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Lyndon H Strough Middle School in Rome, 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 27
Address
 801 LAUREL ST
Rome, NY 13440
Telephone
(315) 338-5201
(make sure to verify first before calling)
Website
http://www.romecsd.org
City-data.com school rating
27
Students
801
Classroom Teachers (FTE)
68.0
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
408
Reduced-price lunch
eligible students
43
School district
ROME 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:
RIDGE MILLS ELEMENTARY SCHOOL (1.5 miles):

69
STOKES ELEMENTARY SCHOOL (5.0 miles):

53
ROME FREE ACADEMY (2.6 miles):

49
LOUIS V DENTI ELEMENTARY SCHOOL (0.3 miles):

31
Lyndon H Strough Middle School:

27
JOHN E JOY ELEMENTARY SCHOOL (0.7 miles):

21
GEORGE R STALEY UPPER ELEMENTARY SCHOOL (1.6 miles):

20
GANSEVOORT ELEMENTARY SCHOOL (0.8 miles):

13
BELLAMY ELEMENTARY SCHOOL (2.6 miles):

3
Lyndon H Strough Middle School rating compared to average state, county and city schools ratings:
New York:

50
Oneida County:

48
Rome:

32
Lyndon H Strough Middle School:

27

Students & Teachers


Total enrollment:
Enrollment in 2016: 801
Enrollment in 2015: 754
Enrollment in 2014: 729
Enrollment in 2013: 788
Enrollment in 2012: 792
Enrollment in 2011: 787
Enrollment in 2010: 778
Enrollment in 2009: 819
Enrollment in 2008: 886
Enrollment in 2007: 841
Enrollment in 2006: 891
Enrollment in 2005: 745
Enrollment in 2004: 766
Enrollment in 2003: 1,060
Enrollment in 2002: 771
Enrollment in 2001: 736
Enrollment in 2000: 734
Enrollment in 1999: 735

Lyndon H Strough Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08UGTotal
All students42436710801
Female students2051987410
Male students2191693391
Asian students54 - 9
Hispanic students3617 - 53
Black students3027 - 57
White students3523179678
Two or More Races students1214

Enrollment by grade:
7th grade enrollment: 424
8th grade enrollment: 367
Ungraded enrollment: 10

Lyndon H Strough Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 410 (51.2%)
Lyndon H Strough Middle School:

51.2%
State:

51.1%
Male enrollment: 391 (48.8%)
School:

48.8%
New York:

47.5%

Lyndon H Strough Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 9 (1.1%)
School:

1.1%
New York:

4.6%
Hispanic enrollment: 53 (6.6%)
Lyndon H Strough Middle School:

6.6%
State:

9.2%
Black enrollment: 57 (7.1%)
Lyndon H Strough Middle School:

7.1%
New York:

12.0%
White enrollment: 678 (84.6%)
School:

84.6%
State:

55.1%
Two or More Races enrollment: 4 (0.5%)
Lyndon H Strough Middle School:

0.5%
New York:

2.9%

Lyndon H Strough Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 451 (56.3%)
Here:

56.3%
State:

52.7%
Free lunch eligible students: 408 (50.9%)
Lyndon H Strough Middle School:

50.9%
State:

45.4%
Reduced-price lunch eligible students: 43 (5.4%)
Lyndon H Strough Middle School:

5.4%
State:

4.8%

Lyndon H Strough Middle School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Grade 8 English: 25
  • Grade 8 Mathematics: 25
  • Grade 8 Science: 26
  • Grade 8 Social Studies: 25

Teachers and support:
Show data for
Classroom Teachers (FTE): 68

Number of FTE teachers in their first year of teaching: 3
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: 26
Number of FTE security guards: 5
Number of FTE nurses: 2
Number of FTE psychologists: 1

Student/Teacher Ratio
Lyndon H Strough Middle School:

11.8
New York:

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

Total number of classes taught: 229


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

Lyndon H Strough Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $5,401,742
  • Full-time Equivalency Count of Teachers: 69 (Salary Expenditures: $4,460,412)
  • Full-time Equivalency Count of Instructional Aides: 21 (Salary Expenditures: $269,102)
  • Full-time Equivalency Count of Support Services Staff: 18 (Salary Expenditures: $501,780)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $170,447)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $112,257
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,130,904
  • Salary Expenditures for Teachers: $4,604,578
  • Full-time Equivalency Count of Instructional Aides: 21 (Salary Expenditures: $270,029)
  • Full-time Equivalency Count of Support Services Staff: 18 (Salary Expenditures: $511,227)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $205,482)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $176,994

