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Merced County Special Education School in Merced, 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
 632 W. 13th St.
Merced, CA 95341
Telephone
(209) 381-6711
(make sure to verify first before calling)
Website
http://www.mcoe.org
City-data.com school rating
0
Students
574
Classroom Teachers (FTE)
48.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
501
Reduced-price lunch
eligible students
16
School district
Merced County Office of Education
Charter school
No
Title I status
Title I targeted assistance eligible school-No program
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Sequoia High (0.8 miles):

43
John C. Fremont Elementary (0.8 miles):

20
Yosemite High (Continuation) (0.8 miles):

18
Independence High (Alternative) (0.8 miles):

17
Tenaya Middle (0.4 miles):

16
Margaret Sheehy Elementary (0.8 miles):

15
Alicia Reyes Elementary (0.8 miles):

9
Don Stowell Elementary (0.9 miles):

7
Merced County Special Education School:

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

46
Merced County:

30
Merced:

30
Merced County Special Education:

0

Students & Teachers


Total enrollment:
Enrollment in 2016: 574
Enrollment in 2015: 559
Enrollment in 2014: 583
Enrollment in 2013: 558
Enrollment in 2012: 529
Enrollment in 2011: 554
Enrollment in 2010: 526
Enrollment in 2009: 414
Enrollment in 2008: 490
Enrollment in 2007: 369
Enrollment in 2006: 474
Enrollment in 2005: 476
Enrollment in 2004: 424
Enrollment in 2003: 414
Enrollment in 2002: 384
Enrollment in 2001: 386
Enrollment in 2000: 383
Enrollment in 1999: 348

Merced 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 students61413440523644454329252698574
Female students1613715141417111267936177
Male students45282725382227343123181762397
American Indian/Alaska Native students - - - - - - - - - - - - 11
Asian students4123212 - 2111828
Hispanic students45262123322230292519121361358
Black students - - 3242422141631
White students111251012981014881020137
Hawaiian Native/Pacific Islander students1 - - - - - - 2 - - - - 25
Two or More Races students - 23222 - 2 - - - 1 - 14

Enrollment by grade:
Kindergarten enrollment: 61
1st grade enrollment: 41
2nd grade enrollment: 34
3rd grade enrollment: 40
4th grade enrollment: 52
5th grade enrollment: 36
6th grade enrollment: 44
7th grade enrollment: 45
8th grade enrollment: 43
9th grade enrollment: 29
10th grade enrollment: 25
11th grade enrollment: 26
12th grade enrollment: 98

Merced County Special Education School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 177 (30.8%)
Merced County Special Education School:

30.8%
State:

49.4%
Male enrollment: 397 (69.2%)
School:

69.2%
California:

49.6%

Merced County Special Education School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 1 (0.2%)
Merced County Special Education School:

0.2%
California:

1.0%
Asian enrollment: 28 (4.9%)
Merced County Special Education School:

4.9%
State:

9.4%
Hispanic enrollment: 358 (62.4%)
Here:

62.4%
State:

46.0%
Black enrollment: 31 (5.4%)
School:

5.4%
California:

6.1%
White enrollment: 137 (23.9%)
Here:

23.9%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 5 (0.9%)
Here:

0.9%
California:

0.6%
Two or More Races enrollment: 14 (2.4%)
Here:

2.4%
California:

4.5%

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


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 517 (90.1%)
Merced County Special Education School:

90.1%
State:

61.2%
Free lunch eligible students: 501 (87.3%)
Here:

87.3%
State:

52.8%
Reduced-price lunch eligible students: 16 (2.8%)
School:

2.8%
State:

8.6%

Merced County Special Education School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 48

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 9
Number of FTE nurses: 7.5
Number of FTE psychologists: 14

Student/Teacher Ratio
Merced County Special Education School:

12.0
State:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $12,651,581
  • Full-time Equivalency Count of Teachers: 10 (Salary Expenditures: $4,316,874)
  • Full-time Equivalency Count of Instructional Aides: 250 (Salary Expenditures: $4,597,183)
  • Full-time Equivalency Count of Support Services Staff: 31 (Salary Expenditures: $2,163,455)
  • Full-time Equivalency Count of School Administration Staff: 27 (Salary Expenditures: $1,574,068)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $8,718,177
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $0
  • Salary Expenditures for Teachers: $4,316,874
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $0

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 22 (all male)
  • Hispanic: 17
  • Asian: 5

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

  • Hispanic425
  • Asian35
  • Native Hawaiian4
  • Black29
  • White149
  • Multirace14
  • LEP137
Students with disabilities served under IDEA: 656 (male: 465, female: 191)
  • Hispanic: 425 (male: 295, female: 130)
  • Asian: 35 (male: 25, female: 10)
  • Native Hawaiian / Pacific Islander: 4 (all male)
  • Black: 29 (male: 19, female: 10)
  • White: 149 (male: 112, female: 37)
  • Two or More Races: 14 (male: 10, female: 4)
  • Limited English Proficiency (LEP): 137 (male: 82, female: 55)

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

  • All2%
  • Males3%
  • White6%
ELA students tested: 51
ELA students with scores: 50

Percentage Standard Met and Above:

2%
State:

49%

Standard Not Met: 90.0%
Standard Nearly Met: 8.0%
Standard Met: 2.0%
Standard Exceeded: 0.0%

8th Grade: (Mean Scale Score: 2379.6, Students tested: 11, Standard Not Met: 100.0%, Nearly Met: 0.0%, Met: 0.0%, Exceeded: 0.0%)
100.0%

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

    Math Standard Met and Above

  • All2%
  • Males3%
  • White6%
Math students tested: 49
Math students with scores: 49

Percentage Standard Met and Above:

2%
California:

38%

Standard Not Met: 89.8%
Standard Nearly Met: 8.2%
Standard Met: 0.0%
Standard Exceeded: 2.0%

All Grades:
89.8%
8.2%
2.0%

Merced 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

  • All4%
  • Males5%
  • Females3%
  • Hispanic3%
  • White5%
ELA students tested: 187
ELA students with scores: 187

Percentage Level 3:

4%
California:

15%

Level 1: 67.9% The student showed limited understanding of core concepts.
Level 2: 27.8% The student showed foundational understanding of core concepts.
Level 3: 4.3% The student showed understanding of core concepts.

All Grades:
67.9%
27.8%
4.3%
3rd Grade: (Mean Scale Score: 330.0, Students tested: 25, Level1: 72.0%, Level 2: 8.0%, Level 3: 20.0%)
72.0%
8.0%
20.0%
4th Grade: (Mean Scale Score: 421.9, Students tested: 37, Level1: 86.5%, Level 2: 13.5%, Level 3: 0.0%)
86.5%
13.5%
5th Grade: (Mean Scale Score: 528.9, Students tested: 31, Level1: 67.7%, Level 2: 29.0%, Level 3: 3.2%)
67.7%
29.0%
3.2%
6th Grade: (Mean Scale Score: 637.9, Students tested: 24, Level1: 62.5%, Level 2: 37.5%, Level 3: 0.0%)
62.5%
37.5%
7th Grade: (Mean Scale Score: 730.7, Students tested: 32, Level1: 75.0%, Level 2: 21.9%, Level 3: 3.1%)
75.0%
21.9%
3.1%
8th Grade: (Mean Scale Score: 842.6, Students tested: 27, Level1: 29.6%, Level 2: 66.7%, Level 3: 3.7%)
29.6%
66.7%
3.7%
11th Grade: (Mean Scale Score: 923.3, Students tested: 11, Level1: 81.8%, Level 2: 18.2%, Level 3: 0.0%)
81.8%
18.2%

    Math Percentage Level 3

  • All2%
  • Males3%
  • Hispanic2%
  • White3%
Math students tested: 188
Math students with scores: 188

Percentage Level 3:

2%
California:

6%

Level 1: 79.3% The student showed limited understanding of core concepts.
Level 2: 18.6% The student showed foundational understanding of core concepts.
Level 3: 2.1% The student showed understanding of core concepts.

All Grades:
79.3%
18.6%
2.1%
3rd Grade: (Mean Scale Score: 325.0, Students tested: 25, Level1: 84.0%, Level 2: 12.0%, Level 3: 4.0%)
84.0%
12.0%
4.0%
4th Grade: (Mean Scale Score: 421.0, Students tested: 37, Level1: 81.1%, Level 2: 18.9%, Level 3: 0.0%)
81.1%
18.9%
5th Grade: (Mean Scale Score: 531.5, Students tested: 31, Level1: 74.2%, Level 2: 19.4%, Level 3: 6.5%)
74.2%
19.4%
6.5%
6th Grade: (Mean Scale Score: 637.2, Students tested: 25, Level1: 72.0%, Level 2: 28.0%, Level 3: 0.0%)
72.0%
28.0%
7th Grade: (Mean Scale Score: 724.7, Students tested: 32, Level1: 81.3%, Level 2: 18.8%, Level 3: 0.0%)
81.3%
18.8%
8th Grade: (Mean Scale Score: 831.6, Students tested: 27, Level1: 74.1%, Level 2: 22.2%, Level 3: 3.7%)
74.1%
22.2%
3.7%
11th Grade: (Mean Scale Score: 917.7, Students tested: 11, Level1: 100.0%, Level 2: 0.0%, Level 3: 0.0%)
100.0%

Paper-based CAASPP:
Show data for

(State average from 1,311 schools)
California Assessment of Student Performance and Progress (CAASPP) System includes paper-based tests:

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.

CAPA Science students tested: 11
CAPA Science students with scores: 11

Percentage At Or Above Proficient:

64%
California:

67%

Percentage Far Below Basic: 18.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 18.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 36.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 27.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

: (Mean Scale Score: 32.7, Students tested: 11, Far Below Basic: 18.0%, Below Basic: 0.0%, Basic: 18.0%, Proficient: 36.0%, Advanced: 27.0%)
18.0%
18.0%
36.0%
27.0%

California High School Exit Exam:
Show data for

(State average from 2,357 schools)
Beginning with the Class of 2006, students in California public schools were required to pass the California High School Exit Examination (CAHSEE) to demonstrate competency in grade-level skills in reading, writing, and mathematics to earn a high school diploma. The content of the CAHSEE was based on content standards in English-language arts and mathematics that were adopted by the State Board of Education (SBE) in 2003. In 2010, the SBE adopted the Common Core State Standards in English language arts and mathematics. The CAHSEE has been repealed. Assembly Bill 830 was chaptered into law by Governor Brown on October 10, 2017. This law eliminates the CAHSEE and removes it as a condition of receiving a diploma of graduation or a condition of graduation from high school.

Merced County Special Education School - California High School Exit Exam results

Math Mean Scale Score:

326
California:

375
Math Percentage Passed:

17%
State:

68%
Math Number Tested: 18
Math Number Passed: 3

Math Percent Correct compared to California average:
  • Probability & Statistics:

    46%
    California:

    70%
  • Number Sense:

    41%
    State:

    68%
  • Algebra & Functions:

    33%
    State:

    67%
  • Measurement & Geometry:

    37%
    California:

    63%
  • Algebra 1:

    33%
    State:

    58%
ELA Mean Scale Score:

326
California:

368
ELA Percentage Passed:

46%
State:

66%
ELA Number Tested: 13
ELA Number Passed: 6

ELA Percent Correct compared to California average:
  • Reading - Word Analysis:

    57%
    California:

    72%
  • Reading - Reading Comprehension:

    49%
    State:

    71%
  • Reading - Literary Responses and Analysis:

    50%
    State:

    73%
  • Writing - Writing Strategies:

    40%
    California:

    64%
  • Writing - Writing Conventions:

    42%
    State:

    70%

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: 39, Needs Improvement - High Risk: 7.7%, Needs Improvement: 89.7%, Healthy Fitness Zone: 2.6%)
7.7%
89.7%
2.6%
7th grade: (Students tested: 30, Needs Improvement - High Risk: 13.3%, Needs Improvement: 76.7%, Healthy Fitness Zone: 10.0%)
13.3%
76.7%
10.0%
9th grade: (Students tested: 23, Needs Improvement - High Risk: 8.7%, Needs Improvement: 87.0%, Healthy Fitness Zone: 4.3%)
8.7%
87.0%
4.3%
Body Composition:
5th grade: (Students tested: 39, Needs Improvement - High Risk: 38.5%, Needs Improvement: 30.8%, Healthy Fitness Zone: 30.7%)
38.5%
30.8%
30.7%
7th grade: (Students tested: 30, Needs Improvement - High Risk: 33.3%, Needs Improvement: 23.3%, Healthy Fitness Zone: 43.4%)
33.3%
23.3%
43.4%
9th grade: (Students tested: 23, Needs Improvement - High Risk: 39.1%, Needs Improvement: 8.7%, Healthy Fitness Zone: 52.2%)
39.1%
8.7%
52.2%
Abdominal Strength:
5th grade: (Students tested: 39, Needs Improvement - High Risk: 12.8%, Needs Improvement: 87.2%, Healthy Fitness Zone: 0.0%)
12.8%
87.2%
7th grade: (Students tested: 30, Needs Improvement - High Risk: 30.0%, Needs Improvement: 70.0%, Healthy Fitness Zone: 0.0%)
30.0%
70.0%
9th grade: (Students tested: 23, Needs Improvement - High Risk: 17.4%, Needs Improvement: 82.6%, Healthy Fitness Zone: 0.0%)
17.4%
82.6%
Trunk Extension Strength:
5th grade: (Students tested: 39, Needs Improvement - High Risk: 28.2%, Needs Improvement: 71.8%, Healthy Fitness Zone: 0.0%)
28.2%
71.8%
7th grade: (Students tested: 30, Needs Improvement - High Risk: 60.0%, Needs Improvement: 40.0%, Healthy Fitness Zone: 0.0%)
60.0%
40.0%
9th grade: (Students tested: 23, Needs Improvement - High Risk: 52.2%, Needs Improvement: 47.8%, Healthy Fitness Zone: 0.0%)
52.2%
47.8%
Upper Body Strength:
5th grade: (Students tested: 39, Needs Improvement - High Risk: 5.1%, Needs Improvement: 94.9%, Healthy Fitness Zone: 0.0%)
5.1%
94.9%
7th grade: (Students tested: 30, Needs Improvement - High Risk: 3.3%, Needs Improvement: 96.7%, Healthy Fitness Zone: 0.0%)
3.3%
96.7%
9th grade: (Students tested: 23, Needs Improvement - High Risk: 0.0%, Needs Improvement: 100.0%, Healthy Fitness Zone: 0.0%)
100.0%
Flexibility:
5th grade: (Students tested: 39, Needs Improvement - High Risk: 33.3%, Needs Improvement: 66.7%, Healthy Fitness Zone: 0.0%)
33.3%
66.7%
7th grade: (Students tested: 30, Needs Improvement - High Risk: 36.7%, Needs Improvement: 63.3%, Healthy Fitness Zone: 0.0%)
36.7%
63.3%
9th grade: (Students tested: 23, Needs Improvement - High Risk: 39.1%, Needs Improvement: 60.9%, Healthy Fitness Zone: 0.0%)
39.1%
60.9%

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).

Merced County Special Education School - Adequate Yearly Progress status


ELA Participation Rate
Merced County Special Education School:

28.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic25
  • Black17
  • White28
  • Multirace100
  • SED29
  • LEP75
  • With Disabilities28
  • Hispanic: 25% (tested 8 out of 33 enrolled)
  • Black: 17% (tested 1 out of 6 enrolled)
  • White: 28% (tested 7 out of 25 enrolled)
  • Two or More Races: 100% (tested 3 out of 3 enrolled)
  • Socioeconomic Disadvantaged: 29% (tested 17 out of 59 enrolled)
  • English Learners: 75% (tested 3 out of 4 enrolled)
  • Students with Disabilities: 28% (tested 19 out of 68 enrolled)

Math Participation Rate
Here:

30.0%
California:

96.1%

    Math Participation Rate

  • Hispanic25
  • Black34
  • White32
  • Multirace67
  • SED29
  • LEP50
  • With Disabilities30
  • Hispanic: 25% (tested 8 out of 33 enrolled)
  • Black: 34% (tested 2 out of 6 enrolled)
  • White: 32% (tested 8 out of 25 enrolled)
  • Two or More Races: 67% (tested 2 out of 3 enrolled)
  • Socioeconomic Disadvantaged: 29% (tested 17 out of 59 enrolled)
  • English Learners: 50% (tested 2 out of 4 enrolled)
  • Students with Disabilities: 30% (tested 20 out of 68 enrolled)

Health & Safety


Chronic Student Absenteeismt:
Show data for

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

    Chronic Student Absenteeism

  • Hispanic190
  • Asian7
  • Native Hawaiian4
  • Black16
  • White73
  • Multirace4
  • IDEA280
Chronic Student Absenteeism: 294 (male: 195, female: 99)
  • Hispanic: 190 (male: 125, female: 65)
  • Asian: 7 (male: 5, female: 2)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 16 (male: 11, female: 5)
  • White: 73 (male: 50, female: 23)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 280 (male: 188, female: 92)
Chronic Student Absenteeism per 1,000 students
School:

512.2
California:

172.7

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