Milton L Olive Middle School in Wyandanch, NY
(05-08 • 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 5
- Address
- 140 GARDEN CITY AVE
Wyandanch, NY 11798
- Telephone
- (631) 870-0525
(make sure to verify first before calling)
- City-data.com school rating
- 5
- Students
- 663
- Classroom Teachers (FTE)
- 50.6
- National School Lunch
Program (NSLP) Status - Yes, under Community Eligibility Option (CEO)
- Free lunch eligible students
- 557
- Reduced-price lunch
eligible students - 30
- School district
- WYANDANCH UNION FREE 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:
WEST HOLLOW MIDDLE SCHOOL (2.2 miles): | 86 |
ROBERT FROST MIDDLE SCHOOL (2.1 miles): | 64 |
LA FRANCIS HARDIMAN ELEMENTARY SCHOOL (0.9 miles): | 63 |
SANTAPOGUE SCHOOL (1.9 miles): | 57 |
BELMONT ELEMENTARY SCHOOL (1.8 miles): | 52 |
TOOKER AVENUE SCHOOL (2.4 miles): | 44 |
WYANDANCH MEMORIAL HIGH SCHOOL (0.2 miles): | 28 |
MARTIN LUTHER KING ELEMENTARY SCHOOL (0.9 miles): | 18 |
Milton L Olive Middle School: | 5 |
Milton L Olive Middle School rating compared to average state, county and city schools ratings:
New York: | 50 |
Suffolk County: | 59 |
Wyandanch: | 29 |
Milton L Olive Middle School: | 5 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 663
Enrollment in 2015: 484
Enrollment in 2014: 453
Enrollment in 2013: 461
Enrollment in 2012: 440
Enrollment in 2011: 406
Enrollment in 2010: 412
Enrollment in 2009: 390
Enrollment in 2008: 410
Enrollment in 2007: 406
Enrollment in 2006: 480
Enrollment in 2005: 530
Enrollment in 2004: 518
Enrollment in 2003: 518
Enrollment in 2002: 707
Enrollment in 2001: 670
Enrollment in 2000: 612
Enrollment in 1999: 630
Enrollment in 2015: 484
Enrollment in 2014: 453
Enrollment in 2013: 461
Enrollment in 2012: 440
Enrollment in 2011: 406
Enrollment in 2010: 412
Enrollment in 2009: 390
Enrollment in 2008: 410
Enrollment in 2007: 406
Enrollment in 2006: 480
Enrollment in 2005: 530
Enrollment in 2004: 518
Enrollment in 2003: 518
Enrollment in 2002: 707
Enrollment in 2001: 670
Enrollment in 2000: 612
Enrollment in 1999: 630
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | G05 | G06 | G07 | G08 | UG | Total |
---|---|---|---|---|---|---|
All students | 189 | 162 | 148 | 154 | 10 | 663 |
Female students | 97 | 65 | 75 | 75 | 4 | 316 |
Male students | 92 | 97 | 73 | 79 | 6 | 347 |
Asian students | 1 | 1 | - | - | - | 2 |
Hispanic students | 76 | 84 | 61 | 55 | 3 | 279 |
Black students | 111 | 74 | 85 | 98 | 7 | 375 |
White students | 1 | 2 | 1 | 1 | - | 5 |
Two or More Races students | - | 1 | 1 | - | - | 2 |
Enrollment by grade:
5th grade enrollment: 189
6th grade enrollment: 162
7th grade enrollment: 148
8th grade enrollment: 154
Ungraded enrollment: 10
6th grade enrollment: 162
7th grade enrollment: 148
8th grade enrollment: 154
Ungraded enrollment: 10
Milton L Olive Middle School - Historical enrollment by grade
Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 316 (47.7%)
Here: | 47.7% |
New York: | 51.1% |
Male enrollment: 347 (52.3%)
Milton L Olive Middle School: | 52.3% |
State: | 47.5% |
Milton L Olive Middle School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 2 (0.3%)
Milton L Olive Middle School: | 0.3% |
New York: | 4.6% |
Hispanic enrollment: 279 (42.1%)
School: | 42.1% |
State: | 9.2% |
Black enrollment: 375 (56.6%)
Milton L Olive Middle School: | 56.6% |
New York: | 12.0% |
White enrollment: 5 (0.8%)
School: | 0.8% |
State: | 55.1% |
Two or More Races enrollment: 2 (0.3%)
Milton L Olive Middle School: | 0.3% |
New York: | 2.9% |
Milton L Olive Middle School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 587 (88.5%)
Here: | 88.5% |
New York: | 52.7% |
Free lunch eligible students: 557 (84.0%)
Here: | 84.0% |
New York: | 45.4% |
Reduced-price lunch eligible students: 30 (4.5%)
Here: | 4.5% |
State: | 4.8% |
Milton L Olive Middle School - Lunch Program Eligibility
Average Class Size:
Show data for
Average Class Size:
- Common Branch: 30
- Grade 8 English: 26
- Grade 8 Mathematics: 28
- Grade 8 Science: 27
- Grade 8 Social Studies: 27
Teachers and support:
Show data for
Classroom Teachers (FTE): 50.6
Number of FTE teachers in their first year of teaching: 6
Number of FTE teachers in their second year of teaching: 5
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 11
Number of FTE security guards: 7
Number of FTE nurses: 1
Number of FTE psychologists: 1
Number of FTE social workers: 1
Student/Teacher Ratio
Number of individuals teaching out of certification: 1
Number of teachers with fewer than three years of teaching experience: 4
Number of teachers with Master's Degree plus 30 hours or doctorate: 18
Total number of classes taught: 313
Number of classes taught by teachers without appropriate certification: 4
Number of full-time principals: 1
Number of full-time assistant principals: 3
Number of full-time professional staff other than teachers, principals, and asst principals: 5
Number of FTE teachers in their first year of teaching: 6
Number of FTE teachers in their second year of teaching: 5
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 11
Number of FTE security guards: 7
Number of FTE nurses: 1
Number of FTE psychologists: 1
Number of FTE social workers: 1
Student/Teacher Ratio
School: | 13.1 |
State: | 14.0 |
Number of teachers with fewer than three years of teaching experience: 4
Number of teachers with Master's Degree plus 30 hours or doctorate: 18
Total number of classes taught: 313
Number of classes taught by teachers without appropriate certification: 4
Number of full-time principals: 1
Number of full-time assistant principals: 3
Number of full-time professional staff other than teachers, principals, and asst principals: 5
Milton L Olive Middle School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $5,699,567
- Full-time Equivalency Count of Teachers: 53 (Salary Expenditures: $4,191,016)
- Full-time Equivalency Count of Instructional Aides: 14 (Salary Expenditures: $627,385)
- Full-time Equivalency Count of Support Services Staff: 4.4 (Salary Expenditures: $318,746)
- Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $562,420)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $5,830,798
- Salary Expenditures for Teachers: $4,278,246
- Full-time Equivalency Count of Instructional Aides: 14 (Salary Expenditures: $636,980)
- Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $353,102)
- Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $562,420)
Limited English Proficiency:
Show data for
- Hispanic91
- Asian2
- Black16
- Multirace2
- IDEA22
Students Enrolled in LEP Programs
- Hispanic: 91 (male: 53, female: 38)
- Asian: 2 (all male)
- Black: 16 (male: 8, female: 8)
- Two or More Races: 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 22 (male: 17, female: 5)
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 (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: 154 (male: 101, female: 53)
Students with disabilities served under Section 504: 14 (male: 7, female: 7)
- Hispanic: 50 (male: 28, female: 22)
- Black: 104 (male: 73, female: 31)
- Limited English Proficiency (LEP): 23 (male: 16, female: 7)
Students with disabilities served under Section 504: 14 (male: 7, female: 7)
- Hispanic: 4 (male: 2, female: 2)
- Black: 10 (male: 5, female: 5)
Retention:
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(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: 2 (all female)
Percent of 7th grade students retained
- Black: 2
Percent of 7th grade students retained
Milton L Olive Middle School: | 1.4% |
New York: | 5.1% |
Gifted and Talented:
Show data for
(State average from 386 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.
Gifted and Talented Student Enrollment: 26 (male: 7, female: 19)
Gifted and Talented Student Enrollment per 1,000 students
- Hispanic: 10 (male: 2, female: 8)
- Black: 16 (male: 5, female: 11)
Gifted and Talented Student Enrollment per 1,000 students
Milton L Olive Middle School: | 39.2 |
State: | 106.8 |
Statewide Student Assessments
Grades 3-8 New York State Testing Program Assessments:
Show data for
(State average from 2,300 schools)
The grades 3-8 English Language Arts (ELA) and mathematics assessments measure the higher learning standards that were adopted by the State Board of Regents in 2010, which more accurately reflect students' progress toward college and career readiness.
