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Vejar Elementary School in Pomona, 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 20
Address
 950 W. Grand Ave.
Pomona, CA 91766
Telephone
(909) 397-4985
(make sure to verify first before calling)
Website
http://www.pusd.org
City-data.com school rating
20
Students
929
Classroom Teachers (FTE)
38.6
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
789
Reduced-price lunch
eligible students
79
School district
Pomona 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:
Lexington Elementary (0.8 miles):

47
Garey High (0.8 miles):

37
School of Arts and Enterprise (1.1 miles):

32
Decker Elementary (1.0 miles):

30
Madison Elementary (0.4 miles):

23
Fremont Academy of Engineering and Design (0.4 miles):

20
Vejar Elementary School:

20
Washington Elementary (0.3 miles):

18
Lopez Elementary (0.4 miles):

9
Vejar Elementary School rating compared to average state, county and city schools ratings:
California:

46
Los Angeles County:

44
Pomona:

29
Vejar Elementary School:

20

Students & Teachers


Total enrollment:
Enrollment in 2016: 929
Enrollment in 2015: 897
Enrollment in 2014: 933
Enrollment in 2013: 950
Enrollment in 2012: 935
Enrollment in 2011: 984
Enrollment in 2010: 914
Enrollment in 2009: 774
Enrollment in 2008: 724
Enrollment in 2007: 753
Enrollment in 2006: 1,036
Enrollment in 2005: 1,128
Enrollment in 2004: 1,150
Enrollment in 2003: 1,266
Enrollment in 2002: 1,154
Enrollment in 2001: 790
Enrollment in 2000: 767
Enrollment in 1999: 750

Vejar Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06G07G08Total
All students12282113117871231059387929
Female students644955604064474951479
Male students583358574759584436450
American Indian/Alaska Native students - - - - 2 - - - - 2
Asian students53643463135
Hispanic students1147710211080112958782859
Black students12212743426
White students - - 31 - - - - - 4
Hawaiian Native/Pacific Islander students - - - 1 - - - - - 1
Two or More Races students2 - - - - - - - - 2

Enrollment by grade:
Kindergarten enrollment: 122
1st grade enrollment: 82
2nd grade enrollment: 113
3rd grade enrollment: 117
4th grade enrollment: 87
5th grade enrollment: 123
6th grade enrollment: 105
7th grade enrollment: 93
8th grade enrollment: 87

Vejar Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 479 (51.6%)
Here:

51.6%
State:

49.4%
Male enrollment: 450 (48.4%)
School:

48.4%
State:

49.6%

Vejar Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 2 (0.2%)
Here:

0.2%
California:

1.0%
Asian enrollment: 35 (3.8%)
Vejar Elementary School:

3.8%
State:

9.4%
Hispanic enrollment: 859 (92.5%)
School:

92.5%
State:

46.0%
Black enrollment: 26 (2.8%)
Vejar Elementary School:

2.8%
California:

6.1%
White enrollment: 4 (0.4%)
Here:

0.4%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.1%)
Vejar Elementary School:

0.1%
State:

0.6%
Two or More Races enrollment: 2 (0.2%)
School:

0.2%
California:

4.5%

Vejar Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 868 (93.4%)
Here:

93.4%
State:

61.2%
Free lunch eligible students: 789 (84.9%)
School:

84.9%
State:

52.8%
Reduced-price lunch eligible students: 79 (8.5%)
Here:

8.5%
California:

8.6%

Vejar Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 38.6

Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 11
Number of FTE nurses: 0.3
Number of FTE psychologists: 1.1

Student/Teacher Ratio
Vejar Elementary School:

24.1
State:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,285,122
  • Full-time Equivalency Count of Teachers: 42.8 (Salary Expenditures: $3,511,781)
  • Full-time Equivalency Count of Instructional Aides: 5.5 (Salary Expenditures: $147,645)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $201,161)
  • Full-time Equivalency Count of School Administration Staff: 7.9 (Salary Expenditures: $424,535)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $52,533
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $877,715
  • Salary Expenditures for Teachers: $3,675,441
  • Full-time Equivalency Count of Instructional Aides: 8 (Salary Expenditures: $214,122)
  • Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $239,058)
  • Full-time Equivalency Count of School Administration Staff: 7.9 (Salary Expenditures: $424,535)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $164,070

