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Albany Elementary School in Utica, NY
(KG-06 • 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 27
Address
 1151 ALBANY ST
Utica, NY 13501
Telephone
(315) 368-6500
(make sure to verify first before calling)
Website
http://www.uticacsd.org
City-data.com school rating
27
Students
632
Classroom Teachers (FTE)
29.9
National School Lunch
Program (NSLP) Status
Yes, under Community Eligibility Option (CEO)
Free lunch eligible students
487
Reduced-price lunch
eligible students
26
School district
UTICA CITY 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:
Albany Elementary School:

27
THOMAS R PROCTOR HIGH SCHOOL (0.4 miles):

21
CHRISTOPHER COLUMBUS ELEMENTARY SCHOOL (0.7 miles):

21
GENERAL HERKIMER ELEMENTARY SCHOOL (2.3 miles):

20
ROSCOE CONKLING ELEMENTARY SCHOOL (0.7 miles):

17
JOHN F KENNEDY MIDDLE SCHOOL (2.3 miles):

16
MARTIN LUTHER KING JR ELEMENTARY SCHOOL (1.3 miles):

15
THOMAS JEFFERSON ELEMENTARY SCHOOL (2.6 miles):

14
WATSON WILLIAMS ELEMENTARY SCHOOL (1.8 miles):

7
Albany Elementary School rating compared to average state, county and city schools ratings:
New York:

50
Oneida County:

48
Utica:

21
Albany Elementary School:

27

Students & Teachers


Total enrollment:
Enrollment in 2016: 632
Enrollment in 2015: 634
Enrollment in 2014: 593
Enrollment in 2013: 570
Enrollment in 2012: 547
Enrollment in 2011: 526
Enrollment in 2010: 510
Enrollment in 2009: 499
Enrollment in 2008: 447
Enrollment in 2007: 479
Enrollment in 2006: 469
Enrollment in 2005: 468
Enrollment in 2004: 527
Enrollment in 2003: 541
Enrollment in 2002: 539
Enrollment in 2001: 536
Enrollment in 2000: 529
Enrollment in 1999: 479

Albany Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06UGTotal
All students9688829679837632632
Female students4437364835393815292
Male students5251464844443817340
Asian students749104109558
Hispanic students242414251814155139
Black students1618181216111310114
White students4335364532413411277
Two or More Races students6754975144

Enrollment by grade:
Kindergarten enrollment: 96
1st grade enrollment: 88
2nd grade enrollment: 82
3rd grade enrollment: 96
4th grade enrollment: 79
5th grade enrollment: 83
6th grade enrollment: 76
Ungraded enrollment: 32

Albany Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 292 (46.2%)
Here:

46.2%
New York:

51.1%
Male enrollment: 340 (53.8%)
Albany Elementary School:

53.8%
State:

47.5%

Albany Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 58 (9.2%)
School:

9.2%
State:

4.6%
Hispanic enrollment: 139 (22.0%)
Albany Elementary School:

22.0%
New York:

9.2%
Black enrollment: 114 (18.0%)
Here:

18.0%
State:

12.0%
White enrollment: 277 (43.8%)
Here:

43.8%
State:

55.1%
Two or More Races enrollment: 44 (7.0%)
Albany Elementary School:

7.0%
New York:

2.9%

Albany Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 513 (81.2%)
School:

81.2%
New York:

52.7%
Free lunch eligible students: 487 (77.1%)
Albany Elementary School:

77.1%
New York:

45.4%
Reduced-price lunch eligible students: 26 (4.1%)
School:

4.1%
State:

4.8%

Albany Elementary School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Common Branch: 26

Teachers and support:
Show data for
Classroom Teachers (FTE): 29.9

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 14
Number of FTE nurses: 1

Student/Teacher Ratio
Here:

21.1
State:

14.0
Number of teachers with fewer than three years of teaching experience: 1
Number of teachers with Master's Degree plus 30 hours or doctorate: 17

Total number of classes taught: 58


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

Albany Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,023,907
  • Full-time Equivalency Count of Teachers: 36 (Salary Expenditures: $2,744,965)
  • Full-time Equivalency Count of Instructional Aides: 22 (Salary Expenditures: $278,942)
  • Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $370,706)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $106,753)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $313,050
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $756,401
  • Salary Expenditures for Teachers: $2,744,965
  • Full-time Equivalency Count of Instructional Aides: 22 (Salary Expenditures: $278,942)
  • Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $370,706)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $106,753)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $313,050

