Lincoln Middle School in Syracuse, NY
(06-09 • 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 1
- Address
- 1613 JAMES ST
Syracuse, NY 13203
- Telephone
- (315) 435-4450
(make sure to verify first before calling)
- City-data.com school rating
- 1
- Students
- 521
- Classroom Teachers (FTE)
- 38.9
- National School Lunch
Program (NSLP) Status - Yes, under Community Eligibility Option (CEO)
- Free lunch eligible students
- 405
- Reduced-price lunch
eligible students - 13
- School district
- SYRACUSE CITY SCHOOL DISTRICT
- Charter school
- No
- Title I status
- Title I schoolwide school
- Magnet School Indicator
- No
- Shared Time Indicator
- No
- Adult education offered
- No
Ratings
This school rating compared to other nearby schools ratings:
LYNCOURT SCHOOL (1.4 miles): | 19 |
SALEM HYDE ELEMENTARY SCHOOL (0.3 miles): | 13 |
HENNINGER HIGH SCHOOL (0.6 miles): | 12 |
HUNTINGTON K-8 SCHOOL (0.8 miles): | 10 |
WEBSTER ELEMENTARY SCHOOL (0.9 miles): | 9 |
FRANKLIN ELEMENTARY SCHOOL (1.1 miles): | 9 |
GRANT MIDDLE SCHOOL (1.3 miles): | 5 |
DR WEEKS ELEMENTARY SCHOOL (0.8 miles): | 2 |
Lincoln Middle School: | 1 |
Lincoln Middle School rating compared to average state, county and city schools ratings:
New York: | 50 |
Onondaga County: | 44 |
Syracuse: | 17 |
Lincoln Middle School: | 1 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 521
Enrollment in 2015: 529
Enrollment in 2014: 565
Enrollment in 2013: 542
Enrollment in 2012: 513
Enrollment in 2011: 465
Enrollment in 2010: 420
Enrollment in 2009: 476
Enrollment in 2008: 483
Enrollment in 2007: 508
Enrollment in 2006: 577
Enrollment in 2005: 621
Enrollment in 2004: 650
Enrollment in 2003: 635
Enrollment in 2002: 621
Enrollment in 2001: 663
Enrollment in 2000: 608
Enrollment in 1999: 595
Enrollment in 2015: 529
Enrollment in 2014: 565
Enrollment in 2013: 542
Enrollment in 2012: 513
Enrollment in 2011: 465
Enrollment in 2010: 420
Enrollment in 2009: 476
Enrollment in 2008: 483
Enrollment in 2007: 508
Enrollment in 2006: 577
Enrollment in 2005: 621
Enrollment in 2004: 650
Enrollment in 2003: 635
Enrollment in 2002: 621
Enrollment in 2001: 663
Enrollment in 2000: 608
Enrollment in 1999: 595
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | G06 | G07 | G08 | UG | Total |
---|---|---|---|---|---|
All students | 141 | 173 | 200 | 7 | 521 |
Female students | 63 | 76 | 98 | 4 | 241 |
Male students | 78 | 97 | 102 | 3 | 280 |
American Indian/Alaska Native students | 3 | 3 | 3 | - | 9 |
Asian students | 16 | 23 | 23 | 1 | 63 |
Hispanic students | 23 | 22 | 25 | 2 | 72 |
Black students | 70 | 77 | 91 | 1 | 239 |
White students | 25 | 46 | 54 | 3 | 128 |
Two or More Races students | 4 | 2 | 4 | - | 10 |
Enrollment by grade:
6th grade enrollment: 141
7th grade enrollment: 173
8th grade enrollment: 200
Ungraded enrollment: 7
7th grade enrollment: 173
8th grade enrollment: 200
Ungraded enrollment: 7
Lincoln Middle School - Historical enrollment by grade
Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 241 (46.3%)
School: | 46.3% |
State: | 51.1% |
Male enrollment: 280 (53.7%)
Lincoln Middle School: | 53.7% |
State: | 47.5% |
Lincoln Middle School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 9 (1.7%)
Here: | 1.7% |
State: | 0.2% |
Asian enrollment: 63 (12.1%)
Lincoln Middle School: | 12.1% |
State: | 4.6% |
Hispanic enrollment: 72 (13.8%)
Here: | 13.8% |
State: | 9.2% |
Black enrollment: 239 (45.9%)
Here: | 45.9% |
State: | 12.0% |
White enrollment: 128 (24.6%)
Here: | 24.6% |
State: | 55.1% |
Two or More Races enrollment: 10 (1.9%)
School: | 1.9% |
New York: | 2.9% |
Lincoln Middle School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 418 (80.2%)
Lincoln Middle School: | 80.2% |
State: | 52.7% |
Free lunch eligible students: 405 (77.7%)
School: | 77.7% |
State: | 45.4% |
