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Castleton Academy High Of Oceanside School in Oceanside, NY
(09-12 • Public • Regular School)

Address
 25 CASTLETON CT
Oceanside, NY 11572
Telephone
(516) 678-7593
(make sure to verify first before calling)
Website
http://www.oceansideschools.org
Students
52
Classroom Teachers (FTE)
3.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
19
Reduced-price lunch
eligible students
3
School district
OCEANSIDE UNION FREE SCHOOL DISTRICT
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Students & Teachers


Total enrollment:
Enrollment in 2016: 52
Enrollment in 2015: 61
Enrollment in 2014: 63
Enrollment in 2013: 49
Enrollment in 2012: 55
Enrollment in 2011: 54
Enrollment in 2010: 59
Enrollment in 2009: 54

Castleton Academy High Of Oceanside School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG08G09G10G11G12Total
All students117192452
Female students - 1410823
Male students1 - 391629
Hispanic students - - 1124
Black students - - - 1 - 1
White students115172246
Two or More Races students - - 1 - - 1

Enrollment by grade:
8th grade enrollment: 1
9th grade enrollment: 1
10th grade enrollment: 7
11th grade enrollment: 19
12th grade enrollment: 24

Castleton Academy High Of Oceanside School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 23 (44.2%)
School:

44.2%
New York:

51.1%
Male enrollment: 29 (55.8%)
School:

55.8%
State:

47.5%

Castleton Academy High Of Oceanside School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Hispanic enrollment: 4 (7.7%)
Castleton Academy High Of Oceanside School:

7.7%
State:

9.2%
Black enrollment: 1 (1.9%)
School:

1.9%
New York:

12.0%
White enrollment: 46 (88.5%)
Here:

88.5%
State:

55.1%
Two or More Races enrollment: 1 (1.9%)
School:

1.9%
New York:

2.9%

Castleton Academy High Of Oceanside School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 22 (42.3%)
Castleton Academy High Of Oceanside School:

42.3%
New York:

52.7%
Free lunch eligible students: 19 (36.5%)
Castleton Academy High Of Oceanside School:

36.5%
New York:

45.4%
Reduced-price lunch eligible students: 3 (5.8%)
Here:

5.8%
New York:

4.8%

Castleton Academy High Of Oceanside School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Grade 10 Social Studies: 9

Teachers and support:
Show data for
Classroom Teachers (FTE): 3

Number of FTE school counselors: 1
Number of FTE security guards: 1
Number of FTE nurses: 1
Number of FTE psychologists: 1
Number of FTE social workers: 1

Student/Teacher Ratio
School:

17.4
State:

14.0
Number of teachers with Master's Degree plus 30 hours or doctorate: 1

Total number of classes taught: 14
Number of classes taught by teachers without appropriate certification: 1


Number of full-time principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 2

Castleton Academy High Of Oceanside School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,021,758
  • Full-time Equivalency Count of Teachers: 10.6 (Salary Expenditures: $970,942)
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $224,400)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $110,917)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $492,094
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,037,462
  • Salary Expenditures for Teachers: $989,007
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $225,268)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $482,976

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 2 (all female)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 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: 23 (male: 13, female: 10)
  • White: 23 (male: 13, female: 10)
Students with disabilities served under Section 504: 10 (male: 5, female: 5)
  • White: 10 (male: 5, female: 5)

Retention:
Show data for

(State average from 437 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 12th grade: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Percent of 12th grade students retained
School:

16.7%
New York:

14.9%

Statewide Student Assessments


Regents Examination:
Show data for

(State average from 2,072 schools)
Regents Examinations are achievement tests that are aligned with New York State's Learning Standards. Prepared by teacher examination committees and Department subject and testing specialists, Regents Examinations provide schools with a basis for evaluating the quality of instruction and learning that have taken place. They are used by school personnel to identify major learning goals, offering both teachers and students a guide to important understandings, skills, and concepts. The examinations also provide students, parents, counselors, administrators, college admissions officers, and employers with objective and easily understood achievement information for use in making sound educational and vocational decisions. Passing scores on the Regents Examinations in English, mathematics, science, and social studies satisfy the State testing requirements for a high school diploma.

