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Cordova Villa Elementary School in Rancho Cordova, CA
(KG-05 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in California) from 0 (worst) to 100 (best) is 19
Address
 10359 S. White Rock Rd.
Rancho Cordova, CA 95670
Telephone
(916) 294-9125
(make sure to verify first before calling)
Website
http://www.fcusd.org
City-data.com school rating
19
Students
429
Classroom Teachers (FTE)
20.0
National School Lunch
Program (NSLP) Status
Yes, under Provision 2
Free lunch eligible students
330
Reduced-price lunch
eligible students
46
School district
Folsom-Cordova Unified
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Navigator Elementary (0.9 miles):

60
Cordova High (1.5 miles):

38
Cordova Gardens Elementary (1.3 miles):

31
Mills Middle (1.3 miles):

27
Rancho Cordova Elementary (1.4 miles):

22
Cordova Villa Elementary School:

19
White Rock Elementary (0.5 miles):

17
Abraham Lincoln Elementary (1.0 miles):

17
Cordova Meadows Elementary (1.2 miles):

5
Cordova Villa Elementary School rating compared to average state, county and city schools ratings:
California:

46
Sacramento County:

41
Rancho Cordova:

36
Cordova Villa Elementary School:

19

Students & Teachers


Total enrollment:
Enrollment in 2016: 429
Enrollment in 2015: 451
Enrollment in 2014: 503
Enrollment in 2013: 444
Enrollment in 2012: 465
Enrollment in 2011: 497
Enrollment in 2010: 436
Enrollment in 2009: 367
Enrollment in 2008: 371
Enrollment in 2007: 359
Enrollment in 2006: 360
Enrollment in 2005: 378
Enrollment in 2004: 407
Enrollment in 2003: 414
Enrollment in 2002: 422
Enrollment in 2001: 422
Enrollment in 2000: 401
Enrollment in 1999: 440

Cordova Villa Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05Total
All students1077066506967429
Female students543931213329207
Male students533135293638222
American Indian/Alaska Native students - - - - - 22
Asian students1341229242
Hispanic students442427222826171
Black students1313109151979
White students19201211121286
Hawaiian Native/Pacific Islander students1122 - 17
Two or More Races students178345542

Enrollment by grade:
Kindergarten enrollment: 107
1st grade enrollment: 70
2nd grade enrollment: 66
3rd grade enrollment: 50
4th grade enrollment: 69
5th grade enrollment: 67

Cordova Villa Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 207 (48.3%)
Here:

48.3%
State:

49.4%
Male enrollment: 222 (51.7%)
School:

51.7%
State:

49.6%

Cordova Villa Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 2 (0.5%)
Cordova Villa Elementary School:

0.5%
State:

1.0%
Asian enrollment: 42 (9.8%)
School:

9.8%
State:

9.4%
Hispanic enrollment: 171 (39.9%)
School:

39.9%
State:

46.0%
Black enrollment: 79 (18.4%)
School:

18.4%
State:

6.1%
White enrollment: 86 (20.0%)
Here:

20.0%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 7 (1.6%)
School:

1.6%
State:

0.6%
Two or More Races enrollment: 42 (9.8%)
Cordova Villa Elementary School:

9.8%
State:

4.5%

Cordova Villa Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 376 (87.6%)
Here:

87.6%
State:

61.2%
Free lunch eligible students: 330 (76.9%)
School:

76.9%
California:

52.8%
Reduced-price lunch eligible students: 46 (10.7%)
Cordova Villa Elementary School:

10.7%
California:

8.6%

Cordova Villa Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 20

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 1.5
Number of FTE teachers who were absent more than 10 school days during the school years: 1
Number of FTE nurses: 0.4
Number of FTE psychologists: 0.8

Student/Teacher Ratio
Here:

21.4
State:

22.8

Cordova Villa Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,963,160
  • Full-time Equivalency Count of Teachers: 22 (Salary Expenditures: $1,483,960)
  • Full-time Equivalency Count of Instructional Aides: 7 (Salary Expenditures: $136,878)
  • Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $133,010)
  • Full-time Equivalency Count of School Administration Staff: 2.8 (Salary Expenditures: $209,312)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $182,611
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,392,367
  • Salary Expenditures for Teachers: $1,636,064
  • Full-time Equivalency Count of Instructional Aides: 14.3 (Salary Expenditures: $370,525)
  • Full-time Equivalency Count of Support Services Staff: 5.8 (Salary Expenditures: $176,469)
  • Full-time Equivalency Count of School Administration Staff: 2.8 (Salary Expenditures: $209,312)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $193,107