Reduced-price lunch eligible students: 13 (2.5%)
Lincoln Middle School: | 2.5% |
State: | 4.8% |
Lincoln Middle School - Lunch Program Eligibility
Average Class Size:
Show data for
Average Class Size:
- Common Branch: 28
- Grade 8 English: 22
- Grade 8 Mathematics: 24
- Grade 8 Science: 23
- Grade 8 Social Studies: 23
Teachers and support:
Show data for
Classroom Teachers (FTE): 38.9
Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 10
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 31
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
Number of teachers with no valid teaching certificate: 1
Number of individuals teaching out of certification: 2
Number of teachers with fewer than three years of teaching experience: 8
Number of teachers with Master's Degree plus 30 hours or doctorate: 11
Total number of classes taught: 156
Number of classes taught by teachers without appropriate certification: 10
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
Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 10
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 31
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: | 13.4 |
State: | 14.0 |
Number of individuals teaching out of certification: 2
Number of teachers with fewer than three years of teaching experience: 8
Number of teachers with Master's Degree plus 30 hours or doctorate: 11
Total number of classes taught: 156
Number of classes taught by teachers without appropriate certification: 10
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
Lincoln Middle School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,443,909
- Full-time Equivalency Count of Teachers: 34.8 (Salary Expenditures: $2,485,832)
- Full-time Equivalency Count of Instructional Aides: 2 (Salary Expenditures: $47,271)
- Full-time Equivalency Count of Support Services Staff: 8.4 (Salary Expenditures: $470,860)
- Full-time Equivalency Count of School Administration Staff: 6.5 (Salary Expenditures: $439,946)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,451,257
- Salary Expenditures for Teachers: $3,209,752
- Full-time Equivalency Count of Instructional Aides: 6 (Salary Expenditures: $175,936)
- Full-time Equivalency Count of Support Services Staff: 10.4 (Salary Expenditures: $609,156)
- Full-time Equivalency Count of School Administration Staff: 6.7 (Salary Expenditures: $456,413)
Limited English Proficiency:
Show data for
- Hispanic25
- Asian37
- Black34
- White10
- IDEA16
Students Enrolled in LEP Programs
- Hispanic: 25 (male: 17, female: 8)
- Asian: 37 (male: 20, female: 17)
- Black: 34 (male: 17, female: 17)
- White: 10 (male: 5, female: 5)
- Individuals With Disabilities Education Act (IDEA): 16 (male: 11, female: 5)
Students with disabilities:
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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 (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.
- Hispanic20
- Black41
- White29
- LEP17
Students with disabilities served under IDEA
- Hispanic: 20 (male: 16, female: 4)
- Black: 41 (male: 28, female: 13)
- White: 29 (male: 19, female: 10)
- Limited English Proficiency (LEP): 17 (male: 13, female: 4)
Students with disabilities served under Section 504: 8 (male: 6, female: 2)
- American Indian / Alaska Native: 2 (all male)
- Black: 2 (all male)
- White: 4 (male: 2, female: 2)
Retention:
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(State average from 273 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: 2 (all male)
Percent of 8th grade students retained
- Black: 2
- Limited English Proficiency (LEP): 2
Percent of 8th grade students retained
School: | 1.0% |
State: | 4.2% |
Statewide Student Assessments
Grades 3-8 New York State Testing Program Assessments:
Show data for
(State average from 1,650 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.
