Valentine Peyton Elementary School in Stockton, CA
(KG-08 • Public • Regular School)
- Address
- 2525 Gold Brook Dr
Stockton, CA 95212
- Telephone
- (209) 933-7420
(make sure to verify first before calling)
- Website
- http://www.stocktonusd.net
- City-data.com school rating
- 37
- Students
- 886
- Classroom Teachers (FTE)
- 27.7
- National School Lunch
Program (NSLP) Status - No
- Free lunch eligible students
- 516
- Reduced-price lunch
eligible students - 115
- School district
- Stockton Unified
- Charter school
- No
- Title I status
- Title I schoolwide school
- Magnet School Indicator
- No
- Shared Time Indicator
- Missing
- Adult education offered
- No
Ratings
Rio Calaveras Elementary (0.6 miles): | 56 |
Aspire Langston Hughes Academy (1.6 miles): | 39 |
Aspire Port City Academy (1.7 miles): | 39 |
Valentine Peyton Elementary School: | 37 |
Cesar Chavez High (1.0 miles): | 25 |
George W. Bush Elementary (0.6 miles): | 21 |
Acacia Middle Charter (0.9 miles): | 14 |
Harrison Elementary (0.9 miles): | 13 |
Acacia Elementary Charter (0.9 miles): | 6 |
California: | 46 |
San Joaquin County: | 36 |
Stockton: | 30 |
Valentine Peyton Elementary: | 37 |
Students & Teachers
Total enrollment:
Enrollment in 2015: 919
Enrollment in 2014: 891
Enrollment in 2013: 884
Enrollment in 2012: 854
Enrollment in 2011: 786
Enrollment in 2010: 742
Enrollment in 2009: 768
Enrollment in 2008: 799
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | KG | G01 | G02 | G03 | G04 | G05 | G06 | G07 | G08 | Total |
---|---|---|---|---|---|---|---|---|---|---|
All students | 135 | 91 | 87 | 95 | 100 | 66 | 123 | 95 | 94 | 886 |
Female students | 57 | 48 | 51 | 43 | 40 | 27 | 45 | 47 | 54 | 412 |
Male students | 78 | 43 | 36 | 52 | 60 | 39 | 78 | 48 | 40 | 474 |
American Indian/Alaska Native students | - | 2 | - | 2 | 2 | 2 | 2 | - | 1 | 11 |
Asian students | 56 | 31 | 31 | 25 | 45 | 19 | 44 | 36 | 32 | 319 |
Hispanic students | 52 | 43 | 29 | 49 | 32 | 28 | 41 | 36 | 37 | 347 |
Black students | 16 | 5 | 15 | 6 | 11 | 10 | 24 | 14 | 13 | 114 |
White students | 4 | 4 | 4 | 7 | 5 | 6 | 9 | 6 | 6 | 51 |
Hawaiian Native/Pacific Islander students | 1 | 2 | - | 1 | 2 | - | - | 3 | 1 | 10 |
Two or More Races students | 6 | 4 | 8 | 5 | 3 | 1 | 3 | - | 4 | 34 |
Enrollment by grade:
1st grade enrollment: 91
2nd grade enrollment: 87
3rd grade enrollment: 95
4th grade enrollment: 100
5th grade enrollment: 66
6th grade enrollment: 123
7th grade enrollment: 95
8th grade enrollment: 94
Valentine Peyton Elementary School - Historical enrollment by grade
Enrollment by gender:
(State average from 12,430 schools)
Here: | 46.5% |
California: | 49.4% |
Here: | 53.5% |
California: | 49.6% |
Valentine Peyton Elementary School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 12,430 schools)
School: | 1.2% |
California: | 1.0% |
Valentine Peyton Elementary School: | 36.0% |
California: | 9.4% |
School: | 39.2% |
California: | 46.0% |
Valentine Peyton Elementary School: | 12.9% |
State: | 6.1% |
Here: | 5.8% |
California: | 28.3% |
Valentine Peyton Elementary School: | 1.1% |
State: | 0.6% |
Valentine Peyton Elementary School: | 3.8% |
State: | 4.5% |
Valentine Peyton Elementary School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 10,111 schools)
School: | 71.2% |
State: | 61.2% |
Valentine Peyton Elementary School: | 58.2% |
State: | 52.8% |
School: | 13.0% |
State: | 8.6% |
Valentine Peyton Elementary School - Lunch Program Eligibility
Teachers and support:
(State average from 12,394 schools)
Number of FTE teachers in their first year of teaching: 2
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: 17
Number of FTE sworn law enforcement officers: 0.6