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic460
  • Asian13
  • White2
  • Multirace2
  • IDEA58
Students Enrolled in LEP Programs: 477 (male: 233, female: 244)
  • Hispanic: 460 (male: 224, female: 236)
  • Asian: 13 (male: 5, female: 8)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 58 (male: 41, 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 served under IDEA: 87 (male: 59, female: 28)
  • Hispanic: 83 (male: 55, female: 28)
  • Asian: 4 (all male)
  • Limited English Proficiency (LEP): 56 (male: 40, female: 16)

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 2nd grade: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 2nd grade students retained
School:

1.8%
California:

2.9%
Total number of students retained in 3rd grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Percent of 3rd grade students retained
School:

3.4%
State:

2.3%

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: 15 (male: 9, female: 6)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)

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

16.1
State:

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

  • All32%
  • Males25%
  • Females39%
  • Black20%
  • Asian19%
  • Hispanic33%
ELA students tested: 619
ELA students with scores: 619

Percentage Standard Met and Above:

32%
State:

49%

Standard Not Met: 44.1%
Standard Nearly Met: 23.8%
Standard Met: 24.6%
Standard Exceeded: 7.6%

All Grades:
44.1%
23.8%
24.6%
7.6%
3rd Grade: (Mean Scale Score: 2368.3, Students tested: 110, Standard Not Met: 51.8%, Nearly Met: 27.3%, Met: 10.0%, Exceeded: 10.9%)
51.8%
27.3%
10.0%
10.9%
4th Grade: (Mean Scale Score: 2412.3, Students tested: 118, Standard Not Met: 55.1%, Nearly Met: 15.3%, Met: 16.9%, Exceeded: 12.7%)
55.1%
15.3%
16.9%
12.7%
5th Grade: (Mean Scale Score: 2455.1, Students tested: 89, Standard Not Met: 47.2%, Nearly Met: 20.2%, Met: 25.8%, Exceeded: 6.7%)
47.2%
20.2%
25.8%
6.7%
6th Grade: (Mean Scale Score: 2514.7, Students tested: 116, Standard Not Met: 25.9%, Nearly Met: 25.0%, Met: 42.2%, Exceeded: 6.9%)
25.9%
25.0%
42.2%
6.9%
7th Grade: (Mean Scale Score: 2496.1, Students tested: 99, Standard Not Met: 44.4%, Nearly Met: 26.3%, Met: 25.3%, Exceeded: 4.0%)
44.4%
26.3%
25.3%
4.0%
8th Grade: (Mean Scale Score: 2516.0, Students tested: 87, Standard Not Met: 40.2%, Nearly Met: 29.9%, Met: 27.6%, Exceeded: 2.3%)
40.2%
29.9%
27.6%
2.3%

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

    Math Standard Met and Above

  • All21%
  • Males22%
  • Females21%
  • Asian19%
  • Hispanic22%
Math students tested: 625
Math students with scores: 625

Percentage Standard Met and Above:

21%
State:

38%

Standard Not Met: 49.0%
Standard Nearly Met: 29.6%
Standard Met: 17.3%
Standard Exceeded: 4.2%

