Theodore R Durgee Junior High School in Baldwinsville, NY
(08-09 • 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 79
- Address
- 29 E ONEIDA ST
Baldwinsville, NY 13027
- Telephone
- (315) 638-6086
(make sure to verify first before calling)
- Website
- http://www.bville.org
- City-data.com school rating
- 79
- Students
- 885
- Classroom Teachers (FTE)
- 67.0
- National School Lunch
Program (NSLP) Status - Yes, participating without using any Provision or the CEO
- Free lunch eligible students
- 190
- Reduced-price lunch
eligible students - 34
- School district
- BALDWINSVILLE 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:
Theodore R Durgee Junior High School: | 79 |
L PEARL PALMER ELEMENTARY SCHOOL (3.1 miles): | 72 |
VAN BUREN ELEMENTARY SCHOOL (1.1 miles): | 67 |
CATHERINE M MCNAMARA ELEMENTARY SCHOOL (3.5 miles): | 64 |
MAE E REYNOLDS SCHOOL (2.7 miles): | 60 |
DONALD S RAY SCHOOL (2.5 miles): | 59 |
HARRY E ELDEN ELEMENTARY SCHOOL (0.2 miles): | 58 |
CHARLES W BAKER HIGH SCHOOL (0.3 miles): | 58 |
JOHN C BIRDLEBOUGH HIGH SCHOOL (4.8 miles): | 45 |
Theodore R Durgee Junior High School rating compared to average state, county and city schools ratings:
New York: | 50 |
Onondaga County: | 44 |
Baldwinsville: | 65 |
Theodore R Durgee Junior High: | 79 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 885
Enrollment in 2015: 923
Enrollment in 2014: 976
Enrollment in 2013: 972
Enrollment in 2012: 944
Enrollment in 2011: 933
Enrollment in 2010: 943
Enrollment in 2009: 992
Enrollment in 2008: 1,006
Enrollment in 2007: 996
Enrollment in 2006: 1,053
Enrollment in 2005: 1,033
Enrollment in 2004: 1,001
Enrollment in 2003: 894
Enrollment in 2002: 912
Enrollment in 2001: 958
Enrollment in 2000: 979
Enrollment in 1999: 884
Enrollment in 2015: 923
Enrollment in 2014: 976
Enrollment in 2013: 972
Enrollment in 2012: 944
Enrollment in 2011: 933
Enrollment in 2010: 943
Enrollment in 2009: 992
Enrollment in 2008: 1,006
Enrollment in 2007: 996
Enrollment in 2006: 1,053
Enrollment in 2005: 1,033
Enrollment in 2004: 1,001
Enrollment in 2003: 894
Enrollment in 2002: 912
Enrollment in 2001: 958
Enrollment in 2000: 979
Enrollment in 1999: 884
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | G08 | G09 | UG | Total |
---|---|---|---|---|
All students | 438 | 442 | 5 | 885 |
Female students | 215 | 210 | 1 | 426 |
Male students | 223 | 232 | 4 | 459 |
American Indian/Alaska Native students | 1 | 2 | - | 3 |
Asian students | 10 | 4 | - | 14 |
Hispanic students | 14 | 15 | - | 29 |
Black students | 5 | 12 | - | 17 |
White students | 394 | 399 | 5 | 798 |
Two or More Races students | 14 | 10 | - | 24 |
Enrollment by grade:
8th grade enrollment: 438
9th grade enrollment: 442
Ungraded enrollment: 5
9th grade enrollment: 442
Ungraded enrollment: 5
Theodore R Durgee Junior High School - Historical enrollment by grade
Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 426 (48.1%)
School: | 48.1% |
New York: | 51.1% |
Male enrollment: 459 (51.9%)
Theodore R Durgee Junior High School: | 51.9% |
New York: | 47.5% |
Theodore R Durgee Junior High School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 3 (0.3%)
Theodore R Durgee Junior High School: | 0.3% |
State: | 0.2% |
Asian enrollment: 14 (1.6%)
Theodore R Durgee Junior High School: | 1.6% |
State: | 4.6% |
Hispanic enrollment: 29 (3.3%)
School: | 3.3% |
New York: | 9.2% |
Black enrollment: 17 (1.9%)
Theodore R Durgee Junior High School: | 1.9% |
New York: | 12.0% |
White enrollment: 798 (90.2%)
School: | 90.2% |
State: | 55.1% |
Two or More Races enrollment: 24 (2.7%)
Here: | 2.7% |
State: | 2.9% |
Theodore R Durgee Junior High School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 224 (25.3%)
