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New Jerusalem School in Tracy, CA
(01-08 • 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 16
Address
 31400 S. Koster Rd.
Tracy, CA 95304
Telephone
(209) 835-2597
(make sure to verify first before calling)
Website
http://www.newjfalcons.com
City-data.com school rating
16
Students
218
Classroom Teachers (FTE)
8.5
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
113
Reduced-price lunch
eligible students
26
School district
New Jerusalem Elementary
Charter school
Yes
Title I status
Title I targeted assistance eligible school-No program
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Jefferson (4.4 miles):

80
Tracy High (7.2 miles):

69
Tom Hawkins Elementary (5.7 miles):

66
Gladys Poet-Christian Elementary (6.7 miles):

48
Delta Home Charter (0.1 miles):

41
Delta Charter (0.0 miles):

28
Banta Elementary (6.6 miles):

18
Louis A. Bohn Elementary (6.7 miles):

18
New Jerusalem School:

16
New Jerusalem School rating compared to average state, county and city schools ratings:
California:

46
San Joaquin County:

36
Tracy:

43
New Jerusalem School:

16

Students & Teachers


Total enrollment:
Enrollment in 2016: 218
Enrollment in 2015: 222
Enrollment in 2014: 220
Enrollment in 2013: 222
Enrollment in 2012: 215
Enrollment in 2011: 222
Enrollment in 2010: 238
Enrollment in 2009: 230

New Jerusalem School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG01G02G03G04G05G06G07G08Total
All students2223282631283129218
Female students13816171615179111
Male students91512915131420107
Asian students22 - 3 - 2 - 110
Hispanic students11101410121315994
Black students111142 - - 10
White students71010111410141692
Hawaiian Native/Pacific Islander students - - 1 - - 1114
Two or More Races students1 - 211 - 128

Enrollment by grade:
1st grade enrollment: 22
2nd grade enrollment: 23
3rd grade enrollment: 28
4th grade enrollment: 26
5th grade enrollment: 31
6th grade enrollment: 28
7th grade enrollment: 31
8th grade enrollment: 29

New Jerusalem School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 111 (50.9%)
New Jerusalem School:

50.9%
California:

49.4%
Male enrollment: 107 (49.1%)
School:

49.1%
California:

49.6%

New Jerusalem School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Asian enrollment: 10 (4.6%)
New Jerusalem School:

4.6%
California:

9.4%
Hispanic enrollment: 94 (43.1%)
School:

43.1%
California:

46.0%
Black enrollment: 10 (4.6%)
School:

4.6%
State:

6.1%
White enrollment: 92 (42.2%)
New Jerusalem School:

42.2%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 4 (1.8%)
Here:

1.8%
California:

0.6%
Two or More Races enrollment: 8 (3.7%)
New Jerusalem School:

3.7%
California:

4.5%

New Jerusalem School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 139 (63.8%)
School:

63.8%
California:

61.2%
Free lunch eligible students: 113 (51.8%)
School:

51.8%
California:

52.8%
Reduced-price lunch eligible students: 26 (11.9%)
New Jerusalem School:

11.9%
California:

8.6%

New Jerusalem School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 8.5

Number of FTE teachers in their second year of teaching: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 5
Number of FTE nurses: 0.3
Number of FTE psychologists: 0.2

Student/Teacher Ratio
New Jerusalem School:

25.6
California:

22.8

New Jerusalem School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $912,767
  • Full-time Equivalency Count of Teachers: 9.3 (Salary Expenditures: $539,172)
  • Full-time Equivalency Count of Instructional Aides: 4.2 (Salary Expenditures: $74,467)
  • Full-time Equivalency Count of Support Services Staff: 4.4 (Salary Expenditures: $201,902)
  • Full-time Equivalency Count of School Administration Staff: 0.9 (Salary Expenditures: $97,225)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $553,693
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $960,783
  • Salary Expenditures for Teachers: $541,923
  • Full-time Equivalency Count of Instructional Aides: 5.9 (Salary Expenditures: $119,733)
  • Full-time Equivalency Count of Support Services Staff: 4.4 (Salary Expenditures: $201,902)
  • Full-time Equivalency Count of School Administration Staff: 0.9 (Salary Expenditures: $97,225)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $618,685

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic43
  • Asian2
  • White2
  • IDEA4
Students Enrolled in LEP Programs: 47 (male: 22, female: 25)
  • Hispanic: 43 (male: 20, female: 23)
  • Asian: 2 (all female)
  • 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 (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: 25 (male: 14, female: 11)
  • Hispanic: 14 (male: 10, female: 4)
  • White: 11 (male: 4, female: 7)
  • Limited English Proficiency (LEP): 4 (all male)

Retention:
Show data for

(State average from 1,901 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 1st grade: 2 (all female)
  • White: 2

Percent of 1st grade students retained
New Jerusalem School:

9.1%
California:

4.8%

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

  • All22%
  • Males18%
  • Females26%
  • Hispanic14%
  • White23%
ELA students tested: 166
ELA students with scores: 166

Percentage Standard Met and Above:

22%
California:

49%

Standard Not Met: 50.6%
Standard Nearly Met: 27.1%
Standard Met: 16.9%
Standard Exceeded: 5.4%

All Grades:
50.6%
27.1%
16.9%
5.4%
3rd Grade: (Mean Scale Score: 2368.0, Students tested: 24, Standard Not Met: 45.8%, Nearly Met: 33.3%, Met: 20.8%, Exceeded: 0.0%)
45.8%
33.3%
20.8%
4th Grade: (Mean Scale Score: 2409.2, Students tested: 27, Standard Not Met: 59.3%, Nearly Met: 18.5%, Met: 14.8%, Exceeded: 7.4%)
59.3%
18.5%
14.8%
7.4%
5th Grade: (Mean Scale Score: 2429.9, Students tested: 27, Standard Not Met: 63.0%, Nearly Met: 14.8%, Met: 18.5%, Exceeded: 3.7%)
63.0%
14.8%
18.5%
3.7%
6th Grade: (Mean Scale Score: 2452.7, Students tested: 28, Standard Not Met: 46.4%, Nearly Met: 28.6%, Met: 17.9%, Exceeded: 7.1%)
46.4%
28.6%
17.9%
7.1%
7th Grade: (Mean Scale Score: 2478.9, Students tested: 32, Standard Not Met: 50.0%, Nearly Met: 37.5%, Met: 12.5%, Exceeded: 0.0%)
50.0%
37.5%
12.5%
8th Grade: (Mean Scale Score: 2532.1, Students tested: 28, Standard Not Met: 39.3%, Nearly Met: 28.6%, Met: 17.9%, Exceeded: 14.3%)
39.3%
28.6%
17.9%
14.3%

New Jerusalem School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All18%
  • Males21%
  • Females16%
  • Hispanic8%
  • White10%
Math students tested: 165
Math students with scores: 165

Percentage Standard Met and Above:

18%
State:

38%

Standard Not Met: 47.9%
Standard Nearly Met: 33.9%
Standard Met: 13.9%
Standard Exceeded: 4.2%

All Grades:
47.9%
33.9%
13.9%
4.2%
3rd Grade: (Mean Scale Score: 2398.8, Students tested: 24, Standard Not Met: 33.3%, Nearly Met: 37.5%, Met: 29.2%, Exceeded: 0.0%)
33.3%
37.5%
29.2%
4th Grade: (Mean Scale Score: 2395.0, Students tested: 27, Standard Not Met: 59.3%, Nearly Met: 33.3%, Met: 7.4%, Exceeded: 0.0%)
59.3%
33.3%
7.4%
5th Grade: (Mean Scale Score: 2482.3, Students tested: 26, Standard Not Met: 42.3%, Nearly Met: 26.9%, Met: 15.4%, Exceeded: 15.4%)
42.3%
26.9%
15.4%
15.4%
6th Grade: (Mean Scale Score: 2450.2, Students tested: 28, Standard Not Met: 50.0%, Nearly Met: 32.1%, Met: 14.3%, Exceeded: 3.6%)
50.0%
32.1%
14.3%
3.6%
7th Grade: (Mean Scale Score: 2486.7, Students tested: 32, Standard Not Met: 43.8%, Nearly Met: 43.8%, Met: 6.3%, Exceeded: 6.3%)
43.8%
43.8%
6.3%
6.3%
8th Grade: (Mean Scale Score: 2479.5, Students tested: 28, Standard Not Met: 57.1%, Nearly Met: 28.6%, Met: 14.3%, Exceeded: 0.0%)
57.1%
28.6%
14.3%

New Jerusalem 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: 31
CST Science students with scores: 31

Percentage At Or Above Proficient:

35%
California:

54%

Percentage Far Below Basic: 30.0% 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: 19.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 32.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 3.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 311.5, Students tested: 31, Far Below Basic: 30.0%, Below Basic: 16.0%, Basic: 19.0%, Proficient: 32.0%, Advanced: 3.0%)
30.0%
16.0%
19.0%
32.0%
3.0%
CST Science students tested: 29
CST Science students with scores: 28

Percentage At Or Above Proficient:

29%
State:

54%

Percentage Far Below Basic: 10.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 18.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 43.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 18.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 11.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 326.5, Students tested: 29, Far Below Basic: 10.0%, Below Basic: 18.0%, Basic: 43.0%, Proficient: 18.0%, Advanced: 11.0%)
10.0%
18.0%
43.0%
18.0%
11.0%