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic16
  • Asian28
  • Black5
  • White28
  • IDEA4
Students Enrolled in LEP Programs: 77 (male: 47, female: 30)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 28 (male: 17, female: 11)
  • Black: 5 (all male)
  • White: 28 (male: 17, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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

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

    Students with disabilities served under IDEA

  • Hispanic14
  • Asian4
  • Black14
  • White23
  • Multirace4
Students with disabilities served under IDEA: 59 (male: 40, female: 19)
  • Hispanic: 14 (male: 10, female: 4)
  • Asian: 4 (all female)
  • Black: 14 (male: 10, female: 4)
  • White: 23 (male: 16, female: 7)
  • Two or More Races: 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic2
  • Black4
  • White10
  • Multirace2
Students with disabilities served under Section 504: 18 (male: 12, female: 6)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 8, female: 2)
  • Two or More Races: 2 (all female)

Retention:
Show data for

(State average from 689 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 1st grade: 2 (all male)
  • White: 2

Percent of 1st grade students retained
School:

2.3%
New York:

5.5%
Total number of students retained in 2nd grade: 2 (all male)
  • Hispanic: 2

Percent of 2nd grade students retained
Albany Elementary School:

2.4%
New York:

4.9%

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)

  • All287
  • Males282
  • Females293
  • Hispanic275
  • Black285
  • White292
  • IDEA255
ELA students tested with valid scores: 74
Computed mean of student ELA scores: 287

ELA Students scoring proficient and above:

16%
New York:

43%

Students scoring at Level 1: 45%
Students scoring at Level 2: 39%
Students scoring at Level 3: 16%
Students scoring at Level 4: 0%

45%
39%
16%

    MATH Mean Score (3rd Grade)

  • All277
  • Males279
  • Females273
  • Hispanic262
  • Black269
  • White283
  • IDEA230
Math students tested with valid scores: 75
Computed mean of student Math scores: 277

Math Students scoring proficient and above:

20%
State:

49%

Students scoring at Level 1: 60%
Students scoring at Level 2: 20%
Students scoring at Level 3: 13%
Students scoring at Level 4: 7%

60%
20%
13%
7%
4th Grade:

    ELA Mean Score (4th Grade)

  • All300
  • Males293
  • Females306
  • Hispanic291
  • Black291
  • White312
  • IDEA274
ELA students tested with valid scores: 84
Computed mean of student ELA scores: 300

ELA Students scoring proficient and above:

30%
New York:

41%

Students scoring at Level 1: 33%
Students scoring at Level 2: 37%
Students scoring at Level 3: 13%
Students scoring at Level 4: 17%

33%
37%
13%
17%

    MATH Mean Score (4th Grade)

  • All300
  • Males295
  • Females303
  • Hispanic287
  • Black288
  • White312
  • IDEA248
Math students tested with valid scores: 84
Computed mean of student Math scores: 300

Math Students scoring proficient and above:

36%
New York:

43%

Students scoring at Level 1: 31%
Students scoring at Level 2: 32%
Students scoring at Level 3: 15%
Students scoring at Level 4: 21%

31%
32%
15%
21%

    SCI Mean Score (4th Grade)

  • All84
  • Males82
  • Females86
  • Hispanic83
  • Black79
  • White88
  • IDEA72
Science students tested with valid scores: 90
Computed mean of student Science scores: 84

Science Students scoring proficient and above:

90%
State:

87%

Students scoring at Level 1: 3%
Students scoring at Level 2: 7%
Students scoring at Level 3: 23%
Students scoring at Level 4: 67%

3%
7%
23%
67%
5th Grade:

    ELA Mean Score (5th Grade)

  • All288
  • Males282
  • Females295
  • Hispanic291
  • Black273
  • White296
  • IDEA266
ELA students tested with valid scores: 66
Computed mean of student ELA scores: 288

ELA Students scoring proficient and above:

17%
New York:

35%

Students scoring at Level 1: 41%
Students scoring at Level 2: 42%
Students scoring at Level 3: 11%
Students scoring at Level 4: 6%

41%
42%
11%
6%

    MATH Mean Score (5th Grade)

