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Virgil Middle School in Los Angeles, CA
(06-08 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in California) from 0 (worst) to 100 (best) is 33
Address
 152 N. Vermont Ave.
Los Angeles, CA 90004
Telephone
(213) 368-2800
(make sure to verify first before calling)
City-data.com school rating
33
Students
914
Classroom Teachers (FTE)
39.3
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
758
Reduced-price lunch
eligible students
81
School district
Los Angeles 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:
Dr. Sammy Lee Medical and Health Science Magnet Elementary (0.2 miles):

63
Camino Nuevo High #2 (0.4 miles):

54
Central City Value (0.2 miles):

49
Commonwealth Avenue Elementary (0.4 miles):

45
Dayton Heights Elementary (0.6 miles):

39
Virgil Middle School:

33
Frank del Olmo Elementary (0.1 miles):

22
Alexandria Avenue Elementary (0.5 miles):

16
Soledad Enrichment Action Charter High (0.3 miles):

12
Virgil Middle School rating compared to average state, county and city schools ratings:
California:

46
Los Angeles County:

44
Los Angeles:

36
Virgil Middle School:

33

Students & Teachers


Total enrollment:
Enrollment in 2016: 914
Enrollment in 2015: 904
Enrollment in 2014: 965
Enrollment in 2013: 1,101
Enrollment in 2012: 1,215
Enrollment in 2011: 1,371
Enrollment in 2010: 1,681
Enrollment in 2009: 2,049
Enrollment in 2008: 2,182
Enrollment in 2007: 2,764
Enrollment in 2006: 2,807
Enrollment in 2005: 2,803
Enrollment in 2004: 2,801
Enrollment in 2003: 2,791
Enrollment in 2002: 2,816
Enrollment in 2001: 2,946
Enrollment in 2000: 3,008
Enrollment in 1999: 2,740

Virgil Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students326304284914
Female students160151126437
Male students166153158477
Asian students435543141
Hispanic students267235229731
Black students1210729
White students4329
Two or More Races students - 134

Enrollment by grade:
6th grade enrollment: 326
7th grade enrollment: 304
8th grade enrollment: 284

Virgil Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 437 (47.8%)
School:

47.8%
California:

49.4%
Male enrollment: 477 (52.2%)
School:

52.2%
California:

49.6%

Virgil Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Asian enrollment: 141 (15.4%)
School:

15.4%
California:

9.4%
Hispanic enrollment: 731 (80.0%)
Here:

80.0%
State:

46.0%
Black enrollment: 29 (3.2%)
School:

3.2%
California:

6.1%
White enrollment: 9 (1.0%)
Virgil Middle School:

1.0%
State:

28.3%
Two or More Races enrollment: 4 (0.4%)
Here:

0.4%
California:

4.5%

Virgil Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 839 (91.8%)
School:

91.8%
State:

61.2%
Free lunch eligible students: 758 (82.9%)
Here:

82.9%
California:

52.8%
Reduced-price lunch eligible students: 81 (8.9%)
Virgil Middle School:

8.9%
State:

8.6%

Virgil Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 39.3

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 4
Number of FTE school counselors: 3
Number of FTE nurses: 1
Number of FTE psychologists: 3
Number of FTE social workers: 1

Student/Teacher Ratio
School:

23.2
California:

22.8

Virgil Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,772,027
  • Full-time Equivalency Count of Teachers: 32.4 (Salary Expenditures: $2,522,126)
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $54,853)
  • Full-time Equivalency Count of Support Services Staff: 7.7 (Salary Expenditures: $690,838)
  • Full-time Equivalency Count of School Administration Staff: 6 (Salary Expenditures: $504,209)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $384,506
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $5,167,410
  • Salary Expenditures for Teachers: $3,372,459
  • Full-time Equivalency Count of Instructional Aides: 11.7 (Salary Expenditures: $356,083)
  • Full-time Equivalency Count of Support Services Staff: 7.7 (Salary Expenditures: $893,550)
  • Full-time Equivalency Count of School Administration Staff: 7 (Salary Expenditures: $545,319)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $507,401

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic190
  • Asian34
  • Black4
  • White2
  • IDEA67
Students Enrolled in LEP Programs: 230 (male: 129, female: 101)
  • Hispanic: 190 (male: 107, female: 83)
  • Asian: 34 (male: 20, female: 14)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 67 (male: 47, 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 (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