Castleton Academy High Of Oceanside School - % Scroring 55 and above in Regents Examination

Integrated Algebra (Common Core):
Students tested with valid scores: 9
Number of students tested scoring Level 2 (55-64): 2 (22%)
Number of students tested scoring Level 3 (65-78): 7 (78%)

Percentage of students scoring 55 and above:

100%
State:

93%

22%
78%
Comprehensive English (Common Core):

    Scoring 55 and above
    (Comprehensive English)

  • All100%
  • Males99%
  • Females100%
  • White99%
  • IDEA99%
Students tested with valid scores: 17
Number of students tested scoring Level 2 (55-64): 1 (6%)
Number of students tested scoring Level 3 (65-78): 7 (41%)
Number of students tested scoring Level 4 (79-84): 4 (24%)
Number of students tested scoring Level 5 (85-100): 5 (29%)

Percentage of students scoring 55 and above:

100%
State:

89%

6%
41%
24%
29%

Outcomes


High School Completers:
Show data for
Graduates - Graduates include students who received a local diploma or a local diploma with Regents endorsement (Regents diploma). All students who received a Regents diploma (with or without Advanced Designation or CTE Endorsement) are included in the number of students with Regents diploma.

Regents Diploma - Requires a student pass a minimum of 5 Regents examinations in addition to meeting course and credit requirements.

Regents with Advanced Designation - Requires a student pass a minimum of 8 Regents examinations in addition to meeting course and credit requirements.

Local Diploma - Can only be obtained by students with disabilities with an individualized education program or section 504 Accommodation Plan.

Castleton Academy High Of Oceanside School - High School Completers

    Graduation Rate - 6 Year Outcome
    All students

  • All84%
  • Males79%
  • Females100%
  • IDEA71%
All Students:
Number of Completers (graduates + commencement credentials): 23
└─ Number of Graduates (Regents + Local Diplomas): 23
  └─ Number of students who earned a Regents diploma: 20 (87% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 1 (4% of Graduates)
  └─ Number of students who earned a Local Diploma: 3 (13% of Graduates)

    Graduation Rate - 5 Year Outcome
    All students

  • All85%
  • Males86%
  • Females83%
  • IDEA86%
General Education:
Number of Completers (graduates + commencement credentials): 13
└─ Number of Graduates (Regents + Local Diplomas): 13
  └─ Number of students who earned a Regents diploma: 12 (92% of Graduates)
      └─ Number of students who earned a Regents diploma with advanced designation: 1 (8% of Graduates)
  └─ Number of students who earned a Local Diploma: 1 (8% of Graduates)

    Graduation Rate - 4 Year Outcome
    All students

  • All62%
  • Males62%
  • Females62%
  • White53%
  • IDEA46%
Students with Disabilities:
Number of Completers (graduates + commencement credentials): 10
└─ Number of Graduates (Regents + Local Diplomas): 10
  └─ Number of students who earned a Regents diploma: 8 (80% of Graduates)
  └─ Number of students who earned a Local Diploma: 2 (20% of Graduates)

High School Non-completers:
Show data for

(State average from 1,468 schools)

Castleton Academy High Of Oceanside School - High School Non-completers

    Dropout Rate - 6 Year Outcome
    All students

  • All5%
  • Males7%
  • Females0%
  • IDEA14%
All Students:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 56
Number of non-completers: 5
└─ Number of students who dropped out: 3
└─ Number of students who entered an approved high school equivalency preparation program: 2

Percent of non-completers:

9.0%
State:

5.4%

Post-graduation Plans of Completers:
Show data for

Castleton Academy High Of Oceanside School - Post-graduation Plans of Completers

All Students:
Total number of students reported with graduation plan: 23
└─ Graduates who planned to enroll in four-year colleges: 3 (13%)
└─ Graduates who planned to enroll in two-year colleges: 13 (57%)
└─ Graduates who planned to enroll in other post-secondary institutions: 1 (4%)
└─ Graduates who planned to pursue employment: 4 (17%)
└─ Graduates who planned to attend programs such as vocational rehabilitation and other programs: 2 (9%)
General Education:
Total number of students reported with graduation plan: 13
└─ Graduates who planned to enroll in four-year colleges: 2 (15%)
└─ Graduates who planned to enroll in two-year colleges: 8 (62%)
└─ Graduates who planned to enroll in other post-secondary institutions: 1 (8%)
└─ Graduates who planned to pursue employment: 2 (15%)
Students with Disabilities:
Total number of students reported with graduation plan: 10
└─ Graduates who planned to enroll in four-year colleges: 1 (10%)
└─ Graduates who planned to enroll in two-year colleges: 5 (50%)
└─ Graduates who planned to pursue employment: 2 (20%)
└─ Graduates who planned to attend programs such as vocational rehabilitation and other programs: 2 (20%)

Accountability


Adequate Yearly Progress:
Show data for

(State average from 1,294 schools)
5-Year Graduation Rate:
Made AYP: Yes
Met graduation rate criteria: Yes

Students enrolled during the test administration period: 35

Graduation Rate:

74%
State:

78%
Effective Annual Measurable Objective (EAMO): 80
Safe harbor target: 69
4-Year Graduation Rate:
Made AYP: Yes
Met graduation rate criteria: Yes

Students enrolled during the test administration period: 36

Graduation Rate:

61%
State:

76%
Effective Annual Measurable Objective (EAMO): 80
Safe harbor target: 42

SAT/ACT:
Show data for

(State average from 1,294 schools)
The ACT Test (ACT) is a nationally recognized assessment used to indicate college readiness.
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.
SAT or ACT Test Participation: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

Health & Safety


Offenses:
(State average from 1,445 schools)
An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident

A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of physical attack or fight without a weapon: 4

Incidents of threats of physical attack without a weapon: 1


Total incidents per 1,000 students
Castleton Academy High Of Oceanside School:

96.2
State:

55.5

Referrals and Arrests:
Show data for

(State average from 410 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Hispanic: 2

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Castleton Academy High Of Oceanside School:

38.5
New York:

3.4
Students with disabilities who received a school-related arrest: 2 (all male)
  • Hispanic: 2

Students with disabilities who received a school-related arrest per 1,000 students
Here:

38.5
New York:

1.5

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.
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:

19.2
State:

5.3

    Students reported as harassed or bullied on the basis of sex

  • Hispanic2
  • White2
  • IDEA2
  • 5042
Students reported as harassed or bullied on the basis of sex: 4 (all female)
  • Hispanic: 2
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2
  • Section 504: 2
Students disciplined for bullying or harassment on the basis of sex: 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

  • Hispanic2
  • Black2
  • White34
  • IDEA16
  • 5047
Chronic Student Absenteeism: 38 (male: 21, female: 17)
  • Hispanic: 2 (all male)
  • Black: 2 (all male)
  • White: 34 (male: 17, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 8, female: 8)
  • Section 504: 7 (male: 2, female: 5)
Chronic Student Absenteeism per 1,000 students
Here:

730.8
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: 41 (male: 23, female: 18)
  • White: 40 (male: 23, female: 17)
  • Two or More Races: 1 (all female)
  • Individuals With Disabilities Education Act (IDEA): 18 (male: 10, female: 8)
Instances of out-of-school suspension (Students without disabilities): 6

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

115.4
State:

50.9
Students without disabilities receiving one or more in-school suspension: 2 (all male)
  • White: 2
Students without disabilities receiving only one out-of-school suspension: 7 (male: 5, female: 2)
  • White: 7 (male: 5, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 2 (all female)
  • White: 2
Instances of out-of-school suspension (Students with disabilities): 10

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Castleton Academy High Of Oceanside School:

192.3
New York:

29.4
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • White: 2
Students with disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all female)
Students with disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Classes & Courses


Algebra I:
Show data for

(State average from 773 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.
Number of Algebra I classes: 1
Number of Algebra I classes taught by certified teachers: 1

    9-10th grade student enrollment in Algebra I

  • Hispanic2
  • Black2
  • White4
  • Multirace2
  • LEP2
  • IDEA7
9-10th grade student enrollment in Algebra I: 10 (male: 4, female: 6)
  • Hispanic: 2 (all female)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)
Percent of 9-10th grade students who passed
Here:

0.0%
State:

76.8%
11-12th grade student enrollment in Algebra I: 2 (all male)
  • White: 2
Percent of 11-12th grade students who passed
Here:

0.0%
New York:

65.5%

Algebra II:
Show data for
Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 2
Number of Algebra II classes taught by certified teachers: 2

    Student Enrollment in Algebra II

  • Hispanic2
  • Black2
  • White34
  • IDEA13
Student Enrollment in Algebra II: 38 (male: 24, female: 14)
  • Hispanic: 2 (all male)
  • Black: 2 (all male)
  • White: 34 (male: 20, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)

Geometry:
Show data for
Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
Number of Geometry classes: 2


Student Enrollment in Geometry: 19 (male: 9, female: 10)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • White: 13 (male: 5, female: 8)

Biology:
Show data for
Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 1
Number of Biology classes taught by certified teachers: 1

    Student Enrollment in Biology

  • Hispanic2
  • Black2
  • White10
  • LEP2
  • IDEA4
Student Enrollment in Biology: 14 (male: 7, female: 7)
  • Hispanic: 2 (all female)
  • Black: 2 (all male)
  • White: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Chemistry:
Show data for
Chemistry (college-preparatory) courses involve studying the composition, properties, and reactions of substances. These courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid / base and oxidation / reduction reactions; and atomic structure.Chemical formulas and equations and nuclear reactions are also studied.
Number of Chemistry classes: 2


Student Enrollment in Chemistry: 11 (male: 7, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

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