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Soulsbyville Elementary School in Soulsbyville, CA
(KG-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 47
Address
 20300 Soulsbyville Rd.
Soulsbyville, CA 95372
Telephone
(209) 532-9201
(make sure to verify first before calling)
City-data.com school rating
47
Students
501
Classroom Teachers (FTE)
26.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
176
Reduced-price lunch
eligible students
48
School district
Soulsbyville Elementary
Charter school
No
Title I status
Title I targeted assistance school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Connections Visual and Performing Arts Academy (2.0 miles):

79
Twain Harte (4.0 miles):

54
Summerville High (2.0 miles):

48
Soulsbyville Elementary School:

47
Summerville Elementary (2.8 miles):

46
Curtis Creek Elementary (3.0 miles):

42
Belleview Elementary (3.2 miles):

39
Foothill Leadership Academy (3.2 miles):

33
Gold Rush Charter (1.7 miles):

26
Soulsbyville Elementary School rating compared to average state, county and city schools ratings:
California:

46
Tuolumne County:

40
Soulsbyville:

47
Soulsbyville Elementary School:

47

Students & Teachers


Total enrollment:
Enrollment in 2016: 501
Enrollment in 2015: 503
Enrollment in 2014: 516
Enrollment in 2013: 481
Enrollment in 2012: 503
Enrollment in 2011: 517
Enrollment in 2010: 532
Enrollment in 2009: 510
Enrollment in 2008: 433
Enrollment in 2007: 555
Enrollment in 2006: 616
Enrollment in 2005: 617
Enrollment in 2004: 683
Enrollment in 2003: 671
Enrollment in 2002: 680
Enrollment in 2001: 655
Enrollment in 2000: 628
Enrollment in 1999: 657

Soulsbyville Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06G07G08Total
All students535656586455535254501
Female students242127253723292227235
Male students293529332732243027266
American Indian/Alaska Native students - - - - - - 11 - 2
Hispanic students921391491112988
Black students - - - - - 1 - - - 1
White students415136484440403644380
Two or More Races students33716513130

Enrollment by grade:
Kindergarten enrollment: 53
1st grade enrollment: 56
2nd grade enrollment: 56
3rd grade enrollment: 58
4th grade enrollment: 64
5th grade enrollment: 55
6th grade enrollment: 53
7th grade enrollment: 52
8th grade enrollment: 54

Soulsbyville Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 235 (46.9%)
Soulsbyville Elementary School:

46.9%
State:

49.4%
Male enrollment: 266 (53.1%)
Soulsbyville Elementary School:

53.1%
State:

49.6%

Soulsbyville Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 2 (0.4%)
Soulsbyville Elementary School:

0.4%
California:

1.0%
Hispanic enrollment: 88 (17.6%)
Here:

17.6%
California:

46.0%
Black enrollment: 1 (0.2%)
School:

0.2%
State:

6.1%
White enrollment: 380 (75.8%)
School:

75.8%
State:

28.3%
Two or More Races enrollment: 30 (6.0%)
Here:

6.0%
California:

4.5%

Soulsbyville Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 224 (44.7%)
Soulsbyville Elementary School:

44.7%
State:

61.2%
Free lunch eligible students: 176 (35.1%)
Soulsbyville Elementary School:

35.1%
State:

52.8%
Reduced-price lunch eligible students: 48 (9.6%)
School:

9.6%
California:

8.6%

Soulsbyville Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 26

Number of FTE teachers in their second year of teaching: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 3

Student/Teacher Ratio
Here:

19.3
California:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,546,718
  • Full-time Equivalency Count of Teachers: 24 (Salary Expenditures: $1,617,426)
  • Full-time Equivalency Count of Instructional Aides: 10.3 (Salary Expenditures: $233,152)
  • Full-time Equivalency Count of Support Services Staff: 11.5 (Salary Expenditures: $411,401)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $284,739)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $839,472
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $929,292
  • Salary Expenditures for Teachers: $1,725,166
  • Full-time Equivalency Count of Instructional Aides: 10.3 (Salary Expenditures: $233,152)
  • Full-time Equivalency Count of Support Services Staff: 11.5 (Salary Expenditures: $411,401)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $284,739)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $876,721

