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Dake Junior High School in Rochester, NY
(07-08 • 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 88
Address
 350 COOPER RD
Rochester, NY 14617
Telephone
(585) 342-2140
(make sure to verify first before calling)
Website
http://www.westirondequoit.org
City-data.com school rating
88
Students
561
Classroom Teachers (FTE)
40.5
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
113
Reduced-price lunch
eligible students
35
School district
WEST IRONDEQUOIT CENTRAL SCHOOL DISTRICT
Charter school
No
Title I status
Title I targeted assistance school
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
BRIARWOOD SCHOOL (0.5 miles):

94
LISTWOOD SCHOOL (0.2 miles):

91
IROQUOIS MIDDLE SCHOOL (1.6 miles):

91
Dake Junior High School:

88
SOUTHLAWN SCHOOL (1.1 miles):

84
ROGERS MIDDLE SCHOOL (1.1 miles):

81
IRONDEQUOIT HIGH SCHOOL (0.1 miles):

77
SENECA SCHOOL (1.0 miles):

55
BROOKVIEW SCHOOL (1.0 miles):

46
Dake Junior High School rating compared to average state, county and city schools ratings:
New York:

50
Monroe County:

50
Rochester:

33
Dake Junior High School:

88

Students & Teachers


Total enrollment:
Enrollment in 2016: 561
Enrollment in 2015: 584
Enrollment in 2014: 580
Enrollment in 2013: 575
Enrollment in 2012: 594
Enrollment in 2011: 611
Enrollment in 2010: 592
Enrollment in 2009: 598
Enrollment in 2008: 624
Enrollment in 2007: 656
Enrollment in 2006: 663
Enrollment in 2005: 653
Enrollment in 2004: 666
Enrollment in 2003: 654
Enrollment in 2002: 683
Enrollment in 2001: 705
Enrollment in 2000: 702
Enrollment in 1999: 700

Dake Junior High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08UGTotal
All students26128713561
Female students1221414267
Male students1391469294
American Indian/Alaska Native students11 - 2
Asian students89 - 17
Hispanic students2031152
Black students3233570
White students1912047402
Two or More Races students99 - 18

Enrollment by grade:
7th grade enrollment: 261
8th grade enrollment: 287
Ungraded enrollment: 13

Dake Junior High School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 267 (47.6%)
School:

47.6%
State:

51.1%
Male enrollment: 294 (52.4%)
School:

52.4%
New York:

47.5%

Dake Junior High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 2 (0.4%)
Dake Junior High School:

0.4%
New York:

0.2%
Asian enrollment: 17 (3.0%)
Here:

3.0%
New York:

4.6%
Hispanic enrollment: 52 (9.3%)
School:

9.3%
New York:

9.2%
Black enrollment: 70 (12.5%)
Dake Junior High School:

12.5%
New York:

12.0%
White enrollment: 402 (71.7%)
Dake Junior High School:

71.7%
State:

55.1%
Two or More Races enrollment: 18 (3.2%)
School:

3.2%
New York:

2.9%

Dake Junior High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 148 (26.4%)
Here:

26.4%
State:

52.7%
Free lunch eligible students: 113 (20.1%)
Dake Junior High School:

20.1%
State:

45.4%
Reduced-price lunch eligible students: 35 (6.2%)
Dake Junior High School:

6.2%
New York:

4.8%

Dake Junior High School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Grade 8 English: 19
  • Grade 8 Mathematics: 17
  • Grade 8 Science: 22
  • Grade 8 Social Studies: 21

Teachers and support:
Show data for
Classroom Teachers (FTE): 40.5

Number of FTE teachers in their first year of teaching: 5.6
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 15
Number of FTE nurses: 1
Number of FTE psychologists: 1
Number of FTE social workers: 1

Student/Teacher Ratio
Dake Junior High School:

13.8
State:

14.0
Number of teachers with fewer than three years of teaching experience: 5
Number of teachers with Master's Degree plus 30 hours or doctorate: 3

Total number of classes taught: 164
Number of classes taught by teachers without appropriate certification: 4


Number of full-time principals: 1
Number of full-time assistant principals: 1

Dake Junior High School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,239,958
  • Full-time Equivalency Count of Teachers: 41.6 (Salary Expenditures: $2,334,274)
  • Full-time Equivalency Count of Instructional Aides: 19 (Salary Expenditures: $382,645)
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $209,031)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $209,031)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $79,987
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,311,188
  • Salary Expenditures for Teachers: $2,407,504
  • Full-time Equivalency Count of Instructional Aides: 19 (Salary Expenditures: $382,645)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $312,008)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $209,031)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $79,987

