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John G Borden Middle School in Wallkill, 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 54
Address
 109 BONA VENTURA AVE
Wallkill, NY 12589
Telephone
(845) 895-7175
(make sure to verify first before calling)
Website
http://www.walkillcsd.k12.ny.us
City-data.com school rating
54
Students
468
Classroom Teachers (FTE)
41.2
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
132
Reduced-price lunch
eligible students
34
School district
WALLKILL 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:
VALLEY CENTRAL HIGH SCHOOL (5.9 miles):

68
WALLKILL SENIOR HIGH SCHOOL (0.6 miles):

67
BEREA ELEMENTARY SCHOOL (5.3 miles):

65
EAST COLDENHAM ELEMENTARY SCHOOL (6.0 miles):

64
LEPTONDALE ELEMENTARY SCHOOL (4.9 miles):

57
WALDEN ELEMENTARY SCHOOL (3.2 miles):

54
John G Borden Middle School:

54
VALLEY CENTRAL MIDDLE SCHOOL (5.9 miles):

45
OSTRANDER ELEMENTARY SCHOOL (0.2 miles):

43
John G Borden Middle School rating compared to average state, county and city schools ratings:
New York:

50
Ulster County:

44
Wallkill:

51
John G Borden Middle School:

54

Students & Teachers


Total enrollment:
Enrollment in 2016: 468
Enrollment in 2015: 471
Enrollment in 2014: 496
Enrollment in 2013: 502
Enrollment in 2012: 505
Enrollment in 2011: 557
Enrollment in 2010: 576
Enrollment in 2009: 583
Enrollment in 2008: 604
Enrollment in 2007: 587
Enrollment in 2006: 570
Enrollment in 2005: 586
Enrollment in 2004: 604
Enrollment in 2003: 611
Enrollment in 2002: 589
Enrollment in 2001: 558
Enrollment in 2000: 571
Enrollment in 1999: 581

John G Borden Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08UGTotal
All students2202471468
Female students98115 - 213
Male students1221321255
Asian students23 - 5
Hispanic students4146 - 87
Black students2328 - 51
White students1521661319
Two or More Races students24 - 6

Enrollment by grade:
7th grade enrollment: 220
8th grade enrollment: 247
Ungraded enrollment: 1

John G Borden Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 213 (45.5%)
Here:

45.5%
State:

51.1%
Male enrollment: 255 (54.5%)
School:

54.5%
New York:

47.5%

John G Borden Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 5 (1.1%)
School:

1.1%
State:

4.6%
Hispanic enrollment: 87 (18.6%)
John G Borden Middle School:

18.6%
State:

9.2%
Black enrollment: 51 (10.9%)
School:

10.9%
State:

12.0%
White enrollment: 319 (68.2%)
John G Borden Middle School:

68.2%
New York:

55.1%
Two or More Races enrollment: 6 (1.3%)
Here:

1.3%
New York:

2.9%

John G Borden Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 166 (35.5%)
John G Borden Middle School:

35.5%
State:

52.7%
Free lunch eligible students: 132 (28.2%)
School:

28.2%
State:

45.4%
Reduced-price lunch eligible students: 34 (7.3%)
School:

7.3%
New York:

4.8%

John G Borden Middle School - Lunch Program Eligibility


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

Teachers and support:
Show data for
Classroom Teachers (FTE): 41.2

Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 12
Number of FTE security guards: 1
Number of FTE nurses: 1
Number of FTE social workers: 1

Student/Teacher Ratio
John G Borden Middle School:

11.4
State:

14.0
Number of individuals teaching out of certification: 1
Number of teachers with fewer than three years of teaching experience: 1
Number of teachers with Master's Degree plus 30 hours or doctorate: 2

Total number of classes taught: 214
Number of classes taught by teachers without appropriate certification: 5


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

John G Borden Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,093,590
  • Full-time Equivalency Count of Teachers: 37 (Salary Expenditures: $3,146,590)
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $7,683,772)
  • Full-time Equivalency Count of Support Services Staff: 11 (Salary Expenditures: $408,317)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $104,283)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $39,950
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,891,035
  • Salary Expenditures for Teachers: $3,697,877
  • Full-time Equivalency Count of Instructional Aides: 11 (Salary Expenditures: $265,187)
  • Full-time Equivalency Count of Support Services Staff: 11 (Salary Expenditures: $408,317)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $104,283)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $39,950

