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Charter School for Applied Technologies

Charter | K-12 | 135 students

 

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Living in Buffalo

Situated in an urban neighborhood. The median home value is $45,000. The average monthly rent for a 2 bedroom apartment is $680.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
No new ratings
2012:
No new ratings
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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33 reviews of this school


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Posted May 9, 2014

Wonderful school, longer days and year, daily physical activities, uniforms required, after school program, computers in each class room, not only follows academics but the human portion too, every day students are reminded of going to school and introduces them to different carers and/or jobs
—Submitted by a parent


Posted July 28, 2011

This is a very good school, organized, excellent teachers, their programs are very challenging, i love the environment were my kids school is right now and also they have good leadership.
—Submitted by a parent


Posted June 27, 2011

I love this school my daughter has been attending this school since she was in 4th grade and she now attends the high school for applied tech. My only problem with the school is that because it is so culturally diverse the school should be celebrating this by teaching the children about different cultures and there contributions to our country.
—Submitted by a parent


Posted May 10, 2011

I feel that CSAT is a great school. The uniforms, the longer school year and school day is a plus. I also appreciate that this school has a diverse student population which I don't see at a lot of schools in the Buffalo area. My children are in grade 1 and 5 and are excelling academically. I have access to the principaI, teachers and other staff at any time by email or telephone; and I receive a quick response. I am very satisfied with the choice I made to move my children from a public school to a charter school.
—Submitted by a parent


Posted September 17, 2010

This is the largest and one of the most respected charter school in NYS. It consistenly outscores Buffalo Public Schools in state assessments and has had 100 percent graduation rate for the past two years. CSAT has defied expectations by taking inner-city students and proving they can be successful with the right guidance and education. No school is perfect, but should be defined by the standards they create for themselves and how they reach beyond those standards to create a safe, encouraging environment. Look at the overall picture of an educational institution, not the small insignificant aspects, and you will see that CSAT is a wonderful, positive asset to the community.
—Submitted by a teacher


Posted May 4, 2010

I think this school is very good. Although many things need to change.For an example, the gym floor, it should be hard wood like the high school.I know that there is budget cuts but still.And also I don't like the school clothes getting all sweaty, I think that the other kids, and me should be able to change.(well at least the older kids.)
—Submitted by a student


Posted April 27, 2010

I know that this school is exceptional and my son loves the school and everything it offers. I am truly delighted with all staff and teacher s proactive attitude for learning I think it should be graded a five star school.
—Submitted by a parent


Posted August 28, 2009

this school has been so wonderful to all four of my children since they opened their doors.I made the mistake of taking my eldest out of this school and sending him to St. Joes last year. Though the school was a great academic school it can not touch csat constant smile and love for their students. You feel very welcome at all times.The school is there to educate them in a bright warm environment! They make great citizens for our community and help get them ready for the life ahead of them.
—Submitted by a parent


Posted May 24, 2009

I am proud parent of two children at CSAT, one in the 7th grade and the other in her sophmore year. Both love what it has to them offer them and how great their teachers are when in need of extra help with school work. Theirfore both continue to maintain and progressively succeed in their most difficult courses. I am a proud parent and will recomend the school to anyone, so far 4 of my nephew's and neice's are currently attending the school and another starting in the fall. I beleive my husband and I made a great choice 7 years ago. Thanks
—Submitted by a parent


Posted April 10, 2009

I have two children that attend CSAT - one in elementary school and one in the high school. I am so pleased with my children progress and the teacher's participation is great!
—Submitted by a parent


Posted March 28, 2009

I find the last comment to be not true. if you are so unhappy with the school remove your child. No one is making your child stay. I find CSAT is a fantastic school, yes they care about dress code, rules & regulations, most of the kids needs some structure in their lives. I am so please with this school, it is the best decision we made for our child!
—Submitted by a parent


Posted March 27, 2009

my son goes to this school and every day he comes home and tells me that teachers tell him to get out of the school if he doesnt care. it seems like all they care about is dreecode. i dont like this school at all
—Submitted by a parent


Posted January 11, 2009

This school has been great with my children, providing structure.
—Submitted by a parent


