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George Washington Carver Middle School in Los Angeles, CA
(06-08 • 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 8
Address
 4410 McKinley Ave.
Los Angeles, CA 90011
Telephone
(323) 846-2900
(make sure to verify first before calling)
City-data.com school rating
8
Students
840
Classroom Teachers (FTE)
35.8
National School Lunch
Program (NSLP) Status
Yes, under Community Eligibility Option (CEO)
Free lunch eligible students
743
Reduced-price lunch
eligible students
35
School district
Los Angeles 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:
Synergy Charter Academy (0.6 miles):

70
Celerity Dyad Charter (0.1 miles):

56
Center for Advanced Learning (0.6 miles):

45
Quincy Jones Elementary (0.6 miles):

28
Sally Ride Elementary: A SMArT Academy (0.2 miles):

16
Wadsworth Avenue Elementary (0.4 miles):

9
Harmony Elementary (0.3 miles):

8
George Washington Carver Middle School:

8
Forty-Ninth Street Elementary (0.4 miles):

6
George Washington Carver Middle School rating compared to average state, county and city schools ratings:
California:

46
Los Angeles County:

44
Los Angeles:

36
George Washington Carver Middle:

8

Students & Teachers


Total enrollment:
Enrollment in 2016: 840
Enrollment in 2015: 970
Enrollment in 2014: 1,057
Enrollment in 2013: 1,087
Enrollment in 2012: 1,128
Enrollment in 2011: 1,590
Enrollment in 2010: 1,791
Enrollment in 2009: 1,963
Enrollment in 2008: 2,174
Enrollment in 2007: 2,387
Enrollment in 2006: 2,890
Enrollment in 2005: 2,854
Enrollment in 2004: 2,836
Enrollment in 2003: 2,787
Enrollment in 2002: 2,556
Enrollment in 2001: 2,387
Enrollment in 2000: 2,272
Enrollment in 1999: 2,137

George Washington Carver Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students251271318840
Female students127124163414
Male students124147155426
American Indian/Alaska Native students1 - - 1
Hispanic students230245287762
Black students19223071
White students - - 11
Two or More Races students14 - 5

Enrollment by grade:
6th grade enrollment: 251
7th grade enrollment: 271
8th grade enrollment: 318

George Washington Carver Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 414 (49.3%)
School:

49.3%
California:

49.4%
Male enrollment: 426 (50.7%)
Here:

50.7%
State:

49.6%

George Washington Carver Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 1 (0.1%)
School:

0.1%
State:

1.0%
Hispanic enrollment: 762 (90.7%)
George Washington Carver Middle School:

90.7%
State:

46.0%
Black enrollment: 71 (8.5%)
George Washington Carver Middle School:

8.5%
State:

6.1%
White enrollment: 1 (0.1%)
Here:

0.1%
State:

28.3%
Two or More Races enrollment: 5 (0.6%)
School:

0.6%
State:

4.5%

George Washington Carver Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 778 (92.6%)
School:

92.6%
California:

61.2%
Free lunch eligible students: 743 (88.5%)
George Washington Carver Middle School:

88.5%
California:

52.8%
Reduced-price lunch eligible students: 35 (4.2%)
School:

4.2%
California:

8.6%

George Washington Carver Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 35.8

Number of FTE teachers in their first year of teaching: 12
Number of FTE teachers in their second year of teaching: 3
Number of FTE school counselors: 3
Number of FTE nurses: 2
Number of FTE psychologists: 2

Student/Teacher Ratio
School:

23.4
California:

22.8

George Washington Carver Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,092,863
  • Full-time Equivalency Count of Teachers: 28.7 (Salary Expenditures: $2,233,864)
  • Full-time Equivalency Count of Instructional Aides: 1.5 (Salary Expenditures: $1,059)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $277,595)
  • Full-time Equivalency Count of School Administration Staff: 7.5 (Salary Expenditures: $580,344)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $256,311
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,375,235
  • Salary Expenditures for Teachers: $2,990,376
  • Full-time Equivalency Count of Instructional Aides: 13.2 (Salary Expenditures: $282,834)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $515,718)
  • Full-time Equivalency Count of School Administration Staff: 7.5 (Salary Expenditures: $586,306)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $426,318

