Junction Elementary School in Somes Bar, 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 25
- Telephone
- (530) 469-3373
(make sure to verify first before calling)
- City-data.com school rating
- 25
- Students
- 31
- Classroom Teachers (FTE)
- 2.0
- National School Lunch
Program (NSLP) Status - No
- Free lunch eligible students
- 4
- School district
- Junction Elementary
- Charter school
- No
- Magnet School Indicator
- No
- Shared Time Indicator
- Missing
- Adult education offered
- No
Ratings
This school rating compared to other nearby schools ratings:
| Junction Elementary School: | 25 |
| Orleans Elementary (6.7 miles): | 21 |
| Jack Norton Elementary (19.4 miles): | 8 |
Junction Elementary School rating compared to average state and city schools ratings:
| California: | 46 |
| Somes Bar: | 25 |
| Junction Elementary School: | 25 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 31
Enrollment in 2015: 37
Enrollment in 2014: 28
Enrollment in 2013: 24
Enrollment in 2012: 29
Enrollment in 2011: 29
Enrollment in 2009: 21
Enrollment in 2008: 19
Enrollment in 2007: 26
Enrollment in 2006: 28
Enrollment in 2005: 31
Enrollment in 2004: 33
Enrollment in 2003: 32
Enrollment in 2002: 26
Enrollment in 2001: 30
Enrollment in 2000: 30
Enrollment in 1999: 33
Enrollment in 2015: 37
Enrollment in 2014: 28
Enrollment in 2013: 24
Enrollment in 2012: 29
Enrollment in 2011: 29
Enrollment in 2009: 21
Enrollment in 2008: 19
Enrollment in 2007: 26
Enrollment in 2006: 28
Enrollment in 2005: 31
Enrollment in 2004: 33
Enrollment in 2003: 32
Enrollment in 2002: 26
Enrollment in 2001: 30
Enrollment in 2000: 30
Enrollment in 1999: 33
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 | 1 | 6 | 5 | 2 | 5 | 3 | 4 | 4 | 1 | 31 |
| Female students | - | 4 | 3 | 1 | 1 | 1 | - | 2 | 1 | 13 |
| Male students | 1 | 2 | 2 | 1 | 4 | 2 | 4 | 2 | - | 18 |
| American Indian/Alaska Native students | 1 | 3 | 4 | 1 | 2 | 2 | 2 | 2 | 1 | 18 |
| Hispanic students | - | - | 1 | - | 1 | - | 2 | 1 | - | 5 |
| White students | - | 3 | - | - | 2 | 1 | - | 1 | - | 7 |
| Two or More Races students | - | - | - | 1 | - | - | - | - | - | 1 |
Enrollment by grade:
Kindergarten enrollment: 1
1st grade enrollment: 6
2nd grade enrollment: 5
3rd grade enrollment: 2
4th grade enrollment: 5
5th grade enrollment: 3
6th grade enrollment: 4
7th grade enrollment: 4
8th grade enrollment: 1
1st grade enrollment: 6
2nd grade enrollment: 5
3rd grade enrollment: 2
4th grade enrollment: 5
5th grade enrollment: 3
6th grade enrollment: 4
7th grade enrollment: 4
8th grade enrollment: 1
Junction Elementary School - Historical enrollment by grade
Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 13 (41.9%)
| Here: | 41.9% |
| State: | 49.4% |
Male enrollment: 18 (58.1%)
| School: | 58.1% |
| California: | 49.6% |
Junction Elementary School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 18 (58.1%)
| School: | 58.1% |
| California: | 1.0% |
Hispanic enrollment: 5 (16.1%)
| Here: | 16.1% |
| State: | 46.0% |
White enrollment: 7 (22.6%)
| Junction Elementary School: | 22.6% |
| California: | 28.3% |
Two or More Races enrollment: 1 (3.2%)
| Junction Elementary School: | 3.2% |
| State: | 4.5% |
Junction Elementary School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 4 (12.9%)
| School: | 12.9% |
| California: | 61.2% |
Free lunch eligible students: 4 (12.9%)
| School: | 12.9% |
| California: | 52.8% |
Reduced-price lunch eligible students: 0 (0.0%)
| Junction Elementary School: | 0.0% |
| State: | 8.6% |
Junction Elementary School - Lunch Program Eligibility
Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 2
Number of FTE teachers in their first year of teaching: 1
Student/Teacher Ratio
Number of FTE teachers in their first year of teaching: 1
Student/Teacher Ratio
| Junction Elementary School: | 15.5 |
| California: | 22.8 |
Junction Elementary School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $338,996
- Full-time Equivalency Count of Teachers: 2 (Salary Expenditures: $187,163)
- Full-time Equivalency Count of Instructional Aides: 1.3 (Salary Expenditures: $89,190)
- Full-time Equivalency Count of Support Services Staff: 3.4 (Salary Expenditures: $244,722)
- Full-time Equivalency Count of School Administration Staff: 0.9 (Salary Expenditures: $31,632)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $365,544
- Salary Expenditures for Teachers: $151,832
- Full-time Equivalency Count of Instructional Aides: 1.3 (Salary Expenditures: $89,190)
- Full-time Equivalency Count of Support Services Staff: 3.4 (Salary Expenditures: $244,722)
- Full-time Equivalency Count of School Administration Staff: 0.9 (Salary Expenditures: $31,632)
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 (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: 4 (all male)
Students with disabilities served under Section 504: 2 (all male)
- American Indian / Alaska Native: 4
Students with disabilities served under Section 504: 2 (all male)
- American Indian / Alaska Native: 2
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.
