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Correia Middle School in San Diego, 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 82
Address
 4302 Valeta St.
San Diego, CA 92107
Telephone
(619) 222-0476
(make sure to verify first before calling)
Website
http://www.correiamiddle.com
City-data.com school rating
82
Students
832
Classroom Teachers (FTE)
31.8
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
281
Reduced-price lunch
eligible students
72
School district
San Diego Unified
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Dana (1.0 miles):

83
Correia Middle School:

82
Loma Portal Elementary (0.9 miles):

80
High Tech High (1.3 miles):

79
High Tech Elementary Explorer (1.2 miles):

74
High Tech Middle (1.2 miles):

64
High Tech High Media Arts (1.2 miles):

63
Point Loma High (0.7 miles):

62
High Tech Middle Media Arts (1.2 miles):

60
Correia Middle School rating compared to average state, county and city schools ratings:
California:

46
San Diego County:

55
San Diego:

57
Correia Middle School:

82

Students & Teachers


Total enrollment:
Enrollment in 2016: 832
Enrollment in 2015: 838
Enrollment in 2014: 801
Enrollment in 2013: 782
Enrollment in 2012: 837
Enrollment in 2011: 874
Enrollment in 2010: 828
Enrollment in 2009: 825
Enrollment in 2008: 926
Enrollment in 2007: 1,008
Enrollment in 2006: 976
Enrollment in 2005: 981
Enrollment in 2004: 1,033
Enrollment in 2003: 1,033
Enrollment in 2002: 1,008
Enrollment in 2001: 1,029
Enrollment in 2000: 1,029
Enrollment in 1999: 1,015

Correia Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08Total
All students401431832
Female students207180387
Male students194251445
American Indian/Alaska Native students112
Asian students131023
Hispanic students135162297
Black students152439
White students208200408
Hawaiian Native/Pacific Islander students - 11
Two or More Races students293362

Enrollment by grade:
7th grade enrollment: 401
8th grade enrollment: 431

Correia Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 387 (46.5%)
Correia Middle School:

46.5%
California:

49.4%
Male enrollment: 445 (53.5%)
Correia Middle School:

53.5%
State:

49.6%

Correia Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 2 (0.2%)
Correia Middle School:

0.2%
California:

1.0%
Asian enrollment: 23 (2.8%)
School:

2.8%
California:

9.4%
Hispanic enrollment: 297 (35.7%)
Correia Middle School:

35.7%
California:

46.0%
Black enrollment: 39 (4.7%)
Correia Middle School:

4.7%
State:

6.1%
White enrollment: 408 (49.0%)
Correia Middle School:

49.0%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.1%)
School:

0.1%
California:

0.6%
Two or More Races enrollment: 62 (7.5%)
Correia Middle School:

7.5%
State:

4.5%

Correia Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 353 (42.4%)
Correia Middle School:

42.4%
California:

61.2%
Free lunch eligible students: 281 (33.8%)
Here:

33.8%
California:

52.8%
Reduced-price lunch eligible students: 72 (8.7%)
School:

8.7%
California:

8.6%

Correia Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 31.8

Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 7
Number of FTE sworn law enforcement officers: 0.2
Number of FTE nurses: 0.2
Number of FTE psychologists: 0.8

Student/Teacher Ratio
Correia Middle School:

26.2
California:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $9,116
  • Full-time Equivalency Count of Teachers: 0 (Salary Expenditures: $3,027)
  • Full-time Equivalency Count of Support Services Staff: 0.1 (Salary Expenditures: $6,089)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $123,561
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,850,702
  • Salary Expenditures for Teachers: $2,804,573
  • Full-time Equivalency Count of Instructional Aides: 35.6 (Salary Expenditures: $93,898)
  • Full-time Equivalency Count of Support Services Staff: 8.2 (Salary Expenditures: $402,077)
  • Full-time Equivalency Count of School Administration Staff: 3.1 (Salary Expenditures: $550,155)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $222,101

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic70
  • Asian2
  • Black2
  • IDEA13
Students Enrolled in LEP Programs: 74 (male: 40, female: 34)
  • Hispanic: 70 (male: 38, female: 32)
  • Asian: 2 (all female)
  • Black: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, 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

