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Mckinleyville Middle School in McKinleyville, CA
(06-08 • 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 51
Address
 2285 Central Ave.
McKinleyville, CA 95519
Telephone
(707) 839-1508
(make sure to verify first before calling)
Website
http://sites.google.com/a/mckusd.org/mckinleyvillemiddleschool/
City-data.com school rating
51
Students
376
Classroom Teachers (FTE)
20.5
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
133
Reduced-price lunch
eligible students
28
School district
McKinleyville Union Elementary
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:
Fieldbrook Elementary (3.4 miles):

86
McKinleyville High (0.8 miles):

64
Trillium Charter (4.0 miles):

53
Pacific Union Elementary (3.6 miles):

52
Mckinleyville Middle School:

51
Arcata Elementary (4.5 miles):

43
Morris Elementary (0.6 miles):

34
Laurel Tree Charter (3.3 miles):

33
Tsurai High (Continuation) (0.8 miles):

5
Mckinleyville Middle School rating compared to average state, county and city schools ratings:
California:

46
Humboldt County:

45
McKinleyville:

48
Mckinleyville Middle School:

51

Students & Teachers


Total enrollment:
Enrollment in 2016: 376
Enrollment in 2015: 354
Enrollment in 2014: 380
Enrollment in 2013: 368
Enrollment in 2012: 376
Enrollment in 2011: 374
Enrollment in 2010: 404
Enrollment in 2009: 376
Enrollment in 2008: 368
Enrollment in 2007: 375
Enrollment in 2006: 403
Enrollment in 2005: 434
Enrollment in 2004: 466
Enrollment in 2003: 489
Enrollment in 2002: 505
Enrollment in 2001: 488
Enrollment in 2000: 462
Enrollment in 1999: 494

Mckinleyville Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students137112127376
Female students696059188
Male students685268188
American Indian/Alaska Native students1611936
Asian students3227
Hispanic students17191046
Black students - 224
White students886393244
Hawaiian Native/Pacific Islander students11 - 2
Two or More Races students12141137

Enrollment by grade:
6th grade enrollment: 137
7th grade enrollment: 112
8th grade enrollment: 127

Mckinleyville Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 188 (50.0%)
School:

50.0%
California:

49.4%
Male enrollment: 188 (50.0%)
Mckinleyville Middle School:

50.0%
California:

49.6%

Mckinleyville Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 36 (9.6%)
School:

9.6%
State:

1.0%
Asian enrollment: 7 (1.9%)
School:

1.9%
State:

9.4%
Hispanic enrollment: 46 (12.2%)
Mckinleyville Middle School:

12.2%
California:

46.0%
Black enrollment: 4 (1.1%)
Mckinleyville Middle School:

1.1%
California:

6.1%
White enrollment: 244 (64.9%)
Mckinleyville Middle School:

64.9%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 2 (0.5%)
Here:

0.5%
California:

0.6%
Two or More Races enrollment: 37 (9.8%)
School:

9.8%
State:

4.5%

Mckinleyville Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 161 (42.8%)
School:

42.8%
State:

61.2%
Free lunch eligible students: 133 (35.4%)
School:

35.4%
California:

52.8%
Reduced-price lunch eligible students: 28 (7.4%)
School:

7.4%
California:

8.6%

Mckinleyville Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 20.5


Student/Teacher Ratio
School:

18.3
State:

22.8

Mckinleyville Middle School - Teachers (FTE) and pupil/teacher ratio


Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 15 (male: 4, female: 11)
  • Hispanic: 13 (male: 2, female: 11)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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

  • Hispanic4
  • American Indian8
  • White44
  • Multirace8
Students with disabilities served under IDEA: 64 (male: 37, female: 27)
  • Hispanic: 4 (all male)
  • American Indian / Alaska Native: 8 (male: 4, female: 4)
  • White: 44 (male: 25, female: 19)
  • Two or More Races: 8 (male: 4, female: 4)

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

  • Hispanic10
  • American Indian4
  • Asian2
  • Black2
  • White40
  • Multirace2
  • LEP2
  • IDEA2
Gifted and Talented Student Enrollment: 60 (male: 24, female: 36)
  • Hispanic: 10 (male: 2, female: 8)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 2 (all female)
  • Black: 2 (all female)
  • White: 40 (male: 20, female: 20)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

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

159.6
California:

93.6

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

  • All44%
  • Males40%
  • Females49%
  • American Indian11%
  • Hispanic31%
  • White31%
  • Multirace33%
ELA students tested: 353
ELA students with scores: 351

Percentage Standard Met and Above:

44%
California:

49%

Standard Not Met: 28.8%
Standard Nearly Met: 27.1%
Standard Met: 31.1%
Standard Exceeded: 13.1%

