to average state, county and city schools ratings:
New York:

50
Westchester County:

63
Yonkers:

32
William Boyce Thompson School:

17

Students & Teachers


Total enrollment:
Enrollment in 2016: 549
Enrollment in 2015: 542
Enrollment in 2014: 554
Enrollment in 2013: 544
Enrollment in 2012: 473
Enrollment in 2011: 443
Enrollment in 2010: 376
Enrollment in 2009: 396
Enrollment in 2008: 376
Enrollment in 2007: 413
Enrollment in 2006: 431
Enrollment in 2005: 431
Enrollment in 2004: 435
Enrollment in 2003: 469
Enrollment in 2002: 499
Enrollment in 2001: 486
Enrollment in 2000: 524
Enrollment in 1999: 522

William Boyce Thompson School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05G06G07G08Total
All students37534954546463625756549
Female students23201719253430273426255
Male students14333235293033352330294
Asian students123 - - 213 - 113
Hispanic students24342837303643412924326
Black students8111412162215172025160
White students - 44583217539
Two or More Races students42 - - - 12 - 1111

Enrollment by grade:
Pre-Kindergarten enrollment: 37
Kindergarten enrollment: 53
1st grade enrollment: 49
2nd grade enrollment: 54
3rd grade enrollment: 54
4th grade enrollment: 64
5th grade enrollment: 63
6th grade enrollment: 62
7th grade enrollment: 57
8th grade enrollment: 56

William Boyce Thompson School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 255 (46.4%)
William Boyce Thompson School:

46.4%
New York:

51.1%
Male enrollment: 294 (53.6%)
William Boyce Thompson School:

53.6%
State:

47.5%

William Boyce Thompson School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 13 (2.4%)
Here:

2.4%
State:

4.6%
Hispanic enrollment: 326 (59.4%)
School:

59.4%
State:

9.2%
Black enrollment: 160 (29.1%)
School:

29.1%
New York:

12.0%
White enrollment: 39 (7.1%)
School:

7.1%
State:

55.1%
Two or More Races enrollment: 11 (2.0%)
School:

2.0%
State:

2.9%

William Boyce Thompson School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 478 (87.1%)
Here:

87.1%
State:

52.7%
Free lunch eligible students: 453 (82.5%)
William Boyce Thompson School:

82.5%
State:

45.4%
Reduced-price lunch eligible students: 25 (4.6%)
School:

4.6%
State:

4.8%

William Boyce Thompson School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Common Branch: 27
  • Grade 8 Science: 30
  • Grade 8 Social Studies: 30

Teachers and support:
Show data for
Classroom Teachers (FTE): 27.4

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 12
Number of FTE nurses: 1
Number of FTE psychologists: 0.4
Number of FTE social workers: 0.4

Student/Teacher Ratio
William Boyce Thompson School:

20.0
State:

14.0
Number of teachers with Master's Degree plus 30 hours or doctorate: 23

Total number of classes taught: 40
Number of classes taught by teachers without appropriate certification: 1


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: 1

William Boyce Thompson School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,349,216
  • Full-time Equivalency Count of Teachers: 22.2 (Salary Expenditures: $2,626,244)
  • Full-time Equivalency Count of Instructional Aides: 14 (Salary Expenditures: $324,472)
  • Full-time Equivalency Count of Support Services Staff: 0.8 (Salary Expenditures: $101,858)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $296,642)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $5,228
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,292,567
  • Salary Expenditures for Teachers: $2,738,325
  • Full-time Equivalency Count of Instructional Aides: 29 (Salary Expenditures: $744,379)
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $251,546)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $296,642)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $5,228

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic37
  • Asian5
  • Black4
  • White7
  • Multirace2
  • IDEA16
Students Enrolled in LEP Programs: 55 (male: 21, female: 34)
  • Hispanic: 37 (male: 14, female: 23)
  • Asian: 5 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 8, female: 8)

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

  • Hispanic89
  • Black44
  • White14
  • LEP17
Students with disabilities served under IDEA: 147 (male: 96, female: 51)
  • Hispanic: 89 (male: 58, female: 31)
  • Black: 44 (male: 31, female: 13)
  • White: 14 (male: 7, female: 7)
  • Limited English Proficiency (LEP): 17 (male: 7, female: 10)
Students with disabilities served under Section 504: 2 (all male)
  • White: 2

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)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of Kindergarten students retained
Here:

3.8%
State:

5.4%
Total number of students retained in 3rd grade: 2 (all male)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 3rd grade students retained
Here:

3.7%
State:

4.2%
Total number of students retained in 7th grade: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 2 (all female)

Percent of 7th grade students retained
Here:

7.0%
New York:

5.1%

Statewide Student Assessments


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

(State average from 2,439 schools)
The grades 3-8 English Language Arts (ELA) and mathematics assessments measure the higher learning standards that were adopted by the State Board of Regents in 2010, which more accurately reflect students' progress toward college and career readiness.
3rd Grade:

    ELA Mean Score (3rd Grade)

  • All296
  • Males295
  • Females298
  • Hispanic299
  • Black288
  • White296
  • IDEA277
ELA students tested with valid scores: 61
Computed mean of student ELA scores: 296

ELA Students scoring proficient and above:

25%
State:

43%

Students scoring at Level 1: 31%
Students scoring at Level 2: 44%
Students scoring at Level 3: 25%
Students scoring at Level 4: 0%

31%
44%
25%

    MATH Mean Score (3rd Grade)

  • All290
  • Males290
  • Females290
  • Hispanic292
  • Black287
  • White283
  • IDEA272
Math students tested with valid scores: 61
Computed mean of student Math scores: 290

Math Students scoring proficient and above:

25%
New York:

49%

Students scoring at Level 1: 33%
Students scoring at Level 2: 43%
Students scoring at Level 3: 20%
Students scoring at Level 4: 5%

33%
43%
20%
5%
4th Grade:

    ELA Mean Score (4th Grade)

  • All302
  • Males306
  • Females298
  • Hispanic304
  • Black303
  • IDEA298
ELA students tested with valid scores: 48
Computed mean of student ELA scores: 302

ELA Students scoring proficient and above:

29%
New York:

41%

Students scoring at Level 1: 21%
Students scoring at Level 2: 50%
Students scoring at Level 3: 19%
Students scoring at Level 4: 10%

21%
50%
19%
10%

    MATH Mean Score (4th Grade)

  • All302
  • Males312
  • Females295
  • Hispanic302
  • Black307
  • IDEA303
Math students tested with valid scores: 48
Computed mean of student Math scores: 302

Math Students scoring proficient and above:

44%
New York:

43%

Students scoring at Level 1: 35%
Students scoring at Level 2: 21%
Students scoring at Level 3: 29%
Students scoring at Level 4: 15%

35%
21%
29%
15%

    SCI Mean Score (4th Grade)

  • All80
  • Males84
  • Females77
  • Hispanic80
  • Black81
  • IDEA76
Science students tested with valid scores: 46
Computed mean of student Science scores: 80

Science Students scoring proficient and above:

83%
State:

87%

Students scoring at Level 1: 2%
Students scoring at Level 2: 15%
Students scoring at Level 3: 26%
Students scoring at Level 4: 57%

2%
15%
26%
57%
5th Grade:

    ELA Mean Score (5th Grade)

  • All281
  • Males272
  • Females289
  • Black281
  • IDEA265
ELA students tested with valid scores: 60
Computed mean of student ELA scores: 281

ELA Students scoring proficient and above:

11%
New York:

35%

Students scoring at Level 1: 62%
Students scoring at Level 2: 27%
Students scoring at Level 3: 8%
Students scoring at Level 4: 3%

62%
27%
8%
3%

    MATH Mean Score (5th Grade)

  • All270
  • Males268
  • Females272
  • Black269
  • IDEA257
Math students tested with valid scores: 61
Computed mean of student Math scores: 270

Math Students scoring proficient and above:

5%
New York:

43%

Students scoring at Level 1: 69%
Students scoring at Level 2: 26%
Students scoring at Level 3: 5%
Students scoring at Level 4: 0%

69%
26%
5%
6th Grade:

    ELA Mean Score (6th Grade)

  • All292
  • Males282
  • Females302
  • Hispanic291
  • IDEA283
ELA students tested with valid scores: 61
Computed mean of student ELA scores: 292

ELA Students scoring proficient and above:

17%
State:

30%

Students scoring at Level 1: 33%
Students scoring at Level 2: 51%
Students scoring at Level 3: 10%
Students scoring at Level 4: 7%

33%
51%
10%
7%

    MATH Mean Score (6th Grade)