Posted July 3, 2008

I am a student at CHSAT and i love every second that I attended there! I really enjoy all the teachers support that was offered to me at CHSAT. At first I didnt like the the new program of {Eligibility,and Eneligibily} list but...it helped me to raise my grade and also attain a greater prospect of the term 'responsibility'. Unfotunately my parents are moving to a differnt state and I will not be attending this school next year. But I will truly miss CHSAT for it's fun experiences and association! Thanks to all those who helped me get through the first two years of my high school experience.
—Submitted by a student


Posted June 6, 2008

I have been a student at this charter school sense my 6th grade year. I am now a senior, part of the schools first graduating class. I truly enjoyed being a student at CHSAT and don't really have any complaints about the school. I love the atmosphere the school provides as well as the enthusiasm of the teachers. Attending CSAT has truly helped me grow as a student and as person. It has given me many opportunities I don't believe I would have had other wise. To see what I mean and all the school stands for/ has to offer, vist it's website at csat-k12.org
—Submitted by a student


Posted May 21, 2008

I really like like this school,and the teachers.One of the best teachers is Mrs.Clifford.I personally love it!
—Submitted by a student


Posted February 28, 2008

My daughter has attendend for 3 years. Since kindergarden, she loves the school and shows improvement everyday. The teachers actually care and inform parents on everything! that is going on with your child. I am constantly recommending this school to everyone.
—Submitted by a parent


Posted January 16, 2008

My three fantastic kids have been in this charter school since it opened, back in the year 2001. They are all in high school now, and are all turning out to be interested students and interesting young adults. I love the dress code, and they don't seem to mind it. They get up early- at 6am to get the 7am bus to get there, and I never hear them complain. I know I made the right choice.
—Submitted by a parent


Posted January 3, 2008

I have seen my son go from miserable 6th grader not wanting to go to school to a maturing 7th grader that enjoys getting up every morning to attend classes at CMSAT. He attended a private school since Kindergarten and has paid attention because he is not lagging behind at all at CMSAT. In fact he was tutoring another student in Math at the beginning of his new year here. His report card grades are great but most of all the comments are spectacular. He is well behaved and yet contributes to his teachers classes. These teachers are doing a wonderful job and deserve great comments also! Thank you for giving my child a chance to enjoy his Middle School years and beyond!
—Submitted by a parent


Posted December 4, 2007

My son started Kindergarten this year and we are very happy with the high level of discipline. The color system works great. He is reading and has made many friends. The afterschool program by the Boys & Girls Club is wonderful, also! Thanks, CSAT!
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.
English Language Arts

The state average for English Language Arts was 31% in 2013.

135 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
36%

2011

 
 
47%
Math

The state average for Math was 34% in 2013.

135 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
50%

2011

 
 
49%
Scale: % proficient or advanced

About the tests


Beginning in the 2012-2013 school year, the New York State Department of Instruction implemented new assessments designed to be aligned with the Common Core State Standards. The new standards for proficiency in these subjects are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change. See this letter from New York's Commissioner of Education for more information on these changes.

In 2012-2013 New York used the New York State Assessments to test students in grades 3 through 8 in English language arts and math, and in grades 4 and 8 in Science. The tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of New York. The goal is for 90% of students to meet or exceed grade-level standards on the tests.

Source: New York State Education Department

English Language Arts

The state average for English Language Arts was 30% in 2013.

132 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
56%

2011

 
 
43%
Math

The state average for Math was 36% in 2013.

133 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
85%

2011

 
 
68%
Science

The state average for Science was 90% in 2013.

133 students were tested at this school in 2013.

2013

 
 
98%

2011

 
 
89%
Scale: % proficient or advanced

About the tests


Beginning in the 2012-2013 school year, the New York State Department of Instruction implemented new assessments designed to be aligned with the Common Core State Standards. The new standards for proficiency in these subjects are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change. See this letter from New York's Commissioner of Education for more information on these changes.

In 2012-2013 New York used the New York State Assessments to test students in grades 3 through 8 in English language arts and math, and in grades 4 and 8 in Science. The tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of New York. The goal is for 90% of students to meet or exceed grade-level standards on the tests.

Source: New York State Education Department

English Language Arts

The state average for English Language Arts was 31% in 2013.

135 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
48%

2011

 
 
60%
Math

The state average for Math was 30% in 2013.

