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Andrew Jackson Elementary School in Santa Ana, 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 17
Address
 1143 S. Nakoma Dr.
Santa Ana, CA 92704
Telephone
(714) 431-3700
(make sure to verify first before calling)
City-data.com school rating
17
Students
992
Classroom Teachers (FTE)
34.0
National School Lunch
Program (NSLP) Status
Yes, under Community Eligibility Option (CEO)
Free lunch eligible students
927
Reduced-price lunch
eligible students
11
School district
Santa Ana 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:
Hector G. Godinez (0.6 miles):

56
Diamond Elementary (0.6 miles):

20
Carl Harvey Elementary (0.9 miles):

20
Valley High (0.9 miles):

18
Andrew Jackson Elementary School:

17
Abraham Lincoln Elementary (0.7 miles):

13
Edward Russell Elementary (0.6 miles):

10
Monte Vista Elementary (0.8 miles):

8
Gerald P. Carr Intermediate (0.8 miles):

6
Andrew Jackson Elementary School rating compared to average state, county and city schools ratings:
California:

46
Orange County:

61
Santa Ana:

33
Andrew Jackson Elementary School:

17

Students & Teachers


Total enrollment:
Enrollment in 2016: 992
Enrollment in 2015: 1,065
Enrollment in 2014: 1,126
Enrollment in 2013: 1,123
Enrollment in 2012: 1,130
Enrollment in 2011: 1,141
Enrollment in 2010: 1,116
Enrollment in 2009: 1,178
Enrollment in 2008: 1,139
Enrollment in 2007: 1,136
Enrollment in 2006: 1,083
Enrollment in 2005: 1,124
Enrollment in 2004: 1,202
Enrollment in 2003: 1,309
Enrollment in 2002: 1,321
Enrollment in 2001: 1,310
Enrollment in 2000: 1,233
Enrollment in 1999: 1,145

Andrew Jackson Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05Total
All students174127192149168182992
Female students806196747795483
Male students946696759187509
American Indian/Alaska Native students2 - 32 - - 7
Asian students634107838
Hispanic students163121183134159170930
Black students2 - - - - 13
White students12122210
Hawaiian Native/Pacific Islander students - 11 - - 13
Two or More Races students - - - 1 - - 1

Enrollment by grade:
Kindergarten enrollment: 174
1st grade enrollment: 127
2nd grade enrollment: 192
3rd grade enrollment: 149
4th grade enrollment: 168
5th grade enrollment: 182

Andrew Jackson Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 483 (48.7%)
School:

48.7%
California:

49.4%
Male enrollment: 509 (51.3%)
Andrew Jackson Elementary School:

51.3%
State:

49.6%

Andrew Jackson Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 7 (0.7%)
Andrew Jackson Elementary School:

0.7%
State:

1.0%
Asian enrollment: 38 (3.8%)
Here:

3.8%
California:

9.4%
Hispanic enrollment: 930 (93.8%)
Andrew Jackson Elementary School:

93.8%
California:

46.0%
Black enrollment: 3 (0.3%)
Andrew Jackson Elementary School:

0.3%
State:

6.1%
White enrollment: 10 (1.0%)
School:

1.0%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 3 (0.3%)
Andrew Jackson Elementary School:

0.3%
California:

0.6%
Two or More Races enrollment: 1 (0.1%)
Here:

0.1%
State:

4.5%

Andrew Jackson Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 938 (94.6%)
Andrew Jackson Elementary School:

94.6%
State:

61.2%
Free lunch eligible students: 927 (93.4%)
Andrew Jackson Elementary School:

93.4%
State:

52.8%
Reduced-price lunch eligible students: 11 (1.1%)
School:

1.1%
State:

8.6%

Andrew Jackson Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 34

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 6

Student/Teacher Ratio
Andrew Jackson Elementary School:

29.2
California:

22.8

Andrew Jackson Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,786,159
  • Full-time Equivalency Count of Teachers: 35 (Salary Expenditures: $3,137,471)
  • Full-time Equivalency Count of Instructional Aides: 16.8 (Salary Expenditures: $123,422)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $109,797)
  • Full-time Equivalency Count of School Administration Staff: 5.2 (Salary Expenditures: $415,468)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $117,566
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,320,600
  • Salary Expenditures for Teachers: $3,582,479
  • Full-time Equivalency Count of Instructional Aides: 19.6 (Salary Expenditures: $211,021)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $109,797)
  • Full-time Equivalency Count of School Administration Staff: 5.2 (Salary Expenditures: $417,303)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $270,655

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic646
  • American Indian4
  • Asian22
  • White2
  • IDEA82
Students Enrolled in LEP Programs: 674 (male: 341, female: 333)
  • Hispanic: 646 (male: 323, female: 323)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 22 (male: 14, female: 8)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 82 (male: 53, female: 29)

