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Germantown Central School

Public | K-12 | 45 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
No new ratings
2011:
Based on 2 ratings

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26 reviews of this school


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Posted June 29, 2013

I am currently a high school student at Germantown and have attended this school since kindergarten. Throughout my years I have had great experiences. The teachers and staff are encouraging and helpful and there are many opportunities for students to get involved in extra-curricular activities. As a student who enjoys a challenge I have taken AP and college level courses at Germantown that I feel have given me a good basis for continuing my education after high school. One of the great things about being in a small school like Germantown is that you have the opportunity to get to know everyone who goes to school there. I am glad my parents chose to live in this school district it has been great!


Posted June 28, 2013

I wish I lived in the Germantown Central School district because I absolutely love the teacher's, staff, support staff, and the special education department. Some of the administrators could be "weeded" out, but other than that the school is wonderful. The teacher's really look out for the student's well being, academically and emotionally. Even with the state making it harder to teach the basics the teachers have adapted very well to not focusing too much on prepping for standardized tests and teaching children the curriculum. Other schools in the area should take note.
—Submitted by a teacher


Posted October 25, 2011

As a graduate from GCS, I know firsthand what the experience is like for students there. Unfortunately the teachers who go the extra mile for their students, who care about preparing them for the real world and not just about test scores, are often pushed aside and many leave the school entirely. The administration lacks compassion and is often deaf to the real needs to the school. As of my graduation, there was virtually no preparation for college courses. I was fortunate enough to be accepted into Questar III's New Visions program (which I highly recommend) where I took courses at a college -- QIII prepared me to handle college, not Germantown. Had I gone into a college without my QIII experience I would have been overwhelmed by the difference. Throughout my years at GCS only once were we shown how to complete a W2 form and how to file taxes. As simple of a thing as that is, you would be amazed how many young adults do not have the knowledge. Again, there is little to no emphasis on skills that will assist you in the real world. While I understand the importance of high scores on standardized tests, the SAT will not show you how to balance a budget or how financial aid works.
—Submitted by a teacher


Posted February 17, 2011

Wonderful school, with wonderful teachers. Has a small town feel, with advanced classes available. The school welcomes parent involvement.
—Submitted by a parent


Posted July 22, 2010

GCS has come a long way since I was a student. There are now AP and college courses offered as well as extra-curricular activities if a student chooses to participate. The teachers and administration, as well as support staff, sincerely care about the students. Although I believe that more parent participation is needed. No school is perfect; however, after speaking with parents from other districts, I am very happy that my children are graduates of Germantown School. One of my children graduated summa cum laude from a private college with many honors. I know GCS helped prepare him for college.
—Submitted by a parent


Posted February 11, 2010

I wouldn't want my 4 childrent to go to any other school! Germantown has been an amazing place for them. I have a teenager that is an honors student and involved in all areas of school with great friends and great teachers. I have 3 children in the elementary all with remarkable and caring teachers. Everyone knows everyone's names and I love that all 4 of my kids go to the same school together. I feel Germantown is our little secret. If your kids fall through the cracks at Germantown, it's your fault. It's hard to do and for the people that are saying the teachers are awful.....I don't know who you are. We have had a wonderful experience. When I look at my children's class pictures each year, I know each of those kids and the parents. 4 stars only because there can always be improvement!
—Submitted by a parent


Posted September 16, 2009

my granddaughter goes there and loves her school.i have no trouble getting her up and ready for school.she is in the eighth grade.they have done so much for her as she is in special ed.she looks forward to school.they are there for the kids and kids can tell,it does make a great deal of difference.love that school.thank you all.


Posted September 2, 2009

I have 2 children currently enrolld and have had 3 children graduate from GCS. The problem with this school is the lack of good teachers and good administration. Administration lacks compassion for families and their students.
—Submitted by a parent


Posted June 19, 2009

Great school for special needs kids. Everyone else gets left behind.
—Submitted by a student


Posted May 27, 2009

Have had 3 kids through this school. It lacks serious teachers. They worry about the small things and not education, the teachers who are to help the kids don't do a good job, just let them slip through and they pass kids that shouldn't be passed just so they don't have to deal with them another year. Had to send my child to expensive school after school to teach to read and write. Still being tutored as the teachers stink at this school.
—Submitted by a parent


Posted May 8, 2009

I've had four children attend Germantown Central School. Two have graduated and gone on to Bard College. One is a junior and has been accepted into the New Visions Medical Program at Questar III. My youngest is an eighth grader who similarly thrives. I find the administration to be enlightened, dedicated and hard-working, as is the great majority of faculty. Germantown is experiencing a sea change in its local culture and politics, and this is reflected in the substantial and provable improvement in academic achievement. The relative modesty of the tax base precludes all the bells and whistles of wealthier districts, but the intimacy, focused care and professional dedication more than compensate for that. My rating is four stars. I withhold the fifth because there is always room for improvement.
—Submitted by a parent


