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Veronica E Connor Middle School in Grand Island, NY
(06-08 • 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 76
Address
 1100 RANSOM RD
Grand Island, NY 14072
Telephone
(716) 773-8830
(make sure to verify first before calling)
Website
http://www.grandislandschools.org
City-data.com school rating
76
Students
709
Classroom Teachers (FTE)
51.8
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
136
Reduced-price lunch
eligible students
39
School district
GRAND ISLAND 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:
GRAND ISLAND SENIOR HIGH SCHOOL (0.0 miles):

81
HUTH ROAD SCHOOL (1.7 miles):

81
Veronica E Connor Middle School:

76
CHARLOTTE SIDWAY SCHOOL (1.7 miles):

71
KAEGEBEIN SCHOOL (3.2 miles):

67
RIVERVIEW ELEMENTARY SCHOOL (3.1 miles):

64
FLETCHER ELEMENTARY SCHOOL (2.7 miles):

58
TONAWANDA MIDDLE/HIGH SCHOOL (2.6 miles):

46
DRAKE SCHOOL (2.6 miles):

43
Veronica E Connor Middle School rating compared to average state, county and city schools ratings:
New York:

50
Erie County:

51
Grand Island:

75
Veronica E Connor Middle School:

76

Students & Teachers


Total enrollment:
Enrollment in 2016: 709
Enrollment in 2015: 674
Enrollment in 2014: 725
Enrollment in 2013: 745
Enrollment in 2012: 768
Enrollment in 2011: 763
Enrollment in 2010: 780
Enrollment in 2009: 802
Enrollment in 2008: 785
Enrollment in 2007: 744
Enrollment in 2006: 752
Enrollment in 2005: 767
Enrollment in 2004: 809
Enrollment in 2003: 798
Enrollment in 2002: 749
Enrollment in 2001: 751
Enrollment in 2000: 762
Enrollment in 1999: 819

Veronica E Connor Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08UGTotal
All students2592252232709
Female students1351121011349
Male students1241131221360
American Indian/Alaska Native students2 - 2 - 4
Asian students965 - 20
Hispanic students1269 - 27
Black students734 - 14
White students2202071992628
Two or More Races students934 - 16

Enrollment by grade:
6th grade enrollment: 259
7th grade enrollment: 225
8th grade enrollment: 223
Ungraded enrollment: 2

Veronica E Connor Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 349 (49.2%)
School:

49.2%
State:

51.1%
Male enrollment: 360 (50.8%)
Here:

50.8%
State:

47.5%

Veronica E Connor Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 4 (0.6%)
Here:

0.6%
State:

0.2%
Asian enrollment: 20 (2.8%)
Here:

2.8%
New York:

4.6%
Hispanic enrollment: 27 (3.8%)
Veronica E Connor Middle School:

3.8%
New York:

9.2%
Black enrollment: 14 (2.0%)
Here:

2.0%
State:

12.0%
White enrollment: 628 (88.6%)
Here:

88.6%
State:

55.1%
Two or More Races enrollment: 16 (2.3%)
Here:

2.3%
New York:

2.9%

Veronica E Connor Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 175 (24.7%)
Here:

24.7%
New York:

52.7%
Free lunch eligible students: 136 (19.2%)
Here:

19.2%
New York:

45.4%
Reduced-price lunch eligible students: 39 (5.5%)
Veronica E Connor Middle School:

5.5%
New York:

4.8%

Veronica E Connor Middle School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Grade 8 English: 23
  • Grade 8 Mathematics: 20
  • Grade 8 Science: 21
  • Grade 8 Social Studies: 22

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

Number of FTE teachers in their first year of teaching: 0.5
Number of FTE teachers in their second 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: 11.5
Number of FTE nurses: 1
Number of FTE psychologists: 1.6

Student/Teacher Ratio
Veronica E Connor Middle School:

13.7
State:

14.0
Number of teachers with Master's Degree plus 30 hours or doctorate: 32

Total number of classes taught: 283
Number of classes taught by teachers without appropriate certification: 6


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: 5

Veronica E Connor Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $5,009,677
  • Full-time Equivalency Count of Teachers: 58.5 (Salary Expenditures: $4,398,482)
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $134,627)
  • Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $300,914)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $175,654)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $420,916
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $5,275,564
  • Salary Expenditures for Teachers: $4,664,369
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $134,627)
  • Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $300,914)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $175,654)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $450,916

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 4 (all male)
  • Black: 2
  • White: 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: 85 (male: 59, female: 26)
  • Hispanic: 4 (all female)
  • Black: 4 (all male)
  • White: 77 (male: 55, female: 22)

    Students with disabilities served under Section 504

  • Hispanic2
  • Asian2
  • White37
  • Multirace2
Students with disabilities served under Section 504: 43 (male: 22, female: 21)
  • Hispanic: 2 (all female)
  • Asian: 2 (all male)
  • White: 37 (male: 20, female: 17)
  • Two or More Races: 2 (all female)

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: 2 (all female)
  • White: 2
  • Section 504: 2

Percent of 7th grade students retained
Veronica E Connor Middle School:

0.9%
State:

5.1%

Statewide Student Assessments


Grades 3-8 New York State Testing Program Assessments:
Show data for

(State average from 1,650 schools)
The grades 3-8 English Language Arts (ELA) and mathematics assessments measure the higher learning standards that were adopted by the State Board of Regents in 2010, which more accurately reflect students' progress toward college and career readiness.
6th Grade:

    ELA Mean Score (6th Grade)

  • All307
  • Males301
  • Females316
  • White309
  • IDEA267
ELA students tested with valid scores: 111
Computed mean of student ELA scores: 307

