Curtis Creek Elementary School in Sonora, CA
(KG-08 • Public • Regular School)
- Address
- 18755 Standard Rd.
Sonora, CA 95370
- Telephone
- (209) 532-1428
(make sure to verify first before calling)
- City-data.com school rating
- 42
- Students
- 462
- Classroom Teachers (FTE)
- 25.3
- National School Lunch
Program (NSLP) Status - No
- Free lunch eligible students
- 212
- Reduced-price lunch
eligible students - 46
- School district
- Curtis Creek Elementary
- Charter school
- No
- Title I status
- Title I targeted assistance school
- Magnet School Indicator
- No
- Shared Time Indicator
- Missing
- Adult education offered
- No
Ratings
Connections Visual and Performing Arts Academy (2.9 miles): | 79 |
Sonora Elementary (3.6 miles): | 62 |
Summerville High (2.9 miles): | 48 |
Soulsbyville Elementary (3.0 miles): | 47 |
Summerville Elementary (4.0 miles): | 46 |
Curtis Creek Elementary School: | 42 |
Foothill Leadership Academy (1.1 miles): | 33 |
Gold Rush Charter (3.5 miles): | 26 |
Dario Cassina High (4.1 miles): | 6 |
California: | 46 |
Tuolumne County: | 40 |
Sonora: | 38 |
Curtis Creek Elementary School: | 42 |
Students & Teachers
Total enrollment:
Enrollment in 2015: 449
Enrollment in 2014: 476
Enrollment in 2013: 465
Enrollment in 2012: 515
Enrollment in 2011: 500
Enrollment in 2010: 372
Enrollment in 2009: 440
Enrollment in 2008: 443
Enrollment in 2007: 476
Enrollment in 2006: 482
Enrollment in 2005: 537
Enrollment in 2004: 527
Enrollment in 2003: 578
Enrollment in 2002: 557
Enrollment in 2001: 588
Enrollment in 2000: 630
Enrollment in 1999: 648
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 | 58 | 48 | 42 | 57 | 49 | 48 | 47 | 55 | 58 | 462 |
Female students | 27 | 16 | 19 | 23 | 22 | 23 | 23 | 22 | 30 | 205 |
Male students | 31 | 32 | 23 | 34 | 27 | 25 | 24 | 33 | 28 | 257 |
American Indian/Alaska Native students | - | 1 | - | - | 2 | - | - | 1 | 1 | 5 |
Asian students | - | - | - | 1 | - | 1 | - | - | - | 2 |
Hispanic students | 7 | 12 | 7 | 8 | 9 | 12 | 11 | 12 | 8 | 86 |
Black students | 2 | - | - | 1 | - | - | - | - | - | 3 |
White students | 47 | 33 | 30 | 43 | 35 | 33 | 34 | 39 | 45 | 339 |
Hawaiian Native/Pacific Islander students | - | - | - | - | 1 | - | - | - | - | 1 |
Two or More Races students | 2 | 2 | 5 | 4 | 2 | 2 | 2 | 3 | 4 | 26 |
Enrollment by grade:
1st grade enrollment: 48
2nd grade enrollment: 42
3rd grade enrollment: 57
4th grade enrollment: 49
5th grade enrollment: 48
6th grade enrollment: 47
7th grade enrollment: 55
8th grade enrollment: 58
Curtis Creek Elementary School - Historical enrollment by grade
Enrollment by gender:
(State average from 12,430 schools)
Here: | 44.4% |
California: | 49.4% |
School: | 55.6% |
State: | 49.6% |
Curtis Creek Elementary School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 12,430 schools)
Here: | 1.1% |
State: | 1.0% |
School: | 0.4% |
State: | 9.4% |
School: | 18.6% |
State: | 46.0% |
School: | 0.6% |
State: | 6.1% |
Here: | 73.4% |
State: | 28.3% |
Curtis Creek Elementary School: | 0.2% |
California: | 0.6% |
Curtis Creek Elementary School: | 5.6% |
California: | 4.5% |
Curtis Creek Elementary School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 10,111 schools)
Curtis Creek Elementary School: | 55.8% |
State: | 61.2% |
School: | 45.9% |
State: | 52.8% |
School: | 10.0% |
California: | 8.6% |
Curtis Creek 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: 1
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 5
Student/Teacher Ratio
Here: | 18.3 |
State: | 22.8 |
Curtis Creek Elementary School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
- Full-time Equivalency Count of Teachers: 26.5 (Salary Expenditures: $1,664,366)
- Full-time Equivalency Count of Instructional Aides: 6.9 (Salary Expenditures: $152,945)
- Full-time Equivalency Count of Support Services Staff: 3.6 (Salary Expenditures: $137,767)
- Full-time Equivalency Count of School Administration Staff: 1.5 (Salary Expenditures: $169,763)
- Salary Expenditures for Teachers: $1,784,994
- Full-time Equivalency Count of Instructional Aides: 7.8 (Salary Expenditures: $175,434)
- Full-time Equivalency Count of Support Services Staff: 3.6 (Salary Expenditures: $137,767)
- Full-time Equivalency Count of School Administration Staff: 1.5 (Salary Expenditures: $169,763)
Limited English Proficiency:
- Hispanic: 10 (male: 5, female: 5)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
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: 7 (all male)
- White: 47 (male: 28, female: 19)
- Two or More Races: 4 (all female)
Students with disabilities served under Section 504: 17 (male: 12, female: 5)
- Hispanic: 2 (all male)
- White: 13 (male: 8, female: 5)
- Two or More Races: 2 (all male)
Retention:
(State average from 2,659 schools)
- White: 2
- Two or More Races: 2
- Individuals With Disabilities Education Act (IDEA): 2
Percent of Kindergarten students retained
Here: | 6.9% |
California: | 5.6% |
Total number of students retained in 5th grade: 2 (all male)
- White: 2
Percent of 5th grade students retained
Curtis Creek Elementary School: | 4.2% |
California: | 2.3% |
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: 28 (male: 17, female: 11)
- Two or More Races: 2 (all male)
Gifted and Talented Student Enrollment per 1,000 students
Here: | 73.6 |
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.
- All49%
- Males44%
- Females54%
- Hispanic18%
- White40%
ELA Standard Met and Above
ELA students with scores: 282
Percentage Standard Met and Above: | 49% |
State: | 49% |
Standard Not Met: 27.7%
Standard Nearly Met: 23.8%
Standard Met: 29.4%
Standard Exceeded: 19.1%
All Grades:
Curtis Creek Elementary School - ELA Area Achievement Levels (all grades)
- All32%
- Males33%
- Females32%
- Hispanic18%
- White22%
Math Standard Met and Above
Math students with scores: 279
Percentage Standard Met and Above: | 32% |
California: | 38% |
Standard Not Met: 36.9%
Standard Nearly Met: 30.8%
Standard Met: 19.0%
Standard Exceeded: 13.3%
All Grades:
Curtis Creek Elementary School - Math Area Achievement Levels (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: 48
Percentage At Or Above Proficient: | 60% |
California: | 54% |
Percentage Far Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 2.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 38.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 46.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 15.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
5th Grade: (Mean Scale Score: 368.5, Students tested: 50, Far Below Basic: 0.0%, Below Basic: 2.0%, Basic: 38.0%, Proficient: 46.0%, Advanced: 15.0%)
CST Science students tested: 60
CST Science students with scores: 55
Percentage At Or Above Proficient: | 29% |
State: | 54% |
Percentage Far Below Basic: 19.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 25.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 27.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 20.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 9.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
8th Grade: (Mean Scale Score: 315.8, Students tested: 60, Far Below Basic: 19.0%, Below Basic: 25.0%, Basic: 27.0%, Proficient: 20.0%, Advanced: 9.0%)
The Physical Fitness Test:
5th grade: (Students tested: 47, Needs Improvement - High Risk: 83.0%, Needs Improvement: 14.9%, Healthy Fitness Zone: 2.1%)
Body Composition:
5th grade: (Students tested: 47, Needs Improvement - High Risk: 78.7%, Needs Improvement: 10.6%, Healthy Fitness Zone: 10.7%)
Abdominal Strength:
5th grade: (Students tested: 47, Needs Improvement - High Risk: 91.5%, Needs Improvement: 8.5%, Healthy Fitness Zone: 0.0%)
Trunk Extension Strength:
5th grade: (Students tested: 47, Needs Improvement - High Risk: 93.6%, Needs Improvement: 6.4%, Healthy Fitness Zone: 0.0%)
Upper Body Strength:
5th grade: (Students tested: 47, Needs Improvement - High Risk: 80.9%, Needs Improvement: 19.1%, Healthy Fitness Zone: 0.0%)
Flexibility:
5th grade: (Students tested: 47, Needs Improvement - High Risk: 89.4%, Needs Improvement: 10.6%, Healthy Fitness Zone: 0.0%)
California English Language Development Test:
(State average from 9,932 schools)
Curtis Creek Elementary School - students who met CELDT criterion (all grades)
Student Count: 11
