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Chango Elementary School in BALLSTON LAKE, 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 94
Address
 CHANGO DR
BALLSTON LAKE, NY 12019
Telephone
(518) 881-0520
(make sure to verify first before calling)
Website
http://www.shenet.org
City-data.com school rating
94
Students
506
Classroom Teachers (FTE)
29.1
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
51
Reduced-price lunch
eligible students
10
School district
SHENENDEHOWA CENTRAL 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

Ratings

This school rating compared to other nearby schools ratings:
Chango Elementary School:

94
ACADIA MIDDLE SCHOOL (4.6 miles):

92
ORENDA ELEMENTARY SCHOOL (4.6 miles):

92
TESAGO ELEMENTARY SCHOOL (4.6 miles):

91
KARIGON ELEMENTARY SCHOOL (4.6 miles):

90
KODA MIDDLE SCHOOL (4.6 miles):

90
GOWANA MIDDLE SCHOOL (4.6 miles):

89
SKANO ELEMENTARY SCHOOL (4.6 miles):

88
SHENENDEHOWA HIGH SCHOOL (4.6 miles):

82
Chango Elementary School rating compared to average state and city schools ratings:
New York:

50
BALLSTON LAKE:

88
Chango Elementary School:

94

Students & Teachers


Total enrollment:
Enrollment in 2016: 506
Enrollment in 2015: 475
Enrollment in 2014: 488
Enrollment in 2013: 497
Enrollment in 2012: 505
Enrollment in 2011: 493
Enrollment in 2010: 476
Enrollment in 2009: 512
Enrollment in 2008: 514
Enrollment in 2007: 611
Enrollment in 2006: 581
Enrollment in 2005: 574
Enrollment in 2004: 541
Enrollment in 2003: 546
Enrollment in 2002: 529
Enrollment in 2001: 530
Enrollment in 2000: 551
Enrollment in 1999: 547

Chango Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05Total
All students729682827698506
Female students364043444255260
Male students365639383443246
Asian students414225633
Hispanic students31442317
Black students21112310
White students597571716485425
Two or More Races students45443121

Enrollment by grade:
Kindergarten enrollment: 72
1st grade enrollment: 96
2nd grade enrollment: 82
3rd grade enrollment: 82
4th grade enrollment: 76
5th grade enrollment: 98

Chango Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 260 (51.4%)
School:

51.4%
State:

51.1%
Male enrollment: 246 (48.6%)
Chango Elementary School:

48.6%
New York:

47.5%

Chango Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 33 (6.5%)
School:

6.5%
State:

4.6%
Hispanic enrollment: 17 (3.4%)
Here:

3.4%
State:

9.2%
Black enrollment: 10 (2.0%)
School:

2.0%
State:

12.0%
White enrollment: 425 (84.0%)
Chango Elementary School:

84.0%
New York:

55.1%
Two or More Races enrollment: 21 (4.2%)
Chango Elementary School:

4.2%
State:

2.9%

Chango Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 61 (12.1%)
Chango Elementary School:

12.1%
New York:

52.7%
Free lunch eligible students: 51 (10.1%)
Chango Elementary School:

10.1%
State:

45.4%
Reduced-price lunch eligible students: 10 (2.0%)
Here:

2.0%
State:

4.8%

Chango Elementary School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Common Branch: 23

Teachers and support:
Show data for
Classroom Teachers (FTE): 29.1

Number of FTE teachers in their first year of teaching: 2
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 15
Number of FTE security guards: 0.4
Number of FTE nurses: 1
Number of FTE psychologists: 1

Student/Teacher Ratio
School:

17.4
New York:

14.0
Number of teachers with fewer than three years of teaching experience: 2
Number of teachers with Master's Degree plus 30 hours or doctorate: 2

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: 3

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,125,240
  • Full-time Equivalency Count of Teachers: 30 (Salary Expenditures: $2,502,467)
  • Full-time Equivalency Count of Instructional Aides: 9 (Salary Expenditures: $258,726)
  • Full-time Equivalency Count of Support Services Staff: 8.6 (Salary Expenditures: $225,261)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $138,788)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $48,446
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,403,422
  • Salary Expenditures for Teachers: $2,502,467
  • Full-time Equivalency Count of Instructional Aides: 9 (Salary Expenditures: $258,726)
  • Full-time Equivalency Count of Support Services Staff: 8.6 (Salary Expenditures: $225,261)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $138,788)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $140,261

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 11 (male: 5, female: 6)
  • Asian: 7 (male: 5, female: 2)
  • Black: 2 (all female)
  • White: 2 (all female)

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: 20 (male: 13, female: 7)
  • White: 20 (male: 13, female: 7)
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 818 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in Kindergarten: 2 (all female)
  • White: 2

Percent of Kindergarten students retained
Chango Elementary School:

2.8%
New York:

6.2%

Gifted and Talented:
Show data for

(State average from 386 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.