  • All288
  • Males286
  • Females290
  • Hispanic283
  • Black281
  • White292
  • IDEA258
Math students tested with valid scores: 65
Computed mean of student Math scores: 288

Math Students scoring proficient and above:

23%
State:

43%

Students scoring at Level 1: 55%
Students scoring at Level 2: 22%
Students scoring at Level 3: 18%
Students scoring at Level 4: 5%

55%
22%
18%
5%
6th Grade:

    ELA Mean Score (6th Grade)

  • All296
  • Males286
  • Females307
  • Hispanic287
  • Asian294
  • Black267
  • White306
  • Multirace286
  • IDEA259
ELA students tested with valid scores: 61
Computed mean of student ELA scores: 296

ELA Students scoring proficient and above:

29%
State:

30%

Students scoring at Level 1: 39%
Students scoring at Level 2: 31%
Students scoring at Level 3: 16%
Students scoring at Level 4: 13%

39%
31%
16%
13%

    MATH Mean Score (6th Grade)

  • All301
  • Males296
  • Females306
  • Hispanic291
  • Asian298
  • Black271
  • White315
  • Multirace287
Math students tested with valid scores: 62
Computed mean of student Math scores: 301

Math Students scoring proficient and above:

39%
New York:

38%

Students scoring at Level 1: 31%
Students scoring at Level 2: 31%
Students scoring at Level 3: 18%
Students scoring at Level 4: 21%

31%
31%
18%
21%

New York State Alternate Assessment:
Show data for

(State average from 63 schools)
New York State Alternate Assessment (NYSAA) is part of the New York State testing program that measures the attainment of the State's learning standards in the areas of English language arts (ELA), mathematics, and science for all students with the most severe disabilities in Grades 3-8 and high school. In the 2015-16 school year, NYSAA began using computer-based testing for the ELA and mathematics components. Beginning with the 2017-18 school year, the NYSAA program will no longer include a Social Studies component. The NYSAA in ELA, mathematics, and science will be assessed using Dynamic Learning Maps alternate assessment.
Grade 4:
ELA students tested with valid scores: 6
Grade 4 ELA Students scoring proficient and above:

100%
New York:

94%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 83%
Students scoring at Level 4: 17%

83%
17%
Math students tested with valid scores: 6
Grade 4 Math Students scoring proficient and above:

100%
State:

90%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 67%
Students scoring at Level 4: 33%

67%
33%
Science students tested with valid scores: 7
Grade 4 Science Students scoring proficient and above:

100%
New York:

89%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 100%
Students scoring at Level 4: 0%

100%
Grade 5:
ELA students tested with valid scores: 5
Grade 5 ELA Students scoring proficient and above:

100%
State:

95%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 100%
Students scoring at Level 4: 0%

100%
Math students tested with valid scores: 5
Grade 5 Math Students scoring proficient and above:

100%
New York:

90%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 100%
Students scoring at Level 4: 0%

100%

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.

Albany Elementary School - % Scoring at Expanding Level or above in NYSESLAT

Kindergarten:

    Scoring at Expanding Level or above (Kindergarten)

  • All70%
  • Males67%
  • Females71%
  • White67%
Students tested with valid scores: 13
Scoring at Expanding Level or above:

70%
State:

64%

Students scoring at Entering Level: 15%
Students scoring at Emerging Level: 15%
Students scoring at Transitioning Level: 0%
Students scoring at Expanding Level: 62%
Students scoring at Commanding Level: 8%

15%
15%
62%
8%
1st Grade:
Students tested with valid scores: 7
Scoring at Expanding Level or above:

71%
State:

42%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 29%
Students scoring at Transitioning Level: 0%
Students scoring at Expanding Level: 0%
Students scoring at Commanding Level: 71%

29%
71%
2nd Grade:

    Scoring at Expanding Level or above (2nd Grade)

  • All60%
  • Males78%
  • Females33%
  • White67%
Students tested with valid scores: 15
Scoring at Expanding Level or above:

60%
State:

63%

Students scoring at Entering Level: 7%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 33%
Students scoring at Expanding Level: 60%
Students scoring at Commanding Level: 0%

7%
33%
60%
3rd Grade:
Students tested with valid scores: 12
Scoring at Expanding Level or above:

