Jump to a detailed profile or search site with Google Custom Search


John S Hobart Elementary School in Shirley, 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 29
Address
 230 VAN BUREN ST
Shirley, NY 11967
Telephone
(631) 874-1295
(make sure to verify first before calling)
Website
http://www.wfsd.k12.ny.us
City-data.com school rating
29
Students
810
Classroom Teachers (FTE)
51.8
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
500
Reduced-price lunch
eligible students
54
School district
WILLIAM FLOYD UNION FREE 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:
CENTER MORICHES HIGH SCHOOL (3.0 miles):

66
WILLIAM FLOYD MIDDLE SCHOOL (2.6 miles):

54
WILLIAM FLOYD ELEMENTARY SCHOOL (0.2 miles):

49
WILLIAM FLOYD HIGH SCHOOL (0.4 miles):

38
WILLIAM PACA MIDDLE SCHOOL (0.5 miles):

38
MORICHES ELEMENTARY SCHOOL (2.0 miles):

34
TANGIER SMITH ELEMENTARY SCHOOL (0.7 miles):

33
John S Hobart Elementary School:

29
NATHANIEL WOODHULL ELEMENTARY SCHOOL (0.2 miles):

26
John S Hobart Elementary School rating compared to average state, county and city schools ratings:
New York:

50
Suffolk County:

59
Shirley:

35
John S Hobart Elementary School:

29

Students & Teachers


Total enrollment:
Enrollment in 2016: 810
Enrollment in 2015: 795
Enrollment in 2014: 818
Enrollment in 2013: 847
Enrollment in 2012: 847
Enrollment in 2011: 844
Enrollment in 2010: 830
Enrollment in 2009: 817
Enrollment in 2008: 851
Enrollment in 2007: 856
Enrollment in 2006: 878
Enrollment in 2005: 886
Enrollment in 2004: 921
Enrollment in 2003: 1,235
Enrollment in 2002: 1,287
Enrollment in 2001: 1,271
Enrollment in 2000: 1,313
Enrollment in 1999: 1,317

John S Hobart Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05UGTotal
All students13914513313112712411810
Female students5674585653594360
Male students8371757574657450
American Indian/Alaska Native students - 1 - 2 - 1 - 4
Asian students3434 - 4 - 18
Hispanic students5757304130363254
Black students2026311824302151
White students4345615461436313
Two or More Races students16128121210 - 70

Enrollment by grade:
Kindergarten enrollment: 139
1st grade enrollment: 145
2nd grade enrollment: 133
3rd grade enrollment: 131
4th grade enrollment: 127
5th grade enrollment: 124
Ungraded enrollment: 11

John S Hobart Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 360 (44.4%)
John S Hobart Elementary School:

44.4%
New York:

51.1%
Male enrollment: 450 (55.6%)
Here:

55.6%
State:

47.5%

John S Hobart Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 4 (0.5%)
Here:

0.5%
State:

0.2%
Asian enrollment: 18 (2.2%)
Here:

2.2%
State:

4.6%
Hispanic enrollment: 254 (31.4%)
School:

31.4%
State:

9.2%
Black enrollment: 151 (18.6%)
John S Hobart Elementary School:

18.6%
State:

12.0%
White enrollment: 313 (38.6%)
John S Hobart Elementary School:

38.6%
State:

55.1%
Two or More Races enrollment: 70 (8.6%)
School:

8.6%
New York:

2.9%

John S Hobart Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 554 (68.4%)
John S Hobart Elementary School:

68.4%
New York:

52.7%
Free lunch eligible students: 500 (61.7%)
Here:

61.7%
New York:

45.4%
Reduced-price lunch eligible students: 54 (6.7%)
School:

6.7%
State:

4.8%

John S Hobart Elementary School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Common Branch: 26

Teachers and support:
Show data for
Classroom Teachers (FTE): 51.8

Number of FTE teachers in their first year of teaching: 4
Number of FTE teachers in their second year of teaching: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 21
Number of FTE security guards: 2
Number of FTE nurses: 1
Number of FTE psychologists: 1
Number of FTE social workers: 1

Student/Teacher Ratio
Here:

15.6
State:

14.0
Number of individuals teaching out of certification: 1
Number of teachers with fewer than three years of teaching experience: 5
Number of teachers with Master's Degree plus 30 hours or doctorate: 39

Total number of classes taught: 135
Number of classes taught by teachers without appropriate certification: 1


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: 3

John S Hobart Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $8,912,158
  • Full-time Equivalency Count of Teachers: 65 (Salary Expenditures: $5,723,366)
  • Full-time Equivalency Count of Instructional Aides: 19 (Salary Expenditures: $383,183)
  • Full-time Equivalency Count of Support Services Staff: 11 (Salary Expenditures: $1,283,436)
  • Full-time Equivalency Count of School Administration Staff: 7 (Salary Expenditures: $152,217,390)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $5,729,118
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $9,221,227
  • Salary Expenditures for Teachers: $5,935,799
  • Full-time Equivalency Count of Instructional Aides: 19 (Salary Expenditures: $402,726)
  • Full-time Equivalency Count of Support Services Staff: 11 (Salary Expenditures: $1,139,192)
  • Full-time Equivalency Count of School Administration Staff: 7 (Salary Expenditures: $1,670,374)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $6,059,764