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 10 (male: 5, female: 5)
  • Hispanic: 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

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: 58 (male: 35, female: 23)
  • Hispanic: 11 (male: 4, female: 7)
  • White: 47 (male: 31, female: 16)
Students with disabilities served under Section 504: 12 (male: 10, female: 2)
  • American Indian / Alaska Native: 5 (all male)
  • White: 7 (male: 5, female: 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: 17 (male: 7, female: 10)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • White: 13 (male: 5, female: 8)

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

33.9
California:

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

  • All41%
  • Males32%
  • Females51%
  • Hispanic35%
  • White29%
ELA students tested: 326
ELA students with scores: 326

Percentage Standard Met and Above:

41%
California:

49%

Standard Not Met: 31.9%
Standard Nearly Met: 26.7%
Standard Met: 31.0%
Standard Exceeded: 10.4%

All Grades:
31.9%
26.7%
31.0%
10.4%
3rd Grade: (Mean Scale Score: 2417.0, Students tested: 57, Standard Not Met: 21.1%, Nearly Met: 42.1%, Met: 22.8%, Exceeded: 14.0%)
21.1%
42.1%
22.8%
14.0%
4th Grade: (Mean Scale Score: 2419.6, Students tested: 59, Standard Not Met: 52.5%, Nearly Met: 18.6%, Met: 18.6%, Exceeded: 10.2%)
52.5%
18.6%
18.6%
10.2%
5th Grade: (Mean Scale Score: 2464.6, Students tested: 65, Standard Not Met: 36.9%, Nearly Met: 21.5%, Met: 32.3%, Exceeded: 9.2%)
36.9%
21.5%
32.3%
9.2%
6th Grade: (Mean Scale Score: 2512.2, Students tested: 44, Standard Not Met: 25.0%, Nearly Met: 29.6%, Met: 36.4%, Exceeded: 9.1%)
25.0%
29.6%
36.4%
9.1%
7th Grade: (Mean Scale Score: 2546.8, Students tested: 50, Standard Not Met: 22.0%, Nearly Met: 22.0%, Met: 46.0%, Exceeded: 10.0%)
22.0%
22.0%
46.0%
10.0%
8th Grade: (Mean Scale Score: 2550.5, Students tested: 51, Standard Not Met: 29.4%, Nearly Met: 27.4%, Met: 33.3%, Exceeded: 9.8%)
29.4%
27.4%
33.3%
9.8%

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

    Math Standard Met and Above

  • All27%
  • Males26%
  • Females29%
  • Hispanic26%
  • White18%
Math students tested: 325
Math students with scores: 325

Percentage Standard Met and Above:

27%
State:

38%

Standard Not Met: 34.1%
Standard Nearly Met: 38.5%
Standard Met: 15.4%
Standard Exceeded: 12.0%

All Grades:
34.1%
38.5%
15.4%
12.0%
3rd Grade: (Mean Scale Score: 2423.5, Students tested: 57, Standard Not Met: 22.8%, Nearly Met: 40.4%, Met: 22.8%, Exceeded: 14.0%)
22.8%
40.4%
22.8%
14.0%
4th Grade: (Mean Scale Score: 2447.7, Students tested: 59, Standard Not Met: 32.2%, Nearly Met: 45.8%, Met: 10.2%, Exceeded: 11.9%)
32.2%
45.8%
10.2%
11.9%
5th Grade: (Mean Scale Score: 2468.9, Students tested: 64, Standard Not Met: 37.5%, Nearly Met: 43.8%, Met: 7.8%, Exceeded: 10.9%)
37.5%
43.8%
7.8%
10.9%
6th Grade: (Mean Scale Score: 2523.8, Students tested: 44, Standard Not Met: 27.3%, Nearly Met: 29.6%, Met: 25.0%, Exceeded: 18.2%)
27.3%
29.6%
25.0%
18.2%
7th Grade: (Mean Scale Score: 2507.9, Students tested: 50, Standard Not Met: 34.0%, Nearly Met: 36.0%, Met: 24.0%, Exceeded: 6.0%)
34.0%
36.0%
24.0%
6.0%
8th Grade: (Mean Scale Score: 2507.0, Students tested: 51, Standard Not Met: 51.0%, Nearly Met: 31.4%, Met: 5.9%, Exceeded: 11.8%)
51.0%
31.4%
5.9%
11.8%

