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Hemmerling Elementary School in Banning, 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 23
Address
 1928 W. Nicolet St.
Banning, CA 92220
Telephone
(951) 922-0254
(make sure to verify first before calling)
City-data.com school rating
23
Students
564
Classroom Teachers (FTE)
21.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
457
Reduced-price lunch
eligible students
53
School district
Banning 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:
Sundance Elementary (3.3 miles):

65
Anna Hause Elementary (3.6 miles):

44
Banning High (1.3 miles):

43
Central Elementary (1.1 miles):

41
New Horizon High (0.6 miles):

27
Hemmerling Elementary School:

23
Hoffer Elementary (1.9 miles):

15
Banning Independent Study (0.6 miles):

14
Nicolet Middle (1.3 miles):

14
Hemmerling Elementary School rating compared to average state, county and city schools ratings:
California:

46
Riverside County:

40
Banning:

25
Hemmerling Elementary School:

23

Students & Teachers


Total enrollment:
Enrollment in 2016: 564
Enrollment in 2015: 577
Enrollment in 2014: 519
Enrollment in 2013: 439
Enrollment in 2012: 456
Enrollment in 2011: 465
Enrollment in 2010: 470
Enrollment in 2009: 458
Enrollment in 2008: 442
Enrollment in 2007: 450
Enrollment in 2006: 417
Enrollment in 2005: 472
Enrollment in 2004: 567
Enrollment in 2003: 559
Enrollment in 2002: 574
Enrollment in 2001: 546
Enrollment in 2000: 613
Enrollment in 1999: 592

Hemmerling Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05Total
All students101941028110284564
Female students574143465041278
Male students445359355243286
American Indian/Alaska Native students22422416
Asian students65676939
Hispanic students626365526947358
Black students55435628
White students18141612151590
Hawaiian Native/Pacific Islander students2 - - 1 - 14
Two or More Races students65745229

Enrollment by grade:
Kindergarten enrollment: 101
1st grade enrollment: 94
2nd grade enrollment: 102
3rd grade enrollment: 81
4th grade enrollment: 102
5th grade enrollment: 84

Hemmerling Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 278 (49.3%)
School:

49.3%
California:

49.4%
Male enrollment: 286 (50.7%)
Hemmerling Elementary School:

50.7%
California:

49.6%

Hemmerling Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 16 (2.8%)
Hemmerling Elementary School:

2.8%
California:

1.0%
Asian enrollment: 39 (6.9%)
Hemmerling Elementary School:

6.9%
California:

9.4%
Hispanic enrollment: 358 (63.5%)
Hemmerling Elementary School:

63.5%
State:

46.0%
Black enrollment: 28 (5.0%)
Here:

5.0%
California:

6.1%
White enrollment: 90 (16.0%)
Here:

16.0%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 4 (0.7%)
Hemmerling Elementary School:

0.7%
California:

0.6%
Two or More Races enrollment: 29 (5.1%)
Hemmerling Elementary School:

5.1%
California:

4.5%

Hemmerling Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 510 (90.4%)
Hemmerling Elementary School:

90.4%
California:

61.2%
Free lunch eligible students: 457 (81.0%)
Hemmerling Elementary School:

81.0%
California:

52.8%
Reduced-price lunch eligible students: 53 (9.4%)
Hemmerling Elementary School:

9.4%
State:

8.6%

Hemmerling Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 21

Number of FTE teachers in their first year of teaching: 5
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 8
Number of FTE psychologists: 1

Student/Teacher Ratio
Hemmerling Elementary School:

26.9
California:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,878,854
  • Full-time Equivalency Count of Teachers: 24 (Salary Expenditures: $1,602,528)
  • Full-time Equivalency Count of Instructional Aides: 1.5 (Salary Expenditures: $26,483)
  • Full-time Equivalency Count of Support Services Staff: 3.8 (Salary Expenditures: $141,694)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $108,150)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $47,670
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,921,237
  • Salary Expenditures for Teachers: $1,602,528
  • Full-time Equivalency Count of Instructional Aides: 2.3 (Salary Expenditures: $40,398)
  • Full-time Equivalency Count of Support Services Staff: 4.6 (Salary Expenditures: $170,161)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $108,150)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $145,091