Number of FTE security guards: 2
Number of FTE nurses: 0.5
Number of FTE psychologists: 0.6
Number of FTE social workers: 0.3
Student/Teacher Ratio
School: | 32.0 |
State: | 22.8 |
Valentine Peyton Elementary School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
- Full-time Equivalency Count of Teachers: 36 (Salary Expenditures: $2,889,604)
- Full-time Equivalency Count of Instructional Aides: 10 (Salary Expenditures: $310,282)
- Full-time Equivalency Count of Support Services Staff: 3.8 (Salary Expenditures: $276,522)
- Full-time Equivalency Count of School Administration Staff: 4.5 (Salary Expenditures: $291,951)
- Salary Expenditures for Teachers: $3,008,434
- Full-time Equivalency Count of Instructional Aides: 11.5 (Salary Expenditures: $349,109)
- Full-time Equivalency Count of Support Services Staff: 4.6 (Salary Expenditures: $336,596)
- Full-time Equivalency Count of School Administration Staff: 4.5 (Salary Expenditures: $291,951)
Limited English Proficiency:
- Hispanic67
- Asian61
- Native Hawaiian10
- Black2
- White2
- Multirace2
- IDEA34
Students Enrolled in LEP Programs
- Hispanic: 67 (male: 41, female: 26)
- Asian: 61 (male: 41, female: 20)
- Native Hawaiian / Pacific Islander: 10 (male: 8, female: 2)
- Black: 2 (all male)
- White: 2 (all male)
- Two or More Races: 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 34 (male: 29, female: 5)
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.
- Hispanic44
- Asian20
- Native Hawaiian4
- Black10
- White10
- Multirace7
- LEP35
Students with disabilities served under IDEA
- Hispanic: 44 (male: 31, female: 13)
- Asian: 20 (male: 13, female: 7)
- Native Hawaiian / Pacific Islander: 4 (all male)
- Black: 10 (all male)
- White: 10 (all male)
- Two or More Races: 7 (all male)
- Limited English Proficiency (LEP): 35 (male: 28, female: 7)
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.
- All38%
- Males33%
- Females43%
- Black20%
- Asian35%
- Filipino50%
- Hispanic38%
- White18%
ELA Standard Met and Above
ELA students with scores: 546
Percentage Standard Met and Above: | 38% |
State: | 49% |
Standard Not Met: 35.0%
Standard Nearly Met: 27.3%
Standard Met: 27.5%
Standard Exceeded: 10.3%
All Grades:
Valentine Peyton Elementary School - ELA Area Achievement Levels (all grades)
- All33%
- Males33%
- Females33%
- Black7%
- Asian36%
- Filipino50%
- Hispanic30%
- White18%
Math Standard Met and Above
Math students with scores: 551
Percentage Standard Met and Above: | 33% |
State: | 38% |
Standard Not Met: 36.3%
Standard Nearly Met: 31.0%
Standard Met: 20.5%
Standard Exceeded: 12.2%
All Grades:
Valentine Peyton Elementary 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: 50.0% The student showed limited understanding of core concepts.
Level 2: 50.0% 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.
CST Science students with scores: 64
Percentage At Or Above Proficient: | 31% |
California: | 54% |
Percentage Far Below Basic: 9.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 19.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 41.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 23.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 8.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
5th Grade: (Mean Scale Score: 331.3, Students tested: 64, Far Below Basic: 9.0%, Below Basic: 19.0%, Basic: 41.0%, Proficient: 23.0%, Advanced: 8.0%)
CST Science students tested: 96
CST Science students with scores: 96
Percentage At Or Above Proficient: | 31% |
California: | 54% |
Percentage Far Below Basic: 13.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 16.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 40.0% 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.