134 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
66%

2011

 
 
66%
Scale: % proficient or advanced

About the tests


Beginning in the 2012-2013 school year, the New York State Department of Instruction implemented new assessments designed to be aligned with the Common Core State Standards. The new standards for proficiency in these subjects are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change. See this letter from New York's Commissioner of Education for more information on these changes.

In 2012-2013 New York used the New York State Assessments to test students in grades 3 through 8 in English language arts and math, and in grades 4 and 8 in Science. The tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of New York. The goal is for 90% of students to meet or exceed grade-level standards on the tests.

Source: New York State Education Department

English Language Arts

The state average for English Language Arts was 30% in 2013.

133 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
37%

2011

 
 
52%
Math

The state average for Math was 30% in 2013.

133 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
65%

2011

 
 
72%
Scale: % proficient or advanced

About the tests


Beginning in the 2012-2013 school year, the New York State Department of Instruction implemented new assessments designed to be aligned with the Common Core State Standards. The new standards for proficiency in these subjects are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change. See this letter from New York's Commissioner of Education for more information on these changes.

In 2012-2013 New York used the New York State Assessments to test students in grades 3 through 8 in English language arts and math, and in grades 4 and 8 in Science. The tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of New York. The goal is for 90% of students to meet or exceed grade-level standards on the tests.

Source: New York State Education Department

English Language Arts

The state average for English Language Arts was 31% in 2013.

130 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
45%

2011

 
 
39%
Math

The state average for Math was 27% in 2013.

128 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
54%

2011

 
 
58%
Scale: % proficient or advanced

About the tests


Beginning in the 2012-2013 school year, the New York State Department of Instruction implemented new assessments designed to be aligned with the Common Core State Standards. The new standards for proficiency in these subjects are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change. See this letter from New York's Commissioner of Education for more information on these changes.

In 2012-2013 New York used the New York State Assessments to test students in grades 3 through 8 in English language arts and math, and in grades 4 and 8 in Science. The tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of New York. The goal is for 90% of students to meet or exceed grade-level standards on the tests.

Source: New York State Education Department

English Language Arts

The state average for English Language Arts was 33% in 2013.

130 students were tested at this school in 2013.

2013

 
 
13%

2012

 
 
34%

2011

 
 
55%
Math

The state average for Math was 27% in 2013.

128 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
48%

2011

 
 
64%
Science

The state average for Science was 69% in 2013.

129 students were tested at this school in 2013.

2013

 
 
73%

2011

 
 
78%
Scale: % proficient or advanced

About the tests


Beginning in the 2012-2013 school year, the New York State Department of Instruction implemented new assessments designed to be aligned with the Common Core State Standards. The new standards for proficiency in these subjects are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change. See this letter from New York's Commissioner of Education for more information on these changes.

In 2012-2013 New York used the New York State Assessments to test students in grades 3 through 8 in English language arts and math, and in grades 4 and 8 in Science. The tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of New York. The goal is for 90% of students to meet or exceed grade-level standards on the tests.

Source: New York State Education Department

English Language Arts

All Students14%
Female17%
Male10%
African American21%
Asian/Pacific Islandern/a
Hispanic7%
Multiracialn/a
Native Americann/a
White16%
Economically disadvantaged11%
Not economically disadvantaged34%
Students with disabilities0%
General population16%
English language learnersn/a
Proficient in Englishn/a
Non-migrant14%

Math

All Students15%
Female13%
Male16%
African American18%
Asian/Pacific Islandern/a
Hispanic8%
Multiracialn/a
Native Americann/a
White23%
Economically disadvantaged12%
Not economically disadvantaged33%
Students with disabilities0%
General population17%
English language learnersn/a
Proficient in Englishn/a
Non-migrant15%
Scale: % proficient or advanced

About the tests


Beginning in the 2012-2013 school year, the New York State Department of Instruction implemented new assessments designed to be aligned with the Common Core State Standards. The new standards for proficiency in these subjects are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change. See this letter from New York's Commissioner of Education for more information on these changes.

In 2012-2013 New York used the New York State Assessments to test students in grades 3 through 8 in English language arts and math, and in grades 4 and 8 in Science. The tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of New York. The goal is for 90% of students to meet or exceed grade-level standards on the tests.

The different student groups are identified by the New York Department of Education. If there are fewer than 5 students in a particular group, the state doesn't report data for that group.