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic97
  • Asian28
  • Native Hawaiian4
  • Black2
  • White19
  • Multirace2
  • IDEA25
Students Enrolled in LEP Programs: 152 (male: 80, female: 72)
  • Hispanic: 97 (male: 47, female: 50)
  • Asian: 28 (male: 20, female: 8)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 19 (male: 11, female: 8)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 25 (male: 20, female: 5)

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

    Students with disabilities served under IDEA

  • Hispanic32
  • Asian7
  • Black10
  • White14
  • Multirace4
  • LEP23
Students with disabilities served under IDEA: 67 (male: 53, female: 14)
  • Hispanic: 32 (male: 22, female: 10)
  • Asian: 7 (all male)
  • Black: 10 (all male)
  • White: 14 (male: 10, female: 4)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 23 (male: 19, female: 4)

Retention:
Show data for

(State average from 2,659 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained

    Total number of students retained in Kindergarten

  • Hispanic4
  • Black2
  • Multirace2
  • LEP4
  • IDEA2
Total number of students retained in Kindergarten: 8 (male: 6, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of Kindergarten students retained
Here:

7.5%
California:

5.3%
Total number of students retained in 1st grade: 2 (all female)
  • White: 2

Percent of 1st grade students retained
School:

2.9%
California:

4.8%
Total number of students retained in 5th grade: 2 (all male)
  • Hispanic: 2

Percent of 5th grade students retained
Here:

3.0%
State:

1.5%

Gifted and Talented:
Show data for

(State average from 5,551 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.
Gifted and Talented Student Enrollment: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

Gifted and Talented Student Enrollment per 1,000 students
Cordova Villa Elementary School:

9.3
State:

84.3

Statewide Student Assessments


Smarter Balanced Summative Assessments:
Show data for

(State average from 10,463 schools)
Smarter Balanced Summative Assessments (SB) is one of the online summative assessments - part of California Assessment of Student Performance and Progress (CAASPP) System.

The summative assessments are comprehensive, end-of-year assessments of grade-level learning that measure progress toward college and career readiness. Each test in English language arts/literacy (ELA) and mathematics is comprised of two parts: (1) a computer-adaptive test and (2) a performance task, administered within a selected testing window available at 66 percent of the instructional year for grades three through eight, and grade eleven.

The summative assessments are aligned with the Common Core State Standards (CCSS) for ELA and mathematics. The tests capitalize on the strengths of computer adaptive testing efficient and precise measurement across the full range of achievement and timely turnaround of results.

    ELA Standard Met and Above

  • All29%
  • Males28%
  • Females30%
  • Black20%
  • Asian45%
  • Hispanic25%
  • White31%
  • Multirace32%
ELA students tested: 197
ELA students with scores: 197

Percentage Standard Met and Above:

29%
California:

49%

Standard Not Met: 46.2%
Standard Nearly Met: 24.9%
Standard Met: 21.3%
Standard Exceeded: 7.6%

All Grades:
46.2%
24.9%
21.3%
7.6%
3rd Grade: (Mean Scale Score: 2399.1, Students tested: 74, Standard Not Met: 36.5%, Nearly Met: 25.7%, Met: 27.0%, Exceeded: 10.8%)
36.5%
25.7%
27.0%
10.8%
4th Grade: (Mean Scale Score: 2411.6, Students tested: 55, Standard Not Met: 52.7%, Nearly Met: 23.6%, Met: 14.6%, Exceeded: 9.1%)
52.7%
23.6%
14.6%
9.1%
5th Grade: (Mean Scale Score: 2439.4, Students tested: 68, Standard Not Met: 51.5%, Nearly Met: 25.0%, Met: 20.6%, Exceeded: 2.9%)
51.5%
25.0%
20.6%
2.9%

Cordova Villa Elementary School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All29%
  • Males34%
  • Females25%
  • Black20%
  • Asian45%
  • Hispanic28%
  • White38%
  • Multirace18%
Math students tested: 197
Math students with scores: 197

Percentage Standard Met and Above:

29%
California:

38%

Standard Not Met: 39.1%
Standard Nearly Met: 31.5%
Standard Met: 19.8%
Standard Exceeded: 9.6%

All Grades:
39.1%
31.5%
19.8%
9.6%
3rd Grade: (Mean Scale Score: 2434.0, Students tested: 74, Standard Not Met: 20.3%, Nearly Met: 29.7%, Met: 29.7%, Exceeded: 20.3%)
20.3%
29.7%
29.7%
20.3%
4th Grade: (Mean Scale Score: 2447.4, Students tested: 55, Standard Not Met: 34.5%, Nearly Met: 40.0%, Met: 18.2%, Exceeded: 7.3%)
34.5%
40.0%
18.2%
7.3%
5th Grade: (Mean Scale Score: 2439.4, Students tested: 68, Standard Not Met: 63.2%, Nearly Met: 26.5%, Met: 10.3%, Exceeded: 0.0%)
63.2%
26.5%
10.3%

Cordova Villa Elementary School - Math Area Achievement Levels (all grades)


California Alternate Assessments:
Show data for

(State average from 1,489 schools)
The new California Alternate Assessments (CAAs) are based on alternate achievement standards-called the Core Content Connectors-and linked to the Common Core State Standards. The CAAs are online tests for students with an individualized education program (IEP) that designates the use of an alternate assessment to measure student progress on alternate achievement standards. This alternate assessment is part of the California Assessment of Student Performance and Progress (CAASPP) System and replaces the California Alternate Performance Assessment (CAPA) for English language arts and mathematics.
ELA students tested: 11
ELA students with scores: 11

Percentage Level 3:

0%
California:

11%

Level 1: 91.0% The student showed limited understanding of core concepts.
Level 2: 9.0% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.

All Grades:
91.0%
9.0%
Math students tested: 11
Math students with scores: 11

Percentage Level 3:

0%
California:

5%

Level 1: 100.0% The student showed limited understanding of core concepts.
Level 2: 0.0% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.

All Grades:
100.0%

Paper-based CAASPP:
Show data for

(State average from 9,784 schools)
California Assessment of Student Performance and Progress (CAASPP) System includes paper-based tests:

California Standards Tests (CSTs) - The CSTs for science in grades five, eight, and ten are administered only to students in California public schools. All questions are multiple-choice. These tests were developed specifically to assess students' knowledge of the California content standards in science.

California Modified Assessment (CMA) - The CMA for science was administered to eligible students in grades five, eight, and ten. The CMA is a standards-based test for students with an individualized education program who meet the eligibility criteria adopted by the State Board of Education. The Elementary and Secondary Education Act called for a range of assessments appropriate to students' abilities. The CMA provides an appropriate assessment for a small percentage of students allowing them to demonstrate their knowledge of skills in the California academic content standards for science.

California Alternate Performance Assessment (CAPA) - Students with significant cognitive disabilities who are unable to take the Smarter Balanced Field Test even with designated supports and accommodations participated in the CAASPP system by taking the CAPA. The CAPA is an individually administered performance assessment with all tasks linked to the California ELA, mathematics, and science content standards.

CST Science students tested: 58
CST Science students with scores: 58

Percentage At Or Above Proficient:

55%
California:

54%

Percentage Far Below Basic: 5.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 14.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 26.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 40.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 16.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 353.1, Students tested: 58, Far Below Basic: 5.0%, Below Basic: 14.0%, Basic: 26.0%, Proficient: 40.0%, Advanced: 16.0%)
5.0%
14.0%
26.0%
40.0%
16.0%

The Physical Fitness Test:
Show data for
The Physical Fitness Test (PFT) for students in California schools is the FITNESSGRAM. The main goal of the test is to help students in starting life-long habits of regular physical activity.
Aerobic Capacity:
5th grade: (Students tested: 69, Needs Improvement - High Risk: 55.1%, Needs Improvement: 39.1%, Healthy Fitness Zone: 5.8%)
55.1%
39.1%
5.8%
Body Composition:
5th grade: (Students tested: 69, Needs Improvement - High Risk: 49.3%, Needs Improvement: 23.2%, Healthy Fitness Zone: 27.5%)
49.3%
23.2%
27.5%
Abdominal Strength:
5th grade: (Students tested: 69, Needs Improvement - High Risk: 65.2%, Needs Improvement: 34.8%, Healthy Fitness Zone: 0.0%)
65.2%
34.8%
Trunk Extension Strength:
5th grade: (Students tested: 69, Needs Improvement - High Risk: 81.2%, Needs Improvement: 18.8%, Healthy Fitness Zone: 0.0%)
81.2%
18.8%
Upper Body Strength:
5th grade: (Students tested: 69, Needs Improvement - High Risk: 47.8%, Needs Improvement: 52.2%, Healthy Fitness Zone: 0.0%)
47.8%
52.2%
Flexibility:
5th grade: (Students tested: 69, Needs Improvement - High Risk: 75.4%, Needs Improvement: 24.6%, Healthy Fitness Zone: 0.0%)
75.4%
24.6%