All Grades:
28.8%
27.1%
31.1%
13.1%
6th Grade: (Mean Scale Score: 2518.5, Students tested: 115, Standard Not Met: 20.9%, Nearly Met: 35.6%, Met: 27.8%, Exceeded: 15.7%)
20.9%
35.6%
27.8%
15.7%
7th Grade: (Mean Scale Score: 2505.4, Students tested: 135, Standard Not Met: 40.3%, Nearly Met: 23.9%, Met: 29.1%, Exceeded: 6.7%)
40.3%
23.9%
29.1%
6.7%
8th Grade: (Mean Scale Score: 2566.2, Students tested: 103, Standard Not Met: 22.6%, Nearly Met: 21.6%, Met: 37.3%, Exceeded: 18.6%)
22.6%
21.6%
37.3%
18.6%

Mckinleyville Middle School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All36%
  • Males41%
  • Females31%
  • American Indian26%
  • Hispanic19%
  • White20%
  • Multirace22%
Math students tested: 354
Math students with scores: 354

Percentage Standard Met and Above:

36%
State:

38%

Standard Not Met: 32.8%
Standard Nearly Met: 31.6%
Standard Met: 20.6%
Standard Exceeded: 15.0%

All Grades:
32.8%
31.6%
20.6%
15.0%
6th Grade: (Mean Scale Score: 2501.7, Students tested: 115, Standard Not Met: 30.4%, Nearly Met: 39.1%, Met: 19.1%, Exceeded: 11.3%)
30.4%
39.1%
19.1%
11.3%
7th Grade: (Mean Scale Score: 2523.6, Students tested: 136, Standard Not Met: 30.9%, Nearly Met: 29.4%, Met: 25.0%, Exceeded: 14.7%)
30.9%
29.4%
25.0%
14.7%
8th Grade: (Mean Scale Score: 2543.6, Students tested: 103, Standard Not Met: 37.9%, Nearly Met: 26.2%, Met: 16.5%, Exceeded: 19.4%)
37.9%
26.2%
16.5%
19.4%

Mckinleyville Middle 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: 104
CST Science students with scores: 102

Percentage At Or Above Proficient:

69%
State:

54%

Percentage Far Below Basic: 2.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 10.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 19.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 24.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 45.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 399.2, Students tested: 104, Far Below Basic: 2.0%, Below Basic: 10.0%, Basic: 19.0%, Proficient: 24.0%, Advanced: 45.0%)
2.0%
10.0%
19.0%
24.0%
45.0%
CMA Science students tested: 18
CMA Science students with scores: 17

Percentage At Or Above Proficient:

82%
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: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 18.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 59.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 24.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 380.1, Students tested: 18, Far Below Basic: 0.0%, Below Basic: 0.0%, Basic: 18.0%, Proficient: 59.0%, Advanced: 24.0%)
18.0%
59.0%
24.0%

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:
7th grade: (Students tested: 119, Needs Improvement - High Risk: 52.1%, Needs Improvement: 28.6%, Healthy Fitness Zone: 19.3%)
52.1%
28.6%
19.3%
Body Composition:
7th grade: (Students tested: 119, Needs Improvement - High Risk: 54.6%, Needs Improvement: 30.3%, Healthy Fitness Zone: 15.1%)
54.6%
30.3%
15.1%
Abdominal Strength:
7th grade: (Students tested: 119, Needs Improvement - High Risk: 76.5%, Needs Improvement: 23.5%, Healthy Fitness Zone: 0.0%)
76.5%
23.5%
Trunk Extension Strength:
7th grade: (Students tested: 119, Needs Improvement - High Risk: 88.2%, Needs Improvement: 11.8%, Healthy Fitness Zone: 0.0%)
88.2%
11.8%
Upper Body Strength:
7th grade: (Students tested: 119, Needs Improvement - High Risk: 60.5%, Needs Improvement: 39.5%, Healthy Fitness Zone: 0.0%)
60.5%
39.5%
Flexibility:
7th grade: (Students tested: 119, Needs Improvement - High Risk: 88.2%, Needs Improvement: 11.8%, Healthy Fitness Zone: 0.0%)
88.2%
11.8%

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).

Mckinleyville Middle School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 9
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

44.0%
California:

34.0%
Grade 8:
Student Count: 4
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

75.0%
State:

47.0%
Listening Mean Scale Score:

611.3
California:

556.2
Reading Mean Scale Score:

589.8
State:

547.2
Speaking Mean Scale Score:

646.0
California:

536.1
Writing Mean Scale Score:

573.5
California:

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).