5th Grade:
ELA students tested with valid scores: 181
Computed mean of student ELA scores: 277
Students scoring at Level 1: 62%
Students scoring at Level 2: 28%
Students scoring at Level 3: 8%
Students scoring at Level 4: 2%
Math students tested with valid scores: 184
Computed mean of student Math scores: 263
Students scoring at Level 1: 80%
Students scoring at Level 2: 13%
Students scoring at Level 3: 7%
Students scoring at Level 4: 1%
6th Grade:
ELA students tested with valid scores: 169
Computed mean of student ELA scores: 281
Students scoring at Level 1: 46%
Students scoring at Level 2: 45%
Students scoring at Level 3: 5%
Students scoring at Level 4: 4%
Math students tested with valid scores: 177
Computed mean of student Math scores: 267
Students scoring at Level 1: 69%
Students scoring at Level 2: 23%
Students scoring at Level 3: 7%
Students scoring at Level 4: 1%
7th Grade:
ELA students tested with valid scores: 164
Computed mean of student ELA scores: 293
Students scoring at Level 1: 30%
Students scoring at Level 2: 55%
Students scoring at Level 3: 13%
Students scoring at Level 4: 1%
Math students tested with valid scores: 174
Computed mean of student Math scores: 278
Students scoring at Level 1: 64%
Students scoring at Level 2: 27%
Students scoring at Level 3: 7%
Students scoring at Level 4: 2%
8th Grade:
ELA students tested with valid scores: 135
Computed mean of student ELA scores: 287
Students scoring at Level 1: 42%
Students scoring at Level 2: 41%
Students scoring at Level 3: 15%
Students scoring at Level 4: 1%
Math students tested with valid scores: 146
Computed mean of student Math scores: 253
Students scoring at Level 1: 85%
Students scoring at Level 2: 12%
Students scoring at Level 3: 2%
Students scoring at Level 4: 1%
Science students tested with valid scores: 149
Computed mean of student Science scores: 54
Students scoring at Level 1: 19%
Students scoring at Level 2: 60%
Students scoring at Level 3: 18%
Students scoring at Level 4: 2%
- All277
- Males271
- Females283
- Hispanic275
- IDEA260
ELA Mean Score (5th Grade)
Computed mean of student ELA scores: 277
ELA Students scoring proficient and above: | 10% |
New York: | 35% |
Students scoring at Level 1: 62%
Students scoring at Level 2: 28%
Students scoring at Level 3: 8%
Students scoring at Level 4: 2%
- All263
- Males263
- Females262
- Hispanic264
- IDEA259
MATH Mean Score (5th Grade)
Computed mean of student Math scores: 263
Math Students scoring proficient and above: | 8% |
New York: | 43% |
Students scoring at Level 1: 80%
Students scoring at Level 2: 13%
Students scoring at Level 3: 7%
Students scoring at Level 4: 1%
6th Grade:
- All281
- Males270
- Females290
- Black279
- IDEA258
ELA Mean Score (6th Grade)
Computed mean of student ELA scores: 281
ELA Students scoring proficient and above: | 9% |
New York: | 30% |
Students scoring at Level 1: 46%
Students scoring at Level 2: 45%
Students scoring at Level 3: 5%
Students scoring at Level 4: 4%
- All267
- Males259
- Females274
- Black266
- IDEA239
MATH Mean Score (6th Grade)
Computed mean of student Math scores: 267
Math Students scoring proficient and above: | 8% |
State: | 38% |
Students scoring at Level 1: 69%
Students scoring at Level 2: 23%
Students scoring at Level 3: 7%
Students scoring at Level 4: 1%
7th Grade:
- All293
- Males292
- Females295
- Hispanic293
- Black294
- IDEA285
ELA Mean Score (7th Grade)
Computed mean of student ELA scores: 293
ELA Students scoring proficient and above: | 14% |
New York: | 39% |
Students scoring at Level 1: 30%
Students scoring at Level 2: 55%
Students scoring at Level 3: 13%
Students scoring at Level 4: 1%
- All278
- Males279
- Females276
- Hispanic278
- IDEA262
MATH Mean Score (7th Grade)
Computed mean of student Math scores: 278