Posted March 17, 2009

As a parent of a developementally disabled special needs child, I am VERY impressed with Germantown school, the teachers, peers, and administration. My child is treated the same as all other children which is very unusual when having a special needs child, Her peers are very supportive both in and out of school. She has gone from a kindegarten reading level to a 3rd grade reading level in 2 years, also her math has increased from K to 3rd grade level. Socially, she has matured and come out of her shell, wanting to do the things other kids do. I cannot say enough good things about this school. The fact that all faculty, administration, know all the students and parents on a first name basis is wonderful.
—Submitted by a parent


Posted December 16, 2008

i am i student at germantown. there arent alot of bad kids and some kid graduate to really good schools.on top of that germantown students are all really close and the size is great.
—Submitted by a student


Posted December 16, 2008

As a mother of two, I thank my lucky stars each day to have the opportunity to send my children to GCS! The teachers, especially in the elementary are phenomenal and are extremely caring, often going way beyond the call of duty to help a child in need! There will be no 'getting lost in the shuffle' here! And, as for being safe...although we look at teenagers as being a bad influence some of the time, I find that the older students are very helpful and protective of the little ones! Great kids, great teachers and great leaders (especially the Elementary Principal)! Germantown is a very improved school district, on the cutting edge in education. GCS doesn't have a lot of frills, but hardworking students with involved parents are guaranteed to succeed here! From, a mother and a former student...Go Clippers!
—Submitted by a parent


Posted October 13, 2008

I don't know why some people give this school such a bad rap. Overall, it's a great school! Sure, it has some flaws, but what school doesn't? It is a small, homey school. Yes, everyone knows everybody. But that is mostly a positive aspect. When attending GCS, I did not get lost in the crowd like a large school. Most of the staff/teachers are helpful. I am proud to be a former student of GCS. It taught me a lot & I enjoyed being in a small school. Give GCS a chance!


Posted September 3, 2008

I have 2 children in Germantown and I was also a student many years ago. I have had no problems with teachers, principal, or any others whom I have needed to contact. If I left a voicemail the phone call was returned within the next day if not within hours. I would recommend this school to any and all students. I also know first hand that 5 of the kids that just graduated in 2008 have gone to very successful schools and took AP courses that they were interested in. I don't know what has happened in each of the other peoples time with dealing with Germantown, but I still stand by my statement that Germantown Central is a very good school.
—Submitted by a parent


Posted August 7, 2008

Germantown is in a sad state of affairs. We have little to no extra curriculars, very few AP courses, and have recently lost almost 1/3 of our high school faculity. As I student I feel as if I've been cheated out on many opertunaties. As stated before, if you don't come from a local family you are treated as a second class citizen. Many of the children from old families of the area are aloud to get away with a multitude of things while other students are harassed by the administration for too few absences or writing letters to the local newspaper concerning Germantown policies. Food is subpar, guidence office is stuck in the past, money is spent on frivilous things, bathrooms are disgusting, teachers in Elem. are NEVER in classroom, students are pushed through and unless you can play baseball, you are 'worthless.'
—Submitted by a student


Posted November 7, 2007

Germantown is a great place to be. Im a former sudent of Germantown and now i am a student at the Military College of the State of Vermont.The education I recieved from Germantown set me up for my college experience. GCS is a place of character. And like most other things in life its what you make of it.
—Submitted by a former student


Posted July 5, 2007

I feel that too much goes on inside the school that parents don't hear about. If my child is disciplined or has done something worthy of punishment I feel I should be approached/called by the teacher or by the principal. If my child does not bring in homework, does not do a report, or fails a test I want to know about it. I also want to know if my child is disrespectful. A note home is not good enough. What happened to calls home? I work a 40+ hour job, which is going to get the mail first me or my kid. If the school does not keep the parents aware the kids won t change. This is all due to an extreme lack of communication.
—Submitted by a parent


Posted May 29, 2007

We moved out of the area precisely because Germantown Central School was not going to prepare my children correctly for higher education. My two daughters have since graduated high school in another state and have transitioned to a private University without any problems at all. This school needs to be consolidated!
—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 32% in 2014.

2014

 
 
n/a

2013

 
 
n/a

2012

 
 
64%
Math

The state average for Math was 42% in 2014.

