Thomas Jefferson Middle School in Indio, CA
(06-08 • Public • Regular School)
- Address
- 83-089 Highway 111
Indio, CA 92201
- Telephone
- (760) 863-3660
(make sure to verify first before calling)
- Website
- http://www.dsusd.us
- City-data.com school rating
- 14
- Students
- 581
- Classroom Teachers (FTE)
- 25.9
- National School Lunch
Program (NSLP) Status - No
- Free lunch eligible students
- 517
- Reduced-price lunch
eligible students - 39
- School district
- Desert Sands Unified
- Charter school
- No
- Title I status
- Title I schoolwide school
- Magnet School Indicator
- Yes
- Shared Time Indicator
- Missing
- Adult education offered
- No
Ratings
Dr. Reynaldo J. Carreon Jr. Academy (1.2 miles): | 55 |
Martin Van Buren Elementary (1.2 miles): | 51 |
Indio High (1.4 miles): | 32 |
Theodore Roosevelt Elementary (0.4 miles): | 26 |
Dwight Eisenhower Elementary (0.8 miles): | 19 |
Andrew Jackson Elementary (1.4 miles): | 18 |
Herbert Hoover Elementary (1.3 miles): | 17 |
Thomas Jefferson Middle School: | 14 |
Amistad High (Continuation) (0.9 miles): | 12 |
California: | 46 |
Riverside County: | 40 |
Indio: | 32 |
Thomas Jefferson Middle School: | 14 |
Students & Teachers
Total enrollment:
Enrollment in 2015: 615
Enrollment in 2014: 600
Enrollment in 2013: 629
Enrollment in 2012: 612
Enrollment in 2011: 707
Enrollment in 2010: 785
Enrollment in 2009: 846
Enrollment in 2008: 825
Enrollment in 2007: 843
Enrollment in 2006: 743
Enrollment in 2005: 727
Enrollment in 2004: 726
Enrollment in 2003: 712
Enrollment in 2002: 736
Enrollment in 2001: 641
Enrollment in 2000: 672
Enrollment in 1999: 638
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | G06 | G07 | G08 | Total |
---|---|---|---|---|
All students | 194 | 201 | 186 | 581 |
Female students | 102 | 93 | 81 | 276 |
Male students | 92 | 108 | 105 | 305 |
American Indian/Alaska Native students | 1 | - | - | 1 |
Asian students | 2 | 1 | 3 | 6 |
Hispanic students | 184 | 194 | 179 | 557 |
Black students | 1 | 1 | - | 2 |
White students | 6 | 5 | 4 | 15 |
Enrollment by grade:
7th grade enrollment: 201
8th grade enrollment: 186
Thomas Jefferson Middle School - Historical enrollment by grade
Enrollment by gender:
(State average from 12,430 schools)
Thomas Jefferson Middle School: | 47.5% |
California: | 49.4% |
Thomas Jefferson Middle School: | 52.5% |
State: | 49.6% |
Thomas Jefferson Middle School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 12,430 schools)
Here: | 0.2% |
State: | 1.0% |
Here: | 1.0% |
California: | 9.4% |
Here: | 95.9% |
California: | 46.0% |
Thomas Jefferson Middle School: | 0.3% |
State: | 6.1% |
Here: | 2.6% |
California: | 28.3% |
Thomas Jefferson Middle School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 10,111 schools)
Here: | 95.7% |
State: | 61.2% |
Here: | 89.0% |
State: | 52.8% |
Here: | 6.7% |
California: | 8.6% |
Thomas Jefferson Middle School - Lunch Program Eligibility
Teachers and support:
(State average from 12,394 schools)
Number of FTE teachers in their first year of teaching: 4
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: 9
Number of FTE security guards: 2
Number of FTE nurses: 0.3
Number of FTE psychologists: 0.5
Number of FTE social workers: 0.6
Student/Teacher Ratio
Thomas Jefferson Middle School: | 22.4 |
California: | 22.8 |
Thomas Jefferson Middle School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
- Full-time Equivalency Count of Teachers: 20.9 (Salary Expenditures: $1,601,647)
- Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $94,319)
- Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $234,883)
- Salary Expenditures for Teachers: $2,041,097
- Full-time Equivalency Count of Instructional Aides: 5.7 (Salary Expenditures: $154,701)
- Full-time Equivalency Count of Support Services Staff: 2.6 (Salary Expenditures: $138,938)
- Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $234,883)
Limited English Proficiency:
- Hispanic247
- Asian4
- White10
- IDEA79
Students Enrolled in LEP Programs
- Hispanic: 247 (male: 140, female: 107)
- Asian: 4 (male: 2, female: 2)
- White: 10 (male: 5, female: 5)
- Individuals With Disabilities Education Act (IDEA): 79 (male: 50, female: 29)
Students with disabilities:
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.
