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Georgetown Elementary School in Georgetown, CA
(KG-06 • 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 16
Address
 6530 Wentworth Springs Rd.
Georgetown, CA 95634
Telephone
(530) 333-8320
(make sure to verify first before calling)
Website
http://bomusd.org
City-data.com school rating
16
Students
232
Classroom Teachers (FTE)
9.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
127
Reduced-price lunch
eligible students
17
School district
Black Oak Mine 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:
Edwin Markham Middle (12.2 miles):

75
Sutters Mill (11.0 miles):

72
El Dorado High (12.4 miles):

71
Gold Trail (10.4 miles):

66
Foresthill High (7.4 miles):

62
Foresthill Divide (6.9 miles):

48
American River Charter (0.3 miles):

43
Golden Sierra Junior Senior High (4.8 miles):

42
Georgetown Elementary School:

16
Georgetown Elementary School rating compared to average state, county and city schools ratings:
California:

46
El Dorado County:

63
Georgetown:

30
Georgetown Elementary School:

16

Students & Teachers


Total enrollment:
Enrollment in 2016: 232
Enrollment in 2015: 221
Enrollment in 2014: 251
Enrollment in 2013: 274
Enrollment in 2012: 391
Enrollment in 2011: 420
Enrollment in 2010: 484
Enrollment in 2009: 487
Enrollment in 2008: 381
Enrollment in 2007: 411
Enrollment in 2006: 432
Enrollment in 2005: 449
Enrollment in 2004: 474
Enrollment in 2003: 510
Enrollment in 2002: 491
Enrollment in 2001: 509
Enrollment in 2000: 501
Enrollment in 1999: 521

Georgetown Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06Total
All students32242734343744232
Female students14131721161622119
Male students18111013182122113
American Indian/Alaska Native students - - - - 31 - 4
Asian students - - - - 1 - - 1
Hispanic students412144723
White students27232331263236198
Two or More Races students1 - 22 - - 16

Enrollment by grade:
Kindergarten enrollment: 32
1st grade enrollment: 24
2nd grade enrollment: 27
3rd grade enrollment: 34
4th grade enrollment: 34
5th grade enrollment: 37
6th grade enrollment: 44

Georgetown Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 119 (51.3%)
Georgetown Elementary School:

51.3%
State:

49.4%
Male enrollment: 113 (48.7%)
School:

48.7%
California:

49.6%

Georgetown Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 4 (1.7%)
School:

1.7%
California:

1.0%
Asian enrollment: 1 (0.4%)
Georgetown Elementary School:

0.4%
California:

9.4%
Hispanic enrollment: 23 (9.9%)
Georgetown Elementary School:

9.9%
State:

46.0%
White enrollment: 198 (85.3%)
Georgetown Elementary School:

85.3%
State:

28.3%
Two or More Races enrollment: 6 (2.6%)
Here:

2.6%
California:

4.5%

Georgetown Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 144 (62.1%)
School:

62.1%
California:

61.2%
Free lunch eligible students: 127 (54.7%)
Here:

54.7%
State:

52.8%
Reduced-price lunch eligible students: 17 (7.3%)
Georgetown Elementary School:

7.3%
California:

8.6%

Georgetown Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 9

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 teachers who were absent more than 10 school days during the school years: 2
Number of FTE nurses: 0.8
Number of FTE psychologists: 0.3

Student/Teacher Ratio
Georgetown Elementary School:

25.8
State:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $756,502
  • Full-time Equivalency Count of Teachers: 10.7 (Salary Expenditures: $580,476)
  • Full-time Equivalency Count of Instructional Aides: 1.1 (Salary Expenditures: $28,272)
  • Full-time Equivalency Count of Support Services Staff: 0.4 (Salary Expenditures: $11,375)
  • Full-time Equivalency Count of School Administration Staff: 2.5 (Salary Expenditures: $154,982)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $47,302
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $711,315
  • Salary Expenditures for Teachers: $602,220
  • Full-time Equivalency Count of Instructional Aides: 1.8 (Salary Expenditures: $42,849)
  • Full-time Equivalency Count of Support Services Staff: 0.4 (Salary Expenditures: $11,375)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $154,870)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $59,315

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 (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.
Students with disabilities served under IDEA: 27 (male: 17, female: 10)
  • Hispanic: 4 (all male)
  • White: 23 (male: 13, female: 10)
Students with disabilities served under Section 504: 2 (all female)
  • White: 2

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: 2 (all male)
  • White: 2

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

8.6
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

  • All25%
  • Males18%
  • Females31%
  • Hispanic36%
  • White27%
ELA students tested: 138
ELA students with scores: 138

Percentage Standard Met and Above:

25%
State:

49%

Standard Not Met: 47.8%
Standard Nearly Met: 27.5%
Standard Met: 18.8%
Standard Exceeded: 5.8%

All Grades:
47.8%
27.5%
18.8%
5.8%
3rd Grade: (Mean Scale Score: 2329.8, Students tested: 25, Standard Not Met: 72.0%, Nearly Met: 20.0%, Met: 8.0%, Exceeded: 0.0%)
72.0%
20.0%
8.0%
4th Grade: (Mean Scale Score: 2388.5, Students tested: 37, Standard Not Met: 59.5%, Nearly Met: 27.0%, Met: 10.8%, Exceeded: 2.7%)
59.5%
27.0%
10.8%
2.7%
5th Grade: (Mean Scale Score: 2449.1, Students tested: 37, Standard Not Met: 51.4%, Nearly Met: 18.9%, Met: 21.6%, Exceeded: 8.1%)
51.4%
18.9%
21.6%
8.1%
6th Grade: (Mean Scale Score: 2524.0, Students tested: 39, Standard Not Met: 17.9%, Nearly Met: 41.0%, Met: 30.8%, Exceeded: 10.3%)
17.9%
41.0%
30.8%
10.3%