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic46
  • Asian2
  • White7
  • IDEA4
Students Enrolled in LEP Programs: 55 (male: 27, female: 28)
  • Hispanic: 46 (male: 20, female: 26)
  • Asian: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 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

  • Hispanic35
  • Black17
  • White50
  • Multirace4
Students with disabilities served under IDEA: 106 (male: 79, female: 27)
  • Hispanic: 35 (male: 25, female: 10)
  • Black: 17 (male: 13, female: 4)
  • White: 50 (male: 37, female: 13)
  • Two or More Races: 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic2
  • Asian2
  • Black2
  • White7
Students with disabilities served under Section 504: 13 (male: 9, female: 4)
  • Hispanic: 2 (all male)
  • Asian: 2 (all female)
  • Black: 2 (all male)
  • White: 7 (male: 5, female: 2)

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)

  • All288
  • Males282
  • Females296
  • Hispanic294
  • Black275
  • White293
ELA students tested with valid scores: 85
Computed mean of student ELA scores: 288

ELA Students scoring proficient and above:

18%
State:

43%

Students scoring at Level 1: 48%
Students scoring at Level 2: 34%
Students scoring at Level 3: 18%
Students scoring at Level 4: 0%

48%
34%
18%

    MATH Mean Score (3rd Grade)

  • All293
  • Males288
  • Females299
  • Hispanic301
  • Black273
  • White303
Math students tested with valid scores: 82
Computed mean of student Math scores: 293

Math Students scoring proficient and above:

28%
New York:

49%

Students scoring at Level 1: 37%
Students scoring at Level 2: 35%
Students scoring at Level 3: 21%
Students scoring at Level 4: 7%

37%
35%
21%
7%
4th Grade:

    ELA Mean Score (4th Grade)

  • All298
  • Males297
  • Females300
  • Hispanic296
  • Black291
  • White300
  • IDEA268
ELA students tested with valid scores: 64
Computed mean of student ELA scores: 298

ELA Students scoring proficient and above:

29%
New York:

41%

Students scoring at Level 1: 27%
Students scoring at Level 2: 44%
Students scoring at Level 3: 20%
Students scoring at Level 4: 9%

27%
44%
20%
9%

    MATH Mean Score (4th Grade)

  • All301
  • Males295
  • Females309
  • Hispanic306
  • Black283
  • White301
  • IDEA239
Math students tested with valid scores: 66
Computed mean of student Math scores: 301

Math Students scoring proficient and above:

35%
State:

43%

Students scoring at Level 1: 23%
Students scoring at Level 2: 42%
Students scoring at Level 3: 18%
Students scoring at Level 4: 17%

23%
42%
18%
17%

    SCI Mean Score (4th Grade)

  • All82
  • Males81
  • Females83
  • Hispanic82
  • Asian86
  • Black76
  • White83
  • IDEA57
Science students tested with valid scores: 105
Computed mean of student Science scores: 82

Science Students scoring proficient and above:

87%
New York:

87%

Students scoring at Level 1: 4%
Students scoring at Level 2: 9%
Students scoring at Level 3: 36%
Students scoring at Level 4: 51%

4%
9%
36%
51%
5th Grade:

    ELA Mean Score (5th Grade)

  • All297
  • Males290
  • Females304
  • Hispanic302
  • White299
ELA students tested with valid scores: 31
Computed mean of student ELA scores: 297

ELA Students scoring proficient and above:

16%
New York:

35%

Students scoring at Level 1: 26%
Students scoring at Level 2: 58%
Students scoring at Level 3: 13%
Students scoring at Level 4: 3%

26%
58%
13%
3%

    MATH Mean Score (5th Grade)

  • All301
  • Males295
  • Females308
  • Hispanic314
  • White301
Math students tested with valid scores: 30
Computed mean of student Math scores: 301

Math Students scoring proficient and above:

30%
New York:

43%

Students scoring at Level 1: 37%
Students scoring at Level 2: 33%
Students scoring at Level 3: 27%
Students scoring at Level 4: 3%

37%
33%
27%
3%

New York State Alternate Assessment:
Show data for

(State average from 46 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 3:
ELA students tested with valid scores: 5
Grade 3 ELA Students scoring proficient and above:

100%
State:

89%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 40%
Students scoring at Level 4: 60%

40%
60%
Math students tested with valid scores: 5
Grade 3 Math Students scoring proficient and above:

100%
State:

87%

Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 40%
Students scoring at Level 4: 60%

40%
60%

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

(State average from 1,219 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.