California English Language Development Test:
Show data for

(State average from 9,932 schools)
Students in kindergarten through grade twelve whose home language is not English are required by law to take an English skills test. In California, the test is called the California English Language Development Test (CELDT).

Cordova Villa Elementary School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 169
Number of students who met CELDT criterion: 41

Students who met CELDT criterion:

24.0%
State:

34.0%
Kindergarten:
Student Count: 36
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

8.0%
State:

13.0%
Listening Mean Scale Score:

335.5
California:

364.6
Reading Mean Scale Score:

254.7
California:

276.6
Speaking Mean Scale Score:

369.0
State:

375.9
Writing Mean Scale Score:

269.8
California:

286.0
Grade 1:
Student Count: 35
Number of students who met CELDT criterion: 12

Students who met CELDT criterion:

34.0%
California:

44.0%
Listening Mean Scale Score:

422.6
State:

439.9
Reading Mean Scale Score:

353.2
California:

383.8
Speaking Mean Scale Score:

432.7
State:

446.4
Writing Mean Scale Score:

354.6
California:

386.5
Grade 2:
Student Count: 28
Number of students who met CELDT criterion: 7

Students who met CELDT criterion:

25.0%
State:

27.0%
Listening Mean Scale Score:

435.8
California:

477.2
Reading Mean Scale Score:

433.3
California:

440.5
Speaking Mean Scale Score:

449.4
California:

483.0
Writing Mean Scale Score:

453.1
State:

456.4
Grade 3:
Student Count: 29
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

7.0%
California:

26.0%
Listening Mean Scale Score:

462.9
California:

475.9
Reading Mean Scale Score:

455.8
State:

459.6
Speaking Mean Scale Score:

454.2
California:

491.7
Writing Mean Scale Score:

475.9
State:

478.6
Grade 4:
Student Count: 19
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

21.0%
California:

37.0%
Listening Mean Scale Score:

510.3
California:

509.2
Reading Mean Scale Score:

488.5
State:

490.7
Speaking Mean Scale Score:

507.7
California:

515.2
Writing Mean Scale Score:

511.1
California:

502.2
Grade 5:
Student Count: 22
Number of students who met CELDT criterion: 13

Students who met CELDT criterion:

59.0%
State:

48.0%
Listening Mean Scale Score:

541.1
State:

533.7
Reading Mean Scale Score:

525.5
State:

514.0
Speaking Mean Scale Score:

511.6
California:

530.0
Writing Mean Scale Score:

512.6
California:

519.1

Accountability


Adequate Yearly Progress:
Show data for

(State average from 9,846 schools)
Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001. Statistics are based on test results of the Standardized Testing and Reporting (STAR) Program, the California High School Exit Examination (CAHSEE), and the California Alternate Performance Assessment (CAPA).

Cordova Villa Elementary School - Adequate Yearly Progress status


ELA Participation Rate
Here:

99.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic99
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White100
  • Multirace100
  • SED99
  • LEP100
  • With Disabilities98
  • Hispanic: 99% (tested 70 out of 71 enrolled)
  • American Indian / Alaska Native: 100% (tested 2 out of 2 enrolled)
  • Asian: 100% (tested 7 out of 7 enrolled)
  • Filipino: 100% (tested 5 out of 5 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 3 out of 3 enrolled)
  • Black: 100% (tested 42 out of 42 enrolled)
  • White: 100% (tested 35 out of 35 enrolled)
  • Two or More Races: 100% (tested 15 out of 15 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 155 out of 156 enrolled)
  • English Learners: 100% (tested 69 out of 69 enrolled)
  • Students with Disabilities: 98% (tested 38 out of 39 enrolled)

