Jump to a detailed profile or search site with Google Custom Search


William Rall School in Lindenhurst, NY
(KG-05 • 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 80
Address
 761 N WELLWOOD AVE
Lindenhurst, NY 11757
Telephone
(631) 867-3450
(make sure to verify first before calling)
Website
http://www.lindenhurstschools.org
City-data.com school rating
80
Students
574
Classroom Teachers (FTE)
41.0
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
226
Reduced-price lunch
eligible students
33
School district
LINDENHURST 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:
DANIEL STREET SCHOOL (1.3 miles):

81
William Rall School:

80
ALBANY AVENUE SCHOOL (1.3 miles):

68
LINDENHURST SENIOR HIGH SCHOOL (1.4 miles):

67
SUSAN E WILEY SCHOOL (1.9 miles):

64
SANTAPOGUE SCHOOL (1.4 miles):

57
WALTER G O'CONNELL COPIAGUE HIGH SCHOOL (1.2 miles):

49
TOOKER AVENUE SCHOOL (1.5 miles):

44
COPIAGUE MIDDLE SCHOOL (1.3 miles):

22
William Rall School rating compared to average state, county and city schools ratings:
New York:

50
Suffolk County:

59
Lindenhurst:

73
William Rall School:

80

Students & Teachers


Total enrollment:
Enrollment in 2016: 574
Enrollment in 2015: 543
Enrollment in 2014: 560
Enrollment in 2013: 572
Enrollment in 2012: 573
Enrollment in 2011: 574
Enrollment in 2010: 574
Enrollment in 2009: 604
Enrollment in 2008: 593
Enrollment in 2007: 630
Enrollment in 2006: 654
Enrollment in 2005: 668
Enrollment in 2004: 683
Enrollment in 2003: 708
Enrollment in 2002: 715
Enrollment in 2001: 717
Enrollment in 2000: 718
Enrollment in 1999: 747

William Rall School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05Total
All students979793919799574
Female students534950495357311
Male students444843424442263
Asian students82524324
Hispanic students333330303126183
Black students3 - 442518
White students506152525862335
Two or More Races students31232314

Enrollment by grade:
Kindergarten enrollment: 97
1st grade enrollment: 97
2nd grade enrollment: 93
3rd grade enrollment: 91
4th grade enrollment: 97
5th grade enrollment: 99

William Rall School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 311 (54.2%)
School:

54.2%
State:

51.1%
Male enrollment: 263 (45.8%)
School:

45.8%
New York:

47.5%

William Rall School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 24 (4.2%)
William Rall School:

4.2%
State:

4.6%
Hispanic enrollment: 183 (31.9%)
Here:

31.9%
New York:

9.2%
Black enrollment: 18 (3.1%)
William Rall School:

3.1%
State:

12.0%
White enrollment: 335 (58.4%)
William Rall School:

58.4%
State:

55.1%
Two or More Races enrollment: 14 (2.4%)
School:

2.4%
State:

2.9%

William Rall School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 259 (45.1%)
School:

45.1%
New York:

52.7%
Free lunch eligible students: 226 (39.4%)
Here:

39.4%
State:

45.4%
Reduced-price lunch eligible students: 33 (5.7%)
School:

5.7%
State:

4.8%

William Rall School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Common Branch: 24

Teachers and support:
Show data for
Classroom Teachers (FTE): 41

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: 18
Number of FTE security guards: 1
Number of FTE nurses: 2
Number of FTE psychologists: 1
Number of FTE social workers: 0.5

Student/Teacher Ratio
Here:

14.0
State:

14.0
Number of teachers with Master's Degree plus 30 hours or doctorate: 35

Total number of classes taught: 104


Number of full-time principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 5

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $6,154,187
  • Full-time Equivalency Count of Teachers: 29 (Salary Expenditures: $5,064,756)
  • Full-time Equivalency Count of Support Services Staff: 16 (Salary Expenditures: $957,713)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $131,718)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $2,932,484