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 88 (male: 57, female: 31)
  • Hispanic: 73 (male: 47, female: 26)
  • Asian: 13 (male: 8, female: 5)
  • White: 2 (all male)

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

  • Hispanic32
  • American Indian4
  • White13
  • LEP8
Students with disabilities served under IDEA: 49 (male: 39, female: 10)
  • Hispanic: 32 (male: 22, female: 10)
  • American Indian / Alaska Native: 4 (all male)
  • White: 13 (all male)
  • Limited English Proficiency (LEP): 8 (male: 4, 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 1st grade: 2 (all female)
  • Hispanic: 2

Percent of 1st grade students retained
School:

2.1%
State:

4.8%
Total number of students retained in 4th grade: 2 (all male)
  • Hispanic: 2

Percent of 4th grade students retained
School:

2.0%
California:

1.6%

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

  • All23%
  • Males15%
  • Females31%
  • Black27%
  • Asian42%
  • Hispanic21%
  • White27%
  • Multirace7%
ELA students tested: 287
ELA students with scores: 287

Percentage Standard Met and Above:

23%
State:

49%

Standard Not Met: 51.9%
Standard Nearly Met: 24.7%
Standard Met: 15.7%
Standard Exceeded: 7.7%

All Grades:
51.9%
24.7%
15.7%
7.7%
3rd Grade: (Mean Scale Score: 2369.2, Students tested: 94, Standard Not Met: 52.1%, Nearly Met: 25.5%, Met: 12.8%, Exceeded: 9.6%)
52.1%
25.5%
12.8%
9.6%
4th Grade: (Mean Scale Score: 2394.4, Students tested: 92, Standard Not Met: 64.1%, Nearly Met: 17.4%, Met: 13.0%, Exceeded: 5.4%)
64.1%
17.4%
13.0%
5.4%
5th Grade: (Mean Scale Score: 2458.0, Students tested: 101, Standard Not Met: 40.6%, Nearly Met: 30.7%, Met: 20.8%, Exceeded: 7.9%)
40.6%
30.7%
20.8%
7.9%

Hemmerling Elementary School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All15%
  • Males15%
  • Females15%
  • Asian17%
  • Hispanic11%
  • White23%
  • Multirace20%
Math students tested: 287
Math students with scores: 287

Percentage Standard Met and Above:

15%
California:

38%

Standard Not Met: 51.9%
Standard Nearly Met: 33.5%
Standard Met: 11.5%
Standard Exceeded: 3.1%

All Grades:
51.9%
33.5%
11.5%
3.1%
3rd Grade: (Mean Scale Score: 2369.4, Students tested: 93, Standard Not Met: 52.7%, Nearly Met: 25.8%, Met: 17.2%, Exceeded: 4.3%)
52.7%
25.8%
17.2%
4.3%
4th Grade: (Mean Scale Score: 2403.0, Students tested: 92, Standard Not Met: 50.0%, Nearly Met: 37.0%, Met: 10.9%, Exceeded: 2.2%)
50.0%
37.0%
10.9%
2.2%
5th Grade: (Mean Scale Score: 2449.0, Students tested: 102, Standard Not Met: 52.9%, Nearly Met: 37.3%, Met: 6.9%, Exceeded: 2.9%)
52.9%
37.3%
6.9%
2.9%

Hemmerling Elementary School - Math Area Achievement Levels (all grades)


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.

CST Science students tested: 81
CST Science students with scores: 81

Percentage At Or Above Proficient:

40%
State:

54%

Percentage Far Below Basic: 7.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 17.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 36.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 22.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 17.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 341.1, Students tested: 81, Far Below Basic: 7.0%, Below Basic: 17.0%, Basic: 36.0%, Proficient: 22.0%, Advanced: 17.0%)
7.0%
17.0%
36.0%
22.0%
17.0%