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 students tested: 17
ELA students with scores: 17
Standard Not Met: 76.5%
Standard Nearly Met: 17.6%
Standard Met: 5.9%
Standard Exceeded: 0.0%
All Grades:
Math students tested: 17
Math students with scores: 17
Standard Not Met: 47.1%
Standard Nearly Met: 23.5%
Standard Met: 11.8%
Standard Exceeded: 17.6%
All Grades:
ELA students with scores: 17
| Percentage Standard Met and Above: | 6% |
| California: | 49% |
Standard Not Met: 76.5%
Standard Nearly Met: 17.6%
Standard Met: 5.9%
Standard Exceeded: 0.0%
All Grades:
Junction Elementary School - ELA Area Achievement Levels (all grades)
Math students tested: 17
Math students with scores: 17
| Percentage Standard Met and Above: | 29% |
| California: | 38% |
Standard Not Met: 47.1%
Standard Nearly Met: 23.5%
Standard Met: 11.8%
Standard Exceeded: 17.6%
All Grades:
Junction Elementary School - Math Area Achievement Levels (all grades)
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).
Junction Elementary School - Adequate Yearly Progress status
ELA Participation Rate
| Junction Elementary School: | 89.0% |
| State: | 96.3% |
- Hispanic100
- American Indian88
- White75
- Multirace100
- SED84
- With Disabilities100
ELA Participation Rate
- Hispanic: 100% (tested 4 out of 4 enrolled)
- American Indian / Alaska Native: 88% (tested 7 out of 8 enrolled)
- White: 75% (tested 3 out of 4 enrolled)
- Two or More Races: 100% (tested 1 out of 1 enrolled)
- Socioeconomic Disadvantaged: 84% (tested 10 out of 12 enrolled)
- Students with Disabilities: 100% (tested 3 out of 3 enrolled)
Math Participation Rate
| Here: | 89.0% |
| California: | 96.1% |
- Hispanic100
- American Indian88
- White75
- Multirace100
- SED84
- With Disabilities100
Math Participation Rate
- Hispanic: 100% (tested 4 out of 4 enrolled)
- American Indian / Alaska Native: 88% (tested 7 out of 8 enrolled)
- White: 75% (tested 3 out of 4 enrolled)
- Two or More Races: 100% (tested 1 out of 1 enrolled)
- Socioeconomic Disadvantaged: 84% (tested 10 out of 12 enrolled)
- Students with Disabilities: 100% (tested 3 out of 3 enrolled)
Health & Safety
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 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 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.
Allegations of harassment or bullying on the basis of sex: 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
Allegations of harassment or bullying on the basis of race, color, or national origin: 3
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
Allegations of harassment or bullying on the basis of sex per 1,000 students
Students reported as harassed or bullied on the basis of sex: 2 (all female)| Junction Elementary School: | 64.5 |
| California: | 6.8 |
- American Indian / Alaska Native: 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
- American Indian / Alaska Native: 2
Allegations of harassment or bullying on the basis of race, color, or national origin: 3
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Students reported as harassed or bullied on the basis of race, color, or national origin: 4 (all female)| Here: | 96.8 |
| State: | 3.0 |
- American Indian / Alaska Native: 2
- Two or More Races: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
- American Indian / Alaska Native: 2
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: 2 (all male)
Instances of out-of-school suspension (Students without disabilities): 2
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
Students with disabilities receiving one or more in-school suspension: 2 (all male)
- American Indian / Alaska Native: 2
Instances of out-of-school suspension (Students without disabilities): 2
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
| School: | 64.5 |
| State: | 84.8 |
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
- American Indian / Alaska Native: 2
Students with disabilities receiving one or more in-school suspension: 2 (all male)
- American Indian / Alaska Native: 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: 2
8th grade student enrollment in Algebra I: 4 (male: 2, female: 2)
Percent of 7th grade students who passed: -100.0%
| Here: |   -100.0% |
| California: |  107.7% |
8th grade student enrollment in Algebra I: 4 (male: 2, female: 2)
- American Indian / Alaska Native: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 2 (all female)
Percent of 8th grade students who passed
| School: | 0.0% |
| California: | 85.6% |
Discuss Somes Bar, California (CA) on our hugely popular California forum.
Comments
Review, comment, or add new information about this topic: