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Arthur E. Wright Middle School in Calabasas, 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 91
Address
 4029 N. Las Virgenes Rd.
Calabasas, CA 91302
Telephone
(818) 880-4614
(make sure to verify first before calling)
City-data.com school rating
91
Students
875
Classroom Teachers (FTE)
34.5
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
75
Reduced-price lunch
eligible students
22
School district
Las Virgenes Unified
Charter school
No
Title I status
Title I targeted assistance school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Willow Elementary (3.5 miles):

97
Lupin Hill Elementary (2.0 miles):

91
Round Meadow Elementary (2.6 miles):

91
Arthur E. Wright Middle School:

91
Bay Laurel Elementary (2.9 miles):

89
Agoura High (2.9 miles):

80
Sumac Elementary (3.5 miles):

80
Mariposa School of Global Education (3.5 miles):

80
Gonzales David Camp (3.2 miles):

62
Arthur E. Wright Middle School rating compared to average state, county and city schools ratings:
California:

46
Los Angeles County:

44
Calabasas:

86
Arthur E. Wright Middle School:

91

Students & Teachers


Total enrollment:
Enrollment in 2016: 875
Enrollment in 2015: 859
Enrollment in 2014: 827
Enrollment in 2013: 819
Enrollment in 2012: 800
Enrollment in 2011: 867
Enrollment in 2010: 924
Enrollment in 2009: 930
Enrollment in 2008: 869
Enrollment in 2007: 884
Enrollment in 2006: 923
Enrollment in 2005: 908
Enrollment in 2004: 988
Enrollment in 2003: 1,749
Enrollment in 2002: 1,746
Enrollment in 2001: 1,708
Enrollment in 2000: 1,675
Enrollment in 1999: 1,691

Arthur E. Wright Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students289299287875
Female students156137137430
Male students133162150445
American Indian/Alaska Native students1214
Asian students20271663
Hispanic students22242874
Black students106622
White students225223221669
Two or More Races students11171543

Enrollment by grade:
6th grade enrollment: 289
7th grade enrollment: 299
8th grade enrollment: 287

Arthur E. Wright Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 430 (49.1%)
School:

49.1%
California:

49.4%
Male enrollment: 445 (50.9%)
Here:

50.9%
State:

49.6%

Arthur E. Wright Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 4 (0.5%)
Here:

0.5%
California:

1.0%
Asian enrollment: 63 (7.2%)
School:

7.2%
California:

9.4%
Hispanic enrollment: 74 (8.5%)
Here:

8.5%
California:

46.0%
Black enrollment: 22 (2.5%)
Arthur E. Wright Middle School:

2.5%
State:

6.1%
White enrollment: 669 (76.5%)
Here:

76.5%
California:

28.3%
Two or More Races enrollment: 43 (4.9%)
School:

4.9%
California:

4.5%

Arthur E. Wright Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 97 (11.1%)
Here:

11.1%
California:

61.2%
Free lunch eligible students: 75 (8.6%)
Arthur E. Wright Middle School:

8.6%
State:

52.8%
Reduced-price lunch eligible students: 22 (2.5%)
School:

2.5%
California:

8.6%

Arthur E. Wright Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 34.5

Number of FTE teachers in their first year of teaching: 7
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 18
Number of FTE nurses: 0.2
Number of FTE psychologists: 1

Student/Teacher Ratio
School:

25.3
State:

22.8

Arthur E. Wright Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,029,565
  • Full-time Equivalency Count of Teachers: 39 (Salary Expenditures: $3,143,095)
  • Full-time Equivalency Count of Instructional Aides: 5.5 (Salary Expenditures: $69,293)
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $240,339)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $418,221)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $67,542
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $799,076
  • Salary Expenditures for Teachers: $3,239,080
  • Full-time Equivalency Count of Instructional Aides: 5.5 (Salary Expenditures: $268,287)
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $54,764)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $232,646)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $71,440

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic7
  • American Indian2
  • Asian4
  • White4
  • IDEA4
Students Enrolled in LEP Programs: 17 (male: 9, female: 8)
  • Hispanic: 7 (male: 5, female: 2)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • 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: 69 (male: 53, female: 16)
  • Hispanic: 10 (all male)
  • White: 59 (male: 43, female: 16)

