Saticoy Elementary School in Los Angeles, CA
(KG-05 • 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 27
- Address
- 7850 Ethel Ave.
Los Angeles, CA 91605
- Telephone
- (818) 765-0783
(make sure to verify first before calling)
- City-data.com school rating
- 27
- Students
- 599
- Classroom Teachers (FTE)
- 26.0
- National School Lunch
Program (NSLP) Status - Yes, under Community Eligibility Option (CEO)
- Free lunch eligible students
- 382
- Reduced-price lunch
eligible students - 135
- School district
- Los Angeles 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:
John H. Francis Polytechnic (1.0 miles): | 46 |
Ranchito Avenue Elementary (1.0 miles): | 45 |
Coldwater Canyon Elementary (1.2 miles): | 33 |
James Madison Middle (1.1 miles): | 29 |
Saticoy Elementary School: | 27 |
Strathern Street Elementary (0.9 miles): | 22 |
Richard E. Byrd Middle (0.9 miles): | 20 |
Julie Korenstein Elementary (1.3 miles): | 17 |
Robert H. Lewis Continuation (1.1 miles): | 13 |
Saticoy Elementary School rating compared to average state, county and city schools ratings:
California: | 46 |
Los Angeles County: | 44 |
Los Angeles: | 36 |
Saticoy Elementary School: | 27 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 599
Enrollment in 2015: 599
Enrollment in 2014: 581
Enrollment in 2013: 565
Enrollment in 2012: 583
Enrollment in 2011: 604
Enrollment in 2010: 618
Enrollment in 2009: 650
Enrollment in 2008: 682
Enrollment in 2007: 698
Enrollment in 2006: 716
Enrollment in 2005: 735
Enrollment in 2004: 724
Enrollment in 2003: 754
Enrollment in 2002: 739
Enrollment in 2001: 713
Enrollment in 2000: 695
Enrollment in 1999: 660
Enrollment in 2015: 599
Enrollment in 2014: 581
Enrollment in 2013: 565
Enrollment in 2012: 583
Enrollment in 2011: 604
Enrollment in 2010: 618
Enrollment in 2009: 650
Enrollment in 2008: 682
Enrollment in 2007: 698
Enrollment in 2006: 716
Enrollment in 2005: 735
Enrollment in 2004: 724
Enrollment in 2003: 754
Enrollment in 2002: 739
Enrollment in 2001: 713
Enrollment in 2000: 695
Enrollment in 1999: 660
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | KG | G01 | G02 | G03 | G04 | G05 | Total |
---|---|---|---|---|---|---|---|
All students | 143 | 96 | 95 | 89 | 92 | 84 | 599 |
Female students | 67 | 39 | 44 | 44 | 45 | 45 | 284 |
Male students | 76 | 57 | 51 | 45 | 47 | 39 | 315 |
Asian students | 3 | - | 11 | 2 | 3 | 5 | 24 |
Hispanic students | 56 | 42 | 31 | 42 | 48 | 45 | 264 |
Black students | 2 | - | 1 | - | - | - | 3 |
White students | 81 | 50 | 52 | 44 | 39 | 34 | 300 |
Hawaiian Native/Pacific Islander students | - | - | - | 1 | 2 | - | 3 |
Two or More Races students | 1 | 4 | - | - | - | - | 5 |
Enrollment by grade:
Kindergarten enrollment: 143
1st grade enrollment: 96
2nd grade enrollment: 95
3rd grade enrollment: 89
4th grade enrollment: 92
5th grade enrollment: 84
1st grade enrollment: 96
2nd grade enrollment: 95
3rd grade enrollment: 89
4th grade enrollment: 92
5th grade enrollment: 84
Saticoy Elementary School - Historical enrollment by grade
Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 284 (47.4%)
Here: | 47.4% |
State: | 49.4% |
Male enrollment: 315 (52.6%)
Here: | 52.6% |
State: | 49.6% |
Saticoy Elementary School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 12,430 schools)
Asian enrollment: 24 (4.0%)
Here: | 4.0% |
State: | 9.4% |
Hispanic enrollment: 264 (44.1%)
Here: | 44.1% |
State: | 46.0% |
Black enrollment: 3 (0.5%)
School: | 0.5% |
State: | 6.1% |
White enrollment: 300 (50.1%)
Here: | 50.1% |
State: | 28.3% |
