Paul V Moore High School in Central Square, NY
(09-12 • Public • Regular School)
- Address
- 44 SCHOOL DR
Central Square, NY 13036
- Telephone
- (315) 668-4334
(make sure to verify first before calling)
- Website
- http://www.cssd.org
- City-data.com school rating
- 63
- Students
- 1,274
- Classroom Teachers (FTE)
- 82.6
- National School Lunch
Program (NSLP) Status - Yes, participating without using any Provision or the CEO
- Free lunch eligible students
- 386
- Reduced-price lunch
eligible students - 95
- School district
- CENTRAL SQUARE CENTRAL SCHOOL DISTRICT
- Charter school
- No
- Title I status
- Title I targeted assistance school
- Magnet School Indicator
- No
- Shared Time Indicator
- No
- Adult education offered
- No
Ratings
CICERO ELEMENTARY SCHOOL (7.7 miles): | 71 |
Paul V Moore High School: | 63 |
BREWERTON ELEMENTARY SCHOOL (3.6 miles): | 58 |
CENTRAL SQUARE MIDDLE SCHOOL (1.8 miles): | 53 |
SOULE ROAD MIDDLE SCHOOL (8.3 miles): | 53 |
CICERO-NORTH SYRACUSE HIGH SCHOOL (7.9 miles): | 51 |
HASTINGS MALLORY ELEMENTARY SCHOOL (2.8 miles): | 47 |
CENTRAL SQUARE INTERMEDIATE SCHOOL (0.2 miles): | 41 |
MILLARD HAWK PRIMARY SCHOOL (0.2 miles): | 34 |
New York: | 50 |
Oswego County: | 40 |
Central Square: | 48 |
Paul V Moore High School: | 63 |
Students & Teachers
Total enrollment:
Enrollment in 2015: 1,272
Enrollment in 2014: 1,322
Enrollment in 2013: 1,374
Enrollment in 2012: 1,443
Enrollment in 2011: 1,517
Enrollment in 2010: 1,562
Enrollment in 2009: 1,587
Enrollment in 2008: 1,552
Enrollment in 2007: 1,548
Enrollment in 2006: 1,558
Enrollment in 2005: 1,519
Enrollment in 2004: 1,484
Enrollment in 2003: 1,464
Enrollment in 2002: 1,513
Enrollment in 2001: 1,436
Enrollment in 2000: 1,440
Enrollment in 1999: 1,355
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | G09 | G10 | G11 | G12 | UG | Total |
---|---|---|---|---|---|---|
All students | 395 | 305 | 278 | 286 | 10 | 1,274 |
Female students | 204 | 145 | 142 | 153 | 3 | 647 |
Male students | 191 | 160 | 136 | 133 | 7 | 627 |
American Indian/Alaska Native students | 3 | 2 | 4 | - | - | 9 |
Asian students | 3 | 2 | 4 | 3 | 1 | 13 |
Hispanic students | 9 | 5 | - | 2 | - | 16 |
Black students | 5 | 3 | 2 | 5 | - | 15 |
White students | 373 | 289 | 268 | 274 | 9 | 1,213 |
Two or More Races students | 2 | 4 | - | 2 | - | 8 |
Enrollment by grade:
10th grade enrollment: 305
11th grade enrollment: 278
12th grade enrollment: 286
Ungraded enrollment: 10
Paul V Moore High School - Historical enrollment by grade
Enrollment by gender:
(State average from 6,131 schools)
Paul V Moore High School: | 50.8% |
New York: | 51.1% |
Paul V Moore High School: | 49.2% |
New York: | 47.5% |
Paul V Moore High School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 1,352 schools)
School: | 0.7% |
New York: | 0.2% |
Here: | 1.0% |
State: | 4.6% |
School: | 1.3% |
New York: | 9.2% |
Here: | 1.2% |
State: | 12.0% |
Here: | 95.2% |
New York: | 55.1% |
School: | 0.6% |
New York: | 2.9% |
Paul V Moore High School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 4,921 schools)
School: | 37.8% |
New York: | 52.7% |
Here: | 30.3% |
State: | 45.4% |
Here: | 7.5% |
New York: | 4.8% |
Paul V Moore High School - Lunch Program Eligibility
Average Class Size:
- Grade 10 English: 23
- Grade 10 Mathematics: 22
- Grade 10 Science: 18
- Grade 10 Social Studies: 19
Teachers and support:
Number of FTE teachers in their first year of teaching: 4
Number of FTE teachers in their second year of teaching: 5
Number of FTE school counselors: 6
Number of FTE teachers who were absent more than 10 school days during the school years: 17
Number of FTE nurses: 1
Number of FTE psychologists: 2
Student/Teacher Ratio
Paul V Moore High School: | 15.4 |
New York: | 14.0 |
Number of teachers with Master's Degree plus 30 hours or doctorate: 10
Total number of classes taught: 394
Number of classes taught by teachers without appropriate certification: 2
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: 8
Paul V Moore High School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
- Full-time Equivalency Count of Teachers: 97 (Salary Expenditures: $6,053,419)
- Full-time Equivalency Count of Instructional Aides: 34.4 (Salary Expenditures: $641,694)
- Full-time Equivalency Count of Support Services Staff: 53 (Salary Expenditures: $1,539,398)
- Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $331,798)
- Salary Expenditures for Teachers: $6,257,966
- Full-time Equivalency Count of Instructional Aides: 34 (Salary Expenditures: $641,694)
- Full-time Equivalency Count of Support Services Staff: 53 (Salary Expenditures: $1,539,398)
- Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $331,798)
Limited English Proficiency:
- Hispanic: 2
- Individuals With Disabilities Education Act (IDEA): 2
Students with disabilities:
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.