  • Hispanic101
  • Asian11
  • Black4
  • LEP71
Students with disabilities served under IDEA: 116 (male: 78, female: 38)
  • Hispanic: 101 (male: 67, female: 34)
  • Asian: 11 (male: 7, female: 4)
  • Black: 4 (all male)
  • Limited English Proficiency (LEP): 71 (male: 52, female: 19)
Students with disabilities served under Section 504: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

Retention:
Show data for

(State average from 212 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 8th grade: 2 (all female)
  • Hispanic: 2

Percent of 8th grade students retained
School:

0.7%
California:

4.0%

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

  • Hispanic118
  • Asian31
  • Black4
  • White2
  • Multirace2
  • LEP4
  • IDEA2
Gifted and Talented Student Enrollment: 157 (male: 85, female: 72)
  • Hispanic: 118 (male: 59, female: 59)
  • Asian: 31 (male: 20, female: 11)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

171.8
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

  • All40%
  • Males34%
  • Females46%
  • Black42%
  • Asian56%
  • Filipino62%
  • Hispanic36%
  • White36%
ELA students tested: 980
ELA students with scores: 979

Percentage Standard Met and Above:

40%
California:

49%

Standard Not Met: 36.8%
Standard Nearly Met: 23.6%
Standard Met: 28.6%
Standard Exceeded: 11.0%

All Grades:
36.8%
23.6%
28.6%
11.0%
6th Grade: (Mean Scale Score: 2487.7, Students tested: 355, Standard Not Met: 40.6%, Nearly Met: 23.7%, Met: 23.7%, Exceeded: 12.1%)
40.6%
23.7%
23.7%
12.1%
7th Grade: (Mean Scale Score: 2524.9, Students tested: 334, Standard Not Met: 32.3%, Nearly Met: 22.5%, Met: 34.4%, Exceeded: 10.8%)
32.3%
22.5%
34.4%
10.8%
8th Grade: (Mean Scale Score: 2532.7, Students tested: 291, Standard Not Met: 37.2%, Nearly Met: 24.8%, Met: 27.9%, Exceeded: 10.0%)
37.2%
24.8%
27.9%
10.0%

Virgil Middle School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All29%
  • Males25%
  • Females32%
  • Black19%
  • Asian50%
  • Filipino58%
  • Hispanic25%
  • White25%
Math students tested: 1,006
Math students with scores: 1,006

Percentage Standard Met and Above:

29%
California:

38%

Standard Not Met: 47.0%
Standard Nearly Met: 24.4%
Standard Met: 15.9%
Standard Exceeded: 12.7%

All Grades:
47.0%
24.4%
15.9%
12.7%
6th Grade: (Mean Scale Score: 2472.6, Students tested: 358, Standard Not Met: 50.6%, Nearly Met: 24.6%, Met: 12.8%, Exceeded: 12.0%)
50.6%
24.6%
12.8%
12.0%
7th Grade: (Mean Scale Score: 2498.7, Students tested: 350, Standard Not Met: 44.3%, Nearly Met: 24.3%, Met: 18.6%, Exceeded: 12.9%)
44.3%
24.3%
18.6%
12.9%
8th Grade: (Mean Scale Score: 2518.0, Students tested: 298, Standard Not Met: 46.0%, Nearly Met: 24.2%, Met: 16.4%, Exceeded: 13.4%)
46.0%
24.2%
16.4%
13.4%

Virgil Middle 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

  • All7%
  • Males6%
  • Females9%
  • Hispanic7%
ELA students tested: 27
ELA students with scores: 27

Percentage Level 3:

7%
State:

15%

Level 1: 59.3% The student showed limited understanding of core concepts.
Level 2: 33.3% The student showed foundational understanding of core concepts.
Level 3: 7.4% The student showed understanding of core concepts.

8th Grade: (Mean Scale Score: 841.0, Students tested: 11, Level1: 45.5%, Level 2: 36.4%, Level 3: 18.2%)
45.5%
36.4%
18.2%

    Math Percentage Level 3

  • All4%
  • Females9%
  • Hispanic7%
Math students tested: 27
Math students with scores: 27

Percentage Level 3:

4%
California:

6%

Level 1: 85.2% The student showed limited understanding of core concepts.
Level 2: 11.1% The student showed foundational understanding of core concepts.
Level 3: 3.7% The student showed understanding of core concepts.

