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Kern County Special Education School in Bakersfield, CA
(KG-12 • Public • Special Education School)

City-data.com school rating (using weighted test average as compared to other schools in California) from 0 (worst) to 100 (best) is 0
Address
 1300 17th St. City Centre
Bakersfield, CA 93301
Telephone
(661) 636-4788
(make sure to verify first before calling)
Website
http://www.kern.org
City-data.com school rating
0
Students
482
Classroom Teachers (FTE)
68.5
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
301
Reduced-price lunch
eligible students
38
School district
Kern County Office of Education
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Downtown Elementary (0.2 miles):

85
Franklin Elementary (0.8 miles):

70
Bakersfield High (0.6 miles):

35
William Penn Elementary (0.9 miles):

35
Emerson Middle (1.1 miles):

11
Kern County Juvenile Court (0.0 miles):

6
Rafer Johnson (0.6 miles):

6
Kern County Community (0.0 miles):

2
Kern County Special Education School:

0
Kern County Special Education School rating compared to average state, county and city schools ratings:
California:

46
Kern County:

32
Bakersfield:

35
Kern County Special Education:

0

Students & Teachers


Total enrollment:
Enrollment in 2016: 482
Enrollment in 2015: 503
Enrollment in 2014: 520
Enrollment in 2013: 544
Enrollment in 2012: 546
Enrollment in 2011: 549
Enrollment in 2010: 538
Enrollment in 2009: 595
Enrollment in 2008: 602
Enrollment in 2007: 599
Enrollment in 2006: 573
Enrollment in 2005: 616
Enrollment in 2004: 619
Enrollment in 2003: 574
Enrollment in 2002: 547
Enrollment in 2001: 518
Enrollment in 2000: 804
Enrollment in 1999: 496

Kern County Special Education School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06G07G08G09G10G11G12Total
All students404649545047355761511819482
Female students121210219121517202515141
Male students28343933413520404136714341
American Indian/Alaska Native students - - - - - - 21 - - - - - 3
Asian students35 - 232224 - - 1327
Hispanic students202531332427163233411614276
Black students244349225 - - - 136
White students131113161991320181 - 11135
Two or More Races students211 - - - - - 1 - - - - 5

Enrollment by grade:
Kindergarten enrollment: 40
1st grade enrollment: 46
2nd grade enrollment: 49
3rd grade enrollment: 54
4th grade enrollment: 50
5th grade enrollment: 47
6th grade enrollment: 35
7th grade enrollment: 57
8th grade enrollment: 61
9th grade enrollment: 5
10th grade enrollment: 11
11th grade enrollment: 8
12th grade enrollment: 19

Kern County Special Education School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 141 (29.3%)
Here:

29.3%
State:

49.4%
Male enrollment: 341 (70.7%)
Here:

70.7%
State:

49.6%

Kern County Special Education School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 3 (0.6%)
Kern County Special Education School:

0.6%
State:

1.0%
Asian enrollment: 27 (5.6%)
Kern County Special Education School:

5.6%
State:

9.4%
Hispanic enrollment: 276 (57.3%)
School:

57.3%
California:

46.0%
Black enrollment: 36 (7.5%)
School:

7.5%
State:

6.1%
White enrollment: 135 (28.0%)
Kern County Special Education School:

28.0%
California:

28.3%
Two or More Races enrollment: 5 (1.0%)
School:

1.0%
California:

4.5%

Kern County Special Education School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 339 (70.3%)
Kern County Special Education School:

70.3%
State:

61.2%
Free lunch eligible students: 301 (62.4%)
School:

62.4%
State:

52.8%
Reduced-price lunch eligible students: 38 (7.9%)
Kern County Special Education School:

7.9%
California:

8.6%

Kern County Special Education School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 68.5

Number of FTE teachers in their first year of teaching: 18
Number of FTE teachers in their second year of teaching: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 20
Number of FTE nurses: 9
Number of FTE psychologists: 8
Number of FTE social workers: 0.5

Student/Teacher Ratio
Kern County Special Education School:

7.0
State:

22.8

Kern County Special Education School - Teachers (FTE) and pupil/teacher ratio


Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic64
  • Asian5
  • White5
  • IDEA73
Students Enrolled in LEP Programs: 74 (male: 54, female: 20)
  • Hispanic: 64 (male: 44, female: 20)
  • Asian: 5 (all male)
  • White: 5 (all male)
  • Individuals With Disabilities Education Act (IDEA): 73 (male: 53, female: 20)

