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GreatSchools Rating

Highland High School

Public | 9-12 | 611 students

 

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Last modified
Community Rating

2 stars

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

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12 reviews of this school


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Posted January 27, 2013

this school has gone to the dogs in the last 3 years the administration and faculty are to self centered
—Submitted by a parent


Posted September 8, 2011

Highland isn't as bad as people think it is. There are some outstanding teachers in the science department and math department. The french teacher is great. The chemistry teacher is also amazing. There aren't as many AP courses or electives as I had hoped though. The guidance counselors for the upperclassmen aren't as helpful either. However, it is not a bad school whatsoever. You can easily communicate with the teachers and ask them for help. The student body is also very excepting and friendly. The problem with the school is that it doesn't have enough money in order for the students to have many options and opportunities. If the district did have this money, then things like block schedules, more A.P. classes, more teachers, etc. The after school problem is great too. There are a fair number of clubs that are great to join and participate in. The community is also friendly. The new york state test scores for this school are also good. They beat a lot of the neighboring schools. I was able to get top scores on my regents exams which clearly indicates that the teachers are doing their job well. Sure, the school could improve but I firmly believe that it is a good school.
—Submitted by a student


Posted February 13, 2008

While I do agree there are some teachers in Highland that are weak, there are people in every job that are weak. The fact of the matter is it is the administration's job to evaluate all teachers before they are granted tenure. It seems to me that the 'blame' for such teachers should fall on the administrators that evaluated them. However, this district has no direction, messed up priorities (athletics before academics). These are all indicative of poor leadership on the board and in the various offices of the district. Congratulations Supintendent and BOE president, you've successfully ruined the district.
—Submitted by a parent


Posted February 3, 2008

There exists several teachers that all types of students do not want to have because the students do want to learn.... and it has been that way for years ... and the poor teachers are still there. They need to have re-training, a mentor, team teaching or just plain fire those teachers. Everyone knows who they are ... the tests scores, and the students are not learning and complaining are proof. Guidance Office knows it, so many try to switch out of the classes and the principal should know it based on classroom reviews and visits. It is crazy that those teachers are permitted to stay. I don't want to pay their salary with my taxes.
—Submitted by a parent


Posted December 31, 2007

I concur with all the parent reviews of this school. Rather than complain, I decided to become involved by spending many hours and days on committees to improve block scheduling, increase elective and ap classes, and investigate why our budget had been defeated. My experience was one of total frustration with our current administration (BOE and Supt), who have no respect for the thoughts and insight of the dedicated teachers, parents, and students of this district. Unfortunately, private school was not an option for us.
—Submitted by a parent


Posted September 29, 2007

Ordinarily I don't go out of my way to criticize things in my community, especially where my sons go to school. However, after doing some research on schools around the state I have realize that this school in particular are going backwards. First of all they eliminated a 'block schedule' where students would have extended classes of about an hour and 15-20 minutes. They have returned to 40 minute periods. Many schools statewide have increased not decreased time students have in the classroom. Most notably Chappaqua, which is routinely one of the top schools in the country. Secondly, they offer zero electives for my son to take. He's a senior now and his schedule is riddled with study halls because all that is offered are required courses and a few AP/college level courses. A cutting edge district for 1950 not 2007.
—Submitted by a parent


Posted August 7, 2007

This school is average at best. The BOE leadership and Supt. are setting the district back 20 years.
—Submitted by a parent


Posted July 26, 2007

Truth: The number of college level and AP courses are constantly under enrollment review. If it falls below a predetermined number the course will disappear. Truth: There are a finite number of electives for students. Therefore many students, including freshmen, have multiple study halls. Truth: The overwhelming majority of students enjoyed the block schedule. The school didn't care what the students wanted and instead changed to the period based schedule. Truth: On-line courses are no substitute for real classroom experience. Instead they are a way around having to pay a qualified professional. Truth: I have had 2 students pass through this school. My first in 1996-2000. He had a much better experience than my current student who is about to be a Junior. Truth: Highland is going backwards...Move to New Paltz.
—Submitted by a parent


Posted July 18, 2007

Highland High School is run professionally, with outstanding teachers, administrators and staff. The school offers students many college, AP, and honors level courses, and has an outstanding music and athletic program. They recently renovated the outdoor track also. Students are motivated by their teachers to preform well and are held to high standards. The district is small so the students, so the school added optional on-line course through Marist College to increase the number of courses available for selection in addition to the ones they already have.
—Submitted by an administrator


Posted July 1, 2007

What was once a proud district located at the top of many local school rankings seems to be mired in an atmosphere of decline and apathy. Recent decisions made in the name of fiscal responsibility have seen the elimination of block scheduling at the high school level as well as college/AP courses because enrollment in those courses was not 'fiscally prudent'. At this point there may be no greater example of a district that is micromanaged by its BOE.
—Submitted by a parent


Posted March 28, 2007

My child is in a special education program that is excellent, they keep up with state requirement and will graduate with a regents education. Staff is well qualified and involved in the moment
—Submitted by a parent


Posted November 3, 2006

There are some excellent dedicated teachers in the school, but the energy level of the student body is lethargic and the school does little to motivate or inspire. If you can pick another local school district, you should.
—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.
Algebra II/Trigonometry

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

80 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
75%

2011

 
 
80%
Chemistry

The state average for Chemistry was 76% in 2013.