    Students with disabilities served under Section 504

  • Hispanic2
  • Asian4
  • White13
  • LEP4
Students with disabilities served under Section 504: 19 (male: 10, female: 9)
  • Hispanic: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • White: 13 (male: 8, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

  • Hispanic7
  • American Indian2
  • Asian22
  • White97
  • Multirace7
  • IDEA10
Gifted and Talented Student Enrollment: 135 (male: 79, female: 56)
  • Hispanic: 7 (male: 5, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 22 (male: 14, female: 8)
  • White: 97 (male: 53, female: 44)
  • Two or More Races: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)

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

154.3
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

  • All77%
  • Males72%
  • Females83%
  • Black50%
  • Hispanic41%
  • White66%
ELA students tested: 858
ELA students with scores: 858

Percentage Standard Met and Above:

77%
California:

49%

Standard Not Met: 6.6%
Standard Nearly Met: 16.1%
Standard Met: 42.2%
Standard Exceeded: 35.1%

All Grades:
6.6%
16.1%
42.2%
35.1%
6th Grade: (Mean Scale Score: 2587.7, Students tested: 291, Standard Not Met: 8.3%, Nearly Met: 14.1%, Met: 39.2%, Exceeded: 38.5%)
8.3%
14.1%
39.2%
38.5%
7th Grade: (Mean Scale Score: 2615.4, Students tested: 280, Standard Not Met: 5.4%, Nearly Met: 14.6%, Met: 42.1%, Exceeded: 37.9%)
5.4%
14.6%
42.1%
37.9%
8th Grade: (Mean Scale Score: 2616.7, Students tested: 287, Standard Not Met: 6.3%, Nearly Met: 19.5%, Met: 45.3%, Exceeded: 28.9%)
6.3%
19.5%
45.3%
28.9%

Arthur E. Wright Middle School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All60%
  • Males61%
  • Females60%
  • Black39%
  • Hispanic19%
  • White54%
Math students tested: 860
Math students with scores: 859

Percentage Standard Met and Above:

60%
California:

38%

Standard Not Met: 17.1%
Standard Nearly Met: 22.6%
Standard Met: 22.5%
Standard Exceeded: 37.8%

All Grades:
17.1%
22.6%
22.5%
37.8%
6th Grade: (Mean Scale Score: 2582.6, Students tested: 291, Standard Not Met: 11.3%, Nearly Met: 21.6%, Met: 24.1%, Exceeded: 43.0%)
11.3%
21.6%
24.1%
43.0%
7th Grade: (Mean Scale Score: 2585.1, Students tested: 280, Standard Not Met: 19.3%, Nearly Met: 22.9%, Met: 22.5%, Exceeded: 35.4%)
19.3%
22.9%
22.5%
35.4%
8th Grade: (Mean Scale Score: 2601.2, Students tested: 289, Standard Not Met: 20.8%, Nearly Met: 23.3%, Met: 20.8%, Exceeded: 35.1%)
20.8%
23.3%
20.8%
35.1%

Arthur E. Wright 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: 278
CST Science students with scores: 276

Percentage At Or Above Proficient:

90%
California:

54%

Percentage Far Below Basic: 2.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 4.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 4.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 10.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 80.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 466.7, Students tested: 278, Far Below Basic: 2.0%, Below Basic: 4.0%, Basic: 4.0%, Proficient: 10.0%, Advanced: 80.0%)
2.0%
4.0%
4.0%
10.0%
80.0%

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: 240, Needs Improvement - High Risk: 78.3%, Needs Improvement: 18.8%, Healthy Fitness Zone: 2.9%)
78.3%
18.8%
2.9%
Body Composition:
7th grade: (Students tested: 240, Needs Improvement - High Risk: 74.6%, Needs Improvement: 19.2%, Healthy Fitness Zone: 6.2%)
74.6%
19.2%
6.2%
Abdominal Strength:
7th grade: (Students tested: 240, Needs Improvement - High Risk: 65.0%, Needs Improvement: 35.0%, Healthy Fitness Zone: 0.0%)
65.0%
35.0%
Trunk Extension Strength:
7th grade: (Students tested: 240, Needs Improvement - High Risk: 83.8%, Needs Improvement: 16.2%, Healthy Fitness Zone: 0.0%)
83.8%
16.2%
Upper Body Strength:
7th grade: (Students tested: 240, Needs Improvement - High Risk: 67.5%, Needs Improvement: 32.5%, Healthy Fitness Zone: 0.0%)
67.5%
32.5%
Flexibility:
7th grade: (Students tested: 240, Needs Improvement - High Risk: 90.8%, Needs Improvement: 9.2%, Healthy Fitness Zone: 0.0%)
90.8%
9.2%

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).