Number of students who met CELDT criterion: 5
Students who met CELDT criterion: | 45.0% |
California: | 34.0% |
Accountability
Adequate Yearly Progress:
(State average from 9,846 schools)
Curtis Creek Elementary School - Adequate Yearly Progress status
ELA Participation Rate
Curtis Creek Elementary School: | 99.0% |
California: | 96.3% |
- Hispanic100
- American Indian100
- Filipino100
- Black100
- White99
- Multirace100
- SED99
- LEP100
- With Disabilities94
ELA Participation Rate
- Hispanic: 100% (tested 59 out of 59 enrolled)
- American Indian / Alaska Native: 100% (tested 3 out of 3 enrolled)
- Filipino: 100% (tested 2 out of 2 enrolled)
- Black: 100% (tested 2 out of 2 enrolled)
- White: 99% (tested 246 out of 249 enrolled)
- Two or More Races: 100% (tested 7 out of 7 enrolled)
- Socioeconomic Disadvantaged: 99% (tested 181 out of 183 enrolled)
- English Learners: 100% (tested 10 out of 10 enrolled)
- Students with Disabilities: 94% (tested 43 out of 46 enrolled)
Math Participation Rate
Curtis Creek Elementary School: | 99.0% |
California: | 96.1% |
- Hispanic99
- American Indian100
- Filipino100
- Black100
- White99
- Multirace100
- SED99
- LEP100
- With Disabilities94
Math Participation Rate
- Hispanic: 99% (tested 59 out of 60 enrolled)
- American Indian / Alaska Native: 100% (tested 3 out of 3 enrolled)
- Filipino: 100% (tested 2 out of 2 enrolled)
- Black: 100% (tested 2 out of 2 enrolled)
- White: 99% (tested 247 out of 250 enrolled)
- Two or More Races: 100% (tested 7 out of 7 enrolled)
- Socioeconomic Disadvantaged: 99% (tested 183 out of 185 enrolled)
- English Learners: 100% (tested 10 out of 10 enrolled)
- Students with Disabilities: 94% (tested 43 out of 46 enrolled)
Health & Safety
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: 2 (all female)
- White: 4 (male: 2, female: 2)
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
School: | 13.0 |
State: | 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.
School: | 4.3 |
California: | 6.8 |
- White: 4 (male: 2, female: 2)
Students disciplined for bullying or harassment on the basis of sex: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
Chronic Student Absenteeismt:
(State average from 8,737 schools)
- Hispanic10
- American Indian2
- Native Hawaiian2
- White43
- Multirace4
Chronic Student Absenteeism
- Hispanic: 10 (male: 5, female: 5)
- American Indian / Alaska Native: 2 (all male)
- Native Hawaiian / Pacific Islander: 2 (all male)
- White: 43 (male: 23, female: 20)
- Two or More Races: 4 (male: 2, female: 2)
Curtis Creek Elementary School: | 132.0 |
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).
- Hispanic10
- Black1
- White35
- 5041
School days missed due to out-of-school suspension
- Hispanic: 10 (male: 8, female: 2)
- Black: 1 (all female)
- White: 35 (male: 27, female: 8)
- Section 504: 1 (all male)
Instances of out-of-school suspension (Students without disabilities): 30
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
School: | 64.9 |
California: | 84.8 |
- Hispanic: 4 (male: 2, female: 2)
- White: 19 (male: 11, female: 8)
Students without disabilities receiving only one out-of-school suspension: 22 (male: 10, female: 12)
- Hispanic: 4 (male: 2, female: 2)
- Black: 2 (all female)
- White: 16 (male: 8, female: 8)
Students without disabilities receiving more than one out-of-school suspension: 10 (all male)
- Hispanic: 2
- White: 8
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: 2 (all female)
- White: 4 (male: 2, female: 2)
Students without Disabilities who received an expulsion with educational services per 1,000 students
Here: | 13.0 |
State: | 10.5 |
Students without Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
- White: 2
Students without Disabilities who received an expulsion under zero tolerance policies per 1,000 students
School: | 4.3 |
State: | 2.6 |
Transfers:
(State average from 692 schools)
- Hispanic: 2 (all female)
- White: 4 (male: 2, female: 2)
Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Here: | 13.0 |
State: | 9.7 |
Classes & Courses
Algebra I:
(State average from 490 schools)
Comments
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