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Cope Middle School in Redlands, 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 76
Address
 1000 W. Cypress Ave.
Redlands, CA 92373
Telephone
(909) 307-5420
(make sure to verify first before calling)
Website
http://www.cope.redlandsusd.net
City-data.com school rating
76
Students
1,334
Classroom Teachers (FTE)
48.7
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
640
Reduced-price lunch
eligible students
99
School district
Redlands 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:
Kimberly Elementary (1.4 miles):

88
Redlands Senior High (1.3 miles):

84
Redlands eAcademy (1.2 miles):

77
Smiley Elementary (0.4 miles):

76
Cope Middle School:

76
McKinley Elementary (0.5 miles):

64
Kingsbury Elementary (0.7 miles):

61
Franklin Elementary (1.6 miles):

53
Orangewood High (Continuation) (1.3 miles):

18
Cope Middle School rating compared to average state, county and city schools ratings:
California:

46
San Bernardino County:

36
Redlands:

66
Cope Middle School:

76

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,334
Enrollment in 2015: 1,339
Enrollment in 2014: 1,373
Enrollment in 2013: 1,386
Enrollment in 2012: 1,347
Enrollment in 2011: 1,340
Enrollment in 2010: 1,345
Enrollment in 2009: 1,333
Enrollment in 2008: 1,240
Enrollment in 2007: 1,263
Enrollment in 2006: 1,345
Enrollment in 2005: 1,383
Enrollment in 2004: 1,644
Enrollment in 2003: 1,611
Enrollment in 2002: 1,603
Enrollment in 2001: 1,542
Enrollment in 2000: 1,499
Enrollment in 1999: 1,439

Cope Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students4294674381,334
Female students207216200623
Male students222251238711
American Indian/Alaska Native students - 213
Asian students808477241
Hispanic students157189173519
Black students38273297
White students133139134406
Hawaiian Native/Pacific Islander students1416
Two or More Races students20222062

Enrollment by grade:
6th grade enrollment: 429
7th grade enrollment: 467
8th grade enrollment: 438

Cope Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 623 (46.7%)
Here:

46.7%
State:

49.4%
Male enrollment: 711 (53.3%)
School:

53.3%
California:

49.6%

Cope Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 3 (0.2%)
Cope Middle School:

0.2%
California:

1.0%
Asian enrollment: 241 (18.1%)
Cope Middle School:

18.1%
State:

9.4%
Hispanic enrollment: 519 (38.9%)
Cope Middle School:

38.9%
California:

46.0%
Black enrollment: 97 (7.3%)
Cope Middle School:

7.3%
California:

6.1%
White enrollment: 406 (30.4%)
School:

30.4%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 6 (0.4%)
Cope Middle School:

0.4%
California:

0.6%
Two or More Races enrollment: 62 (4.6%)
Here:

4.6%
State:

4.5%

Cope Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 739 (55.4%)
School:

55.4%
State:

61.2%
Free lunch eligible students: 640 (48.0%)
Cope Middle School:

48.0%
California:

52.8%
Reduced-price lunch eligible students: 99 (7.4%)
Cope Middle School:

7.4%
State:

8.6%

Cope Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 48.7

Number of FTE teachers in their second year of teaching: 1.6
Number of FTE school counselors: 2.6
Number of FTE teachers who were absent more than 10 school days during the school years: 28
Number of FTE security guards: 1
Number of FTE psychologists: 1

Student/Teacher Ratio
Here:

27.4
California:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $5,581,478
  • Full-time Equivalency Count of Teachers: 57.2 (Salary Expenditures: $4,733,910)
  • Full-time Equivalency Count of Instructional Aides: 4.3 (Salary Expenditures: $97,281)
  • Full-time Equivalency Count of Support Services Staff: 9 (Salary Expenditures: $291,433)
  • Full-time Equivalency Count of School Administration Staff: 7 (Salary Expenditures: $416,395)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $228,307
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $6,040,057
  • Salary Expenditures for Teachers: $4,733,910
  • Full-time Equivalency Count of Instructional Aides: 13.4 (Salary Expenditures: $334,867)
  • Full-time Equivalency Count of Support Services Staff: 9 (Salary Expenditures: $291,433)
  • Full-time Equivalency Count of School Administration Staff: 7 (Salary Expenditures: $416,395)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $233,612