Arthur E. Wright Middle School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 20
Number of students who met CELDT criterion: 13

Students who met CELDT criterion:

65.0%
State:

34.0%
Grade 6:
Student Count: 8
Number of students who met CELDT criterion: 5

Students who met CELDT criterion:

63.0%
State:

39.0%
Listening Mean Scale Score:

577.5
California:

532.4
Reading Mean Scale Score:

558.3
State:

518.5
Speaking Mean Scale Score:

540.3
California:

518.5
Writing Mean Scale Score:

551.8
California:

522.0
Grade 7:
Student Count: 6
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

67.0%
California:

48.0%
Listening Mean Scale Score:

608.5
State:

547.6
Reading Mean Scale Score:

588.7
California:

534.4
Speaking Mean Scale Score:

541.8
California:

529.9
Writing Mean Scale Score:

571.0
State:

530.2
Grade 8:
Student Count: 6
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

67.0%
State:

47.0%
Listening Mean Scale Score:

564.0
State:

556.2
Reading Mean Scale Score:

591.8
State:

547.2
Speaking Mean Scale Score:

539.8
California:

536.1
Writing Mean Scale Score:

524.8
California:

537.0

Accountability


Adequate Yearly Progress:
Show data for

(State average from 9,846 schools)
Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001. Statistics are based on test results of the Standardized Testing and Reporting (STAR) Program, the California High School Exit Examination (CAHSEE), and the California Alternate Performance Assessment (CAPA).

Arthur E. Wright Middle School - Adequate Yearly Progress status


ELA Participation Rate
Arthur E. Wright Middle School:

99.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic99
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black96
  • White98
  • Multirace100
  • SED99
  • LEP100
  • With Disabilities95
  • Hispanic: 99% (tested 73 out of 74 enrolled)
  • American Indian / Alaska Native: 100% (tested 4 out of 4 enrolled)
  • Asian: 100% (tested 53 out of 53 enrolled)
  • Filipino: 100% (tested 6 out of 6 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 3 out of 3 enrolled)
  • Black: 96% (tested 21 out of 22 enrolled)
  • White: 98% (tested 649 out of 660 enrolled)
  • Two or More Races: 100% (tested 45 out of 45 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 92 out of 93 enrolled)
  • English Learners: 100% (tested 80 out of 80 enrolled)
  • Students with Disabilities: 95% (tested 97 out of 102 enrolled)

Math Participation Rate
School:

99.0%
California:

96.1%

    Math Participation Rate

  • Hispanic99
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black96
  • White98
  • Multirace100
  • SED99
  • LEP100
  • With Disabilities96
  • Hispanic: 99% (tested 73 out of 74 enrolled)
  • American Indian / Alaska Native: 100% (tested 4 out of 4 enrolled)
  • Asian: 100% (tested 53 out of 53 enrolled)
  • Filipino: 100% (tested 6 out of 6 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 3 out of 3 enrolled)
  • Black: 96% (tested 21 out of 22 enrolled)
  • White: 98% (tested 649 out of 660 enrolled)
  • Two or More Races: 100% (tested 45 out of 45 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 92 out of 93 enrolled)
  • English Learners: 100% (tested 80 out of 80 enrolled)
  • Students with Disabilities: 96% (tested 98 out of 102 enrolled)

Health & Safety


Referrals and Arrests:
Show data for

(State average from 2,295 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Hispanic: 2

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

2.3
State:

7.9
Students with disabilities who received a school-related arrest: 2 (all male)
  • Hispanic: 2

Students with disabilities who received a school-related arrest per 1,000 students
Here:

2.3
California:

3.0

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 disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of disability constitutes disability harassment.