School: | 25.3% |
State: | 52.7% |
Free lunch eligible students: 190 (21.5%)
School: | 21.5% |
New York: | 45.4% |
Reduced-price lunch eligible students: 34 (3.8%)
Theodore R Durgee Junior High School: | 3.8% |
State: | 4.8% |
Theodore R Durgee Junior High School - Lunch Program Eligibility
Average Class Size:
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Average Class Size:
- Grade 8 English: 21
- Grade 8 Mathematics: 18
- Grade 8 Science: 14
- Grade 8 Social Studies: 21
Teachers and support:
Show data for
Classroom Teachers (FTE): 67
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 4
Number of FTE teachers who were absent more than 10 school days during the school years: 3
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 1
Number of FTE psychologists: 1
Student/Teacher Ratio
Number of teachers with fewer than three years of teaching experience: 3
Number of teachers with Master's Degree plus 30 hours or doctorate: 8
Total number of classes taught: 302
Number of classes taught by teachers without appropriate certification: 1
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: 6
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 4
Number of FTE teachers who were absent more than 10 school days during the school years: 3
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 1
Number of FTE psychologists: 1
Student/Teacher Ratio
Theodore R Durgee Junior High School: | 13.2 |
State: | 14.0 |
Number of teachers with Master's Degree plus 30 hours or doctorate: 8
Total number of classes taught: 302
Number of classes taught by teachers without appropriate certification: 1
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: 6
Theodore R Durgee Junior High School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $5,445,963
- Full-time Equivalency Count of Teachers: 74 (Salary Expenditures: $4,377,842)
- Full-time Equivalency Count of Instructional Aides: 18 (Salary Expenditures: $511,929)
- Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $300,057)
- Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $256,135)
Limited English Proficiency:
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Students Enrolled in LEP Programs: 2 (all male)
- Black: 2
Students with disabilities:
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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
- Black7
- White92
- Multirace4
Students with disabilities served under IDEA
- Hispanic: 11 (male: 7, female: 4)
- Black: 7 (all male)
- White: 92 (male: 64, female: 28)
- Two or More Races: 4 (all female)
- Hispanic4
- Asian2
- White22
- Multirace2
Students with disabilities served under Section 504
- Hispanic: 4 (male: 2, female: 2)
- Asian: 2 (all male)
- White: 22 (male: 14, female: 8)
- Two or More Races: 2 (all female)
Retention:
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(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 8th grade: 2 (all male)
Percent of 8th grade students retained
Total number of students retained in 9th grade: 7 (male: 5, female: 2)
Percent of 9th grade students retained
- White: 2
- Individuals With Disabilities Education Act (IDEA): 2
Percent of 8th grade students retained
Theodore R Durgee Junior High School: | 0.5% |
New York: | 4.2% |
Total number of students retained in 9th grade: 7 (male: 5, female: 2)
- White: 7 (male: 5, female: 2)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Percent of 9th grade students retained
Here: | 1.6% |
New York: | 11.4% |
Statewide Student Assessments
Grades 3-8 New York State Testing Program Assessments:
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(State average from 1,428 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.