6th Grade:
ELA students tested with valid scores: 116
Computed mean of student ELA scores: 254
Students scoring at Level 1: 74%
Students scoring at Level 2: 22%
Students scoring at Level 3: 3%
Students scoring at Level 4: 0%
Math students tested with valid scores: 129
Computed mean of student Math scores: 245
Students scoring at Level 1: 78%
Students scoring at Level 2: 19%
Students scoring at Level 3: 3%
Students scoring at Level 4: 0%
7th Grade:
ELA students tested with valid scores: 157
Computed mean of student ELA scores: 269
Students scoring at Level 1: 64%
Students scoring at Level 2: 29%
Students scoring at Level 3: 5%
Students scoring at Level 4: 2%
Math students tested with valid scores: 169
Computed mean of student Math scores: 256
Students scoring at Level 1: 88%
Students scoring at Level 2: 9%
Students scoring at Level 3: 4%
Students scoring at Level 4: 0%
8th Grade:
ELA students tested with valid scores: 151
Computed mean of student ELA scores: 264
Students scoring at Level 1: 70%
Students scoring at Level 2: 25%
Students scoring at Level 3: 5%
Students scoring at Level 4: 1%
Math students tested with valid scores: 152
Computed mean of student Math scores: 247
Students scoring at Level 1: 82%
Students scoring at Level 2: 17%
Students scoring at Level 3: 1%
Students scoring at Level 4: 0%
Science students tested with valid scores: 128
Computed mean of student Science scores: 39
Students scoring at Level 1: 66%
Students scoring at Level 2: 30%
Students scoring at Level 3: 4%
Students scoring at Level 4: 0%
- All254
- Males247
- Females259
- Asian271
- Black249
- White253
- IDEA219
ELA Mean Score (6th Grade)
Computed mean of student ELA scores: 254
ELA Students scoring proficient and above: | 3% |
State: | 30% |
Students scoring at Level 1: 74%
Students scoring at Level 2: 22%
Students scoring at Level 3: 3%
Students scoring at Level 4: 0%
- All245
- Males240
- Females249
- Asian270
- Black238
- White251
- IDEA214
MATH Mean Score (6th Grade)
Computed mean of student Math scores: 245
Math Students scoring proficient and above: | 3% |
New York: | 38% |
Students scoring at Level 1: 78%
Students scoring at Level 2: 19%
Students scoring at Level 3: 3%
Students scoring at Level 4: 0%
7th Grade:
- All269
- Males261
- Females277
- Hispanic264
- Asian264
- Black267
- White274
- IDEA241
ELA Mean Score (7th Grade)
Computed mean of student ELA scores: 269
ELA Students scoring proficient and above: | 7% |
State: | 39% |
Students scoring at Level 1: 64%
Students scoring at Level 2: 29%
Students scoring at Level 3: 5%
Students scoring at Level 4: 2%
- All256
- Males251
- Females262
- Hispanic252
- Asian262
- Black251
- White268
- IDEA241
MATH Mean Score (7th Grade)
Computed mean of student Math scores: 256
Math Students scoring proficient and above: | 4% |
State: | 34% |
Students scoring at Level 1: 88%
Students scoring at Level 2: 9%
Students scoring at Level 3: 4%
Students scoring at Level 4: 0%
8th Grade:
- All264
- Males260
- Females269
- Asian274
- Black261
- White265
- IDEA243
ELA Mean Score (8th Grade)
Computed mean of student ELA scores: 264
ELA Students scoring proficient and above: | 6% |
State: | 43% |
Students scoring at Level 1: 70%
Students scoring at Level 2: 25%
Students scoring at Level 3: 5%
Students scoring at Level 4: 1%
- All247
- Males248
- Females247
- Asian270
- Black240
- White254
- IDEA230
MATH Mean Score (8th Grade)
Computed mean of student Math scores: 247
Math Students scoring proficient and above: | 1% |
State: | 18% |
Students scoring at Level 1: 82%
Students scoring at Level 2: 17%
Students scoring at Level 3: 1%
Students scoring at Level 4: 0%
- All39
- Males39
- Females39
- Hispanic42
- Black38
- White38
- IDEA37
SCI Mean Score (8th Grade)
Computed mean of student Science scores: 39
Science Students scoring proficient and above: | 4% |
State: | 57% |
Students scoring at Level 1: 66%
Students scoring at Level 2: 30%
Students scoring at Level 3: 4%
Students scoring at Level 4: 0%
Regents Examination:
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(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.
