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Glens Falls Middle School in Glens Falls, NY
(05-10 • 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 52
Address
 20 QUADE ST
Glens Falls, NY 12801
Telephone
(518) 793-3418
(make sure to verify first before calling)
Website
http://www.gfsd.org
City-data.com school rating
52
Students
626
Classroom Teachers (FTE)
36.1
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
256
Reduced-price lunch
eligible students
29
School district
GLENS FALLS CITY SCHOOL DISTRICT
Charter school
No
Title I status
Title I schoolwide eligible-Title I targeted assistance program
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Ratings

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

81
OLIVER W WINCH MIDDLE SCHOOL (1.7 miles):

65
GLENS FALLS SENIOR HIGH SCHOOL (0.1 miles):

64
TANGLEWOOD ELEMENTARY SCHOOL (2.1 miles):

64
SOUTH GLENS FALLS SENIOR HIGH SCHOOL (2.2 miles):

63
Glens Falls Middle School:

52
JACKSON HEIGHTS SCHOOL (1.3 miles):

51
ABRAHAM WING SCHOOL (1.4 miles):

37
BIG CROSS STREET SCHOOL (0.6 miles):

33
Glens Falls Middle School rating compared to average state, county and city schools ratings:
New York:

50
Warren County:

59
Glens Falls:

53
Glens Falls Middle School:

52

Students & Teachers


Total enrollment:
Enrollment in 2016: 626
Enrollment in 2015: 596
Enrollment in 2014: 600
Enrollment in 2013: 606
Enrollment in 2012: 574
Enrollment in 2011: 476
Enrollment in 2010: 511
Enrollment in 2009: 514
Enrollment in 2008: 598
Enrollment in 2007: 592
Enrollment in 2006: 637
Enrollment in 2005: 628
Enrollment in 2004: 662
Enrollment in 2003: 688
Enrollment in 2002: 716
Enrollment in 2001: 736
Enrollment in 2000: 735
Enrollment in 1999: 724

Glens Falls Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG05G06G07G08UGTotal
All students15214915016411626
Female students746771896307
Male students788279755319
Asian students3211 - 7
Hispanic students5754223
Black students21310 - 16
White students1371331321428552
Two or More Races students5697128

Enrollment by grade:
5th grade enrollment: 152
6th grade enrollment: 149
7th grade enrollment: 150
8th grade enrollment: 164
Ungraded enrollment: 11

Glens Falls Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 307 (49.0%)
School:

49.0%
State:

51.1%
Male enrollment: 319 (51.0%)
Glens Falls Middle School:

51.0%
State:

47.5%

Glens Falls Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 7 (1.1%)
Glens Falls Middle School:

1.1%
New York:

4.6%
Hispanic enrollment: 23 (3.7%)
Glens Falls Middle School:

3.7%
New York:

9.2%
Black enrollment: 16 (2.6%)
Here:

2.6%
New York:

12.0%
White enrollment: 552 (88.2%)
School:

88.2%
State:

55.1%
Two or More Races enrollment: 28 (4.5%)
Glens Falls Middle School:

4.5%
State:

2.9%

Glens Falls Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 285 (45.5%)
School:

45.5%
New York:

52.7%
Free lunch eligible students: 256 (40.9%)
School:

40.9%
State:

45.4%
Reduced-price lunch eligible students: 29 (4.6%)
School:

4.6%
New York:

4.8%

Glens Falls Middle School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Common Branch: 24
  • Grade 8 English: 24
  • Grade 8 Mathematics: 25
  • Grade 8 Science: 23
  • Grade 8 Social Studies: 23

Teachers and support:
Show data for
Classroom Teachers (FTE): 36.1

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 14
Number of FTE nurses: 1
Number of FTE psychologists: 3
Number of FTE social workers: 1

Student/Teacher Ratio
Here:

17.3
New York:

14.0
Number of teachers with fewer than three years of teaching experience: 1
Number of teachers with Master's Degree plus 30 hours or doctorate: 3

Total number of classes taught: 158


Number of full-time principals: 1
Number of full-time assistant principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 6

Glens Falls Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,502,466
  • Full-time Equivalency Count of Teachers: 48 (Salary Expenditures: $3,156,669)
  • Full-time Equivalency Count of Instructional Aides: 27 (Salary Expenditures: $352,512)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $641,915)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $380,545)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $3,214,478
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,413,210
  • Salary Expenditures for Teachers: $3,442,633
  • Full-time Equivalency Count of Instructional Aides: 29 (Salary Expenditures: $390,750)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $641,915)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $380,545)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $4,502,466

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 2 (all male)
  • Hispanic: 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: 99 (male: 56, female: 43)
  • Hispanic: 4 (all male)
  • White: 95 (male: 52, female: 43)

    Students with disabilities served under Section 504

  • Hispanic2
  • Asian2
  • Black4
  • White34
  • Multirace2
Students with disabilities served under Section 504: 44 (male: 24, female: 20)
  • Hispanic: 2 (all female)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 34 (male: 20, female: 14)
  • Two or More Races: 2 (all male)

