Burns Avenue School in Hicksville, 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 63
- Address
- 40 BURNS AVE
Hicksville, NY 11801
- Telephone
- (516) 733-2311
(make sure to verify first before calling)
- City-data.com school rating
- 63
- Students
- 274
- Classroom Teachers (FTE)
- 22.1
- National School Lunch
Program (NSLP) Status - Yes, participating without using any Provision or the CEO
- Free lunch eligible students
- 106
- Reduced-price lunch
eligible students - 14
- School district
- HICKSVILLE 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:
ROBERT SEAMAN ELEMENTARY SCHOOL (1.2 miles): | 99 |
CANTIAGUE ELEMENTARY SCHOOL (1.1 miles): | 97 |
DUTCH LANE SCHOOL (1.5 miles): | 84 |
EAST STREET SCHOOL (1.1 miles): | 80 |
HICKSVILLE MIDDLE SCHOOL (0.9 miles): | 72 |
OLD COUNTRY ROAD SCHOOL (0.8 miles): | 67 |
LEE AVENUE SCHOOL (1.2 miles): | 66 |
Burns Avenue School: | 63 |
HICKSVILLE HIGH SCHOOL (0.9 miles): | 57 |
Burns Avenue School rating compared to average state, county and city schools ratings:
New York: | 50 |
Nassau County: | 76 |
Hicksville: | 72 |
Burns Avenue School: | 63 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 274
Enrollment in 2015: 271
Enrollment in 2014: 264
Enrollment in 2013: 270
Enrollment in 2012: 288
Enrollment in 2011: 283
Enrollment in 2010: 272
Enrollment in 2009: 267
Enrollment in 2008: 304
Enrollment in 2007: 287
Enrollment in 2006: 294
Enrollment in 2005: 306
Enrollment in 2004: 325
Enrollment in 2003: 301
Enrollment in 2002: 300
Enrollment in 2001: 336
Enrollment in 2000: 328
Enrollment in 1999: 304
Enrollment in 2015: 271
Enrollment in 2014: 264
Enrollment in 2013: 270
Enrollment in 2012: 288
Enrollment in 2011: 283
Enrollment in 2010: 272
Enrollment in 2009: 267
Enrollment in 2008: 304
Enrollment in 2007: 287
Enrollment in 2006: 294
Enrollment in 2005: 306
Enrollment in 2004: 325
Enrollment in 2003: 301
Enrollment in 2002: 300
Enrollment in 2001: 336
Enrollment in 2000: 328
Enrollment in 1999: 304
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | KG | G01 | G02 | G03 | G04 | G05 | Total |
---|---|---|---|---|---|---|---|
All students | 39 | 53 | 49 | 34 | 52 | 47 | 274 |
Female students | 20 | 29 | 26 | 19 | 22 | 25 | 141 |
Male students | 19 | 24 | 23 | 15 | 30 | 22 | 133 |
Asian students | 13 | 15 | 11 | 7 | 18 | 10 | 74 |
Hispanic students | 21 | 26 | 22 | 19 | 17 | 25 | 130 |
Black students | 2 | 3 | 5 | 3 | 7 | 1 | 21 |
White students | 2 | 8 | 9 | 5 | 8 | 9 | 41 |
Two or More Races students | 1 | 1 | 2 | - | 2 | 2 | 8 |
Enrollment by grade:
Kindergarten enrollment: 39
1st grade enrollment: 53
2nd grade enrollment: 49
3rd grade enrollment: 34
4th grade enrollment: 52
5th grade enrollment: 47
1st grade enrollment: 53
2nd grade enrollment: 49
3rd grade enrollment: 34
4th grade enrollment: 52
5th grade enrollment: 47
Burns Avenue School - Historical enrollment by grade
Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 141 (51.5%)
Burns Avenue School: | 51.5% |
New York: | 51.1% |
Male enrollment: 133 (48.5%)
Here: | 48.5% |
State: | 47.5% |
Burns Avenue School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 74 (27.0%)
School: | 27.0% |
New York: | 4.6% |
Hispanic enrollment: 130 (47.4%)
Burns Avenue School: | 47.4% |
New York: | 9.2% |
Black enrollment: 21 (7.7%)
Here: | 7.7% |
