Charles H Roth Middle School in Henrietta, 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 66
- Address
- 4000 E HENRIETTA RD
Henrietta, NY 14467
- Telephone
- (585) 359-5108
(make sure to verify first before calling)
- Website
- http://www.rhnet.org
- City-data.com school rating
- 66
- Students
- 691
- Classroom Teachers (FTE)
- 63.2
- National School Lunch
Program (NSLP) Status - Yes, participating without using any Provision or the CEO
- Free lunch eligible students
- 198
- Reduced-price lunch
eligible students - 45
- 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:
MONICA B LEARY ELEMENTARY SCHOOL (2.5 miles): | 88 |
NINTH GRADE ACADEMY (1.7 miles): | 83 |
DAVID B CRANE ELEMENTARY SCHOOL (2.2 miles): | 81 |
ETHEL K FYLE ELEMENTARY SCHOOL (2.5 miles): | 81 |
EMMA E SHERMAN ELEMENTARY SCHOOL (1.0 miles): | 73 |
RUSH-HENRIETTA SENIOR HIGH SCHOOL (1.2 miles): | 72 |
HENRY V BURGER MIDDLE SCHOOL (2.6 miles): | 69 |
Charles H Roth Middle School: | 66 |
FLOYD S WINSLOW ELEMENTARY SCHOOL (2.0 miles): | 58 |
Charles H Roth Middle School rating compared to average state, county and city schools ratings:
New York: | 50 |
Monroe County: | 50 |
Henrietta: | 70 |
Charles H Roth Middle School: | 66 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 691
Enrollment in 2015: 705
Enrollment in 2014: 708
Enrollment in 2013: 736
Enrollment in 2012: 761
Enrollment in 2011: 708
Enrollment in 2010: 747
Enrollment in 2009: 778
Enrollment in 2008: 819
Enrollment in 2007: 847
Enrollment in 2006: 845
Enrollment in 2005: 834
Enrollment in 2004: 815
Enrollment in 2003: 833
Enrollment in 2002: 871
Enrollment in 2001: 869
Enrollment in 2000: 917
Enrollment in 1999: 923
Enrollment in 2015: 705
Enrollment in 2014: 708
Enrollment in 2013: 736
Enrollment in 2012: 761
Enrollment in 2011: 708
Enrollment in 2010: 747
Enrollment in 2009: 778
Enrollment in 2008: 819
Enrollment in 2007: 847
Enrollment in 2006: 845
Enrollment in 2005: 834
Enrollment in 2004: 815
Enrollment in 2003: 833
Enrollment in 2002: 871
Enrollment in 2001: 869
Enrollment in 2000: 917
Enrollment in 1999: 923
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | G06 | G07 | G08 | Total |
---|---|---|---|---|
All students | 205 | 254 | 232 | 691 |
Female students | 116 | 126 | 115 | 357 |
Male students | 89 | 128 | 117 | 334 |
American Indian/Alaska Native students | 3 | - | 1 | 4 |
Asian students | 18 | 29 | 30 | 77 |
Hispanic students | 17 | 21 | 12 | 50 |
Black students | 36 | 44 | 42 | 122 |
White students | 124 | 160 | 143 | 427 |
Two or More Races students | 7 | - | 4 | 11 |
Enrollment by grade:
6th grade enrollment: 205
7th grade enrollment: 254
8th grade enrollment: 232
7th grade enrollment: 254
8th grade enrollment: 232
Charles H Roth Middle School - Historical enrollment by grade
Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 357 (51.7%)
Charles H Roth Middle School: | 51.7% |
State: | 51.1% |
Male enrollment: 334 (48.3%)
School: | 48.3% |
State: | 47.5% |
Charles H Roth Middle School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 4 (0.6%)
Charles H Roth Middle School: | 0.6% |
State: | 0.2% |
Asian enrollment: 77 (11.1%)
School: | 11.1% |
New York: | 4.6% |
Hispanic enrollment: 50 (7.2%)
Here: | 7.2% |
New York: | 9.2% |
Black enrollment: 122 (17.7%)
Here: | 17.7% |
New York: | 12.0% |
White enrollment: 427 (61.8%)
Charles H Roth Middle School: | 61.8% |
New York: | 55.1% |
Two or More Races enrollment: 11 (1.6%)
Charles H Roth Middle School: | 1.6% |
New York: | 2.9% |
Charles H Roth Middle School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 243 (35.2%)
Here: | 35.2% |
State: | 52.7% |
Free lunch eligible students: 198 (28.7%)
Here: | 28.7% |
New York: | 45.4% |
Reduced-price lunch eligible students: 45 (6.5%)
School: | 6.5% |
New York: | 4.8% |
Charles H Roth Middle School - Lunch Program Eligibility
Average Class Size:
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Average Class Size:
- Grade 8 English: 20
- Grade 8 Mathematics: 20
- Grade 8 Science: 20
- Grade 8 Social Studies: 20
Teachers and support:
Show data for
Classroom Teachers (FTE): 63.2
Number of FTE teachers in their first year of teaching: 1
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: 12
Number of FTE security guards: 3
Number of FTE nurses: 1
Number of FTE psychologists: 1
Number of FTE social workers: 1.5
Student/Teacher Ratio
Number of individuals teaching out of certification: 1
Number of teachers with Master's Degree plus 30 hours or doctorate: 4
Total number of classes taught: 324
Number of classes taught by teachers without appropriate certification: 5
Number of full-time principals: 1
Number of full-time assistant principals: 2
Number of full-time professional staff other than teachers, principals, and asst principals: 7
Number of part-time professional staff other than teachers, principals, and asst principals: 1
Number of FTE teachers in their first year of teaching: 1
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: 12
Number of FTE security guards: 3
Number of FTE nurses: 1
Number of FTE psychologists: 1
Number of FTE social workers: 1.5
Student/Teacher Ratio
Charles H Roth Middle School: | 10.9 |
State: | 14.0 |
Number of teachers with Master's Degree plus 30 hours or doctorate: 4
Total number of classes taught: 324
Number of classes taught by teachers without appropriate certification: 5
Number of full-time principals: 1
Number of full-time assistant principals: 2
Number of full-time professional staff other than teachers, principals, and asst principals: 7
Number of part-time professional staff other than teachers, principals, and asst principals: 1
Charles H Roth Middle School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $5,242,205
- Full-time Equivalency Count of Teachers: 65.9 (Salary Expenditures: $4,184,738)
- Full-time Equivalency Count of Instructional Aides: 6 (Salary Expenditures: $78,322)
- Full-time Equivalency Count of Support Services Staff: 10 (Salary Expenditures: $664,242)
- Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $314,903)
Limited English Proficiency:
Show data for
- Hispanic2
- Asian2
- Black2
- White4
Students Enrolled in LEP Programs
- Hispanic: 2 (all male)
- Asian: 2 (all female)
- Black: 2 (all male)
- White: 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 (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.
- Hispanic11
- Asian4
- Black20
- White35
Students with disabilities served under IDEA
- Hispanic: 11 (male: 4, female: 7)
- Asian: 4 (all male)
- Black: 20 (male: 13, female: 7)
- White: 35 (male: 19, female: 16)
- Hispanic4
- Black2
- White25
- Multirace4
Students with disabilities served under Section 504
- Hispanic: 4 (male: 2, female: 2)
- Black: 2 (all female)
- White: 25 (male: 17, female: 8)
- Two or More Races: 4 (male: 2, female: 2)
Retention:
Show data for
(State average from 310 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: 4 (all male)
Percent of 7th grade students retained
Total number of students retained in 8th grade: 6 (male: 2, female: 4)
Percent of 8th grade students retained
- Black: 2
- White: 2
- Limited English Proficiency (LEP): 2
Percent of 7th grade students retained
School: | 1.6% |
New York: | 5.1% |
Total number of students retained in 8th grade: 6 (male: 2, female: 4)
- Black: 4 (male: 2, female: 2)
- White: 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Percent of 8th grade students retained
Here: | 2.6% |
New York: | 4.2% |
Statewide Student Assessments
Grades 3-8 New York State Testing Program Assessments:
Show data for
(State average from 1,650 schools)
The grades 3-8 English Language Arts (ELA) and mathematics assessments measure the higher learning standards that were adopted by the State Board of Regents in 2010, which more accurately reflect students' progress toward college and career readiness.
