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GreatSchools Rating

Hillside School

Public | K-5 | 331 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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5 reviews of this school


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Posted January 22, 2013

We were briefly a Hillside family for a year after moving from out of state, and before relocating to another elementary school within Niskayuna, so feel we have a fair if brief basis for comparison. The Hillside community is nicely defined by the neighborhood setting; a number of kids walk to school and the playground serves as the informal meeting space for kids and parents alike. As such we found there was more interaction among families than at "bus" schools, uniquely so in the district. A strength of the district is it allows each school to retain an identity within an overall structured curriculum. The special ed services were in a bit of a turnover as we went through, so I can't comment on how they are now, but the core teachers were outstanding professionals and the principal is dedicated and "embedded" in the school, not a stick-to-the-office type at all. The school is a bit on the small side - smaller classrooms - but does have a large enough gym for monthly all-school collections ("Hello Hillside") which are really wonderful, parents invited. It's a highly-functioning public school in one of the best districts in the state. I could pick nits, but they'd be just that.
—Submitted by a parent


Posted November 2, 2012

I am really writing in reference to the post about the new teachers. The teachers with "years of experience" have retired and when you rehire you want younger teachers so that they will be with the school for years to come. My oldest had all of the teachers that have recently retired and my second child has the new teachers, my children and I have love them all! They have a lot of energy and great new ideas and my son's all time favorite teacher was a teacher that had only 1 year of experience at Hillside prior to his class. Also the teachers still have tenure, it's the state that has placed all of the new stress on the teacher, not the principle. I have spoken with parents from other Niskayuna elementary schools where the principles have said they are not allowed in the school for parties, here at hillside everyone is welcome:) I am a homeroom mom and I am able to be 100% completely involved, if I wanted). I think Hillside is one of the best schools and I am very excited for my youngest to start next year!
—Submitted by a parent


Posted March 16, 2012

Our daughter is at hillside and loves it. The teachers are attentive to each child's needs and individual progress. I have been pleasantly surprised by the level and variety of material that they teach, and the challenges they provide for the children. The interface with parents is wonderful. School system's food service has also been impressive of late with their focus on nutrition and quality/variety of meals. School system's transportation could use some improvement.
—Submitted by a parent


Posted August 28, 2011

This school used to be the best in Niskayuna for elementary schools. Since our current principle was hired in 2004 the dynamics of Hillside's community has changed drastically. Most of the best teachers who had years of experience with love, compassion and understanding, from having their own grown families, are gone except for two or three. All new, young, inexperienced teachers that are in their 20's, who do not have school aged children of their own, are replacements. Now that they do not have tenure they are venerable to being fired or forced to resign over almost anything causing a stressful atmosphere for children, parents and other staff in the building. If you have children with disabilities please beware and do your homework if you choose this school. I am sad to write a review as this one for a school that was so wonderful for the first few years of my16 year old son, My younger son who has been professionally diagnosed with a reading and writing disorder has not been as fortunate. I will fight for him to get the services he needs. Once the principle and the new teachers have school aged children of their own, they may understand how to better understand children.
—Submitted by a parent


Posted February 7, 2011

Great school, students faculty, staff, administration. Family support and involvement is outstanding. Wonderful place for kids.


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.

49 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
77%

2011

 
 
83%
Math

The state average for Math was 34% in 2013.

49 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
83%

2011

 
 
88%
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.

56 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
84%

2011

 
 
86%
Math

The state average for Math was 36% in 2013.

56 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
88%

2011

 
 
87%
Science

The state average for Science was 90% in 2013.

55 students were tested at this school in 2013.

2013

 
 
98%

2011

 
 
98%
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.

61 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
89%

2011

 
 
75%
Math

The state average for Math was 30% in 2013.

61 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
90%

2011

 
 
91%
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 Students49%
Female69%
Male33%
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
White54%
Economically disadvantagedn/a
Not economically disadvantaged49%
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in English49%
Non-migrant49%

Math

All Students47%
Female55%
Male41%
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
White49%
Economically disadvantagedn/a
Not economically disadvantaged47%
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in English47%
Non-migrant47%
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 Students63%
Female65%
Male60%
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
White65%
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in English63%
Migrantn/a
Non-migrant63%

Math

All Students70%
Female64%
Male75%
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
White68%
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
English language learnersn/a
Proficient in English70%
Migrantn/a
Non-migrant70%

Science

All Students98%
Female96%
Male100%
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
White98%
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
General populationn/a
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 Students64%
Female63%
Male65%
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
White68%
Economically disadvantaged54%
Not economically disadvantaged66%
Students with disabilitiesn/a
General population70%
English language learnersn/a
Proficient in English64%
Migrantn/a
Non-migrant64%

Math

All Students56%
Female44%
Male69%
African Americann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
White57%
Economically disadvantaged54%
Not economically disadvantaged56%
Students with disabilitiesn/a
General population60%
English language learnersn/a
Proficient in English56%
Migrantn/a
Non-migrant56%
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

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 86% 48%
Asian or Asian/Pacific Islander 1 7% 9%
Black 2 5% 19%
Two or more races 1 2% 1%
Hispanic 2 1% 23%
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 12%N/A8%
Students eligible for free or reduced-price lunch program 19%N/A43%
Source: 1 NYSED, 2011-2012
Source: 2 NCES, 2011-2012

Teacher experience

  This school District averageState average
Fewer than 3 years experience 5%N/A5%
Source: NYSED, 2011-2012

Teacher education levels

  This school District averageState average
Master's degree and above 9%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
  • MS. SHIREEN FASCIGLIONE

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

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1100 Cornelius Ave
Schenectady, NY 12309
Phone: (518) 377-1856

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