- Black: 4 (all male)
- White: 182 (male: 112, female: 70)
Students with disabilities served under Section 504: 35 (male: 19, female: 16)
- Hispanic: 2 (all male)
- Black: 2 (all female)
- White: 31 (male: 17, female: 14)
Retention:
(State average from 437 schools)
- Hispanic2
- Black2
- White43
- IDEA16
- 5044
Total number of students retained in 9th grade
- Hispanic: 2 (all male)
- Black: 2 (all female)
- White: 43 (male: 26, female: 17)
- Individuals With Disabilities Education Act (IDEA): 16 (male: 11, female: 5)
- Section 504: 4 (male: 2, female: 2)
Percent of 9th grade students retained
School: | 11.9% |
New York: | 11.4% |
- Hispanic2
- Black2
- White19
- IDEA2
- 5042
Total number of students retained in 10th grade
- Hispanic: 2 (all male)
- Black: 2 (all female)
- White: 19 (male: 8, female: 11)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
- Section 504: 2 (all female)
Percent of 10th grade students retained
Paul V Moore High School: | 7.5% |
New York: | 8.8% |
Total number of students retained in 11th grade: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Percent of 11th grade students retained
School: | 1.4% |
State: | 11.0% |
Total number of students retained in 12th grade: 7 (all male)
- Black: 2
- White: 5
- Individuals With Disabilities Education Act (IDEA): 2
Percent of 12th grade students retained
Paul V Moore High School: | 2.4% |
New York: | 14.9% |
Gifted and Talented:
(State average from 386 schools)
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.
- Hispanic4
- American Indian2
- Asian7
- Black4
- White451
- Multirace2
- IDEA7
Gifted and Talented Student Enrollment
- Hispanic: 4 (male: 2, female: 2)
- American Indian / Alaska Native: 2 (all male)
- Asian: 7 (male: 2, female: 5)
- Black: 4 (male: 2, female: 2)
- White: 451 (male: 188, female: 263)
- Two or More Races: 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
Gifted and Talented Student Enrollment per 1,000 students
Here: | 368.9 |
New York: | 106.8 |
Dual Enrollment:
(State average from 432 schools)
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.