6th Grade:
ELA students tested with valid scores: 158
Computed mean of student ELA scores: 307
Students scoring at Level 1: 23%
Students scoring at Level 2: 39%
Students scoring at Level 3: 16%
Students scoring at Level 4: 22%
Math students tested with valid scores: 157
Computed mean of student Math scores: 317
Students scoring at Level 1: 15%
Students scoring at Level 2: 32%
Students scoring at Level 3: 26%
Students scoring at Level 4: 27%
7th Grade:
ELA students tested with valid scores: 130
Computed mean of student ELA scores: 311
Students scoring at Level 1: 21%
Students scoring at Level 2: 33%
Students scoring at Level 3: 28%
Students scoring at Level 4: 18%
Math students tested with valid scores: 122
Computed mean of student Math scores: 317
Students scoring at Level 1: 23%
Students scoring at Level 2: 29%
Students scoring at Level 3: 33%
Students scoring at Level 4: 16%
8th Grade:
ELA students tested with valid scores: 155
Computed mean of student ELA scores: 312
Students scoring at Level 1: 15%
Students scoring at Level 2: 37%
Students scoring at Level 3: 25%
Students scoring at Level 4: 23%
Math students tested with valid scores: 87
Computed mean of student Math scores: 292
Students scoring at Level 1: 37%
Students scoring at Level 2: 51%
Students scoring at Level 3: 13%
Students scoring at Level 4: 0%
- All307
- Males297
- Females318
- Hispanic282
- Asian314
- Black305
- White310
- IDEA268
ELA Mean Score (6th Grade)
Computed mean of student ELA scores: 307
ELA Students scoring proficient and above: | 38% |
State: | 30% |
Students scoring at Level 1: 23%
Students scoring at Level 2: 39%
Students scoring at Level 3: 16%
Students scoring at Level 4: 22%
- All317
- Males311
- Females324
- Hispanic302
- Asian323
- Black315
- White319
- Multirace302
- IDEA279
MATH Mean Score (6th Grade)
Computed mean of student Math scores: 317
Math Students scoring proficient and above: | 53% |
New York: | 38% |
Students scoring at Level 1: 15%
Students scoring at Level 2: 32%
Students scoring at Level 3: 26%
Students scoring at Level 4: 27%
7th Grade:
- All311
- Males308
- Females312
- Hispanic286
- Asian326
- Black307
- White311
- IDEA274
ELA Mean Score (7th Grade)
Computed mean of student ELA scores: 311
ELA Students scoring proficient and above: | 46% |
New York: | 39% |
Students scoring at Level 1: 21%
Students scoring at Level 2: 33%
Students scoring at Level 3: 28%
Students scoring at Level 4: 18%
- All317
- Males319
- Females315
- Hispanic297
- Asian324
- Black308
- White321
- IDEA276
MATH Mean Score (7th Grade)
Computed mean of student Math scores: 317
Math Students scoring proficient and above: | 49% |
State: | 34% |
Students scoring at Level 1: 23%
Students scoring at Level 2: 29%
Students scoring at Level 3: 33%
Students scoring at Level 4: 16%
8th Grade:
- All312
- Males305
- Females321
- Hispanic293
- Asian319
- Black302
- White316
- IDEA289
ELA Mean Score (8th Grade)
Computed mean of student ELA scores: 312
ELA Students scoring proficient and above: | 48% |
New York: | 43% |
Students scoring at Level 1: 15%
Students scoring at Level 2: 37%
Students scoring at Level 3: 25%
Students scoring at Level 4: 23%
- All292
- Males290
- Females295
- Hispanic288
- Asian300
- Black283
- White295
- IDEA287
MATH Mean Score (8th Grade)
Computed mean of student Math scores: 292
Math Students scoring proficient and above: | 13% |
New York: | 18% |
Students scoring at Level 1: 37%
Students scoring at Level 2: 51%
Students scoring at Level 3: 13%
Students scoring at Level 4: 0%
Regents Examination:
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(State average from 2,072 schools)
Regents Examinations are achievement tests that are aligned with New York State's Learning Standards. Prepared by teacher examination committees and Department subject and testing specialists, Regents Examinations provide schools with a basis for evaluating the quality of instruction and learning that have taken place. They are used by school personnel to identify major learning goals, offering both teachers and students a guide to important understandings, skills, and concepts. The examinations also provide students, parents, counselors, administrators, college admissions officers, and employers with objective and easily understood achievement information for use in making sound educational and vocational decisions. Passing scores on the Regents Examinations in English, mathematics, science, and social studies satisfy the State testing requirements for a high school diploma.
Charles H Roth Middle School - % Scroring 55 and above in Regents Examination
Integrated Algebra (Common Core):
Students tested with valid scores: 69
Number of students tested scoring Level 4 (79-84): 15 (22%)
Number of students tested scoring Level 5 (85-100): 54 (78%)
- All100%
- Males100%
- Females100%
- Asian100%
- White100%
Scoring 55 and above
(Integrated Algebra)
Number of students tested scoring Level 4 (79-84): 15 (22%)
Number of students tested scoring Level 5 (85-100): 54 (78%)
Percentage of students scoring 55 and above: | 100% |
New York: | 93% |
The New York State English as a Second Language Achievement Test:
Show data for
(State average from 642 schools)
The New York State English as a Second Language Achievement Test (NYSESLAT) is designed to annually assess the English proficiency of all English language learners enrolled in Grades K-12 in New York State schools. The exam gives the State and schools important information about the English language development of English language learners (ELLs), and is part of the State's compliance with federal laws that mandate the annual assessing and tracking of English proficiency of English language learners.
Charles H Roth Middle School - % Scoring at Expanding Level or above in NYSESLAT
6th Grade:
Students tested with valid scores: 7
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 57%
Students scoring at Expanding Level: 29%
Students scoring at Commanding Level: 14%
7th Grade:
Students tested with valid scores: 8
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 13%
Students scoring at Transitioning Level: 13%
Students scoring at Expanding Level: 63%
Students scoring at Commanding Level: 13%
Students tested with valid scores: 7
Scoring at Expanding Level or above: | 43% |
New York: | 61% |
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 57%
Students scoring at Expanding Level: 29%
Students scoring at Commanding Level: 14%
7th Grade:
Students tested with valid scores: 8
Scoring at Expanding Level or above: | 76% |
New York: | 64% |
Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 13%
Students scoring at Transitioning Level: 13%
Students scoring at Expanding Level: 63%
Students scoring at Commanding Level: 13%
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: 241
Percent of enrolled students with valid test scores: 100%
Effective Annual Measurable Objective (EAMO): 182
Elementary/Middle-Level Math:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 1,344
Percent of enrolled students with valid test scores: 67%
Effective Annual Measurable Objective (EAMO): 104
Elementary/Middle-Level ELA:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 1,344
Percent of enrolled students with valid test scores: 69%
Effective Annual Measurable Objective (EAMO): 106
- All193
- Males196
- Females190
- Black193
- White195
Elementary/Middle-Level Science - Performance Index (PI)
Met the participation criterion: Yes
Met the performance criterion: Yes
Students enrolled during the test administration period: 241
Percent of enrolled students with valid test scores: 100%
Performance Index (PI): | 193 |
State: | 174 |
Elementary/Middle-Level Math:
- All133
- Males128
- Females139
- Hispanic105
- Asian154
- Black108
- White141
- IDEA38
Elementary/Middle-Level Math - Performance Index (PI)
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 1,344
Percent of enrolled students with valid test scores: 67%
Performance Index (PI): | 133 |
State: | 114 |
Elementary/Middle-Level ELA:
- All126
- Males112
- Females140
- Hispanic80
- Asian144
- Black115
- White131
- IDEA59
Elementary/Middle-Level ELA - Performance Index (PI)
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 1,344
Percent of enrolled students with valid test scores: 69%
Performance Index (PI): | 126 |
New York: | 113 |
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.
Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of disability constitutes disability harassment.
Harassment or bullying on the basis of religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. 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 religion constitutes religious harassment.
Harassment or bullying on the basis of sexual orientation refers to intimidation or abusive behavior toward a student based on actual or perceived sexual orientation. 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 sexual orientation constitutes sexual orientation harassment.
Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.
Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.
Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of disability constitutes disability harassment.
Harassment or bullying on the basis of religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. 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 religion constitutes religious harassment.