Soulsbyville 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: 43
CST Science students with scores: 43

Percentage At Or Above Proficient:

58%
State:

54%

Percentage Far Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 5.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 37.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 35.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 23.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 368.5, Students tested: 43, Far Below Basic: 0.0%, Below Basic: 5.0%, Basic: 37.0%, Proficient: 35.0%, Advanced: 23.0%)
5.0%
37.0%
35.0%
23.0%
CST Science students tested: 48
CST Science students with scores: 48

Percentage At Or Above Proficient:

90%
State:

54%

Percentage Far Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 2.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 8.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 19.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 71.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 440.6, Students tested: 48, Far Below Basic: 0.0%, Below Basic: 2.0%, Basic: 8.0%, Proficient: 19.0%, Advanced: 71.0%)
2.0%
8.0%
19.0%
71.0%

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: 55, Needs Improvement - High Risk: 63.6%, Needs Improvement: 29.1%, Healthy Fitness Zone: 7.3%)
63.6%
29.1%
7.3%
7th grade: (Students tested: 50, Needs Improvement - High Risk: 74.0%, Needs Improvement: 14.0%, Healthy Fitness Zone: 12.0%)
74.0%
14.0%
12.0%
Body Composition:
5th grade: (Students tested: 55, Needs Improvement - High Risk: 70.9%, Needs Improvement: 14.5%, Healthy Fitness Zone: 14.6%)
70.9%
14.5%
14.6%
7th grade: (Students tested: 50, Needs Improvement - High Risk: 70.0%, Needs Improvement: 10.0%, Healthy Fitness Zone: 20.0%)
70.0%
10.0%
20.0%
Abdominal Strength:
5th grade: (Students tested: 55, Needs Improvement - High Risk: 96.4%, Needs Improvement: 3.6%, Healthy Fitness Zone: 0.0%)
96.4%
3.6%
7th grade: (Students tested: 50, Needs Improvement - High Risk: 94.0%, Needs Improvement: 6.0%, Healthy Fitness Zone: 0.0%)
94.0%
6.0%
Trunk Extension Strength:
5th grade: (Students tested: 55, Needs Improvement - High Risk: 94.5%, Needs Improvement: 5.5%, Healthy Fitness Zone: 0.0%)
94.5%
5.5%
7th grade: (Students tested: 50, Needs Improvement - High Risk: 98.0%, Needs Improvement: 2.0%, Healthy Fitness Zone: 0.0%)
98.0%
2.0%
Upper Body Strength:
5th grade: (Students tested: 55, Needs Improvement - High Risk: 87.3%, Needs Improvement: 12.7%, Healthy Fitness Zone: 0.0%)
87.3%
12.7%
7th grade: (Students tested: 50, Needs Improvement - High Risk: 92.0%, Needs Improvement: 8.0%, Healthy Fitness Zone: 0.0%)
92.0%
8.0%
Flexibility:
5th grade: (Students tested: 55, Needs Improvement - High Risk: 87.3%, Needs Improvement: 12.7%, Healthy Fitness Zone: 0.0%)
87.3%
12.7%
7th grade: (Students tested: 50, Needs Improvement - High Risk: 94.0%, Needs Improvement: 6.0%, Healthy Fitness Zone: 0.0%)
94.0%
6.0%

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).

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

All Grades:
Student Count: 9
Number of students who met CELDT criterion: 5

Students who met CELDT criterion:

56.0%
State:

34.0%
Grade 5:
Student Count: 4
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

75.0%
California:

48.0%
Listening Mean Scale Score:

574.5
California:

533.7
Reading Mean Scale Score:

511.3
State:

514.0
Speaking Mean Scale Score:

534.0
California:

530.0
Writing Mean Scale Score:

528.5
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).

