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Rutherford B. Gaston Sr. Middle School in Fresno, CA
(07-08 • 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 7
Address
 1100 E. Church Ave.
Fresno, CA 93706
Telephone
(559) 457-3400
(make sure to verify first before calling)
Website
http://www.fresnounified.org
City-data.com school rating
7
Students
838
Classroom Teachers (FTE)
38.0
National School Lunch
Program (NSLP) Status
Yes, under Community Eligibility Option (CEO)
Free lunch eligible students
617
Reduced-price lunch
eligible students
188
School district
Fresno 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:
Edison Computech (0.5 miles):

99
Edison High (0.6 miles):

59
West Fresno Middle (1.1 miles):

21
Lincoln Elementary (0.7 miles):

18
King Elementary (0.3 miles):

8
Big Picture Educational Academy (1.3 miles):

8
W. E. B. DuBois Public Charter (0.5 miles):

7
Kirk Elementary (0.6 miles):

7
Rutherford B. Gaston Sr. Middle School:

7
Rutherford B. Gaston Sr. Middle School rating compared to average state, county and city schools ratings:
California:

46
Fresno County:

36
Fresno:

32
Rutherford B. Gaston Sr. Middle:

7

Students & Teachers


Total enrollment:
Enrollment in 2016: 838
Enrollment in 2015: 829

Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08Total
All students410428838
Female students189203392
Male students221225446
American Indian/Alaska Native students4 - 4
Asian students282250
Hispanic students296306602
Black students6586151
White students151227
Two or More Races students224

Enrollment by grade:
7th grade enrollment: 410
8th grade enrollment: 428

Rutherford B. Gaston Sr. Middle School - Enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 392 (46.8%)
Here:

46.8%
California:

49.4%
Male enrollment: 446 (53.2%)
School:

53.2%
State:

49.6%

Rutherford B. Gaston Sr. Middle School - Enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 4 (0.5%)
Rutherford B. Gaston Sr. Middle School:

0.5%
State:

1.0%
Asian enrollment: 50 (6.0%)
School:

6.0%
California:

9.4%
Hispanic enrollment: 602 (71.8%)
Rutherford B. Gaston Sr. Middle School:

71.8%
California:

46.0%
Black enrollment: 151 (18.0%)
Rutherford B. Gaston Sr. Middle School:

18.0%
California:

6.1%
White enrollment: 27 (3.2%)
Rutherford B. Gaston Sr. Middle School:

3.2%
State:

28.3%
Two or More Races enrollment: 4 (0.5%)
Here:

0.5%
California:

4.5%

Rutherford B. Gaston Sr. Middle School - Enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 805 (96.1%)
Rutherford B. Gaston Sr. Middle School:

96.1%
California:

61.2%
Free lunch eligible students: 617 (73.6%)
Rutherford B. Gaston Sr. Middle School:

73.6%
California:

52.8%
Reduced-price lunch eligible students: 188 (22.4%)
Here:

22.4%
State:

8.6%

Rutherford B. Gaston Sr. Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 38

Number of FTE teachers in their first year of teaching: 6
Number of FTE teachers in their second year of teaching: 5
Number of FTE school counselors: 0.8
Number of FTE teachers who were absent more than 10 school days during the school years: 9
Number of FTE security guards: 3
Number of FTE nurses: 1

Student/Teacher Ratio
Here:

22.1
State:

22.8

School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,067,391
  • Full-time Equivalency Count of Teachers: 36 (Salary Expenditures: $2,350,612)
  • Full-time Equivalency Count of Instructional Aides: 7.9 (Salary Expenditures: $204,660)
  • Full-time Equivalency Count of Support Services Staff: 1.7 (Salary Expenditures: $77,286)
  • Full-time Equivalency Count of School Administration Staff: 4.4 (Salary Expenditures: $271,393)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $205,379
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,608,391
  • Salary Expenditures for Teachers: $2,673,480
  • Full-time Equivalency Count of Instructional Aides: 7.9 (Salary Expenditures: $204,660)
  • Full-time Equivalency Count of Support Services Staff: 1.7 (Salary Expenditures: $77,286)
  • Full-time Equivalency Count of School Administration Staff: 4.4 (Salary Expenditures: $271,393)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $240,325