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 241 (male: 131, female: 110)
  • Hispanic: 241 (male: 131, female: 110)
  • Individuals With Disabilities Education Act (IDEA): 55 (male: 35, female: 20)

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 (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 100 (male: 68, female: 32)
  • Hispanic: 83 (male: 55, female: 28)
  • Black: 17 (male: 13, female: 4)
  • Limited English Proficiency (LEP): 59 (male: 37, female: 22)
Students with disabilities served under Section 504: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

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

  • Hispanic64
  • American Indian2
  • Black4
  • LEP2
Gifted and Talented Student Enrollment: 70 (male: 33, female: 37)
  • Hispanic: 64 (male: 29, female: 35)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

Gifted and Talented Student Enrollment per 1,000 students
George Washington Carver Middle School:

83.3
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

  • All21%
  • Males16%
  • Females26%
  • Black13%
  • Hispanic21%
ELA students tested: 759
ELA students with scores: 757

Percentage Standard Met and Above:

21%
California:

49%

Standard Not Met: 54.2%
Standard Nearly Met: 25.2%
Standard Met: 16.9%
Standard Exceeded: 3.7%

All Grades:
54.2%
25.2%
16.9%
3.7%
6th Grade: (Mean Scale Score: 2436.9, Students tested: 284, Standard Not Met: 57.4%, Nearly Met: 27.8%, Met: 13.7%, Exceeded: 1.1%)
57.4%
27.8%
13.7%
1.1%
7th Grade: (Mean Scale Score: 2468.3, Students tested: 217, Standard Not Met: 56.5%, Nearly Met: 20.8%, Met: 17.6%, Exceeded: 5.1%)
56.5%
20.8%
17.6%
5.1%
8th Grade: (Mean Scale Score: 2490.8, Students tested: 258, Standard Not Met: 48.6%, Nearly Met: 26.1%, Met: 19.8%, Exceeded: 5.5%)
48.6%
26.1%
19.8%
5.5%

George Washington Carver Middle School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All13%
  • Males11%
  • Females15%
  • Black11%
  • Hispanic14%
Math students tested: 784
Math students with scores: 782

Percentage Standard Met and Above:

13%
California:

38%

Standard Not Met: 67.7%
Standard Nearly Met: 19.7%
Standard Met: 7.4%
Standard Exceeded: 5.2%

All Grades:
67.7%
19.7%
7.4%
5.2%
6th Grade: (Mean Scale Score: 2416.6, Students tested: 293, Standard Not Met: 68.6%, Nearly Met: 22.2%, Met: 7.2%, Exceeded: 2.0%)
68.6%
22.2%
7.2%
2.0%
7th Grade: (Mean Scale Score: 2438.5, Students tested: 225, Standard Not Met: 64.3%, Nearly Met: 24.6%, Met: 7.1%, Exceeded: 4.0%)
64.3%
24.6%
7.1%
4.0%
8th Grade: (Mean Scale Score: 2449.8, Students tested: 266, Standard Not Met: 69.4%, Nearly Met: 12.8%, Met: 7.9%, Exceeded: 9.8%)
69.4%
12.8%
7.9%
9.8%

George Washington Carver Middle School - Math Area Achievement Levels (all grades)


California Alternate Assessments:
Show data for

(State average from 1,579 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: 17
ELA students with scores: 17

Percentage Level 3:

0%
California:

15%

Level 1: 47.1% The student showed limited understanding of core concepts.
Level 2: 52.9% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.

All Grades:
47.1%
52.9%
Math students tested: 17
Math students with scores: 17

Percentage Level 3:

0%
California:

6%

Level 1: 52.9% The student showed limited understanding of core concepts.
Level 2: 47.1% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.