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

    Math Standard Met and Above

  • All19%
  • Males18%
  • Females20%
  • Hispanic18%
  • White19%
Math students tested: 139
Math students with scores: 139

Percentage Standard Met and Above:

19%
California:

38%

Standard Not Met: 48.2%
Standard Nearly Met: 33.1%
Standard Met: 10.8%
Standard Exceeded: 7.9%

All Grades:
48.2%
33.1%
10.8%
7.9%
3rd Grade: (Mean Scale Score: 2307.9, Students tested: 25, Standard Not Met: 88.0%, Nearly Met: 8.0%, Met: 4.0%, Exceeded: 0.0%)
88.0%
8.0%
4.0%
4th Grade: (Mean Scale Score: 2414.4, Students tested: 37, Standard Not Met: 48.6%, Nearly Met: 40.5%, Met: 8.1%, Exceeded: 2.7%)
48.6%
40.5%
8.1%
2.7%
5th Grade: (Mean Scale Score: 2448.9, Students tested: 37, Standard Not Met: 54.0%, Nearly Met: 29.7%, Met: 5.4%, Exceeded: 10.8%)
54.0%
29.7%
5.4%
10.8%
6th Grade: (Mean Scale Score: 2529.7, Students tested: 40, Standard Not Met: 17.5%, Nearly Met: 45.0%, Met: 22.5%, Exceeded: 15.0%)
17.5%
45.0%
22.5%
15.0%

Georgetown 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.

CST Science students tested: 39
CST Science students with scores: 39

Percentage At Or Above Proficient:

33%
California:

54%

Percentage Far Below Basic: 5.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 3.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 59.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 28.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 5.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 342.4, Students tested: 39, Far Below Basic: 5.0%, Below Basic: 3.0%, Basic: 59.0%, Proficient: 28.0%, Advanced: 5.0%)
5.0%
3.0%
59.0%
28.0%
5.0%

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: 36, Needs Improvement - High Risk: 58.3%, Needs Improvement: 36.1%, Healthy Fitness Zone: 5.6%)
58.3%
36.1%
5.6%
Body Composition:
5th grade: (Students tested: 36, Needs Improvement - High Risk: 55.6%, Needs Improvement: 25.0%, Healthy Fitness Zone: 19.4%)
55.6%
25.0%
19.4%
Abdominal Strength:
5th grade: (Students tested: 36, Needs Improvement - High Risk: 94.4%, Needs Improvement: 5.6%, Healthy Fitness Zone: 0.0%)
94.4%
5.6%
Trunk Extension Strength:
5th grade: (Students tested: 36, Needs Improvement - High Risk: 88.9%, Needs Improvement: 11.1%, Healthy Fitness Zone: 0.0%)
88.9%
11.1%
Upper Body Strength:
5th grade: (Students tested: 36, Needs Improvement - High Risk: 55.6%, Needs Improvement: 44.4%, Healthy Fitness Zone: 0.0%)
55.6%
44.4%
Flexibility:
5th grade: (Students tested: 36, Needs Improvement - High Risk: 80.6%, Needs Improvement: 19.4%, Healthy Fitness Zone: 0.0%)
80.6%
19.4%

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).

Georgetown Elementary School - Adequate Yearly Progress status


ELA Participation Rate
Here:

100.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic100
  • American Indian100
  • Asian100
  • White100
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 17 out of 17 enrolled)
  • American Indian / Alaska Native: 100% (tested 7 out of 7 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • White: 100% (tested 126 out of 126 enrolled)
  • Two or More Races: 100% (tested 3 out of 3 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 97 out of 97 enrolled)
  • English Learners: 100% (tested 1 out of 1 enrolled)
  • Students with Disabilities: 100% (tested 27 out of 27 enrolled)

Math Participation Rate
Here:

100.0%
State:

96.1%

    Math Participation Rate

  • Hispanic100
  • American Indian100
  • Asian100
  • White100
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 17 out of 17 enrolled)
  • American Indian / Alaska Native: 100% (tested 7 out of 7 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • White: 100% (tested 126 out of 126 enrolled)
  • Two or More Races: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 96 out of 96 enrolled)
  • English Learners: 100% (tested 1 out of 1 enrolled)
  • Students with Disabilities: 100% (tested 27 out of 27 enrolled)

Health & Safety


Offenses:
(State average from 5,445 schools)
An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident

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.

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.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of physical attack or fight without a weapon: 3


Total incidents per 1,000 students
Here:

12.9
California:

60.8

Chronic Student Absenteeismt:
Show data for

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

    Chronic Student Absenteeism

  • Hispanic7
  • Asian2
  • White43
  • Multirace2
  • IDEA2
  • 5042
Chronic Student Absenteeism: 54 (male: 25, female: 29)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 2 (all female)
  • White: 43 (male: 20, female: 23)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)
  • Section 504: 2 (all female)
Chronic Student Absenteeism per 1,000 students
Here:

232.8
State:

172.7

Suspensions:
Show data for

(State average from 1,406 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
School days missed due to out-of-school suspension: 8 (male: 6, female: 2)
  • Hispanic: 4 (all male)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 3 (male: 2, female: 1)
Instances of out-of-school suspension (Students without disabilities): 1

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

4.3
State:

84.8
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
Instances of out-of-school suspension (Students with disabilities): 3

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

12.9
California:

28.1
Students with disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2

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