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

  • Hispanic416
  • American Indian4
  • Asian35
  • Black47
  • White182
  • Multirace7
  • LEP74
Students with disabilities served under IDEA: 691 (male: 495, female: 196)
  • Hispanic: 416 (male: 298, female: 118)
  • American Indian / Alaska Native: 4 (all male)
  • Asian: 35 (male: 22, female: 13)
  • Black: 47 (male: 40, female: 7)
  • White: 182 (male: 124, female: 58)
  • Two or More Races: 7 (all male)
  • Limited English Proficiency (LEP): 74 (male: 52, female: 22)

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

  • All4%
  • Males4%
  • Females4%
  • Hispanic15%
ELA students tested: 115
ELA students with scores: 114

Percentage Standard Met and Above:

4%
California:

49%

Standard Not Met: 89.5%
Standard Nearly Met: 6.1%
Standard Met: 4.4%
Standard Exceeded: 0.0%

All Grades:
89.5%
6.1%
4.4%
3rd Grade: (Mean Scale Score: 2302.3, Students tested: 20, Standard Not Met: 85.0%, Nearly Met: 5.0%, Met: 10.0%, Exceeded: 0.0%)
85.0%
5.0%
10.0%
4th Grade: (Mean Scale Score: 2339.4, Students tested: 17, Standard Not Met: 76.5%, Nearly Met: 17.6%, Met: 5.9%, Exceeded: 0.0%)
76.5%
17.6%
5.9%
5th Grade: (Mean Scale Score: 2336.3, Students tested: 20, Standard Not Met: 85.0%, Nearly Met: 5.0%, Met: 10.0%, Exceeded: 0.0%)
85.0%
5.0%
10.0%
6th Grade: (Mean Scale Score: 2353.3, Students tested: 23, Standard Not Met: 95.7%, Nearly Met: 4.3%, Met: 0.0%, Exceeded: 0.0%)
95.7%
4.3%
7th Grade: (Mean Scale Score: 2373.9, Students tested: 20, Standard Not Met: 94.7%, Nearly Met: 5.3%, Met: 0.0%, Exceeded: 0.0%)
94.7%
5.3%
8th Grade: (Mean Scale Score: 2396.8, Students tested: 15, Standard Not Met: 100.0%, Nearly Met: 0.0%, Met: 0.0%, Exceeded: 0.0%)
100.0%

Kern County Special Education School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All4%
  • Males3%
  • Females4%
  • Hispanic9%
Math students tested: 114
Math students with scores: 113

Percentage Standard Met and Above:

4%
California:

38%

Standard Not Met: 89.4%
Standard Nearly Met: 7.1%
Standard Met: 3.5%
Standard Exceeded: 0.0%

All Grades:
89.4%
7.1%
3.5%
3rd Grade: (Mean Scale Score: 2334.6, Students tested: 20, Standard Not Met: 73.7%, Nearly Met: 5.3%, Met: 21.1%, Exceeded: 0.0%)
73.7%
5.3%
21.1%
4th Grade: (Mean Scale Score: 2362.8, Students tested: 17, Standard Not Met: 70.6%, Nearly Met: 29.4%, Met: 0.0%, Exceeded: 0.0%)
70.6%
29.4%
5th Grade: (Mean Scale Score: 2358.5, Students tested: 19, Standard Not Met: 94.7%, Nearly Met: 5.3%, Met: 0.0%, Exceeded: 0.0%)
94.7%
5.3%
6th Grade: (Mean Scale Score: 2292.1, Students tested: 23, Standard Not Met: 95.7%, Nearly Met: 4.3%, Met: 0.0%, Exceeded: 0.0%)
95.7%
4.3%
7th Grade: (Mean Scale Score: 2350.5, Students tested: 21, Standard Not Met: 100.0%, Nearly Met: 0.0%, Met: 0.0%, Exceeded: 0.0%)
100.0%
8th Grade: (Mean Scale Score: 2356.1, Students tested: 14, Standard Not Met: 100.0%, Nearly Met: 0.0%, Met: 0.0%, Exceeded: 0.0%)
100.0%

Kern County Special Education School - Math Area Achievement Levels (all grades)


California Alternate Assessments:
Show data for

(State average from 1,579 schools)
The new California Alternate Assessments (CAAs) are based on alternate achievement standards-called the Core Content Connectors-and linked to the Common Core State Standards. The CAAs are online tests for students with an individualized education program (IEP) that designates the use of an alternate assessment to measure student progress on alternate achievement standards. This alternate assessment is part of the California Assessment of Student Performance and Progress (CAASPP) System and replaces the California Alternate Performance Assessment (CAPA) for English language arts and mathematics.

