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GreatSchools Rating

Wappingers Junior High School

Public | 7-8 | 892 students

 

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Last modified
Community Rating

3 stars

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

Teacher quality

Principal leadership

Parent involvement

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8 reviews of this school


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Posted June 10, 2014

WJHS, in my two years, has been sorta hit and miss. There are a few GREAT teachers and staff who genuinely care about the students. In my two years, I've had some teachers who were so great and inspiring, I'd go as far as to call them life changing. Most of the kids are rather nice. However, the school is not without its faults. The building is rather old, and practically falling apart in some areas. there are holes in the walls, pieces chipped off of desks, dents in the floor that make it hard to move your chair, and a few other things. Bullying is also an issue. While the school has many anti-bullying programs running, the teachers often loave them, since they take away from class time. Little is done when teachers see bullying. Lessons often put WAY too much focus on the State Tests, and when I confronted a teacher on this she told me to "go back on the unicorn I came in on, the world's not perfect." While most students are well-behaved, there is a large number of bullies that make me, personally, uncomfortable throughout the day. I've been chased trough the halls by boys making fun of me, passing several teachers, who didn't do a thing. Fix those, issues, and it would be great.


Posted February 26, 2014

We transferred here from a Manhattan junior high after the beginning of last year (7th grade). It was a delightful surprise. My son thought (and still thinks) the kids are so much friendlier and well behaved in this school. The teachers he says, spend less time disciplining and more time teaching. As a result he has excelled here. The teachers have been stimulating and very accessible for both of us when there are questions about the work or if he had some difficulty understanding the work. The guidance counselors have been supportive during the transition and the office staff friendly and helpful. . As a parent it is easy to find opportunities to volunteer and some of the fundraising activities are lot's of fun (love the Crazy Cake Auction). I find the school's daily emails home very helpful and in the 7th grade they had daily homework text/emails sent which was enormously helpful in keeping him organized and me abreast of his work. All in all it's been a very good experience.
—Submitted by a parent


Posted August 9, 2011

This is truly a great school. Under the leadership of Mr. V. DiGrandi, my child had an excellent 2 years. He is the type of Principal that the student body feels comfortable talking to, and the staff at WJHS does a good job of encouraging parent partnerships. Excellent staff, excellent extracurricular activies, excellent academic programs.
—Submitted by a parent


Posted June 24, 2009

this school is pretty good was there for 2 years. had no problems with the school. i wish they had a.c though guess not haha
—Submitted by a student


Posted April 23, 2009

i think that this school is awesome!!!!!!! i love you mr.coelho !!!!!!!! =) i give this school a 4 and a half !!!!!
—Submitted by a student


Posted October 30, 2008

Great if your child is a 'typcially functioning' student. This distrcit/school is not accomodating for students with special needs/requiring special education services. They expect the child to fit into the program, not change or create a new programs to meet the educational needs of the children. For example this district/school will not modify the curriculum to meet the students educational needs, the curriculum can not be deviated from because the teachers much teach to the state testing instead of meeting their students needs. I can only imagine the teachers frustration.
—Submitted by a parent


Posted December 2, 2005

The academic programs are good as long as your child has no trouble functioning in school. Parent involvement is only welcome if you agree with everything they are doing should you question anything your involvement is not welcome.
—Submitted by a parent


Posted August 20, 2005

WJHS has great after school activities for the kids to do. The academics they teach are gear towards the test the students must take for the state ane regents. They beleive all students should be studying for a regents dip. They have a great teaching program for kids in special ed who are average or above but still need help with their core classes. I feel that parental involvement is allowed only to the point where you are not questioning the teachers but agree with them 100%. If they feel you are questioning their teaching methods they seem to become short on time to answer you, this includes administration as will as guidence, teachers or CSE chairperson. I feel at CSE meetings you must fight for what you think is best for your child. If you keep asking they will either give in or ignore you.
—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.

413 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
59%

2011

 
 
52%
Math

The state average for Math was 27% in 2013.

410 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
74%

2011

 
 
63%
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.

449 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
54%

2011

 
 
50%
Math

The state average for Math was 27% in 2013.

446 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
69%

2011

 
 
63%
Science

The state average for Science was 69% in 2013.

444 students were tested at this school in 2013.

2013

 
 
79%

2011

 
 
82%
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 Students36%
Female39%
Male32%
African American16%
Asian/Pacific Islander54%
Hispanic18%
Multiracialn/a
Native Americann/a
White40%
Economically disadvantaged19%
Not economically disadvantaged42%
Students with disabilities4%
General population42%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant36%

Math

All Students28%
Female29%
Male26%
African American10%
Asian/Pacific Islandern/a
Hispanic18%
Multiracialn/a
Native Americann/a
White29%
Economically disadvantaged14%
Not economically disadvantaged34%
Students with disabilities3%
General population32%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant28%
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 Students38%
Female42%
Male35%
African American32%
Asian/Pacific Islandern/a
Hispanic30%
Multiracialn/a
Native Americann/a
White40%
Economically disadvantaged19%
Not economically disadvantaged46%
Students with disabilities4%
General population44%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant38%

Math

All Students33%
Female35%
Male29%
African American19%
Asian/Pacific Islandern/a
Hispanic23%
Multiracialn/a
Native Americann/a
White33%
Economically disadvantaged17%
Not economically disadvantaged38%
Students with disabilities7%
General population36%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant33%

Science

All Students79%
Female79%
Male78%
African American57%
Asian/Pacific Islandern/a
Hispanic69%
Multiracialn/a
Native Americann/a
White82%
Economically disadvantaged58%
Not economically disadvantaged86%
Students with disabilities27%
General population86%
English language learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant79%
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 72% 48%
Hispanic 1 14% 23%
Black 2 7% 19%
Asian or Asian/Pacific Islander 1 6% 9%
American Indian/Alaska Native 2 0% 1%
Two or more races 2 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 226%N/A43%
Source: 1 NYSED, 2011-2012
Source: 2 NCES, 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 14%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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Language learning

Foreign languages taught
  • French
  • Italian
  • Spanish
Note: Data provided by community members,
needs to be verified by school leaders.

Let your school shine!

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

School basics

School Leader's name
  • MR. TERRENCE THOMPSON

Programs

Foreign languages taught
  • French
  • Italian
  • Spanish

Resources

Transportation options
  • Buses/vans for students only
Note: Data provided by community members,
needs to be verified by school leaders.

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30 Major MacDonald Way
Wappingers Falls, NY 12590
Phone: (845) 298-5200

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