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 9 (male: 5, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

  • Hispanic10
  • Black7
  • White35
  • LEP4
Students with disabilities served under IDEA: 52 (male: 39, female: 13)
  • Hispanic: 10 (all male)
  • Black: 7 (all male)
  • White: 35 (male: 22, female: 13)
  • Limited English Proficiency (LEP): 4 (all male)
Students with disabilities served under Section 504: 28 (male: 15, female: 13)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 22 (male: 11, female: 11)

Retention:
Show data for

(State average from 310 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 7th grade: 2 (all male)
  • Two or More Races: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 7th grade students retained
John G Borden Middle School:

0.9%
State:

5.1%
Total number of students retained in 8th grade: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 8th grade students retained
School:

0.8%
State:

4.2%

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

  • Hispanic5
  • Asian2
  • Black4
  • White28
  • Multirace2
Gifted and Talented Student Enrollment: 41 (male: 29, female: 12)
  • Hispanic: 5 (all male)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 28 (male: 20, female: 8)
  • Two or More Races: 2 (all female)

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

87.6
State:

106.8

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)

  • All300
  • Males292
  • Females309
  • Hispanic293
  • Black297
  • White304
  • IDEA267
ELA students tested with valid scores: 110
Computed mean of student ELA scores: 300

ELA Students scoring proficient and above:

35%
New York:

39%

Students scoring at Level 1: 27%
Students scoring at Level 2: 37%
Students scoring at Level 3: 30%
Students scoring at Level 4: 5%

27%
37%
30%
5%

    MATH Mean Score (7th Grade)

  • All310
  • Males307
  • Females314
  • Hispanic302
  • Black308
  • White314
  • IDEA257
Math students tested with valid scores: 104
Computed mean of student Math scores: 310

Math Students scoring proficient and above:

36%
State:

34%

Students scoring at Level 1: 22%
Students scoring at Level 2: 42%
Students scoring at Level 3: 27%
Students scoring at Level 4: 9%

22%
42%
27%
9%
8th Grade:

    ELA Mean Score (8th Grade)

  • All299
  • Males296
  • Females302
  • Hispanic292
  • White300
  • IDEA248
ELA students tested with valid scores: 85
Computed mean of student ELA scores: 299

ELA Students scoring proficient and above:

36%
New York:

43%

Students scoring at Level 1: 29%
Students scoring at Level 2: 34%
Students scoring at Level 3: 29%
Students scoring at Level 4: 7%

29%
34%
29%
7%

    MATH Mean Score (8th Grade)

  • All279
  • Males267
  • Females295
  • Hispanic286
  • White272
  • IDEA244
Math students tested with valid scores: 44
Computed mean of student Math scores: 279

Math Students scoring proficient and above:

2%
State:

18%

Students scoring at Level 1: 39%
Students scoring at Level 2: 59%
Students scoring at Level 3: 2%
Students scoring at Level 4: 0%

39%
59%
2%

    SCI Mean Score (8th Grade)

  • All63
  • Males62
  • Females65
  • Hispanic63
  • White63
  • IDEA53
Science students tested with valid scores: 78
Computed mean of student Science scores: 63

Science Students scoring proficient and above:

50%
New York:

57%

Students scoring at Level 1: 8%
Students scoring at Level 2: 42%
Students scoring at Level 3: 46%
Students scoring at Level 4: 4%

8%
42%
46%
4%

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 7:
ELA students tested with valid scores: 6
Grade 7 ELA Students scoring proficient and above:

84%
State:

94%

Students scoring at Level 1: 0%
Students scoring at Level 2: 17%
Students scoring at Level 3: 17%
Students scoring at Level 4: 67%

17%
17%
67%
Math students tested with valid scores: 6
Grade 7 Math Students scoring proficient and above:

84%
State:

94%

Students scoring at Level 1: 0%
Students scoring at Level 2: 17%
Students scoring at Level 3: 17%
Students scoring at Level 4: 67%

17%
17%
67%

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.