State: | 12.0% |
White enrollment: 41 (15.0%)
Here: | 15.0% |
State: | 55.1% |
Two or More Races enrollment: 8 (2.9%)
Here: | 2.9% |
State: | 2.9% |
Burns Avenue School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 120 (43.8%)
Burns Avenue School: | 43.8% |
New York: | 52.7% |
Free lunch eligible students: 106 (38.7%)
Here: | 38.7% |
State: | 45.4% |
Reduced-price lunch eligible students: 14 (5.1%)
School: | 5.1% |
State: | 4.8% |
Burns Avenue School - Lunch Program Eligibility
Average Class Size:
Show data for
Average Class Size:
- Common Branch: 21
Teachers and support:
Show data for
Classroom Teachers (FTE): 22.1
Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 6
Number of FTE nurses: 1
Number of FTE psychologists: 0.4
Number of FTE social workers: 0.2
Student/Teacher Ratio
Number of teachers with fewer than three years of teaching experience: 1
Number of teachers with Master's Degree plus 30 hours or doctorate: 7
Total number of classes taught: 48
Number of full-time principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 1
Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 6
Number of FTE nurses: 1
Number of FTE psychologists: 0.4
Number of FTE social workers: 0.2
Student/Teacher Ratio
School: | 12.4 |
New York: | 14.0 |
Number of teachers with Master's Degree plus 30 hours or doctorate: 7
Total number of classes taught: 48
Number of full-time principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 1
Burns Avenue School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,595,075
- Full-time Equivalency Count of Teachers: 22 (Salary Expenditures: $2,022,867)
- Full-time Equivalency Count of Instructional Aides: 13 (Salary Expenditures: $208,091)
- Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $185,224)
- Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $178,893)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,680,272
- Salary Expenditures for Teachers: $2,108,064
- Full-time Equivalency Count of Instructional Aides: 13 (Salary Expenditures: $208,091)
- Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $185,224)
- Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $178,893)
Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 47 (male: 25, female: 22)
- Hispanic: 37 (male: 20, female: 17)
- Asian: 10 (male: 5, female: 5)
- 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.
- Hispanic17
- Asian7
- White4
- LEP11
Students with disabilities served under IDEA
- Hispanic: 17 (male: 10, female: 7)
- Asian: 7 (all male)
- White: 4 (all male)
- Limited English Proficiency (LEP): 11 (male: 7, female: 4)
Students with disabilities served under Section 504: 4 (male: 2, female: 2)
- White: 2 (all male)
- Two or More Races: 2 (all female)
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: 34
Computed mean of student ELA scores: 299
Students scoring at Level 1: 32%
Students scoring at Level 2: 26%
Students scoring at Level 3: 41%
Students scoring at Level 4: 0%
Math students tested with valid scores: 32
Computed mean of student Math scores: 304
Students scoring at Level 1: 19%
Students scoring at Level 2: 38%
Students scoring at Level 3: 28%
Students scoring at Level 4: 16%
4th Grade:
ELA students tested with valid scores: 25
Computed mean of student ELA scores: 314
Students scoring at Level 1: 28%
Students scoring at Level 2: 20%