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 2 (all male)
  • White: 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: 77 (male: 60, female: 17)
  • Hispanic: 7 (all male)
  • Black: 14 (male: 10, female: 4)
  • White: 56 (male: 43, female: 13)

    Students with disabilities served under Section 504

  • Hispanic2
  • Asian4
  • Black2
  • White37
Students with disabilities served under Section 504: 45 (male: 25, female: 20)
  • Hispanic: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 37 (male: 23, female: 14)

Statewide Student Assessments


Grades 3-8 New York State Testing Program Assessments:
Show data for

(State average from 1,457 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.
7th Grade:

    ELA Mean Score (7th Grade)

  • All322
  • Males314
  • Females332
  • Hispanic309
  • Asian321
  • Black304
  • White328
  • Multirace325
  • IDEA283
ELA students tested with valid scores: 141
Computed mean of student ELA scores: 322

ELA Students scoring proficient and above:

61%
State:

39%

Students scoring at Level 1: 11%
Students scoring at Level 2: 28%
Students scoring at Level 3: 36%
Students scoring at Level 4: 25%

11%
28%
36%
25%

    MATH Mean Score (7th Grade)

  • All321
  • Males320
  • Females323
  • Hispanic297
  • Asian329
  • Black302
  • White329
  • Multirace324
  • IDEA280
Math students tested with valid scores: 141
Computed mean of student Math scores: 321

Math Students scoring proficient and above:

53%
State:

34%

Students scoring at Level 1: 17%
Students scoring at Level 2: 30%
Students scoring at Level 3: 30%
Students scoring at Level 4: 23%

17%
30%
30%
23%
8th Grade:

    ELA Mean Score (8th Grade)

  • All328
  • Males318
  • Females340
  • Hispanic335
  • Black319
  • White330
  • IDEA280
ELA students tested with valid scores: 112
Computed mean of student ELA scores: 328

ELA Students scoring proficient and above:

78%
New York:

43%

Students scoring at Level 1: 8%
Students scoring at Level 2: 14%
Students scoring at Level 3: 46%
Students scoring at Level 4: 32%

8%
14%
46%
32%

    MATH Mean Score (8th Grade)

  • All306
  • Males301
  • Females316
  • Black299
  • White310
  • IDEA278
Math students tested with valid scores: 68
Computed mean of student Math scores: 306

Math Students scoring proficient and above:

38%
New York:

18%

Students scoring at Level 1: 21%
Students scoring at Level 2: 41%
Students scoring at Level 3: 35%
Students scoring at Level 4: 3%

21%
41%
35%
3%

    SCI Mean Score (8th Grade)

  • All84
  • Males82
  • Females85
  • Hispanic82
  • Asian87
  • Black77
  • White86
  • IDEA70
Science students tested with valid scores: 136
Computed mean of student Science scores: 84

Science Students scoring proficient and above:

91%
New York:

57%

Students scoring at Level 1: 2%
Students scoring at Level 2: 7%
Students scoring at Level 3: 33%
Students scoring at Level 4: 58%

2%
7%
33%
58%

New York State Alternate Assessment:
Show data for

(State average from 75 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 8:
ELA students tested with valid scores: 5
Grade 8 ELA Students scoring proficient and above:

100%
New York:

93%

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 8 Math Students scoring proficient and above:

100%
New York:

88%

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%
Science students tested with valid scores: 5
Grade 8 Science Students scoring proficient and above:

80%
New York:

90%

Students scoring at Level 1: 0%
Students scoring at Level 2: 20%
Students scoring at Level 3: 60%
Students scoring at Level 4: 20%

20%
60%
20%

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.

Dake Junior High School - % Scroring 55 and above in Regents Examination

Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All100%
  • Males100%
  • Females100%
  • Hispanic100%
  • Black101%
  • White100%
Students tested with valid scores: 75
Number of students tested scoring Level 4 (79-84): 16 (21%)
Number of students tested scoring Level 5 (85-100): 59 (79%)

Percentage of students scoring 55 and above:

100%
New York:

93%

21%
79%

Accountability


Adequate Yearly Progress:
Show data for

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

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

  • All191
  • Males184
  • Females197
  • White193
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 553
Percent of enrolled students with valid test scores: 65%

Performance Index (PI):

191
New York:

174
Effective Annual Measurable Objective (EAMO): 181
Elementary/Middle-Level Math:

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

  • All152
  • Males143
  • Females162
  • Hispanic128
  • Black121
  • White163
  • IDEA106
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 1,098
Percent of enrolled students with valid test scores: 52%

Performance Index (PI):

152
State:

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

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

  • All162
  • Males149
  • Females177
  • Hispanic133
  • Black144
  • White169
  • IDEA113
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 1,096
Percent of enrolled students with valid test scores: 48%

Performance Index (PI):

162
State:

113
Effective Annual Measurable Objective (EAMO): 104

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.

