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Aptos Junior High School in Aptos, CA
(07-08 • 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 71
Address
 1001 Hntngtn Dr.
Aptos, CA 95003
Telephone
(831) 688-3234
(make sure to verify first before calling)
City-data.com school rating
71
Students
701
Classroom Teachers (FTE)
32.5
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
244
Reduced-price lunch
eligible students
34
School district
Pajaro Valley 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

This school rating compared to other nearby schools ratings:
Rio del Mar Elementary (1.3 miles):

88
Aptos High (1.1 miles):

81
Main Street Elementary (4.0 miles):

81
Valencia Elementary (0.7 miles):

73
Aptos Junior High School:

71
New Brighton Middle (3.6 miles):

70
Mar Vista Elementary (2.1 miles):

61
Delta Charter (2.4 miles):

34
Renaissance High Continuation (4.0 miles):

15
Aptos Junior High School rating compared to average state, county and city schools ratings:
California:

46
Santa Cruz County:

49
Aptos:

68
Aptos Junior High School:

71

Students & Teachers


Total enrollment:
Enrollment in 2016: 701
Enrollment in 2015: 721
Enrollment in 2014: 722
Enrollment in 2013: 740
Enrollment in 2012: 734
Enrollment in 2011: 735
Enrollment in 2010: 717
Enrollment in 2009: 722
Enrollment in 2008: 734
Enrollment in 2007: 709
Enrollment in 2006: 677
Enrollment in 2005: 668
Enrollment in 2004: 679
Enrollment in 2003: 685
Enrollment in 2002: 677
Enrollment in 2001: 647
Enrollment in 2000: 685
Enrollment in 1999: 689

Aptos Junior High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)

GradeG06G07G08G09Total
All students23483501701
Female students - 1731531327
Male students2175197 - 374
American Indian/Alaska Native students - - 1 - 1
Asian students - 1511 - 26
Hispanic students11451391286
Black students - 18 - 9
White students1181183 - 365
Hawaiian Native/Pacific Islander students - 11 - 2
Two or More Races students - 57 - 12

Enrollment by grade:
6th grade enrollment: 2
7th grade enrollment: 348
8th grade enrollment: 350
9th grade enrollment: 1

Aptos Junior High School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)

Female enrollment: 327 (46.6%)
Aptos Junior High School:

46.6%
California:

49.4%
Male enrollment: 374 (53.4%)
Here:

53.4%
State:

49.6%

Aptos Junior High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)

American Indian/Alaska Native enrollment: 1 (0.1%)
School:

0.1%
California:

1.0%
Asian enrollment: 26 (3.7%)
Here:

3.7%
California:

9.4%
Hispanic enrollment: 286 (40.8%)
School:

40.8%
State:

46.0%
Black enrollment: 9 (1.3%)
Aptos Junior High School:

1.3%
State:

6.1%
White enrollment: 365 (52.1%)
Aptos Junior High School:

52.1%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 2 (0.3%)
Here:

0.3%
California:

0.6%
Two or More Races enrollment: 12 (1.7%)
School:

1.7%
California:

4.5%

Aptos Junior High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)

Free/reduced-price lunch eligible students: 278 (39.7%)
School:

39.7%
California:

61.2%
Free lunch eligible students: 244 (34.8%)
Here:

34.8%
State:

52.8%
Reduced-price lunch eligible students: 34 (4.9%)
Aptos Junior High School:

4.9%
California:

8.6%

Aptos Junior High School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 32.5

Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 3
Number of FTE sworn law enforcement officers: 1
Number of FTE security guards: 1

Student/Teacher Ratio
Aptos Junior High School:

21.6
California:

22.8

Aptos Junior High School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,900,088
  • Full-time Equivalency Count of Teachers: 28.5 (Salary Expenditures: $2,406,369)
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $128,020)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $346,395)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $168,493)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $248,710
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,285,816
  • Salary Expenditures for Teachers: $84,434
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $128,020)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $346,395)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $168,493)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $248,710