Retention:
Show data for

(State average from 345 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 8th grade

  • White2
  • Multirace2
  • IDEA2
  • 5042
Total number of students retained in 8th grade: 4 (all female)
  • White: 2
  • Two or More Races: 2
  • Individuals With Disabilities Education Act (IDEA): 2
  • Section 504: 2

Percent of 8th grade students retained
Glens Falls Middle School:

2.4%
New York:

4.2%

Statewide Student Assessments


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

(State average from 2,300 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.
5th Grade:

    ELA Mean Score (5th Grade)

  • All307
  • Males300
  • Females315
  • Hispanic297
  • White307
  • IDEA265
ELA students tested with valid scores: 129
Computed mean of student ELA scores: 307

ELA Students scoring proficient and above:

43%
State:

35%

Students scoring at Level 1: 29%
Students scoring at Level 2: 27%
Students scoring at Level 3: 31%
Students scoring at Level 4: 12%

29%
27%
31%
12%

    MATH Mean Score (5th Grade)

  • All312
  • Males313
  • Females310
  • Hispanic314
  • White311
  • IDEA274
Math students tested with valid scores: 127
Computed mean of student Math scores: 312

Math Students scoring proficient and above:

47%
New York:

43%

Students scoring at Level 1: 28%
Students scoring at Level 2: 24%
Students scoring at Level 3: 32%
Students scoring at Level 4: 15%

28%
24%
32%
15%
6th Grade:

    ELA Mean Score (6th Grade)

  • All299
  • Males296
  • Females303
  • White300
  • Multirace283
  • IDEA262
ELA students tested with valid scores: 134
Computed mean of student ELA scores: 299

ELA Students scoring proficient and above:

25%
New York:

30%

Students scoring at Level 1: 25%
Students scoring at Level 2: 50%
Students scoring at Level 3: 16%
Students scoring at Level 4: 9%

25%
50%
16%
9%

    MATH Mean Score (6th Grade)

  • All298
  • Males296
  • Females300
  • White300
  • IDEA249
Math students tested with valid scores: 130
Computed mean of student Math scores: 298

Math Students scoring proficient and above:

32%
New York:

38%

Students scoring at Level 1: 31%
Students scoring at Level 2: 37%
Students scoring at Level 3: 22%
Students scoring at Level 4: 10%

31%
37%
22%
10%
7th Grade:

    ELA Mean Score (7th Grade)

  • All311
  • Males307
  • Females315
  • Hispanic316
  • White312
  • IDEA274
ELA students tested with valid scores: 128
Computed mean of student ELA scores: 311

ELA Students scoring proficient and above:

47%
State:

39%

Students scoring at Level 1: 18%
Students scoring at Level 2: 35%
Students scoring at Level 3: 32%
Students scoring at Level 4: 15%

18%
35%
32%
15%

    MATH Mean Score (7th Grade)

  • All307
  • Males309
  • Females305
  • Hispanic305
  • White309
  • IDEA267
Math students tested with valid scores: 118
Computed mean of student Math scores: 307

Math Students scoring proficient and above:

44%
New York:

34%

Students scoring at Level 1: 31%
Students scoring at Level 2: 25%
Students scoring at Level 3: 36%
Students scoring at Level 4: 8%

31%
25%
36%
8%
8th Grade:

    ELA Mean Score (8th Grade)

  • All308
  • Males303
  • Females313
  • Hispanic274
  • White311
  • IDEA267
ELA students tested with valid scores: 114
Computed mean of student ELA scores: 308

ELA Students scoring proficient and above:

49%
State:

43%

Students scoring at Level 1: 24%
Students scoring at Level 2: 28%
Students scoring at Level 3: 32%
Students scoring at Level 4: 17%

24%
28%
32%
17%

    MATH Mean Score (8th Grade)

  • All290
  • Males286
  • Females296
  • Hispanic263
  • White293
  • IDEA258
Math students tested with valid scores: 92
Computed mean of student Math scores: 290

Math Students scoring proficient and above:

21%
New York:

18%

Students scoring at Level 1: 40%
Students scoring at Level 2: 39%
Students scoring at Level 3: 20%
Students scoring at Level 4: 1%

40%
39%
20%
1%

    SCI Mean Score (8th Grade)

  • All67
  • Males67
  • Females67
  • Hispanic58
  • White68
  • IDEA45
Science students tested with valid scores: 88
Computed mean of student Science scores: 67

Science Students scoring proficient and above:

63%
State:

57%

Students scoring at Level 1: 14%
Students scoring at Level 2: 24%
Students scoring at Level 3: 48%
Students scoring at Level 4: 15%

14%
24%
48%
15%

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.