Lincoln Middle School - % Scroring 55 and above in Regents Examination
Integrated Algebra (Common Core):
Students tested with valid scores: 29
Number of students tested scoring Level 1 (0-54): 1 (3%)
Number of students tested scoring Level 3 (65-78): 8 (28%)
Number of students tested scoring Level 4 (79-84): 14 (48%)
Number of students tested scoring Level 5 (85-100): 6 (21%)
- All97%
- Males93%
- Females100%
- Black99%
- White91%
Scoring 55 and above
(Integrated Algebra)
Number of students tested scoring Level 1 (0-54): 1 (3%)
Number of students tested scoring Level 3 (65-78): 8 (28%)
Number of students tested scoring Level 4 (79-84): 14 (48%)
Number of students tested scoring Level 5 (85-100): 6 (21%)
Percentage of students scoring 55 and above: | 97% |
New York: | 93% |
The New York State English as a Second Language Achievement Test:
Show data for
(State average from 642 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.
Lincoln Middle School - % Scoring at Expanding Level or above in NYSESLAT
6th Grade:
Students tested with valid scores: 34
Students scoring at Entering Level: 9%
Students scoring at Emerging Level: 38%
Students scoring at Transitioning Level: 29%
Students scoring at Expanding Level: 24%
Students scoring at Commanding Level: 0%
7th Grade:
Students tested with valid scores: 48
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 33%
Students scoring at Transitioning Level: 27%
Students scoring at Expanding Level: 38%
Students scoring at Commanding Level: 2%
8th Grade:
Students tested with valid scores: 45
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 36%
Students scoring at Transitioning Level: 24%
Students scoring at Expanding Level: 36%
Students scoring at Commanding Level: 4%
- All24%
- Males27%
- Females21%
- Black0%
- White33%
Scoring at Expanding Level or above (6th Grade)
Scoring at Expanding Level or above: | 24% |
New York: | 61% |
Students scoring at Entering Level: 9%
Students scoring at Emerging Level: 38%
Students scoring at Transitioning Level: 29%
Students scoring at Expanding Level: 24%
Students scoring at Commanding Level: 0%
7th Grade:
- All40%
- Males30%
- Females53%
- Hispanic50%
- Asian46%
- Black21%
- White63%
Scoring at Expanding Level or above (7th Grade)
Scoring at Expanding Level or above: | 40% |
State: | 64% |
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 33%
Students scoring at Transitioning Level: 27%
Students scoring at Expanding Level: 38%
Students scoring at Commanding Level: 2%
8th Grade:
- All40%
- Males48%
- Females33%
- Asian54%
- Black32%
Scoring at Expanding Level or above (8th Grade)
Scoring at Expanding Level or above: | 40% |
State: | 67% |
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 36%
Students scoring at Transitioning Level: 24%
Students scoring at Expanding Level: 36%
Students scoring at Commanding Level: 4%
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.