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic79
  • Asian2
  • White2
  • IDEA16
Students Enrolled in LEP Programs: 83 (male: 39, female: 44)
  • Hispanic: 79 (male: 35, female: 44)
  • Asian: 2 (all male)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 11, female: 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 (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: 100 (male: 62, female: 38)
  • Hispanic: 59 (male: 37, female: 22)
  • White: 41 (male: 25, female: 16)
  • Limited English Proficiency (LEP): 20 (male: 13, female: 7)

Students with disabilities served under Section 504: 20 (male: 10, female: 10)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 16 (male: 8, female: 8)

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

  • Hispanic31
  • Asian7
  • White100
  • IDEA2
Gifted and Talented Student Enrollment: 138 (male: 75, female: 63)
  • Hispanic: 31 (male: 17, female: 14)
  • Asian: 7 (male: 2, female: 5)
  • White: 100 (male: 56, female: 44)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

196.9
State:

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

  • All57%
  • Males52%
  • Females62%
  • Hispanic31%
  • White53%
ELA students tested: 637
ELA students with scores: 633

Percentage Standard Met and Above:

57%
State:

49%

Standard Not Met: 21.5%
Standard Nearly Met: 21.5%
Standard Met: 32.7%
Standard Exceeded: 24.3%

All Grades:
21.5%
21.5%
32.7%
24.3%
7th Grade: (Mean Scale Score: 2579.5, Students tested: 306, Standard Not Met: 18.2%, Nearly Met: 18.9%, Met: 34.4%, Exceeded: 28.5%)
18.2%
18.9%
34.4%
28.5%
8th Grade: (Mean Scale Score: 2567.3, Students tested: 331, Standard Not Met: 24.5%, Nearly Met: 23.9%, Met: 31.1%, Exceeded: 20.5%)
24.5%
23.9%
31.1%
20.5%

Aptos Junior High School - ELA Area Achievement Levels (all grades)


    Math Standard Met and Above

  • All43%
  • Males42%
  • Females43%
  • Hispanic16%
  • White38%
Math students tested: 637
Math students with scores: 634

Percentage Standard Met and Above:

43%
California:

38%

Standard Not Met: 29.2%
Standard Nearly Met: 28.1%
Standard Met: 21.4%
Standard Exceeded: 21.3%

All Grades:
29.2%
28.1%
21.4%
21.3%
7th Grade: (Mean Scale Score: 2549.3, Students tested: 305, Standard Not Met: 25.2%, Nearly Met: 29.8%, Met: 23.8%, Exceeded: 21.2%)
25.2%
29.8%
23.8%
21.2%
8th Grade: (Mean Scale Score: 2556.6, Students tested: 332, Standard Not Met: 32.8%, Nearly Met: 26.5%, Met: 19.3%, Exceeded: 21.4%)
32.8%
26.5%
19.3%
21.4%

Aptos Junior High School - Math Area Achievement Levels (all grades)


Paper-based CAASPP:
Show data for

(State average from 9,784 schools)

California Assessment of Student Performance and Progress (CAASPP) System includes paper-based tests:

California Standards Tests (CSTs) - The CSTs for science in grades five, eight, and ten are administered only to students in California public schools. All questions are multiple-choice. These tests were developed specifically to assess students' knowledge of the California content standards in science.

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 tested: 330
CST Science students with scores: 304

Percentage At Or Above Proficient:

41%
California:

54%

Percentage Far Below Basic: 12.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 17.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 30.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 24.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 18.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 338.7, Students tested: 330, Far Below Basic: 12.0%, Below Basic: 17.0%, Basic: 30.0%, Proficient: 24.0%, Advanced: 18.0%)
12.0%
17.0%
30.0%
24.0%
18.0%

The Physical Fitness Test:
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: 304, Needs Improvement - High Risk: 71.1%, Needs Improvement: 22.4%, Healthy Fitness Zone: 6.5%)
71.1%
22.4%
6.5%


Body Composition:
7th grade: (Students tested: 304, Needs Improvement - High Risk: 76.3%, Needs Improvement: 12.2%, Healthy Fitness Zone: 11.5%)
76.3%
12.2%
11.5%


Abdominal Strength:
7th grade: (Students tested: 304, Needs Improvement - High Risk: 88.8%, Needs Improvement: 11.2%, Healthy Fitness Zone: 0.0%)
88.8%
11.2%