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic34
  • Asian4
  • White13
  • IDEA11
Students Enrolled in LEP Programs: 51 (male: 33, female: 18)
  • Hispanic: 34 (male: 23, female: 11)
  • Asian: 4 (male: 2, female: 2)
  • White: 13 (male: 8, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 11 (all male)

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: 58 (male: 44, female: 14)
  • Hispanic: 17 (male: 13, female: 4)
  • White: 41 (male: 31, female: 10)
  • Limited English Proficiency (LEP): 10 (all male)
Students with disabilities served under Section 504: 14 (male: 7, female: 7)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 2 (all male)

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

  • Hispanic2
  • Black2
  • White2
  • LEP2
Total number of students retained in Kindergarten: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all male)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)

Percent of Kindergarten students retained
William Rall School:

6.2%
State:

5.4%
Total number of students retained in 1st grade: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 1st grade students retained
School:

2.1%
State:

5.0%

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)

  • All324
  • Males323
  • Females324
  • Hispanic306
  • White326
ELA students tested with valid scores: 26
Computed mean of student ELA scores: 324

ELA Students scoring proficient and above:

66%
New York:

43%

Students scoring at Level 1: 12%
Students scoring at Level 2: 23%
Students scoring at Level 3: 54%
Students scoring at Level 4: 12%

12%
23%
54%
12%

    MATH Mean Score (3rd Grade)

  • All322
  • Males319
  • Females324
  • Hispanic298
  • White331
Math students tested with valid scores: 27
Computed mean of student Math scores: 322

Math Students scoring proficient and above:

70%
New York:

49%

Students scoring at Level 1: 15%
Students scoring at Level 2: 15%
Students scoring at Level 3: 37%
Students scoring at Level 4: 33%

15%
15%
37%
33%
4th Grade:

    ELA Mean Score (4th Grade)

  • All319
  • Males317
  • Females321
  • Hispanic315
ELA students tested with valid scores: 32
Computed mean of student ELA scores: 319

ELA Students scoring proficient and above:

63%
State:

41%

Students scoring at Level 1: 6%
Students scoring at Level 2: 31%
Students scoring at Level 3: 47%
Students scoring at Level 4: 16%

6%
31%
47%
16%

    MATH Mean Score (4th Grade)

  • All324
  • Males320
  • Females326
  • Hispanic317
  • White337
Math students tested with valid scores: 34
Computed mean of student Math scores: 324

Math Students scoring proficient and above:

56%
State:

43%

Students scoring at Level 1: 9%
Students scoring at Level 2: 35%
Students scoring at Level 3: 24%
Students scoring at Level 4: 32%

9%
35%
24%
32%

    SCI Mean Score (4th Grade)

  • All89
  • Males89
  • Females89
  • Hispanic84
Science students tested with valid scores: 33
Computed mean of student Science scores: 89

Science Students scoring proficient and above:

100%
New York:

87%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 21%
Students scoring at Level 4: 79%

21%
79%
5th Grade:

    ELA Mean Score (5th Grade)

  • All309
  • Males311
  • Females307
  • Hispanic303
  • White314
ELA students tested with valid scores: 31
Computed mean of student ELA scores: 309

ELA Students scoring proficient and above:

36%
State:

35%

Students scoring at Level 1: 19%
Students scoring at Level 2: 45%
Students scoring at Level 3: 26%
Students scoring at Level 4: 10%

19%
45%
26%
10%

    MATH Mean Score (5th Grade)

  • All321
  • Males322
  • Females320
  • Hispanic313
  • White325
Math students tested with valid scores: 38
Computed mean of student Math scores: 321

Math Students scoring proficient and above:

58%
State:

43%

Students scoring at Level 1: 11%
Students scoring at Level 2: 32%
Students scoring at Level 3: 50%
Students scoring at Level 4: 8%

11%
32%
50%
8%

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.