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: 21, Needs Improvement - High Risk: 52.4%, Needs Improvement: 47.6%, Healthy Fitness Zone: 0.0%)
52.4%
47.6%
7th grade: (Students tested: 24, Needs Improvement - High Risk: 58.3%, Needs Improvement: 37.5%, Healthy Fitness Zone: 4.2%)
58.3%
37.5%
4.2%
Body Composition:
5th grade: (Students tested: 21, Needs Improvement - High Risk: 57.1%, Needs Improvement: 19.0%, Healthy Fitness Zone: 23.9%)
57.1%
19.0%
23.9%
7th grade: (Students tested: 24, Needs Improvement - High Risk: 66.7%, Needs Improvement: 12.5%, Healthy Fitness Zone: 20.8%)
66.7%
12.5%
20.8%
Abdominal Strength:
5th grade: (Students tested: 21, Needs Improvement - High Risk: 95.2%, Needs Improvement: 4.8%, Healthy Fitness Zone: 0.0%)
95.2%
4.8%
7th grade: (Students tested: 24, Needs Improvement - High Risk: 100.0%, Needs Improvement: 0.0%, Healthy Fitness Zone: 0.0%)
100.0%
Trunk Extension Strength:
5th grade: (Students tested: 21, Needs Improvement - High Risk: 61.9%, Needs Improvement: 38.1%, Healthy Fitness Zone: 0.0%)
61.9%
38.1%
7th grade: (Students tested: 24, Needs Improvement - High Risk: 100.0%, Needs Improvement: 0.0%, Healthy Fitness Zone: 0.0%)
100.0%
Upper Body Strength:
5th grade: (Students tested: 21, Needs Improvement - High Risk: 85.7%, Needs Improvement: 14.3%, Healthy Fitness Zone: 0.0%)
85.7%
14.3%
7th grade: (Students tested: 24, Needs Improvement - High Risk: 79.2%, Needs Improvement: 20.8%, Healthy Fitness Zone: 0.0%)
79.2%
20.8%
Flexibility:
5th grade: (Students tested: 21, Needs Improvement - High Risk: 100.0%, Needs Improvement: 0.0%, Healthy Fitness Zone: 0.0%)
100.0%
7th grade: (Students tested: 24, Needs Improvement - High Risk: 58.3%, Needs Improvement: 41.7%, Healthy Fitness Zone: 0.0%)
58.3%
41.7%

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).

New Jerusalem School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 33
Number of students who met CELDT criterion: 11

Students who met CELDT criterion:

33.0%
State:

34.0%
Grade 1:
Student Count: 8
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

50.0%
California:

44.0%
Listening Mean Scale Score:

483.0
California:

439.9
Reading Mean Scale Score:

408.4
State:

383.8
Speaking Mean Scale Score:

404.1
California:

446.4
Writing Mean Scale Score:

377.8
State:

386.5
Grade 4:
Student Count: 7
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

43.0%
State:

37.0%
Listening Mean Scale Score:

538.4
California:

509.2
Reading Mean Scale Score:

502.9
State:

490.7
Speaking Mean Scale Score:

584.9
State:

515.2
Writing Mean Scale Score:

501.9
California:

502.2
Grade 6:
Student Count: 5
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

20.0%
California:

39.0%
Listening Mean Scale Score:

483.0
State:

532.4
Reading Mean Scale Score:

460.6
State:

518.5
Speaking Mean Scale Score:

539.6
California:

518.5
Writing Mean Scale Score:

526.2
State:

522.0

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).

New Jerusalem School - Adequate Yearly Progress status


ELA Participation Rate
Here:

99.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White98
  • Multirace100
  • SED99
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 85 out of 85 enrolled)
  • Asian: 100% (tested 4 out of 4 enrolled)
  • Filipino: 100% (tested 2 out of 2 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 4 out of 4 enrolled)
  • Black: 100% (tested 6 out of 6 enrolled)
  • White: 98% (tested 72 out of 74 enrolled)
  • Two or More Races: 100% (tested 8 out of 8 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 125 out of 126 enrolled)
  • English Learners: 100% (tested 50 out of 50 enrolled)
  • Students with Disabilities: 100% (tested 34 out of 34 enrolled)

Math Participation Rate
School:

99.0%
State:

96.1%

    Math Participation Rate

  • Hispanic100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White98
  • Multirace100
  • SED99
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 85 out of 85 enrolled)
  • Asian: 100% (tested 4 out of 4 enrolled)
  • Filipino: 100% (tested 2 out of 2 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 4 out of 4 enrolled)
  • Black: 100% (tested 6 out of 6 enrolled)
  • White: 98% (tested 72 out of 74 enrolled)
  • Two or More Races: 100% (tested 8 out of 8 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 125 out of 126 enrolled)
  • English Learners: 100% (tested 50 out of 50 enrolled)
  • Students with Disabilities: 100% (tested 34 out of 34 enrolled)

Health & Safety


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

  • Hispanic13
  • Asian2
  • White19
  • Multirace4
  • LEP10
  • IDEA5
Chronic Student Absenteeism: 38 (male: 15, female: 23)
  • Hispanic: 13 (male: 8, female: 5)
  • Asian: 2 (all female)
  • White: 19 (male: 5, female: 14)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 5 (all female)
Chronic Student Absenteeism per 1,000 students
Here:

174.3
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

  • Hispanic8
  • Black2
  • White10
  • LEP1
  • IDEA1
School days missed due to out-of-school suspension: 20 (male: 15, female: 5)
  • Hispanic: 8 (all male)
  • Black: 2 (all male)
  • White: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 1 (all male)
  • Individuals With Disabilities Education Act (IDEA): 1 (all male)
Instances of out-of-school suspension (Students without disabilities): 4

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

18.3
California:

84.8
Students without disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
Instances of out-of-school suspension (Students with disabilities): 1

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

4.6
California:

28.1
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2

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