Math Participation Rate
School:

99.0%
State:

96.1%

    Math Participation Rate

  • Hispanic99
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White100
  • Multirace100
  • SED99
  • LEP100
  • With Disabilities98
  • Hispanic: 99% (tested 70 out of 71 enrolled)
  • American Indian / Alaska Native: 100% (tested 2 out of 2 enrolled)
  • Asian: 100% (tested 7 out of 7 enrolled)
  • Filipino: 100% (tested 5 out of 5 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 3 out of 3 enrolled)
  • Black: 100% (tested 42 out of 42 enrolled)
  • White: 100% (tested 35 out of 35 enrolled)
  • Two or More Races: 100% (tested 15 out of 15 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 155 out of 156 enrolled)
  • English Learners: 100% (tested 69 out of 69 enrolled)
  • Students with Disabilities: 98% (tested 38 out of 39 enrolled)

Health & Safety


Offenses:
(State average from 5,445 schools)
An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident

A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of physical attack or fight without a weapon: 1

Incidents of threats of physical attack without a weapon: 3


Total incidents per 1,000 students
Cordova Villa Elementary School:

9.3
State:

60.8

Harassment & Bullying:
Show data for

(State average from 2,337 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.

Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of disability constitutes disability harassment.
Allegations of harassment or bullying on the basis of race, color, or national origin: 17
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
School:

39.6
California:

3.0

    Students reported as harassed or bullied on the basis of race, color, or national origin

  • Hispanic4
  • Black7
  • White4
  • Multirace2
  • LEP4
  • IDEA4
Students reported as harassed or bullied on the basis of race, color, or national origin: 17 (male: 8, female: 9)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 7 (male: 2, female: 5)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

    Students disciplined for bullying or harassment on the basis of race, color, or national origin

  • Hispanic2
  • Black5
  • White2
  • Multirace2
  • IDEA5
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 11 (all male)
  • Hispanic: 2
  • Black: 5
  • White: 2
  • Two or More Races: 2
  • Individuals With Disabilities Education Act (IDEA): 5

Allegations of harassment or bullying on the basis of disability: 1
Allegations of harassment or bullying on the basis of disability per 1,000 students
School:

2.3
California:

1.1
Students reported as harassed or bullied on the basis of disability: 2 (all female)
  • White: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of disability: 2 (all male)
  • White: 2
  • Limited English Proficiency (LEP): 2


Chronic Student Absenteeismt:
Show data for

(State average from 8,737 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic19
  • American Indian2
  • Asian7
  • Native Hawaiian4
  • Black22
  • White16
  • Multirace7
  • LEP19
  • IDEA10
Chronic Student Absenteeism: 77 (male: 45, female: 32)
  • Hispanic: 19 (male: 11, female: 8)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 7 (male: 2, female: 5)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 22 (male: 14, female: 8)
  • White: 16 (male: 11, female: 5)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 19 (male: 8, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 2, female: 8)
Chronic Student Absenteeism per 1,000 students
Cordova Villa Elementary School:

179.5
State:

172.7

Restraint and Seclusion:
Show data for

(State average from 741 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all male)
  • White: 2

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
Cordova Villa Elementary School:

4.7
California:

11.7

Suspensions:
Show data for

(State average from 1,406 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.

    School days missed due to out-of-school suspension

  • Black9
  • White5
  • Multirace8
  • LEP5
  • IDEA12
School days missed due to out-of-school suspension: 22 (all male)
  • Black: 9
  • White: 5
  • Two or More Races: 8
  • Limited English Proficiency (LEP): 5
  • Individuals With Disabilities Education Act (IDEA): 12
Instances of out-of-school suspension (Students without disabilities): 3

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
School:

7.0
State:

84.8

    Students without disabilities receiving one or more in-school suspension

  • Hispanic4
  • Black10
  • White2
  • Multirace2
  • LEP2
Students without disabilities receiving one or more in-school suspension: 18 (male: 11, female: 7)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 10 (male: 5, female: 5)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • Black: 2
Instances of out-of-school suspension (Students with disabilities): 5

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
School:

11.7
California:

28.1
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • Black: 2
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
  • Limited English Proficiency (LEP): 2
Students with disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Black: 2
  • Two or More Races: 2

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