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Crestmore Elementary School in Bloomington, CA
(KG-06 • 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 40
Address
 18870 Jurupa Ave.
Bloomington, CA 92316
Telephone
(909) 580-5010
(make sure to verify first before calling)
City-data.com school rating
40
Students
816
Classroom Teachers (FTE)
32.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
656
Reduced-price lunch
eligible students
84
School district
Colton Joint 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:
Sycamore Hills Elementary (1.9 miles):

52
Ruth Grimes Elementary (1.6 miles):

46
Crestmore Elementary School:

40
Bloomington High (1.4 miles):

36
Gerald A. Smith Elementary (2.2 miles):

34
Joe Baca (1.8 miles):

27
Walter Zimmerman Elementary (0.6 miles):

26
Ruth O. Harris Middle (1.5 miles):

21
Mary B. Lewis Elementary (2.3 miles):

15
Crestmore Elementary School rating compared to average state, county and city schools ratings:
California:

46
San Bernardino County:

36
Bloomington:

31
Crestmore Elementary School:

40

Students & Teachers


Total enrollment:
Enrollment in 2016: 816
Enrollment in 2015: 864
Enrollment in 2014: 841
Enrollment in 2013: 858
Enrollment in 2012: 842
Enrollment in 2011: 820
Enrollment in 2010: 827
Enrollment in 2009: 905
Enrollment in 2008: 933
Enrollment in 2007: 901
Enrollment in 2006: 886
Enrollment in 2005: 869
Enrollment in 2004: 891
Enrollment in 2003: 816
Enrollment in 2002: 799
Enrollment in 2001: 711
Enrollment in 2000: 690
Enrollment in 1999: 647

Crestmore Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06Total
All students13111292120126121114816
Female students61524549706457398
Male students70604771565757418
American Indian/Alaska Native students - - - - 1 - - 1
Hispanic students12510585115116113108767
Black students1 - 1233111
White students476365536
Two or More Races students1 - - - - - - 1

Enrollment by grade:
Kindergarten enrollment: 131
1st grade enrollment: 112
2nd grade enrollment: 92
3rd grade enrollment: 120
4th grade enrollment: 126
5th grade enrollment: 121
6th grade enrollment: 114

Crestmore Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 398 (48.8%)
School:

48.8%
State:

49.4%
Male enrollment: 418 (51.2%)
School:

51.2%
State:

49.6%

Crestmore Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 1 (0.1%)
Here:

0.1%
State:

1.0%
Hispanic enrollment: 767 (94.0%)
Here:

94.0%
State:

46.0%
Black enrollment: 11 (1.3%)
School:

1.3%
California:

6.1%
White enrollment: 36 (4.4%)
Here:

4.4%
California:

28.3%
Two or More Races enrollment: 1 (0.1%)
Crestmore Elementary School:

0.1%
State:

4.5%

Crestmore Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 740 (90.7%)
Crestmore Elementary School:

90.7%
State:

61.2%
Free lunch eligible students: 656 (80.4%)
Crestmore Elementary School:

80.4%
California:

52.8%
Reduced-price lunch eligible students: 84 (10.3%)
Crestmore Elementary School:

10.3%
California:

8.6%

Crestmore Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 32

Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 10
Number of FTE nurses: 0.3
Number of FTE psychologists: 0.5

Student/Teacher Ratio
School:

25.5
California:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,999,917
  • Full-time Equivalency Count of Teachers: 34 (Salary Expenditures: $2,661,826)
  • Full-time Equivalency Count of Instructional Aides: 4 (Salary Expenditures: $60,694)
  • Full-time Equivalency Count of Support Services Staff: 3.3 (Salary Expenditures: $47,361)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $230,036)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $490,724

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic322
  • White2
  • Multirace52
  • IDEA34
Students Enrolled in LEP Programs: 376 (male: 202, female: 174)
  • Hispanic: 322 (male: 173, female: 149)
  • White: 2 (all female)
  • Two or More Races: 52 (male: 29, female: 23)
  • Individuals With Disabilities Education Act (IDEA): 34 (male: 23, female: 11)

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

  • Hispanic50
  • Black4
  • Multirace11
  • LEP35
Students with disabilities served under IDEA: 65 (male: 48, female: 17)
  • Hispanic: 50 (male: 37, female: 13)
  • Black: 4 (all male)
  • Two or More Races: 11 (male: 7, female: 4)
  • Limited English Proficiency (LEP): 35 (male: 25, female: 10)
Students with disabilities served under Section 504: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

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: 14 (male: 7, female: 7)
  • Hispanic: 10 (male: 5, female: 5)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

Percent of 1st grade students retained
School:

12.5%
California:

5.5%
Total number of students retained in 3rd grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Percent of 3rd grade students retained
Here:

3.3%
State:

3.4%
Total number of students retained in 4th grade: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 4th grade students retained
Crestmore Elementary School:

1.6%
California:

2.6%

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

  • Hispanic34
  • White2
  • Multirace13
  • LEP10
  • IDEA2
Gifted and Talented Student Enrollment: 49 (male: 30, female: 19)
  • Hispanic: 34 (male: 20, female: 14)
  • White: 2 (all male)
  • Two or More Races: 13 (male: 8, female: 5)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

60.0
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

  • All46%
  • Males39%
  • Females52%
  • Hispanic45%
  • White38%
ELA students tested: 462
ELA students with scores: 460

Percentage Standard Met and Above:

46%
State:

49%

Standard Not Met: 28.3%
Standard Nearly Met: 26.1%
Standard Met: 30.4%
Standard Exceeded: 15.2%

All Grades:
28.3%
26.1%
30.4%
15.2%
3rd Grade: (Mean Scale Score: 2405.7, Students tested: 91, Standard Not Met: 34.1%, Nearly Met: 30.8%, Met: 16.5%, Exceeded: 18.7%)
34.1%
30.8%
16.5%
18.7%
4th Grade: (Mean Scale Score: 2453.9, Students tested: 122, Standard Not Met: 29.5%, Nearly Met: 25.4%, Met: 27.9%, Exceeded: 17.2%)
29.5%
25.4%
27.9%
17.2%
5th Grade: (Mean Scale Score: 2483.8, Students tested: 127, Standard Not Met: 35.4%, Nearly Met: 19.7%, Met: 29.1%, Exceeded: 15.8%)
35.4%
19.7%
29.1%
15.8%
6th Grade: (Mean Scale Score: 2532.3, Students tested: 122, Standard Not Met: 15.0%, Nearly Met: 30.0%, Met: 45.0%, Exceeded: 10.0%)
15.0%
30.0%
45.0%
10.0%

Crestmore Elementary School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All38%
  • Males38%
  • Females37%
  • Hispanic35%
  • White38%
Math students tested: 461
Math students with scores: 461

Percentage Standard Met and Above:

38%
State:

38%

Standard Not Met: 28.4%
Standard Nearly Met: 34.1%
Standard Met: 22.3%
Standard Exceeded: 15.2%

All Grades:
28.4%
34.1%
22.3%
15.2%
3rd Grade: (Mean Scale Score: 2415.8, Students tested: 91, Standard Not Met: 29.7%, Nearly Met: 30.8%, Met: 27.5%, Exceeded: 12.1%)
29.7%
30.8%
27.5%
12.1%
4th Grade: (Mean Scale Score: 2451.9, Students tested: 122, Standard Not Met: 27.9%, Nearly Met: 41.0%, Met: 19.7%, Exceeded: 11.5%)
27.9%
41.0%
19.7%
11.5%
5th Grade: (Mean Scale Score: 2507.5, Students tested: 125, Standard Not Met: 33.6%, Nearly Met: 21.6%, Met: 18.4%, Exceeded: 26.4%)
33.6%
21.6%
18.4%
26.4%
6th Grade: (Mean Scale Score: 2521.0, Students tested: 123, Standard Not Met: 22.8%, Nearly Met: 42.3%, Met: 25.2%, Exceeded: 9.8%)
22.8%
42.3%
25.2%
9.8%

Crestmore 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.

CST Science students tested: 114
CST Science students with scores: 111

Percentage At Or Above Proficient:

62%
State:

54%

Percentage Far Below Basic: 4.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 11.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 23.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 41.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 21.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 367.1, Students tested: 114, Far Below Basic: 4.0%, Below Basic: 11.0%, Basic: 23.0%, Proficient: 41.0%, Advanced: 21.0%)
4.0%
11.0%
23.0%
41.0%
21.0%

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: 126, Needs Improvement - High Risk: 56.3%, Needs Improvement: 37.3%, Healthy Fitness Zone: 6.4%)
56.3%
37.3%
6.4%
Body Composition:
5th grade: (Students tested: 126, Needs Improvement - High Risk: 42.9%, Needs Improvement: 25.4%, Healthy Fitness Zone: 31.7%)
42.9%
25.4%
31.7%
Abdominal Strength:
5th grade: (Students tested: 126, Needs Improvement - High Risk: 47.6%, Needs Improvement: 52.4%, Healthy Fitness Zone: 0.0%)
47.6%
52.4%
Trunk Extension Strength:
5th grade: (Students tested: 126, Needs Improvement - High Risk: 66.7%, Needs Improvement: 33.3%, Healthy Fitness Zone: 0.0%)
66.7%
33.3%
Upper Body Strength:
5th grade: (Students tested: 126, Needs Improvement - High Risk: 39.7%, Needs Improvement: 60.3%, Healthy Fitness Zone: 0.0%)
39.7%
60.3%
Flexibility:
5th grade: (Students tested: 126, Needs Improvement - High Risk: 62.7%, Needs Improvement: 37.3%, Healthy Fitness Zone: 0.0%)
62.7%
37.3%

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).

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

All Grades:
Student Count: 355
Number of students who met CELDT criterion: 132

Students who met CELDT criterion:

37.0%
California:

34.0%
Kindergarten:
Student Count: 64
Number of students who met CELDT criterion: 14

Students who met CELDT criterion:

22.0%
State:

13.0%
Listening Mean Scale Score:

386.0
California:

364.6
Reading Mean Scale Score:

276.3
California:

276.6
Speaking Mean Scale Score:

411.8
State:

375.9
Writing Mean Scale Score:

270.1
California:

286.0
Grade 1:
Student Count: 68
Number of students who met CELDT criterion: 30

Students who met CELDT criterion:

44.0%
State:

44.0%
Listening Mean Scale Score:

451.8
State:

439.9
Reading Mean Scale Score:

392.0
State:

383.8
Speaking Mean Scale Score:

460.6
California:

446.4
Writing Mean Scale Score:

401.7
State:

386.5
Grade 2:
Student Count: 60
Number of students who met CELDT criterion: 13

Students who met CELDT criterion:

22.0%
California:

27.0%
Listening Mean Scale Score:

471.5
State:

477.2
Reading Mean Scale Score:

440.4
California:

440.5
Speaking Mean Scale Score:

469.7
State:

483.0
Writing Mean Scale Score:

460.7
State:

456.4
Grade 3:
Student Count: 41
Number of students who met CELDT criterion: 15

Students who met CELDT criterion:

37.0%
California:

26.0%
Listening Mean Scale Score:

505.1
State:

475.9
Reading Mean Scale Score:

475.3
State:

459.6
Speaking Mean Scale Score:

501.7
California:

491.7
Writing Mean Scale Score:

510.7
State:

478.6
Grade 4:
Student Count: 49
Number of students who met CELDT criterion: 20

Students who met CELDT criterion:

41.0%
State:

37.0%
Listening Mean Scale Score:

541.8
State:

509.2
Reading Mean Scale Score:

502.2
California:

490.7
Speaking Mean Scale Score:

528.0
State:

515.2
Writing Mean Scale Score:

501.0
State:

502.2
Grade 5:
Student Count: 48
Number of students who met CELDT criterion: 28

Students who met CELDT criterion:

58.0%
California:

48.0%
Listening Mean Scale Score:

564.2
State:

533.7
Reading Mean Scale Score:

525.5
State:

514.0
Speaking Mean Scale Score:

548.6
California:

530.0
Writing Mean Scale Score:

556.3
California:

519.1
Grade 6:
Student Count: 25
Number of students who met CELDT criterion: 12

Students who met CELDT criterion:

48.0%
California:

39.0%
Listening Mean Scale Score:

550.2
State:

532.4
Reading Mean Scale Score:

512.7
California:

518.5
Speaking Mean Scale Score:

508.7
California:

518.5
Writing Mean Scale Score:

525.4
California:

522.0

Accountability


Adequate Yearly Progress:
Show data for

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

Crestmore Elementary School - Adequate Yearly Progress status


ELA Participation Rate
School:

100.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic100
  • American Indian100
  • Black100
  • White100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 455 out of 457 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 7 out of 7 enrolled)
  • White: 100% (tested 16 out of 16 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 458 out of 460 enrolled)
  • English Learners: 100% (tested 281 out of 281 enrolled)
  • Students with Disabilities: 100% (tested 51 out of 51 enrolled)

Math Participation Rate
School:

100.0%
State:

96.1%

    Math Participation Rate

  • Hispanic100
  • American Indian100
  • Black100
  • White100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 455 out of 457 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 7 out of 7 enrolled)
  • White: 100% (tested 16 out of 16 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 458 out of 460 enrolled)
  • English Learners: 100% (tested 281 out of 281 enrolled)
  • Students with Disabilities: 100% (tested 51 out of 51 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 without disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

2.5
California:

21.3

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

  • Hispanic61
  • Black4
  • Multirace16
  • LEP19
  • IDEA13
Chronic Student Absenteeism: 81 (male: 42, female: 39)
  • Hispanic: 61 (male: 32, female: 29)
  • Black: 4 (male: 2, female: 2)
  • Two or More Races: 16 (male: 8, female: 8)
  • Limited English Proficiency (LEP): 19 (male: 11, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 11, female: 2)
Chronic Student Absenteeism per 1,000 students
Crestmore Elementary School:

99.3
California:

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: 4 (all male)
  • Hispanic: 2
  • Two or More Races: 2
  • Individuals With Disabilities Education Act (IDEA): 1
Instances of out-of-school suspension (Students without disabilities): 3

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

3.7
State:

84.8
Students without disabilities receiving one or more in-school suspension: 2 (all male)
  • Hispanic: 2
Students without disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • Two or More Races: 2
Instances of out-of-school suspension (Students with disabilities): 2

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

2.5
State:

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

Expulsions:
Show data for

(State average from 1,805 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.

Expulsion under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis
Students without Disabilities who received an expulsion with educational services: 2 (all male)
  • Hispanic: 2

Students without Disabilities who received an expulsion with educational services per 1,000 students
Here:

2.5
State:

10.5
Students without Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
  • Hispanic: 2

Students without Disabilities who received an expulsion under zero tolerance policies per 1,000 students
School:

2.5
State:

2.6

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