Harassment or bullying on the basis of sexual orientation refers to intimidation or abusive behavior toward a student based on actual or perceived sexual orientation. 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 sexual orientation constitutes sexual orientation 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: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 4 (male: 2, female: 2)
Allegations of harassment or bullying on the basis of sexual orientation: 1
Allegations of harassment or bullying on the basis of religion: 1
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 female)Charles H Roth Middle School: | 1.4 |
State: | 3.8 |
- White: 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
- White: 2
Allegations of harassment or bullying on the basis of race, color, or national origin: 2
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Students reported as harassed or bullied on the basis of race, color, or national origin: 4 (all female)School: | 2.9 |
State: | 3.3 |
- Black: 2
- White: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
Allegations of harassment or bullying on the basis of sexual orientation: 1
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
Here: | 1.4 |
New York: | 1.7 |
Allegations of harassment or bullying on the basis of religion: 1
Allegations of harassment or bullying on the basis of religion per 1,000 students
School: | 1.4 |
State: | 0.3 |
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.
- Hispanic7
- American Indian2
- Asian7
- Black19
- White55
- Multirace2
- IDEA10
- 5047
Chronic Student Absenteeism
- Hispanic: 7 (male: 2, female: 5)
- American Indian / Alaska Native: 2 (all male)
- Asian: 7 (male: 2, female: 5)
- Black: 19 (male: 5, female: 14)
- White: 55 (male: 26, female: 29)
- Two or More Races: 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)
- Section 504: 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
School: | 133.1 |
State: | 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).
- Hispanic10
- Black74
- White29
- Multirace54
- IDEA58
- 50412
School days missed due to out-of-school suspension
- Hispanic: 10 (male: 7, female: 3)
- Black: 74 (male: 11, female: 63)
- White: 29 (male: 23, female: 6)
- Two or More Races: 54 (male: 52, female: 2)
- Individuals With Disabilities Education Act (IDEA): 58 (male: 26, female: 32)
- Section 504: 12 (all male)
Instances of out-of-school suspension (Students without disabilities): 15
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Charles H Roth Middle School: | 21.7 |
New York: | 50.9 |
- Hispanic7
- Asian7
- Black16
- White19
- Multirace4
- LEP2
Students without disabilities receiving one or more in-school suspension
- Hispanic: 7 (male: 5, female: 2)
- Asian: 7 (male: 5, female: 2)
- Black: 16 (male: 8, female: 8)
- White: 19 (male: 14, female: 5)
- Two or More Races: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
- Hispanic4
- Black4
- White4
- Multirace4
Students without disabilities receiving only one out-of-school suspension
- Hispanic: 4 (male: 2, female: 2)
- Black: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
- Two or More Races: 4 (male: 2, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
- Black: 2 (all female)
- Two or More Races: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 15
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Charles H Roth Middle School: | 21.7 |
State: | 29.4 |
Instances of out-of-school suspension per 1,000 students (Section 504 only)
School: | 1.4 |
New York: | 2.9 |
- Hispanic4
- Black7
- White7
- 5042
Students with disabilities receiving one or more in-school suspension
- Hispanic: 4 (male: 2, female: 2)
- Black: 7 (male: 5, female: 2)
- White: 7 (male: 5, female: 2)
- Section 504: 2 (all male)
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
- White: 2
- Section 504: 2
- Hispanic2
- Black4
- White2
- 5042
Students with disabilities receiving more than one out-of-school suspension
- Hispanic: 2 (all male)
- Black: 4 (male: 2, female: 2)
- White: 2 (all male)
- Section 504: 2 (all male)
Classes & Courses
Algebra I:
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(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.
7th grade student enrollment in Algebra I: 2
8th grade student enrollment in Algebra I: 66 (male: 36, female: 30)
Percent of 7th grade students who passed: -100.0%
Charles H Roth Middle School: | -100.0% |
New York: | 114.6% |
8th grade student enrollment in Algebra I: 66 (male: 36, female: 30)
- Asian: 13 (male: 5, female: 8)
- Black: 10 (male: 5, female: 5)
- White: 43 (male: 26, female: 17)
- Asian: 11 (male: 4, female: 7)
- Black: 8 (male: 4, female: 4)
- White: 41 (male: 25, female: 16)
Percent of 8th grade students who passed
Charles H Roth Middle School: | 90.9% |
New York: | 87.1% |
Geometry:
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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: 1
Student Enrollment in Geometry: 2 (all female)
Student Enrollment in Geometry: 2 (all female)
- White: 2
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