- Hispanic: 110 (male: 70, female: 40)
- Limited English Proficiency (LEP): 77 (male: 49, female: 28)
Students with disabilities served under Section 504: 4 (male: 2, female: 2)
- Hispanic: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Retention:
(State average from 282 schools)
- Hispanic: 2
- Limited English Proficiency (LEP): 2
Percent of 6th grade students retained
Thomas Jefferson Middle School: | 1.0% |
State: | 1.9% |
Total number of students retained in 7th grade: 2 (all female)
- Hispanic: 2
- Limited English Proficiency (LEP): 2
Percent of 7th grade students retained
School: | 1.0% |
State: | 2.7% |
Gifted and Talented:
(State average from 5,551 schools)
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.
- Hispanic: 4 (male: 2, female: 2)
- White: 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Gifted and Talented Student Enrollment per 1,000 students
Thomas Jefferson Middle School: | 10.3 |
California: | 84.3 |
Statewide Student Assessments
Smarter Balanced Summative Assessments:
(State average from 10,463 schools)
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.
- All26%
- Males20%
- Females31%
- Hispanic26%
- White13%
ELA Standard Met and Above
ELA students with scores: 602
Percentage Standard Met and Above: | 26% |
State: | 49% |
Standard Not Met: 44.2%
Standard Nearly Met: 30.2%
Standard Met: 22.3%
Standard Exceeded: 3.3%
All Grades:
Thomas Jefferson Middle School - ELA Area Achievement Levels (all grades)
- All7%
- Males6%
- Females8%
- Hispanic7%
- White4%
Math Standard Met and Above
Math students with scores: 605
Percentage Standard Met and Above: | 7% |
California: | 38% |
Standard Not Met: 66.3%
Standard Nearly Met: 26.8%
Standard Met: 5.0%
Standard Exceeded: 2.0%
All Grades:
Thomas Jefferson Middle School - Math Area Achievement Levels (all grades)
California Alternate Assessments:
(State average from 1,579 schools)
ELA students with scores: 12
Percentage Level 3: | 25% |
California: | 15% |
Level 1: 33.3% The student showed limited understanding of core concepts.
Level 2: 41.7% The student showed foundational understanding of core concepts.
Level 3: 25.0% The student showed understanding of core concepts.
All Grades:
Math students tested: 12
Math students with scores: 12
Percentage Level 3: | 0% |
California: | 6% |
Level 1: 33.3% The student showed limited understanding of core concepts.
Level 2: 66.7% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.
All Grades:
Paper-based CAASPP:
(State average from 9,784 schools)
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 with scores: 162
Percentage At Or Above Proficient: | 31% |
California: | 54% |
Percentage Far Below Basic: 15.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 22.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 32.0% 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: 14.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
8th Grade: (Mean Scale Score: 324.9, Students tested: 163, Far Below Basic: 15.0%, Below Basic: 22.0%, Basic: 32.0%, Proficient: 17.0%, Advanced: 14.0%)
CMA Science students tested: 18
CMA Science students with scores: 18
Percentage At Or Above Proficient: | 22% |
State: | 38% |
Percentage Far Below Basic: 6.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 28.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 44.0% 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: 6.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
8th Grade: (Mean Scale Score: 319.7, Students tested: 18, Far Below Basic: 6.0%, Below Basic: 28.0%, Basic: 44.0%, Proficient: 17.0%, Advanced: 6.0%)
The Physical Fitness Test:
7th grade: (Students tested: 200, Needs Improvement - High Risk: 53.0%, Needs Improvement: 30.5%, Healthy Fitness Zone: 16.5%)
Body Composition:
7th grade: (Students tested: 200, Needs Improvement - High Risk: 53.5%, Needs Improvement: 18.5%, Healthy Fitness Zone: 28.0%)
Abdominal Strength:
7th grade: (Students tested: 200, Needs Improvement - High Risk: 80.0%, Needs Improvement: 20.0%, Healthy Fitness Zone: 0.0%)
Trunk Extension Strength:
7th grade: (Students tested: 200, Needs Improvement - High Risk: 96.5%, Needs Improvement: 3.5%, Healthy Fitness Zone: 0.0%)
Upper Body Strength:
7th grade: (Students tested: 200, Needs Improvement - High Risk: 71.0%, Needs Improvement: 29.0%, Healthy Fitness Zone: 0.0%)
Flexibility:
7th grade: (Students tested: 200, Needs Improvement - High Risk: 85.5%, Needs Improvement: 14.5%, Healthy Fitness Zone: 0.0%)
California English Language Development Test:
(State average from 9,932 schools)
Thomas Jefferson Middle School - students who met CELDT criterion (all grades)
Student Count: 301