- Hispanic2
- Asian5
- Black4
- White244
- IDEA7
Dual Enrollment
- Hispanic: 2 (all male)
- Asian: 5 (all female)
- Black: 4 (male: 2, female: 2)
- White: 244 (male: 104, female: 140)
- Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
Dual Enrollment per 1,000 students
Paul V Moore High School: | 200.2 |
State: | 183.3 |
Statewide Student Assessments
Regents Examination:
(State average from 2,072 schools)
Paul V Moore High School - % Scroring 55 and above in Regents Examination
- All96%
- Males95%
- Females96%
- White95%
- IDEA60%
Scoring 55 and above
(Geometry)
Number of students tested scoring Level 1 (0-54): 10 (5%)
Number of students tested scoring Level 2 (55-64): 27 (13%)
Number of students tested scoring Level 3 (65-78): 131 (62%)
Number of students tested scoring Level 4 (79-84): 25 (12%)
Number of students tested scoring Level 5 (85-100): 19 (9%)
Percentage of students scoring 55 and above: | 96% |
State: | 79% |
Integrated Algebra (Common Core):
- All93%
- Males90%
- Females95%
- White92%
- IDEA68%
Scoring 55 and above
(Integrated Algebra)
Number of students tested scoring Level 1 (0-54): 19 (7%)
Number of students tested scoring Level 2 (55-64): 34 (13%)
Number of students tested scoring Level 3 (65-78): 135 (52%)
Number of students tested scoring Level 4 (79-84): 61 (23%)
Number of students tested scoring Level 5 (85-100): 12 (5%)
Percentage of students scoring 55 and above: | 93% |
State: | 93% |
Algebra II (Common Core):
- All100%
- Males99%
- Females99%
- White100%
Scoring 55 and above
(Algebra II)
Number of students tested scoring Level 1 (0-54): 1 (1%)
Number of students tested scoring Level 2 (55-64): 5 (4%)
Number of students tested scoring Level 3 (65-78): 55 (40%)
Number of students tested scoring Level 4 (79-84): 49 (35%)
Number of students tested scoring Level 5 (85-100): 29 (21%)
Percentage of students scoring 55 and above: | 100% |
State: | 87% |
Comprehensive English (Common Core):
- All92%
- Males92%
- Females94%
- Hispanic83%
- White93%
- IDEA64%
Scoring 55 and above
(Comprehensive English)
Number of students tested scoring Level 1 (0-54): 22 (8%)
Number of students tested scoring Level 2 (55-64): 15 (5%)
Number of students tested scoring Level 3 (65-78): 47 (16%)
Number of students tested scoring Level 4 (79-84): 44 (15%)
Number of students tested scoring Level 5 (85-100): 163 (56%)
Percentage of students scoring 55 and above: | 92% |
State: | 89% |
Regents Competency Test:
(State average from 681 schools)
Paul V Moore High School - Percent Passing Regents Competency Tests
Students tested with valid scores: 18
Number of students tested failing: 6 (33%)
Number of students tested passing: 12 (67%)
Percentage of students tested passing: | 67% |
State: | 48% |
Writing:
Students tested with valid scores: 18
Number of students tested passing: 18 (100%)
Percentage of students tested passing: | 100% |
State: | 81% |
Math:
Students tested with valid scores: 6
Number of students tested failing: 3 (50%)
Number of students tested passing: 3 (50%)
Percentage of students tested passing: | 50% |
State: | 40% |
Global Studies:
- All42%
- Males57%
- Females20%
- IDEA42%
Percent Passing (Global Studies)
Number of students tested failing: 7 (58%)
Number of students tested passing: 5 (42%)
Percentage of students tested passing: | 42% |
New York: | 37% |
United States History and Government:
- All60%
- Males70%
- Females40%
- White60%
- IDEA60%
Percent Passing (United States History and Government)
Number of students tested failing: 6 (40%)
Number of students tested passing: 9 (60%)
Percentage of students tested passing: | 60% |
State: | 45% |
Science:
Students tested with valid scores: 6
Number of students tested failing: 2 (33%)
Number of students tested passing: 4 (67%)
Percentage of students tested passing: | 67% |
New York: | 45% |
Outcomes
High School Completers:
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.
Paul V Moore High School - High School Completers
- All88%
- Males86%
- Females92%
- White89%
- IDEA78%
Graduation Rate - 6 Year Outcome
All students
Number of Completers (graduates + commencement credentials): 284
└─ Number of Graduates (Regents + Local Diplomas): 278
└─ Number of students who earned a Regents diploma: 263 (95% of Graduates)
└─ Number of students who earned a Regents diploma with advanced designation: 140 (50% of Graduates)
└─ Number of students who earned a Regents diploma with CTE endorsement: 34 (12% of Graduates)
└─ Number of students who earned a Local Diploma: 15 (5% of Graduates)
└─ Number of students who earned a commencement credential: 6 (2% of Completers)
- All90%
- Males88%
