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Alfred B. Nobel Charter Middle School in Los Angeles, 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 87
Address
 9950 Tampa Ave.
Los Angeles, CA 91324
Telephone
(818) 773-4700
(make sure to verify first before calling)
Website
http://nobelms.com
City-data.com school rating
87
Students
2,456
Classroom Teachers (FTE)
85.3
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
720
Reduced-price lunch
eligible students
328
School district
Los Angeles Unified
Charter school
Yes
Title I status
Not a Title I school
Magnet School Indicator
Yes
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Our Community Charter (0.6 miles):

90
Beckford Charter for Enriched Studies (1.2 miles):

87
Alfred B. Nobel Charter Middle School:

87
Topeka Charter School For Advanced Studies (0.4 miles):

85
Superior Street Elementary (1.3 miles):

83
Darby Avenue Charter (1.5 miles):

78
Calahan Community Charter (1.2 miles):

65
Ivy Bound Acad Math Sci and Tech Charter Mid 2 (1.9 miles):

36
Napa Street Elementary (1.7 miles):

25
Alfred B. Nobel Charter Middle School rating compared to average state, county and city schools ratings:
California:

46
Los Angeles County:

44
Los Angeles:

36
Alfred B. Nobel Charter Middle:

87

Students & Teachers


Total enrollment:
Enrollment in 2016: 2,456
Enrollment in 2015: 2,532
Enrollment in 2014: 2,553
Enrollment in 2013: 2,492
Enrollment in 2012: 2,427
Enrollment in 2011: 2,367
Enrollment in 2010: 2,288
Enrollment in 2009: 2,278
Enrollment in 2008: 2,301
Enrollment in 2007: 2,363
Enrollment in 2006: 2,364
Enrollment in 2005: 2,333
Enrollment in 2004: 2,295
Enrollment in 2003: 2,276
Enrollment in 2002: 2,202
Enrollment in 2001: 1,986
Enrollment in 2000: 1,956
Enrollment in 1999: 1,918

Alfred B. Nobel Charter Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students7778448352,456
Female students3834334161,232
Male students3944114191,224
American Indian/Alaska Native students2259
Asian students178207187572
Hispanic students343318313974
Black students284049117
White students202237259698
Hawaiian Native/Pacific Islander students1258
Two or More Races students23381778

Enrollment by grade:
6th grade enrollment: 777
7th grade enrollment: 844
8th grade enrollment: 835

Alfred B. Nobel Charter Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 1,232 (50.2%)
Alfred B. Nobel Charter Middle School:

50.2%
California:

49.4%
Male enrollment: 1,224 (49.8%)
Here:

49.8%
State:

49.6%

Alfred B. Nobel Charter Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 9 (0.4%)
Alfred B. Nobel Charter Middle School:

0.4%
California:

1.0%
Asian enrollment: 572 (23.3%)
Alfred B. Nobel Charter Middle School:

23.3%
State:

9.4%
Hispanic enrollment: 974 (39.7%)
Here:

39.7%
California:

46.0%
Black enrollment: 117 (4.8%)
Here:

4.8%
California:

6.1%
White enrollment: 698 (28.4%)
Here:

28.4%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 8 (0.3%)
Alfred B. Nobel Charter Middle School:

0.3%
California:

0.6%
Two or More Races enrollment: 78 (3.2%)
Alfred B. Nobel Charter Middle School:

3.2%
State:

4.5%

Alfred B. Nobel Charter Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 1,048 (42.7%)
School:

42.7%
California:

61.2%
Free lunch eligible students: 720 (29.3%)
Here:

29.3%
California:

52.8%
Reduced-price lunch eligible students: 328 (13.4%)
Here:

13.4%
State:

8.6%

Alfred B. Nobel Charter Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 85.3

Number of FTE teachers in their first year of teaching: 4
Number of FTE school counselors: 5
Number of FTE nurses: 1
Number of FTE psychologists: 2

Student/Teacher Ratio
Here:

28.8
State:

22.8

Alfred B. Nobel Charter Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $8,392,472
  • Full-time Equivalency Count of Teachers: 82.8 (Salary Expenditures: $6,557,431)
  • Full-time Equivalency Count of Instructional Aides: 2.6 (Salary Expenditures: $62,254)
  • Full-time Equivalency Count of Support Services Staff: 9.3 (Salary Expenditures: $956,530)
  • Full-time Equivalency Count of School Administration Staff: 11.5 (Salary Expenditures: $816,257)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $457,618
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $9,782,694
  • Salary Expenditures for Teachers: $7,444,841
  • Full-time Equivalency Count of Instructional Aides: 13.8 (Salary Expenditures: $411,071)
  • Full-time Equivalency Count of Support Services Staff: 9.3 (Salary Expenditures: $1,110,524)
  • Full-time Equivalency Count of School Administration Staff: 11.5 (Salary Expenditures: $816,257)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $469,859

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic28
  • Asian7
  • White13
  • Multirace2
  • IDEA16
Students Enrolled in LEP Programs: 50 (male: 26, female: 24)
  • Hispanic: 28 (male: 11, female: 17)
  • Asian: 7 (male: 5, female: 2)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 8, female: 8)

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

  • Hispanic80
  • Asian14
  • Black7
  • White44
  • LEP17
Students with disabilities served under IDEA: 145 (male: 91, female: 54)
  • Hispanic: 80 (male: 46, female: 34)
  • Asian: 14 (male: 10, female: 4)
  • Black: 7 (all male)
  • White: 44 (male: 28, female: 16)
  • Limited English Proficiency (LEP): 17 (male: 7, female: 10)

    Students with disabilities served under Section 504

  • Hispanic22
  • Asian7
  • Native Hawaiian2
  • Black2
  • White22
Students with disabilities served under Section 504: 55 (male: 40, female: 15)
  • Hispanic: 22 (male: 14, female: 8)
  • Asian: 7 (male: 5, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 2 (all male)
  • White: 22 (male: 17, female: 5)

Retention:
Show data for

(State average from 212 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 8th grade: 2 (all male)
  • Black: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 8th grade students retained
Alfred B. Nobel Charter Middle School:

0.2%
California:

4.0%

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

  • Hispanic385
  • American Indian7
  • Asian340
  • Native Hawaiian2
  • Black52
  • White352
  • Multirace37
  • IDEA16
Gifted and Talented Student Enrollment: 1,175 (male: 611, female: 564)
  • Hispanic: 385 (male: 209, female: 176)
  • American Indian / Alaska Native: 7 (male: 2, female: 5)
  • Asian: 340 (male: 164, female: 176)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 52 (male: 26, female: 26)
  • White: 352 (male: 194, female: 158)
  • Two or More Races: 37 (male: 14, female: 23)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 14, female: 2)

Gifted and Talented Student Enrollment per 1,000 students
Alfred B. Nobel Charter Middle School:

478.4
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.

    ELA Standard Met and Above

  • All68%
  • Males63%
  • Females73%
  • Black47%
  • Asian80%
  • Filipino73%
  • Hispanic53%
  • White62%
  • Multirace68%
ELA students tested: 2,429
ELA students with scores: 2,427

Percentage Standard Met and Above:

68%
California:

49%

Standard Not Met: 11.0%
Standard Nearly Met: 21.3%
Standard Met: 41.4%
Standard Exceeded: 26.3%

All Grades:
11.0%
21.3%
41.4%
26.3%
6th Grade: (Mean Scale Score: 2557.1, Students tested: 825, Standard Not Met: 12.8%, Nearly Met: 23.6%, Met: 37.1%, Exceeded: 26.4%)
12.8%
23.6%
37.1%
26.4%
7th Grade: (Mean Scale Score: 2592.3, Students tested: 774, Standard Not Met: 9.2%, Nearly Met: 18.2%, Met: 46.0%, Exceeded: 26.5%)
9.2%
18.2%
46.0%
26.5%
8th Grade: (Mean Scale Score: 2602.9, Students tested: 830, Standard Not Met: 10.7%, Nearly Met: 21.8%, Met: 41.4%, Exceeded: 26.1%)
10.7%
21.8%
41.4%
26.1%

Alfred B. Nobel Charter Middle School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All59%
  • Males60%
  • Females58%
  • Black33%
  • Asian75%
  • Filipino68%
  • Hispanic42%
  • White54%
  • Multirace64%
Math students tested: 2,436
Math students with scores: 2,434

Percentage Standard Met and Above:

59%
California:

38%

Standard Not Met: 15.4%
Standard Nearly Met: 25.4%
Standard Met: 25.6%
Standard Exceeded: 33.6%

All Grades:
15.4%
25.4%
25.6%
33.6%
6th Grade: (Mean Scale Score: 2557.4, Students tested: 829, Standard Not Met: 15.9%, Nearly Met: 26.9%, Met: 28.3%, Exceeded: 28.9%)
15.9%
26.9%
28.3%
28.9%
7th Grade: (Mean Scale Score: 2590.0, Students tested: 775, Standard Not Met: 12.8%, Nearly Met: 26.0%, Met: 27.4%, Exceeded: 33.9%)
12.8%
26.0%
27.4%
33.9%
8th Grade: (Mean Scale Score: 2611.5, Students tested: 832, Standard Not Met: 17.3%, Nearly Met: 23.4%, Met: 21.1%, Exceeded: 38.1%)
17.3%
23.4%
21.1%
38.1%

Alfred B. Nobel Charter 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.

CST Science students tested: 844
CST Science students with scores: 841

Percentage At Or Above Proficient:

89%
California:

54%

Percentage Far Below Basic: 1.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 2.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 8.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 17.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 73.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 459.6, Students tested: 844, Far Below Basic: 1.0%, Below Basic: 2.0%, Basic: 8.0%, Proficient: 17.0%, Advanced: 73.0%)
1.0%
2.0%
8.0%
17.0%
73.0%

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: 779, Needs Improvement - High Risk: 85.2%, Needs Improvement: 12.1%, Healthy Fitness Zone: 2.7%)
85.2%
12.1%
2.7%
Body Composition:
7th grade: (Students tested: 779, Needs Improvement - High Risk: 66.8%, Needs Improvement: 17.3%, Healthy Fitness Zone: 15.9%)
66.8%
17.3%
15.9%
Abdominal Strength:
7th grade: (Students tested: 779, 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: 779, Needs Improvement - High Risk: 72.4%, Needs Improvement: 27.6%, Healthy Fitness Zone: 0.0%)
72.4%
27.6%
Upper Body Strength:
7th grade: (Students tested: 779, Needs Improvement - High Risk: 72.3%, Needs Improvement: 27.7%, Healthy Fitness Zone: 0.0%)
72.3%
27.7%
Flexibility:
7th grade: (Students tested: 779, Needs Improvement - High Risk: 86.0%, Needs Improvement: 14.0%, Healthy Fitness Zone: 0.0%)
86.0%
14.0%

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).

Alfred B. Nobel Charter Middle School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 72
Number of students who met CELDT criterion: 46

Students who met CELDT criterion:

64.0%
California:

34.0%
Grade 6:
Student Count: 39
Number of students who met CELDT criterion: 25

Students who met CELDT criterion:

64.0%
State:

39.0%
Listening Mean Scale Score:

588.2
California:

532.4
Reading Mean Scale Score:

541.1
State:

518.5
Speaking Mean Scale Score:

520.4
State:

518.5
Writing Mean Scale Score:

546.0
State:

522.0
Grade 7:
Student Count: 21
Number of students who met CELDT criterion: 14

Students who met CELDT criterion:

67.0%
State:

48.0%
Listening Mean Scale Score:

605.0
State:

547.6
Reading Mean Scale Score:

597.2
State:

534.4
Speaking Mean Scale Score:

545.2
California:

529.9
Writing Mean Scale Score:

579.3
State:

530.2
Grade 8:
Student Count: 12
Number of students who met CELDT criterion: 7

Students who met CELDT criterion:

58.0%
California:

47.0%
Listening Mean Scale Score:

575.3
State:

556.2
Reading Mean Scale Score:

602.2
California:

547.2
Speaking Mean Scale Score:

544.6
State:

536.1
Writing Mean Scale Score:

590.0
State:

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).