ELA Students scoring proficient and above:

36%
New York:

30%

Students scoring at Level 1: 15%
Students scoring at Level 2: 49%
Students scoring at Level 3: 19%
Students scoring at Level 4: 17%

15%
49%
19%
17%

    MATH Mean Score (6th Grade)

  • All318
  • Males316
  • Females321
  • White321
  • IDEA271
Math students tested with valid scores: 108
Computed mean of student Math scores: 318

Math Students scoring proficient and above:

57%
State:

38%

Students scoring at Level 1: 13%
Students scoring at Level 2: 31%
Students scoring at Level 3: 30%
Students scoring at Level 4: 27%

13%
31%
30%
27%
7th Grade:

    ELA Mean Score (7th Grade)

  • All314
  • Males310
  • Females319
  • Hispanic293
  • Asian339
  • White314
  • IDEA286
ELA students tested with valid scores: 121
Computed mean of student ELA scores: 314

ELA Students scoring proficient and above:

49%
State:

39%

Students scoring at Level 1: 16%
Students scoring at Level 2: 36%
Students scoring at Level 3: 32%
Students scoring at Level 4: 17%

16%
36%
32%
17%

    MATH Mean Score (7th Grade)

  • All328
  • Males328
  • Females328
  • Hispanic295
  • Asian338
  • White329
  • IDEA293
Math students tested with valid scores: 118
Computed mean of student Math scores: 328

Math Students scoring proficient and above:

60%
State:

34%

Students scoring at Level 1: 8%
Students scoring at Level 2: 31%
Students scoring at Level 3: 37%
Students scoring at Level 4: 23%

8%
31%
37%
23%
8th Grade:

    ELA Mean Score (8th Grade)

  • All316
  • Males312
  • Females323
  • Asian317
  • White317
  • IDEA270
ELA students tested with valid scores: 97
Computed mean of student ELA scores: 316

ELA Students scoring proficient and above:

55%
State:

43%

Students scoring at Level 1: 13%
Students scoring at Level 2: 32%
Students scoring at Level 3: 32%
Students scoring at Level 4: 23%

13%
32%
32%
23%

    MATH Mean Score (8th Grade)

  • All297
  • Males293
  • Females302
  • White295
  • IDEA276
Math students tested with valid scores: 49
Computed mean of student Math scores: 297

Math Students scoring proficient and above:

20%
New York:

18%

Students scoring at Level 1: 37%
Students scoring at Level 2: 43%
Students scoring at Level 3: 18%
Students scoring at Level 4: 2%

37%
43%
18%
2%

    SCI Mean Score (8th Grade)

  • All74
  • Males72
  • Females76
  • White74
  • IDEA59
Science students tested with valid scores: 68
Computed mean of student Science scores: 74

Science Students scoring proficient and above:

72%
State:

57%

Students scoring at Level 1: 3%
Students scoring at Level 2: 25%
Students scoring at Level 3: 51%
Students scoring at Level 4: 21%

3%
25%
51%
21%

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.

Veronica E Connor Middle School - % Scroring 55 and above in Regents Examination

Integrated Algebra (Common Core):

    Scoring 55 and above
    (Integrated Algebra)

  • All100%
  • Males100%
  • Females100%
Students tested with valid scores: 62
Number of students tested scoring Level 3 (65-78): 3 (5%)
Number of students tested scoring Level 4 (79-84): 30 (48%)
Number of students tested scoring Level 5 (85-100): 29 (47%)

Percentage of students scoring 55 and above:

100%
State:

93%

5%
48%
47%

Accountability


Adequate Yearly Progress:
Show data for

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

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

  • All184
  • Males180
  • Females189
  • White185
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 460
Percent of enrolled students with valid test scores: 56%

Performance Index (PI):

184
New York:

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

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

  • All149
  • Males142
  • Females157
  • White153
  • IDEA56
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 1,408
Percent of enrolled students with valid test scores: 49%

Performance Index (PI):

149
New York:

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

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

  • All132
  • Males121
  • Females144
  • White134
  • IDEA57
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 1,409
Percent of enrolled students with valid test scores: 49%

Performance Index (PI):

132
New York:

113
Effective Annual Measurable Objective (EAMO): 105

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.
Allegations of harassment or bullying on the basis of sex: 1
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here:

1.4
State:

5.3
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 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

  • Hispanic2
  • Asian4
  • Black2
  • White55
  • Multirace2
  • IDEA7
  • 5044
Chronic Student Absenteeism: 65 (male: 27, female: 38)
  • Hispanic: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 55 (male: 23, female: 32)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

91.7
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: 6 (all male)
  • White: 6
  • Individuals With Disabilities Education Act (IDEA): 3
Instances of out-of-school suspension (Students without disabilities): 3

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Veronica E Connor Middle School:

4.2
New York:

50.9
Students without disabilities receiving one or more in-school suspension: 20 (male: 18, female: 2)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 16 (male: 14, female: 2)
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
Instances of out-of-school suspension (Students with disabilities): 3

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Veronica E Connor Middle School:

4.2
State:

29.4
Students with disabilities receiving one or more in-school suspension: 10 (all male)
  • Black: 2
  • White: 8
  • Section 504: 2
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2

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: 49 (male: 28, female: 21)
  • Hispanic: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • White: 43 (male: 26, female: 17)
8th grade studenst who passed Algebra I: 38 (male: 25, female: 13)
  • White: 38 (male: 25, female: 13)
Percent of 8th grade students who passed
Veronica E Connor Middle School:

77.6%
New York:

87.1%

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