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:
General Education:
Students with Disabilities:
High School Non-completers:
Show data for
(State average from 1,468 schools)
Lincoln Middle School - High School Non-completers
All Students:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 4
Number of non-completers: 12
└─ Number of students who dropped out: 12
General Education:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 1
Number of non-completers: 12
└─ Number of students who dropped out: 12
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 4
Number of non-completers: 12
└─ Number of students who dropped out: 12
Percent of non-completers: | 100.0% |
New York: | 6.0% |
General Education:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 1
Number of non-completers: 12
└─ Number of students who dropped out: 12
Percent of non-completers: | 100.0% |
New York: | 7.2% |
Accountability
Adequate Yearly Progress:
Show data for
(State average from 3,754 schools)
Elementary/Middle-Level Science:
Made AYP: No
Met the participation criterion: Yes
Met the performance criterion: No
Students enrolled during the test administration period: 170
Percent of enrolled students with valid test scores: 93%
Effective Annual Measurable Objective (EAMO): 181
Safe harbor target: 76
Elementary/Middle-Level Math:
Made AYP: No
Met the participation criterion: Yes
Met the performance criterion: No
Students enrolled during the test administration period: 484
Percent of enrolled students with valid test scores: 95%
Effective Annual Measurable Objective (EAMO): 104
Safe harbor target: 43
Elementary/Middle-Level ELA:
Made AYP: No
Met the participation criterion: Yes
Met the performance criterion: No
Students enrolled during the test administration period: 483
Percent of enrolled students with valid test scores: 96%
Effective Annual Measurable Objective (EAMO): 106
Safe harbor target: 53
5-Year Graduation Rate:
Met graduation rate criteria: s
Students enrolled during the test administration period: 1
4-Year Graduation Rate:
- All63
- Males64
- Females61
- Black51
Elementary/Middle-Level Science - Performance Index (PI)
Met the participation criterion: Yes
Met the performance criterion: No
Students enrolled during the test administration period: 170
Percent of enrolled students with valid test scores: 93%
Performance Index (PI): | 63 |
New York: | 174 |
Safe harbor target: 76
Elementary/Middle-Level Math:
- All25
- Males24
- Females26
- Hispanic17
- Asian47
- Black16
- White38
- IDEA19
Elementary/Middle-Level Math - Performance Index (PI)
Met the participation criterion: Yes
Met the performance criterion: No
Students enrolled during the test administration period: 484
Percent of enrolled students with valid test scores: 95%
Performance Index (PI): | 25 |
New York: | 114 |
Safe harbor target: 43
Elementary/Middle-Level ELA:
- All39
- Males33
- Females45
- Hispanic35
- Asian54
- Black32
- White47
- IDEA21
Elementary/Middle-Level ELA - Performance Index (PI)
Met the participation criterion: Yes
Met the performance criterion: No
Students enrolled during the test administration period: 483
Percent of enrolled students with valid test scores: 96%
Performance Index (PI): | 39 |
New York: | 113 |
Safe harbor target: 53
5-Year Graduation Rate:
Met graduation rate criteria: s
Students enrolled during the test administration period: 1
4-Year Graduation Rate:
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.
Sexual assault is an incident that includes threatened rape, fondling, indecent liberties, or child molestation. Both male and female students can be victims of sexual assault. Classification of these incidents should take into consideration the age and developmentally appropriate behavior of the offender(s)
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 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.
Sexual assault is an incident that includes threatened rape, fondling, indecent liberties, or child molestation. Both male and female students can be victims of sexual assault. Classification of these incidents should take into consideration the age and developmentally appropriate behavior of the offender(s)
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.
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 sexual assault (other than rape): 2
Incidents of physical attack or fight without a weapon: 205
Total incidents per 1,000 students
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No
Incidents of sexual assault (other than rape): 2
Incidents of physical attack or fight without a weapon: 205
Total incidents per 1,000 students
Here: | 397.3 |
State: | 55.5 |
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.
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: 4 (male: 2, female: 2)
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
- Black: 4 (male: 2, female: 2)
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
School: | 7.7 |
State: | 6.5 |
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 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: 1
Allegations of harassment or bullying on the basis of race, color, or national origin: 2
Allegations of harassment or bullying on the basis of disability: 2
Allegations of harassment or bullying on the basis of sex per 1,000 students
Lincoln Middle School: | 1.9 |
State: | 3.8 |
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
Here: | 3.8 |
New York: | 3.3 |
Allegations of harassment or bullying on the basis of disability: 2
Allegations of harassment or bullying on the basis of disability per 1,000 students
Lincoln Middle School: | 3.8 |
New York: | 1.4 |
Chronic Student Absenteeismt:
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(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.
- Hispanic7
- American Indian2
- Asian4
- Black16
- White25
- Multirace4
- LEP7
- IDEA25
- 5042
Chronic Student Absenteeism
- Hispanic: 7 (male: 5, female: 2)
- American Indian / Alaska Native: 2 (all male)
- Asian: 4 (male: 2, female: 2)
- Black: 16 (male: 5, female: 11)
- White: 25 (male: 14, female: 11)
- Two or More Races: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 7 (male: 5, female: 2)
- Individuals With Disabilities Education Act (IDEA): 25 (male: 17, female: 8)
- Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
Here: | 111.3 |
State: | 179.4 |
Suspensions:
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(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).
