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Surprise Valley Elementary School in Cedarville, CA
(KG-07 • 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
 790 High St.
Cedarville, CA 96104
Telephone
(530) 279-6161
(make sure to verify first before calling)
City-data.com school rating
47
Students
90
Classroom Teachers (FTE)
4.7
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
44
Reduced-price lunch
eligible students
13
School district
Surprise Valley Joint 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:
Surprise Valley Elementary School:

47
Modoc High (19.3 miles):

46
Modoc Middle (20.0 miles):

33
Alturas Elementary (19.9 miles):

28
Surprise Valley High (0.4 miles):

22
Surprise Valley Elementary School rating compared to average state, county and city schools ratings:
California:

46
Modoc County:

35
Cedarville:

35
Surprise Valley Elementary School:

47

Students & Teachers


Total enrollment:
Enrollment in 2016: 90
Enrollment in 2015: 82
Enrollment in 2014: 82
Enrollment in 2013: 86
Enrollment in 2012: 97
Enrollment in 2011: 87
Enrollment in 2010: 79
Enrollment in 2009: 94
Enrollment in 2008: 76
Enrollment in 2007: 90
Enrollment in 2006: 116
Enrollment in 2005: 135
Enrollment in 2004: 139
Enrollment in 2003: 125
Enrollment in 2002: 125
Enrollment in 2001: 130
Enrollment in 2000: 138
Enrollment in 1999: 151

Surprise Valley Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06G07Total
All students1312121017810890
Female students7685845750
Male students6645945140
American Indian/Alaska Native students4 - 22413 - 16
Asian students - - - - 1 - - - 1
Hispanic students21223 - 4115
White students7986973756
Two or More Races students - 2 - - - - - - 2

Enrollment by grade:
Kindergarten enrollment: 13
1st grade enrollment: 12
2nd grade enrollment: 12
3rd grade enrollment: 10
4th grade enrollment: 17
5th grade enrollment: 8
6th grade enrollment: 10
7th grade enrollment: 8

Surprise Valley Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 50 (55.6%)
Here:

55.6%
State:

49.4%
Male enrollment: 40 (44.4%)
Surprise Valley Elementary School:

44.4%
State:

49.6%

Surprise Valley Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 16 (17.8%)
School:

17.8%
State:

1.0%
Asian enrollment: 1 (1.1%)
Surprise Valley Elementary School:

1.1%
California:

9.4%
Hispanic enrollment: 15 (16.7%)
Here:

16.7%
State:

46.0%
White enrollment: 56 (62.2%)
School:

62.2%
State:

28.3%
Two or More Races enrollment: 2 (2.2%)
Here:

2.2%
State:

4.5%

Surprise Valley Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 57 (63.3%)
Here:

63.3%
California:

61.2%
Free lunch eligible students: 44 (48.9%)
Surprise Valley Elementary School:

48.9%
State:

52.8%
Reduced-price lunch eligible students: 13 (14.4%)
School:

14.4%
State:

8.6%

Surprise Valley Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 4.7

Number of FTE teachers in their second year of teaching: 2

Student/Teacher Ratio
Here:

19.1
California:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $413,064
  • Full-time Equivalency Count of Teachers: 4.7 (Salary Expenditures: $256,639)
  • Full-time Equivalency Count of Instructional Aides: 1.5 (Salary Expenditures: $25,584)
  • Full-time Equivalency Count of Support Services Staff: 1.5 (Salary Expenditures: $54,230)
  • Full-time Equivalency Count of School Administration Staff: 32.6 (Salary Expenditures: $76,611)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $22,929
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $282,222
  • Salary Expenditures for Teachers: $290,568
  • Full-time Equivalency Count of Instructional Aides: 2 (Salary Expenditures: $41,166)
  • Full-time Equivalency Count of Support Services Staff: 1.5 (Salary Expenditures: $54,230)
  • Full-time Equivalency Count of School Administration Staff: 0.6 (Salary Expenditures: $76,611)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $32,498

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 10 (male: 5, female: 5)
  • Hispanic: 10 (male: 5, female: 5)

Retention:
Show data for

(State average from 2,659 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in Kindergarten: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Percent of Kindergarten students retained
School:

30.8%
State:

5.3%

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

  • All40%
  • Males40%
  • Females41%
  • White29%
ELA students tested: 52
ELA students with scores: 52

Percentage Standard Met and Above:

40%
California:

49%

Standard Not Met: 19.2%
Standard Nearly Met: 40.4%
Standard Met: 26.9%
Standard Exceeded: 13.5%

All Grades:
19.2%
40.4%
26.9%
13.5%
3rd Grade: (Mean Scale Score: 2422.2, Students tested: 12, Standard Not Met: 25.0%, Nearly Met: 41.7%, Met: 16.7%, Exceeded: 16.7%)
25.0%
41.7%
16.7%
16.7%
5th Grade: (Mean Scale Score: 2480.7, Students tested: 15, Standard Not Met: 20.0%, Nearly Met: 33.3%, Met: 33.3%, Exceeded: 13.3%)
20.0%
33.3%
33.3%
13.3%

Surprise Valley Elementary School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All35%
  • Males40%
  • Females30%
  • White50%
Math students tested: 52
Math students with scores: 52

Percentage Standard Met and Above:

35%
California:

38%

Standard Not Met: 28.9%
Standard Nearly Met: 36.5%
Standard Met: 28.9%
Standard Exceeded: 5.8%

All Grades:
28.9%
36.5%
28.9%
5.8%
3rd Grade: (Mean Scale Score: 2446.6, Students tested: 12, Standard Not Met: 16.7%, Nearly Met: 25.0%, Met: 33.3%, Exceeded: 25.0%)
16.7%
25.0%
33.3%
25.0%
5th Grade: (Mean Scale Score: 2495.5, Students tested: 15, Standard Not Met: 26.7%, Nearly Met: 40.0%, Met: 33.3%, Exceeded: 0.0%)
26.7%
40.0%
33.3%

Surprise Valley Elementary School - Math Area Achievement Levels (all grades)


Paper-based CAASPP:
Show data for

(State average from 9,660 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: 12
CST Science students with scores: 12

Percentage At Or Above Proficient:

50%
State:

60%

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: 17.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 33.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 33.0% 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: 356.3, Students tested: 12, Far Below Basic: 0.0%, Below Basic: 17.0%, Basic: 33.0%, Proficient: 33.0%, Advanced: 17.0%)
17.0%
33.0%
33.0%
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: 14, Needs Improvement - High Risk: 21.4%, Needs Improvement: 78.6%, Healthy Fitness Zone: 0.0%)
21.4%
78.6%
Body Composition:
5th grade: (Students tested: 14, Needs Improvement - High Risk: 35.7%, Needs Improvement: 14.3%, Healthy Fitness Zone: 50.0%)
35.7%
14.3%
50.0%
Abdominal Strength:
5th grade: (Students tested: 14, Needs Improvement - High Risk: 100.0%, Needs Improvement: 0.0%, Healthy Fitness Zone: 0.0%)
100.0%
Trunk Extension Strength:
5th grade: (Students tested: 14, Needs Improvement - High Risk: 100.0%, Needs Improvement: 0.0%, Healthy Fitness Zone: 0.0%)
100.0%
Upper Body Strength:
5th grade: (Students tested: 14, Needs Improvement - High Risk: 92.9%, Needs Improvement: 7.1%, Healthy Fitness Zone: 0.0%)
92.9%
7.1%
Flexibility:
5th grade: (Students tested: 14, Needs Improvement - High Risk: 78.6%, Needs Improvement: 21.4%, Healthy Fitness Zone: 0.0%)
78.6%
21.4%

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).

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

All Grades:
Student Count: 10
Number of students who met CELDT criterion: 7

Students who met CELDT criterion:

70.0%
State:

34.0%

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).

Surprise Valley Elementary School - Adequate Yearly Progress status


ELA Participation Rate
Here:

95.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic100
  • American Indian67
  • Asian100
  • White100
  • Multirace100
  • SED92
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 10 out of 10 enrolled)
  • American Indian / Alaska Native: 67% (tested 6 out of 9 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • White: 100% (tested 34 out of 34 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 92% (tested 32 out of 35 enrolled)
  • English Learners: 100% (tested 8 out of 8 enrolled)
  • Students with Disabilities: 100% (tested 4 out of 4 enrolled)

Math Participation Rate
Here:

95.0%
California:

96.1%

    Math Participation Rate

  • Hispanic100
  • American Indian67
  • Asian100
  • White100
  • Multirace100
  • SED92
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 10 out of 10 enrolled)
  • American Indian / Alaska Native: 67% (tested 6 out of 9 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • White: 100% (tested 34 out of 34 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 92% (tested 32 out of 35 enrolled)
  • English Learners: 100% (tested 8 out of 8 enrolled)
  • Students with Disabilities: 100% (tested 4 out of 4 enrolled)

Health & Safety


Harassment & Bullying:
Show data for

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

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

11.1
State:

4.4
Students reported as harassed or bullied on the basis of race, color, or national origin: 4 (all female)
  • Hispanic: 2
  • Black: 2
  • Limited English Proficiency (LEP): 2


Chronic Student Absenteeismt:
Show data for

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

    Chronic Student Absenteeism

  • Hispanic4
  • American Indian4
  • Asian2
  • White10
Chronic Student Absenteeism: 20 (male: 9, female: 11)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 2 (all female)
  • White: 10 (male: 5, female: 5)
Chronic Student Absenteeism per 1,000 students
Here:

222.2
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).
School days missed due to out-of-school suspension: 8 (male: 3, female: 5)
  • American Indian / Alaska Native: 5 (all female)
  • White: 3 (all male)
  • Limited English Proficiency (LEP): 1 (all male)
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
  • Limited English Proficiency (LEP): 2
Students without disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 2 (all female)
  • White: 2 (all male)

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: 2 (all female)
  • White: 2
Percent of 7-8th grade students who passed
Surprise Valley Elementary School:

0.0%
State:

83.6%

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