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Dyer-Kelly Elementary School in Sacramento, CA
(KG-05 • 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 1
Address
 2236 Edison Ave.
Sacramento, CA 95821
Telephone
(916) 566-2150
(make sure to verify first before calling)
City-data.com school rating
1
Students
433
Classroom Teachers (FTE)
16.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
407
Reduced-price lunch
eligible students
12
School district
San Juan 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:
Vista Nueva Career and Technology High (1.3 miles):

27
D. W. Babcock Elementary (1.2 miles):

22
Michael J. Castori Elementary (1.1 miles):

21
Aspire Alexander Twilight College Preparatory Academy (0.8 miles):

20
Higher Learning Academy (0.9 miles):

20
Paseo Grande Charter (0.5 miles):

18
Aspire Alexander Twilight Secondary Academy (0.8 miles):

15
Howe Avenue Elementary (0.9 miles):

4
Dyer-Kelly Elementary School:

1
Dyer-Kelly Elementary School rating compared to average state, county and city schools ratings:
California:

46
Sacramento County:

41
Sacramento:

33
Dyer-Kelly Elementary School:

1

Students & Teachers


Total enrollment:
Enrollment in 2016: 433
Enrollment in 2015: 405
Enrollment in 2014: 436
Enrollment in 2013: 406
Enrollment in 2012: 368
Enrollment in 2011: 375
Enrollment in 2010: 410
Enrollment in 2009: 459
Enrollment in 2008: 477
Enrollment in 2007: 460
Enrollment in 2006: 493
Enrollment in 2005: 405
Enrollment in 2004: 438
Enrollment in 2003: 437
Enrollment in 2002: 496
Enrollment in 2001: 472
Enrollment in 2000: 469
Enrollment in 1999: 473

Dyer-Kelly Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05Total
All students848179616365433
Female students454836272728211
Male students393343343637222
American Indian/Alaska Native students - 2222210
Asian students914865648
Hispanic students332428262530166
Black students203126221315127
White students2110145161076
Hawaiian Native/Pacific Islander students - - - - 112
Two or More Races students1 - 1 - 114

Enrollment by grade:
Kindergarten enrollment: 84
1st grade enrollment: 81
2nd grade enrollment: 79
3rd grade enrollment: 61
4th grade enrollment: 63
5th grade enrollment: 65

Dyer-Kelly Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 211 (48.7%)
Here:

48.7%
California:

49.4%
Male enrollment: 222 (51.3%)
Here:

51.3%
State:

49.6%

Dyer-Kelly Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 10 (2.3%)
Here:

2.3%
State:

1.0%
Asian enrollment: 48 (11.1%)
Here:

11.1%
State:

9.4%
Hispanic enrollment: 166 (38.3%)
School:

38.3%
State:

46.0%
Black enrollment: 127 (29.3%)
School:

29.3%
State:

6.1%
White enrollment: 76 (17.6%)
School:

17.6%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 2 (0.5%)
Dyer-Kelly Elementary School:

0.5%
California:

0.6%
Two or More Races enrollment: 4 (0.9%)
School:

0.9%
State:

4.5%

Dyer-Kelly Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 419 (96.8%)
Dyer-Kelly Elementary School:

96.8%
State:

61.2%
Free lunch eligible students: 407 (94.0%)
Here:

94.0%
State:

52.8%
Reduced-price lunch eligible students: 12 (2.8%)
School:

2.8%
State:

8.6%

Dyer-Kelly Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 16

Number of FTE teachers in their first year of teaching: 3
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 7
Number of FTE nurses: 0.3
Number of FTE psychologists: 0.3

Student/Teacher Ratio
Dyer-Kelly Elementary School:

27.1
California:

22.8

Dyer-Kelly Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,518,169
  • Full-time Equivalency Count of Teachers: 17 (Salary Expenditures: $1,139,358)
  • Full-time Equivalency Count of Support Services Staff: 2.2 (Salary Expenditures: $193,057)
  • Full-time Equivalency Count of School Administration Staff: 3.3 (Salary Expenditures: $184,679)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $114,107
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,051,006
  • Salary Expenditures for Teachers: $1,354,700
  • Full-time Equivalency Count of Instructional Aides: 4.1 (Salary Expenditures: $150,396)
  • Full-time Equivalency Count of Support Services Staff: 4.3 (Salary Expenditures: $340,386)
  • Full-time Equivalency Count of School Administration Staff: 4.1 (Salary Expenditures: $205,524)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $247,656

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic100
  • Asian40
  • White25
  • IDEA10
Students Enrolled in LEP Programs: 165 (male: 81, female: 84)
  • Hispanic: 100 (male: 47, female: 53)
  • Asian: 40 (male: 26, female: 14)
  • White: 25 (male: 8, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, 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 served under IDEA

  • Hispanic14
  • Black20
  • White8
  • LEP8
Students with disabilities served under IDEA: 42 (male: 24, female: 18)
  • Hispanic: 14 (male: 7, female: 7)
  • Black: 20 (male: 13, female: 7)
  • White: 8 (male: 4, female: 4)
  • Limited English Proficiency (LEP): 8 (male: 4, female: 4)