Trunk Extension Strength:
7th grade: (Students tested: 304, Needs Improvement - High Risk: 96.1%, Needs Improvement: 3.9%, Healthy Fitness Zone: 0.0%)
96.1%
3.9%


Upper Body Strength:
7th grade: (Students tested: 304, Needs Improvement - High Risk: 78.9%, Needs Improvement: 21.1%, Healthy Fitness Zone: 0.0%)
78.9%
21.1%


Flexibility:
7th grade: (Students tested: 304, Needs Improvement - High Risk: 76.0%, Needs Improvement: 24.0%, Healthy Fitness Zone: 0.0%)
76.0%
24.0%


California English Language Development Test:
(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).

Aptos Junior High School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 77
Number of students who met CELDT criterion: 49

Students who met CELDT criterion:

64.0%
California:

34.0%

Grade 7:
Student Count: 35
Number of students who met CELDT criterion: 22

Students who met CELDT criterion:

63.0%
California:

48.0%
Listening Mean Scale Score:

602.0
State:

547.6
Reading Mean Scale Score:

565.2
California:

534.4
Speaking Mean Scale Score:

534.4
California:

529.9
Writing Mean Scale Score:

560.0
State:

530.2

Grade 8:
Student Count: 42
Number of students who met CELDT criterion: 27

Students who met CELDT criterion:

64.0%
California:

47.0%
Listening Mean Scale Score:

599.5
California:

556.2
Reading Mean Scale Score:

574.7
California:

547.2
Speaking Mean Scale Score:

556.6
California:

536.1
Writing Mean Scale Score:

571.3
State:

537.0

Accountability


Adequate Yearly Progress:
(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).

Aptos Junior High School - Adequate Yearly Progress status


ELA Participation Rate
Aptos Junior High School:

96.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic96
  • American Indian100
  • Asian95
  • Filipino89
  • Native Hawaiian100
  • Black91
  • White96
  • Multirace89
  • SED96
  • LEP97
  • With Disabilities95
  • Hispanic: 96% (tested 267 out of 279 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 95% (tested 16 out of 17 enrolled)
  • Filipino: 89% (tested 8 out of 9 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 5 out of 5 enrolled)
  • Black: 91% (tested 10 out of 11 enrolled)
  • White: 96% (tested 345 out of 358 enrolled)
  • Two or More Races: 89% (tested 8 out of 9 enrolled)
  • Socioeconomic Disadvantaged: 96% (tested 266 out of 278 enrolled)
  • English Learners: 97% (tested 146 out of 151 enrolled)
  • Students with Disabilities: 95% (tested 106 out of 111 enrolled)


Math Participation Rate
School:

95.0%
California:

96.1%

    Math Participation Rate

  • Hispanic95
  • American Indian100
  • Asian95
  • Filipino89
  • Native Hawaiian100
  • Black91
  • White96
  • Multirace89
  • SED95
  • LEP95
  • With Disabilities95
  • Hispanic: 95% (tested 267 out of 281 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 95% (tested 16 out of 17 enrolled)
  • Filipino: 89% (tested 8 out of 9 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 5 out of 5 enrolled)
  • Black: 91% (tested 10 out of 11 enrolled)
  • White: 96% (tested 344 out of 358 enrolled)
  • Two or More Races: 89% (tested 8 out of 9 enrolled)
  • Socioeconomic Disadvantaged: 95% (tested 265 out of 279 enrolled)
  • English Learners: 95% (tested 146 out of 153 enrolled)
  • Students with Disabilities: 95% (tested 105 out of 111 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

  • Hispanic25
  • White10
  • LEP7
  • IDEA7
Chronic Student Absenteeism: 35 (male: 13, female: 22)
  • Hispanic: 25 (male: 11, female: 14)
  • White: 10 (male: 2, female: 8)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
Aptos Junior High School:

49.9
California:

172.7

Suspensions:
Show data for

(State average from 1,406 schools)

Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.