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 14 (male: 4, female: 10)
  • Hispanic: 10 (male: 2, female: 8)
  • Asian: 4 (male: 2, 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: 128 (male: 71, female: 57)
  • Hispanic: 8 (male: 4, female: 4)
  • Black: 4 (all female)
  • White: 116 (male: 67, female: 49)
Students with disabilities served under Section 504: 7 (male: 2, female: 5)
  • White: 7 (male: 2, female: 5)

Retention:
Show data for

(State average from 345 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained

    Total number of students retained in 7th grade

  • Hispanic2
  • Black2
  • White10
  • IDEA7
Total number of students retained in 7th grade: 14 (male: 9, female: 5)
  • Hispanic: 2 (all male)
  • Black: 2 (all male)
  • White: 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Percent of 7th grade students retained
Here:

3.3%
State:

5.1%
Total number of students retained in 8th grade: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Section 504: 2 (all female)

Percent of 8th grade students retained
Here:

1.1%
State:

4.2%

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)

  • All295
  • Males291
  • Females302
  • Black281
  • White298
  • IDEA269
ELA students tested with valid scores: 178
Computed mean of student ELA scores: 295

ELA Students scoring proficient and above:

21%
State:

39%

Students scoring at Level 1: 38%
Students scoring at Level 2: 40%
Students scoring at Level 3: 17%
Students scoring at Level 4: 4%

38%
40%
17%
4%

    MATH Mean Score (7th Grade)

  • All295
  • Males292
  • Females300
  • Black282
  • White298
  • IDEA260
Math students tested with valid scores: 161
Computed mean of student Math scores: 295

Math Students scoring proficient and above:

24%
New York:

34%

Students scoring at Level 1: 44%
Students scoring at Level 2: 32%
Students scoring at Level 3: 20%
Students scoring at Level 4: 4%

44%
32%
20%
4%
8th Grade:

    ELA Mean Score (8th Grade)

  • All289
  • Males283
  • Females294
  • Hispanic284
  • White290
  • IDEA260
ELA students tested with valid scores: 115
Computed mean of student ELA scores: 289

ELA Students scoring proficient and above:

18%
State:

43%

Students scoring at Level 1: 33%
Students scoring at Level 2: 49%
Students scoring at Level 3: 17%
Students scoring at Level 4: 1%

33%
49%
17%
1%

    MATH Mean Score (8th Grade)

  • All285
  • Males282
  • Females288
  • Black282
  • White284
  • IDEA259
Math students tested with valid scores: 86
Computed mean of student Math scores: 285

Math Students scoring proficient and above:

5%
New York:

18%

Students scoring at Level 1: 42%
Students scoring at Level 2: 53%
Students scoring at Level 3: 5%
Students scoring at Level 4: 0%

42%
53%
5%

    SCI Mean Score (8th Grade)

  • All68
  • Males67
  • Females69
  • Hispanic71
  • White68
  • IDEA56
Science students tested with valid scores: 90
Computed mean of student Science scores: 68

Science Students scoring proficient and above:

67%
New York:

57%

Students scoring at Level 1: 7%
Students scoring at Level 2: 26%
Students scoring at Level 3: 63%
Students scoring at Level 4: 4%

7%
26%
63%
4%

New York State Alternate Assessment:
Show data for

(State average from 78 schools)
New York State Alternate Assessment (NYSAA) is part of the New York State testing program that measures the attainment of the State's learning standards in the areas of English language arts (ELA), mathematics, and science for all students with the most severe disabilities in Grades 3-8 and high school. In the 2015-16 school year, NYSAA began using computer-based testing for the ELA and mathematics components. Beginning with the 2017-18 school year, the NYSAA program will no longer include a Social Studies component. The NYSAA in ELA, mathematics, and science will be assessed using Dynamic Learning Maps alternate assessment.
Grade 8:
ELA students tested with valid scores: 5
Grade 8 ELA Students scoring proficient and above:

40%
State:

77%

Students scoring at Level 1: 40%
Students scoring at Level 2: 20%
Students scoring at Level 3: 40%
Students scoring at Level 4: 0%

40%
20%
40%
Math students tested with valid scores: 5
Grade 8 Math Students scoring proficient and above:

60%
New York:

80%

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

40%
60%
Science students tested with valid scores: 5
Grade 8 Science Students scoring proficient and above:

60%
New York:

83%

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

40%
60%

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.

Lyndon H Strough Middle School - % Scroring 55 and above in Regents Examination

Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All101%
  • Males100%
  • Females100%
  • White100%
Students tested with valid scores: 54
Number of students tested scoring Level 3 (65-78): 3 (6%)
Number of students tested scoring Level 4 (79-84): 29 (54%)
Number of students tested scoring Level 5 (85-100): 22 (41%)

Percentage of students scoring 55 and above:

101%
State:

93%

6%
54%
41%

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

(State average from 534 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.