- Hispanic168
- American Indian20
- Native Hawaiian18
- Black823
- White260
- Multirace18
- LEP104
- IDEA327
School days missed due to out-of-school suspension
- Hispanic: 168 (male: 160, female: 8)
- American Indian / Alaska Native: 20 (male: 17, female: 3)
- Native Hawaiian / Pacific Islander: 18 (all male)
- Black: 823 (male: 497, female: 326)
- White: 260 (male: 191, female: 69)
- Two or More Races: 18 (male: 5, female: 13)
- Limited English Proficiency (LEP): 104 (male: 94, female: 10)
- Individuals With Disabilities Education Act (IDEA): 327 (male: 280, female: 47)
Instances of out-of-school suspension (Students without disabilities): 434
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Lincoln Middle School: | 833.0 |
State: | 50.9 |
- Hispanic10
- American Indian4
- Asian2
- Native Hawaiian2
- Black106
- White28
- Multirace4
- LEP16
Students without disabilities receiving one or more in-school suspension
- Hispanic: 10 (male: 5, female: 5)
- American Indian / Alaska Native: 4 (male: 2, female: 2)
- Asian: 2 (all male)
- Native Hawaiian / Pacific Islander: 2 (all male)
- Black: 106 (male: 62, female: 44)
- White: 28 (male: 17, female: 11)
- Two or More Races: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 16 (male: 8, female: 8)
- Hispanic4
- American Indian2
- Black31
- White10
- Multirace2
- LEP2
Students without disabilities receiving only one out-of-school suspension
- Hispanic: 4 (male: 2, female: 2)
- American Indian / Alaska Native: 2 (all male)
- Black: 31 (male: 17, female: 14)
- White: 10 (male: 5, female: 5)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 2 (all male)
- Hispanic5
- American Indian4
- Native Hawaiian2
- Black64
- White19
- Multirace2
- LEP4
Students without disabilities receiving more than one out-of-school suspension
- Hispanic: 5 (all male)
- American Indian / Alaska Native: 4 (male: 2, female: 2)
- Native Hawaiian / Pacific Islander: 2 (all male)
- Black: 64 (male: 32, female: 32)
- White: 19 (male: 11, female: 8)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 149
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
School: | 286.0 |
New York: | 29.4 |
- Hispanic13
- Black19
- White13
- Multirace2
- LEP8
Students with disabilities receiving one or more in-school suspension
- Hispanic: 13 (male: 11, female: 2)
- Black: 19 (male: 14, female: 5)
- White: 13 (male: 8, female: 5)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 8 (all male)
Students with disabilities receiving only one out-of-school suspension: 13 (male: 4, female: 9)
- Hispanic: 2 (all female)
- Black: 7 (male: 2, female: 5)
- White: 4 (male: 2, female: 2)
- Hispanic8
- Black10
- White5
- LEP8
Students with disabilities receiving more than one out-of-school suspension
- Hispanic: 8 (all male)
- Black: 10 (male: 8, female: 2)
- White: 5 (all male)
- Limited English Proficiency (LEP): 8 (all male)
Transfers:
(State average from 133 schools)
Transfer to an alternative school for disciplinary reasons is a subset of expulsion with educational services. An alternative school is a public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside of the categories of regular education, special education, or vocational education.
Students without disabilities transferred to an alternative school for disciplinary reasons: 11 (male: 9, female: 2)
Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
- Hispanic: 2 (all male)
- Black: 7 (male: 5, female: 2)
- White: 2 (all male)
Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
School: | 21.1 |
State: | 6.0 |
Classes & Courses
Algebra I:
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(State average from 617 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.
- American Indian2
- Asian4
- Black7
- White16
- Multirace2
8th grade student enrollment in Algebra I
- American Indian / Alaska Native: 2 (all female)
- Asian: 4 (male: 2, female: 2)
- Black: 7 (male: 2, female: 5)
- White: 16 (male: 5, female: 11)
- Two or More Races: 2 (all female)
- Black: 4 (all female)
- White: 14 (male: 4, female: 10)
Percent of 8th grade students who passed
Here: | 58.1% |
State: | 87.1% |
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