8th Grade: (Mean Scale Score: 325.1, Students tested: 96, Far Below Basic: 13.0%, Below Basic: 16.0%, Basic: 40.0%, Proficient: 25.0%, Advanced: 6.0%)
The Physical Fitness Test:
5th grade: (Students tested: 98, Needs Improvement - High Risk: 32.7%, Needs Improvement: 67.3%, Healthy Fitness Zone: 0.0%)
Body Composition:
5th grade: (Students tested: 98, Needs Improvement - High Risk: 44.9%, Needs Improvement: 29.6%, Healthy Fitness Zone: 25.5%)
Abdominal Strength:
5th grade: (Students tested: 98, Needs Improvement - High Risk: 56.1%, Needs Improvement: 43.9%, Healthy Fitness Zone: 0.0%)
Trunk Extension Strength:
5th grade: (Students tested: 98, Needs Improvement - High Risk: 61.2%, Needs Improvement: 38.8%, Healthy Fitness Zone: 0.0%)
Upper Body Strength:
5th grade: (Students tested: 98, Needs Improvement - High Risk: 36.7%, Needs Improvement: 63.3%, Healthy Fitness Zone: 0.0%)
Flexibility:
5th grade: (Students tested: 98, Needs Improvement - High Risk: 40.8%, Needs Improvement: 59.2%, Healthy Fitness Zone: 0.0%)
California English Language Development Test:
(State average from 9,932 schools)
Valentine Peyton Elementary School - students who met CELDT criterion (all grades)
Student Count: 152
Number of students who met CELDT criterion: 51
Students who met CELDT criterion: | 34.0% |
State: | 34.0% |
Kindergarten:
Student Count: 43
Number of students who met CELDT criterion: 4
Students who met CELDT criterion: | 9.0% |
State: | 13.0% |
Listening Mean Scale Score: | 361.5 |
State: | 364.6 |
Reading Mean Scale Score: | 294.7 |
California: | 276.6 |
Speaking Mean Scale Score: | 377.6 |
California: | 375.9 |
Writing Mean Scale Score: | 313.6 |
California: | 286.0 |
Grade 1:
Student Count: 25
Number of students who met CELDT criterion: 16
Students who met CELDT criterion: | 64.0% |
California: | 44.0% |
Listening Mean Scale Score: | 452.4 |
State: | 439.9 |
Reading Mean Scale Score: | 429.8 |
State: | 383.8 |
Speaking Mean Scale Score: | 491.5 |
State: | 446.4 |
Writing Mean Scale Score: | 430.6 |
California: | 386.5 |
Grade 3:
Student Count: 21
Number of students who met CELDT criterion: 5
Students who met CELDT criterion: | 24.0% |
California: | 26.0% |
Listening Mean Scale Score: | 471.7 |
State: | 475.9 |
Reading Mean Scale Score: | 459.6 |
State: | 459.6 |
Speaking Mean Scale Score: | 510.7 |
California: | 491.7 |
Writing Mean Scale Score: | 491.6 |
California: | 478.6 |
Grade 4:
Student Count: 15
Number of students who met CELDT criterion: 6
Students who met CELDT criterion: | 40.0% |
California: | 37.0% |
Listening Mean Scale Score: | 481.9 |
California: | 509.2 |
Reading Mean Scale Score: | 499.8 |
State: | 490.7 |
Speaking Mean Scale Score: | 558.6 |
State: | 515.2 |
Writing Mean Scale Score: | 504.6 |
State: | 502.2 |
Grade 5:
Student Count: 17
Number of students who met CELDT criterion: 8
Students who met CELDT criterion: | 47.0% |
State: | 48.0% |
Listening Mean Scale Score: | 495.9 |
State: | 533.7 |
Reading Mean Scale Score: | 483.5 |
California: | 514.0 |
Speaking Mean Scale Score: | 547.5 |
California: | 530.0 |
Writing Mean Scale Score: | 482.7 |
State: | 519.1 |
Grade 6:
Student Count: 5
Number of students who met CELDT criterion: 2
Students who met CELDT criterion: | 40.0% |
State: | 39.0% |
Listening Mean Scale Score: | 554.0 |
California: | 532.4 |
Reading Mean Scale Score: | 525.0 |
California: | 518.5 |
Speaking Mean Scale Score: | 522.2 |
California: | 518.5 |
Writing Mean Scale Score: | 521.8 |
State: | 522.0 |
Grade 7:
Student Count: 17
Number of students who met CELDT criterion: 6
Students who met CELDT criterion: | 35.0% |
State: | 48.0% |
Listening Mean Scale Score: | 503.6 |
California: | 547.6 |
Reading Mean Scale Score: | 504.5 |
State: | 534.4 |
Speaking Mean Scale Score: | 514.8 |
California: | 529.9 |
Writing Mean Scale Score: | 476.6 |
California: | 530.2 |
Grade 8:
Student Count: 7
Number of students who met CELDT criterion: 4
Students who met CELDT criterion: | 57.0% |
California: | 47.0% |
Listening Mean Scale Score: | 591.0 |
California: | 556.2 |
Reading Mean Scale Score: | 566.4 |
State: | 547.2 |
Speaking Mean Scale Score: | 572.1 |
State: | 536.1 |
Writing Mean Scale Score: | 554.7 |
State: | 537.0 |
Accountability
Adequate Yearly Progress:
(State average from 9,846 schools)
Valentine Peyton Elementary School - Adequate Yearly Progress status
ELA Participation Rate
School: | 99.0% |
California: | 96.3% |
- Hispanic99
- American Indian100
- Asian100
- Filipino100
- Native Hawaiian100
- Black98
- White100
- Multirace100
- SED99
- LEP100
- With Disabilities97
ELA Participation Rate
- Hispanic: 99% (tested 222 out of 224 enrolled)
- American Indian / Alaska Native: 100% (tested 9 out of 9 enrolled)
- Asian: 100% (tested 123 out of 123 enrolled)
- Filipino: 100% (tested 70 out of 70 enrolled)
- Native Hawaiian / Pacific Islander: 100% (tested 6 out of 6 enrolled)
- Black: 98% (tested 75 out of 77 enrolled)
- White: 100% (tested 37 out of 37 enrolled)
- Two or More Races: 100% (tested 17 out of 17 enrolled)
- Socioeconomic Disadvantaged: 99% (tested 416 out of 420 enrolled)
- English Learners: 100% (tested 147 out of 147 enrolled)
- Students with Disabilities: 97% (tested 52 out of 54 enrolled)
Math Participation Rate
Valentine Peyton Elementary School: | 100.0% |
State: | 96.1% |
- Hispanic100
- American Indian100
- Asian100
- Filipino100
- Native Hawaiian100
- Black99
- White100
- Multirace100
- SED100
- LEP100
- With Disabilities99
Math Participation Rate
- Hispanic: 100% (tested 223 out of 224 enrolled)
- American Indian / Alaska Native: 100% (tested 9 out of 9 enrolled)
- Asian: 100% (tested 123 out of 123 enrolled)
- Filipino: 100% (tested 70 out of 70 enrolled)
- Native Hawaiian / Pacific Islander: 100% (tested 6 out of 6 enrolled)
- Black: 99% (tested 76 out of 77 enrolled)
- White: 100% (tested 37 out of 37 enrolled)
- Two or More Races: 100% (tested 17 out of 17 enrolled)
- Socioeconomic Disadvantaged: 100% (tested 418 out of 420 enrolled)
- English Learners: 100% (tested 147 out of 147 enrolled)
- Students with Disabilities: 99% (tested 53 out of 54 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
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.
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No
Incidents of robbery without a weapon: 18
Incidents of physical attack or fight without a weapon: 195
Incidents of possession of a firearm or explosive device: 1
Total incidents per 1,000 students
Here: | 241.5 |
California: | 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.
- Native Hawaiian / Pacific Islander: 2 (all male)
- Black: 2 (all female)
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Valentine Peyton Elementary School: | 4.5 |
California: | 21.3 |
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 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.
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: | 42.9 |
California: | 6.8 |
- Hispanic: 2
- Asian: 2
- Hispanic10
- Asian4
- Native Hawaiian2
- Black10
- White2
- Multirace2
- LEP4
- IDEA4
Students disciplined for bullying or harassment on the basis of sex
- Hispanic: 10 (male: 5, female: 5)
- Asian: 4 (male: 2, female: 2)
- Native Hawaiian / Pacific Islander: 2 (all female)
- Black: 10 (male: 2, female: 8)
- White: 2 (all female)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Allegations of harassment or bullying on the basis of race, color, or national origin: 38
School: | 42.9 |
California: | 3.0 |
- Hispanic: 2
- Asian: 2
- Hispanic10
- Asian4
- Native Hawaiian2
- Black10
- White2
- Multirace2
- LEP4
- IDEA4
Students disciplined for bullying or harassment on the basis of race, color, or national origin
- Hispanic: 10 (male: 5, female: 5)
- Asian: 4 (male: 2, female: 2)
- Native Hawaiian / Pacific Islander: 2 (all female)
- Black: 10 (male: 2, female: 8)
- White: 2 (all female)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Allegations of harassment or bullying on the basis of disability: 38
Here: | 42.9 |
California: | 1.1 |
- Hispanic: 2
- Asian: 2
- Hispanic10
- Asian4
- Native Hawaiian2
- Black10
- White2
- Multirace2
- LEP4
- IDEA4
Students disciplined for bullying or harassment on the basis of disability
- Hispanic: 10 (male: 5, female: 5)
- Asian: 4 (male: 2, female: 2)
- Native Hawaiian / Pacific Islander: 2 (all female)
- Black: 10 (male: 2, female: 8)
- White: 2 (all female)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Allegations of harassment or bullying on the basis of sexual orientation: 38
School: | 42.9 |
State: | 1.5 |
Allegations of harassment or bullying on the basis of religion: 38
Here: | 42.9 |
California: | 0.7 |
Chronic Student Absenteeismt:
(State average from 8,737 schools)
- Hispanic46
- American Indian4
- Asian31
- Native Hawaiian7
- Black25
- White10
- Multirace13
- LEP19
- IDEA16
Chronic Student Absenteeism
- Hispanic: 46 (male: 23, female: 23)
- American Indian / Alaska Native: 4 (male: 2, female: 2)
- Asian: 31 (male: 11, female: 20)
- Native Hawaiian / Pacific Islander: 7 (male: 2, female: 5)
- Black: 25 (male: 14, female: 11)
- White: 10 (male: 2, female: 8)
- Two or More Races: 13 (male: 5, female: 8)
- Limited English Proficiency (LEP): 19 (male: 8, female: 11)
- Individuals With Disabilities Education Act (IDEA): 16 (male: 14, female: 2)
Valentine Peyton Elementary School: | 153.5 |
California: | 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).