Source: New York State Education Department

English Language Arts

All Students17%
Female17%
Male16%
African American3%
Asian/Pacific Islandern/a
Hispanic19%
Multiracialn/a
Native Americann/a
White25%
Economically disadvantaged12%
Not economically disadvantaged39%
Students with disabilities11%
General population17%
English language learnersn/a
Proficient in English18%
Migrantn/a
Non-migrant17%

Math

All Students39%
Female35%
Male43%
African American16%
Asian/Pacific Islandern/a
Hispanic39%
Multiracialn/a
Native Americann/a
White52%
Economically disadvantaged33%
Not economically disadvantaged64%
Students with disabilities15%
General population44%
English language learnersn/a
Proficient in English41%
Migrantn/a
Non-migrant39%

Science

All Students98%
Female98%
Male97%
African American97%
Asian/Pacific Islandern/a
Hispanic98%
Multiracialn/a
Native Americann/a
White98%
Economically disadvantaged97%
Not economically disadvantaged101%
Students with disabilities89%
General population100%
English language learnersn/a
Proficient in English98%
Migrantn/a
Non-migrant98%
Scale: % proficient or advanced

About the tests


Beginning in the 2012-2013 school year, the New York State Department of Instruction implemented new assessments designed to be aligned with the Common Core State Standards. The new standards for proficiency in these subjects are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change. See this letter from New York's Commissioner of Education for more information on these changes.

In 2012-2013 New York used the New York State Assessments to test students in grades 3 through 8 in English language arts and math, and in grades 4 and 8 in Science. The tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of New York. The goal is for 90% of students to meet or exceed grade-level standards on the tests.

The different student groups are identified by the New York Department of Education. If there are fewer than 5 students in a particular group, the state doesn't report data for that group.

Source: New York State Education Department

English Language Arts

All Students17%
Female17%
Male16%
African American16%
Asian/Pacific Islandern/a
Hispanic14%
Multiracialn/a
Native Americann/a
White20%
Economically disadvantaged13%
Not economically disadvantaged40%
Students with disabilities7%
General population19%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant17%

Math

All Students24%
Female20%
Male30%
African American24%
Asian/Pacific Islandern/a
Hispanic12%
Multiracialn/a
Native Americann/a
White34%
Economically disadvantaged18%
Not economically disadvantaged60%
Students with disabilities21%
General population25%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant24%
Scale: % proficient or advanced

About the tests


Beginning in the 2012-2013 school year, the New York State Department of Instruction implemented new assessments designed to be aligned with the Common Core State Standards. The new standards for proficiency in these subjects are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change. See this letter from New York's Commissioner of Education for more information on these changes.

In 2012-2013 New York used the New York State Assessments to test students in grades 3 through 8 in English language arts and math, and in grades 4 and 8 in Science. The tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of New York. The goal is for 90% of students to meet or exceed grade-level standards on the tests.

The different student groups are identified by the New York Department of Education. If there are fewer than 5 students in a particular group, the state doesn't report data for that group.

Source: New York State Education Department

English Language Arts

All Students20%
Female29%
Male8%
African American12%
Asian/Pacific Islandern/a
Hispanic18%
Multiracial23%
Native Americann/a
White27%
Economically disadvantaged17%
Not economically disadvantaged44%
Students with disabilities0%
General population22%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant20%

Math

All Students22%
Female25%
Male18%
African American6%
Asian/Pacific Islandern/a
Hispanic15%
Multiracial38%
Native Americann/a
White33%
Economically disadvantaged21%
Not economically disadvantaged25%
Students with disabilities9%
General population23%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant22%
Scale: % proficient or advanced

About the tests


Beginning in the 2012-2013 school year, the New York State Department of Instruction implemented new assessments designed to be aligned with the Common Core State Standards. The new standards for proficiency in these subjects are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change. See this letter from New York's Commissioner of Education for more information on these changes.

In 2012-2013 New York used the New York State Assessments to test students in grades 3 through 8 in English language arts and math, and in grades 4 and 8 in Science. The tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of New York. The goal is for 90% of students to meet or exceed grade-level standards on the tests.

The different student groups are identified by the New York Department of Education. If there are fewer than 5 students in a particular group, the state doesn't report data for that group.