Students scoring at Level 3: 28%
Students scoring at Level 4: 24%
Math students tested with valid scores: 27
Computed mean of student Math scores: 303
Students scoring at Level 1: 26%
Students scoring at Level 2: 33%
Students scoring at Level 3: 26%
Students scoring at Level 4: 15%
Science students tested with valid scores: 28
Computed mean of student Science scores: 86
Students scoring at Level 1: 4%
Students scoring at Level 2: 0%
Students scoring at Level 3: 25%
Students scoring at Level 4: 71%
5th Grade:
ELA students tested with valid scores: 35
Computed mean of student ELA scores: 312
Students scoring at Level 1: 17%
Students scoring at Level 2: 37%
Students scoring at Level 3: 43%
Students scoring at Level 4: 3%
Math students tested with valid scores: 35
Computed mean of student Math scores: 326
Students scoring at Level 1: 9%
Students scoring at Level 2: 29%
Students scoring at Level 3: 43%
Students scoring at Level 4: 20%
- All299
- Males292
- Females308
- Hispanic296
- Asian294
- IDEA251
ELA Mean Score (3rd Grade)
Computed mean of student ELA scores: 299
ELA Students scoring proficient and above: | 41% |
New York: | 43% |
Students scoring at Level 1: 32%
Students scoring at Level 2: 26%
Students scoring at Level 3: 41%
Students scoring at Level 4: 0%
- All304
- Males304
- Females305
- Hispanic290
- Asian305
- IDEA264
MATH Mean Score (3rd Grade)
Computed mean of student Math scores: 304
Math Students scoring proficient and above: | 44% |
State: | 49% |
Students scoring at Level 1: 19%
Students scoring at Level 2: 38%
Students scoring at Level 3: 28%
Students scoring at Level 4: 16%
4th Grade:
- All314
- Males303
- Females322
- Hispanic307
- IDEA275
ELA Mean Score (4th Grade)
Computed mean of student ELA scores: 314
ELA Students scoring proficient and above: | 52% |
New York: | 41% |
Students scoring at Level 1: 28%
Students scoring at Level 2: 20%
Students scoring at Level 3: 28%
Students scoring at Level 4: 24%
- All303
- Males301
- Females305
- Hispanic299
- IDEA265
MATH Mean Score (4th Grade)
Computed mean of student Math scores: 303
Math Students scoring proficient and above: | 41% |
New York: | 43% |
Students scoring at Level 1: 26%
Students scoring at Level 2: 33%
Students scoring at Level 3: 26%
Students scoring at Level 4: 15%
- All86
- Males86
- Females86
- Hispanic84
- IDEA71
SCI Mean Score (4th Grade)
Computed mean of student Science scores: 86
Science Students scoring proficient and above: | 96% |
State: | 87% |
Students scoring at Level 1: 4%
Students scoring at Level 2: 0%
Students scoring at Level 3: 25%
Students scoring at Level 4: 71%
5th Grade:
- All312
- Males311
- Females314
- Hispanic301
- Asian316
ELA Mean Score (5th Grade)
Computed mean of student ELA scores: 312
ELA Students scoring proficient and above: | 46% |
New York: | 35% |
Students scoring at Level 1: 17%
Students scoring at Level 2: 37%
Students scoring at Level 3: 43%
Students scoring at Level 4: 3%
- All326
- Males326
- Females326
- Asian334
MATH Mean Score (5th Grade)
Computed mean of student Math scores: 326
Math Students scoring proficient and above: | 63% |
New York: | 43% |
Students scoring at Level 1: 9%
Students scoring at Level 2: 29%
Students scoring at Level 3: 43%
Students scoring at Level 4: 20%
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.