Math Students scoring proficient and above: | 9% |
New York: | 34% |
Students scoring at Level 1: 64%
Students scoring at Level 2: 27%
Students scoring at Level 3: 7%
Students scoring at Level 4: 2%
8th Grade:
- All287
- Males281
- Females293
- Black288
- IDEA276
ELA Mean Score (8th Grade)
Computed mean of student ELA scores: 287
ELA Students scoring proficient and above: | 16% |
State: | 43% |
Students scoring at Level 1: 42%
Students scoring at Level 2: 41%
Students scoring at Level 3: 15%
Students scoring at Level 4: 1%
- All253
- Males247
- Females258
- Black247
- IDEA238
MATH Mean Score (8th Grade)
Computed mean of student Math scores: 253
Math Students scoring proficient and above: | 3% |
State: | 18% |
Students scoring at Level 1: 85%
Students scoring at Level 2: 12%
Students scoring at Level 3: 2%
Students scoring at Level 4: 1%
- All54
- Males54
- Females54
- Black52
- IDEA57
SCI Mean Score (8th Grade)
Computed mean of student Science scores: 54
Science Students scoring proficient and above: | 20% |
State: | 57% |
Students scoring at Level 1: 19%
Students scoring at Level 2: 60%
Students scoring at Level 3: 18%
Students scoring at Level 4: 2%
New York State Alternate Assessment:
Show data for
(State average from 75 schools)
New York State Alternate Assessment (NYSAA) is part of the New York State testing program that measures the attainment of the State's learning standards in the areas of English language arts (ELA), mathematics, and science for all students with the most severe disabilities in Grades 3-8 and high school. In the 2015-16 school year, NYSAA began using computer-based testing for the ELA and mathematics components. Beginning with the 2017-18 school year, the NYSAA program will no longer include a Social Studies component. The NYSAA in ELA, mathematics, and science will be assessed using Dynamic Learning Maps alternate assessment.
Grade 7:
ELA students tested with valid scores: 5
Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 0%
Students scoring at Level 4: 100%
Math students tested with valid scores: 5
Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 20%
Students scoring at Level 4: 80%
ELA students tested with valid scores: 5
Grade 7 ELA Students scoring proficient and above: | 100% |
New York: | 94% |
Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 0%
Students scoring at Level 4: 100%
Math students tested with valid scores: 5
Grade 7 Math Students scoring proficient and above: | 100% |
State: | 94% |
Students scoring at Level 1: 0%
Students scoring at Level 2: 0%
Students scoring at Level 3: 20%
Students scoring at Level 4: 80%
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.
Milton L Olive Middle School - % Scroring 55 and above in Regents Examination
Integrated Algebra (Common Core):
Students tested with valid scores: 26
Number of students tested scoring Level 1 (0-54): 3 (12%)
Number of students tested scoring Level 2 (55-64): 3 (12%)
Number of students tested scoring Level 3 (65-78): 15 (58%)
Number of students tested scoring Level 4 (79-84): 4 (15%)
Number of students tested scoring Level 5 (85-100): 1 (4%)
- All89%
- Males100%
- Females83%
- Hispanic93%
- Black85%
Scoring 55 and above
(Integrated Algebra)
Number of students tested scoring Level 1 (0-54): 3 (12%)
Number of students tested scoring Level 2 (55-64): 3 (12%)
Number of students tested scoring Level 3 (65-78): 15 (58%)
Number of students tested scoring Level 4 (79-84): 4 (15%)
Number of students tested scoring Level 5 (85-100): 1 (4%)
Percentage of students scoring 55 and above: | 89% |
New York: | 93% |
The New York State English as a Second Language Achievement Test:
Show data for
(State average from 855 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.
Milton L Olive Middle School - % Scoring at Expanding Level or above in NYSESLAT
5th Grade:
Students tested with valid scores: 47
Students scoring at Entering Level: 15%
Students scoring at Emerging Level: 17%
Students scoring at Transitioning Level: 45%
Students scoring at Expanding Level: 19%
Students scoring at Commanding Level: 4%
6th Grade:
Students tested with valid scores: 42
Students scoring at Entering Level: 14%
Students scoring at Emerging Level: 19%
Students scoring at Transitioning Level: 21%
Students scoring at Expanding Level: 36%
Students scoring at Commanding Level: 10%
7th Grade:
Students tested with valid scores: 36
Students scoring at Entering Level: 25%
Students scoring at Emerging Level: 28%
Students scoring at Transitioning Level: 8%
Students scoring at Expanding Level: 36%
Students scoring at Commanding Level: 3%
8th Grade:
Students tested with valid scores: 40
Students scoring at Entering Level: 20%
Students scoring at Emerging Level: 18%
Students scoring at Transitioning Level: 15%
Students scoring at Expanding Level: 38%
Students scoring at Commanding Level: 10%
- All23%
- Males18%
- Females28%
- Hispanic22%
- Black40%
- IDEA0%
Scoring at Expanding Level or above (5th Grade)
Scoring at Expanding Level or above: | 23% |
New York: | 58% |
Students scoring at Entering Level: 15%
Students scoring at Emerging Level: 17%
Students scoring at Transitioning Level: 45%
Students scoring at Expanding Level: 19%
Students scoring at Commanding Level: 4%
6th Grade:
- All46%
- Males32%
- Females65%
- Hispanic44%
- Black50%
Scoring at Expanding Level or above (6th Grade)
Scoring at Expanding Level or above: | 46% |
New York: | 61% |
Students scoring at Entering Level: 14%
Students scoring at Emerging Level: 19%
Students scoring at Transitioning Level: 21%
Students scoring at Expanding Level: 36%
Students scoring at Commanding Level: 10%
7th Grade:
- All39%
- Males34%
- Females47%
- Hispanic36%
Scoring at Expanding Level or above (7th Grade)
Scoring at Expanding Level or above: | 39% |
State: | 64% |
Students scoring at Entering Level: 25%
Students scoring at Emerging Level: 28%
Students scoring at Transitioning Level: 8%
Students scoring at Expanding Level: 36%
Students scoring at Commanding Level: 3%
8th Grade:
- All48%
- Males59%
- Females39%
Scoring at Expanding Level or above (8th Grade)
Scoring at Expanding Level or above: | 48% |
New York: | 67% |
Students scoring at Entering Level: 20%
Students scoring at Emerging Level: 18%
Students scoring at Transitioning Level: 15%
Students scoring at Expanding Level: 38%
Students scoring at Commanding Level: 10%
Accountability
Adequate Yearly Progress:
Show data for
(State average from 3,754 schools)
Elementary/Middle-Level Science:
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes
Students enrolled during the test administration period: 157
Percent of enrolled students with valid test scores: 97%
Effective Annual Measurable Objective (EAMO): 180
Safe harbor target: 97
Elementary/Middle-Level Math:
Made AYP: No
Met the participation criterion: Yes
Met the performance criterion: No
Students enrolled during the test administration period: 727
Percent of enrolled students with valid test scores: 95%
Effective Annual Measurable Objective (EAMO): 105
Safe harbor target: 46
Elementary/Middle-Level ELA:
Made AYP: YSH
Met the participation criterion: Yes
Met the performance criterion: YSH
Students enrolled during the test administration period: 720
Percent of enrolled students with valid test scores: 96%
Effective Annual Measurable Objective (EAMO): 107
Safe harbor target: 60
- All103
- Males104
- Females101
- Hispanic109
- Black97
Elementary/Middle-Level Science - Performance Index (PI)
Met the participation criterion: Yes
Met the performance criterion: Yes
Students enrolled during the test administration period: 157
Percent of enrolled students with valid test scores: 97%
Performance Index (PI): | 103 |
New York: | 174 |
Safe harbor target: 97
Elementary/Middle-Level Math:
- All36
- Males37
- Females35
- Hispanic40
- Black31
- IDEA24
Elementary/Middle-Level Math - Performance Index (PI)
Met the participation criterion: Yes
Met the performance criterion: No
Students enrolled during the test administration period: 727
Percent of enrolled students with valid test scores: 95%
Performance Index (PI): | 36 |
State: | 114 |
Safe harbor target: 46
Elementary/Middle-Level ELA:
- All67
- Males59
- Females76
- Hispanic68
- Black66
- IDEA44
Elementary/Middle-Level ELA - Performance Index (PI)
Met the participation criterion: Yes
Met the performance criterion: YSH
Students enrolled during the test administration period: 720
Percent of enrolled students with valid test scores: 96%
Performance Index (PI): | 67 |
State: | 113 |
Safe harbor target: 60
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.
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.
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.
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: 6
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 physical attack or fight without a weapon: 17
Incidents of threats of physical attack without a weapon: 6
Total incidents per 1,000 students
Milton L Olive Middle School: | 34.7 |
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 (all male)
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Students with disabilities who were referred to a law enforcement agency or official: 6 (male: 4, female: 2)
Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
- Hispanic: 2
- Black: 2
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Here: | 6.0 |
State: | 6.5 |
Students with disabilities who were referred to a law enforcement agency or official: 6 (male: 4, female: 2)
- Hispanic: 2 (all male)
- Black: 4 (male: 2, female: 2)
Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Here: | 9.0 |
New York: | 3.4 |
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 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.
Allegations of harassment or bullying on the basis of sex: 1
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
Allegations of harassment or bullying on the basis of race, color, or national origin: 1
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
Allegations of harassment or bullying on the basis of sex per 1,000 students
Students reported as harassed or bullied on the basis of sex: 2 (all male)Here: | 1.5 |
State: | 5.3 |
- Black: 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
- Black: 2
Allegations of harassment or bullying on the basis of race, color, or national origin: 1
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all male)Milton L Olive Middle School: | 1.5 |
New York: | 4.0 |
- Hispanic: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
- Black: 2
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.
- Hispanic55
- Black79
- White2
- LEP19
- IDEA34
Chronic Student Absenteeism
- Hispanic: 55 (male: 32, female: 23)
- Black: 79 (male: 50, female: 29)
- White: 2 (all female)
- Limited English Proficiency (LEP): 19 (male: 14, female: 5)
- Individuals With Disabilities Education Act (IDEA): 34 (male: 20, female: 14)
Chronic Student Absenteeism per 1,000 students
School: | 205.1 |
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).
- Hispanic30
- Black278
- LEP23
- IDEA108
- 5045
School days missed due to out-of-school suspension
- Hispanic: 30 (male: 3, female: 27)
- Black: 278 (male: 195, female: 83)
- Limited English Proficiency (LEP): 23 (male: 16, female: 7)
- Individuals With Disabilities Education Act (IDEA): 108 (male: 76, female: 32)
- Section 504: 5 (all male)
Instances of out-of-school suspension (Students without disabilities): 101
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Here: | 152.3 |
New York: | 50.9 |
- Hispanic: 4 (male: 2, female: 2)
- Black: 61 (male: 44, female: 17)
- Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 38 (male: 28, female: 10)
- Hispanic: 4 (male: 2, female: 2)
- Black: 34 (male: 26, female: 8)
- Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 30 (male: 17, female: 13)
- Hispanic: 2 (all female)
- Black: 28 (male: 17, female: 11)
Instances of out-of-school suspension (Students with disabilities): 47
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Milton L Olive Middle School: | 70.9 |
State: | 29.4 |
Instances of out-of-school suspension per 1,000 students (Section 504 only)
Here: | 1.5 |
New York: | 2.9 |
- Hispanic: 4 (male: 2, female: 2)
- Black: 22 (male: 17, female: 5)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Hispanic4
- Black13
- LEP2
- 5042
Students with disabilities receiving only one out-of-school suspension
- Hispanic: 4 (male: 2, female: 2)
- Black: 13 (male: 11, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
- Section 504: 2 (all male)
Students with disabilities receiving more than one out-of-school suspension: 12 (male: 8, female: 4)
- Hispanic: 2 (all female)
- Black: 10 (male: 8, female: 2)
- Limited English Proficiency (LEP): 2 (all female)
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: 2 (all male)
Students without Disabilities who received an expulsion with educational services per 1,000 students
- Black: 2
Students without Disabilities who received an expulsion with educational services per 1,000 students
Here: | 3.0 |
State: | 6.8 |
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: 26 (male: 7, female: 19)
- Hispanic: 10 (male: 2, female: 8)
- Black: 16 (male: 5, female: 11)
- Hispanic: 7 (all female)
- Black: 11 (male: 4, female: 7)
Percent of 8th grade students who passed
Milton L Olive Middle School: | 69.2% |
State: | 87.1% |
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