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

Kindergarten:

    Scoring at Expanding Level or above (Kindergarten)

  • All81%
  • Males73%
  • Females100%
  • Hispanic73%
  • White100%
Students tested with valid scores: 16
Scoring at Expanding Level or above:

81%
State:

64%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 6%
Students scoring at Transitioning Level: 13%
Students scoring at Expanding Level: 81%
Students scoring at Commanding Level: 0%

6%
13%
81%
1st Grade:
Students tested with valid scores: 8
Scoring at Expanding Level or above:

63%
New York:

42%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 13%
Students scoring at Transitioning Level: 25%
Students scoring at Expanding Level: 63%
Students scoring at Commanding Level: 0%

13%
25%
63%
2nd Grade:
Students tested with valid scores: 11
Scoring at Expanding Level or above:

90%
State:

63%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 9%
Students scoring at Expanding Level: 45%
Students scoring at Commanding Level: 45%

9%
45%
45%
3rd Grade:

    Scoring at Expanding Level or above (3rd Grade)

  • All80%
  • Males88%
  • Females71%
  • Hispanic70%
Students tested with valid scores: 15
Scoring at Expanding Level or above:

80%
State:

57%

Students scoring at Entering Level: 7%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 13%
Students scoring at Expanding Level: 60%
Students scoring at Commanding Level: 20%

7%
13%
60%
20%
4th Grade:
Students tested with valid scores: 9
Scoring at Expanding Level or above:

100%
State:

60%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 0%
Students scoring at Expanding Level: 33%
Students scoring at Commanding Level: 67%

33%
67%

Accountability


Adequate Yearly Progress:
Show data for

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

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

  • All200
  • Females198
  • White200
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 186
Percent of enrolled students with valid test scores: 41%

Performance Index (PI):

200
State:

174
Effective Annual Measurable Objective (EAMO): 172
Elementary/Middle-Level Math:

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

  • All149
  • Males141
  • Females154
  • Hispanic127
  • White162
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 574
Percent of enrolled students with valid test scores: 37%

Performance Index (PI):

149
New York:

114
Effective Annual Measurable Objective (EAMO): 99
Elementary/Middle-Level ELA:

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

  • All141
  • Males143
  • Females139
  • Hispanic124
  • White146
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 577
Percent of enrolled students with valid test scores: 36%

Performance Index (PI):

141
State:

113
Effective Annual Measurable Objective (EAMO): 100

Health & Safety


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: 2 (all male)
  • Hispanic: 2

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

3.5
New York:

10.2

Harassment & Bullying:
Show data for

(State average from 1,117 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.

Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of disability constitutes disability harassment.
Allegations of harassment or bullying on the basis of sex: 1
Allegations of harassment or bullying on the basis of sex per 1,000 students
School:

1.7
State:

5.3
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • White: 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • White: 2

Allegations of harassment or bullying on the basis of race, color, or national origin: 1
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
William Rall School:

1.7
State:

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

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

1.7
State:

1.3
Students reported as harassed or bullied on the basis of disability: 2 (all male)
  • Black: 2
  • Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of disability: 2 (all male)
  • White: 2


Chronic Student Absenteeismt:
Show data for

(State average from 3,050 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic31
  • Asian7
  • Black4
  • White55
  • Multirace4
  • LEP2
  • IDEA13
  • 5042
Chronic Student Absenteeism: 101 (male: 43, female: 58)
  • Hispanic: 31 (male: 14, female: 17)
  • Asian: 7 (male: 2, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 55 (male: 23, female: 32)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
Here:

176.0
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: 10 (all male)
  • Hispanic: 10
Instances of out-of-school suspension (Students without disabilities): 2

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

3.5
New York:

50.9
Students without disabilities receiving one or more in-school suspension: 4 (all male)
  • Hispanic: 2
  • Black: 2
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2

Comments

Review, comment, or add new information about this topic:

Discuss Lindenhurst, New York (NY) on our hugely popular New York forum.

  1. All Cities
  2. New York
  3. Lindenhurst main city page
  4. Schools in New York
  5. William Rall School


City-data.com does not guarantee the accuracy or timeliness of any information on this site.  Use at your own risk.
Some parts © 2024 Advameg, Inc.

Table of Contents