Serving 280 students in grades Prekindergarten-4, Center Street School ranks in the bottom 50% of all schools in New York for overall test scores (math proficiency is bottom 50%, and reading proficiency is bottom 50%).
The percentage of students achieving proficiency in math is 35-39% (which is lower than the New York state average of 46%). The percentage of students achieving proficiency in reading/language arts is 30-34% (which is lower than the New York state average of 49%).
The student:teacher ratio of 11:1 is equal to the New York state level of 11:1.
Minority enrollment is 16% of the student body (majority Hispanic), which is lower than the New York state average of 60% (majority Hispanic).
Center Street School ranks within the bottom 50% of all 4,377 schools in New York (based off of combined math and reading proficiency testing data).
The diversity score of Center Street School is 0.29, which is less than the diversity score at state average of 0.72. The school's diversity has stayed relatively flat over five school years.
What percent of students have achieved state testing proficiency in math and reading?
35-39% of students have achieved math proficiency (compared to the 46% NY state average), while 30-34% of students have achieved reading proficiency (compared to the 49% NY state average).
How many students attend Center Street School?
280 students attend Center Street School.
What is the racial composition of the student body?
84% of Center Street School students are White, 7% of students are Two or more races, 5% of students are Hispanic, 2% of students are Asian, and 2% of students are Black.
What is the student:teacher ratio of Center Street School?
Center Street School has a student ration of 11:1, which is equal to the New York state average of 11:1.
What grades does Center Street School offer ?
Center Street School offers enrollment in grades Prekindergarten-4 (offers virtual instruction).
What school district is Center Street School part of?
This piece explores the controversial practice of offering monetary rewards to students for good grades. It examines studies conducted in various cities, discussing the effectiveness of such programs and the ethical concerns they raise. The article presents arguments from both supporters and critics of this approach to student motivation.
This article examines the ongoing debate about drug testing for teachers in public schools. It discusses the rationale behind such policies, privacy concerns, cost implications, and the relatively low prevalence of drug use among educators. The piece also explores future considerations for drug testing policies in educational settings.
This article explores the fundamental principles of rubrics in education, focusing on their role as assessment tools. It breaks down the key components of rubrics, including criteria, performance levels, and descriptors. The piece also delves into the two main types of rubrics - holistic and analytic - providing authoritative definitions and explaining their unique applications in educational settings.