  • Hispanic38
  • Black8
  • White32
  • LEP14
Students with disabilities served under IDEA: 78 (male: 51, female: 27)
  • Hispanic: 38 (male: 25, female: 13)
  • Black: 8 (male: 4, female: 4)
  • White: 32 (male: 22, female: 10)
  • Limited English Proficiency (LEP): 14 (male: 7, female: 7)
Students with disabilities served under Section 504: 28 (male: 19, female: 9)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 19 (male: 14, female: 5)
  • Two or More Races: 2 (all female)

Retention:
Show data for

(State average from 207 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 8th grade: 2 (all female)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 8th grade students retained
School:

0.5%
State:

3.1%

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

  • Hispanic91
  • American Indian4
  • Asian10
  • Native Hawaiian2
  • Black4
  • White202
  • Multirace22
  • LEP4
  • IDEA10
Gifted and Talented Student Enrollment: 335 (male: 167, female: 168)
  • Hispanic: 91 (male: 50, female: 41)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 10 (male: 5, female: 5)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 202 (male: 95, female: 107)
  • Two or More Races: 22 (male: 11, female: 11)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)

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

402.6
California:

93.6

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

  • All67%
  • Males60%
  • Females75%
  • Hispanic40%
  • White81%
  • Multirace50%
ELA students tested: 738
ELA students with scores: 737

Percentage Standard Met and Above:

67%
California:

49%

Standard Not Met: 15.1%
Standard Nearly Met: 18.1%
Standard Met: 42.3%
Standard Exceeded: 24.6%

All Grades:
15.1%
18.1%
42.3%
24.6%
7th Grade: (Mean Scale Score: 2587.1, Students tested: 351, Standard Not Met: 15.7%, Nearly Met: 16.8%, Met: 40.7%, Exceeded: 26.8%)
15.7%
16.8%
40.7%
26.8%
8th Grade: (Mean Scale Score: 2592.8, Students tested: 387, Standard Not Met: 14.5%, Nearly Met: 19.2%, Met: 43.8%, Exceeded: 22.5%)
14.5%
19.2%
43.8%
22.5%

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

    Math Standard Met and Above

  • All55%
  • Males52%
  • Females57%
  • Hispanic28%
  • White58%
  • Multirace44%
Math students tested: 738
Math students with scores: 738

Percentage Standard Met and Above:

55%
California:

38%

Standard Not Met: 23.4%
Standard Nearly Met: 21.9%
Standard Met: 23.3%
Standard Exceeded: 31.3%

All Grades:
23.4%
21.9%
23.3%
31.3%
7th Grade: (Mean Scale Score: 2580.9, Students tested: 353, Standard Not Met: 19.8%, Nearly Met: 22.1%, Met: 24.4%, Exceeded: 33.7%)
19.8%
22.1%
24.4%
33.7%
8th Grade: (Mean Scale Score: 2581.1, Students tested: 385, Standard Not Met: 26.8%, Nearly Met: 21.8%, Met: 22.3%, Exceeded: 29.1%)
26.8%
21.8%
22.3%
29.1%

Correia Middle 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: 395
CST Science students with scores: 393

Percentage At Or Above Proficient:

82%
State:

54%

Percentage Far Below Basic: 4.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 3.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 11.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 17.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 65.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 440.1, Students tested: 395, Far Below Basic: 4.0%, Below Basic: 3.0%, Basic: 11.0%, Proficient: 17.0%, Advanced: 65.0%)
4.0%
3.0%
11.0%
17.0%
65.0%
CMA Science students tested: 18
CMA Science students with scores: 18

Percentage At Or Above Proficient:

28%
California:

38%

Percentage Far Below Basic: 17.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 22.0% 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: 17.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 11.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 316.9, Students tested: 18, Far Below Basic: 17.0%, Below Basic: 22.0%, Basic: 33.0%, Proficient: 17.0%, Advanced: 11.0%)
17.0%
22.0%
33.0%
17.0%
11.0%

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: 365, Needs Improvement - High Risk: 83.0%, Needs Improvement: 11.2%, Healthy Fitness Zone: 5.8%)
83.0%
11.2%
5.8%
Body Composition:
7th grade: (Students tested: 365, Needs Improvement - High Risk: 73.7%, Needs Improvement: 15.3%, Healthy Fitness Zone: 11.0%)
73.7%
15.3%
11.0%
Abdominal Strength:
7th grade: (Students tested: 365, Needs Improvement - High Risk: 72.3%, Needs Improvement: 27.7%, Healthy Fitness Zone: 0.0%)
72.3%
27.7%
Trunk Extension Strength:
7th grade: (Students tested: 365, Needs Improvement - High Risk: 74.0%, Needs Improvement: 26.0%, Healthy Fitness Zone: 0.0%)
74.0%
26.0%
Upper Body Strength:
7th grade: (Students tested: 365, Needs Improvement - High Risk: 65.2%, Needs Improvement: 34.8%, Healthy Fitness Zone: 0.0%)
65.2%
34.8%
Flexibility:
7th grade: (Students tested: 365, Needs Improvement - High Risk: 89.9%, Needs Improvement: 10.1%, Healthy Fitness Zone: 0.0%)
89.9%
10.1%

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).