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic166
  • Asian22
  • White4
  • Multirace2
  • IDEA43
Students Enrolled in LEP Programs: 194 (male: 117, female: 77)
  • Hispanic: 166 (male: 98, female: 68)
  • Asian: 22 (male: 17, female: 5)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 43 (male: 26, female: 17)

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

  • Hispanic62
  • Asian4
  • Black16
  • White4
  • LEP41
Students with disabilities served under IDEA: 86 (male: 58, female: 28)
  • Hispanic: 62 (male: 34, female: 28)
  • Asian: 4 (all male)
  • Black: 16 (all male)
  • White: 4 (all male)
  • Limited English Proficiency (LEP): 41 (male: 25, female: 16)
Students with disabilities served under Section 504: 9 (male: 7, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

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

  • All20%
  • Males17%
  • Females24%
  • Black11%
  • Asian35%
  • Hispanic20%
  • White18%
ELA students tested: 808
ELA students with scores: 807

Percentage Standard Met and Above:

20%
State:

49%

Standard Not Met: 51.8%
Standard Nearly Met: 27.9%
Standard Met: 18.5%
Standard Exceeded: 1.9%

All Grades:
51.8%
27.9%
18.5%
1.9%
7th Grade: (Mean Scale Score: 2482.0, Students tested: 418, Standard Not Met: 45.7%, Nearly Met: 31.1%, Met: 21.5%, Exceeded: 1.7%)
45.7%
31.1%
21.5%
1.7%
8th Grade: (Mean Scale Score: 2472.2, Students tested: 390, Standard Not Met: 58.4%, Nearly Met: 24.4%, Met: 15.2%, Exceeded: 2.1%)
58.4%
24.4%
15.2%
2.1%

Rutherford B. Gaston Sr. Middle School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All8%
  • Males7%
  • Females8%
  • Black4%
  • Asian12%
  • Hispanic8%
Math students tested: 818
Math students with scores: 815

Percentage Standard Met and Above:

8%
State:

38%

Standard Not Met: 73.3%
Standard Nearly Met: 19.1%
Standard Met: 6.1%
Standard Exceeded: 1.5%

All Grades:
73.3%
19.1%
6.1%
1.5%
7th Grade: (Mean Scale Score: 2429.9, Students tested: 424, Standard Not Met: 71.9%, Nearly Met: 21.0%, Met: 5.7%, Exceeded: 1.4%)
71.9%
21.0%
5.7%
1.4%
8th Grade: (Mean Scale Score: 2435.0, Students tested: 394, Standard Not Met: 74.7%, Nearly Met: 17.1%, Met: 6.6%, Exceeded: 1.5%)
74.7%
17.1%
6.6%
1.5%

Rutherford B. Gaston Sr. Middle 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: 12
ELA students with scores: 12

Percentage Level 3:

0%
California:

11%

Level 1: 75.0% The student showed limited understanding of core concepts.
Level 2: 25.0% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.

All Grades:
75.0%
25.0%
Math students tested: 12
Math students with scores: 12

Percentage Level 3:

0%
State:

5%

Level 1: 75.0% The student showed limited understanding of core concepts.
Level 2: 25.0% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.

All Grades:
75.0%
25.0%

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.

CST Science students tested: 405
CST Science students with scores: 402

Percentage At Or Above Proficient:

23%
State:

54%

Percentage Far Below Basic: 33.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 18.0% 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: 17.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 5.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 293.4, Students tested: 405, Far Below Basic: 33.0%, Below Basic: 18.0%, Basic: 26.0%, Proficient: 17.0%, Advanced: 5.0%)
33.0%
18.0%
26.0%
17.0%
5.0%

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:
7th grade: (Students tested: 418, Needs Improvement - High Risk: 70.8%, Needs Improvement: 15.3%, Healthy Fitness Zone: 13.9%)
70.8%
15.3%
13.9%
Body Composition:
7th grade: (Students tested: 418, Needs Improvement - High Risk: 42.6%, Needs Improvement: 20.1%, Healthy Fitness Zone: 37.3%)
42.6%
20.1%
37.3%
Abdominal Strength:
7th grade: (Students tested: 418, Needs Improvement - High Risk: 62.7%, Needs Improvement: 37.3%, Healthy Fitness Zone: 0.0%)
62.7%
37.3%
Trunk Extension Strength:
7th grade: (Students tested: 418, Needs Improvement - High Risk: 70.3%, Needs Improvement: 29.7%, Healthy Fitness Zone: 0.0%)
70.3%
29.7%
Upper Body Strength:
7th grade: (Students tested: 418, Needs Improvement - High Risk: 59.8%, Needs Improvement: 40.2%, Healthy Fitness Zone: 0.0%)
59.8%
40.2%
Flexibility:
7th grade: (Students tested: 418, Needs Improvement - High Risk: 73.0%, Needs Improvement: 27.0%, Healthy Fitness Zone: 0.0%)
73.0%
27.0%

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).

Rutherford B. Gaston Sr. Middle School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 180
Number of students who met CELDT criterion: 48

Students who met CELDT criterion:

27.0%
California:

34.0%
Grade 7:
Student Count: 95
Number of students who met CELDT criterion: 27

Students who met CELDT criterion:

28.0%
California:

48.0%
Listening Mean Scale Score:

537.6
State:

547.6
Reading Mean Scale Score:

509.5
State:

534.4
Speaking Mean Scale Score:

484.8
California:

529.9
Writing Mean Scale Score:

518.6
California:

530.2
Grade 8:
Student Count: 85
Number of students who met CELDT criterion: 21

Students who met CELDT criterion:

25.0%
California:

47.0%
Listening Mean Scale Score:

534.3
California:

556.2
Reading Mean Scale Score:

497.7
California:

547.2
Speaking Mean Scale Score:

516.4
State:

536.1
Writing Mean Scale Score:

508.0
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).

ELA Participation Rate
School:

98.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic99
  • American Indian100
  • Asian100
  • Filipino100
  • Black97
  • White100
  • Multirace100
  • SED99
  • LEP99
  • With Disabilities98
  • Hispanic: 99% (tested 562 out of 570 enrolled)
  • American Indian / Alaska Native: 100% (tested 4 out of 4 enrolled)
  • Asian: 100% (tested 44 out of 44 enrolled)
  • Filipino: 100% (tested 3 out of 3 enrolled)
  • Black: 97% (tested 142 out of 147 enrolled)
  • White: 100% (tested 24 out of 24 enrolled)
  • Two or More Races: 100% (tested 4 out of 4 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 755 out of 766 enrolled)
  • English Learners: 99% (tested 333 out of 338 enrolled)
  • Students with Disabilities: 98% (tested 87 out of 89 enrolled)

Math Participation Rate
Here:

99.0%
California:

96.1%

    Math Participation Rate

  • Hispanic99
  • American Indian100
  • Asian100
  • Filipino100
  • Black97
  • White100
  • Multirace100
  • SED99
  • LEP98
  • With Disabilities98
  • Hispanic: 99% (tested 576 out of 584 enrolled)
  • American Indian / Alaska Native: 100% (tested 4 out of 4 enrolled)
  • Asian: 100% (tested 44 out of 44 enrolled)
  • Filipino: 100% (tested 3 out of 3 enrolled)
  • Black: 97% (tested 145 out of 149 enrolled)
  • White: 100% (tested 24 out of 24 enrolled)
  • Two or More Races: 100% (tested 4 out of 4 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 770 out of 777 enrolled)
  • English Learners: 98% (tested 344 out of 351 enrolled)
  • Students with Disabilities: 98% (tested 89 out of 91 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.

Robbery is taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or assault.