83%
State:

57%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 17%
Students scoring at Expanding Level: 75%
Students scoring at Commanding Level: 8%

17%
75%
8%
4th Grade:
Students tested with valid scores: 10
Scoring at Expanding Level or above:

50%
New York:

60%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 10%
Students scoring at Transitioning Level: 40%
Students scoring at Expanding Level: 20%
Students scoring at Commanding Level: 30%

10%
40%
20%
30%
5th Grade:

    Scoring at Expanding Level or above (5th Grade)

  • All82%
  • Males80%
  • Females83%
  • White84%
Students tested with valid scores: 11
Scoring at Expanding Level or above:

82%
State:

58%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 9%
Students scoring at Transitioning Level: 9%
Students scoring at Expanding Level: 18%
Students scoring at Commanding Level: 64%

9%
9%
18%
64%
6th Grade:

    Scoring at Expanding Level or above (6th Grade)

  • All54%
  • Males40%
  • Females67%
  • Asian80%
Students tested with valid scores: 11
Scoring at Expanding Level or above:

54%
New York:

61%

Students scoring at Entering Level: 18%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 27%
Students scoring at Expanding Level: 27%
Students scoring at Commanding Level: 27%

18%
27%
27%
27%

Accountability


Adequate Yearly Progress:
Show data for

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

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

  • All190
  • Males180
  • Females200
  • White195
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 101
Percent of enrolled students with valid test scores: 96%

Performance Index (PI):

190
New York:

174
Effective Annual Measurable Objective (EAMO): 179
Elementary/Middle-Level Math:

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

  • All94
  • Males88
  • Females101
  • Hispanic72
  • Black80
  • White106
  • IDEA86
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 687
Percent of enrolled students with valid test scores: 88%

Performance Index (PI):

94
State:

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

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

  • All91
  • Males75
  • Females110
  • Hispanic70
  • Black80
  • White108
  • IDEA93
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 688
Percent of enrolled students with valid test scores: 89%

Performance Index (PI):

91
New York:

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

Health & Safety


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
Here:

1.6
State:

3.8
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • Hispanic: 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • Black: 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

  • Hispanic43
  • Asian2
  • Black19
  • White43
  • Multirace10
  • IDEA19
  • 5042
Chronic Student Absenteeism: 117 (male: 50, female: 67)
  • Hispanic: 43 (male: 23, female: 20)
  • Asian: 2 (all female)
  • Black: 19 (male: 5, female: 14)
  • White: 43 (male: 20, female: 23)
  • Two or More Races: 10 (male: 2, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 8, female: 11)
  • Section 504: 2 (all female)
Chronic Student Absenteeism per 1,000 students
Here:

185.1
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

  • Hispanic14
  • Asian1
  • Black23
  • White4
  • Multirace5
  • LEP1
  • IDEA10
School days missed due to out-of-school suspension: 47 (male: 39, female: 8)
  • Hispanic: 14 (male: 11, female: 3)
  • Asian: 1 (all male)
  • Black: 23 (male: 20, female: 3)
  • White: 4 (male: 3, female: 1)
  • Two or More Races: 5 (male: 4, female: 1)
  • Limited English Proficiency (LEP): 1 (all male)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 6, female: 4)
Instances of out-of-school suspension (Students without disabilities): 34

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

53.8
New York:

50.9

    Students without disabilities receiving one or more in-school suspension

  • Hispanic7
  • Black16
  • White8
  • Multirace2
  • LEP2
Students without disabilities receiving one or more in-school suspension: 33 (male: 29, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 16 (male: 14, female: 2)
  • White: 8 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

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

  • Hispanic4
  • Black7
  • Multirace4
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 15 (male: 9, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 7 (male: 5, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

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

  • Hispanic8
  • Black11
  • White2
  • Multirace2
Students without disabilities receiving more than one out-of-school suspension: 23 (all male)
  • Hispanic: 8
  • Black: 11
  • White: 2
  • Two or More Races: 2
Instances of out-of-school suspension (Students with disabilities): 10

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

15.8
New York:

29.4
Students with disabilities receiving one or more in-school suspension: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Black: 2 (all female)
Students with disabilities receiving only one out-of-school suspension: 8 (male: 6, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • White: 2 (all male)
Students with disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 2 (all female)

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