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

All Grades:
Student Count: 49
Number of students who met CELDT criterion: 26

Students who met CELDT criterion:

53.0%
California:

34.0%
Grade 7:
Student Count: 27
Number of students who met CELDT criterion: 16

Students who met CELDT criterion:

59.0%
California:

48.0%
Listening Mean Scale Score:

566.4
State:

547.6
Reading Mean Scale Score:

539.5
State:

534.4
Speaking Mean Scale Score:

538.3
California:

529.9
Writing Mean Scale Score:

525.7
California:

530.2
Grade 8:
Student Count: 22
Number of students who met CELDT criterion: 10

Students who met CELDT criterion:

45.0%
State:

47.0%
Listening Mean Scale Score:

535.6
State:

556.2
Reading Mean Scale Score:

542.0
State:

547.2
Speaking Mean Scale Score:

554.1
California:

536.1
Writing Mean Scale Score:

548.4
California:

537.0

Accountability


Adequate Yearly Progress:
Show data for

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

Correia Middle School - Adequate Yearly Progress status


ELA Participation Rate
Correia Middle School:

98.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic98
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White98
  • Multirace100
  • SED97
  • LEP97
  • With Disabilities98
  • Hispanic: 98% (tested 283 out of 289 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 16 out of 16 enrolled)
  • Filipino: 100% (tested 4 out of 4 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 39 out of 39 enrolled)
  • White: 98% (tested 398 out of 406 enrolled)
  • Two or More Races: 100% (tested 54 out of 54 enrolled)
  • Socioeconomic Disadvantaged: 97% (tested 339 out of 348 enrolled)
  • English Learners: 97% (tested 144 out of 148 enrolled)
  • Students with Disabilities: 98% (tested 77 out of 79 enrolled)

Math Participation Rate
School:

99.0%
State:

96.1%

    Math Participation Rate

  • Hispanic98
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White98
  • Multirace100
  • SED98
  • LEP97
  • With Disabilities98
  • Hispanic: 98% (tested 284 out of 289 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 16 out of 16 enrolled)
  • Filipino: 100% (tested 4 out of 4 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 39 out of 39 enrolled)
  • White: 98% (tested 399 out of 406 enrolled)
  • Two or More Races: 100% (tested 55 out of 55 enrolled)
  • Socioeconomic Disadvantaged: 98% (tested 340 out of 348 enrolled)
  • English Learners: 97% (tested 144 out of 148 enrolled)
  • Students with Disabilities: 98% (tested 77 out of 79 enrolled)

Health & Safety


Offenses:
(State average from 5,445 schools)
An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident

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.

Sexual assault is an incident that includes threatened rape, fondling, indecent liberties, or child molestation. Both male and female students can be victims of sexual assault. Classification of these incidents should take into consideration the age and developmentally appropriate behavior of the offender(s)

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.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of sexual assault (other than rape): 6

Incidents of physical attack or fight with a weapon: 1
Incidents of physical attack or fight without a weapon: 28

Incidents of threats of physical attack without a weapon: 1


Total incidents per 1,000 students
School:

43.3
California:

60.8

Referrals and Arrests:
Show data for

(State average from 2,295 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

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

4.8
California:

21.3
Students without disabilities who received a school-related arrest: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 2 (all male)

Students without disabilities who received a school-related arrest per 1,000 students
Here:

4.8
California:

3.7
Students with disabilities who were referred to a law enforcement agency or official: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • White: 4 (male: 2, female: 2)

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

7.2
State:

7.2

Harassment & Bullying:
Show data for

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

Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.