    ELA Percentage Level 3

  • All5%
  • Males7%
  • Females2%
  • Hispanic4%
  • White5%
ELA students tested: 182
ELA students with scores: 182

Percentage Level 3:

5%
California:

15%

Level 1: 70.3% The student showed limited understanding of core concepts.
Level 2: 24.2% The student showed foundational understanding of core concepts.
Level 3: 5.5% The student showed understanding of core concepts.

All Grades:
70.3%
24.2%
5.5%
3rd Grade: (Mean Scale Score: 326.9, Students tested: 27, Level1: 66.7%, Level 2: 22.2%, Level 3: 11.1%)
66.7%
22.2%
11.1%
4th Grade: (Mean Scale Score: 422.3, Students tested: 28, Level1: 75.0%, Level 2: 14.3%, Level 3: 10.7%)
75.0%
14.3%
10.7%
5th Grade: (Mean Scale Score: 525.1, Students tested: 31, Level1: 71.0%, Level 2: 25.8%, Level 3: 3.2%)
71.0%
25.8%
3.2%
6th Grade: (Mean Scale Score: 634.3, Students tested: 26, Level1: 76.9%, Level 2: 11.5%, Level 3: 11.5%)
76.9%
11.5%
11.5%
7th Grade: (Mean Scale Score: 719.3, Students tested: 22, Level1: 90.9%, Level 2: 9.1%, Level 3: 0.0%)
90.9%
9.1%
8th Grade: (Mean Scale Score: 837.7, Students tested: 37, Level1: 46.0%, Level 2: 54.0%, Level 3: 0.0%)
46.0%
54.0%
11th Grade: (Mean Scale Score: 916.8, Students tested: 11, Level1: 90.9%, Level 2: 9.1%, Level 3: 0.0%)
90.9%
9.1%

    Math Percentage Level 3

  • All2%
  • Males1%
  • Females4%
  • Hispanic1%
  • White5%
Math students tested: 183
Math students with scores: 183

Percentage Level 3:

2%
California:

6%

Level 1: 79.8% The student showed limited understanding of core concepts.
Level 2: 18.6% The student showed foundational understanding of core concepts.
Level 3: 1.6% The student showed understanding of core concepts.

All Grades:
79.8%
18.6%
1.6%
3rd Grade: (Mean Scale Score: 324.7, Students tested: 27, Level1: 66.7%, Level 2: 25.9%, Level 3: 7.4%)
66.7%
25.9%
7.4%
4th Grade: (Mean Scale Score: 416.9, Students tested: 28, Level1: 85.7%, Level 2: 14.3%, Level 3: 0.0%)
85.7%
14.3%
5th Grade: (Mean Scale Score: 522.6, Students tested: 31, Level1: 77.4%, Level 2: 22.6%, Level 3: 0.0%)
77.4%
22.6%
6th Grade: (Mean Scale Score: 629.6, Students tested: 26, Level1: 69.2%, Level 2: 30.8%, Level 3: 0.0%)
69.2%
30.8%
7th Grade: (Mean Scale Score: 719.0, Students tested: 22, Level1: 90.9%, Level 2: 9.1%, Level 3: 0.0%)
90.9%
9.1%
8th Grade: (Mean Scale Score: 828.3, Students tested: 37, Level1: 83.8%, Level 2: 13.5%, Level 3: 2.7%)
83.8%
13.5%
2.7%
11th Grade: (Mean Scale Score: 919.0, Students tested: 12, Level1: 91.7%, Level 2: 8.3%, Level 3: 0.0%)
91.7%
8.3%

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.

California Alternate Performance Assessment (CAPA) - Students with significant cognitive disabilities who are unable to take the Smarter Balanced Field Test even with designated supports and accommodations participated in the CAASPP system by taking the CAPA. The CAPA is an individually administered performance assessment with all tasks linked to the California ELA, mathematics, and science content standards.