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic58
  • Asian34
  • Native Hawaiian2
  • Black2
  • White10
  • Multirace2
  • IDEA25
Students Enrolled in LEP Programs: 108 (male: 66, female: 42)
  • Hispanic: 58 (male: 38, female: 20)
  • Asian: 34 (male: 23, female: 11)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 2 (all female)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 25 (male: 20, 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

  • Hispanic86
  • Asian11
  • Black23
  • White44
  • Multirace7
  • LEP26
Students with disabilities served under IDEA: 171 (male: 122, female: 49)
  • Hispanic: 86 (male: 61, female: 25)
  • Asian: 11 (male: 7, female: 4)
  • Black: 23 (male: 16, female: 7)
  • White: 44 (male: 31, female: 13)
  • Two or More Races: 7 (all male)
  • Limited English Proficiency (LEP): 26 (male: 22, female: 4)
Students with disabilities served under Section 504: 22 (male: 15, female: 7)
  • Hispanic: 7 (male: 2, female: 5)
  • Black: 2 (all male)
  • White: 13 (male: 11, female: 2)

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

  • Hispanic37
  • Asian49
  • Black7
  • White85
  • Multirace13
  • IDEA5
Gifted and Talented Student Enrollment: 191 (male: 94, female: 97)
  • Hispanic: 37 (male: 17, female: 20)
  • Asian: 49 (male: 23, female: 26)
  • Black: 7 (male: 2, female: 5)
  • White: 85 (male: 47, female: 38)
  • Two or More Races: 13 (male: 5, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)

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

143.2
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

  • All61%
  • Males52%
  • Females70%
  • Black26%
  • Asian72%
  • Filipino86%
  • Hispanic40%
  • White50%
  • Multirace60%
ELA students tested: 1,336
ELA students with scores: 1,334

Percentage Standard Met and Above:

61%
State:

49%

Standard Not Met: 18.1%
Standard Nearly Met: 21.2%
Standard Met: 36.0%
Standard Exceeded: 24.7%

All Grades:
18.1%
21.2%
36.0%
24.7%
6th Grade: (Mean Scale Score: 2528.3, Students tested: 426, Standard Not Met: 25.6%, Nearly Met: 24.2%, Met: 30.4%, Exceeded: 19.8%)
25.6%
24.2%
30.4%
19.8%
7th Grade: (Mean Scale Score: 2580.1, Students tested: 445, Standard Not Met: 15.7%, Nearly Met: 17.5%, Met: 40.7%, Exceeded: 26.1%)
15.7%
17.5%
40.7%
26.1%
8th Grade: (Mean Scale Score: 2599.2, Students tested: 465, Standard Not Met: 13.6%, Nearly Met: 22.0%, Met: 36.6%, Exceeded: 27.8%)
13.6%
22.0%
36.6%
27.8%

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

    Math Standard Met and Above

  • All45%
  • Males41%
  • Females49%
  • Black18%
  • Asian55%
  • Filipino50%
  • Hispanic23%
  • White39%
  • Multirace38%
Math students tested: 1,317
Math students with scores: 1,314

Percentage Standard Met and Above:

45%
State:

38%

Standard Not Met: 28.6%
Standard Nearly Met: 26.6%
Standard Met: 19.3%
Standard Exceeded: 25.4%

All Grades:
28.6%
26.6%
19.3%
25.4%
6th Grade: (Mean Scale Score: 2519.1, Students tested: 415, Standard Not Met: 32.7%, Nearly Met: 27.4%, Met: 18.6%, Exceeded: 21.3%)
32.7%
27.4%
18.6%
21.3%
7th Grade: (Mean Scale Score: 2553.1, Students tested: 442, Standard Not Met: 25.3%, Nearly Met: 28.5%, Met: 20.8%, Exceeded: 25.3%)
25.3%
28.5%
20.8%
25.3%
8th Grade: (Mean Scale Score: 2576.4, Students tested: 460, Standard Not Met: 28.1%, Nearly Met: 24.2%, Met: 18.5%, Exceeded: 29.2%)
28.1%
24.2%
18.5%
29.2%