John S Hobart Elementary School - % Scoring at Expanding Level or above in NYSESLAT

Kindergarten:

    Scoring at Expanding Level or above (Kindergarten)

  • All54%
  • Males40%
  • Females64%
Students tested with valid scores: 24
Scoring at Expanding Level or above:

54%
State:

64%

Students scoring at Entering Level: 8%
Students scoring at Emerging Level: 17%
Students scoring at Transitioning Level: 21%
Students scoring at Expanding Level: 54%
Students scoring at Commanding Level: 0%

8%
17%
21%
54%
1st Grade:

    Scoring at Expanding Level or above (1st Grade)

  • All53%
  • Males55%
  • Females50%
Students tested with valid scores: 19
Scoring at Expanding Level or above:

53%
New York:

42%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 16%
Students scoring at Transitioning Level: 32%
Students scoring at Expanding Level: 53%
Students scoring at Commanding Level: 0%

16%
32%
53%
2nd Grade:
Students tested with valid scores: 8
Scoring at Expanding Level or above:

76%
State:

63%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 25%
Students scoring at Expanding Level: 63%
Students scoring at Commanding Level: 13%

25%
63%
13%
3rd Grade:
Students tested with valid scores: 7
Scoring at Expanding Level or above:

28%
State:

57%

Students scoring at Entering Level: 29%
Students scoring at Emerging Level: 14%
Students scoring at Transitioning Level: 29%
Students scoring at Expanding Level: 14%
Students scoring at Commanding Level: 14%

29%
14%
29%
14%
14%
4th Grade:

    Scoring at Expanding Level or above (4th Grade)

  • All85%
  • Males100%
  • Females78%
Students tested with valid scores: 14
Scoring at Expanding Level or above:

85%
State:

60%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 14%
Students scoring at Transitioning Level: 0%
Students scoring at Expanding Level: 71%
Students scoring at Commanding Level: 14%

14%
71%
14%

Accountability


Adequate Yearly Progress:
Show data for

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

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

  • All185
  • Males186
  • Females184
  • Hispanic189
  • White181
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 287
Percent of enrolled students with valid test scores: 57%

Performance Index (PI):

185
State:

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

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

  • All105
  • Males99
  • Females113
  • Hispanic121
  • Black65
  • White112
  • IDEA88
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 827
Percent of enrolled students with valid test scores: 44%

Performance Index (PI):

105
New York:

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

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

  • All88
  • Males80
  • Females96
  • Hispanic96
  • Black59
  • White92
  • IDEA56
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 827
Percent of enrolled students with valid test scores: 45%

Performance Index (PI):

88
New York:

113
Effective Annual Measurable Objective (EAMO): 103
Safe harbor target: 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.

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: 17

Incidents of threats of physical attack without a weapon: 1

Incidents of possession of a firearm or explosive device: 1


Total incidents per 1,000 students
John S Hobart Elementary School:

23.5
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.
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
John S Hobart Elementary School:

1.2
New York:

5.3
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • Two or More Races: 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

  • Hispanic79
  • Asian4
  • Black46
  • White97
  • Multirace25
  • LEP19
  • IDEA40
  • 5044
Chronic Student Absenteeism: 251 (male: 142, female: 109)
  • Hispanic: 79 (male: 47, female: 32)
  • Asian: 4 (male: 2, female: 2)
  • Black: 46 (male: 26, female: 20)
  • White: 97 (male: 53, female: 44)
  • Two or More Races: 25 (male: 14, female: 11)
  • Limited English Proficiency (LEP): 19 (male: 11, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 40 (male: 29, female: 11)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

309.9
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
  • Black85
  • White14
  • Multirace28
  • IDEA74
  • 5048
School days missed due to out-of-school suspension: 144 (male: 121, female: 23)
  • Hispanic: 17 (all male)
  • Black: 85 (male: 63, female: 22)
  • White: 14 (all male)
  • Two or More Races: 28 (male: 27, female: 1)
  • Individuals With Disabilities Education Act (IDEA): 74 (male: 69, female: 5)
  • Section 504: 8 (all male)
Instances of out-of-school suspension (Students without disabilities): 23

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

28.4
New York:

50.9
Students without disabilities receiving one or more in-school suspension: 13 (male: 9, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Two or More Races: 2 (all female)

    Students without disabilities receiving more than one out-of-school suspension

  • Hispanic2
  • Black10
  • White2
  • Multirace2
Students without disabilities receiving more than one out-of-school suspension: 16 (male: 11, female: 5)
  • Hispanic: 2 (all male)
  • Black: 10 (male: 5, female: 5)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 21

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

25.9
State:

29.4
Instances of out-of-school suspension (Section 504 only): 3

Instances of out-of-school suspension per 1,000 students (Section 504 only)
Here:

3.7
State:

2.9
Students with disabilities receiving one or more in-school suspension: 4 (all male)
  • Black: 2
  • Two or More Races: 2
  • Section 504: 2
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2

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

  • Hispanic2
  • Black4
  • White2
  • Multirace2
  • 5042
Students with disabilities receiving more than one out-of-school suspension: 10 (male: 8, female: 2)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Section 504: 2 (all male)

Comments

Review, comment, or add new information about this topic:

Discuss Shirley, New York (NY) on our hugely popular New York forum.

  1. All Cities
  2. New York
  3. Shirley main city page
  4. Schools in New York
  5. John S Hobart Elementary School


City-data.com does not guarantee the accuracy or timeliness of any information on this site.  Use at your own risk.
Some parts © 2024 Advameg, Inc.

Table of Contents