    Gifted and Talented Student Enrollment

  • Hispanic2
  • Asian4
  • Black2
  • White22
  • Multirace2
Gifted and Talented Student Enrollment: 32 (male: 20, female: 12)
  • Hispanic: 2 (all male)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 22 (male: 14, female: 8)
  • Two or More Races: 2 (all male)

Gifted and Talented Student Enrollment per 1,000 students
Here:

63.2
State:

106.8

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)

  • All333
  • Males325
  • Females339
  • White335
  • IDEA308
ELA students tested with valid scores: 74
Computed mean of student ELA scores: 333

ELA Students scoring proficient and above:

77%
State:

43%

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

5%
18%
55%
22%

    MATH Mean Score (3rd Grade)

  • All346
  • Males343
  • Females348
  • White347
  • IDEA323
Math students tested with valid scores: 74
Computed mean of student Math scores: 346

Math Students scoring proficient and above:

92%
State:

49%

Students scoring at Level 1: 0%
Students scoring at Level 2: 8%
Students scoring at Level 3: 39%
Students scoring at Level 4: 53%

8%
39%
53%
4th Grade:

    ELA Mean Score (4th Grade)

  • All336
  • Males334
  • Females337
  • White336
ELA students tested with valid scores: 70
Computed mean of student ELA scores: 336

ELA Students scoring proficient and above:

74%
State:

41%

Students scoring at Level 1: 4%
Students scoring at Level 2: 21%
Students scoring at Level 3: 31%
Students scoring at Level 4: 43%

4%
21%
31%
43%

    MATH Mean Score (4th Grade)

  • All338
  • Males341
  • Females335
  • White340
Math students tested with valid scores: 71
Computed mean of student Math scores: 338

Math Students scoring proficient and above:

86%
State:

43%

Students scoring at Level 1: 3%
Students scoring at Level 2: 11%
Students scoring at Level 3: 31%
Students scoring at Level 4: 55%

3%
11%
31%
55%

    SCI Mean Score (4th Grade)

  • All92
  • Males93
  • Females91
  • White93
Science students tested with valid scores: 75
Computed mean of student Science scores: 92

Science Students scoring proficient and above:

98%
State:

87%

Students scoring at Level 1: 0%
Students scoring at Level 2: 1%
Students scoring at Level 3: 9%
Students scoring at Level 4: 89%

1%
9%
89%
5th Grade:

    ELA Mean Score (5th Grade)

  • All318
  • Males310
  • Females324
  • White319
ELA students tested with valid scores: 61
Computed mean of student ELA scores: 318

ELA Students scoring proficient and above:

46%
State:

35%

Students scoring at Level 1: 10%
Students scoring at Level 2: 44%
Students scoring at Level 3: 26%
Students scoring at Level 4: 20%

10%
44%
26%
20%

    MATH Mean Score (5th Grade)

  • All326
  • Males327
  • Females325
  • White325
Math students tested with valid scores: 59
Computed mean of student Math scores: 326

Math Students scoring proficient and above:

68%
New York:

43%

Students scoring at Level 1: 8%
Students scoring at Level 2: 24%
Students scoring at Level 3: 51%
Students scoring at Level 4: 17%

8%
24%
51%
17%

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

(State average from 1,207 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.
Kindergarten:
Students tested with valid scores: 5
Scoring at Expanding Level or above:

80%
State:

64%

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

20%
60%
20%
1st Grade:
Students tested with valid scores: 6
Scoring at Expanding Level or above:

84%
State:

42%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 17%
Students scoring at Expanding Level: 67%
Students scoring at Commanding Level: 17%

17%
67%
17%

Accountability


Adequate Yearly Progress:
Show data for

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

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

  • All199
  • Females198
  • White200
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 80
Percent of enrolled students with valid test scores: 94%

Performance Index (PI):

199
New York:

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

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

  • All179
  • Males182
  • Females176
  • White181
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 484
Percent of enrolled students with valid test scores: 87%

Performance Index (PI):

179
State:

114
Effective Annual Measurable Objective (EAMO): 101
Elementary/Middle-Level ELA:

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

  • All161
  • Males154
  • Females167
  • White165
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 485
Percent of enrolled students with valid test scores: 87%

Performance Index (PI):

161
State:

113
Effective Annual Measurable Objective (EAMO): 103

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: 3

Incidents of threats of physical attack without a weapon: 1


Total incidents per 1,000 students
Here:

7.9
State:

55.5

Chronic Student Absenteeismt:
Show data for

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

    Chronic Student Absenteeism

  • Asian2
  • Black2
  • White13
  • Multirace2
  • IDEA4
Chronic Student Absenteeism: 19 (male: 5, female: 14)
  • Asian: 2 (all female)
  • Black: 2 (all female)
  • White: 13 (male: 5, female: 8)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

37.5
State:

179.4

Restraint and Seclusion:
Show data for

(State average from 355 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of students with disabilities (IDEA) subjected to physical restraint: 4 (all male)
  • Hispanic: 2
  • White: 2

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
School:

7.9
New York:

18.8

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: 3 (all female)
  • White: 3
Instances of out-of-school suspension (Students without disabilities): 1

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

2.0
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: 2 (all female)
  • White: 2

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