Mckinleyville Middle School - Adequate Yearly Progress status


ELA Participation Rate
Here:

98.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic98
  • American Indian94
  • Asian100
  • Native Hawaiian100
  • Black100
  • White99
  • Multirace100
  • SED98
  • LEP100
  • With Disabilities96
  • Hispanic: 98% (tested 44 out of 45 enrolled)
  • American Indian / Alaska Native: 94% (tested 31 out of 33 enrolled)
  • Asian: 100% (tested 7 out of 7 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 2 out of 2 enrolled)
  • Black: 100% (tested 5 out of 5 enrolled)
  • White: 99% (tested 234 out of 237 enrolled)
  • Two or More Races: 100% (tested 36 out of 36 enrolled)
  • Socioeconomic Disadvantaged: 98% (tested 160 out of 164 enrolled)
  • English Learners: 100% (tested 15 out of 15 enrolled)
  • Students with Disabilities: 96% (tested 70 out of 73 enrolled)

Math Participation Rate
Here:

98.0%
California:

96.1%

    Math Participation Rate

  • Hispanic98
  • American Indian94
  • Asian100
  • Native Hawaiian100
  • Black100
  • White99
  • Multirace100
  • SED98
  • LEP100
  • With Disabilities96
  • Hispanic: 98% (tested 44 out of 45 enrolled)
  • American Indian / Alaska Native: 94% (tested 31 out of 33 enrolled)
  • Asian: 100% (tested 7 out of 7 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 2 out of 2 enrolled)
  • Black: 100% (tested 5 out of 5 enrolled)
  • White: 99% (tested 235 out of 238 enrolled)
  • Two or More Races: 100% (tested 36 out of 36 enrolled)
  • Socioeconomic Disadvantaged: 98% (tested 161 out of 165 enrolled)
  • English Learners: 100% (tested 15 out of 15 enrolled)
  • Students with Disabilities: 96% (tested 70 out of 73 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 female)
  • American Indian / Alaska Native: 2

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

5.3
State:

27.2
Students without disabilities who received a school-related arrest: 2 (all female)
  • American Indian / Alaska Native: 2

Students without disabilities who received a school-related arrest per 1,000 students
Here:

5.3
California:

8.4
Students with disabilities who were referred to a law enforcement agency or official: 2 (all female)
  • American Indian / Alaska Native: 2

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Mckinleyville Middle School:

5.3
State:

7.9

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 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 sex: 2
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here:

5.3
California:

7.8
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • White: 2
Students disciplined for bullying or harassment on the basis of sex: 6 (all male)
  • American Indian / Alaska Native: 2
  • White: 2
  • Two or More Races: 2

Allegations of harassment or bullying on the basis of race, color, or national origin: 5
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Mckinleyville Middle School:

13.3
California:

4.4
Students reported as harassed or bullied on the basis of race, color, or national origin: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 4 (all male)
  • American Indian / Alaska Native: 2
  • White: 2

Allegations of harassment or bullying on the basis of disability: 2
Allegations of harassment or bullying on the basis of disability per 1,000 students
Here:

5.3
State:

1.0
Students reported as harassed or bullied on the basis of disability: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of disability: 5 (all male)
  • White: 5


Chronic Student Absenteeismt:
Show data for

(State average from 8,415 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

  • Hispanic2
  • American Indian10
  • Black4
  • White7
  • IDEA7
Chronic Student Absenteeism: 23 (male: 11, female: 12)
  • Hispanic: 2 (all male)
  • American Indian / Alaska Native: 10 (male: 2, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

61.2
State:

178.2

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).
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.
Students without disabilities receiving one or more in-school suspension: 7 (all male)
  • American Indian / Alaska Native: 2
  • White: 5
Students without disabilities receiving only one out-of-school suspension: 20 (male: 11, female: 9)
  • Hispanic: 2 (all female)
  • American Indian / Alaska Native: 2 (all female)
  • White: 16 (male: 11, female: 5)

    Students without disabilities receiving more than one out-of-school suspension

  • Hispanic2
  • American Indian2
  • Black2
  • White16
Students without disabilities receiving more than one out-of-school suspension: 22 (male: 18, female: 4)
  • Hispanic: 2 (all male)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 2 (all male)
  • White: 16 (male: 14, female: 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.
Number of Algebra I classes: 1

7-8th grade student enrollment in Algebra I: 32 (male: 13, female: 19)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 2 (all female)
  • White: 28 (male: 11, female: 17)
7-8th grade studenst who passed Algebra I: 29 (male: 13, female: 16)
  • White: 29 (male: 13, female: 16)
Percent of 7-8th grade students who passed
Here:

90.6%
California:

83.6%

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