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

Harassment or bullying on the basis of 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.
Allegations of harassment or bullying on the basis of sex: 19
Allegations of harassment or bullying on the basis of sex per 1,000 students
School:

22.8
State:

6.8
Students reported as harassed or bullied on the basis of sex: 2 (all male)
  • Hispanic: 2

    Students disciplined for bullying or harassment on the basis of sex

  • Hispanic5
  • Black4
  • White13
  • Multirace2
  • LEP2
  • IDEA2
  • 5042
Students disciplined for bullying or harassment on the basis of sex: 24 (male: 20, female: 4)
  • Hispanic: 5 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 13 (male: 11, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
  • Section 504: 2 (all male)

Allegations of harassment or bullying on the basis of race, color, or national origin: 3
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
School:

3.6
State:

3.0
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all female)
  • Black: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 6 (male: 2, female: 4)
  • Hispanic: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Section 504: 2 (all female)

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

1.2
California:

1.1

Allegations of harassment or bullying on the basis of sexual orientation: 5
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
Correia Middle School:

6.0
State:

1.5


Chronic Student Absenteeismt:
Show data for

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

    Chronic Student Absenteeism

  • Hispanic55
  • Asian2
  • Native Hawaiian2
  • Black5
  • White67
  • Multirace13
  • LEP10
  • IDEA19
  • 5044
Chronic Student Absenteeism: 144 (male: 77, female: 67)
  • Hispanic: 55 (male: 26, female: 29)
  • Asian: 2 (all female)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 5 (all female)
  • White: 67 (male: 41, female: 26)
  • Two or More Races: 13 (male: 8, female: 5)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 11, female: 8)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

173.1
State:

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

  • Hispanic34
  • Black8
  • White26
  • LEP16
  • IDEA22
  • 50411
School days missed due to out-of-school suspension: 68 (male: 44, female: 24)
  • Hispanic: 34 (male: 23, female: 11)
  • Black: 8 (male: 5, female: 3)
  • White: 26 (male: 16, female: 10)
  • Limited English Proficiency (LEP): 16 (male: 10, female: 6)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 16, female: 6)
  • Section 504: 11 (male: 8, female: 3)
Instances of out-of-school suspension (Students without disabilities): 21

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

25.2
California:

84.8

    Students without disabilities receiving one or more in-school suspension

  • Hispanic2
  • Asian2
  • Black2
  • White13
  • Multirace2
Students without disabilities receiving one or more in-school suspension: 21 (male: 16, female: 5)
  • Hispanic: 2 (all male)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 2 (all male)

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

  • Hispanic7
  • Black4
  • White7
  • LEP4
Students without disabilities receiving only one out-of-school suspension: 18 (male: 9, female: 9)
  • Hispanic: 7 (male: 2, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • White: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 10

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

12.0
California:

28.1
Instances of out-of-school suspension (Section 504 only): 5

Instances of out-of-school suspension per 1,000 students (Section 504 only)
School:

6.0
California:

3.4

    Students with disabilities receiving one or more in-school suspension

  • Hispanic2
  • Black2
  • White2
  • 5042
Students with disabilities receiving one or more in-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • White: 2 (all male)
  • Section 504: 2 (all female)

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

  • Hispanic5
  • White4
  • LEP2
  • 5044
Students with disabilities receiving only one out-of-school suspension: 9 (male: 7, female: 2)
  • Hispanic: 5 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 4 (male: 2, female: 2)
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Section 504: 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

  • Hispanic2
  • Black2
  • White2
  • LEP2
Students without Disabilities who received an expulsion with educational services: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

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

7.2
California:

11.3
Students without Disabilities who received an expulsion under zero tolerance policies: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)

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

4.8
California:

2.8

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

  • Hispanic10
  • Asian2
  • White43
  • Multirace10
  • IDEA2
8th grade student enrollment in Algebra I: 65 (male: 41, female: 24)
  • Hispanic: 10 (male: 8, female: 2)
  • Asian: 2 (all male)
  • White: 43 (male: 26, female: 17)
  • Two or More Races: 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

    8th grade studenst who passed Algebra I

  • Hispanic11
  • Asian4
  • White41
  • Multirace8
8th grade studenst who passed Algebra I: 64 (male: 40, female: 24)
  • Hispanic: 11 (male: 7, female: 4)
  • Asian: 4 (all male)
  • White: 41 (male: 25, female: 16)
  • Two or More Races: 8 (male: 4, female: 4)
Percent of 8th grade students who passed
Here:

98.5%
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

  • Hispanic2
  • Asian2
  • Native Hawaiian2
  • White19
  • Multirace2
Student Enrollment in Geometry: 27 (male: 22, female: 5)
  • Hispanic: 2 (all male)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • White: 19 (male: 14, female: 5)
  • Two or More Races: 2 (all male)

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