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.
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 robbery without a weapon: 1

Incidents of physical attack or fight with a weapon: 4
Incidents of physical attack or fight without a weapon: 79


Total incidents per 1,000 students
Rutherford B. Gaston Sr. Middle School:

100.2
California:

60.8

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

  • Hispanic297
  • American Indian2
  • Asian12
  • Black116
  • White21
  • LEP96
  • IDEA86
  • 5043
School days missed due to out-of-school suspension: 448 (male: 316, female: 132)
  • Hispanic: 297 (male: 201, female: 96)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 12 (all male)
  • Black: 116 (male: 82, female: 34)
  • White: 21 (male: 19, female: 2)
  • Limited English Proficiency (LEP): 96 (male: 93, female: 3)
  • Individuals With Disabilities Education Act (IDEA): 86 (male: 59, female: 27)
  • Section 504: 3 (all male)
Instances of out-of-school suspension (Students without disabilities): 137

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

163.5
California:

84.8

    Students without disabilities receiving one or more in-school suspension

  • Hispanic31
  • American Indian2
  • Asian4
  • Black16
  • White5
  • LEP7
Students without disabilities receiving one or more in-school suspension: 58 (male: 37, female: 21)
  • Hispanic: 31 (male: 20, female: 11)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 4 (male: 2, female: 2)
  • Black: 16 (male: 8, female: 8)
  • White: 5 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

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

  • Hispanic52
  • American Indian2
  • Asian2
  • Black19
  • White7
  • LEP16
Students without disabilities receiving only one out-of-school suspension: 82 (male: 55, female: 27)
  • Hispanic: 52 (male: 35, female: 17)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all male)
  • Black: 19 (male: 11, female: 8)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 16 (male: 14, female: 2)

    Students without disabilities receiving more than one out-of-school suspension

  • Hispanic19
  • Asian2
  • Black10
  • White2
  • LEP5
Students without disabilities receiving more than one out-of-school suspension: 33 (male: 23, female: 10)
  • Hispanic: 19 (male: 14, female: 5)
  • Asian: 2 (all male)
  • Black: 10 (male: 5, female: 5)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 5 (all male)
Instances of out-of-school suspension (Students with disabilities): 41

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

48.9
State:

28.1
Instances of out-of-school suspension (Section 504 only): 1

Instances of out-of-school suspension per 1,000 students (Section 504 only)
Here:

1.2
California:

3.4

    Students with disabilities receiving one or more in-school suspension

  • Hispanic7
  • American Indian2
  • Black4
  • LEP4
Students with disabilities receiving one or more in-school suspension: 13 (male: 9, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

    Students with disabilities receiving only one out-of-school suspension

  • Hispanic10
  • American Indian2
  • Black2
  • LEP7
  • 5042
Students with disabilities receiving only one out-of-school suspension: 14 (male: 12, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Section 504: 2 (all male)
Students with disabilities receiving more than one out-of-school suspension: 9 (male: 7, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

Expulsions:
Show data for

(State average from 1,805 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students without Disabilities who received an expulsion with educational services: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

Students without Disabilities who received an expulsion with educational services per 1,000 students
School:

7.2
California:

10.5
Students with Disabilities who received an expulsion with educational services: 2 (all female)
  • Hispanic: 2

Students with Disabilities who received an expulsion with educational services per 1,000 students
Here:

2.4
State:

4.5

Transfers:
(State average from 692 schools)
Transfer to an alternative school for disciplinary reasons is a subset of expulsion with educational services. An alternative school is a public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside of the categories of regular education, special education, or vocational education.
Students without disabilities transferred to an alternative school for disciplinary reasons: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Here:

4.8
State:

9.7

Classes & Courses


Algebra I:
Show data for

(State average from 881 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.
8th grade student enrollment in Algebra I: 31 (male: 15, female: 16)
  • Hispanic: 25 (male: 11, female: 14)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all male)
8th grade studenst who passed Algebra I: 23 (male: 10, female: 13)
  • Hispanic: 23 (male: 10, female: 13)
Percent of 8th grade students who passed
Here:

74.2%
State:

85.6%

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