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: 102 (male: 65, female: 37)
  • Hispanic: 98 (male: 61, female: 37)
  • White: 4 (all male)

Retention:
Show data for

(State average from 2,285 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 male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 1st grade students retained
Andrew Jackson Elementary School:

1.6%
California:

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 and Talented Student Enrollment: 23 (male: 16, female: 7)
  • Hispanic: 19 (male: 14, female: 5)
  • Asian: 4 (male: 2, female: 2)

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

23.2
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

  • All24%
  • Males22%
  • Females26%
  • Asian50%
  • Hispanic23%
ELA students tested: 457
ELA students with scores: 457

Percentage Standard Met and Above:

24%
California:

49%

Standard Not Met: 53.2%
Standard Nearly Met: 23.0%
Standard Met: 15.3%
Standard Exceeded: 8.5%

All Grades:
53.2%
23.0%
15.3%
8.5%
3rd Grade: (Mean Scale Score: 2359.0, Students tested: 168, Standard Not Met: 59.5%, Nearly Met: 24.4%, Met: 9.5%, Exceeded: 6.5%)
59.5%
24.4%
9.5%
6.5%
4th Grade: (Mean Scale Score: 2401.8, Students tested: 132, Standard Not Met: 59.9%, Nearly Met: 18.9%, Met: 12.1%, Exceeded: 9.1%)
59.9%
18.9%
12.1%
9.1%
5th Grade: (Mean Scale Score: 2462.6, Students tested: 157, Standard Not Met: 40.8%, Nearly Met: 24.8%, Met: 24.2%, Exceeded: 10.2%)
40.8%
24.8%
24.2%
10.2%

Andrew Jackson Elementary School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All24%
  • Males27%
  • Females21%
  • Asian63%
  • Hispanic22%
Math students tested: 463
Math students with scores: 463

Percentage Standard Met and Above:

24%
California:

38%

Standard Not Met: 49.9%
Standard Nearly Met: 25.9%
Standard Met: 16.2%
Standard Exceeded: 8.0%

All Grades:
49.9%
25.9%
16.2%
8.0%
3rd Grade: (Mean Scale Score: 2388.1, Students tested: 173, Standard Not Met: 46.8%, Nearly Met: 24.3%, Met: 22.0%, Exceeded: 6.9%)
46.8%
24.3%
22.0%
6.9%
4th Grade: (Mean Scale Score: 2419.8, Students tested: 133, Standard Not Met: 54.1%, Nearly Met: 24.8%, Met: 13.5%, Exceeded: 7.5%)
54.1%
24.8%
13.5%
7.5%
5th Grade: (Mean Scale Score: 2460.5, Students tested: 157, Standard Not Met: 49.7%, Nearly Met: 28.7%, Met: 12.1%, Exceeded: 9.6%)
49.7%
28.7%
12.1%
9.6%

Andrew Jackson 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 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: 161
CST Science students with scores: 161

Percentage At Or Above Proficient:

55%
California:

54%

Percentage Far Below Basic: 7.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 9.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 29.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 40.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 14.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 352.9, Students tested: 161, Far Below Basic: 7.0%, Below Basic: 9.0%, Basic: 29.0%, Proficient: 40.0%, Advanced: 14.0%)
7.0%
9.0%
29.0%
40.0%
14.0%
CMA Science students tested: 18
CMA Science students with scores: 18

Percentage At Or Above Proficient:

67%
State:

38%

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: 6.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 28.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 61.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 6.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 362.4, Students tested: 18, Far Below Basic: -1.0%, Below Basic: 6.0%, Basic: 28.0%, Proficient: 61.0%, Advanced: 6.0%)
-1.0%
6.0%
28.0%
61.0%
6.0%

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: 157, Needs Improvement - High Risk: 89.2%, Needs Improvement: 9.6%, Healthy Fitness Zone: 1.2%)
89.2%
9.6%
1.2%
Body Composition:
5th grade: (Students tested: 157, Needs Improvement - High Risk: 45.9%, Needs Improvement: 25.5%, Healthy Fitness Zone: 28.6%)
45.9%
25.5%
28.6%
Abdominal Strength:
5th grade: (Students tested: 157, Needs Improvement - High Risk: 99.4%, Needs Improvement: 0.6%, Healthy Fitness Zone: 0.0%)
99.4%
0.6%
Trunk Extension Strength:
5th grade: (Students tested: 157, Needs Improvement - High Risk: 98.7%, Needs Improvement: 1.3%, Healthy Fitness Zone: 0.0%)
98.7%
1.3%
Upper Body Strength:
5th grade: (Students tested: 157, Needs Improvement - High Risk: 99.4%, Needs Improvement: 0.6%, Healthy Fitness Zone: 0.0%)
99.4%
0.6%
Flexibility:
5th grade: (Students tested: 157, Needs Improvement - High Risk: 93.6%, Needs Improvement: 6.4%, Healthy Fitness Zone: 0.0%)
93.6%
6.4%

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).

Andrew Jackson Elementary School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 674
Number of students who met CELDT criterion: 142

Students who met CELDT criterion:

21.0%
State:

34.0%
Kindergarten:
Student Count: 153
Number of students who met CELDT criterion: 14

Students who met CELDT criterion:

9.0%
State:

13.0%
Listening Mean Scale Score:

353.7
State:

364.6
Reading Mean Scale Score:

278.5
State:

276.6
Speaking Mean Scale Score:

369.5
State:

375.9
Writing Mean Scale Score:

283.2
State:

286.0
Grade 1:
Student Count: 129
Number of students who met CELDT criterion: 49

Students who met CELDT criterion:

38.0%
State:

44.0%
Listening Mean Scale Score:

423.2
California:

439.9
Reading Mean Scale Score:

363.5
State:

383.8
Speaking Mean Scale Score:

436.3
State:

446.4
Writing Mean Scale Score:

378.3
California:

386.5
Grade 2:
Student Count: 80
Number of students who met CELDT criterion: 10

Students who met CELDT criterion:

13.0%
State:

27.0%
Listening Mean Scale Score:

465.3
California:

477.2
Reading Mean Scale Score:

412.7
State:

440.5
Speaking Mean Scale Score:

464.9
State:

483.0
Writing Mean Scale Score:

430.4
California:

456.4
Grade 3:
Student Count: 129
Number of students who met CELDT criterion: 14

Students who met CELDT criterion:

11.0%
California:

26.0%
Listening Mean Scale Score:

449.8
California:

475.9
Reading Mean Scale Score:

443.0
California:

459.6
Speaking Mean Scale Score:

469.5
State:

491.7
Writing Mean Scale Score:

463.6
State:

478.6
Grade 4:
Student Count: 84
Number of students who met CELDT criterion: 11

Students who met CELDT criterion:

13.0%
California:

37.0%
Listening Mean Scale Score:

500.9
California:

509.2
Reading Mean Scale Score:

467.7
State:

490.7
Speaking Mean Scale Score:

487.1
State:

515.2
Writing Mean Scale Score:

469.5
California:

502.2
Grade 5:
Student Count: 99
Number of students who met CELDT criterion: 44

Students who met CELDT criterion:

44.0%
California:

48.0%
Listening Mean Scale Score:

534.8
State:

533.7
Reading Mean Scale Score:

520.7
State:

514.0
Speaking Mean Scale Score:

540.4
State:

530.0
Writing Mean Scale Score:

532.4
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).

Andrew Jackson Elementary School - Adequate Yearly Progress status


ELA Participation Rate
Andrew Jackson Elementary School:

100.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic100
  • American Indian100
  • Asian100
  • Filipino100
  • Black100
  • White100
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 458 out of 458 enrolled)
  • American Indian / Alaska Native: 100% (tested 2 out of 2 enrolled)
  • Asian: 100% (tested 24 out of 24 enrolled)
  • Filipino: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 1 out of 1 enrolled)
  • White: 100% (tested 4 out of 4 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 485 out of 485 enrolled)
  • English Learners: 100% (tested 444 out of 444 enrolled)
  • Students with Disabilities: 100% (tested 66 out of 66 enrolled)

Math Participation Rate
Andrew Jackson Elementary School:

100.0%
State:

96.1%

    Math Participation Rate

  • Hispanic100
  • American Indian100
  • Asian100
  • Filipino100
  • Black100
  • White100
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities99
  • Hispanic: 100% (tested 457 out of 458 enrolled)
  • American Indian / Alaska Native: 100% (tested 2 out of 2 enrolled)
  • Asian: 100% (tested 24 out of 24 enrolled)
  • Filipino: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 1 out of 1 enrolled)
  • White: 100% (tested 4 out of 4 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 484 out of 485 enrolled)
  • English Learners: 100% (tested 443 out of 444 enrolled)
  • Students with Disabilities: 99% (tested 65 out of 66 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

  • Hispanic37
  • Native Hawaiian2
  • White2
  • LEP25
  • IDEA10
Chronic Student Absenteeism: 41 (male: 18, female: 23)
  • Hispanic: 37 (male: 14, female: 23)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 25 (male: 8, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)
Chronic Student Absenteeism per 1,000 students
School:

41.3
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).
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 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

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