8th Grade:
ELA students tested with valid scores: 229
Computed mean of student ELA scores: 309
Students scoring at Level 1: 17%
Students scoring at Level 2: 33%
Students scoring at Level 3: 36%
Students scoring at Level 4: 14%
Math students tested with valid scores: 73
Computed mean of student Math scores: 275
Students scoring at Level 1: 62%
Students scoring at Level 2: 33%
Students scoring at Level 3: 5%
Students scoring at Level 4: 0%
Science students tested with valid scores: 63
Computed mean of student Science scores: 64
Students scoring at Level 1: 8%
Students scoring at Level 2: 43%
Students scoring at Level 3: 49%
Students scoring at Level 4: 0%
- All309
- Males304
- Females313
- Hispanic287
- White311
- Multirace301
- IDEA275
ELA Mean Score (8th Grade)
Computed mean of student ELA scores: 309
ELA Students scoring proficient and above: | 50% |
New York: | 43% |
Students scoring at Level 1: 17%
Students scoring at Level 2: 33%
Students scoring at Level 3: 36%
Students scoring at Level 4: 14%
- All275
- Males278
- Females272
- Hispanic262
- White279
- IDEA267
MATH Mean Score (8th Grade)
Computed mean of student Math scores: 275
Math Students scoring proficient and above: | 5% |
New York: | 18% |
Students scoring at Level 1: 62%
Students scoring at Level 2: 33%
Students scoring at Level 3: 5%
Students scoring at Level 4: 0%
- All64
- Males65
- Females62
- Hispanic65
- White65
- IDEA57
SCI Mean Score (8th Grade)
Computed mean of student Science scores: 64
Science Students scoring proficient and above: | 49% |
State: | 57% |
Students scoring at Level 1: 8%
Students scoring at Level 2: 43%
Students scoring at Level 3: 49%
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.
Theodore R Durgee Junior High School - % Scroring 55 and above in Regents Examination
Geometry (Common Core):
Students tested with valid scores: 153
Number of students tested scoring Level 3 (65-78): 23 (15%)
Number of students tested scoring Level 4 (79-84): 30 (20%)
Number of students tested scoring Level 5 (85-100): 100 (65%)
Integrated Algebra (Common Core):
Students tested with valid scores: 496
Number of students tested scoring Level 1 (0-54): 11 (2%)
Number of students tested scoring Level 2 (55-64): 15 (3%)
Number of students tested scoring Level 3 (65-78): 112 (23%)
Number of students tested scoring Level 4 (79-84): 184 (37%)
Number of students tested scoring Level 5 (85-100): 174 (35%)
- All100%
- Males100%
- Females100%
- White100%
Scoring 55 and above
(Geometry)
Number of students tested scoring Level 3 (65-78): 23 (15%)
Number of students tested scoring Level 4 (79-84): 30 (20%)
Number of students tested scoring Level 5 (85-100): 100 (65%)
Percentage of students scoring 55 and above: | 100% |
State: | 79% |
Integrated Algebra (Common Core):
- All98%
- Males97%
- Females98%
- Hispanic101%
- Asian99%
- White97%
- Multirace100%
- IDEA79%
Scoring 55 and above
(Integrated Algebra)
Number of students tested scoring Level 1 (0-54): 11 (2%)
Number of students tested scoring Level 2 (55-64): 15 (3%)
Number of students tested scoring Level 3 (65-78): 112 (23%)
Number of students tested scoring Level 4 (79-84): 184 (37%)
Number of students tested scoring Level 5 (85-100): 174 (35%)
Percentage of students scoring 55 and above: | 98% |
State: | 93% |
Outcomes
High School Completers:
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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.
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:
General Education:
Students with Disabilities:
High School Non-completers:
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All Students:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 474
Number of non-completers: 1
└─ Number of students who dropped out: 1
General Education:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 828
Number of non-completers: 1
└─ Number of students who dropped out: 1
Students with Disabilities:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 474
Number of non-completers: 1
└─ Number of students who dropped out: 1
General Education:
Number enrolled in grades 9-12 (and ungraded age 14 or older) as of BEDS day: 828
Number of non-completers: 1
└─ Number of students who dropped out: 1
Students with Disabilities:
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: 401
Percent of enrolled students with valid test scores: 80%
Effective Annual Measurable Objective (EAMO): 183
Elementary/Middle-Level Math:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 837
Percent of enrolled students with valid test scores: 70%
Effective Annual Measurable Objective (EAMO): 103
Elementary/Middle-Level ELA:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 839