Hawaiian Native/Pacific Islander enrollment: 3 (0.5%)
Here: | 0.5% |
State: | 0.6% |
Two or More Races enrollment: 5 (0.8%)
School: | 0.8% |
California: | 4.5% |
Saticoy Elementary School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 517 (86.3%)
Here: | 86.3% |
California: | 61.2% |
Free lunch eligible students: 382 (63.8%)
Here: | 63.8% |
State: | 52.8% |
Reduced-price lunch eligible students: 135 (22.5%)
Here: | 22.5% |
California: | 8.6% |
Saticoy Elementary School - Lunch Program Eligibility
Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 26
Number of FTE teachers in their second year of teaching: 3
Number of FTE nurses: 2
Number of FTE psychologists: 2
Student/Teacher Ratio
Number of FTE teachers in their second year of teaching: 3
Number of FTE nurses: 2
Number of FTE psychologists: 2
Student/Teacher Ratio
School: | 23.0 |
California: | 22.8 |
Saticoy Elementary School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,986,052
- Full-time Equivalency Count of Teachers: 21 (Salary Expenditures: $1,549,815)
- Full-time Equivalency Count of Instructional Aides: 6.8 (Salary Expenditures: $86,922)
- Full-time Equivalency Count of Support Services Staff: 0.9 (Salary Expenditures: $145,882)
- Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $203,433)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,567,529
- Salary Expenditures for Teachers: $2,414,980
- Full-time Equivalency Count of Instructional Aides: 18.2 (Salary Expenditures: $407,033)
- Full-time Equivalency Count of Support Services Staff: 1.9 (Salary Expenditures: $484,316)
- Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $261,200)
Limited English Proficiency:
Show data for
- Hispanic106
- Asian10
- Native Hawaiian2
- White124
- IDEA34
Students Enrolled in LEP Programs
- Hispanic: 106 (male: 53, female: 53)
- Asian: 10 (male: 5, female: 5)
- Native Hawaiian / Pacific Islander: 2 (all female)
- White: 124 (male: 68, female: 56)
- Individuals With Disabilities Education Act (IDEA): 34 (male: 17, female: 17)
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: 91 (male: 53, female: 38)
Students with disabilities served under Section 504: 6 (male: 4, female: 2)
- Hispanic: 74 (male: 43, female: 31)
- White: 17 (male: 10, female: 7)
- Limited English Proficiency (LEP): 38 (male: 19, female: 19)
Students with disabilities served under Section 504: 6 (male: 4, female: 2)
- Hispanic: 4 (male: 2, female: 2)
- White: 2 (all male)
Retention:
Show data for
(State average from 2,659 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
- Hispanic2
- White2
- LEP2
- IDEA2
Total number of students retained in Kindergarten
- Hispanic: 2
- White: 2
- Limited English Proficiency (LEP): 2
- Individuals With Disabilities Education Act (IDEA): 2
Percent of Kindergarten students retained
School: | 2.8% |
California: | 5.3% |
- Hispanic2
- White2
- LEP4
- IDEA2
Total number of students retained in 1st grade
- Hispanic: 2 (all male)
- White: 2 (all female)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Percent of 1st grade students retained
Here: | 4.2% |
State: | 4.8% |
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/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.
- Hispanic4
- Asian2
- White7
- IDEA2
Gifted and Talented Student Enrollment
- Hispanic: 4 (male: 2, female: 2)
- Asian: 2 (all male)
- White: 7 (male: 5, female: 2)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Gifted and Talented Student Enrollment per 1,000 students
School: | 21.7 |
California: | 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.