Source: New York State Education Department

English Language Arts

All Students10%
Female13%
Male8%
African American7%
Asian/Pacific Islandern/a
Hispanic6%
Multiracialn/a
Native Americann/a
White17%
Economically disadvantaged9%
Not economically disadvantaged14%
Students with disabilities0%
General population11%
English language learnersn/a
Proficient in English10%
Migrantn/a
Non-migrant10%

Math

All Students16%
Female19%
Male13%
African American7%
Asian/Pacific Islandern/a
Hispanic9%
Multiracialn/a
Native Americann/a
White24%
Economically disadvantaged15%
Not economically disadvantaged17%
Students with disabilities9%
General population16%
English language learnersn/a
Proficient in English16%
Migrantn/a
Non-migrant16%
Scale: % proficient or advanced

About the tests


Beginning in the 2012-2013 school year, the New York State Department of Instruction implemented new assessments designed to be aligned with the Common Core State Standards. The new standards for proficiency in these subjects are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change. See this letter from New York's Commissioner of Education for more information on these changes.

In 2012-2013 New York used the New York State Assessments to test students in grades 3 through 8 in English language arts and math, and in grades 4 and 8 in Science. The tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of New York. The goal is for 90% of students to meet or exceed grade-level standards on the tests.

The different student groups are identified by the New York Department of Education. If there are fewer than 5 students in a particular group, the state doesn't report data for that group.

Source: New York State Education Department

English Language Arts

All Students13%
Female14%
Male10%
African American4%
Asian/Pacific Islandern/a
Hispanic11%
Multiracialn/a
Native Americann/a
White19%
Economically disadvantaged12%
Not economically disadvantaged15%
Students with disabilities0%
General population14%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant13%

Math

All Students19%
Female19%
Male18%
African American11%
Asian/Pacific Islandern/a
Hispanic15%
Multiracialn/a
Native Americann/a
White28%
Economically disadvantaged19%
Not economically disadvantaged20%
Students with disabilities6%
General population21%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant19%

Science

All Students73%
Female72%
Male74%
African American62%
Asian/Pacific Islandern/a
Hispanic80%
Multiracialn/a
Native Americann/a
White81%
Economically disadvantaged74%
Not economically disadvantaged70%
Students with disabilities71%
General population73%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant73%
Scale: % proficient or advanced

About the tests


Beginning in the 2012-2013 school year, the New York State Department of Instruction implemented new assessments designed to be aligned with the Common Core State Standards. The new standards for proficiency in these subjects are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change. See this letter from New York's Commissioner of Education for more information on these changes.

In 2012-2013 New York used the New York State Assessments to test students in grades 3 through 8 in English language arts and math, and in grades 4 and 8 in Science. The tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of New York. The goal is for 90% of students to meet or exceed grade-level standards on the tests.

The different student groups are identified by the New York Department of Education. If there are fewer than 5 students in a particular group, the state doesn't report data for that group.

Source: New York State Education Department

Algebra II/Trigonometry

The state average for Algebra II/Trigonometry was 66% in 2013.

78 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
56%

2011

 
 
72%
Chemistry

The state average for Chemistry was 76% in 2013.

38 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
66%

2011

 
 
78%
Earth Science

The state average for Earth Science was 72% in 2013.

121 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
79%

2011

 
 
85%
English

The state average for English was 77% in 2013.

117 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
94%

2011

 
 
89%
French

The state average for French was 95% in 2011.

2011

 
 
n/a
Geometry

The state average for Geometry was 74% in 2013.

78 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
90%

2011

 
 
86%
Global History and Geography

The state average for Global History and Geography was 71% in 2013.

140 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
86%

2011

 
 
80%
Integrated Algebra

The state average for Integrated Algebra was 73% in 2013.

131 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
85%

2011

 
 
97%
Living Environment

The state average for Living Environment was 77% in 2013.

120 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
95%

2011

 
 
91%
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Spanish

The state average for Spanish was 94% in 2011.

61 students were tested at this school in 2011.

2011

 
 
87%
U.S. History and Government

The state average for U.S. History and Government was 80% in 2013.