    School days missed due to out-of-school suspension

  • Hispanic91
  • American Indian1
  • Asian4
  • White32
  • LEP47
  • IDEA62
School days missed due to out-of-school suspension: 128 (male: 86, female: 42)
  • Hispanic: 91 (male: 51, female: 40)
  • American Indian / Alaska Native: 1 (all female)
  • Asian: 4 (all male)
  • White: 32 (male: 31, female: 1)
  • Limited English Proficiency (LEP): 47 (male: 21, female: 26)
  • Individuals With Disabilities Education Act (IDEA): 62 (male: 39, female: 23)

Instances of out-of-school suspension (Students without disabilities): 45

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Aptos Junior High School:

64.2
California:

84.8
Students without disabilities receiving one or more in-school suspension: 2 (all male)
  • White: 2

    Students without disabilities receiving only one out-of-school suspension

  • Hispanic19
  • American Indian2
  • Asian2
  • White22
  • LEP7
Students without disabilities receiving only one out-of-school suspension: 45 (male: 33, female: 12)
  • Hispanic: 19 (male: 11, female: 8)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all male)
  • White: 22 (male: 20, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

    Students without disabilities receiving more than one out-of-school suspension

  • Hispanic7
  • Asian2
  • White5
  • LEP2
Students without disabilities receiving more than one out-of-school suspension: 14 (male: 9, female: 5)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 2 (all male)
  • White: 5 (all male)
  • Limited English Proficiency (LEP): 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)
Aptos Junior High School:

25.7
State:

28.1
Students with disabilities receiving one or more in-school suspension: 18 (male: 13, female: 5)
  • Hispanic: 13 (male: 8, female: 5)
  • White: 5 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Students with disabilities receiving only one out-of-school suspension: 7 (male: 5, female: 2)
  • Hispanic: 2 (all female)
  • White: 5 (all male)

Students with disabilities receiving more than one out-of-school suspension: 9 (male: 7, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)


Expulsions:
Show data for

(State average from 1,805 schools)

Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.

Expulsion under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis
Students without Disabilities who received an expulsion with educational services: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)

Students without Disabilities who received an expulsion with educational services per 1,000 students
Here:

5.7
California:

10.5

Students without Disabilities who received an expulsion under zero tolerance policies: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)

Students without Disabilities who received an expulsion under zero tolerance policies per 1,000 students
School:

5.7
California:

2.6

Students with Disabilities who received an expulsion with educational services: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Students with Disabilities who received an expulsion with educational services per 1,000 students
Aptos Junior High School:

5.7
State:

4.5

Students with Disabilities who received an expulsion under zero tolerance policies: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Students with Disabilities who received an expulsion under zero tolerance policies per 1,000 students
Here:

5.7
State:

0.6


Transfers:
(State average from 692 schools)

Transfer to an alternative school for disciplinary reasons is a subset of expulsion with educational services. An alternative school is a public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside of the categories of regular education, special education, or vocational education.
Students with disabilities transferred to an alternative school for disciplinary reasons: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Students with disabilities transferred to an alternative school for disciplinary reasons
School:

5.7
State:

1.6

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

  • Hispanic142
  • Asian10
  • White157
  • Multirace2
  • LEP34
  • IDEA19
8th grade student enrollment in Algebra I: 311 (male: 152, female: 159)
  • Hispanic: 142 (male: 59, female: 83)
  • Asian: 10 (male: 5, female: 5)
  • White: 157 (male: 86, female: 71)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 34 (male: 17, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 14, female: 5)

    8th grade studenst who passed Algebra I

  • Hispanic143
  • Asian8
  • White161
  • LEP35
  • IDEA17
8th grade studenst who passed Algebra I: 312 (male: 153, female: 159)
  • Hispanic: 143 (male: 61, female: 82)
  • Asian: 8 (male: 4, female: 4)
  • White: 161 (male: 88, female: 73)
  • Limited English Proficiency (LEP): 35 (male: 16, female: 19)
  • Individuals With Disabilities Education Act (IDEA): 17 (male: 13, female: 4)
Percent of 8th grade students who passed
Here:

100.0%
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: 1


Student Enrollment in Geometry: 21 (all female)
  • Hispanic: 2
  • Asian: 2
  • White: 17

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