- Hispanic19
- Asian4
- Native Hawaiian6
- Black29
- Multirace10
- LEP3
- IDEA19
School days missed due to out-of-school suspension
- Hispanic: 19 (male: 11, female: 8)
- Asian: 4 (male: 3, female: 1)
- Native Hawaiian / Pacific Islander: 6 (male: 5, female: 1)
- Black: 29 (male: 18, female: 11)
- Two or More Races: 10 (all male)
- Limited English Proficiency (LEP): 3 (all male)
- Individuals With Disabilities Education Act (IDEA): 19 (male: 18, female: 1)
Instances of out-of-school suspension (Students without disabilities): 17
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Valentine Peyton Elementary School: | 19.2 |
California: | 84.8 |
- Hispanic64
- American Indian2
- Asian28
- Native Hawaiian19
- Black55
- White10
- Multirace7
- LEP16
Students without disabilities receiving one or more in-school suspension
- Hispanic: 64 (male: 41, female: 23)
- American Indian / Alaska Native: 2 (all male)
- Asian: 28 (male: 23, female: 5)
- Native Hawaiian / Pacific Islander: 19 (male: 17, female: 2)
- Black: 55 (male: 35, female: 20)
- White: 10 (male: 5, female: 5)
- Two or More Races: 7 (male: 2, female: 5)
- Limited English Proficiency (LEP): 16 (male: 11, female: 5)
- Hispanic7
- Asian4
- Native Hawaiian4
- Black4
- Multirace2
- LEP2
Students without disabilities receiving only one out-of-school suspension
- Hispanic: 7 (male: 2, female: 5)
- Asian: 4 (male: 2, female: 2)
- Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
- Black: 4 (male: 2, female: 2)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 6 (male: 4, female: 2)
- Hispanic: 2 (all male)
- Black: 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 8
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Valentine Peyton Elementary School: | 9.0 |
State: | 28.1 |
- Hispanic10
- American Indian2
- Asian5
- Black4
- White2
- Multirace2
- LEP5
Students with disabilities receiving one or more in-school suspension
- Hispanic: 10 (male: 8, female: 2)
- American Indian / Alaska Native: 2 (all male)
- Asian: 5 (all male)
- Black: 4 (male: 2, female: 2)
- White: 2 (all female)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 5 (all male)
Students with disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
- Hispanic: 4 (male: 2, female: 2)
- Black: 2 (all male)
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
- Two or More Races: 2
Expulsions:
(State average from 1,805 schools)
- Hispanic: 2
Students with Disabilities who received an expulsion without educational services per 1,000 students
Valentine Peyton Elementary School: | 2.3 |
California: | 1.7 |
Classes & Courses
Algebra I:
(State average from 881 schools)
- Hispanic28
- American Indian2
- Asian16
- Native Hawaiian10
- Black13
- White7
- Multirace2
- LEP5
- IDEA2
8th grade student enrollment in Algebra I
- Hispanic: 28 (male: 11, female: 17)
- American Indian / Alaska Native: 2 (all female)
- Asian: 16 (male: 8, female: 8)
- Native Hawaiian / Pacific Islander: 10 (male: 5, female: 5)
- Black: 13 (male: 5, female: 8)
- White: 7 (male: 2, female: 5)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 5 (all male)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Here: | 0.0% |
State: | 85.6% |
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