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Foresthill Divide School in Foresthill, CA
(KG-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 48
Address
 22888 Foresthill Rd.
Foresthill, CA 95631
Telephone
(530) 367-3782
(make sure to verify first before calling)
Website
http://www.fusd.org
City-data.com school rating
48
Students
399
Classroom Teachers (FTE)
20.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
130
Reduced-price lunch
eligible students
30
School district
Foresthill Union Elementary
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:
Colfax High (9.4 miles):

81
Weimar Hills (7.3 miles):

74
Foresthill High (0.7 miles):

62
Colfax Elementary (9.2 miles):

54
Foresthill Divide School:

48
American River Charter (6.8 miles):

43
Golden Sierra Junior Senior High (11.4 miles):

42
CORE Placer Charter (8.1 miles):

21
Georgetown Elementary (6.9 miles):

16
Foresthill Divide School rating compared to average state, county and city schools ratings:
California:

46
Placer County:

69
Foresthill:

55
Foresthill Divide School:

48

Students & Teachers


Total enrollment:
Enrollment in 2016: 399
Enrollment in 2015: 393
Enrollment in 2014: 395
Enrollment in 2013: 209
Enrollment in 2012: 222
Enrollment in 2011: 230
Enrollment in 2010: 251
Enrollment in 2009: 274
Enrollment in 2008: 280
Enrollment in 2007: 278
Enrollment in 2006: 298
Enrollment in 2005: 298
Enrollment in 2004: 319
Enrollment in 2003: 333
Enrollment in 2002: 351
Enrollment in 2001: 435
Enrollment in 2000: 439
Enrollment in 1999: 459

Foresthill Divide School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06G07G08Total
All students593927614931365245399
Female students291912352517142618195
Male students302015262414222627204
American Indian/Alaska Native students - - - 12 - 23513
Asian students1 - - 1 - 1 - - 14
Hispanic students32668474646
Black students1 - - 11 - - 1 - 4
White students533620503522244232314
Hawaiian Native/Pacific Islander students1 - - 1 - 1 - 1 - 4
Two or More Races students - 1113331114

Enrollment by grade:
Kindergarten enrollment: 59
1st grade enrollment: 39
2nd grade enrollment: 27
3rd grade enrollment: 61
4th grade enrollment: 49
5th grade enrollment: 31
6th grade enrollment: 36
7th grade enrollment: 52
8th grade enrollment: 45

Foresthill Divide School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 195 (48.9%)
Foresthill Divide School:

48.9%
California:

49.4%
Male enrollment: 204 (51.1%)
Foresthill Divide School:

51.1%
California:

49.6%

Foresthill Divide School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 13 (3.3%)
School:

3.3%
State:

1.0%
Asian enrollment: 4 (1.0%)
Foresthill Divide School:

1.0%
State:

9.4%
Hispanic enrollment: 46 (11.5%)
Here:

11.5%
California:

46.0%
Black enrollment: 4 (1.0%)
Here:

1.0%
State:

6.1%
White enrollment: 314 (78.7%)
Foresthill Divide School:

78.7%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 4 (1.0%)
Foresthill Divide School:

1.0%
California:

0.6%
Two or More Races enrollment: 14 (3.5%)
Here:

3.5%
California:

4.5%

Foresthill Divide School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 160 (40.1%)
School:

40.1%
State:

61.2%
Free lunch eligible students: 130 (32.6%)
Here:

32.6%
California:

52.8%
Reduced-price lunch eligible students: 30 (7.5%)
Foresthill Divide School:

7.5%
State:

8.6%

Foresthill Divide School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 20

Number of FTE teachers in their second year of teaching: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 3

Student/Teacher Ratio
School:

19.9
California:

22.8

Foresthill Divide School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,164,236
  • Full-time Equivalency Count of Teachers: 20 (Salary Expenditures: $901,232)
  • Full-time Equivalency Count of Instructional Aides: 4.8 (Salary Expenditures: $108,774)
  • Full-time Equivalency Count of Support Services Staff: 7.8 (Salary Expenditures: $345,814)
  • Full-time Equivalency Count of School Administration Staff: 5.3 (Salary Expenditures: $338,746)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $758,614
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,451,670
  • Salary Expenditures for Teachers: $1,035,696
  • Full-time Equivalency Count of Instructional Aides: 7.3 (Salary Expenditures: $208,721)
  • Full-time Equivalency Count of Support Services Staff: 9.1 (Salary Expenditures: $398,817)
  • Full-time Equivalency Count of School Administration Staff: 5.3 (Salary Expenditures: $338,746)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $798,587

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • Asian: 2 (all female)

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: 45 (male: 28, female: 17)
  • White: 38 (male: 28, female: 10)
  • Two or More Races: 7 (all female)
Students with disabilities served under Section 504: 9 (male: 7, female: 2)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)

Retention:
Show data for

(State average from 2,659 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 1st grade: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 1st grade students retained
Foresthill Divide School:

10.3%
California:

4.8%

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

  • All43%
  • Males35%
  • Females50%
  • Hispanic39%
  • White30%
ELA students tested: 244
ELA students with scores: 244

Percentage Standard Met and Above:

43%
State:

49%

Standard Not Met: 28.7%
Standard Nearly Met: 28.3%
Standard Met: 28.3%
Standard Exceeded: 14.8%

All Grades:
28.7%
28.3%
28.3%
14.8%
3rd Grade: (Mean Scale Score: 2437.7, Students tested: 28, Standard Not Met: 21.4%, Nearly Met: 28.6%, Met: 17.9%, Exceeded: 32.1%)
21.4%
28.6%
17.9%
32.1%
4th Grade: (Mean Scale Score: 2438.4, Students tested: 60, Standard Not Met: 41.7%, Nearly Met: 23.3%, Met: 18.3%, Exceeded: 16.7%)
41.7%
23.3%
18.3%
16.7%
5th Grade: (Mean Scale Score: 2500.9, Students tested: 40, Standard Not Met: 22.5%, Nearly Met: 22.5%, Met: 40.0%, Exceeded: 15.0%)
22.5%
22.5%
40.0%
15.0%
6th Grade: (Mean Scale Score: 2486.8, Students tested: 34, Standard Not Met: 38.2%, Nearly Met: 29.4%, Met: 26.5%, Exceeded: 5.9%)
38.2%
29.4%
26.5%
5.9%
7th Grade: (Mean Scale Score: 2563.3, Students tested: 36, Standard Not Met: 13.9%, Nearly Met: 27.8%, Met: 44.4%, Exceeded: 13.9%)
13.9%
27.8%
44.4%
13.9%
8th Grade: (Mean Scale Score: 2538.5, Students tested: 46, Standard Not Met: 26.1%, Nearly Met: 39.1%, Met: 26.1%, Exceeded: 8.7%)
26.1%
39.1%
26.1%
8.7%

Foresthill Divide School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All38%
  • Males43%
  • Females33%
  • Hispanic22%
  • White29%
Math students tested: 241
Math students with scores: 241

Percentage Standard Met and Above:

38%
California:

38%

Standard Not Met: 26.6%
Standard Nearly Met: 35.7%
Standard Met: 25.7%
Standard Exceeded: 12.0%

All Grades:
26.6%
35.7%
25.7%
12.0%
3rd Grade: (Mean Scale Score: 2436.3, Students tested: 28, Standard Not Met: 21.4%, Nearly Met: 25.0%, Met: 42.9%, Exceeded: 10.7%)
21.4%
25.0%
42.9%
10.7%
4th Grade: (Mean Scale Score: 2459.0, Students tested: 60, Standard Not Met: 18.3%, Nearly Met: 51.7%, Met: 20.0%, Exceeded: 10.0%)
18.3%
51.7%
20.0%
10.0%
5th Grade: (Mean Scale Score: 2495.3, Students tested: 40, Standard Not Met: 30.0%, Nearly Met: 35.0%, Met: 27.5%, Exceeded: 7.5%)
30.0%
35.0%
27.5%
7.5%
6th Grade: (Mean Scale Score: 2487.8, Students tested: 33, Standard Not Met: 42.4%, Nearly Met: 30.3%, Met: 21.2%, Exceeded: 6.1%)
42.4%
30.3%
21.2%
6.1%
7th Grade: (Mean Scale Score: 2566.9, Students tested: 36, Standard Not Met: 16.7%, Nearly Met: 27.8%, Met: 36.1%, Exceeded: 19.4%)
16.7%
27.8%
36.1%
19.4%
8th Grade: (Mean Scale Score: 2544.7, Students tested: 44, Standard Not Met: 34.1%, Nearly Met: 31.8%, Met: 15.9%, Exceeded: 18.2%)
34.1%
31.8%
15.9%
18.2%

Foresthill Divide 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: 30
CST Science students with scores: 30

Percentage At Or Above Proficient:

73%
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: 3.0% 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: 60.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 13.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 368.9, Students tested: 30, Far Below Basic: 1.0%, Below Basic: 3.0%, Basic: 23.0%, Proficient: 60.0%, Advanced: 13.0%)
1.0%
3.0%
23.0%
60.0%
13.0%
CST Science students tested: 42
CST Science students with scores: 42

Percentage At Or Above Proficient:

83%
California:

54%

Percentage Far Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 5.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 12.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 33.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 50.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 406.1, Students tested: 42, Far Below Basic: 0.0%, Below Basic: 5.0%, Basic: 12.0%, Proficient: 33.0%, Advanced: 50.0%)
5.0%
12.0%
33.0%
50.0%

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: 41, Needs Improvement - High Risk: 39.0%, Needs Improvement: 61.0%, Healthy Fitness Zone: 0.0%)
39.0%
61.0%
7th grade: (Students tested: 37, Needs Improvement - High Risk: 67.6%, Needs Improvement: 32.4%, Healthy Fitness Zone: 0.0%)
67.6%
32.4%
Body Composition:
5th grade: (Students tested: 41, Needs Improvement - High Risk: 61.0%, Needs Improvement: 17.1%, Healthy Fitness Zone: 21.9%)
61.0%
17.1%
21.9%
7th grade: (Students tested: 37, Needs Improvement - High Risk: 70.3%, Needs Improvement: 21.6%, Healthy Fitness Zone: 8.1%)
70.3%
21.6%
8.1%
Abdominal Strength:
5th grade: (Students tested: 41, Needs Improvement - High Risk: 90.2%, Needs Improvement: 9.8%, Healthy Fitness Zone: 0.0%)
90.2%
9.8%
7th grade: (Students tested: 37, Needs Improvement - High Risk: 83.8%, Needs Improvement: 16.2%, Healthy Fitness Zone: 0.0%)
83.8%
16.2%
Trunk Extension Strength:
5th grade: (Students tested: 41, Needs Improvement - High Risk: 87.8%, Needs Improvement: 12.2%, Healthy Fitness Zone: 0.0%)
87.8%
12.2%
7th grade: (Students tested: 37, Needs Improvement - High Risk: 91.9%, Needs Improvement: 8.1%, Healthy Fitness Zone: 0.0%)
91.9%
8.1%
Upper Body Strength:
5th grade: (Students tested: 41, Needs Improvement - High Risk: 70.7%, Needs Improvement: 29.3%, Healthy Fitness Zone: 0.0%)
70.7%
29.3%
7th grade: (Students tested: 37, Needs Improvement - High Risk: 81.1%, Needs Improvement: 18.9%, Healthy Fitness Zone: 0.0%)
81.1%
18.9%
Flexibility:
5th grade: (Students tested: 41, Needs Improvement - High Risk: 73.2%, Needs Improvement: 26.8%, Healthy Fitness Zone: 0.0%)
73.2%
26.8%
7th grade: (Students tested: 37, Needs Improvement - High Risk: 83.8%, Needs Improvement: 16.2%, Healthy Fitness Zone: 0.0%)
83.8%
16.2%

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).

Foresthill Divide School - Adequate Yearly Progress status


ELA Participation Rate
School:

97.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic98
  • American Indian100
  • Asian100
  • Native Hawaiian100
  • Black100
  • White97
  • Multirace100
  • SED99
  • LEP100
  • With Disabilities94
  • Hispanic: 98% (tested 35 out of 36 enrolled)
  • American Indian / Alaska Native: 100% (tested 11 out of 11 enrolled)
  • Asian: 100% (tested 3 out of 3 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 2 out of 2 enrolled)
  • Black: 100% (tested 4 out of 4 enrolled)
  • White: 97% (tested 197 out of 203 enrolled)
  • Two or More Races: 100% (tested 7 out of 7 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 112 out of 113 enrolled)
  • English Learners: 100% (tested 3 out of 3 enrolled)
  • Students with Disabilities: 94% (tested 30 out of 32 enrolled)

Math Participation Rate
School:

97.0%
California:

96.1%

    Math Participation Rate

  • Hispanic98
  • American Indian100
  • Asian100
  • Native Hawaiian100
  • Black100
  • White96
  • Multirace100
  • SED98
  • LEP100
  • With Disabilities94
  • Hispanic: 98% (tested 35 out of 36 enrolled)
  • American Indian / Alaska Native: 100% (tested 11 out of 11 enrolled)
  • Asian: 100% (tested 3 out of 3 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 2 out of 2 enrolled)
  • Black: 100% (tested 4 out of 4 enrolled)
  • White: 96% (tested 196 out of 204 enrolled)
  • Two or More Races: 100% (tested 7 out of 7 enrolled)
  • Socioeconomic Disadvantaged: 98% (tested 112 out of 114 enrolled)
  • English Learners: 100% (tested 3 out of 3 enrolled)
  • Students with Disabilities: 94% (tested 30 out of 32 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.

Firearm or explosive device refers to any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage

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 with a firearm or explosive device: 1
Incidents of threats of physical attack without a weapon: 1


Total incidents per 1,000 students
Foresthill Divide School:

5.0
State:

60.8

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 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 sexual orientation: 2
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
School:

5.0
State:

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

  • Hispanic2
  • American Indian4
  • Native Hawaiian2
  • Black2
  • White52
  • Multirace4
  • IDEA13
  • 5042
Chronic Student Absenteeism: 66 (male: 32, female: 34)
  • Hispanic: 2 (all female)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 2 (all male)
  • White: 52 (male: 26, female: 26)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
School:

165.4
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: 7 (all male)
  • White: 7
  • Individuals With Disabilities Education Act (IDEA): 5
Instances of out-of-school suspension (Students without disabilities): 4

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

10.0
State:

84.8
Students without disabilities receiving one or more in-school suspension: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2
Instances of out-of-school suspension (Students with disabilities): 3

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

7.5
California:

28.1
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • 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.
Number of Algebra I classes: 1

7-8th grade student enrollment in Algebra I: 16 (male: 8, female: 8)
  • White: 16 (male: 8, female: 8)
7-8th grade studenst who passed Algebra I: 14 (male: 7, female: 7)
  • White: 14 (male: 7, female: 7)
Percent of 7-8th grade students who passed
Foresthill Divide School:

87.5%
State:

83.6%

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: 1


Student Enrollment in Geometry: 9 (male: 5, female: 4)
  • Asian: 2 (all female)
  • White: 7 (male: 5, female: 2)

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