Cope Middle School - Math Area Achievement Levels (all grades)


California Alternate Assessments:
Show data for

(State average from 1,489 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 students tested: 13
ELA students with scores: 13

Percentage Level 3:

0%
State:

11%

Level 1: 77.0% The student showed limited understanding of core concepts.
Level 2: 23.0% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.

All Grades:
77.0%
23.0%
Math students tested: 13
Math students with scores: 13

Percentage Level 3:

0%
California:

5%

Level 1: 92.0% The student showed limited understanding of core concepts.
Level 2: 8.0% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.

All Grades:
92.0%
8.0%

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: 405
CST Science students with scores: 393

Percentage At Or Above Proficient:

82%
California:

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: 5.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 12.0% 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: 58.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 429.5, Students tested: 405, Far Below Basic: 1.0%, Below Basic: 5.0%, Basic: 12.0%, Proficient: 24.0%, Advanced: 58.0%)
1.0%
5.0%
12.0%
24.0%
58.0%
CMA Science students tested: 32
CMA Science students with scores: 31

Percentage At Or Above Proficient:

42%
California:

38%

Percentage Far Below Basic: 7.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 19.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 32.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 23.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 19.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 341.3, Students tested: 32, Far Below Basic: 7.0%, Below Basic: 19.0%, Basic: 32.0%, Proficient: 23.0%, Advanced: 19.0%)
7.0%
19.0%
32.0%
23.0%
19.0%

The Physical Fitness Test:
Show data for
The Physical Fitness Test (PFT) for students in California schools is the FITNESSGRAM. The main goal of the test is to help students in starting life-long habits of regular physical activity.
Aerobic Capacity:
7th grade: (Students tested: 428, Needs Improvement - High Risk: 64.0%, Needs Improvement: 28.7%, Healthy Fitness Zone: 7.3%)
64.0%
28.7%
7.3%
Body Composition:
7th grade: (Students tested: 428, Needs Improvement - High Risk: 70.3%, Needs Improvement: 15.7%, Healthy Fitness Zone: 14.0%)
70.3%
15.7%
14.0%
Abdominal Strength:
7th grade: (Students tested: 428, Needs Improvement - High Risk: 82.5%, Needs Improvement: 17.5%, Healthy Fitness Zone: 0.0%)
82.5%
17.5%
Trunk Extension Strength:
7th grade: (Students tested: 428, Needs Improvement - High Risk: 89.5%, Needs Improvement: 10.5%, Healthy Fitness Zone: 0.0%)
89.5%
10.5%
Upper Body Strength:
7th grade: (Students tested: 428, Needs Improvement - High Risk: 69.6%, Needs Improvement: 30.4%, Healthy Fitness Zone: 0.0%)
69.6%
30.4%
Flexibility:
7th grade: (Students tested: 428, Needs Improvement - High Risk: 84.1%, Needs Improvement: 15.9%, Healthy Fitness Zone: 0.0%)
84.1%
15.9%

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).

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

All Grades:
Student Count: 137
Number of students who met CELDT criterion: 96

Students who met CELDT criterion:

70.0%
State:

34.0%
Grade 6:
Student Count: 45
Number of students who met CELDT criterion: 29

Students who met CELDT criterion:

64.0%
State:

39.0%
Listening Mean Scale Score:

575.6
California:

532.4
Reading Mean Scale Score:

565.5
State:

518.5
Speaking Mean Scale Score:

545.1
State:

518.5
Writing Mean Scale Score:

555.4
California:

522.0
Grade 7:
Student Count: 43
Number of students who met CELDT criterion: 34

Students who met CELDT criterion:

79.0%
California:

48.0%
Listening Mean Scale Score:

625.3
State:

547.6
Reading Mean Scale Score:

605.3
State:

534.4
Speaking Mean Scale Score:

556.3
State:

529.9
Writing Mean Scale Score:

592.6
State:

530.2
Grade 8:
Student Count: 49
Number of students who met CELDT criterion: 33

Students who met CELDT criterion:

67.0%
California:

47.0%
Listening Mean Scale Score:

585.0
State:

556.2
Reading Mean Scale Score:

581.0
State:

547.2
Speaking Mean Scale Score:

545.7
State:

536.1
Writing Mean Scale Score:

559.8
State:

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).