Percent of enrolled students with valid test scores: 56%
Effective Annual Measurable Objective (EAMO): 104
5-Year Graduation Rate:
Met graduation rate criteria: s
Students enrolled during the test administration period: 2
4-Year Graduation Rate:
Met graduation rate criteria: s
Students enrolled during the test administration period: 4
- All188
- Males189
- Females188
- White192
- IDEA130
Elementary/Middle-Level Science - Performance Index (PI)
Met the participation criterion: Yes
Met the performance criterion: Yes
Students enrolled during the test administration period: 401
Percent of enrolled students with valid test scores: 80%
Performance Index (PI): | 188 |
New York: | 174 |
Elementary/Middle-Level Math:
- All164
- Males163
- Females164
- White170
- IDEA72
Elementary/Middle-Level Math - Performance Index (PI)
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 837
Percent of enrolled students with valid test scores: 70%
Performance Index (PI): | 164 |
New York: | 114 |
Elementary/Middle-Level ELA:
- All133
- Males123
- Females143
- White138
- IDEA49
Elementary/Middle-Level ELA - Performance Index (PI)
Met the participation criterion: No
Met the performance criterion: Yes
Students enrolled during the test administration period: 839
Percent of enrolled students with valid test scores: 56%
Performance Index (PI): | 133 |
New York: | 113 |
5-Year Graduation Rate:
Met graduation rate criteria: s
Students enrolled during the test administration period: 2
4-Year Graduation Rate:
Met graduation rate criteria: s
Students enrolled during the test administration period: 4
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: 3
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 disability: 2
Students disciplined for bullying or harassment on the basis of disability: 6 (male: 4, female: 2)
Allegations of harassment or bullying on the basis of sexual orientation: 2
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 male)Here: | 1.1 |
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: 3
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: 6 (male: 4, female: 2)Here: | 3.4 |
New York: | 3.3 |
- Hispanic: 2 (all male)
- White: 4 (male: 2, female: 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 disability: 2
Allegations of harassment or bullying on the basis of disability per 1,000 students
Students reported as harassed or bullied on the basis of disability: 2 (all male)School: | 2.3 |
New York: | 1.4 |
- White: 2
- Section 504: 2
Students disciplined for bullying or harassment on the basis of disability: 6 (male: 4, female: 2)
- Black: 4 (male: 2, female: 2)
- Two or More Races: 2 (all male)
Allegations of harassment or bullying on the basis of sexual orientation: 2
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
Theodore R Durgee Junior High School: | 2.3 |
State: | 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
Here: | 1.1 |
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
- Asian2
- Black4
- White100
- Multirace4
- IDEA34
- 5044
Chronic Student Absenteeism
- Hispanic: 7 (male: 5, female: 2)
- Asian: 2 (all male)
- Black: 4 (male: 2, female: 2)
- White: 100 (male: 53, female: 47)
- Two or More Races: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 34 (male: 20, female: 14)
- Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here: | 132.2 |
State: | 179.4 |
Restraint and Seclusion:
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(State average from 355 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all male)
Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
- White: 2
Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
Here: | 2.3 |
New York: | 23.1 |
Suspensions:
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(State average from 569 schools)
Out-of-school suspension
- For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
- For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
- Hispanic10
- Black19
- White408
- Multirace23
- IDEA87
- 5043
School days missed due to out-of-school suspension
- Hispanic: 10 (male: 1, female: 9)
- Black: 19 (male: 11, female: 8)
- White: 408 (male: 371, female: 37)
- Two or More Races: 23 (male: 20, female: 3)
- Individuals With Disabilities Education Act (IDEA): 87 (male: 74, female: 13)
- Section 504: 3 (all female)
Instances of out-of-school suspension (Students without disabilities): 50
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
School: | 56.5 |
New York: | 50.9 |
- Hispanic4
- Asian2
- Black4
- White34
- Multirace4
Students without disabilities receiving one or more in-school suspension
- Hispanic: 4 (male: 2, female: 2)
- Asian: 2 (all male)