- Females92%
- American Indian40%
- Black80%
- White91%
- IDEA75%
Graduation Rate - 5 Year Outcome
All students
Number of Completers (graduates + commencement credentials): 250
└─ Number of Graduates (Regents + Local Diplomas): 250
└─ Number of students who earned a Regents diploma: 250 (100% of Graduates)
└─ Number of students who earned a Regents diploma with advanced designation: 138 (55% of Graduates)
└─ Number of students who earned a Regents diploma with CTE endorsement: 32 (13% of Graduates)
- All88%
- Males88%
- Females89%
- White89%
- IDEA71%
Graduation Rate - 4 Year Outcome
All students
Number of Completers (graduates + commencement credentials): 34
└─ Number of Graduates (Regents + Local Diplomas): 28
└─ Number of students who earned a Regents diploma: 13 (46% of Graduates)
└─ Number of students who earned a Regents diploma with advanced designation: 2 (7% of Graduates)
└─ Number of students who earned a Regents diploma with CTE endorsement: 2 (7% of Graduates)
└─ Number of students who earned a Local Diploma: 15 (54% of Graduates)
└─ Number of students who earned a commencement credential: 6 (18% of Completers)
High School Non-completers:
(State average from 1,468 schools)
Paul V Moore High School - High School Non-completers
- All11%
- Males13%
- Females8%
- White10%
- IDEA17%
Dropout Rate - 6 Year Outcome
All students
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 1,244
Number of non-completers: 18
└─ Number of students who dropped out: 18
Percent of non-completers: | 1.0% |
State: | 5.4% |
- All8%
- Males11%
- Females6%
- American Indian60%
- Black20%
- White8%
- IDEA18%
Dropout Rate - 5 Year Outcome
All students
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 1,061
Number of non-completers: 12
└─ Number of students who dropped out: 12
Percent of non-completers: | 1.0% |
State: | 6.5% |
- All7%
- Males7%
- Females7%
- White7%
- IDEA10%
Dropout Rate - 4 Year Outcome
All students
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 183
Number of non-completers: 6
└─ Number of students who dropped out: 6
Percent of non-completers: | 3.0% |
New York: | 10.1% |
Post-graduation Plans of Completers:
Paul V Moore High School - Post-graduation Plans of Completers
Total number of students reported with graduation plan: 284
└─ Graduates who planned to enroll in four-year colleges: 104 (37%)
└─ Graduates who planned to enroll in two-year colleges: 85 (30%)
└─ Graduates who planned to enroll in other post-secondary institutions: 1 (0%)
└─ Graduates who planned to enlist in the military: 7 (2%)
└─ Graduates who planned to pursue employment: 87 (31%)
General Education:
Total number of students reported with graduation plan: 250
└─ Graduates who planned to enroll in four-year colleges: 103 (41%)
└─ Graduates who planned to enroll in two-year colleges: 77 (31%)
└─ Graduates who planned to enroll in other post-secondary institutions: 1 (0%)
└─ Graduates who planned to enlist in the military: 7 (3%)
└─ Graduates who planned to pursue employment: 62 (25%)
Students with Disabilities:
Total number of students reported with graduation plan: 34
└─ Graduates who planned to enroll in four-year colleges: 1 (3%)
└─ Graduates who planned to enroll in two-year colleges: 8 (24%)
└─ Graduates who planned to pursue employment: 25 (74%)
Accountability
Adequate Yearly Progress:
(State average from 1,294 schools)
- All145
- Males139
- Females150
- White145
High School Math - Performance Index (PI)
Met the participation criterion: Yes
Met the performance criterion: No
Students enrolled during the test administration period: 282
Percent of enrolled students with valid test scores: 99%
Performance Index (PI): | 145 |
New York: | 126 |
Safe harbor target: 148
High School ELA:
- All176
- Males167
- Females185
- White177
High School ELA - Performance Index (PI)
Met the participation criterion: Yes
Met the performance criterion: Yes
Students enrolled during the test administration period: 282
Percent of enrolled students with valid test scores: 100%
Performance Index (PI): | 176 |
State: | 151 |
5-Year Graduation Rate:
- All88%
- Males86%
- Females91%
- White89%
- IDEA80%
5-Year Graduation Rate
Met graduation rate criteria: Yes
Students enrolled during the test administration period: 320
Graduation Rate: | 88% |
State: | 78% |
4-Year Graduation Rate:
- All85%
- Males80%
- Females89%
- White87%
- IDEA63%
4-Year Graduation Rate
Met graduation rate criteria: Yes
Students enrolled during the test administration period: 300
Graduation Rate: | 85% |
New York: | 76% |
SAT/ACT:
(State average from 1,294 schools)
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.
- American Indian2
- Asian5
- Black4
- White229
- IDEA4
SAT or ACT Test Participation
- American Indian / Alaska Native: 2 (all female)
- Asian: 5 (all female)
- Black: 4 (male: 2, female: 2)
- White: 229 (male: 92, female: 137)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Advanced Placement:
(State average from 497 schools)
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: Yes
- Asian4
- White94
- Multirace2
- IDEA2
Students Enrolled in at least one AP Course
- Asian: 4 (male: 2, female: 2)
- White: 94 (male: 41, female: 53)
- Two or More Races: 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Student Enrollment in Advanced Placement (AP) Science: 22 (male: 8, female: 14)
- White: 22 (male: 8, female: 14)
- Asian4
- White76
- Multirace2
- IDEA2
Students Enrollment in Other Advanced Placement (AP) Subjects
- Asian: 4 (male: 2, female: 2)
- White: 76 (male: 35, female: 41)
- Two or More Races: 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
- Asian4
- White91
- Multirace2
- IDEA2
Students who took one or more AP exams
- Asian: 4 (male: 2, female: 2)
- White: 91 (male: 41, female: 50)
- Two or More Races: 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Students who received a qualifying score on one or more AP exams: 63 (male: 25, female: 38)
- Asian: 4 (all female)
- White: 59 (male: 25, female: 34)
Here: | 64.9% |
State: | 65.5% |
Students who did not receive a qualifying score on any AP exams: 29 (male: 13, female: 16)
- White: 29 (male: 13, female: 16)
Students who took no AP exams: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
Health & Safety
Offenses:
(State average from 1,445 schools)
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.
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: 18
Incidents of threats of physical attack without a weapon: 17
Total incidents per 1,000 students
Paul V Moore High School: | 27.5 |
State: | 55.5 |
Referrals and Arrests:
(State average from 410 schools)
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.
- White: 2
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
School: | 1.6 |
State: | 6.5 |
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
- White: 2
Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Paul V Moore High School: | 1.6 |
New York: | 3.4 |
Harassment & Bullying:
(State average from 1,117 schools)
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 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.
School: | 2.4 |
New York: | 3.8 |
- White: 2
Students disciplined for bullying or harassment on the basis of sex: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
Allegations of harassment or bullying on the basis of disability: 2
Here: | 1.6 |
State: | 1.4 |
- American Indian / Alaska Native: 2 (all male)
- White: 7 (male: 5, female: 2)
Students disciplined for bullying or harassment on the basis of disability: 9 (male: 7, female: 2)
- American Indian / Alaska Native: 2 (all male)
- White: 7 (male: 5, female: 2)
Chronic Student Absenteeismt:
(State average from 3,050 schools)
- Hispanic10
- American Indian4
- Asian2
- Black7
- White352
- Multirace7
- LEP2
- IDEA97
- 50410
Chronic Student Absenteeism
- Hispanic: 10 (male: 5, female: 5)
- American Indian / Alaska Native: 4 (male: 2, female: 2)
- Asian: 2 (all female)
- Black: 7 (male: 5, female: 2)
- White: 352 (male: 161, female: 191)
- Two or More Races: 7 (male: 5, female: 2)
- Limited English Proficiency (LEP): 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 97 (male: 53, female: 44)
- Section 504: 10 (male: 5, female: 5)
Here: | 299.8 |
State: | 179.4 |
Suspensions:
(State average from 569 schools)
- 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).
- Hispanic9
- American Indian8
- Black12
- White332
- IDEA114
- 50411
School days missed due to out-of-school suspension
- Hispanic: 9 (all male)
- American Indian / Alaska Native: 8 (male: 3, female: 5)
- Black: 12 (male: 9, female: 3)
- White: 332 (male: 154, female: 178)
- Individuals With Disabilities Education Act (IDEA): 114 (male: 56, female: 58)
- Section 504: 11 (all female)
Instances of out-of-school suspension (Students without disabilities): 57
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
School: | 44.7 |
New York: | 50.9 |
- Hispanic2
- Asian2
- Black4
- White43
Students without disabilities receiving one or more in-school suspension
- Hispanic: 2 (all male)
- Asian: 2 (all female)
- Black: 4 (male: 2, female: 2)
- White: 43 (male: 20, female: 23)
Students without disabilities receiving more than one out-of-school suspension: 62 (male: 33, female: 29)
- Hispanic: 2 (all male)
- Black: 2 (all male)
- White: 58 (male: 29, female: 29)