  • All284
  • Males277
  • Females292
  • Hispanic285
  • IDEA267
Math students tested with valid scores: 61
Computed mean of student Math scores: 284

Math Students scoring proficient and above:

22%
New York:

38%

Students scoring at Level 1: 49%
Students scoring at Level 2: 30%
Students scoring at Level 3: 15%
Students scoring at Level 4: 7%

49%
30%
15%
7%
7th Grade:

    ELA Mean Score (7th Grade)

  • All289
  • Males290
  • Females288
  • Hispanic288
  • Black287
  • IDEA266
ELA students tested with valid scores: 55
Computed mean of student ELA scores: 289

ELA Students scoring proficient and above:

18%
New York:

39%

Students scoring at Level 1: 42%
Students scoring at Level 2: 40%
Students scoring at Level 3: 16%
Students scoring at Level 4: 2%

42%
40%
16%
2%

    MATH Mean Score (7th Grade)

  • All275
  • Males278
  • Females271
  • Hispanic279
  • Black267
  • IDEA259
Math students tested with valid scores: 58
Computed mean of student Math scores: 275

Math Students scoring proficient and above:

9%
New York:

34%

Students scoring at Level 1: 66%
Students scoring at Level 2: 26%
Students scoring at Level 3: 9%
Students scoring at Level 4: 0%

66%
26%
9%
8th Grade:

    ELA Mean Score (8th Grade)

  • All302
  • Males307
  • Females299
  • Hispanic304
  • Black300
  • White299
  • IDEA291
ELA students tested with valid scores: 55
Computed mean of student ELA scores: 302

ELA Students scoring proficient and above:

29%
State:

43%

Students scoring at Level 1: 18%
Students scoring at Level 2: 53%
Students scoring at Level 3: 29%
Students scoring at Level 4: 0%

18%
53%
29%

    MATH Mean Score (8th Grade)

  • All274
  • Males278
  • Females270
  • Hispanic283
  • Black260
  • White271
  • IDEA256
Math students tested with valid scores: 56
Computed mean of student Math scores: 274

Math Students scoring proficient and above:

5%
New York:

18%

Students scoring at Level 1: 66%
Students scoring at Level 2: 29%
Students scoring at Level 3: 5%
Students scoring at Level 4: 0%

66%
29%
5%

Regents Examination:
Show data for

(State average from 2,032 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.

William Boyce Thompson School - % Scroring 55 and above in Regents Examination

Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All84%
  • Males80%
  • Females89%
  • Hispanic90%
  • IDEA80%
Students tested with valid scores: 19
Number of students tested scoring Level 1 (0-54): 3 (16%)
Number of students tested scoring Level 2 (55-64): 4 (21%)
Number of students tested scoring Level 3 (65-78): 12 (63%)

Percentage of students scoring 55 and above:

84%
State:

91%

16%
21%
63%

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

(State average from 1,216 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.

William Boyce Thompson School - % Scoring at Expanding Level or above in NYSESLAT

Kindergarten:
Students tested with valid scores: 10
Scoring at Expanding Level or above:

60%
New York:

64%

Students scoring at Entering Level: 10%
Students scoring at Emerging Level: 10%
Students scoring at Transitioning Level: 20%
Students scoring at Expanding Level: 50%
Students scoring at Commanding Level: 10%

10%
10%
20%
50%
10%
1st Grade:
Students tested with valid scores: 8
Scoring at Expanding Level or above:

13%
State:

42%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 13%
Students scoring at Transitioning Level: 75%
Students scoring at Expanding Level: 13%
Students scoring at Commanding Level: 0%

13%
75%
13%
2nd Grade:

    Scoring at Expanding Level or above (2nd Grade)

  • All75%
  • Males84%
  • Females67%
Students tested with valid scores: 12
Scoring at Expanding Level or above:

75%
State:

63%

Students scoring at Entering Level: 8%
Students scoring at Emerging Level: 8%
Students scoring at Transitioning Level: 8%
Students scoring at Expanding Level: 67%
Students scoring at Commanding Level: 8%

8%
8%
8%
67%
8%
3rd Grade:

    Scoring at Expanding Level or above (3rd Grade)

  • All79%
  • Males66%
  • Females100%
  • IDEA60%
Students tested with valid scores: 14
Scoring at Expanding Level or above:

79%
State:

57%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 21%
Students scoring at Expanding Level: 50%
Students scoring at Commanding Level: 29%

