How do these schools compare?
| Metric | George D Ryder Elementary School | Joseph B Radez Elementary School |
|---|---|---|
| Location | Cobleskill, NY | Richmondville, NY |
| School Type | regular | regular |
| Grade Level | other | elementary |
| Enrollment | 364 | 327 |
| Student:Teacher Ratio | 10.4:1 | 10.2:1 |
| Free/Reduced Lunch | 41.3% | 46.2% |
| Charter School | No | No |
| Magnet School | No | No |
| Title I | No | No |
Funding
Per-pupil expenditure reflects district-level spending. Source: NCES Finance Survey.
| Metric | George D Ryder Elementary School | Joseph B Radez Elementary School |
|---|---|---|
| District Per-Pupil Expenditure | $25,444 | $25,444 |
| District | Cobleskill-Richmondville Central School District | Cobleskill-Richmondville Central School District |
Demographics
Source: CCD Membership 2024-25 CCD Membership 2024-25
| Group | George D Ryder Elementary School | Joseph B Radez Elementary School |
|---|---|---|
| White | 89.3% | 90.2% |
| African American | 0.5% | 1.2% |
| Hispanic or Latino | 6.0% | 5.5% |
| Asian | 1.4% | 0.9% |
| American Indian / Alaska Native | 0.0% | 0.0% |
| Pacific Islander | 0.0% | 0.0% |
| Multiracial | 2.7% | 2.1% |
Academic Resources & Climate
Source: Civil Rights Data Collection (CRDC) 2021-22 Civil Rights Data Collection (CRDC) 2021-22
| Metric | George D Ryder Elementary School | Joseph B Radez Elementary School |
|---|---|---|
| AP Courses Offered | - | - |
| Gifted Program | No | No |
| Counselor Ratio | 364:1 | 327:1 |
| Chronic Absenteeism | 47.5% | 35.5% |
| IDEA Students | - | - |
| In-School Suspensions | 0 | 2 |
Data Sources: NCES Common Core of Data (CCD) 2024-25 for enrollment and school characteristics. Civil Rights Data Collection (CRDC) 2021-22 for AP courses, counselors, absenteeism, and discipline. NCES Finance Survey for per-pupil expenditure. Some fields may be unavailable for all schools.
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Source: U.S. Department of Education NCES Common Core of Data + F-33 finance + Civil Rights Data Collection Compiled and formatted by PlainSchools Editorial.