Retention:
Show data for

(State average from 2,659 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 1st grade: 2 (all male)
  • White: 2

Percent of 1st grade students retained
Dyer-Kelly Elementary School:

2.5%
State:

4.8%

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

  • All3%
  • Males2%
  • Females5%
  • Black3%
  • White10%
ELA students tested: 163
ELA students with scores: 163

Percentage Standard Met and Above:

3%
California:

49%

Standard Not Met: 82.8%
Standard Nearly Met: 14.1%
Standard Met: 1.8%
Standard Exceeded: 1.2%

All Grades:
82.8%
14.1%
1.8%
1.2%
3rd Grade: (Mean Scale Score: 2304.3, Students tested: 55, Standard Not Met: 81.8%, Nearly Met: 16.4%, Met: 1.8%, Exceeded: 0.0%)
81.8%
16.4%
1.8%
4th Grade: (Mean Scale Score: 2338.9, Students tested: 54, Standard Not Met: 85.2%, Nearly Met: 11.1%, Met: 1.9%, Exceeded: 1.9%)
85.2%
11.1%
1.9%
1.9%
5th Grade: (Mean Scale Score: 2361.2, Students tested: 54, Standard Not Met: 81.5%, Nearly Met: 14.8%, Met: 1.9%, Exceeded: 1.9%)
81.5%
14.8%
1.9%
1.9%

Dyer-Kelly Elementary School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All2%
  • Males3%
  • Females1%
  • Asian3%
  • White5%
  • Multirace9%
Math students tested: 202
Math students with scores: 202

Percentage Standard Met and Above:

2%
State:

38%

Standard Not Met: 85.2%
Standard Nearly Met: 12.4%
Standard Met: 2.5%
Standard Exceeded: 0.0%

All Grades:
85.2%
12.4%
2.5%
3rd Grade: (Mean Scale Score: 2332.3, Students tested: 67, Standard Not Met: 79.1%, Nearly Met: 19.4%, Met: 1.5%, Exceeded: 0.0%)
79.1%
19.4%
1.5%
4th Grade: (Mean Scale Score: 2348.9, Students tested: 68, Standard Not Met: 83.8%, Nearly Met: 13.2%, Met: 2.9%, Exceeded: 0.0%)
83.8%
13.2%
2.9%
5th Grade: (Mean Scale Score: 2361.7, Students tested: 67, Standard Not Met: 92.5%, Nearly Met: 4.5%, Met: 3.0%, Exceeded: 0.0%)
92.5%
4.5%
3.0%

Dyer-Kelly Elementary 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.

CST Science students tested: 59
CST Science students with scores: 58

Percentage At Or Above Proficient:

9%
California:

54%

Percentage Far Below Basic: 29.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 34.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 28.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 9.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 0.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 285.5, Students tested: 59, Far Below Basic: 29.0%, Below Basic: 34.0%, Basic: 28.0%, Proficient: 9.0%, Advanced: 0.0%)
29.0%
34.0%
28.0%
9.0%

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:
5th grade: (Students tested: 68, Needs Improvement - High Risk: 44.1%, Needs Improvement: 54.4%, Healthy Fitness Zone: 1.5%)
44.1%
54.4%
1.5%
Body Composition:
5th grade: (Students tested: 68, Needs Improvement - High Risk: 54.4%, Needs Improvement: 17.6%, Healthy Fitness Zone: 28.0%)
54.4%
17.6%
28.0%
Abdominal Strength:
5th grade: (Students tested: 68, Needs Improvement - High Risk: 77.9%, Needs Improvement: 22.1%, Healthy Fitness Zone: 0.0%)
77.9%
22.1%
Trunk Extension Strength:
5th grade: (Students tested: 68, Needs Improvement - High Risk: 66.2%, Needs Improvement: 33.8%, Healthy Fitness Zone: 0.0%)
66.2%
33.8%
Upper Body Strength:
5th grade: (Students tested: 68, Needs Improvement - High Risk: 45.6%, Needs Improvement: 54.4%, Healthy Fitness Zone: 0.0%)
45.6%
54.4%
Flexibility:
5th grade: (Students tested: 68, Needs Improvement - High Risk: 55.9%, Needs Improvement: 44.1%, Healthy Fitness Zone: 0.0%)
55.9%
44.1%

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).

Dyer-Kelly Elementary School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 293
Number of students who met CELDT criterion: 12

Students who met CELDT criterion:

4.0%
California:

34.0%
Kindergarten:
Student Count: 60
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

2.0%
California:

13.0%
Listening Mean Scale Score:

275.5
State:

364.6
Reading Mean Scale Score:

227.5
State:

276.6
Speaking Mean Scale Score:

233.4
California:

375.9
Writing Mean Scale Score:

234.7
State:

286.0
Grade 1:
Student Count: 55
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

5.0%
California:

44.0%
Listening Mean Scale Score:

284.0
California:

439.9
Reading Mean Scale Score:

267.2
California:

383.8
Speaking Mean Scale Score:

258.0
California:

446.4
Writing Mean Scale Score:

294.5
California:

386.5
Grade 2:
Student Count: 53
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

2.0%
California:

27.0%
Listening Mean Scale Score:

328.6
California:

477.2
Reading Mean Scale Score:

292.1
State:

440.5
Speaking Mean Scale Score:

321.2
State:

483.0
Writing Mean Scale Score:

282.0
State:

456.4
Grade 3:
Student Count: 50
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

2.0%
California:

26.0%
Listening Mean Scale Score:

344.3
State:

475.9
Reading Mean Scale Score:

353.9
State:

459.6
Speaking Mean Scale Score:

356.3
State:

491.7
Writing Mean Scale Score:

328.8
State:

478.6
Grade 4:
Student Count: 40
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

5.0%
California:

37.0%
Listening Mean Scale Score:

377.4
California:

509.2
Reading Mean Scale Score:

399.5
State:

490.7
Speaking Mean Scale Score:

391.9
State:

515.2
Writing Mean Scale Score:

380.9
State:

502.2
Grade 5:
Student Count: 35
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

11.0%
State:

48.0%
Listening Mean Scale Score:

397.2
State:

533.7
Reading Mean Scale Score:

396.2
State:

514.0
Speaking Mean Scale Score:

403.7
California:

530.0
Writing Mean Scale Score:

383.4
State:

519.1

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).

Dyer-Kelly Elementary School - Adequate Yearly Progress status


ELA Participation Rate
Dyer-Kelly Elementary School:

99.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic100
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White97
  • Multirace100
  • SED99
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 82 out of 82 enrolled)
  • American Indian / Alaska Native: 100% (tested 5 out of 5 enrolled)
  • Asian: 100% (tested 7 out of 7 enrolled)
  • Filipino: 100% (tested 2 out of 2 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 4 out of 4 enrolled)
  • Black: 100% (tested 54 out of 54 enrolled)
  • White: 97% (tested 25 out of 26 enrolled)
  • Two or More Races: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 172 out of 173 enrolled)
  • English Learners: 100% (tested 76 out of 76 enrolled)
  • Students with Disabilities: 100% (tested 23 out of 23 enrolled)

Math Participation Rate
Dyer-Kelly Elementary School:

98.0%
California:

96.1%

    Math Participation Rate

  • Hispanic100
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White97
  • SED98
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 82 out of 82 enrolled)
  • American Indian / Alaska Native: 100% (tested 5 out of 5 enrolled)
  • Asian: 100% (tested 13 out of 13 enrolled)
  • Filipino: 100% (tested 2 out of 2 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 4 out of 4 enrolled)
  • Black: 100% (tested 53 out of 53 enrolled)
  • White: 97% (tested 30 out of 31 enrolled)
  • Socioeconomic Disadvantaged: 98% (tested 178 out of 181 enrolled)
  • English Learners: 100% (tested 87 out of 87 enrolled)
  • Students with Disabilities: 100% (tested 23 out of 23 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.

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 physical attack or fight without a weapon: 38

Incidents of threats of physical attack without a weapon: 2


Total incidents per 1,000 students
Dyer-Kelly Elementary School:

92.4
California:

60.8

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

2.3
California:

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

  • Hispanic46
  • American Indian2
  • Asian7
  • Black55
  • White22
  • Multirace4
  • LEP22
  • IDEA13
Chronic Student Absenteeism: 136 (male: 66, female: 70)
  • Hispanic: 46 (male: 23, female: 23)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 7 (male: 5, female: 2)
  • Black: 55 (male: 23, female: 32)
  • White: 22 (male: 11, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 22 (male: 8, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)
Chronic Student Absenteeism per 1,000 students
Dyer-Kelly Elementary School:

314.1
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

  • Hispanic9
  • American Indian9
  • Black47
  • White19
  • LEP16
  • IDEA14
School days missed due to out-of-school suspension: 84 (male: 73, female: 11)
  • Hispanic: 9 (male: 6, female: 3)
  • American Indian / Alaska Native: 9 (all male)
  • Black: 47 (male: 41, female: 6)
  • White: 19 (male: 17, female: 2)
  • Limited English Proficiency (LEP): 16 (male: 13, female: 3)
  • Individuals With Disabilities Education Act (IDEA): 14 (male: 12, female: 2)
Instances of out-of-school suspension (Students without disabilities): 57

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

131.6
California:

84.8

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

  • Hispanic4
  • Black13
  • White2
  • LEP4
Students without disabilities receiving only one out-of-school suspension: 19 (male: 12, female: 7)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 13 (male: 8, female: 5)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

  • Hispanic2
  • American Indian2
  • Black5
  • White2
  • LEP2
Students without disabilities receiving more than one out-of-school suspension: 11 (all male)
  • Hispanic: 2
  • American Indian / Alaska Native: 2
  • Black: 5
  • White: 2
  • Limited English Proficiency (LEP): 2
Instances of out-of-school suspension (Students with disabilities): 11

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

25.4
California:

28.1
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Black: 2
  • White: 2
  • Limited English Proficiency (LEP): 2
Students with disabilities receiving more than one out-of-school suspension: 8 (male: 6, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)

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  4. Schools in California
  5. Dyer-Kelly Elementary School


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