All Grades:
49.0%
29.6%
17.3%
4.2%
3rd Grade: (Mean Scale Score: 2383.8, Students tested: 112, Standard Not Met: 42.9%, Nearly Met: 34.8%, Met: 17.9%, Exceeded: 4.5%)
42.9%
34.8%
17.9%
4.5%
4th Grade: (Mean Scale Score: 2409.9, Students tested: 118, Standard Not Met: 52.5%, Nearly Met: 33.0%, Met: 11.0%, Exceeded: 3.4%)
52.5%
33.0%
11.0%
3.4%
5th Grade: (Mean Scale Score: 2440.6, Students tested: 90, Standard Not Met: 63.3%, Nearly Met: 21.1%, Met: 11.1%, Exceeded: 4.4%)
63.3%
21.1%
11.1%
4.4%
6th Grade: (Mean Scale Score: 2490.4, Students tested: 118, Standard Not Met: 39.8%, Nearly Met: 29.7%, Met: 25.4%, Exceeded: 5.1%)
39.8%
29.7%
25.4%
5.1%
7th Grade: (Mean Scale Score: 2475.9, Students tested: 100, Standard Not Met: 54.0%, Nearly Met: 26.0%, Met: 16.0%, Exceeded: 4.0%)
54.0%
26.0%
16.0%
4.0%
8th Grade: (Mean Scale Score: 2518.5, Students tested: 87, Standard Not Met: 43.7%, Nearly Met: 31.0%, Met: 21.8%, Exceeded: 3.5%)
43.7%
31.0%
21.8%
3.5%

Vejar 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.

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: 105
CST Science students with scores: 104

Percentage At Or Above Proficient:

31%
California:

54%

Percentage Far Below Basic: 14.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 13.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 42.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 25.0% 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.

5th Grade: (Mean Scale Score: 328.5, Students tested: 105, Far Below Basic: 14.0%, Below Basic: 13.0%, Basic: 42.0%, Proficient: 25.0%, Advanced: 6.0%)
14.0%
13.0%
42.0%
25.0%
6.0%
CST Science students tested: 81
CST Science students with scores: 81

Percentage At Or Above Proficient:

52%
California:

54%

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: 14.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 28.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 32.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 20.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 360.3, Students tested: 81, Far Below Basic: 6.0%, Below Basic: 14.0%, Basic: 28.0%, Proficient: 32.0%, Advanced: 20.0%)
6.0%
14.0%
28.0%
32.0%
20.0%
CMA Science students tested: 12
CMA Science students with scores: 12

Percentage At Or Above Proficient:

42%
State:

38%

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: 33.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 25.0% 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: 25.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 347.8, Students tested: 12, Far Below Basic: 0.0%, Below Basic: 33.0%, Basic: 25.0%, Proficient: 17.0%, Advanced: 25.0%)
33.0%
25.0%
17.0%
25.0%

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: 87, Needs Improvement - High Risk: 64.4%, Needs Improvement: 26.4%, Healthy Fitness Zone: 9.2%)
64.4%
26.4%
9.2%
7th grade: (Students tested: 98, Needs Improvement - High Risk: 58.2%, Needs Improvement: 26.5%, Healthy Fitness Zone: 15.3%)
58.2%
26.5%
15.3%
Body Composition:
5th grade: (Students tested: 87, Needs Improvement - High Risk: 54.0%, Needs Improvement: 11.5%, Healthy Fitness Zone: 34.5%)
54.0%
11.5%
34.5%
7th grade: (Students tested: 98, Needs Improvement - High Risk: 55.1%, Needs Improvement: 21.4%, Healthy Fitness Zone: 23.5%)
55.1%
21.4%
23.5%
Abdominal Strength:
5th grade: (Students tested: 87, Needs Improvement - High Risk: 49.4%, Needs Improvement: 50.6%, Healthy Fitness Zone: 0.0%)
49.4%
50.6%
7th grade: (Students tested: 98, Needs Improvement - High Risk: 68.4%, Needs Improvement: 31.6%, Healthy Fitness Zone: 0.0%)
68.4%
31.6%
Trunk Extension Strength:
5th grade: (Students tested: 87, Needs Improvement - High Risk: 66.7%, Needs Improvement: 33.3%, Healthy Fitness Zone: 0.0%)
66.7%
33.3%
7th grade: (Students tested: 98, Needs Improvement - High Risk: 93.9%, Needs Improvement: 6.1%, Healthy Fitness Zone: 0.0%)
93.9%
6.1%
Upper Body Strength:
5th grade: (Students tested: 87, Needs Improvement - High Risk: 49.4%, Needs Improvement: 50.6%, Healthy Fitness Zone: 0.0%)
49.4%
50.6%
7th grade: (Students tested: 98, Needs Improvement - High Risk: 34.7%, Needs Improvement: 65.3%, Healthy Fitness Zone: 0.0%)
34.7%
65.3%
Flexibility:
5th grade: (Students tested: 87, Needs Improvement - High Risk: 51.7%, Needs Improvement: 48.3%, Healthy Fitness Zone: 0.0%)
51.7%
48.3%
7th grade: (Students tested: 98, Needs Improvement - High Risk: 82.7%, Needs Improvement: 17.3%, Healthy Fitness Zone: 0.0%)
82.7%
17.3%