Burns Avenue School - % Scoring at Expanding Level or above in NYSESLAT
Kindergarten:
Students tested with valid scores: 7
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 14%
Students scoring at Expanding Level: 57%
Students scoring at Commanding Level: 29%
1st Grade:
Students tested with valid scores: 14
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 7%
Students scoring at Transitioning Level: 29%
Students scoring at Expanding Level: 50%
Students scoring at Commanding Level: 14%
2nd Grade:
Students tested with valid scores: 11
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 9%
Students scoring at Transitioning Level: 9%
Students scoring at Expanding Level: 55%
Students scoring at Commanding Level: 27%
3rd Grade:
Students tested with valid scores: 14
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 14%
Students scoring at Transitioning Level: 21%
Students scoring at Expanding Level: 57%
Students scoring at Commanding Level: 7%
4th Grade:
Students tested with valid scores: 7
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 57%
Students scoring at Expanding Level: 29%
Students scoring at Commanding Level: 14%
5th Grade:
Students tested with valid scores: 8
Students scoring at Entering Level: 13%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 25%
Students scoring at Expanding Level: 63%
Students scoring at Commanding Level: 0%
Students tested with valid scores: 7
Scoring at Expanding Level or above: | 86% |
State: | 64% |
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 14%
Students scoring at Expanding Level: 57%
Students scoring at Commanding Level: 29%
1st Grade:
- All64%
- Males85%
- Females43%
Scoring at Expanding Level or above (1st Grade)
Scoring at Expanding Level or above: | 64% |
State: | 42% |
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 7%
Students scoring at Transitioning Level: 29%
Students scoring at Expanding Level: 50%
Students scoring at Commanding Level: 14%
2nd Grade:
Students tested with valid scores: 11
Scoring at Expanding Level or above: | 82% |
New York: | 63% |
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 9%
Students scoring at Transitioning Level: 9%
Students scoring at Expanding Level: 55%
Students scoring at Commanding Level: 27%
3rd Grade:
- All64%
- Males71%
- Females57%
Scoring at Expanding Level or above (3rd Grade)
Scoring at Expanding Level or above: | 64% |
State: | 57% |
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 14%
Students scoring at Transitioning Level: 21%
Students scoring at Expanding Level: 57%
Students scoring at Commanding Level: 7%
4th Grade:
Students tested with valid scores: 7
Scoring at Expanding Level or above: | 43% |
State: | 60% |
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 57%
Students scoring at Expanding Level: 29%
Students scoring at Commanding Level: 14%
5th Grade:
Students tested with valid scores: 8
Scoring at Expanding Level or above: | 63% |
State: | 58% |
Students scoring at Entering Level: 13%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 25%
Students scoring at Expanding Level: 63%
Students scoring at Commanding Level: 0%
Accountability
Adequate Yearly Progress:
Show data for
(State average from 3,754 schools)
Elementary/Middle-Level Math:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 270
Percent of enrolled students with valid test scores: 71%
Effective Annual Measurable Objective (EAMO): 99
Elementary/Middle-Level ELA:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 272
Percent of enrolled students with valid test scores: 74%
Effective Annual Measurable Objective (EAMO): 101
- All133
- Males134
- Females131
- Hispanic110
Elementary/Middle-Level Math - Performance Index (PI)
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 270
Percent of enrolled students with valid test scores: 71%
Performance Index (PI): | 133 |
State: | 114 |
Elementary/Middle-Level ELA:
- All120
- Males106
- Females135
- Hispanic100
- Asian129
Elementary/Middle-Level ELA - Performance Index (PI)
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 272
Percent of enrolled students with valid test scores: 74%
Performance Index (PI): | 120 |
New York: | 113 |
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 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.
Allegations of harassment or bullying on the basis of sex: 2
Students reported as harassed or bullied on the basis of sex: 4 (male: 2, female: 2)
Students disciplined for bullying or harassment on the basis of sex: 4 (all male)
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here: | 7.3 |
State: | 3.8 |
- Hispanic2
- White2
- LEP2
- 5042
Students reported as harassed or bullied on the basis of sex
- Hispanic: 2 (all male)
- White: 2 (all female)
- Limited English Proficiency (LEP): 2 (all male)
- Section 504: 2 (all male)
Students disciplined for bullying or harassment on the basis of sex: 4 (all male)
- Hispanic: 2
- White: 2
- Individuals With Disabilities Education Act (IDEA): 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.
- Hispanic7
- Asian10
- Black4
- White7
- LEP2
- IDEA4
- 5042
Chronic Student Absenteeism
- Hispanic: 7 (male: 5, female: 2)
- Asian: 10 (male: 5, female: 5)
- Black: 4 (male: 2, female: 2)
- White: 7 (male: 2, female: 5)
- Limited English Proficiency (LEP): 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
- Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
Here: | 102.2 |
State: | 179.4 |
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