John G Borden Middle School - % Scroring 55 and above in Regents Examination

Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All100%
  • Males100%
  • Females100%
  • Hispanic100%
  • White99%
Students tested with valid scores: 61
Number of students tested scoring Level 3 (65-78): 2 (3%)
Number of students tested scoring Level 4 (79-84): 19 (31%)
Number of students tested scoring Level 5 (85-100): 40 (66%)

Percentage of students scoring 55 and above:

100%
New York:

93%

3%
31%
66%

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.
All Students:
General Education:
Students with Disabilities:

High School Non-completers:
Show data for

(State average from 1,468 schools)
All Students:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 152
Number of non-completers: 1
└─ Number of students who dropped out: 1
Percent of non-completers:

1.0%
New York:

4.1%
General Education:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 261
Number of non-completers: 1
└─ Number of students who dropped out: 1
Students with Disabilities:

Accountability


Adequate Yearly Progress:
Show data for

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

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

  • All166
  • Males164
  • Females169
  • Hispanic156
  • White171
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 473
Percent of enrolled students with valid test scores: 63%

Performance Index (PI):

166
State:

174
Effective Annual Measurable Objective (EAMO): 180
Safe harbor target: 167
Elementary/Middle-Level Math:

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

  • All132
  • Males126
  • Females140
  • Hispanic107
  • White141
  • IDEA43
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 955
Percent of enrolled students with valid test scores: 47%

Performance Index (PI):

132
New York:

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

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

  • All109
  • Males99
  • Females121
  • Hispanic81
  • White122
  • IDEA36
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 953
Percent of enrolled students with valid test scores: 47%

Performance Index (PI):

109
State:

113
Effective Annual Measurable Objective (EAMO): 103

Health & Safety


Harassment & Bullying:
Show data for

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

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

Harassment or bullying on the basis of 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 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.
Allegations of harassment or bullying on the basis of sex: 16
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here:

34.2
State:

3.8
Students reported as harassed or bullied on the basis of sex: 8 (male: 2, female: 6)
  • Hispanic: 2 (all female)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)
Students disciplined for bullying or harassment on the basis of sex: 20 (male: 18, female: 2)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 14 (all male)

Allegations of harassment or bullying on the basis of race, color, or national origin: 3
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
School:

6.4
New York:

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

Allegations of harassment or bullying on the basis of sexual orientation: 7
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
School:

15.0
New York:

1.7


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

  • Hispanic22
  • Asian2
  • Black16
  • White88
  • Multirace4
  • LEP2
  • IDEA22
  • 50413
Chronic Student Absenteeism: 132 (male: 62, female: 70)
  • Hispanic: 22 (male: 11, female: 11)
  • Asian: 2 (all female)
  • Black: 16 (male: 5, female: 11)
  • White: 88 (male: 44, female: 44)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 14, female: 8)
  • Section 504: 13 (male: 5, female: 8)
Chronic Student Absenteeism per 1,000 students
John G Borden Middle School:

282.1
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

  • Hispanic17
  • White29
  • Multirace44
  • IDEA78
School days missed due to out-of-school suspension: 90 (male: 79, female: 11)
  • Hispanic: 17 (male: 11, female: 6)
  • White: 29 (male: 24, female: 5)
  • Two or More Races: 44 (all male)
  • Individuals With Disabilities Education Act (IDEA): 78 (male: 72, female: 6)
Instances of out-of-school suspension (Students without disabilities): 4

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

8.5
State:

50.9

    Students without disabilities receiving one or more in-school suspension

  • Hispanic7
  • Black7
  • White16
  • Multirace7
Students without disabilities receiving one or more in-school suspension: 37 (male: 26, female: 11)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 16 (male: 11, female: 5)
  • Two or More Races: 7 (male: 5, female: 2)
Students without disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 23

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

49.1
State:

29.4

    Students with disabilities receiving one or more in-school suspension

  • Hispanic4
  • Black7
  • White13
  • 5044
Students with disabilities receiving one or more in-school suspension: 24 (male: 18, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 13 (male: 11, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Students with disabilities receiving only one out-of-school suspension: 9 (male: 7, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 5 (all male)
Students with disabilities receiving more than one out-of-school suspension: 6 (all male)
  • Hispanic: 2
  • White: 2
  • Two or More Races: 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

  • Hispanic4
  • Asian2
  • Black4
  • White34
8th grade student enrollment in Algebra I: 44 (male: 21, female: 23)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 34 (male: 17, female: 17)
8th grade studenst who passed Algebra I: 39 (male: 19, female: 20)
  • Black: 4 (all female)
  • White: 35 (male: 19, female: 16)
Percent of 8th grade students who passed
School:

88.6%
New York:

87.1%

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