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).

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

All Grades:
Student Count: 426
Number of students who met CELDT criterion: 116

Students who met CELDT criterion:

27.0%
California:

34.0%
Kindergarten:
Student Count: 86
Number of students who met CELDT criterion: 8

Students who met CELDT criterion:

9.0%
California:

13.0%
Listening Mean Scale Score:

375.0
California:

364.6
Reading Mean Scale Score:

265.2
California:

276.6
Speaking Mean Scale Score:

386.3
State:

375.9
Writing Mean Scale Score:

268.0
California:

286.0
Grade 1:
Student Count: 58
Number of students who met CELDT criterion: 22

Students who met CELDT criterion:

38.0%
California:

44.0%
Listening Mean Scale Score:

443.9
California:

439.9
Reading Mean Scale Score:

366.2
State:

383.8
Speaking Mean Scale Score:

447.5
State:

446.4
Writing Mean Scale Score:

381.1
California:

386.5
Grade 2:
Student Count: 30
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

10.0%
California:

27.0%
Listening Mean Scale Score:

470.0
California:

477.2
Reading Mean Scale Score:

430.7
California:

440.5
Speaking Mean Scale Score:

475.4
California:

483.0
Writing Mean Scale Score:

460.3
State:

456.4
Grade 3:
Student Count: 64
Number of students who met CELDT criterion: 7

Students who met CELDT criterion:

11.0%
California:

26.0%
Listening Mean Scale Score:

440.7
California:

475.9
Reading Mean Scale Score:

447.4
State:

459.6
Speaking Mean Scale Score:

466.4
State:

491.7
Writing Mean Scale Score:

457.2
State:

478.6
Grade 4:
Student Count: 55
Number of students who met CELDT criterion: 14

Students who met CELDT criterion:

25.0%
California:

37.0%
Listening Mean Scale Score:

494.3
State:

509.2
Reading Mean Scale Score:

469.5
California:

490.7
Speaking Mean Scale Score:

517.1
California:

515.2
Writing Mean Scale Score:

493.0
State:

502.2
Grade 5:
Student Count: 39
Number of students who met CELDT criterion: 20

Students who met CELDT criterion:

51.0%
State:

48.0%
Listening Mean Scale Score:

557.2
California:

533.7
Reading Mean Scale Score:

524.9
State:

514.0
Speaking Mean Scale Score:

535.4
California:

530.0
Writing Mean Scale Score:

522.4
State:

519.1
Grade 6:
Student Count: 37
Number of students who met CELDT criterion: 10

Students who met CELDT criterion:

27.0%
California:

39.0%
Listening Mean Scale Score:

525.2
State:

532.4
Reading Mean Scale Score:

503.9
California:

518.5
Speaking Mean Scale Score:

499.8
California:

518.5
Writing Mean Scale Score:

500.6
California:

522.0
Grade 7:
Student Count: 36
Number of students who met CELDT criterion: 18

Students who met CELDT criterion:

50.0%
California:

48.0%
Listening Mean Scale Score:

542.9
California:

547.6
Reading Mean Scale Score:

535.2
California:

534.4
Speaking Mean Scale Score:

543.7
California:

529.9
Writing Mean Scale Score:

536.3
California:

530.2
Grade 8:
Student Count: 21
Number of students who met CELDT criterion: 14

Students who met CELDT criterion:

67.0%
California:

47.0%
Listening Mean Scale Score:

587.8
State:

556.2
Reading Mean Scale Score:

567.8
California:

547.2
Speaking Mean Scale Score:

573.1
State:

536.1
Writing Mean Scale Score:

555.0
State:

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).