Glens Falls Middle School - % Scroring 55 and above in Regents Examination

Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All100%
  • Males101%
  • Females100%
Students tested with valid scores: 20
Number of students tested scoring Level 4 (79-84): 1 (5%)
Number of students tested scoring Level 5 (85-100): 19 (95%)

Percentage of students scoring 55 and above:

100%
New York:

93%

5%
95%

Accountability


Adequate Yearly Progress:
Show data for

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

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

  • All164
  • Males160
  • Females169
  • White169
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 324
Percent of enrolled students with valid test scores: 74%

Performance Index (PI):

164
State:

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

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

  • All112
  • Males111
  • Females114
  • White114
  • IDEA45
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 1,246
Percent of enrolled students with valid test scores: 80%

Performance Index (PI):

112
State:

114
Effective Annual Measurable Objective (EAMO): 104
Elementary/Middle-Level ELA:

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

  • All118
  • Males110
  • Females127
  • White120
  • IDEA55
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 1,242
Percent of enrolled students with valid test scores: 84%

Performance Index (PI):

118
New York:

113
Effective Annual Measurable Objective (EAMO): 106

Health & Safety


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 without disabilities who were referred to a law enforcement agency or official: 2 (all female)
  • Black: 2

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Glens Falls Middle School:

3.2
State:

10.2

Harassment & Bullying:
Show data for

(State average from 1,117 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.

Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of disability constitutes disability harassment.
Allegations of harassment or bullying on the basis of sex: 3
Allegations of harassment or bullying on the basis of sex per 1,000 students
School:

4.8
New York:

3.8
Students reported as harassed or bullied on the basis of sex: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Allegations of harassment or bullying on the basis of race, color, or national origin: 5
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Here:

8.0
State:

3.3
Students reported as harassed or bullied on the basis of race, color, or national origin: 5 (all male)
  • White: 5
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 5 (all male)
  • White: 5

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
Glens Falls Middle School:

1.6
State:

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

    Chronic Student Absenteeism

  • Asian2
  • Black2
  • IDEA2
  • 5042
Chronic Student Absenteeism: 4 (all male)
  • Asian: 2
  • Black: 2
  • Individuals With Disabilities Education Act (IDEA): 2
  • Section 504: 2
Chronic Student Absenteeism per 1,000 students
Here:

6.4
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: 2 (all male)
  • White: 2

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

3.2
State:

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

  • Hispanic8
  • Black28
  • White285
  • IDEA154
  • 50423
School days missed due to out-of-school suspension: 321 (male: 222, female: 99)
  • Hispanic: 8 (male: 6, female: 2)
  • Black: 28 (male: 18, female: 10)
  • White: 285 (male: 198, female: 87)
  • Individuals With Disabilities Education Act (IDEA): 154 (male: 94, female: 60)
  • Section 504: 23 (male: 14, female: 9)
Instances of out-of-school suspension (Students without disabilities): 98

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

156.5
New York:

50.9

    Students without disabilities receiving one or more in-school suspension

  • Hispanic2
  • Black4
  • White40
  • Multirace2
Students without disabilities receiving one or more in-school suspension: 48 (male: 38, female: 10)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 40 (male: 32, female: 8)
  • Two or More Races: 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 13 (male: 11, female: 2)
  • White: 13 (male: 11, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 19 (male: 9, female: 10)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 13 (male: 5, female: 8)
Instances of out-of-school suspension (Students with disabilities): 26

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

41.5
New York:

29.4
Instances of out-of-school suspension (Section 504 only): 4

Instances of out-of-school suspension per 1,000 students (Section 504 only)
Glens Falls Middle School:

6.4
State:

2.9

    Students with disabilities receiving one or more in-school suspension

  • Hispanic4
  • Black2
  • White28
  • Multirace4
  • 5047
Students with disabilities receiving one or more in-school suspension: 38 (male: 18, female: 20)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 28 (male: 14, female: 14)
  • Two or More Races: 4 (male: 2, female: 2)
  • Section 504: 7 (male: 5, female: 2)

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

  • Hispanic4
  • Black2
  • White13
  • 5044
Students with disabilities receiving only one out-of-school suspension: 19 (male: 9, female: 10)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 13 (male: 5, female: 8)
  • Section 504: 4 (male: 2, female: 2)

    Students with disabilities receiving more than one out-of-school suspension

  • Hispanic2
  • Black2
  • White10
  • 5044
Students with disabilities receiving more than one out-of-school suspension: 14 (male: 7, female: 7)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • White: 10 (male: 5, female: 5)
  • Section 504: 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
8th grade student enrollment in Algebra I: 25 (male: 11, female: 14)
  • White: 25 (male: 11, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
8th grade studenst who passed Algebra I: 23 (male: 10, female: 13)
  • White: 23 (male: 10, female: 13)
Percent of 8th grade students who passed
Here:

92.0%
State:

87.1%
9-10th grade student enrollment in Algebra I: 2 (all female)
  • White: 2
Percent of 9-10th grade students who passed
Here:

0.0%
State:

76.8%

Geometry:
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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.
8th grade students enrolled in Geometry: 2

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