CST Science students tested: 11
CST Science students with scores: 10

Percentage At Or Above Proficient:

10%
State:

54%

Percentage Far Below Basic: 50.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 20.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 20.0% 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: 0.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 260.2, Students tested: 11, Far Below Basic: 50.0%, Below Basic: 20.0%, Basic: 20.0%, Proficient: 10.0%, Advanced: 0.0%)
50.0%
20.0%
20.0%
10.0%
CAPA Science students tested: 36
CAPA Science students with scores: 36

Percentage At Or Above Proficient:

56%
California:

67%

Percentage Far Below Basic: 16.0% 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: 22.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 31.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 25.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

: (Mean Scale Score: 32.8, Students tested: 36, Far Below Basic: 16.0%, Below Basic: 6.0%, Basic: 22.0%, Proficient: 31.0%, Advanced: 25.0%)
16.0%
6.0%
22.0%
31.0%
25.0%
CMA Science students tested: 21
CMA Science students with scores: 20

Percentage At Or Above Proficient:

25%
California:

38%

Percentage Far Below Basic: 15.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 35.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 25.0% 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: 15.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 310.5, Students tested: 21, Far Below Basic: 15.0%, Below Basic: 35.0%, Basic: 25.0%, Proficient: 10.0%, Advanced: 15.0%)
15.0%
35.0%
25.0%
10.0%
15.0%
CMA Science students tested: 14
CMA Science students with scores: 14

Percentage At Or Above Proficient:

7%
California:

38%

Percentage Far Below Basic: 15.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 57.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 21.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 0.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 7.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 297.7, Students tested: 14, Far Below Basic: 15.0%, Below Basic: 57.0%, Basic: 21.0%, Proficient: 0.0%, Advanced: 7.0%)
15.0%
57.0%
21.0%
7.0%

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: 34.1%, Needs Improvement: 63.4%, Healthy Fitness Zone: 2.5%)
34.1%
63.4%
2.5%
7th grade: (Students tested: 34, Needs Improvement - High Risk: 35.3%, Needs Improvement: 64.7%, Healthy Fitness Zone: 0.0%)
35.3%
64.7%
Body Composition:
5th grade: (Students tested: 41, Needs Improvement - High Risk: 73.2%, Needs Improvement: 17.1%, Healthy Fitness Zone: 9.7%)
73.2%
17.1%
9.7%
7th grade: (Students tested: 34, Needs Improvement - High Risk: 67.6%, Needs Improvement: 14.7%, Healthy Fitness Zone: 17.7%)
67.6%
14.7%
17.7%
Abdominal Strength:
5th grade: (Students tested: 41, Needs Improvement - High Risk: 24.4%, Needs Improvement: 75.6%, Healthy Fitness Zone: 0.0%)
24.4%
75.6%
7th grade: (Students tested: 34, Needs Improvement - High Risk: 23.5%, Needs Improvement: 76.5%, Healthy Fitness Zone: 0.0%)
23.5%
76.5%
Trunk Extension Strength:
5th grade: (Students tested: 41, Needs Improvement - High Risk: 34.1%, Needs Improvement: 65.9%, Healthy Fitness Zone: 0.0%)
34.1%
65.9%
7th grade: (Students tested: 34, Needs Improvement - High Risk: 44.1%, Needs Improvement: 55.9%, Healthy Fitness Zone: 0.0%)
44.1%
55.9%
Upper Body Strength:
5th grade: (Students tested: 41, Needs Improvement - High Risk: 19.5%, Needs Improvement: 80.5%, Healthy Fitness Zone: 0.0%)
19.5%
80.5%
7th grade: (Students tested: 34, Needs Improvement - High Risk: 29.4%, Needs Improvement: 70.6%, Healthy Fitness Zone: 0.0%)
29.4%
70.6%
Flexibility:
5th grade: (Students tested: 41, Needs Improvement - High Risk: 36.6%, Needs Improvement: 63.4%, Healthy Fitness Zone: 0.0%)
36.6%
63.4%
7th grade: (Students tested: 34, Needs Improvement - High Risk: 38.2%, Needs Improvement: 61.8%, Healthy Fitness Zone: 0.0%)
38.2%
61.8%

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).