8th Grade: (Mean Scale Score: 832.5, Students tested: 11, Level1: 63.6%, Level 2: 27.3%, Level 3: 9.1%)
63.6%
27.3%
9.1%

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.

Standards-based Tests in Spanish (STS) - The STS consists of multiple-choice tests in Spanish that assess RLA in grades two through eleven. Local education agencies had the option of administering the STS for RLA to the Spanish-speaking English learners (ELs) in grades two through eleven who either were receiving instruction in Spanish or had been enrolled in school in the United States for less than 12 months when testing began.

STS Reading-Language Arts students tested: 14
STS Reading-Language Arts students with scores: 14

Percentage At Or Above Proficient:

7%
State:

21%

Percentage Far Below Basic: 14.3% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 57.1% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 21.4% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 7.1% 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.

7th Grade: (Mean Scale Score: 289.9, Students tested: 14, Far Below Basic: 14.3%, Below Basic: 57.1%, Basic: 21.4%, Proficient: 7.1%, Advanced: 0.0%)
14.3%
57.1%
21.4%
7.1%

The Physical Fitness Test:
Show data for
The Physical Fitness Test (PFT) for students in California schools is the FITNESSGRAM. The main goal of the test is to help students in starting life-long habits of regular physical activity.
Aerobic Capacity:
7th grade: (Students tested: 353, Needs Improvement - High Risk: 44.5%, Needs Improvement: 44.5%, Healthy Fitness Zone: 11.0%)
44.5%
44.5%
11.0%
Body Composition:
7th grade: (Students tested: 353, Needs Improvement - High Risk: 51.8%, Needs Improvement: 27.5%, Healthy Fitness Zone: 20.7%)
51.8%
27.5%
20.7%
Abdominal Strength:
7th grade: (Students tested: 353, Needs Improvement - High Risk: 77.3%, Needs Improvement: 22.7%, Healthy Fitness Zone: 0.0%)
77.3%
22.7%
Trunk Extension Strength:
7th grade: (Students tested: 353, Needs Improvement - High Risk: 78.5%, Needs Improvement: 21.5%, Healthy Fitness Zone: 0.0%)
78.5%
21.5%
Upper Body Strength:
7th grade: (Students tested: 353, Needs Improvement - High Risk: 58.6%, Needs Improvement: 41.4%, Healthy Fitness Zone: 0.0%)
58.6%
41.4%
Flexibility:
7th grade: (Students tested: 353, Needs Improvement - High Risk: 78.2%, Needs Improvement: 21.8%, Healthy Fitness Zone: 0.0%)
78.2%
21.8%

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).

Virgil Middle School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 332
Number of students who met CELDT criterion: 92

Students who met CELDT criterion:

28.0%
California:

34.0%
Grade 6:
Student Count: 131
Number of students who met CELDT criterion: 34

Students who met CELDT criterion:

26.0%
California:

39.0%
Listening Mean Scale Score:

505.9
California:

532.4
Reading Mean Scale Score:

501.8
California:

518.5
Speaking Mean Scale Score:

503.6
California:

518.5
Writing Mean Scale Score:

501.2
State:

522.0
Grade 7:
Student Count: 104
Number of students who met CELDT criterion: 22

Students who met CELDT criterion:

21.0%
California:

48.0%
Listening Mean Scale Score:

443.9
State:

547.6
Reading Mean Scale Score:

485.0
California:

534.4
Speaking Mean Scale Score:

451.9
California:

529.9
Writing Mean Scale Score:

463.8
California:

530.2
Grade 8:
Student Count: 97
Number of students who met CELDT criterion: 36

Students who met CELDT criterion:

37.0%
State:

47.0%
Listening Mean Scale Score:

495.1
State:

556.2
Reading Mean Scale Score:

525.5
California:

547.2
Speaking Mean Scale Score:

483.1
State:

536.1
Writing Mean Scale Score:

496.2
California:

537.0

Accountability


Adequate Yearly Progress:
Show data for

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

Virgil Middle School - Adequate Yearly Progress status


ELA Participation Rate
School:

97.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic99
  • Asian100
  • Filipino100
  • Black97
  • White100
  • Multirace100
  • SED100
  • LEP96
  • With Disabilities99
  • Hispanic: 99% (tested 702 out of 707 enrolled)
  • Asian: 100% (tested 49 out of 49 enrolled)
  • Filipino: 100% (tested 83 out of 83 enrolled)
  • Black: 97% (tested 25 out of 26 enrolled)
  • White: 100% (tested 11 out of 11 enrolled)
  • Two or More Races: 100% (tested 4 out of 4 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 812 out of 816 enrolled)
  • English Learners: 96% (tested 443 out of 463 enrolled)
  • Students with Disabilities: 99% (tested 98 out of 99 enrolled)

Math Participation Rate
Here:

99.0%
State:

96.1%

    Math Participation Rate

  • Hispanic100
  • Asian100
  • Filipino100
  • Black93
  • White100
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities99
  • Hispanic: 100% (tested 722 out of 725 enrolled)
  • Asian: 100% (tested 51 out of 51 enrolled)
  • Filipino: 100% (tested 83 out of 83 enrolled)
  • Black: 93% (tested 26 out of 28 enrolled)
  • White: 100% (tested 11 out of 11 enrolled)
  • Two or More Races: 100% (tested 4 out of 4 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 831 out of 834 enrolled)
  • English Learners: 100% (tested 484 out of 485 enrolled)
  • Students with Disabilities: 99% (tested 98 out of 99 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: 23 (male: 21, female: 2)
  • Hispanic: 16 (male: 14, female: 2)
  • Asian: 5 (all male)
  • Two or More Races: 2 (all male)

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

25.2
State:

21.3
Students with disabilities who were referred to a law enforcement agency or official: 28 (male: 26, female: 2)
  • Hispanic: 28 (male: 26, female: 2)

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

30.6
California:

7.2

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.

Harassment or bullying on the basis of religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of religion constitutes religious harassment.
Allegations of harassment or bullying on the basis of sex: 7
Allegations of harassment or bullying on the basis of sex per 1,000 students
School:

7.7
California:

6.8

    Students reported as harassed or bullied on the basis of sex

  • Hispanic7
  • Black2
  • LEP2
  • IDEA2
  • 5042
Students reported as harassed or bullied on the basis of sex: 9 (male: 2, female: 7)
  • Hispanic: 7 (male: 2, female: 5)
  • Black: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
  • Section 504: 2 (all female)

Allegations of harassment or bullying on the basis of race, color, or national origin: 4
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Here:

4.4
State:

3.0

    Students reported as harassed or bullied on the basis of race, color, or national origin

  • Hispanic4
  • Black2
  • LEP2
  • IDEA2
Students reported as harassed or bullied on the basis of race, color, or national origin: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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
Virgil Middle School:

2.2
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

  • Hispanic55
  • Asian7
  • Black4
  • LEP34
  • IDEA16
  • 5042
Chronic Student Absenteeism: 66 (male: 33, female: 33)
  • Hispanic: 55 (male: 26, female: 29)
  • Asian: 7 (male: 5, female: 2)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 34 (male: 20, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 8, female: 8)
  • Section 504: 2 (all female)
Chronic Student Absenteeism per 1,000 students
Virgil Middle School:

72.2
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: 2 (all male)
  • Hispanic: 2

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

2.2
California:

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: 1 (all male)
  • Asian: 1
Instances of out-of-school suspension (Students without disabilities): 1

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

1.1
State:

84.8
Students without disabilities receiving one or more in-school suspension: 2 (all male)
  • Asian: 2
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • Asian: 2

Classes & Courses


Algebra I:
Show data for

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

    8th grade student enrollment in Algebra I

  • Hispanic28
  • Asian16
  • Black2
  • Multirace2
  • LEP2
8th grade student enrollment in Algebra I: 48 (male: 32, female: 16)
  • Hispanic: 28 (male: 17, female: 11)
  • Asian: 16 (male: 11, female: 5)
  • Black: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
8th grade studenst who passed Algebra I: 43 (male: 26, female: 17)
  • Hispanic: 29 (male: 16, female: 13)
  • Asian: 14 (male: 10, female: 4)
Percent of 8th grade students who passed
Virgil Middle School:

89.6%
California:

85.6%

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: 2


    Student Enrollment in Geometry

  • Hispanic22
  • Asian13
  • Native Hawaiian2
  • Black2
  • White4
  • IDEA2
Student Enrollment in Geometry: 43 (male: 18, female: 25)
  • Hispanic: 22 (male: 11, female: 11)
  • Asian: 13 (male: 5, female: 8)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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