21%
50%
29%
5th Grade:
Students tested with valid scores: 6
Scoring at Expanding Level or above:

100%
State:

58%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 0%
Students scoring at Expanding Level: 100%
Students scoring at Commanding Level: 0%

100%
6th Grade:
Students tested with valid scores: 5
Scoring at Expanding Level or above:

80%
State:

61%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 20%
Students scoring at Expanding Level: 40%
Students scoring at Commanding Level: 40%

20%
40%
40%
7th Grade:
Students tested with valid scores: 7
Scoring at Expanding Level or above:

72%
New York:

64%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 29%
Students scoring at Expanding Level: 43%
Students scoring at Commanding Level: 29%

29%
43%
29%
8th Grade:
Students tested with valid scores: 5
Scoring at Expanding Level or above:

60%
State:

67%

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%

20%
20%
40%
20%

Accountability


Adequate Yearly Progress:
Show data for

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

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

  • All176
  • Males183
  • Females169
  • Hispanic178
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 228
Percent of enrolled students with valid test scores: 76%

Performance Index (PI):

176
New York:

174
Effective Annual Measurable Objective (EAMO): 178
Safe harbor target: 178
Elementary/Middle-Level Math:

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

  • All66
  • Males70
  • Females61
  • Hispanic70
  • Black54
  • IDEA42
Made AYP: No
Met the participation criterion: Yes
Met the performance criterion: No

Students enrolled during the test administration period: 347
Percent of enrolled students with valid test scores: 99%

Performance Index (PI):

66
New York:

114
Effective Annual Measurable Objective (EAMO): 103
Safe harbor target: 79
Elementary/Middle-Level ELA:

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

  • All88
  • Males82
  • Females94
  • Hispanic90
  • Black83
  • IDEA56
Made AYP: No
Met the participation criterion: Yes
Met the performance criterion: No

Students enrolled during the test administration period: 347
Percent of enrolled students with valid test scores: 98%

Performance Index (PI):

88
New York:

113
Effective Annual Measurable Objective (EAMO): 105
Safe harbor target: 91

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.

Sexual assault is an incident that includes threatened rape, fondling, indecent liberties, or child molestation. Both male and female students can be victims of sexual assault. Classification of these incidents should take into consideration the age and developmentally appropriate behavior of the offender(s)

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 sexual assault (other than rape): 1

Incidents of physical attack or fight without a weapon: 3


Total incidents per 1,000 students
School:

7.3
New York:

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.
Students without disabilities who were referred to a law enforcement agency or official: 4 (all male)
  • Black: 2
  • White: 2

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
William Boyce Thompson School:

7.3
State:

6.5

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

  • Hispanic142
  • Asian7
  • Black70
  • White16
  • Multirace7
  • LEP25
  • IDEA67
  • 5042
Chronic Student Absenteeism: 242 (male: 127, female: 115)
  • Hispanic: 142 (male: 74, female: 68)
  • Asian: 7 (male: 2, female: 5)
  • Black: 70 (male: 38, female: 32)
  • White: 16 (male: 11, female: 5)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 25 (male: 11, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 67 (male: 44, female: 23)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
School:

440.8
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

  • Hispanic18
  • Black12
  • White25
  • IDEA33
School days missed due to out-of-school suspension: 55 (male: 35, female: 20)
  • Hispanic: 18 (male: 8, female: 10)
  • Black: 12 (male: 2, female: 10)
  • White: 25 (all male)
  • Individuals With Disabilities Education Act (IDEA): 33 (male: 30, female: 3)
Instances of out-of-school suspension (Students without disabilities): 5

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

9.1
New York:

50.9
Students without disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 2 (all female)
  • Black: 2
Instances of out-of-school suspension (Students with disabilities): 9

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

16.4
State:

29.4
Students with disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all male)
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2

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.

    8th grade student enrollment in Algebra I

  • Hispanic25
  • Asian2
  • Black28
  • White4
  • Multirace2
8th grade student enrollment in Algebra I: 61 (male: 32, female: 29)
  • Hispanic: 25 (male: 11, female: 14)
  • Asian: 2 (all male)
  • Black: 28 (male: 17, female: 11)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
8th grade studenst who passed Algebra I: 55 (male: 29, female: 26)
  • Hispanic: 29 (male: 13, female: 16)
  • Black: 26 (male: 16, female: 10)
Percent of 8th grade students who passed
Here:

90.2%
New York:

87.1%

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