Alfred B. Nobel Charter Middle School - Adequate Yearly Progress status


ELA Participation Rate
Here:

99.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic99
  • American Indian91
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White99
  • Multirace99
  • SED99
  • LEP97
  • With Disabilities98
  • Hispanic: 99% (tested 963 out of 968 enrolled)
  • American Indian / Alaska Native: 91% (tested 10 out of 11 enrolled)
  • Asian: 100% (tested 375 out of 376 enrolled)
  • Filipino: 100% (tested 182 out of 182 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 8 out of 8 enrolled)
  • Black: 100% (tested 116 out of 116 enrolled)
  • White: 99% (tested 694 out of 699 enrolled)
  • Two or More Races: 99% (tested 82 out of 83 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 1,069 out of 1,076 enrolled)
  • English Learners: 97% (tested 192 out of 197 enrolled)
  • Students with Disabilities: 98% (tested 152 out of 155 enrolled)

Math Participation Rate
Here:

99.0%
California:

96.1%

    Math Participation Rate

  • Hispanic99
  • American Indian91
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White99
  • Multirace99
  • SED99
  • LEP100
  • With Disabilities99
  • Hispanic: 99% (tested 967 out of 973 enrolled)
  • American Indian / Alaska Native: 91% (tested 10 out of 11 enrolled)
  • Asian: 100% (tested 375 out of 376 enrolled)
  • Filipino: 100% (tested 182 out of 182 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 8 out of 8 enrolled)
  • Black: 100% (tested 116 out of 116 enrolled)
  • White: 99% (tested 694 out of 699 enrolled)
  • Two or More Races: 99% (tested 82 out of 83 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 1,071 out of 1,079 enrolled)
  • English Learners: 100% (tested 201 out of 202 enrolled)
  • Students with Disabilities: 99% (tested 153 out of 155 enrolled)

Health & Safety


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

A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of threats of physical attack without a weapon: 1


Total incidents per 1,000 students
Alfred B. Nobel Charter Middle School:

0.4
California:

60.8

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 with disabilities who were referred to a law enforcement agency or official: 4 (all male)
  • Asian: 2
  • Black: 2

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Alfred B. Nobel Charter Middle School:

1.6
State:

7.2

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.
Allegations of harassment or bullying on the basis of sex: 7
Allegations of harassment or bullying on the basis of sex per 1,000 students
School:

2.9
State:

6.8

    Students reported as harassed or bullied on the basis of sex

  • Hispanic2
  • American Indian2
  • Asian2
  • White2
  • Multirace2
Students reported as harassed or bullied on the basis of sex: 10 (all female)
  • Hispanic: 2
  • American Indian / Alaska Native: 2
  • Asian: 2
  • White: 2
  • Two or More Races: 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • Hispanic: 2


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

  • Hispanic40
  • American Indian2
  • Asian4
  • Black7
  • White37
  • Multirace4
  • LEP4
  • IDEA16
  • 5047
Chronic Student Absenteeism: 94 (male: 52, female: 42)
  • Hispanic: 40 (male: 26, female: 14)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 37 (male: 17, female: 20)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 11, female: 5)
  • Section 504: 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

38.3
State:

172.7

Suspensions:
Show data for

(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: 4 (all male)
  • Hispanic: 2
  • White: 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.

    8th grade student enrollment in Algebra I

  • Hispanic64
  • American Indian2
  • Asian94
  • Native Hawaiian2
  • Black7
  • White85
  • Multirace7
  • IDEA2
8th grade student enrollment in Algebra I: 261 (male: 140, female: 121)
  • Hispanic: 64 (male: 35, female: 29)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 94 (male: 47, female: 47)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 85 (male: 47, female: 38)
  • Two or More Races: 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

    8th grade studenst who passed Algebra I

  • Hispanic59
  • Asian92
  • Black8
  • White77
  • Multirace4
8th grade studenst who passed Algebra I: 240 (male: 124, female: 116)
  • Hispanic: 59 (male: 31, female: 28)
  • Asian: 92 (male: 46, female: 46)
  • Black: 8 (male: 4, female: 4)
  • White: 77 (male: 43, female: 34)
  • Two or More Races: 4 (all female)
Percent of 8th grade students who passed
Alfred B. Nobel Charter Middle School:

92.0%
State:

85.6%

Geometry:
Show data for
Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
Number of Geometry classes: 4


    Student Enrollment in Geometry

  • Hispanic34
  • American Indian2
  • Asian55
  • Black4
  • White64
  • Multirace4
  • IDEA4
Student Enrollment in Geometry: 163 (male: 88, female: 75)
  • Hispanic: 34 (male: 20, female: 14)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 55 (male: 26, female: 29)
  • Black: 4 (male: 2, female: 2)
  • White: 64 (male: 38, female: 26)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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