Cope Middle School - Adequate Yearly Progress status


ELA Participation Rate
School:

99.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic98
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White98
  • Multirace97
  • SED98
  • LEP100
  • With Disabilities97
  • Hispanic: 98% (tested 500 out of 509 enrolled)
  • American Indian / Alaska Native: 100% (tested 4 out of 4 enrolled)
  • Asian: 100% (tested 185 out of 185 enrolled)
  • Filipino: 100% (tested 48 out of 48 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 5 out of 5 enrolled)
  • Black: 100% (tested 103 out of 103 enrolled)
  • White: 98% (tested 386 out of 394 enrolled)
  • Two or More Races: 97% (tested 60 out of 62 enrolled)
  • Socioeconomic Disadvantaged: 98% (tested 763 out of 777 enrolled)
  • English Learners: 100% (tested 201 out of 201 enrolled)
  • Students with Disabilities: 97% (tested 168 out of 174 enrolled)

Math Participation Rate
Cope Middle School:

98.0%
State:

96.1%

    Math Participation Rate

  • Hispanic98
  • American Indian100
  • Asian100
  • Filipino98
  • Native Hawaiian100
  • Black99
  • White98
  • Multirace97
  • SED98
  • LEP100
  • With Disabilities96
  • Hispanic: 98% (tested 499 out of 509 enrolled)
  • American Indian / Alaska Native: 100% (tested 4 out of 4 enrolled)
  • Asian: 100% (tested 185 out of 185 enrolled)
  • Filipino: 98% (tested 47 out of 48 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 5 out of 5 enrolled)
  • Black: 99% (tested 102 out of 103 enrolled)
  • White: 98% (tested 387 out of 393 enrolled)
  • Two or More Races: 97% (tested 60 out of 62 enrolled)
  • Socioeconomic Disadvantaged: 98% (tested 761 out of 776 enrolled)
  • English Learners: 100% (tested 201 out of 201 enrolled)
  • Students with Disabilities: 96% (tested 166 out of 173 enrolled)

Health & Safety


Harassment & Bullying:
Show data for

(State average from 2,337 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of 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.

Harassment or bullying on the basis of sexual orientation refers to intimidation or abusive behavior toward a student based on actual or perceived sexual orientation. 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 sexual orientation constitutes sexual orientation harassment.
Allegations of harassment or bullying on the basis of sexual orientation: 1
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
School:

0.7
California:

1.5

Allegations of harassment or bullying on the basis of religion: 1
Allegations of harassment or bullying on the basis of religion per 1,000 students
School:

0.7
State:

0.7


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

  • Hispanic82
  • Asian10
  • Native Hawaiian2
  • Black13
  • White49
  • Multirace7
  • LEP13
  • IDEA46
  • 5047
Chronic Student Absenteeism: 163 (male: 88, female: 75)
  • Hispanic: 82 (male: 47, female: 35)
  • Asian: 10 (male: 8, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 13 (male: 8, female: 5)
  • White: 49 (male: 23, female: 26)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 13 (male: 11, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 46 (male: 29, female: 17)
  • Section 504: 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

122.2
State:

172.7

Restraint and Seclusion:
Show data for

(State average from 741 schools)
Mechanical restraint refers to the use of any device or equipment to restrict a student's freedom of movement. The term does not include devices implemented by trained school personnel, or utilized by a student that have been prescribed by an appropriate medical or related services professional and are used for the specific and approved purposes for which such devices were designed, such as:
  • Adaptive devices or mechanical supports used to achieve proper body position, balance, or alignment to allow greater freedom of mobility than would be possible without the use of such devices or mechanical supports;
  • Vehicle safety restraints when used as intended during the transport of a student in a moving vehicle;
  • Restraints for medical immobilization; or Orthopedically prescribed devices that permit a student to participate in activities without risk of harm.