Firearm or explosive device refers to any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage

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: 36

Incidents of threats of physical attack with a firearm or explosive device: 1
Incidents of threats of physical attack without a weapon: 3


Total incidents per 1,000 students
Here:

71.3
State:

55.5

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.

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.

Harassment or bullying on the basis of religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. 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 religion constitutes religious harassment.

Harassment or bullying on the basis of sexual orientation refers to intimidation or abusive behavior toward a student based on actual or perceived sexual orientation. 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 sexual orientation constitutes sexual orientation 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:

1.8
State:

3.8
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • White: 2

Allegations of harassment or bullying on the basis of race, color, or national origin: 2
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Dake Junior High School:

3.6
New York:

3.3
Students reported as harassed or bullied on the basis of race, color, or national origin: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

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

1.8
State:

1.4
Students reported as harassed or bullied on the basis of disability: 2 (all female)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of disability: 2 (all male)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Allegations of harassment or bullying on the basis of sexual orientation: 1
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
School:

1.8
New York:

1.7

Allegations of harassment or bullying on the basis of religion: 1
Allegations of harassment or bullying on the basis of religion per 1,000 students
School:

1.8
State:

0.3


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

  • Hispanic10
  • Asian2
  • Black10
  • White58
  • Multirace4
  • IDEA16
  • 5044
Chronic Student Absenteeism: 84 (male: 35, female: 49)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 2 (all female)
  • Black: 10 (male: 5, female: 5)
  • White: 58 (male: 23, female: 35)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 8, female: 8)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

149.7
State:

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

  • Hispanic30
  • Black23
  • White150
  • Multirace8
  • LEP2
  • IDEA84
  • 50476
School days missed due to out-of-school suspension: 211 (male: 193, female: 18)
  • Hispanic: 30 (all male)
  • Black: 23 (male: 13, female: 10)
  • White: 150 (male: 148, female: 2)
  • Two or More Races: 8 (male: 2, female: 6)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 84 (all male)
  • Section 504: 76 (all male)
Instances of out-of-school suspension (Students without disabilities): 18

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

32.1
New York:

50.9

    Students without disabilities receiving one or more in-school suspension

  • Hispanic2
  • American Indian2
  • Black16
  • White13
  • Multirace2
Students without disabilities receiving one or more in-school suspension: 35 (male: 20, female: 15)
  • Hispanic: 2 (all male)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 16 (male: 8, female: 8)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 2 (all female)

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

  • Hispanic2
  • Black4
  • White10
  • Multirace4
Students without disabilities receiving only one out-of-school suspension: 20 (male: 14, female: 6)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 8, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 2 (all female)
  • Black: 2
Instances of out-of-school suspension (Students with disabilities): 16

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Dake Junior High School:

28.5
New York:

29.4
Instances of out-of-school suspension (Section 504 only): 11

Instances of out-of-school suspension per 1,000 students (Section 504 only)
Dake Junior High School:

19.6
State:

2.9

    Students with disabilities receiving one or more in-school suspension

  • Hispanic4
  • Black2
  • White13
  • 50410
Students with disabilities receiving one or more in-school suspension: 19 (male: 15, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 13 (male: 11, female: 2)
  • Section 504: 10 (male: 8, female: 2)

    Students with disabilities receiving only one out-of-school suspension

  • Hispanic2
  • Black2
  • White5
  • 5045
Students with disabilities receiving only one out-of-school suspension: 9 (all male)
  • Hispanic: 2
  • Black: 2
  • White: 5
  • Section 504: 5
Students with disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Section 504: 2

Classes & Courses


Algebra I:
Show data for

(State average from 623 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.

    8th grade student enrollment in Algebra I

  • Hispanic10
  • Asian4
  • Black5
  • White64
  • IDEA2
8th grade student enrollment in Algebra I: 83 (male: 36, female: 47)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 4 (male: 2, female: 2)
  • Black: 5 (all female)
  • White: 64 (male: 29, female: 35)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
8th grade studenst who passed Algebra I: 80 (male: 38, female: 42)
  • Hispanic: 11 (male: 7, female: 4)
  • Black: 4 (all female)
  • White: 65 (male: 31, female: 34)
Percent of 8th grade students who passed
Dake Junior High School:

96.4%
New York:

87.1%

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