Lyndon H Strough Middle School - % Scoring at Expanding Level or above in NYSESLAT

8th Grade:
Students tested with valid scores: 11
Scoring at Expanding Level or above:

100%
State:

67%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 0%
Students scoring at Expanding Level: 73%
Students scoring at Commanding Level: 27%

73%
27%

Accountability


Adequate Yearly Progress:
Show data for

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

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

  • All175
  • Males169
  • Females181
  • White179
  • IDEA105
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 768
Percent of enrolled students with valid test scores: 38%

Performance Index (PI):

175
New York:

174
Effective Annual Measurable Objective (EAMO): 180
Safe harbor target: 170
Elementary/Middle-Level Math:

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

  • All99
  • Males90
  • Females109
  • Hispanic61
  • Black62
  • White106
  • IDEA32
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 1,559
Percent of enrolled students with valid test scores: 37%

Performance Index (PI):

99
State:

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

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

  • All85
  • Males74
  • Females99
  • Hispanic73
  • Black53
  • White90
  • IDEA36
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 1,555
Percent of enrolled students with valid test scores: 35%

Performance Index (PI):

85
New York:

113
Effective Annual Measurable Objective (EAMO): 105
Safe harbor target: 105

Health & Safety


Referrals and Arrests:
Show data for

(State average from 410 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 4 (all male)
  • Hispanic: 2
  • Black: 2

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

5.0
State:

10.2

Harassment & Bullying:
Show data for

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

Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.
Allegations of harassment or bullying on the basis of sex: 2
Allegations of harassment or bullying on the basis of sex per 1,000 students
School:

2.5
State:

3.8
Students reported as harassed or bullied on the basis of sex: 4 (all female)
  • Hispanic: 2
  • White: 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • White: 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

  • Hispanic19
  • Asian2
  • Black16
  • White145
  • LEP4
  • IDEA43
  • 5047
Chronic Student Absenteeism: 182 (male: 92, female: 90)
  • Hispanic: 19 (male: 14, female: 5)
  • Asian: 2 (all male)
  • Black: 16 (male: 8, female: 8)
  • White: 145 (male: 68, female: 77)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 43 (male: 20, female: 23)
  • Section 504: 7 (male: 2, female: 5)
Chronic Student Absenteeism per 1,000 students
School:

227.2
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

  • Hispanic196
  • Black77
  • White451
  • Multirace8
  • LEP12
  • IDEA200
School days missed due to out-of-school suspension: 732 (male: 355, female: 377)
  • Hispanic: 196 (male: 39, female: 157)
  • Black: 77 (male: 47, female: 30)
  • White: 451 (male: 261, female: 190)
  • Two or More Races: 8 (all male)
  • Limited English Proficiency (LEP): 12 (male: 9, female: 3)
  • Individuals With Disabilities Education Act (IDEA): 200 (male: 102, female: 98)
Instances of out-of-school suspension (Students without disabilities): 108

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

134.8
State:

50.9

    Students without disabilities receiving one or more in-school suspension

  • Hispanic10
  • Black10
  • White58
  • Multirace2
  • LEP4
Students without disabilities receiving one or more in-school suspension: 80 (male: 50, female: 30)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 10 (male: 8, female: 2)
  • White: 58 (male: 32, female: 26)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

  • Hispanic7
  • Black4
  • White28
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 39 (male: 24, female: 15)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 28 (male: 17, female: 11)
  • Limited English Proficiency (LEP): 2 (all female)

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

  • Hispanic4
  • Black2
  • White10
  • Multirace2
  • LEP2
Students without disabilities receiving more than one out-of-school suspension: 18 (male: 14, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 10 (male: 8, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 68

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

84.9
New York:

29.4
Students with disabilities receiving one or more in-school suspension: 29 (male: 22, female: 7)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • White: 25 (male: 20, female: 5)
Students with disabilities receiving only one out-of-school suspension: 7 (male: 5, female: 2)
  • White: 7 (male: 5, female: 2)
Students with disabilities receiving more than one out-of-school suspension: 14 (male: 10, female: 4)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • White: 10 (male: 8, female: 2)

Expulsions:
Show data for

(State average from 286 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students without Disabilities who received an expulsion with educational services: 4 (all male)
  • Black: 2
  • White: 2

Students without Disabilities who received an expulsion with educational services per 1,000 students
Here:

5.0
State:

6.8

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: 4 (all male)
  • Black: 2
  • White: 2

Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
School:

5.0
New York:

6.0

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: 66 (male: 33, female: 33)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 58 (male: 29, female: 29)
8th grade studenst who passed Algebra I: 59 (male: 28, female: 31)
  • White: 59 (male: 28, female: 31)
Percent of 8th grade students who passed
School:

89.4%
State:

87.1%

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