Instances of out-of-school suspension (Students with disabilities): 35
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Paul V Moore High School: | 27.5 |
New York: | 29.4 |
Instances of out-of-school suspension per 1,000 students (Section 504 only)
School: | 2.4 |
State: | 2.9 |
- American Indian / Alaska Native: 4 (male: 2, female: 2)
- White: 37 (male: 20, female: 17)
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
- Hispanic: 2
- Section 504: 2
Students with disabilities receiving more than one out-of-school suspension: 40 (male: 27, female: 13)
- American Indian / Alaska Native: 4 (male: 2, female: 2)
- Black: 2 (all male)
- White: 34 (male: 23, female: 11)
Expulsions:
(State average from 286 schools)
- Black: 2 (all male)
- White: 19 (male: 11, female: 8)
Students without Disabilities who received an expulsion with educational services per 1,000 students
Paul V Moore High School: | 16.5 |
New York: | 6.8 |
Students with Disabilities who received an expulsion with educational services: 12 (male: 7, female: 5)
- American Indian / Alaska Native: 2 (all male)
- White: 10 (male: 5, female: 5)
Students with Disabilities who received an expulsion with educational services per 1,000 students
Paul V Moore High School: | 9.4 |
State: | 3.7 |
Classes & Courses
Algebra I:
(State average from 773 schools)
Number of Algebra I classes taught by certified teachers: 14
- Hispanic7
- American Indian4
- Asian4
- Black4
- White307
- Multirace4
- LEP2
- IDEA58
9-10th grade student enrollment in Algebra I
- Hispanic: 7 (male: 2, female: 5)
- American Indian / Alaska Native: 4 (male: 2, female: 2)
- Asian: 4 (male: 2, female: 2)
- Black: 4 (male: 2, female: 2)
- White: 307 (male: 152, female: 155)
- Two or More Races: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 58 (male: 32, female: 26)
- Hispanic: 8 (male: 4, female: 4)
- White: 248 (male: 118, female: 130)
- Individuals With Disabilities Education Act (IDEA): 35 (male: 19, female: 16)
Paul V Moore High School: | 77.6% |
New York: | 76.8% |
11-12th grade student enrollment in Algebra I: 2 (all male)
- White: 2
Here: | 0.0% |
New York: | 65.5% |
Algebra II:
Number of Algebra II classes taught by certified teachers: 16
- American Indian2
- Asian5
- Black2
- White328
- Multirace2
- IDEA52
Student Enrollment in Algebra II
- American Indian / Alaska Native: 2 (all female)
- Asian: 5 (all female)
- Black: 2 (all male)
- White: 328 (male: 158, female: 170)
- Two or More Races: 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 52 (male: 32, female: 20)
Calculus:
Number of Calculus classes taught by certified teachers: 2
Student Enrollment in Calculus: 28 (male: 14, female: 14)
- White: 28 (male: 14, female: 14)
Geometry:
Number of Geometry classes taught by certified teachers: 13
- Hispanic7
- American Indian4
- Asian2
- Black2
- White238
- Multirace2
- IDEA16
Student Enrollment in Geometry
- Hispanic: 7 (male: 5, female: 2)
- American Indian / Alaska Native: 4 (male: 2, female: 2)
- Asian: 2 (all male)
- Black: 2 (all female)
- White: 238 (male: 119, female: 119)
- Two or More Races: 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 16 (male: 8, female: 8)
Advanced Mathematics:
Number of Advanced Mathematics classes taught by certified teachers: 5
- Asian2
- Black4
- White121
- IDEA4
Student Enrollment in Advanced Mathematics
- Asian: 2 (all female)
- Black: 4 (male: 2, female: 2)
- White: 121 (male: 47, female: 74)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Biology:
Number of Biology classes taught by certified teachers: 16
- Hispanic4
- American Indian4
- Asian4
- Black2
- White316
- Multirace2
- LEP2
- IDEA52
Student Enrollment in Biology
- Hispanic: 4 (male: 2, female: 2)
- American Indian / Alaska Native: 4 (male: 2, female: 2)
- Asian: 4 (male: 2, female: 2)
- Black: 2 (all female)
- White: 316 (male: 161, female: 155)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 52 (male: 35, female: 17)
Chemistry:
Number of Chemistry classes taught by certified teachers: 11
- Hispanic2
- American Indian2
- Asian5
- Black2
- White247
- Multirace2
- IDEA16
Student Enrollment in Chemistry
- Hispanic: 2 (all female)
- American Indian / Alaska Native: 2 (all female)
- Asian: 5 (all female)
- Black: 2 (all male)
- White: 247 (male: 110, female: 137)
- Two or More Races: 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 16 (male: 8, female: 8)
Physics:
Number of Physics classes taught by certified teachers: 4
- Asian2
- Black2
- White70
- IDEA4
Student Enrollment in Physics
- Asian: 2 (all female)
- Black: 2 (all female)
- White: 70 (male: 38, female: 32)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
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