111 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
90%

2011

 
 
87%
Scale: % passing

About the tests


In 2012-2013 New York used the New York State Regents Examinations to test high school students in English, math, global history and geography, US history and government, living environment, chemistry, Earth science and physics. Students must take at least five Regents Exams in order to graduate. Scores of 65 and above are passing; scores of 55 and above earn credit toward a local diploma (with the approval of the local board of education). The goal is for all students to pass the tests.

Source: New York State Education Department

Algebra II/Trigonometry

All Students54%
Female57%
Male51%
African Americann/a
Asian/Pacific Islandern/a
Hispanic55%
Multiracialn/a
Native Americann/a
White67%
Economically disadvantaged45%
Not economically disadvantaged83%
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in Englishn/a
Non-migrant54%

Chemistry

All Students66%
Female73%
Male56%
African American58%
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
White76%
Economically disadvantaged69%
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in Englishn/a
Non-migrant66%

Earth Science

All Students76%
Female73%
Male79%
African American69%
Asian/Pacific Islandern/a
Hispanic77%
Multiracialn/a
Native Americann/a
White87%
Economically disadvantaged74%
Not economically disadvantaged85%
Students with disabilitiesn/a
General population77%
English language learnersn/a
Proficient in English76%
Migrantn/a
Non-migrant76%

English

All Students81%
Female87%
Male72%
African American73%
Asian/Pacific Islandern/a
Hispanic92%
Multiracialn/a
Native Americann/a
White89%
Economically disadvantaged81%
Not economically disadvantaged78%
Students with disabilitiesn/a
General population84%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant81%

Geometry

All Students85%
Female81%
Male90%
African American90%
Asian/Pacific Islandern/a
Hispanic94%
Multiracialn/a
Native Americann/a
White82%
Economically disadvantaged85%
Not economically disadvantaged81%
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant85%

Global History and Geography

All Students77%
Female72%
Male85%
African American71%
Asian/Pacific Islandern/a
Hispanic85%
Multiracialn/a
Native Americann/a
White84%
Economically disadvantaged78%
Not economically disadvantaged75%
Students with disabilities58%
General population79%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant77%

Integrated Algebra

All Students87%
Female89%
Male85%
African American84%
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
White93%
Economically disadvantaged89%
Not economically disadvantaged75%
Students with disabilities87%
General population87%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant87%

Living Environment

All Students90%
Female83%
Male96%
African American81%
Asian/Pacific Islandern/a
Hispanic100%
Multiracialn/a
Native Americann/a
White89%
Economically disadvantaged91%
Not economically disadvantaged79%
Students with disabilities88%
General population89%
English language learnersn/a
Proficient in English89%
Migrantn/a
Non-migrant90%

Physics

All Studentsn/a
Femalen/a
Malen/a
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in Englishn/a
Non-migrantn/a

U.S. History and Government

All Students87%
Female89%
Male83%
African American84%
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
White94%
Economically disadvantaged85%
Not economically disadvantaged95%
Students with disabilities50%
General population91%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant87%
Scale: % passing

About the tests


In 2012-2013 New York used the New York State Regents Examinations to test high school students in English, math, global history and geography, US history and government, living environment, chemistry, Earth science and physics. Students must take at least five Regents Exams in order to graduate. Scores of 65 and above are passing; scores of 55 and above earn credit toward a local diploma (with the approval of the local board of education). The goal is for all students to pass the tests.

The different student groups are identified by the New York Department of Education. If there are fewer than 5 students in a particular group, the state doesn't report data for that group.

Source: New York State Education Department

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 1 37% 48%
Black 1 34% 19%
Hispanic 2 25% 23%
Two or more races 1 3% 1%
American Indian/Alaska Native 2 1% 1%
Asian or Asian/Pacific Islander 2 1% 9%
Source: NCES, 2011-2012
Source: 2 NYSED, 2011-2012

Student subgroups

  This school District averageState average
Female 152%N/A49%
Male 148%N/A51%
Limited English proficient 24%N/A8%
Students eligible for free or reduced-price lunch program 281%N/A43%
Source: 1 NCES, 2011-2012
Source: 2 NYSED, 2011-2012

College readiness and student pathways

Students typically attend these schools prior to attending this school Buffalo Public Schools (85%+)
Kenmore-Tonawanda (6%)
Read more about resources at this school
Source: Manually entered by a school official.