97 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
85%

2011

 
 
85%
Earth Science

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

76 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
66%

2011

 
 
54%
English

The state average for English was 77% in 2013.

146 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
90%

2011

 
 
95%
French

The state average for French was 95% in 2011.

29 students were tested at this school in 2011.

2011

 
 
100%
Geometry

The state average for Geometry was 74% in 2013.

135 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
82%

2011

 
 
93%
Global History and Geography

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

208 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
66%

2011

 
 
83%
Integrated Algebra

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

176 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
80%

2011

 
 
86%
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.

171 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
81%

2011

 
 
84%
Physics

The state average for Physics was 81% in 2013.

66 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
74%

2011

 
 
95%
Spanish

The state average for Spanish was 94% in 2011.

75 students were tested at this school in 2011.

2011

 
 
97%
U.S. History and Government

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

149 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
88%

2011

 
 
91%
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 Students76%
Female86%
Male64%
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
White75%
Economically disadvantaged73%
Not economically disadvantaged77%
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in English76%
Non-migrant76%

Chemistry

All Students73%
Female77%
Male69%
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
White75%
Economically disadvantaged77%
Not economically disadvantaged72%
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in English73%
Non-migrant73%

Earth Science

All Students52%
Female52%
Male53%
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
White56%
Economically disadvantaged38%
Not economically disadvantaged60%
Students with disabilitiesn/a
General population53%
English language learnersn/a
Proficient in English52%
Migrantn/a
Non-migrant52%

English

All Students81%
Female84%
Male80%
African American77%
Asian/Pacific Islandern/a
Hispanic80%
Multiracialn/a
Native Americann/a
White82%
Economically disadvantaged77%
Not economically disadvantaged85%
Students with disabilities39%
General population89%
English language learnersn/a
Proficient in English81%
Migrantn/a
Non-migrantn/a

Geometry

All Students74%
Female76%
Male72%
African American54%
Asian/Pacific Islandern/a
Hispanic60%
Multiracialn/a
Native Americann/a
White79%
Economically disadvantaged72%
Not economically disadvantaged75%
Students with disabilitiesn/a
General population77%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant74%

Global History and Geography

All Students76%
Female73%
Male79%
African American78%
Asian/Pacific Islandern/a
Hispanic72%
Multiracialn/a
Native Americann/a
White74%
Economically disadvantaged64%
Not economically disadvantaged82%
Students with disabilities38%
General population83%
English language learnersn/a
Proficient in English76%
Migrantn/a
Non-migrant76%

Integrated Algebra

All Students75%
Female77%
Male72%
African American47%
Asian/Pacific Islandern/a
Hispanic79%
Multiracialn/a
Native Americann/a
White77%
Economically disadvantaged68%
Not economically disadvantaged78%
Students with disabilities45%
General population80%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a

Living Environment

All Students84%
Female83%
Male87%
African American67%
Asian/Pacific Islandern/a
Hispanic89%
Multiracialn/a
Native Americann/a
White86%
Economically disadvantaged82%
Not economically disadvantaged87%
Students with disabilities64%
General population88%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a

Physics

All Students84%
Female84%
Male86%
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
White85%
Economically disadvantaged75%
Not economically disadvantaged87%
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in English84%
Non-migrant84%

U.S. History and Government

All Students87%
Female86%
Male89%
African American75%
Asian/Pacific Islandern/a
Hispanic85%
Multiracialn/a
Native Americann/a
White90%
Economically disadvantaged80%
Not economically disadvantaged92%
Students with disabilities63%
General population91%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-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

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 2 76% 48%
Hispanic 1 10% 23%
Black 1 9% 19%
Asian or Asian/Pacific Islander 2 4% 9%
Two or more races 1 1% 1%
American Indian/Alaska Native 1 0% 1%
Source: NCES, 2011-2012
Source: 2 NYSED, 2011-2012

Student subgroups

  This school District averageState average
Limited English proficient 21%N/A8%
Students eligible for free or reduced-price lunch program 244%N/A43%
Source: 1 NCES, 2011-2012
Source: 2 NYSED, 2011-2012

Teacher experience

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

Teacher education levels

  This school District averageState average
Master's degree and above 18%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
  • MR. PETER HARRIS

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
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320 Pancake Hollow Rd
Highland, NY 12528
Phone: (845) 691-1020

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