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.
- All30%
- Males28%
- Females34%
- Hispanic21%
- White38%
ELA Standard Met and Above
ELA students with scores: 263
Percentage Standard Met and Above: | 30% |
State: | 49% |
Standard Not Met: 44.1%
Standard Nearly Met: 25.5%
Standard Met: 19.8%
Standard Exceeded: 10.7%
All Grades:
3rd Grade: (Mean Scale Score: 2386.3, Students tested: 97, Standard Not Met: 45.4%, Nearly Met: 24.7%, Met: 17.5%, Exceeded: 12.4%)
4th Grade: (Mean Scale Score: 2426.8, Students tested: 81, Standard Not Met: 40.7%, Nearly Met: 28.4%, Met: 21.0%, Exceeded: 9.9%)
5th Grade: (Mean Scale Score: 2460.9, Students tested: 85, Standard Not Met: 45.9%, Nearly Met: 23.5%, Met: 21.2%, Exceeded: 9.4%)
Saticoy Elementary School - ELA Area Achievement Levels (all grades)
- All25%
- Males26%
- Females24%
- Hispanic17%
- White30%
Math Standard Met and Above
Math students with scores: 264
Percentage Standard Met and Above: | 25% |
California: | 38% |
Standard Not Met: 48.9%
Standard Nearly Met: 25.8%
Standard Met: 17.8%
Standard Exceeded: 7.6%
All Grades:
3rd Grade: (Mean Scale Score: 2404.4, Students tested: 95, Standard Not Met: 40.0%, Nearly Met: 22.1%, Met: 24.2%, Exceeded: 13.7%)
4th Grade: (Mean Scale Score: 2422.0, Students tested: 85, Standard Not Met: 47.1%, Nearly Met: 31.8%, Met: 17.6%, Exceeded: 3.5%)
5th Grade: (Mean Scale Score: 2441.7, Students tested: 84, Standard Not Met: 60.7%, Nearly Met: 23.8%, Met: 10.7%, Exceeded: 4.8%)
Saticoy 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.
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: 82
CST Science students with scores: 82
Percentage Far Below Basic: 11.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 17.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 26.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 37.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 10.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
5th Grade: (Mean Scale Score: 342.9, Students tested: 82, Far Below Basic: 11.0%, Below Basic: 17.0%, Basic: 26.0%, Proficient: 37.0%, Advanced: 10.0%)
CST Science students with scores: 82
Percentage At Or Above Proficient: | 46% |
State: | 54% |
Percentage Far Below Basic: 11.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 17.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 26.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 37.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 10.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
5th Grade: (Mean Scale Score: 342.9, Students tested: 82, Far Below Basic: 11.0%, Below Basic: 17.0%, Basic: 26.0%, Proficient: 37.0%, Advanced: 10.0%)
The Physical Fitness Test:
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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: 86, Needs Improvement - High Risk: 64.0%, Needs Improvement: 25.6%, Healthy Fitness Zone: 10.4%)
Body Composition:
5th grade: (Students tested: 86, Needs Improvement - High Risk: 46.5%, Needs Improvement: 27.9%, Healthy Fitness Zone: 25.6%)
Abdominal Strength:
5th grade: (Students tested: 86, Needs Improvement - High Risk: 83.7%, Needs Improvement: 16.3%, Healthy Fitness Zone: 0.0%)
Trunk Extension Strength:
5th grade: (Students tested: 86, Needs Improvement - High Risk: 100.0%, Needs Improvement: 0.0%, Healthy Fitness Zone: 0.0%)
Upper Body Strength:
5th grade: (Students tested: 86, Needs Improvement - High Risk: 79.1%, Needs Improvement: 20.9%, Healthy Fitness Zone: 0.0%)
Flexibility:
5th grade: (Students tested: 86, Needs Improvement - High Risk: 76.7%, Needs Improvement: 23.3%, Healthy Fitness Zone: 0.0%)
5th grade: (Students tested: 86, Needs Improvement - High Risk: 64.0%, Needs Improvement: 25.6%, Healthy Fitness Zone: 10.4%)