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 mechanical restraint: 2 (all male)
  • Hispanic: 2

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

1.5
State:

0.4
Total Number of students with disabilities (IDEA) subjected to physical restraint: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

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

3.0
State:

11.7

Suspensions:
Show data for

(State average from 1,406 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.

    School days missed due to out-of-school suspension

  • Hispanic56
  • American Indian2
  • Black16
  • White24
  • Multirace6
  • LEP1
  • IDEA16
School days missed due to out-of-school suspension: 104 (male: 83, female: 21)
  • Hispanic: 56 (male: 46, female: 10)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 16 (male: 14, female: 2)
  • White: 24 (male: 15, female: 9)
  • Two or More Races: 6 (all male)
  • Limited English Proficiency (LEP): 1 (all male)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 14, female: 2)
Instances of out-of-school suspension (Students without disabilities): 24

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

18.0
California:

84.8

    Students without disabilities receiving one or more in-school suspension

  • Hispanic7
  • Asian2
  • Black4
  • White2
  • Multirace4
  • LEP2
Students without disabilities receiving one or more in-school suspension: 19 (male: 13, female: 6)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

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

  • Hispanic13
  • Black4
  • White5
  • Multirace2
Students without disabilities receiving only one out-of-school suspension: 24 (male: 20, female: 4)
  • Hispanic: 13 (male: 11, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 5 (all male)
  • Two or More Races: 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Limited English Proficiency (LEP): 2
Instances of out-of-school suspension (Students with disabilities): 16

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
School:

12.0
State:

28.1
Students with disabilities receiving one or more in-school suspension: 11 (male: 9, female: 2)
  • Hispanic: 5 (all male)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)

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

  • Hispanic7
  • American Indian2
  • Black2
  • White2
  • Multirace2
Students with disabilities receiving only one out-of-school suspension: 15 (male: 13, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
Students with disabilities receiving more than one out-of-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all male)
  • White: 2 (all female)

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.
Students without Disabilities who received an expulsion with educational services: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

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

1.5
California:

11.3

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.
Number of Algebra I classes: 28

    7-8th grade student enrollment in Algebra I

  • Hispanic157
  • American Indian2
  • Asian76
  • Native Hawaiian7
  • Black31
  • White145
  • Multirace19
  • LEP31
  • IDEA10
7-8th grade student enrollment in Algebra I: 437 (male: 206, female: 231)
  • Hispanic: 157 (male: 74, female: 83)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 76 (male: 35, female: 41)
  • Native Hawaiian / Pacific Islander: 7 (male: 5, female: 2)
  • Black: 31 (male: 11, female: 20)
  • White: 145 (male: 68, female: 77)
  • Two or More Races: 19 (male: 11, female: 8)
  • Limited English Proficiency (LEP): 31 (male: 14, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)

    7-8th grade studenst who passed Algebra I

  • Hispanic152
  • Asian50
  • Native Hawaiian4
  • Black29
  • White113
  • Multirace17
  • LEP29
  • IDEA8
7-8th grade studenst who passed Algebra I: 365 (male: 168, female: 197)
  • Hispanic: 152 (male: 73, female: 79)
  • Asian: 50 (male: 25, female: 25)
  • Native Hawaiian / Pacific Islander: 4 (all male)
  • Black: 29 (male: 10, female: 19)
  • White: 113 (male: 46, female: 67)
  • Two or More Races: 17 (male: 10, female: 7)
  • Limited English Proficiency (LEP): 29 (male: 13, female: 16)
  • Individuals With Disabilities Education Act (IDEA): 8 (male: 4, female: 4)
Percent of 7-8th grade students who passed
School:

83.5%
California:

83.6%

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