Number of students who met CELDT criterion: 136
Students who met CELDT criterion: | 45.0% |
California: | 34.0% |
Grade 6:
Student Count: 126
Number of students who met CELDT criterion: 54
Students who met CELDT criterion: | 43.0% |
California: | 39.0% |
Listening Mean Scale Score: | 552.8 |
California: | 532.4 |
Reading Mean Scale Score: | 531.8 |
State: | 518.5 |
Speaking Mean Scale Score: | 505.9 |
California: | 518.5 |
Writing Mean Scale Score: | 535.4 |
California: | 522.0 |
Grade 7:
Student Count: 96
Number of students who met CELDT criterion: 49
Students who met CELDT criterion: | 51.0% |
California: | 48.0% |
Listening Mean Scale Score: | 552.9 |
California: | 547.6 |
Reading Mean Scale Score: | 542.3 |
California: | 534.4 |
Speaking Mean Scale Score: | 514.9 |
California: | 529.9 |
Writing Mean Scale Score: | 549.4 |
State: | 530.2 |
Grade 8:
Student Count: 79
Number of students who met CELDT criterion: 33
Students who met CELDT criterion: | 42.0% |
State: | 47.0% |
Listening Mean Scale Score: | 556.3 |
California: | 556.2 |
Reading Mean Scale Score: | 543.9 |
State: | 547.2 |
Speaking Mean Scale Score: | 526.4 |
State: | 536.1 |
Writing Mean Scale Score: | 533.9 |
California: | 537.0 |
Accountability
Adequate Yearly Progress:
(State average from 9,846 schools)
Thomas Jefferson Middle School - Adequate Yearly Progress status
ELA Participation Rate
School: | 98.0% |
California: | 96.3% |
- Hispanic98
- American Indian100
- Asian100
- Filipino100
- Black100
- White79
- SED98
- LEP98
- With Disabilities99
ELA Participation Rate
- Hispanic: 98% (tested 530 out of 539 enrolled)
- American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
- Asian: 100% (tested 5 out of 5 enrolled)
- Filipino: 100% (tested 1 out of 1 enrolled)
- Black: 100% (tested 3 out of 3 enrolled)
- White: 79% (tested 11 out of 14 enrolled)
- Socioeconomic Disadvantaged: 98% (tested 535 out of 546 enrolled)
- English Learners: 98% (tested 396 out of 404 enrolled)
- Students with Disabilities: 99% (tested 86 out of 87 enrolled)
Math Participation Rate
Thomas Jefferson Middle School: | 99.0% |
California: | 96.1% |
- Hispanic99
- American Indian100
- Asian100
- Filipino100
- Black100
- White100
- SED99
- LEP99
- With Disabilities99
Math Participation Rate
- Hispanic: 99% (tested 539 out of 545 enrolled)
- American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
- Asian: 100% (tested 5 out of 5 enrolled)
- Filipino: 100% (tested 1 out of 1 enrolled)
- Black: 100% (tested 3 out of 3 enrolled)
- White: 100% (tested 14 out of 14 enrolled)
- Socioeconomic Disadvantaged: 99% (tested 547 out of 552 enrolled)
- English Learners: 99% (tested 407 out of 410 enrolled)
- Students with Disabilities: 99% (tested 86 out of 87 enrolled)
Health & Safety
Offenses:
(State average from 5,445 schools)
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
Rape refers to forced sexual intercourse (vaginal, anal, or oral penetration). This includes sodomy and penetration with a foreign object. Both male and female students can be victims of rape. Rape is not defined as a physical attack or fight
Sexual assault is an incident that includes threatened rape, fondling, indecent liberties, or child molestation. Both male and female students can be victims of sexual assault. Classification of these incidents should take into consideration the age and developmentally appropriate behavior of the offender(s)
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.
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.
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No
Incidents of rape or attempted rape: 1
Incidents of sexual assault (other than rape): 1
Incidents of robbery without a weapon: 2
Incidents of physical attack or fight without a weapon: 118
Incidents of threats of physical attack without a weapon: 118
Incidents of possession of a firearm or explosive device: 2
Total incidents per 1,000 students
Thomas Jefferson Middle School: | 416.5 |
State: | 60.8 |
Referrals and Arrests:
(State average from 2,295 schools)
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.
- Hispanic: 7 (male: 2, female: 5)
- Limited English Proficiency (LEP): 2 (all female)
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Thomas Jefferson Middle School: | 12.0 |
California: | 21.3 |
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
- Hispanic: 2
- Limited English Proficiency (LEP): 2
Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
School: | 3.4 |
State: | 7.2 |
Harassment & Bullying:
(State average from 2,337 schools)
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 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.