Harassment or bullying on the basis of religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of religion constitutes religious harassment.
Allegations of harassment or bullying on the basis of sex: 1
Allegations of harassment or bullying on the basis of sex per 1,000 students
School:

1.1
California:

6.8
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • White: 2

Allegations of harassment or bullying on the basis of disability: 1
Allegations of harassment or bullying on the basis of disability per 1,000 students
Arthur E. Wright Middle School:

1.1
California:

1.1
Students reported as harassed or bullied on the basis of disability: 2 (all male)
  • White: 2

Allegations of harassment or bullying on the basis of sexual orientation: 1
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
School:

1.1
California:

1.5


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

  • Hispanic7
  • Asian2
  • Black2
  • White55
  • Multirace4
  • LEP2
  • IDEA13
  • 5042
Chronic Student Absenteeism: 70 (male: 34, female: 36)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 55 (male: 26, female: 29)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)
  • Section 504: 2 (all female)
Chronic Student Absenteeism per 1,000 students
School:

80.0
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.

    School days missed due to out-of-school suspension

  • Hispanic13
  • Asian3
  • Black17
  • White78
  • LEP13
  • IDEA43
  • 50422
School days missed due to out-of-school suspension: 111 (male: 97, female: 14)
  • Hispanic: 13 (all male)
  • Asian: 3 (all male)
  • Black: 17 (all male)
  • White: 78 (male: 64, female: 14)
  • Limited English Proficiency (LEP): 13 (male: 7, female: 6)
  • Individuals With Disabilities Education Act (IDEA): 43 (male: 37, female: 6)
  • Section 504: 22 (male: 16, female: 6)
Instances of out-of-school suspension (Students without disabilities): 23

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Arthur E. Wright Middle School:

26.3
California:

84.8

    Students without disabilities receiving one or more in-school suspension

  • Hispanic2
  • Black2
  • White4
  • LEP7
Students without disabilities receiving one or more in-school suspension: 8 (male: 6, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

    Students without disabilities receiving only one out-of-school suspension

  • Hispanic2
  • Asian2
  • Black2
  • White13
  • LEP4
Students without disabilities receiving only one out-of-school suspension: 19 (male: 17, female: 2)
  • Hispanic: 2 (all male)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 13 (male: 11, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 19 (all male)
  • Black: 8
  • White: 11
  • Limited English Proficiency (LEP): 2
Instances of out-of-school suspension (Students with disabilities): 13

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Arthur E. Wright Middle School:

14.9
State:

28.1
Instances of out-of-school suspension (Section 504 only): 7

Instances of out-of-school suspension per 1,000 students (Section 504 only)
Here:

8.0
California:

3.4

    Students with disabilities receiving one or more in-school suspension

  • Hispanic5
  • White7
  • LEP2
  • 5044
Students with disabilities receiving one or more in-school suspension: 12 (male: 10, female: 2)
  • Hispanic: 5 (all male)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Section 504: 4 (male: 2, female: 2)

    Students with disabilities receiving only one out-of-school suspension

  • Asian2
  • Black2
  • White4
  • LEP2
  • 5044
Students with disabilities receiving only one out-of-school suspension: 8 (male: 6, female: 2)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Section 504: 4 (male: 2, female: 2)

    Students with disabilities receiving more than one out-of-school suspension

  • Hispanic2
  • White16
  • LEP2
  • 5047
Students with disabilities receiving more than one out-of-school suspension: 18 (male: 16, female: 2)
  • Hispanic: 2 (all male)
  • White: 16 (male: 14, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Section 504: 7 (male: 5, female: 2)

Classes & Courses


Algebra I:
Show data for

(State average from 1,382 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.

    8th grade student enrollment in Algebra I

  • Hispanic7
  • Asian13
  • Black4
  • White94
  • Multirace7
  • LEP2
  • IDEA7
8th grade student enrollment in Algebra I: 125 (male: 67, female: 58)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 13 (male: 8, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 94 (male: 47, female: 47)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

    8th grade studenst who passed Algebra I

  • Hispanic8
  • Asian11
  • White95
  • IDEA11
8th grade studenst who passed Algebra I: 114 (male: 60, female: 54)
  • Hispanic: 8 (male: 4, female: 4)
  • Asian: 11 (male: 7, female: 4)
  • White: 95 (male: 49, female: 46)
  • Individuals With Disabilities Education Act (IDEA): 11 (male: 7, female: 4)
Percent of 8th grade students who passed
Here:

91.2%
California:

85.6%

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