Body Composition:
5th grade: (Students tested: 86, Needs Improvement - High Risk: 46.5%, Needs Improvement: 27.9%, Healthy Fitness Zone: 25.6%)
Abdominal Strength:
5th grade: (Students tested: 86, Needs Improvement - High Risk: 83.7%, Needs Improvement: 16.3%, Healthy Fitness Zone: 0.0%)
Trunk Extension Strength:
5th grade: (Students tested: 86, Needs Improvement - High Risk: 100.0%, Needs Improvement: 0.0%, Healthy Fitness Zone: 0.0%)
Upper Body Strength:
5th grade: (Students tested: 86, Needs Improvement - High Risk: 79.1%, Needs Improvement: 20.9%, Healthy Fitness Zone: 0.0%)
Flexibility:
5th grade: (Students tested: 86, Needs Improvement - High Risk: 76.7%, Needs Improvement: 23.3%, Healthy Fitness Zone: 0.0%)
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).
Saticoy Elementary School - students who met CELDT criterion (all grades)
All Grades:
Student Count: 231
Number of students who met CELDT criterion: 90
Kindergarten:
Student Count: 51
Number of students who met CELDT criterion: 9
Grade 1:
Student Count: 43
Number of students who met CELDT criterion: 20
Grade 2:
Student Count: 31
Number of students who met CELDT criterion: 14
Grade 3:
Student Count: 33
Number of students who met CELDT criterion: 5
Grade 4:
Student Count: 33
Number of students who met CELDT criterion: 13
Grade 5:
Student Count: 40
Number of students who met CELDT criterion: 29
Student Count: 231
Number of students who met CELDT criterion: 90
Students who met CELDT criterion: | 39.0% |
State: | 34.0% |
Kindergarten:
Student Count: 51
Number of students who met CELDT criterion: 9
Students who met CELDT criterion: | 18.0% |
California: | 13.0% |
Listening Mean Scale Score: | 375.0 |
State: | 364.6 |
Reading Mean Scale Score: | 291.6 |
California: | 276.6 |
Speaking Mean Scale Score: | 379.4 |
California: | 375.9 |
Writing Mean Scale Score: | 303.1 |
State: | 286.0 |
Grade 1:
Student Count: 43
Number of students who met CELDT criterion: 20
Students who met CELDT criterion: | 47.0% |
California: | 44.0% |
Listening Mean Scale Score: | 455.5 |
California: | 439.9 |
Reading Mean Scale Score: | 428.2 |
State: | 383.8 |
Speaking Mean Scale Score: | 468.0 |
State: | 446.4 |
Writing Mean Scale Score: | 402.4 |
State: | 386.5 |
Grade 2:
Student Count: 31
Number of students who met CELDT criterion: 14
Students who met CELDT criterion: | 45.0% |
California: | 27.0% |
Listening Mean Scale Score: | 518.5 |
California: | 477.2 |
Reading Mean Scale Score: | 474.7 |
State: | 440.5 |
Speaking Mean Scale Score: | 494.6 |
State: | 483.0 |
Writing Mean Scale Score: | 455.8 |
State: | 456.4 |
Grade 3:
Student Count: 33
Number of students who met CELDT criterion: 5
Students who met CELDT criterion: | 15.0% |
State: | 26.0% |
Listening Mean Scale Score: | 452.1 |
California: | 475.9 |
Reading Mean Scale Score: | 443.4 |
California: | 459.6 |
Speaking Mean Scale Score: | 523.1 |
State: | 491.7 |
Writing Mean Scale Score: | 498.5 |
State: | 478.6 |
Grade 4:
Student Count: 33
Number of students who met CELDT criterion: 13
Students who met CELDT criterion: | 39.0% |
State: | 37.0% |
Listening Mean Scale Score: | 468.7 |
California: | 509.2 |
Reading Mean Scale Score: | 469.0 |
California: | 490.7 |
Speaking Mean Scale Score: | 549.5 |
California: | 515.2 |
Writing Mean Scale Score: | 478.3 |
California: | 502.2 |
Grade 5:
Student Count: 40
Number of students who met CELDT criterion: 29
Students who met CELDT criterion: | 73.0% |
California: | 48.0% |
Listening Mean Scale Score: | 562.8 |
California: | 533.7 |
Reading Mean Scale Score: | 536.0 |
California: | 514.0 |
Speaking Mean Scale Score: | 643.7 |
California: | 530.0 |
Writing Mean Scale Score: | 545.7 |
California: | 519.1 |
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).
