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Ninth Grade Academy School in Henrietta, NY
(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 83
Address
 2000 LEHIGH STATION RD
Henrietta, NY 14467
Telephone
(585) 359-5558
(make sure to verify first before calling)
Website
http://www.rhnet.org
City-data.com school rating
83
Students
383
Classroom Teachers (FTE)
24.9
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
89
Reduced-price lunch
eligible students
19
School district
RUSH-HENRIETTA CENTRAL SCHOOL DISTRICT
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
CALKINS ROAD MIDDLE SCHOOL (2.6 miles):

93
FRENCH ROAD ELEMENTARY SCHOOL (3.0 miles):

88
Ninth Grade Academy School:

83
DAVID B CRANE ELEMENTARY SCHOOL (1.4 miles):

81
ETHEL K FYLE ELEMENTARY SCHOOL (3.0 miles):

81
EMMA E SHERMAN ELEMENTARY SCHOOL (1.4 miles):

73
RUSH-HENRIETTA SENIOR HIGH SCHOOL (0.6 miles):

72
CHARLES H ROTH MIDDLE SCHOOL (1.7 miles):

66
FLOYD S WINSLOW ELEMENTARY SCHOOL (0.2 miles):

58
Ninth Grade Academy School rating compared to average state, county and city schools ratings:
New York:

50
Monroe County:

50
Henrietta:

70
Ninth Grade Academy School:

83

Students & Teachers


Total enrollment:
Enrollment in 2016: 383
Enrollment in 2015: 400
Enrollment in 2014: 415
Enrollment in 2013: 442
Enrollment in 2012: 419
Enrollment in 2011: 437
Enrollment in 2010: 458
Enrollment in 2009: 462
Enrollment in 2008: 516
Enrollment in 2007: 500
Enrollment in 2006: 475
Enrollment in 2005: 520
Enrollment in 2004: 500
Enrollment in 2003: 463
Enrollment in 2002: 476
Enrollment in 2001: 499

Ninth Grade Academy School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG09Total
All students383383
Female students202202
Male students181181
American Indian/Alaska Native students11
Asian students3333
Hispanic students2727
Black students5858
White students257257
Two or More Races students77

Enrollment by grade:
9th grade enrollment: 383

Ninth Grade Academy School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 202 (52.7%)
Ninth Grade Academy School:

52.7%
New York:

51.1%
Male enrollment: 181 (47.3%)
Ninth Grade Academy School:

47.3%
New York:

47.5%

Ninth Grade Academy School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 1 (0.3%)
Ninth Grade Academy School:

0.3%
State:

0.2%
Asian enrollment: 33 (8.6%)
Ninth Grade Academy School:

8.6%
New York:

4.6%
Hispanic enrollment: 27 (7.0%)
Ninth Grade Academy School:

7.0%
State:

9.2%
Black enrollment: 58 (15.1%)
Here:

15.1%
State:

12.0%
White enrollment: 257 (67.1%)
Ninth Grade Academy School:

67.1%
New York:

55.1%
Two or More Races enrollment: 7 (1.8%)
Ninth Grade Academy School:

1.8%
State:

2.9%

Ninth Grade Academy School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 108 (28.2%)
Ninth Grade Academy School:

28.2%
New York:

52.7%
Free lunch eligible students: 89 (23.2%)
Here:

23.2%
New York:

45.4%
Reduced-price lunch eligible students: 19 (5.0%)
School:

5.0%
State:

4.8%

Ninth Grade Academy School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Grade 10 Social Studies: 5

Teachers and support:
Show data for
Classroom Teachers (FTE): 24.9

Number of FTE teachers in their first year of teaching: 1
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 7
Number of FTE security guards: 2
Number of FTE nurses: 1
Number of FTE psychologists: 0.6
Number of FTE social workers: 1

Student/Teacher Ratio
Ninth Grade Academy School:

15.4
State:

14.0
Number of teachers with Master's Degree plus 30 hours or doctorate: 2

Total number of classes taught: 120


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: 4

Ninth Grade Academy School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,645,698
  • Full-time Equivalency Count of Teachers: 31 (Salary Expenditures: $1,944,451)
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $49,563)
  • Full-time Equivalency Count of Support Services Staff: 7.5 (Salary Expenditures: $458,776)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $192,908)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $338,305
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,823,204
  • Salary Expenditures for Teachers: $2,107,283
  • Full-time Equivalency Count of Instructional Aides: 4 (Salary Expenditures: $64,237)
  • Full-time Equivalency Count of Support Services Staff: 7.5 (Salary Expenditures: $458,776)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $192,908)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $338,305

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Asian4
  • Black4
  • White4
  • Multirace2
  • IDEA4
Students Enrolled in LEP Programs: 14 (male: 6, female: 8)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • 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: 18 (male: 14, female: 4)
  • Black: 4 (all male)
  • White: 14 (male: 10, female: 4)
Students with disabilities served under Section 504: 14 (male: 7, female: 7)
  • Asian: 2 (all female)
  • Black: 2 (all male)
  • White: 10 (male: 5, female: 5)

Retention:
Show data for

(State average from 373 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 9th grade

  • Asian2
  • White4
  • LEP4
  • IDEA2
Total number of students retained in 9th grade: 6 (male: 4, female: 2)
  • Asian: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 9th grade students retained
School:

1.6%
State:

11.4%

Dual Enrollment:
(State average from 432 schools)
This school has students in grades 9-12 enrolled in a dual enrollment / dual credit program
Dual enrollment/dual credit programs provide opportunities for high school students to take college-level courses offered by colleges, and earn concurrent credit toward a high school diploma and a college degree while still in high school.These programs are for high school - enrolled students who are academically prepared to enroll in college and are interested in taking on additional coursework.For example, students who want to study subjects not offered at their high school may seek supplemental education at colleges nearby.

    Dual Enrollment

  • Hispanic7
  • American Indian2
  • Asian13
  • Black10
  • White61
  • Multirace2
  • LEP2
  • IDEA4
Dual Enrollment: 95 (male: 50, female: 45)
  • Hispanic: 7 (male: 5, female: 2)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 13 (male: 8, female: 5)
  • Black: 10 (male: 5, female: 5)
  • White: 61 (male: 32, female: 29)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Dual Enrollment per 1,000 students
Ninth Grade Academy School:

248.0
State:

183.3

Statewide Student Assessments


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.

Ninth Grade Academy School - % Scroring 55 and above in Regents Examination

Geometry (Common Core):

    Scoring 55 and above
    (Geometry)

  • All100%
  • Males100%
  • Females100%
  • Asian100%
  • White101%
Students tested with valid scores: 108
Number of students tested scoring Level 3 (65-78): 27 (25%)
Number of students tested scoring Level 4 (79-84): 31 (29%)
Number of students tested scoring Level 5 (85-100): 50 (46%)

Percentage of students scoring 55 and above:

100%
New York:

79%

25%
29%
46%
Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All98%
  • Males98%
  • Females97%
  • Hispanic78%
  • Asian99%
  • Black97%
  • White98%
  • IDEA100%
Students tested with valid scores: 261
Number of students tested scoring Level 1 (0-54): 8 (3%)
Number of students tested scoring Level 2 (55-64): 12 (5%)
Number of students tested scoring Level 3 (65-78): 114 (44%)
Number of students tested scoring Level 4 (79-84): 96 (37%)
Number of students tested scoring Level 5 (85-100): 31 (12%)

Percentage of students scoring 55 and above:

98%
New York:

93%

3%
5%
44%
37%
12%

Regents Competency Test:
Show data for

(State average from 658 schools)
Regents Competency Tests (RCTs) are achievement tests designed to assess basic proficiency in the areas of reading, writing, mathematics, science, and social studies.In the past, schools could award local high school diplomas to students who passed all six RCTs as well as the required coursework.The Department, in accordance with a timetable that was adopted by the Board of Regents, has phased out the eligibility of general education students in public schools to take these tests.Students are instead required to pass the Regents Examinations in order to receive a high school diploma.However, the RCTs continue to be available for students with disabilities who first enter grade 9 prior to the 2010-11 school year as part of a safety net for such students.To earn a high school diploma, students with disabilities must take each Regents Examination ordinarily required for graduation at least once.If unsuccessful on one or more of the required Regents Examinations, eligible students with disabilities may be granted a local high school diploma on the basis of passing the corresponding RCT(s).
Math:
Students tested with valid scores: 5
Number of students tested failing: 1 (20%)
Number of students tested passing: 4 (80%)

Percentage of students tested passing:

80%
State:

44%

20%
80%

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

(State average from 567 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.

Ninth Grade Academy School - % Scoring at Expanding Level or above in NYSESLAT

9th Grade:
Students tested with valid scores: 9
Scoring at Expanding Level or above:

100%
New York:

50%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 0%
Students scoring at Expanding Level: 89%
Students scoring at Commanding Level: 11%

89%
11%

Outcomes


High School Completers:
Show data for
Graduates - Graduates include students who received a local diploma or a local diploma with Regents endorsement (Regents diploma). All students who received a Regents diploma (with or without Advanced Designation or CTE Endorsement) are included in the number of students with Regents diploma.

Regents Diploma - Requires a student pass a minimum of 5 Regents examinations in addition to meeting course and credit requirements.

Regents with Advanced Designation - Requires a student pass a minimum of 8 Regents examinations in addition to meeting course and credit requirements.

Local Diploma - Can only be obtained by students with disabilities with an individualized education program or section 504 Accommodation Plan.
All Students:
General Education:
Students with Disabilities:

High School Non-completers:
Show data for

(State average from 1,468 schools)
All Students:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 435
Number of non-completers: 5
└─ Number of students who dropped out: 5
Percent of non-completers:

1.0%
State:

4.1%
General Education:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 400
Number of non-completers: 2
└─ Number of students who dropped out: 2
Percent of non-completers:

1.0%
State:

3.7%
Students with Disabilities:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 35
Number of non-completers: 3
└─ Number of students who dropped out: 3
Percent of non-completers:

9.0%
New York:

5.2%

Accountability


Adequate Yearly Progress:
Show data for
High School Math:
Made AYP: Yes


High School ELA:
Made AYP: Yes


5-Year Graduation Rate:


4-Year Graduation Rate:
Met graduation rate criteria: s

Students enrolled during the test administration period: 2

Health & Safety


Harassment & Bullying:
Show data for

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

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

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.
Allegations of harassment or bullying on the basis of sex: 5
Allegations of harassment or bullying on the basis of sex per 1,000 students
Ninth Grade Academy School:

13.1
New York:

3.8
Students reported as harassed or bullied on the basis of sex: 4 (all female)
  • Black: 2
  • White: 2

    Students disciplined for bullying or harassment on the basis of sex

  • Black2
  • White4
  • Multirace2
  • IDEA2
Students disciplined for bullying or harassment on the basis of sex: 8 (male: 6, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Allegations of harassment or bullying on the basis of race, color, or national origin: 4
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
School:

10.4
New York:

3.3
Students reported as harassed or bullied on the basis of race, color, or national origin: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 6 (male: 4, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Section 504: 2 (all male)


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

  • Hispanic10
  • Asian2
  • Black10
  • White28
  • Multirace2
  • LEP2
  • IDEA5
  • 5045
Chronic Student Absenteeism: 52 (male: 37, female: 15)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 2 (all male)
  • Black: 10 (male: 8, female: 2)
  • White: 28 (male: 20, female: 8)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)
  • Section 504: 5 (all male)
Chronic Student Absenteeism per 1,000 students
Ninth Grade Academy School:

135.8
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

  • Hispanic208
  • Asian16
  • Black183
  • White248
  • Multirace10
School days missed due to out-of-school suspension: 665 (male: 261, female: 404)
  • Hispanic: 208 (male: 96, female: 112)
  • Asian: 16 (all male)
  • Black: 183 (male: 64, female: 119)
  • White: 248 (male: 75, female: 173)
  • Two or More Races: 10 (all male)
Instances of out-of-school suspension (Students without disabilities): 32

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

83.6
New York:

50.9

    Students without disabilities receiving one or more in-school suspension

  • Hispanic4
  • Asian2
  • Black7
  • White16
  • Multirace2
Students without disabilities receiving one or more in-school suspension: 31 (male: 20, female: 11)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all female)
  • Black: 7 (male: 5, female: 2)
  • White: 16 (male: 11, female: 5)
  • Two or More Races: 2 (all male)

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

  • Hispanic2
  • Asian2
  • Black4
  • White7
  • Multirace2
Students without disabilities receiving only one out-of-school suspension: 17 (male: 11, female: 6)
  • Hispanic: 2 (all female)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 2 (all female)

Classes & Courses


Algebra I:
Show data for

(State average from 773 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.
Number of Algebra I classes: 11
Number of Algebra I classes taught by certified teachers: 4

    9-10th grade student enrollment in Algebra I

  • Hispanic16
  • Asian19
  • Native Hawaiian2
  • Black43
  • White151
  • Multirace4
  • LEP10
  • IDEA13
9-10th grade student enrollment in Algebra I: 235 (male: 115, female: 120)
  • Hispanic: 16 (male: 5, female: 11)
  • Asian: 19 (male: 11, female: 8)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 43 (male: 23, female: 20)
  • White: 151 (male: 74, female: 77)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)

    9-10th grade studenst who passed Algebra I

  • Hispanic17
  • Asian17
  • Black38
  • White143
  • LEP8
  • IDEA11
9-10th grade studenst who passed Algebra I: 215 (male: 109, female: 106)
  • Hispanic: 17 (male: 7, female: 10)
  • Asian: 17 (male: 10, female: 7)
  • Black: 38 (male: 22, female: 16)
  • White: 143 (male: 70, female: 73)
  • Limited English Proficiency (LEP): 8 (male: 4, female: 4)
  • Individuals With Disabilities Education Act (IDEA): 11 (male: 7, female: 4)
Percent of 9-10th grade students who passed
School:

91.5%
State:

76.8%

Algebra II:
Show data for
Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 2
Number of Algebra II classes taught by certified teachers: 2

Student Enrollment in Algebra II: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)

Geometry:
Show data for
Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
Number of Geometry classes: 5
Number of Geometry classes taught by certified teachers: 1

    Student Enrollment in Geometry

  • Hispanic7
  • American Indian2
  • Asian13
  • Black7
  • White88
  • Multirace2
Student Enrollment in Geometry: 119 (male: 44, female: 75)
  • Hispanic: 7 (male: 5, female: 2)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 13 (male: 5, female: 8)
  • Black: 7 (male: 2, female: 5)
  • White: 88 (male: 32, female: 56)
  • Two or More Races: 2 (all female)

Biology:
Show data for
Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 19
Number of Biology classes taught by certified teachers: 6

    Student Enrollment in Biology

  • Hispanic28
  • American Indian2
  • Asian31
  • Native Hawaiian2
  • Black58
  • White256
  • Multirace7
  • LEP10
  • IDEA22
Student Enrollment in Biology: 384 (male: 178, female: 206)
  • Hispanic: 28 (male: 14, female: 14)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 31 (male: 14, female: 17)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 58 (male: 29, female: 29)
  • White: 256 (male: 119, female: 137)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 14, female: 8)

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