Kern County Special Education School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 82
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

2.0%
California:

34.0%
Grade 5:
Student Count: 9
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

11.0%
California:

48.0%
Listening Mean Scale Score:

366.9
California:

533.7
Reading Mean Scale Score:

397.0
State:

514.0
Speaking Mean Scale Score:

364.8
California:

530.0
Writing Mean Scale Score:

354.4
California:

519.1
Grade 6:
Student Count: 10
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

10.0%
California:

39.0%
Listening Mean Scale Score:

375.0
State:

532.4
Reading Mean Scale Score:

413.5
California:

518.5
Speaking Mean Scale Score:

383.0
State:

518.5
Writing Mean Scale Score:

368.1
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).

Kern County Special Education School - Adequate Yearly Progress status


ELA Participation Rate
Kern County Special Education School:

92.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic95
  • American Indian100
  • Asian100
  • Filipino100
  • Black85
  • White92
  • Multirace100
  • SED93
  • LEP96
  • With Disabilities92
  • Hispanic: 95% (tested 52 out of 55 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 2 out of 2 enrolled)
  • Filipino: 100% (tested 1 out of 1 enrolled)
  • Black: 85% (tested 16 out of 19 enrolled)
  • White: 92% (tested 41 out of 45 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 93% (tested 89 out of 96 enrolled)
  • English Learners: 96% (tested 20 out of 21 enrolled)
  • Students with Disabilities: 92% (tested 114 out of 124 enrolled)

Math Participation Rate
School:

90.0%
California:

96.1%

    Math Participation Rate

  • Hispanic95
  • American Indian100
  • Asian100
  • Filipino100
  • Black79
  • White89
  • Multirace100
  • SED91
  • LEP96
  • With Disabilities90
  • Hispanic: 95% (tested 52 out of 55 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 2 out of 2 enrolled)
  • Filipino: 100% (tested 1 out of 1 enrolled)
  • Black: 79% (tested 15 out of 19 enrolled)
  • White: 89% (tested 40 out of 45 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 91% (tested 87 out of 96 enrolled)
  • English Learners: 96% (tested 20 out of 21 enrolled)
  • Students with Disabilities: 90% (tested 112 out of 124 enrolled)

Health & Safety


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 race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. 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 race, color, or national origin constitutes racial 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:

2.1
California:

7.8
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Allegations of harassment or bullying on the basis of race, color, or national origin: 2
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Here:

4.1
California:

4.4
Students reported as harassed or bullied on the basis of race, color, or national origin: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 4 (all male)
  • Black: 2
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2


Chronic Student Absenteeismt:
Show data for

(State average from 8,737 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic127
  • American Indian4
  • Asian4
  • Black22
  • White157
  • LEP37
  • IDEA187
Chronic Student Absenteeism: 314 (male: 205, female: 109)
  • Hispanic: 127 (male: 80, female: 47)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Black: 22 (male: 20, female: 2)
  • White: 157 (male: 101, female: 56)
  • Limited English Proficiency (LEP): 37 (male: 26, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 187 (male: 119, female: 68)
Chronic Student Absenteeism per 1,000 students
School:

651.5
California:

172.7

Restraint and Seclusion:
Show data for

(State average from 741 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.

    Total Number of students with disabilities (IDEA) subjected to physical restraint

  • Hispanic19
  • Black20
  • White13
  • LEP5
Total Number of students with disabilities (IDEA) subjected to physical restraint: 52 (male: 48, female: 4)
  • Hispanic: 19 (male: 17, female: 2)
  • Black: 20 (all male)
  • White: 13 (male: 11, female: 2)
  • Limited English Proficiency (LEP): 5 (all male)

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
School:

107.9
State:

11.7

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

  • Hispanic12
  • Black36
  • White29
  • LEP2
  • IDEA61
School days missed due to out-of-school suspension: 77 (male: 71, female: 6)
  • Hispanic: 12 (male: 10, female: 2)
  • Black: 36 (all male)
  • White: 29 (male: 25, female: 4)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 61 (male: 57, female: 4)
Students with disabilities receiving one or more in-school suspension: 6 (male: 2, female: 4)
  • Hispanic: 2 (all female)
  • White: 4 (male: 2, female: 2)

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

  • Hispanic4
  • Black5
  • White7
  • LEP2
Students with disabilities receiving only one out-of-school suspension: 16 (male: 12, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 5 (all male)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
Students with disabilities receiving more than one out-of-school suspension: 12 (all male)
  • Hispanic: 2
  • Black: 5
  • White: 5

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