Here: | 5.2 |
California: | 6.8 |
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
- Hispanic: 2
- Limited English Proficiency (LEP): 2
- Individuals With Disabilities Education Act (IDEA): 2
Allegations of harassment or bullying on the basis of disability: 25
Here: | 43.0 |
State: | 1.1 |
- Hispanic19
- White2
- LEP10
- IDEA7
Students disciplined for bullying or harassment on the basis of disability
- Hispanic: 19 (male: 11, female: 8)
- White: 2 (all female)
- Limited English Proficiency (LEP): 10 (male: 8, female: 2)
- Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
Allegations of harassment or bullying on the basis of sexual orientation: 25
Here: | 43.0 |
California: | 1.5 |
Allegations of harassment or bullying on the basis of religion: 25
Here: | 43.0 |
California: | 0.7 |
Chronic Student Absenteeismt:
(State average from 8,737 schools)
- Hispanic40
- American Indian2
- White4
- LEP25
- IDEA13
- 5042
Chronic Student Absenteeism
- Hispanic: 40 (male: 23, female: 17)
- American Indian / Alaska Native: 2 (all male)
- White: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 25 (male: 11, female: 14)
- Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)
- Section 504: 2 (all male)
Here: | 79.2 |
State: | 172.7 |
Suspensions:
(State average from 1,406 schools)
- 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).
- Hispanic489
- Asian2
- Black6
- LEP274
- IDEA135
School days missed due to out-of-school suspension
- Hispanic: 489 (male: 306, female: 183)
- Asian: 2 (all female)
- Black: 6 (male: 4, female: 2)
- Limited English Proficiency (LEP): 274 (male: 172, female: 102)
- Individuals With Disabilities Education Act (IDEA): 135 (male: 116, female: 19)
Instances of out-of-school suspension (Students without disabilities): 188
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Here: | 323.6 |
California: | 84.8 |
- Hispanic52
- Asian2
- Black2
- LEP19
Students without disabilities receiving only one out-of-school suspension
- Hispanic: 52 (male: 32, female: 20)
- Asian: 2 (all female)
- Black: 2 (all female)
- Limited English Proficiency (LEP): 19 (male: 14, female: 5)
Students without disabilities receiving more than one out-of-school suspension: 43 (male: 26, female: 17)
- Hispanic: 43 (male: 26, female: 17)
- Limited English Proficiency (LEP): 22 (male: 11, female: 11)
Instances of out-of-school suspension (Students with disabilities): 80
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
School: | 137.7 |
California: | 28.1 |
Students with disabilities receiving only one out-of-school suspension: 18 (male: 16, female: 2)
- Hispanic: 16 (male: 14, female: 2)
- Black: 2 (all male)
- Limited English Proficiency (LEP): 13 (male: 11, female: 2)
Students with disabilities receiving more than one out-of-school suspension: 21 (male: 19, female: 2)
- Hispanic: 19 (male: 17, female: 2)
- Black: 2 (all male)
- Limited English Proficiency (LEP): 13 (male: 11, female: 2)
Expulsions:
(State average from 1,805 schools)
Expulsion under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis
- Hispanic: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all female)
Students without Disabilities who received an expulsion with educational services per 1,000 students
School: | 6.9 |
State: | 11.3 |
Students with Disabilities who received an expulsion with educational services: 4 (all male)
- Hispanic: 2
- Two or More Races: 2
- Limited English Proficiency (LEP): 2
Students with Disabilities who received an expulsion with educational services per 1,000 students
Here: | 6.9 |
State: | 2.8 |
Students with Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
- Hispanic: 2
- Limited English Proficiency (LEP): 2
Students with Disabilities who received an expulsion under zero tolerance policies per 1,000 students
Here: | 3.4 |
California: | 0.6 |
Classes & Courses
Algebra I:
(State average from 490 schools)
- Hispanic70
- Asian4
- Black4
- LEP10
7-8th grade student enrollment in Algebra I
- Hispanic: 70
- Asian: 4
- Black: 4
- Limited English Proficiency (LEP): 10
- Hispanic65
- American Indian2
- Asian4
- Native Hawaiian2
- Black2
- White2
- Multirace2
- LEP4
- IDEA2
7-8th grade studenst who passed Algebra I
- Hispanic: 65
- American Indian / Alaska Native: 2
- Asian: 4
- Native Hawaiian / Pacific Islander: 2
- Black: 2
- White: 2
- Two or More Races: 2
- Limited English Proficiency (LEP): 4
- Individuals With Disabilities Education Act (IDEA): 2
School: | 88.5% |
State: | 81.0% |
Comments
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