- Black: 4 (male: 2, female: 2)
- White: 34 (male: 23, female: 11)
- Two or More Races: 4 (male: 2, female: 2)
- Hispanic4
- Black4
- White19
- Multirace2
Students without disabilities receiving only one out-of-school suspension
- Hispanic: 4 (male: 2, female: 2)
- Black: 4 (male: 2, female: 2)
- White: 19 (male: 8, female: 11)
- Two or More Races: 2 (all female)
Students without disabilities receiving more than one out-of-school suspension: 11 (male: 7, female: 4)
- Black: 2 (all female)
- White: 7 (male: 5, female: 2)
- Two or More Races: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 26
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Theodore R Durgee Junior High School: | 29.4 |
State: | 29.4 |
Instances of out-of-school suspension per 1,000 students (Section 504 only)
School: | 1.1 |
New York: | 2.9 |
- Black2
- White16
- Multirace2
- 5042
Students with disabilities receiving one or more in-school suspension
- Black: 2 (all male)
- White: 16 (male: 11, female: 5)
- Two or More Races: 2 (all male)
- Section 504: 2 (all male)
- Hispanic2
- Black2
- White4
- Multirace2
- 5042
Students with disabilities receiving only one out-of-school suspension
- Hispanic: 2 (all female)
- Black: 2 (all male)
- White: 4 (male: 2, female: 2)
- Two or More Races: 2 (all male)
- Section 504: 2 (all female)
Students with disabilities receiving more than one out-of-school suspension: 9 (male: 7, female: 2)
- White: 7 (male: 5, female: 2)
- Two or More Races: 2 (all male)
Classes & Courses
Algebra I:
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(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: 5
Number of Algebra I classes taught by certified teachers: 5
8th grade student enrollment in Algebra I: 158 (male: 75, female: 83)
9-10th grade student enrollment in Algebra I: 299 (male: 169, female: 130)9-10th grade studenst who passed Algebra I: 225 (male: 124, female: 101)
Number of Algebra I classes taught by certified teachers: 5
- Hispanic4
- Asian4
- White148
- Multirace2
- IDEA5
8th grade student enrollment in Algebra I
- Hispanic: 4 (male: 2, female: 2)
- Asian: 4 (male: 2, female: 2)
- White: 148 (male: 71, female: 77)
- Two or More Races: 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 5 (all male)
- White: 152 (male: 73, female: 79)
- Individuals With Disabilities Education Act (IDEA): 4 (all male)
Percent of 8th grade students who passed
School: | 96.2% |
New York: | 87.1% |
- Hispanic13
- American Indian2
- Asian2
- Black13
- White259
- Multirace10
- LEP2
- IDEA46
9-10th grade student enrollment in Algebra I
- Hispanic: 13 (male: 11, female: 2)
- American Indian / Alaska Native: 2 (all female)
- Asian: 2 (all male)
- Black: 13 (male: 8, female: 5)
- White: 259 (male: 143, female: 116)
- Two or More Races: 10 (male: 5, female: 5)
- Limited English Proficiency (LEP): 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 46 (male: 35, female: 11)
- Hispanic7
- Black4
- White206
- Multirace8
- IDEA35
9-10th grade studenst who passed Algebra I
- Hispanic: 7 (all male)
- Black: 4 (all male)
- White: 206 (male: 109, female: 97)
- Two or More Races: 8 (male: 4, female: 4)
- Individuals With Disabilities Education Act (IDEA): 35 (male: 22, female: 13)
Percent of 9-10th grade students who passed
School: | 75.3% |
New York: | 76.8% |
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: 14
Number of Geometry classes taught by certified teachers: 14
Student Enrollment in Geometry: 137 (male: 57, female: 80)
Number of Geometry classes taught by certified teachers: 14
- Hispanic2
- American Indian2
- Asian4
- White127
- Multirace2
- IDEA2
Student Enrollment in Geometry
- Hispanic: 2 (all male)
- American Indian / Alaska Native: 2 (all female)
- Asian: 4 (male: 2, female: 2)
- White: 127 (male: 53, female: 74)
- Two or More Races: 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Biology:
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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: 22
Number of Biology classes taught by certified teachers: 22
Student Enrollment in Biology: 427 (male: 220, female: 207)
Number of Biology classes taught by certified teachers: 22
- Hispanic13
- American Indian2
- Asian4
- Black13
- White385
- Multirace10
- LEP2
- IDEA64
Student Enrollment in Biology
- Hispanic: 13 (male: 11, female: 2)
- American Indian / Alaska Native: 2 (all female)
- Asian: 4 (male: 2, female: 2)
- Black: 13 (male: 8, female: 5)
- White: 385 (male: 194, female: 191)
- Two or More Races: 10 (male: 5, female: 5)
- Limited English Proficiency (LEP): 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 64 (male: 44, female: 20)
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