Soulsbyville Elementary School - Adequate Yearly Progress status


ELA Participation Rate
Here:

97.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic96
  • American Indian100
  • Black100
  • White97
  • Multirace100
  • SED98
  • LEP100
  • With Disabilities91
  • Hispanic: 96% (tested 59 out of 62 enrolled)
  • American Indian / Alaska Native: 100% (tested 3 out of 3 enrolled)
  • Black: 100% (tested 1 out of 1 enrolled)
  • White: 97% (tested 245 out of 252 enrolled)
  • Two or More Races: 100% (tested 17 out of 17 enrolled)
  • Socioeconomic Disadvantaged: 98% (tested 169 out of 173 enrolled)
  • English Learners: 100% (tested 5 out of 5 enrolled)
  • Students with Disabilities: 91% (tested 39 out of 43 enrolled)

Math Participation Rate
School:

97.0%
California:

96.1%

    Math Participation Rate

  • Hispanic96
  • American Indian100
  • Black100
  • White97
  • Multirace100
  • SED98
  • LEP100
  • With Disabilities91
  • Hispanic: 96% (tested 59 out of 62 enrolled)
  • American Indian / Alaska Native: 100% (tested 3 out of 3 enrolled)
  • Black: 100% (tested 1 out of 1 enrolled)
  • White: 97% (tested 245 out of 252 enrolled)
  • Two or More Races: 100% (tested 17 out of 17 enrolled)
  • Socioeconomic Disadvantaged: 98% (tested 169 out of 173 enrolled)
  • English Learners: 100% (tested 5 out of 5 enrolled)
  • Students with Disabilities: 91% (tested 39 out of 43 enrolled)

Health & Safety


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 with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • White: 2

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

4.0
California:

7.2

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

  • Hispanic10
  • American Indian2
  • Black2
  • White37
  • LEP4
  • IDEA7
  • 5042
Chronic Student Absenteeism: 51 (male: 27, female: 24)
  • Hispanic: 10 (male: 5, female: 5)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 2 (all female)
  • White: 37 (male: 20, female: 17)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
Soulsbyville Elementary School:

101.8
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
Here:

4.0
State:

8.5

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

  • American Indian7
  • Native Hawaiian5
  • White37
  • IDEA23
  • 50416
School days missed due to out-of-school suspension: 49 (male: 41, female: 8)
  • American Indian / Alaska Native: 7 (male: 6, female: 1)
  • Native Hawaiian / Pacific Islander: 5 (all male)
  • White: 37 (male: 30, female: 7)
  • Individuals With Disabilities Education Act (IDEA): 23 (all male)
  • Section 504: 16 (all male)
Instances of out-of-school suspension (Students without disabilities): 33

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

65.9
California:

84.8
Students without disabilities receiving one or more in-school suspension: 2 (all male)
  • White: 2
Students without disabilities receiving only one out-of-school suspension: 9 (male: 5, female: 4)
  • American Indian / Alaska Native: 2 (all female)
  • White: 7 (male: 5, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 6 (male: 4, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • White: 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 13

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

25.9
California:

28.1
Instances of out-of-school suspension (Section 504 only): 2

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

4.0
State:

3.4
Students with disabilities receiving one or more in-school suspension: 4 (all male)
  • Native Hawaiian / Pacific Islander: 2
  • White: 2
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
Students with disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Native Hawaiian / Pacific Islander: 2
  • White: 2
  • Section 504: 2

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: 2 (all male)
  • American Indian / Alaska Native: 2

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

4.0
State:

10.5

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: 2 (all male)
  • American Indian / Alaska Native: 2

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

4.0
California:

9.7

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: 1

    7-8th grade student enrollment in Algebra I

  • Hispanic4
  • American Indian4
  • Native Hawaiian4
  • Black4
  • White37
7-8th grade student enrollment in Algebra I: 53 (male: 22, female: 31)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 37 (male: 14, female: 23)
7-8th grade studenst who passed Algebra I: 43 (male: 17, female: 26)
  • Hispanic: 8 (male: 4, female: 4)
  • White: 35 (male: 13, female: 22)
Percent of 7-8th grade students who passed
Here:

81.1%
California:

83.6%

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