All Grades:
52.9%
47.1%

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.

Standards-based Tests in Spanish (STS) - The STS consists of multiple-choice tests in Spanish that assess RLA in grades two through eleven. Local education agencies had the option of administering the STS for RLA to the Spanish-speaking English learners (ELs) in grades two through eleven who either were receiving instruction in Spanish or had been enrolled in school in the United States for less than 12 months when testing began.

STS Reading-Language Arts students tested: 11
STS Reading-Language Arts students with scores: 11

Percentage At Or Above Proficient:

18%
State:

21%

Percentage Far Below Basic: 27.3% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 36.4% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 18.2% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 9.1% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 9.1% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

6th Grade: (Mean Scale Score: 296.8, Students tested: 11, Far Below Basic: 27.3%, Below Basic: 36.4%, Basic: 18.2%, Proficient: 9.1%, Advanced: 9.1%)
27.3%
36.4%
18.2%
9.1%
9.1%

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:
7th grade: (Students tested: 221, Needs Improvement - High Risk: 36.2%, Needs Improvement: 30.8%, Healthy Fitness Zone: 33.0%)
36.2%
30.8%
33.0%
Body Composition:
7th grade: (Students tested: 221, Needs Improvement - High Risk: 43.0%, Needs Improvement: 25.8%, Healthy Fitness Zone: 31.2%)
43.0%
25.8%
31.2%
Abdominal Strength:
7th grade: (Students tested: 221, Needs Improvement - High Risk: 48.9%, Needs Improvement: 51.1%, Healthy Fitness Zone: 0.0%)
48.9%
51.1%
Trunk Extension Strength:
7th grade: (Students tested: 221, Needs Improvement - High Risk: 94.1%, Needs Improvement: 5.9%, Healthy Fitness Zone: 0.0%)
94.1%
5.9%
Upper Body Strength:
7th grade: (Students tested: 221, Needs Improvement - High Risk: 52.9%, Needs Improvement: 47.1%, Healthy Fitness Zone: 0.0%)
52.9%
47.1%
Flexibility:
7th grade: (Students tested: 221, Needs Improvement - High Risk: 72.9%, Needs Improvement: 27.1%, Healthy Fitness Zone: 0.0%)
72.9%
27.1%

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).

George Washington Carver Middle School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 321
Number of students who met CELDT criterion: 65

Students who met CELDT criterion:

20.0%
California:

34.0%
Grade 6:
Student Count: 155
Number of students who met CELDT criterion: 38

Students who met CELDT criterion:

25.0%
California:

39.0%
Listening Mean Scale Score:

479.7
State:

532.4
Reading Mean Scale Score:

467.0
State:

518.5
Speaking Mean Scale Score:

482.5
California:

518.5
Writing Mean Scale Score:

480.0
California:

522.0
Grade 7:
Student Count: 79
Number of students who met CELDT criterion: 13

Students who met CELDT criterion:

16.0%
State:

48.0%
Listening Mean Scale Score:

465.0
State:

547.6
Reading Mean Scale Score:

465.7
State:

534.4
Speaking Mean Scale Score:

464.0
State:

529.9
Writing Mean Scale Score:

478.6
California:

530.2
Grade 8:
Student Count: 87
Number of students who met CELDT criterion: 14

Students who met CELDT criterion:

16.0%
State:

47.0%
Listening Mean Scale Score:

456.4
California:

556.2
Reading Mean Scale Score:

468.9
California:

547.2
Speaking Mean Scale Score:

455.2
State:

536.1
Writing Mean Scale Score:

457.8
California:

537.0

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).