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: 98, Needs Improvement - High Risk: 59.2%, Needs Improvement: 27.6%, Healthy Fitness Zone: 13.2%)
59.2%
27.6%
13.2%
Body Composition:
5th grade: (Students tested: 98, Needs Improvement - High Risk: 53.1%, Needs Improvement: 22.4%, Healthy Fitness Zone: 24.5%)
53.1%
22.4%
24.5%
Abdominal Strength:
5th grade: (Students tested: 98, Needs Improvement - High Risk: 65.3%, Needs Improvement: 34.7%, Healthy Fitness Zone: 0.0%)
65.3%
34.7%
Trunk Extension Strength:
5th grade: (Students tested: 98, Needs Improvement - High Risk: 91.8%, Needs Improvement: 8.2%, Healthy Fitness Zone: 0.0%)
91.8%
8.2%
Upper Body Strength:
5th grade: (Students tested: 98, Needs Improvement - High Risk: 41.8%, Needs Improvement: 58.2%, Healthy Fitness Zone: 0.0%)
41.8%
58.2%
Flexibility:
5th grade: (Students tested: 98, Needs Improvement - High Risk: 71.4%, Needs Improvement: 28.6%, Healthy Fitness Zone: 0.0%)
71.4%
28.6%

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).

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

All Grades:
Student Count: 126
Number of students who met CELDT criterion: 43

Students who met CELDT criterion:

34.0%
California:

34.0%
Kindergarten:
Student Count: 12
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

25.0%
State:

13.0%
Listening Mean Scale Score:

405.8
State:

364.6
Reading Mean Scale Score:

268.5
State:

276.6
Speaking Mean Scale Score:

428.8
California:

375.9
Writing Mean Scale Score:

305.9
State:

286.0
Grade 1:
Student Count: 17
Number of students who met CELDT criterion: 13

Students who met CELDT criterion:

76.0%
State:

44.0%
Listening Mean Scale Score:

472.0
California:

439.9
Reading Mean Scale Score:

420.9
California:

383.8
Speaking Mean Scale Score:

499.1
California:

446.4
Writing Mean Scale Score:

398.9
California:

386.5
Grade 2:
Student Count: 27
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

15.0%
California:

27.0%
Listening Mean Scale Score:

480.9
California:

477.2
Reading Mean Scale Score:

442.7
State:

440.5
Speaking Mean Scale Score:

477.4
State:

483.0
Writing Mean Scale Score:

462.7
State:

456.4
Grade 3:
Student Count: 22
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

14.0%
State:

26.0%
Listening Mean Scale Score:

469.4
State:

475.9
Reading Mean Scale Score:

461.4
State:

459.6
Speaking Mean Scale Score:

495.5
California:

491.7
Writing Mean Scale Score:

476.7
California:

478.6
Grade 4:
Student Count: 36
Number of students who met CELDT criterion: 16

Students who met CELDT criterion:

44.0%
State:

37.0%
Listening Mean Scale Score:

521.8
California:

509.2
Reading Mean Scale Score:

503.0
State:

490.7
Speaking Mean Scale Score:

519.1
California:

515.2
Writing Mean Scale Score:

516.2
State:

502.2
Grade 5:
Student Count: 12
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

33.0%
State:

48.0%
Listening Mean Scale Score:

568.7
California:

533.7
Reading Mean Scale Score:

525.6
California:

514.0
Speaking Mean Scale Score:

526.0
State:

530.0
Writing Mean Scale Score:

504.5
State:

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).

Hemmerling Elementary School - Adequate Yearly Progress status


ELA Participation Rate
Here:

98.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic98
  • American Indian100
  • Asian100
  • Filipino67
  • Black100
  • White98
  • Multirace100
  • SED98
  • LEP100
  • With Disabilities96
  • Hispanic: 98% (tested 163 out of 166 enrolled)
  • American Indian / Alaska Native: 100% (tested 6 out of 6 enrolled)
  • Asian: 100% (tested 21 out of 21 enrolled)
  • Filipino: 67% (tested 2 out of 3 enrolled)
  • Black: 100% (tested 14 out of 14 enrolled)
  • White: 98% (tested 43 out of 44 enrolled)
  • Two or More Races: 100% (tested 12 out of 12 enrolled)
  • Socioeconomic Disadvantaged: 98% (tested 240 out of 244 enrolled)
  • English Learners: 100% (tested 73 out of 73 enrolled)
  • Students with Disabilities: 96% (tested 21 out of 22 enrolled)

Math Participation Rate
Here:

97.0%
State:

96.1%

    Math Participation Rate

  • Hispanic98
  • American Indian100
  • Asian100
  • Filipino67
  • Black93
  • White100
  • Multirace100
  • SED98
  • LEP100
  • With Disabilities96
  • Hispanic: 98% (tested 162 out of 166 enrolled)
  • American Indian / Alaska Native: 100% (tested 6 out of 6 enrolled)
  • Asian: 100% (tested 21 out of 21 enrolled)
  • Filipino: 67% (tested 2 out of 3 enrolled)
  • Black: 93% (tested 13 out of 14 enrolled)
  • White: 100% (tested 44 out of 44 enrolled)
  • Two or More Races: 100% (tested 12 out of 12 enrolled)
  • Socioeconomic Disadvantaged: 98% (tested 240 out of 244 enrolled)
  • English Learners: 100% (tested 73 out of 73 enrolled)
  • Students with Disabilities: 96% (tested 21 out of 22 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.

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 physical attack or fight with a weapon: 12
Incidents of physical attack or fight with a firearm or explosive device: 12
Incidents of physical attack or fight without a weapon: 12

Incidents of threats of physical attack with a weapon: 12
Incidents of threats of physical attack with a firearm or explosive device: 12
Incidents of threats of physical attack without a weapon: 12

Incidents of possession of a firearm or explosive device: 1


Total incidents per 1,000 students
School:

129.4
California:

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: 4 (all male)
  • Hispanic: 2
  • Asian: 2

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

7.1
State:

21.3

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.

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.

Harassment or bullying on the basis of religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. 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 religion constitutes religious harassment.

Harassment or bullying on the basis of sexual orientation refers to intimidation or abusive behavior toward a student based on actual or perceived sexual orientation. 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 sexual orientation constitutes sexual orientation harassment.
Allegations of harassment or bullying on the basis of sex: 1
Allegations of harassment or bullying on the basis of sex per 1,000 students
School:

1.8
State:

6.8
Students reported as harassed or bullied on the basis of sex: 2 (all male)
  • Hispanic: 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • Hispanic: 2

Allegations of harassment or bullying on the basis of race, color, or national origin: 1
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
School:

1.8
State:

3.0
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all male)
  • Hispanic: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
  • Hispanic: 2

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
Hemmerling Elementary School:

1.8
California:

1.1
Students reported as harassed or bullied on the basis of disability: 2 (all male)
  • Hispanic: 2
Students disciplined for bullying or harassment on the basis of disability: 2 (all male)
  • Hispanic: 2

Allegations of harassment or bullying on the basis of sexual orientation: 1
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
Hemmerling Elementary School:

1.8
California:

1.5

Allegations of harassment or bullying on the basis of religion: 1
Allegations of harassment or bullying on the basis of religion per 1,000 students
Hemmerling Elementary School:

1.8
State:

0.7


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

  • Hispanic64
  • American Indian4
  • Asian4
  • Native Hawaiian2
  • Black2
  • White19
  • Multirace10
  • LEP13
  • IDEA16
Chronic Student Absenteeism: 105 (male: 54, female: 51)
  • Hispanic: 64 (male: 32, female: 32)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 2 (all female)
  • White: 19 (male: 11, female: 8)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 13 (male: 5, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 11, female: 5)
Chronic Student Absenteeism per 1,000 students
School:

186.2
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 Non-IDEA students subjected to physical restraint: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Non-IDEA students subjected to physical restraint per 1,000 students
Hemmerling Elementary School:

3.5
State:

1.9
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
Here:

3.5
State:

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

  • Hispanic38
  • Asian3
  • White4
  • LEP1
  • IDEA4
School days missed due to out-of-school suspension: 45 (all male)
  • Hispanic: 38
  • Asian: 3
  • White: 4
  • Limited English Proficiency (LEP): 1
  • Individuals With Disabilities Education Act (IDEA): 4
Instances of out-of-school suspension (Students without disabilities): 14

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

24.8
California:

84.8

    Students without disabilities receiving only one out-of-school suspension

  • Hispanic11
  • Asian2
  • White2
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 15 (all male)
  • Hispanic: 11
  • Asian: 2
  • White: 2
  • Limited English Proficiency (LEP): 2
Students without disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • Asian: 2
Instances of out-of-school suspension (Students with disabilities): 2

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

3.5
California:

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

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