2014

 
 
n/a

2013

 
 
n/a

2012

 
 
73%
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 2013-2014 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. At present 2013-14 results are available only for English language arts and math. 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 2014.

2014

 
 
n/a

2013

 
 
n/a

2012

 
 
62%
Math

The state average for Math was 43% in 2014.

2014

 
 
n/a

2013

 
 
n/a

2012

 
 
75%
Science

The state average for Science was 90% in 2013.

2013

 
 
n/a
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 2013-2014 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. At present 2013-14 results are available only for English language arts and math. 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 2014.

2014

 
 
n/a

2013

 
 
n/a

2012

 
 
60%
Math

The state average for Math was 40% in 2014.

2014

 
 
n/a

2013

 
 
n/a

2012

 
 
64%
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 2013-2014 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. At present 2013-14 results are available only for English language arts and math. 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 29% in 2014.

2014

 
 
n/a

2013

 
 
n/a

2012

 
 
84%
Math

The state average for Math was 38% in 2014.

2014

 
 
n/a

2013

 
 
n/a

2012

 
 
90%
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 2013-2014 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. At present 2013-14 results are available only for English language arts and math. 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 29% in 2014.

2014

 
 
n/a

2013

 
 
n/a

2012

 
 
54%
Math

The state average for Math was 33% in 2014.

2014

 
 
n/a

2013

 
 
n/a

2012

 
 
59%
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 2013-2014 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. At present 2013-14 results are available only for English language arts and math. 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 36% in 2014.

2014

 
 
n/a

2013

 
 
n/a

2012

 
 
56%
Math

The state average for Math was 22% in 2014.

2014

 
 
n/a

2013

 
 
n/a

2012

 
 
59%
Science

The state average for Science was 69% in 2013.

2013

 
 
n/a
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 2013-2014 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. At present 2013-14 results are available only for English language arts and math. 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

Algebra II/Trigonometry

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

2013

 
 
n/a

2012

 
 
74%

2011

 
 
66%
Chemistry

The state average for Chemistry was 76% in 2013.

2013

 
 
n/a

2012

 
 
97%

2011

 
 
89%
Earth Science

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

2013

 
 
n/a

2012

 
 
67%

2011

 
 
65%
English

The state average for English was 77% in 2013.

2013

 
 
n/a

2012

 
 
91%

2011

 
 
90%
French

The state average for French was 95% in 2011.

2011

 
 
n/a
Geometry

The state average for Geometry was 74% in 2013.

2013

 
 
n/a

2012

 
 
87%

2011

 
 
86%
Global History and Geography

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

2013

 
 
n/a

2012

 
 
73%

2011

 
 
92%
Integrated Algebra

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

2013

 
 
n/a

2012

 
 
91%

2011

 
 
72%
Italian

The state average for Italian was 98% in 2011.

2011

 
 
n/a
Living Environment

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

2013

 
 
n/a

2012

 
 
88%

2011

 
 
85%
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
81%

2011

 
 
74%
Spanish

The state average for Spanish was 94% in 2011.

31 students were tested at this school in 2011.

2011

 
 
96%
U.S. History and Government

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

2013

 
 
n/a

2012

 
 
98%

2011

 
 
88%
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 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
Not migrantn/a

Chemistry

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
Not migrantn/a

Earth Science

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
Migrantn/a
Not migrantn/a

English

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
Migrantn/a
Not migrantn/a

Geometry

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
Migrantn/a
Not migrantn/a

Global History and Geography

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
Migrantn/a
Not migrantn/a

Integrated Algebra

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
Migrantn/a
Not migrantn/a

Living Environment

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
Migrantn/a
Not migrantn/a

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
Not migrantn/a

U.S. History and Government

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
Migrantn/a
Not migrantn/a
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

Student ethnicity

Ethnicity This school State average
White 2 90% 48%
Hispanic 1 6% 23%
Two or more races 1 2% 1%
Asian or Asian/Pacific Islander 2 1% 9%
American Indian/Alaska Native 1 0% 1%
Black 1 0% 19%
Source: NCES, 2011-2012
Source: 2 NYSED, 2011-2012

Student subgroups

  This school District averageState average
Limited English proficient 2%N/A8%
Students eligible for free or reduced-price lunch program 231%N/A43%
Source: 1 NCES, 2011-2012
Source: 2 NYSED, 2011-2012

Teacher experience

  This school District averageState average
Fewer than 3 years experience 2%N/A5%
Source: NYSED, 2011-2012

Teacher education levels

  This school District averageState average
Master's degree and above 22%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

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School basics

School Leader's name
  • Karol Harlow

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
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123 Main St
Germantown, NY 12526
Phone: (518) 537-6281

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