George Washington Carver Middle School - Adequate Yearly Progress status


ELA Participation Rate
School:

95.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic96
  • American Indian100
  • Black98
  • White100
  • Multirace100
  • SED96
  • LEP94
  • With Disabilities97
  • Hispanic: 96% (tested 693 out of 724 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Black: 98% (tested 65 out of 67 enrolled)
  • White: 100% (tested 7 out of 7 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 96% (tested 743 out of 770 enrolled)
  • English Learners: 94% (tested 433 out of 462 enrolled)
  • Students with Disabilities: 97% (tested 89 out of 92 enrolled)

Math Participation Rate
Here:

96.0%
California:

96.1%

    Math Participation Rate

  • Hispanic96
  • Black96
  • White100
  • Multirace100
  • SED96
  • LEP96
  • With Disabilities95
  • Hispanic: 96% (tested 711 out of 737 enrolled)
  • Black: 96% (tested 64 out of 67 enrolled)
  • White: 100% (tested 7 out of 7 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 96% (tested 753 out of 782 enrolled)
  • English Learners: 96% (tested 457 out of 475 enrolled)
  • Students with Disabilities: 95% (tested 88 out of 93 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

Firearm or explosive device refers to any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage

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 threats of physical attack with a firearm or explosive device: 1


Total incidents per 1,000 students
Here:

1.2
State:

60.8

Referrals and Arrests:
Show data for

(State average from 2,295 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 23 (male: 13, female: 10)
  • Hispanic: 19 (male: 11, female: 8)
  • Black: 4 (male: 2, female: 2)

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
School:

27.4
State:

21.3
Students with disabilities who were referred to a law enforcement agency or official: 14 (male: 10, female: 4)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 4 (male: 2, female: 2)

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
School:

16.7
California:

7.2

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 sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. 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. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.
Allegations of harassment or bullying on the basis of sex: 6
Allegations of harassment or bullying on the basis of sex per 1,000 students
George Washington Carver Middle School:

7.1
State:

6.8
Students reported as harassed or bullied on the basis of sex: 5 (all female)
  • Hispanic: 5
  • Limited English Proficiency (LEP): 5
  • Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • Hispanic: 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

  • Hispanic40
  • American Indian2
  • Black10
  • Multirace2
  • LEP16
  • IDEA13
Chronic Student Absenteeism: 54 (male: 30, female: 24)
  • Hispanic: 40 (male: 23, female: 17)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 16 (male: 8, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 11, female: 2)
Chronic Student Absenteeism per 1,000 students
George Washington Carver Middle School:

64.3
California:

172.7

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

  • Hispanic33
  • Black9
  • Multirace9
  • IDEA11
School days missed due to out-of-school suspension: 51 (male: 44, female: 7)
  • Hispanic: 33 (male: 27, female: 6)
  • Black: 9 (male: 8, female: 1)
  • Two or More Races: 9 (all male)
  • Individuals With Disabilities Education Act (IDEA): 11 (all male)
Instances of out-of-school suspension (Students without disabilities): 18

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

21.4
California:

84.8
Students without disabilities receiving one or more in-school suspension: 2 (all male)
  • Hispanic: 2
Students without disabilities receiving only one out-of-school suspension: 13 (male: 9, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
Instances of out-of-school suspension (Students with disabilities): 5

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

6.0
California:

28.1
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • Black: 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Black: 2

Classes & Courses


Algebra I:
Show data for

(State average from 1,382 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
Number of Algebra I classes: 4

    7-8th grade student enrollment in Algebra I

  • Hispanic187
  • Black10
  • LEP7
  • IDEA2
7-8th grade student enrollment in Algebra I: 197 (male: 97, female: 100)
  • Hispanic: 187 (male: 95, female: 92)
  • Black: 10 (male: 2, female: 8)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
7-8th grade studenst who passed Algebra I: 135 (male: 61, female: 74)
  • Hispanic: 131 (male: 61, female: 70)
  • Black: 4 (all female)
  • Limited English Proficiency (LEP): 4 (all male)
Percent of 7-8th grade students who passed
Here:

68.5%
State:

83.6%

Geometry:
Show data for
Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
Number of Geometry classes: 1


Student Enrollment in Geometry: 34 (male: 20, female: 14)
  • Hispanic: 34 (male: 20, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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