Teacher experience

  This school District averageState average
Fewer than 3 years experience 7%N/A5%
Source: NYSED, 2011-2012

Teacher education levels

  This school District averageState average
Master's degree and above 4%N/A39%
Source: NYSED, 2011-2012

Teacher credentials

  This school District averageState average
Teachers with no valid teaching certificate 0%N/A0%
Source: NYSED, 2011-2012

Teacher resources

Special staff resources available to students Art teacher(s)
Assistant principal(s)
Computer specialist(s)
Librarian/media specialist(s)
Music teacher(s)
Nurse(s)
PE instructor(s)
Poetry/Creative writing teacher(s)
School social worker/counselors(s)
Special education coordinator
Speech and language therapist(s)
Read more about programs at this school
Source: Provided by school officials and community members.

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Awards

Academic awards received in the past 3 years
  • "School in Good Standing" - Highest rating from NYS Education Dept. (2007)
  • One of 226 state "Gap-Closing School" - NYS Board of Regents (2007)

Special education / special needs

Specific academic themes or areas of focus
  • Special education
Staff resources available to students
  • Special education coordinator
  • Speech and language therapist(s)

Science, Technology, Engineering, & Math (STEM)

Staff resources available to students
  • Computer specialist(s)
School facilities
  • Computer lab
  • Garden/Greenhouse
  • Industrial shop

Arts & music

Staff resources available to students
  • Art teacher(s)
  • Music teacher(s)
  • Poetry/Creative writing teacher(s)
School facilities
  • Art room
  • Music room
Visual arts
  • Painting
  • Photography
Music
  • Band
  • Choir / Chorus
  • Jazz band
Performing and written arts
  • Drama
Media arts
  • Video / Film production

Language learning

Foreign languages taught
  • Spanish
Staff resources available to students
  • Speech and language therapist(s)

Health & athletics

Staff resources available to students
  • Nurse(s)
  • PE instructor(s)
School facilities
  • Access to sports fields
  • Garden/Greenhouse
  • Gym
  • Kitchen
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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and more! Get started »

School basics

School start time
  • 8:15 a.m.
School end time
  • 3:45 p.m.
Before school or after school care / program onsite
  • After school
School Leader's name
  • EXECUTIVE MR. EFRAIN MARTINEZ
Special schedule
  • Block scheduling
  • Extended/longer school day
Fax number
  • (716) 876-9758

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Independent Study
Specific academic themes or areas of focus

Don't understand these terms?
  • Special education
Foreign languages taught
  • Spanish

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(s)
  • Computer specialist(s)
  • Librarian/media specialist(s)
  • Music teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • Poetry/Creative writing teacher(s)
  • School social worker/counselors(s)
  • Special education coordinator
  • Speech and language therapist(s)
Extra learning resources offered
  • Title I Schoolwide program (SWP)
Transportation options
  • Buses/vans for students only
  • Passes/tokens for public transportation
School facilities
  • Access to sports fields
  • Art room
  • Cafeteria
  • Computer lab
  • Garden/Greenhouse
  • Gym
  • Industrial shop
  • Internet access
  • Kitchen
  • Library
  • Music room
  • Parent center
  • Playground
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Baseball
  • Basketball
  • Cross country
  • Golf
  • Lacrosse
  • Soccer
Girls sports
  • Basketball
  • Cheerleading
  • Cross country
  • Soccer
  • Softball
  • Volleyball

Arts & music

Visual arts
  • Painting
  • Photography
Music
  • Band
  • Choir / Chorus
  • Jazz band
Performing arts
  • Drama
Media arts
  • Video / Film production
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Upcoming Events

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School culture

Dress Code
  • Dress code
Parent involvement
  • Chaperone school trips
  • Join PTO/PTA
  • Organize fundraising events (school auction, bake sales, etc.)
  • We have an active home school association and parent advisory council.
More from this school
  • AT CSAT, "every day is career day." Career preparation activities are organized for all students, beginning in kindergarten. For younger students, community and business leaders give presentations about their career paths on a regular basis. For older students, programming includes career-based classes, job shadowing and internships.
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Apply now
Notice an inaccuracy? Let us know!

2303 Kenmore Ave
Buffalo, NY 14207
Website: Click here
Phone: (716) 876-7505

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