Saticoy Elementary School - Adequate Yearly Progress status
ELA Participation Rate
Here: | 99.0% |
California: | 96.3% |
- Hispanic100
- Asian100
- Filipino100
- Native Hawaiian100
- White99
- SED100
- LEP99
- With Disabilities100
ELA Participation Rate
- Hispanic: 100% (tested 137 out of 137 enrolled)
- Asian: 100% (tested 7 out of 7 enrolled)
- Filipino: 100% (tested 3 out of 3 enrolled)
- Native Hawaiian / Pacific Islander: 100% (tested 3 out of 3 enrolled)
- White: 99% (tested 112 out of 113 enrolled)
- Socioeconomic Disadvantaged: 100% (tested 235 out of 235 enrolled)
- English Learners: 99% (tested 172 out of 174 enrolled)
- Students with Disabilities: 100% (tested 39 out of 39 enrolled)
Math Participation Rate
Saticoy Elementary School: | 100.0% |
California: | 96.1% |
- Hispanic100
- Asian100
- Filipino100
- Native Hawaiian100
- White99
- SED100
- LEP99
- With Disabilities100
Math Participation Rate
- Hispanic: 100% (tested 137 out of 137 enrolled)
- Asian: 100% (tested 7 out of 7 enrolled)
- Filipino: 100% (tested 3 out of 3 enrolled)
- Native Hawaiian / Pacific Islander: 100% (tested 3 out of 3 enrolled)
- White: 99% (tested 114 out of 115 enrolled)
- Socioeconomic Disadvantaged: 100% (tested 237 out of 237 enrolled)
- English Learners: 99% (tested 175 out of 176 enrolled)
- Students with Disabilities: 100% (tested 39 out of 39 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.
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: 4 (all male)
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
- Hispanic: 2
- White: 2
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Saticoy Elementary School: | 6.7 |
State: | 21.3 |
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 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.
Allegations of harassment or bullying on the basis of sex: 6
Students reported as harassed or bullied on the basis of sex: 9 (male: 2, female: 7)
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here: | 10.0 |
California: | 6.8 |
- Hispanic7
- Multirace2
- LEP2
- IDEA2
Students reported as harassed or bullied on the basis of sex
- Hispanic: 7 (male: 2, female: 5)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 2 (all female)
Chronic Student Absenteeismt:
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(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.
- Hispanic43
- Asian2
- Black2
- White67
- Multirace2
- LEP46
- IDEA22
- 5044
Chronic Student Absenteeism
- Hispanic: 43 (male: 17, female: 26)
- Asian: 2 (all female)
- Black: 2 (all female)
- White: 67 (male: 41, female: 26)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 46 (male: 26, female: 20)
- Individuals With Disabilities Education Act (IDEA): 22 (male: 11, female: 11)
- Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Saticoy Elementary School: | 193.7 |
State: | 172.7 |
Suspensions:
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(State average from 1,406 schools)
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: 2 (all male)
- Hispanic: 2
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