George Kelly Elementary School in Tracy, CA
(KG-08 • Public • Regular School)
- Address
- 535 Mabel Josephine Dr.
Tracy, CA 95377
- Telephone
- (209) 830-3390
(make sure to verify first before calling)
- City-data.com school rating
- 62
- Students
- 1,130
- Classroom Teachers (FTE)
- 44.0
- National School Lunch
Program (NSLP) Status - No
- Free lunch eligible students
- 237
- Reduced-price lunch
eligible students - 99
- School district
- Tracy Joint Unified
- Charter school
- No
- Title I status
- Not a Title I school
- Magnet School Indicator
- No
- Shared Time Indicator
- Missing
- Adult education offered
- No
Ratings
John C. Kimball High (0.9 miles): | 67 |
Monticello Elementary (1.7 miles): | 66 |
George Kelly Elementary School: | 62 |
Wanda Hirsch Elementary (1.4 miles): | 53 |
Art Freiler (1.7 miles): | 50 |
Merrill F. West High (1.9 miles): | 47 |
Earle E. Williams Middle (1.1 miles): | 37 |
South/West Park Elementary (1.7 miles): | 30 |
Louis J. Villalovoz Elementary (1.2 miles): | 24 |
California: | 46 |
San Joaquin County: | 36 |
Tracy: | 43 |
George Kelly Elementary School: | 62 |
Students & Teachers
Total enrollment:
Enrollment in 2015: 1,125
Enrollment in 2014: 1,147
Enrollment in 2013: 1,161
Enrollment in 2012: 1,166
Enrollment in 2011: 1,150
Enrollment in 2010: 1,123
Enrollment in 2009: 1,131
Enrollment in 2008: 1,024
Enrollment in 2007: 1,104
Enrollment in 2006: 1,005
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | KG | G01 | G02 | G03 | G04 | G05 | G06 | G07 | G08 | Total |
---|---|---|---|---|---|---|---|---|---|---|
All students | 108 | 100 | 127 | 127 | 128 | 128 | 132 | 139 | 141 | 1,130 |
Female students | 59 | 45 | 62 | 64 | 68 | 53 | 66 | 65 | 74 | 556 |
Male students | 49 | 55 | 65 | 63 | 60 | 75 | 66 | 74 | 67 | 574 |
American Indian/Alaska Native students | - | 1 | - | 3 | - | - | 1 | - | - | 5 |
Asian students | 31 | 24 | 38 | 33 | 32 | 34 | 35 | 28 | 43 | 298 |
Hispanic students | 29 | 32 | 30 | 33 | 38 | 43 | 39 | 52 | 37 | 333 |
Black students | 4 | 7 | 5 | 12 | 7 | 7 | 10 | 16 | 9 | 77 |
White students | 29 | 21 | 41 | 35 | 42 | 34 | 40 | 32 | 38 | 312 |
Hawaiian Native/Pacific Islander students | 2 | 2 | 2 | 2 | 1 | 3 | - | 1 | 2 | 15 |
Two or More Races students | 13 | 13 | 11 | 9 | 8 | 7 | 7 | 10 | 12 | 90 |
Enrollment by grade:
1st grade enrollment: 100
2nd grade enrollment: 127
3rd grade enrollment: 127
4th grade enrollment: 128
5th grade enrollment: 128
6th grade enrollment: 132
7th grade enrollment: 139
8th grade enrollment: 141
George Kelly Elementary School - Historical enrollment by grade
Enrollment by gender:
(State average from 12,430 schools)
George Kelly Elementary School: | 49.2% |
California: | 49.4% |
George Kelly Elementary School: | 50.8% |
State: | 49.6% |
George Kelly Elementary School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 12,430 schools)
Here: | 0.4% |
California: | 1.0% |
School: | 26.4% |
California: | 9.4% |
School: | 29.5% |
State: | 46.0% |
George Kelly Elementary School: | 6.8% |
State: | 6.1% |
George Kelly Elementary School: | 27.6% |
State: | 28.3% |
School: | 1.3% |
California: | 0.6% |
School: | 8.0% |
California: | 4.5% |
George Kelly Elementary School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 10,111 schools)
George Kelly Elementary School: | 29.7% |
State: | 61.2% |
George Kelly Elementary School: | 21.0% |
State: | 52.8% |
George Kelly Elementary School: | 8.8% |
California: | 8.6% |
George Kelly Elementary School - Lunch Program Eligibility
Teachers and support:
(State average from 12,394 schools)
Number of FTE teachers in their second year of teaching: 4
Number of FTE teachers who were absent more than 10 school days during the school years: 28
Number of FTE psychologists: 0.8
Student/Teacher Ratio
George Kelly Elementary School: | 25.7 |
State: | 22.8 |
George Kelly Elementary School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
- Full-time Equivalency Count of Teachers: 45.6 (Salary Expenditures: $4,035,941)
- Full-time Equivalency Count of Instructional Aides: 5.7 (Salary Expenditures: $239,106)
- Full-time Equivalency Count of Support Services Staff: 4.9 (Salary Expenditures: $253,524)
- Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $359,850)
- Salary Expenditures for Teachers: $4,163,489
- Full-time Equivalency Count of Instructional Aides: 5.7 (Salary Expenditures: $246,663)
- Full-time Equivalency Count of Support Services Staff: 4.9 (Salary Expenditures: $261,536)
- Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $371,222)
Limited English Proficiency:
- Hispanic97
- American Indian2
- Asian136
- Native Hawaiian4
- Black5
- White22
- Multirace4
- IDEA16
Students Enrolled in LEP Programs
- Hispanic: 97 (male: 50, female: 47)
- American Indian / Alaska Native: 2 (all female)
- Asian: 136 (male: 80, female: 56)
- Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
- Black: 5 (all male)
- White: 22 (male: 11, female: 11)
- Two or More Races: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 16 (male: 11, female: 5)
Students with disabilities:
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.
- Hispanic23
- Asian11
- Black14
- White20
- Multirace4
- LEP14
Students with disabilities served under IDEA
- Hispanic: 23 (male: 19, female: 4)
- Asian: 11 (male: 7, female: 4)
- Black: 14 (male: 7, female: 7)
- White: 20 (male: 13, female: 7)
- Two or More Races: 4 (all male)
- Limited English Proficiency (LEP): 14 (male: 10, female: 4)
Students with disabilities served under Section 504: 14 (male: 12, female: 2)
- Hispanic: 5 (all male)
- Asian: 2 (all male)
- White: 7 (male: 5, female: 2)
Retention:
(State average from 2,659 schools)
- Native Hawaiian / Pacific Islander: 2
Percent of Kindergarten students retained
Here: | 1.9% |
California: | 5.3% |
Total number of students retained in 1st grade: 2 (all male)
- Hispanic: 2
Percent of 1st grade students retained
School: | 2.0% |
State: | 4.8% |
Total number of students retained in 2nd grade: 2 (all female)
- Black: 2
Percent of 2nd grade students retained
School: | 1.6% |
California: | 2.9% |
Statewide Student Assessments
Smarter Balanced Summative Assessments:
(State average from 10,463 schools)
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.
- All57%
- Males53%
- Females62%
- Black25%
- Asian46%
- Filipino50%
- Hispanic39%
- White57%
- Multirace60%
ELA Standard Met and Above
ELA students with scores: 750
Percentage Standard Met and Above: | 57% |
State: | 49% |
Standard Not Met: 18.4%
Standard Nearly Met: 24.4%
Standard Met: 38.9%
Standard Exceeded: 18.3%
All Grades:
George Kelly Elementary School - ELA Area Achievement Levels (all grades)
- All41%
- Males41%
- Females40%
- Black5%
- Asian43%
- Filipino27%
- Hispanic18%
- White42%
- Multirace31%
Math Standard Met and Above
Math students with scores: 649
Percentage Standard Met and Above: | 41% |
California: | 38% |
Standard Not Met: 22.2%
Standard Nearly Met: 37.3%
Standard Met: 26.5%
Standard Exceeded: 14.0%
All Grades:
George Kelly Elementary School - Math Area Achievement Levels (all grades)
Paper-based CAASPP:
(State average from 9,784 schools)
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.
CST Science students with scores: 124
Percentage At Or Above Proficient: | 60% |
State: | 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: 6.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 33.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 44.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 16.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
5th Grade: (Mean Scale Score: 362.6, Students tested: 124, Far Below Basic: 1.0%, Below Basic: 6.0%, Basic: 33.0%, Proficient: 44.0%, Advanced: 16.0%)
CST Science students tested: 120
CST Science students with scores: 120
Percentage At Or Above Proficient: | 89% |
State: | 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: 2.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 8.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 19.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 70.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
8th Grade: (Mean Scale Score: 436.9, Students tested: 120, Far Below Basic: 1.0%, Below Basic: 2.0%, Basic: 8.0%, Proficient: 19.0%, Advanced: 70.0%)
CMA Science students tested: 15
CMA Science students with scores: 15
Percentage At Or Above Proficient: | 53% |
State: | 38% |
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: 13.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 33.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 47.0% 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: 347.7, Students tested: 15, Far Below Basic: 1.0%, Below Basic: 13.0%, Basic: 33.0%, Proficient: 47.0%, Advanced: 7.0%)
The Physical Fitness Test:
5th grade: (Students tested: 126, Needs Improvement - High Risk: 71.4%, Needs Improvement: 22.2%, Healthy Fitness Zone: 6.4%)
Body Composition:
5th grade: (Students tested: 126, Needs Improvement - High Risk: 69.0%, Needs Improvement: 13.5%, Healthy Fitness Zone: 17.5%)
Abdominal Strength:
5th grade: (Students tested: 126, Needs Improvement - High Risk: 66.7%, Needs Improvement: 33.3%, Healthy Fitness Zone: 0.0%)
Trunk Extension Strength:
5th grade: (Students tested: 126, Needs Improvement - High Risk: 94.4%, Needs Improvement: 5.6%, Healthy Fitness Zone: 0.0%)
Upper Body Strength:
5th grade: (Students tested: 126, Needs Improvement - High Risk: 64.3%, Needs Improvement: 35.7%, Healthy Fitness Zone: 0.0%)
Flexibility:
5th grade: (Students tested: 126, Needs Improvement - High Risk: 76.2%, Needs Improvement: 23.8%, Healthy Fitness Zone: 0.0%)
California English Language Development Test:
(State average from 9,932 schools)
George Kelly Elementary School - students who met CELDT criterion (all grades)
Student Count: 253
Number of students who met CELDT criterion: 141
Students who met CELDT criterion: | 56.0% |
California: | 34.0% |
Kindergarten:
Student Count: 30
Number of students who met CELDT criterion: 8
Students who met CELDT criterion: | 27.0% |
California: | 13.0% |
Listening Mean Scale Score: | 436.2 |
State: | 364.6 |
Reading Mean Scale Score: | 296.0 |
California: | 276.6 |
Speaking Mean Scale Score: | 409.0 |
State: | 375.9 |
Writing Mean Scale Score: | 305.7 |
California: | 286.0 |
Grade 1:
Student Count: 33
Number of students who met CELDT criterion: 24
Students who met CELDT criterion: | 73.0% |
State: | 44.0% |
Listening Mean Scale Score: | 503.0 |
California: | 439.9 |
Reading Mean Scale Score: | 406.5 |
State: | 383.8 |
Speaking Mean Scale Score: | 456.4 |
California: | 446.4 |
Writing Mean Scale Score: | 407.8 |
California: | 386.5 |
Grade 2:
Student Count: 27
Number of students who met CELDT criterion: 8