Vejar Elementary School - Adequate Yearly Progress status


ELA Participation Rate
Here:

99.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic99
  • American Indian100
  • Asian100
  • Native Hawaiian100
  • Black95
  • White100
  • SED99
  • LEP98
  • With Disabilities96
  • Hispanic: 99% (tested 554 out of 560 enrolled)
  • American Indian / Alaska Native: 100% (tested 2 out of 2 enrolled)
  • Asian: 100% (tested 18 out of 18 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 95% (tested 17 out of 18 enrolled)
  • White: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 572 out of 578 enrolled)
  • English Learners: 98% (tested 341 out of 347 enrolled)
  • Students with Disabilities: 96% (tested 67 out of 70 enrolled)

Math Participation Rate
Here:

98.0%
California:

96.1%

    Math Participation Rate

  • Hispanic98
  • American Indian100
  • Asian100
  • Native Hawaiian100
  • Black95
  • White100
  • SED98
  • LEP98
  • With Disabilities93
  • Hispanic: 98% (tested 552 out of 561 enrolled)
  • American Indian / Alaska Native: 100% (tested 2 out of 2 enrolled)
  • Asian: 100% (tested 18 out of 18 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 95% (tested 17 out of 18 enrolled)
  • White: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 98% (tested 570 out of 579 enrolled)
  • English Learners: 98% (tested 340 out of 348 enrolled)
  • Students with Disabilities: 93% (tested 65 out of 70 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 without disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

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

2.2
California:

21.3

Harassment & Bullying:
Show data for

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

Harassment or bullying on the basis of 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.
Allegations of harassment or bullying on the basis of disability: 1
Allegations of harassment or bullying on the basis of disability per 1,000 students
Here:

1.1
State:

1.1
Students reported as harassed or bullied on the basis of disability: 2 (all male)
  • Black: 2
  • Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of disability: 2 (all male)
  • Black: 2
  • Individuals With Disabilities Education Act (IDEA): 2


Chronic Student Absenteeismt:
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(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

  • Hispanic67
  • Asian2
  • Native Hawaiian2
  • Black7
  • LEP25
  • IDEA13
Chronic Student Absenteeism: 78 (male: 39, female: 39)
  • Hispanic: 67 (male: 32, female: 35)
  • Asian: 2 (all female)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 25 (male: 8, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)
Chronic Student Absenteeism per 1,000 students
School:

84.0
California:

172.7

Suspensions:
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(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

  • Hispanic14
  • Black3
  • LEP9
  • IDEA3
School days missed due to out-of-school suspension: 17 (male: 13, female: 4)
  • Hispanic: 14 (male: 10, female: 4)
  • Black: 3 (all male)
  • Limited English Proficiency (LEP): 9 (male: 7, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 3 (all male)
Instances of out-of-school suspension (Students without disabilities): 9

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

9.7
State:

84.8
Students without disabilities receiving one or more in-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
Students without disabilities receiving only one out-of-school suspension: 9 (male: 7, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
Instances of out-of-school suspension (Students with disabilities): 3

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

3.2
State:

28.1
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Black: 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

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.
7th grade student enrollment in Algebra I: 89
7th grade studenst who passed Algebra I: 73
Percent of 7th grade students who passed
School:

82.0%
California:

107.7%

    8th grade student enrollment in Algebra I

  • Hispanic76
  • Asian2
  • Black4
  • White2
  • LEP28
  • IDEA4
8th grade student enrollment in Algebra I: 84 (male: 36, female: 48)
  • Hispanic: 76 (male: 32, female: 44)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 28 (male: 11, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
8th grade studenst who passed Algebra I: 59 (male: 25, female: 34)
  • Hispanic: 59 (male: 25, female: 34)
  • Limited English Proficiency (LEP): 17 (male: 7, female: 10)
Percent of 8th grade students who passed
School:

70.2%
State:

85.6%

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