Students who met CELDT criterion: | 30.0% |
State: | 27.0% |
Listening Mean Scale Score: | 494.5 |
California: | 477.2 |
Reading Mean Scale Score: | 472.8 |
State: | 440.5 |
Speaking Mean Scale Score: | 524.4 |
California: | 483.0 |
Writing Mean Scale Score: | 490.7 |
California: | 456.4 |
Grade 3:
Student Count: 35
Number of students who met CELDT criterion: 10
Students who met CELDT criterion: | 29.0% |
California: | 26.0% |
Listening Mean Scale Score: | 484.7 |
State: | 475.9 |
Reading Mean Scale Score: | 483.2 |
California: | 459.6 |
Speaking Mean Scale Score: | 509.5 |
California: | 491.7 |
Writing Mean Scale Score: | 511.1 |
California: | 478.6 |
Grade 4:
Student Count: 39
Number of students who met CELDT criterion: 24
Students who met CELDT criterion: | 62.0% |
California: | 37.0% |
Listening Mean Scale Score: | 532.1 |
California: | 509.2 |
Reading Mean Scale Score: | 534.9 |
California: | 490.7 |
Speaking Mean Scale Score: | 614.8 |
California: | 515.2 |
Writing Mean Scale Score: | 533.2 |
State: | 502.2 |
Grade 5:
Student Count: 29
Number of students who met CELDT criterion: 24
Students who met CELDT criterion: | 83.0% |
California: | 48.0% |
Listening Mean Scale Score: | 557.3 |
State: | 533.7 |
Reading Mean Scale Score: | 557.5 |
California: | 514.0 |
Speaking Mean Scale Score: | 632.8 |
California: | 530.0 |
Writing Mean Scale Score: | 552.0 |
State: | 519.1 |
Grade 6:
Student Count: 27
Number of students who met CELDT criterion: 21
Students who met CELDT criterion: | 78.0% |
California: | 39.0% |
Listening Mean Scale Score: | 566.2 |
State: | 532.4 |
Reading Mean Scale Score: | 567.8 |
State: | 518.5 |
Speaking Mean Scale Score: | 606.8 |
State: | 518.5 |
Writing Mean Scale Score: | 564.3 |
State: | 522.0 |
Grade 7:
Student Count: 22
Number of students who met CELDT criterion: 16
Students who met CELDT criterion: | 73.0% |
California: | 48.0% |
Listening Mean Scale Score: | 598.0 |
State: | 547.6 |
Reading Mean Scale Score: | 591.5 |
State: | 534.4 |
Speaking Mean Scale Score: | 544.0 |
California: | 529.9 |
Writing Mean Scale Score: | 575.5 |
State: | 530.2 |
Grade 8:
Student Count: 11
Number of students who met CELDT criterion: 6
Students who met CELDT criterion: | 55.0% |
California: | 47.0% |
Listening Mean Scale Score: | 576.0 |
California: | 556.2 |
Reading Mean Scale Score: | 576.6 |
State: | 547.2 |
Speaking Mean Scale Score: | 599.8 |
State: | 536.1 |
Writing Mean Scale Score: | 575.6 |
State: | 537.0 |
Accountability
Adequate Yearly Progress:
(State average from 9,846 schools)
George Kelly Elementary School - Adequate Yearly Progress status
ELA Participation Rate
George Kelly Elementary School: | 100.0% |
State: | 96.3% |
- Hispanic100
- American Indian100
- Asian100
- Filipino100
- Native Hawaiian100
- Black100
- White100
- Multirace100
- SED100
- LEP100
- With Disabilities100
ELA Participation Rate
- Hispanic: 100% (tested 239 out of 239 enrolled)
- American Indian / Alaska Native: 100% (tested 4 out of 4 enrolled)
- Asian: 100% (tested 138 out of 138 enrolled)
- Filipino: 100% (tested 63 out of 63 enrolled)
- Native Hawaiian / Pacific Islander: 100% (tested 9 out of 9 enrolled)
- Black: 100% (tested 60 out of 60 enrolled)
- White: 100% (tested 215 out of 216 enrolled)
- Two or More Races: 100% (tested 60 out of 60 enrolled)
- Socioeconomic Disadvantaged: 100% (tested 266 out of 266 enrolled)
- English Learners: 100% (tested 241 out of 241 enrolled)
- Students with Disabilities: 100% (tested 82 out of 82 enrolled)
Math Participation Rate
Here: | 100.0% |
California: | 96.1% |
- Hispanic100
- American Indian100
- Asian100
- Filipino100
- Native Hawaiian100
- Black100
- White100
- Multirace100
- SED100
- LEP100
- With Disabilities100
Math Participation Rate
- Hispanic: 100% (tested 239 out of 239 enrolled)
- American Indian / Alaska Native: 100% (tested 4 out of 4 enrolled)
- Asian: 100% (tested 138 out of 138 enrolled)
- Filipino: 100% (tested 63 out of 63 enrolled)
- Native Hawaiian / Pacific Islander: 100% (tested 9 out of 9 enrolled)
- Black: 100% (tested 60 out of 60 enrolled)
- White: 100% (tested 215 out of 216 enrolled)
- Two or More Races: 100% (tested 60 out of 60 enrolled)
- Socioeconomic Disadvantaged: 100% (tested 266 out of 266 enrolled)
- English Learners: 100% (tested 241 out of 241 enrolled)
- Students with Disabilities: 100% (tested 82 out of 82 enrolled)
Health & Safety
Offenses:
(State average from 5,445 schools)
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.
Robbery is taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or assault.
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.
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No
Incidents of robbery without a weapon: 2
Incidents of physical attack or fight without a weapon: 4
Incidents of threats of physical attack without a weapon: 54
Total incidents per 1,000 students
School: | 53.1 |
California: | 60.8 |
Harassment & Bullying:
(State average from 2,337 schools)
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 disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. 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 disability constitutes disability 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.
School: | 1.8 |
State: | 6.8 |
- Hispanic: 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: 5
George Kelly Elementary School: | 4.4 |
California: | 3.0 |
- Hispanic4
- Asian2
- White2
- LEP4
- IDEA2
Students reported as harassed or bullied on the basis of race, color, or national origin
- Hispanic: 4 (male: 2, female: 2)
- Asian: 2 (all male)
- White: 2 (all male)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
- Hispanic2
- Asian2
- White2
- LEP2
- IDEA5
Students disciplined for bullying or harassment on the basis of race, color, or national origin
- Hispanic: 2
- Asian: 2
- White: 2
- Limited English Proficiency (LEP): 2
- Individuals With Disabilities Education Act (IDEA): 5
Allegations of harassment or bullying on the basis of disability: 3
Here: | 2.7 |
California: | 1.1 |
- Hispanic: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Students disciplined for bullying or harassment on the basis of disability: 4 (male: 2, female: 2)
- Hispanic: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Allegations of harassment or bullying on the basis of sexual orientation: 2
Here: | 1.8 |
California: | 1.5 |
Chronic Student Absenteeismt:
(State average from 8,737 schools)
- Hispanic37
- American Indian4
- Asian13
- Native Hawaiian2
- Black4
- White22
- Multirace7
- LEP16
- IDEA13
Chronic Student Absenteeism
- Hispanic: 37 (male: 17, female: 20)
- American Indian / Alaska Native: 4 (male: 2, female: 2)
- Asian: 13 (male: 8, female: 5)
- Native Hawaiian / Pacific Islander: 2 (all male)
- Black: 4 (male: 2, female: 2)
- White: 22 (male: 14, female: 8)
- Two or More Races: 7 (male: 2, female: 5)
- Limited English Proficiency (LEP): 16 (male: 11, female: 5)
- Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)
Here: | 78.8 |
State: | 172.7 |
Suspensions:
(State average from 1,406 schools)
- 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).
- Hispanic79
- Asian35
- Native Hawaiian15
- Black21
- White50
- Multirace12
- LEP9
- IDEA18
- 5041
School days missed due to out-of-school suspension
- Hispanic: 79 (male: 54, female: 25)
- Asian: 35 (male: 19, female: 16)
- Native Hawaiian / Pacific Islander: 15 (all male)
- Black: 21 (all male)
- White: 50 (male: 33, female: 17)
- Two or More Races: 12 (male: 9, female: 3)
- Limited English Proficiency (LEP): 9 (male: 6, female: 3)
- Individuals With Disabilities Education Act (IDEA): 18 (male: 14, female: 4)
- Section 504: 1 (all male)
Instances of out-of-school suspension (Students without disabilities): 37
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Here: | 32.7 |
State: | 84.8 |
- White: 2
- Hispanic16
- Asian4
- Black2
- White5
- Multirace2
- LEP7
Students without disabilities receiving only one out-of-school suspension
- Hispanic: 16 (male: 11, female: 5)
- Asian: 4 (male: 2, female: 2)
- Black: 2 (all male)
- White: 5 (all male)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 7 (male: 5, female: 2)
- Hispanic4
- Asian2
- Black2
- White2
- Multirace2
Students without disabilities receiving more than one out-of-school suspension
- Hispanic: 4 (male: 2, female: 2)
- Asian: 2 (all male)
- Black: 2 (all male)
- White: 2 (all male)
- Two or More Races: 2 (all female)
Instances of out-of-school suspension (Students with disabilities): 18
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
School: | 15.9 |
State: | 28.1 |
Instances of out-of-school suspension per 1,000 students (Section 504 only)
George Kelly Elementary School: | 0.9 |
California: | 3.4 |
- Hispanic: 2
- White: 2
- Hispanic2
- Black2
- White2
- Multirace4
- 5042
Students with disabilities receiving only one out-of-school suspension
- Hispanic: 2 (all male)
- Black: 2 (all male)
- White: 2 (all male)
- Two or More Races: 4 (male: 2, female: 2)
- Section 504: 2 (all male)
- Hispanic4
- Asian4
- Native Hawaiian2
- Black2
- White4
- Multirace2
Students with disabilities receiving more than one out-of-school suspension
- Hispanic: 4 (male: 2, female: 2)
- Asian: 4 (male: 2, female: 2)
- Native Hawaiian / Pacific Islander: 2 (all male)
- Black: 2 (all male)
- White: 4 (male: 2, female: 2)
- Two or More Races: 2 (all male)
Expulsions:
(State average from 1,805 schools)
- Hispanic: 2
- Limited English Proficiency (LEP): 2
Students with Disabilities who received an expulsion with educational services per 1,000 students
Here: | 1.8 |
California: | 2.8 |
Classes & Courses
Algebra I:
(State average from 1,382 schools)
- Hispanic25
- Asian40
- Black4
- White31
- Multirace13
- LEP7
- IDEA4
7-8th grade student enrollment in Algebra I
- Hispanic: 25 (male: 17, female: 8)
- Asian: 40 (male: 14, female: 26)
- Black: 4 (male: 2, female: 2)
- White: 31 (male: 17, female: 14)
- Two or More Races: 13 (male: 11, female: 2)
- Limited English Proficiency (LEP): 7 (male: 2, female: 5)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
- Hispanic23
- Asian41
- Black8
- White29
- Multirace14
- LEP4
- IDEA4
7-8th grade studenst who passed Algebra I
- Hispanic: 23 (male: 16, female: 7)
- Asian: 41 (male: 16, female: 25)
- Black: 8 (male: 4, female: 4)
- White: 29 (male: 16, female: 13)
- Two or More Races: 14 (male: 10, female: 4)
- Limited English Proficiency (LEP): 4 (all female)
- Individuals With Disabilities Education Act (IDEA): 4 (all male)
George Kelly Elementary School: | 100.0% |
State: | 83.6% |
Comments
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