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Forest Hill Elementary School in San Jose, 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 97
Address
 4450 McCoy Ave.
San Jose, CA 95130
Telephone
(408) 364-4279
(make sure to verify first before calling)
Website
http://www.campbellusd.org
City-data.com school rating
97
Students
631
Classroom Teachers (FTE)
24.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
45
Reduced-price lunch
eligible students
16
School district
Campbell Union
Charter school
Yes
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:
Marshall Lane Elementary (1.2 miles):

97
Forest Hill Elementary School:

97
Gussie M. Baker Elementary (0.7 miles):

93
Village (1.2 miles):

91
Rolling Hills Middle (0.7 miles):

89
Moreland Middle (1.0 miles):

83
Westmont High (0.4 miles):

80
Capri Elementary (1.2 miles):

75
Latimer Elementary (1.2 miles):

69
Forest Hill Elementary School rating compared to average state, county and city schools ratings:
California:

46
Santa Clara County:

64
San Jose:

55
Forest Hill Elementary School:

97

Students & Teachers


Total enrollment:
Enrollment in 2016: 631
Enrollment in 2015: 632
Enrollment in 2014: 599
Enrollment in 2013: 580
Enrollment in 2012: 593
Enrollment in 2011: 577
Enrollment in 2010: 578
Enrollment in 2009: 568
Enrollment in 2008: 540
Enrollment in 2007: 564
Enrollment in 2006: 569
Enrollment in 2005: 559
Enrollment in 2004: 561
Enrollment in 2003: 573
Enrollment in 2002: 572
Enrollment in 2001: 573
Enrollment in 2000: 594
Enrollment in 1999: 587

Forest Hill Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05Total
All students1231061239112464631
Female students625761475931317
Male students614962446533314
Asian students494045414522242
Hispanic students181021189682
Black students14437120
White students344343204833221
Hawaiian Native/Pacific Islander students1 - - - - - 1
Two or More Races students20910915265

Enrollment by grade:
Kindergarten enrollment: 123
1st grade enrollment: 106
2nd grade enrollment: 123
3rd grade enrollment: 91
4th grade enrollment: 124
5th grade enrollment: 64

Forest Hill Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 317 (50.2%)
Here:

50.2%
California:

49.4%
Male enrollment: 314 (49.8%)
Forest Hill Elementary School:

49.8%
State:

49.6%

Forest Hill Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Asian enrollment: 242 (38.4%)
Here:

38.4%
State:

9.4%
Hispanic enrollment: 82 (13.0%)
Forest Hill Elementary School:

13.0%
California:

46.0%
Black enrollment: 20 (3.2%)
School:

3.2%
California:

6.1%
White enrollment: 221 (35.0%)
School:

35.0%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.2%)
School:

0.2%
State:

0.6%
Two or More Races enrollment: 65 (10.3%)
Here:

10.3%
State:

4.5%

Forest Hill Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 61 (9.7%)
Forest Hill Elementary School:

9.7%
State:

61.2%
Free lunch eligible students: 45 (7.1%)
School:

7.1%
State:

52.8%
Reduced-price lunch eligible students: 16 (2.5%)
Here:

2.5%
California:

8.6%

Forest Hill Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 24

Number of FTE teachers in their first year of teaching: 4
Number of FTE teachers who were absent more than 10 school days during the school years: 2
Number of FTE psychologists: 1

Student/Teacher Ratio
Here:

26.3
State:

22.8

Forest Hill Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,639,250
  • Full-time Equivalency Count of Teachers: 32 (Salary Expenditures: $2,354,515)
  • Full-time Equivalency Count of Instructional Aides: 0.8 (Salary Expenditures: $17,738)
  • Full-time Equivalency Count of Support Services Staff: 2.5 (Salary Expenditures: $133,471)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $133,525)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $191,701

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic19
  • Black5
  • White10
  • Multirace7
  • IDEA13
Students Enrolled in LEP Programs: 41 (male: 24, female: 17)
  • Hispanic: 19 (male: 11, female: 8)
  • Black: 5 (all female)
  • White: 10 (male: 8, female: 2)
  • Two or More Races: 7 (male: 5, female: 2)
  • 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

  • Hispanic41
  • Black8
  • White44
  • Multirace14
  • LEP20
Students with disabilities served under IDEA: 107 (male: 70, female: 37)
  • Hispanic: 41 (male: 28, female: 13)
  • Black: 8 (male: 4, female: 4)
  • White: 44 (male: 28, female: 16)
  • Two or More Races: 14 (male: 10, female: 4)
  • Limited English Proficiency (LEP): 20 (male: 13, female: 7)
Students with disabilities served under Section 504: 11 (male: 9, female: 2)
  • Hispanic: 2 (all male)
  • White: 5 (all male)
  • Two or More Races: 4 (male: 2, female: 2)

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 Kindergarten: 2 (all female)
  • White: 2

Percent of Kindergarten students retained
School:

1.6%
State:

5.6%

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

  • Hispanic2
  • White7
  • Multirace2
  • IDEA2
Gifted and Talented Student Enrollment: 11 (male: 6, female: 5)
  • Hispanic: 2 (all male)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Gifted and Talented Student Enrollment per 1,000 students
Forest Hill Elementary School:

17.4
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

  • All88%
  • Males89%
  • Females88%
  • Hispanic45%
ELA students tested: 286
ELA students with scores: 286

Percentage Standard Met and Above:

88%
State:

49%

Standard Not Met: 4.2%
Standard Nearly Met: 7.7%
Standard Met: 23.1%
Standard Exceeded: 65.0%

All Grades:
4.2%
7.7%
23.1%
65.0%
3rd Grade: (Mean Scale Score: 2522.8, Students tested: 109, Standard Not Met: 2.8%, Nearly Met: 6.4%, Met: 21.1%, Exceeded: 69.7%)
2.8%
6.4%
21.1%
69.7%
4th Grade: (Mean Scale Score: 2556.1, Students tested: 90, Standard Not Met: 5.6%, Nearly Met: 6.7%, Met: 22.2%, Exceeded: 65.6%)
5.6%
6.7%
22.2%
65.6%
5th Grade: (Mean Scale Score: 2586.7, Students tested: 87, Standard Not Met: 4.6%, Nearly Met: 10.3%, Met: 26.4%, Exceeded: 58.6%)
4.6%
10.3%
26.4%
58.6%

Forest Hill Elementary School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All89%
  • Males89%
  • Females89%
  • Hispanic36%
Math students tested: 289
Math students with scores: 289

Percentage Standard Met and Above:

89%
State:

38%

Standard Not Met: 2.1%
Standard Nearly Met: 9.0%
Standard Met: 20.4%
Standard Exceeded: 68.5%

All Grades:
2.1%
9.0%
20.4%
68.5%
3rd Grade: (Mean Scale Score: 2540.9, Students tested: 111, Standard Not Met: 0.0%, Nearly Met: 5.4%, Met: 20.7%, Exceeded: 73.9%)
5.4%
20.7%
73.9%
4th Grade: (Mean Scale Score: 2574.0, Students tested: 90, Standard Not Met: 0.0%, Nearly Met: 10.0%, Met: 23.3%, Exceeded: 66.7%)
10.0%
23.3%
66.7%
5th Grade: (Mean Scale Score: 2592.4, Students tested: 88, Standard Not Met: 6.8%, Nearly Met: 12.5%, Met: 17.1%, Exceeded: 63.6%)
6.8%
12.5%
17.1%
63.6%

Forest Hill Elementary School - Math Area Achievement Levels (all grades)


California Alternate Assessments:
Show data for

(State average from 1,579 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: 14
ELA students with scores: 14

Percentage Level 3:

7%
State:

15%

Level 1: 85.7% The student showed limited understanding of core concepts.
Level 2: 7.1% The student showed foundational understanding of core concepts.
Level 3: 7.1% The student showed understanding of core concepts.

All Grades:
85.7%
7.1%
7.1%
Math students tested: 14
Math students with scores: 14

Percentage Level 3:

0%
State:

6%

Level 1: 85.7% The student showed limited understanding of core concepts.
Level 2: 14.3% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.

All Grades:
85.7%
14.3%

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: 57
CST Science students with scores: 57

Percentage At Or Above Proficient:

98%
State:

54%

Percentage Far Below Basic: 2.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 0.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 26.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 72.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 444.3, Students tested: 57, Far Below Basic: 2.0%, Below Basic: 0.0%, Basic: 0.0%, Proficient: 26.0%, Advanced: 72.0%)
2.0%
26.0%
72.0%

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: 89, Needs Improvement - High Risk: 75.3%, Needs Improvement: 22.5%, Healthy Fitness Zone: 2.2%)
75.3%
22.5%
2.2%
Body Composition:
5th grade: (Students tested: 89, Needs Improvement - High Risk: 80.9%, Needs Improvement: 10.1%, Healthy Fitness Zone: 9.0%)
80.9%
10.1%
9.0%
Abdominal Strength:
5th grade: (Students tested: 89, Needs Improvement - High Risk: 89.9%, Needs Improvement: 10.1%, Healthy Fitness Zone: 0.0%)
89.9%
10.1%
Trunk Extension Strength:
5th grade: (Students tested: 89, Needs Improvement - High Risk: 100.0%, Needs Improvement: 0.0%, Healthy Fitness Zone: 0.0%)
100.0%
Upper Body Strength:
5th grade: (Students tested: 89, Needs Improvement - High Risk: 87.6%, Needs Improvement: 12.4%, Healthy Fitness Zone: 0.0%)
87.6%
12.4%
Flexibility:
5th grade: (Students tested: 89, Needs Improvement - High Risk: 73.0%, Needs Improvement: 27.0%, Healthy Fitness Zone: 0.0%)
73.0%
27.0%

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).

Forest Hill Elementary School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 129
Number of students who met CELDT criterion: 71

Students who met CELDT criterion:

55.0%
California:

34.0%
Kindergarten:
Student Count: 44
Number of students who met CELDT criterion: 19

Students who met CELDT criterion:

43.0%
California:

13.0%
Listening Mean Scale Score:

424.4
State:

364.6
Reading Mean Scale Score:

353.7
California:

276.6
Speaking Mean Scale Score:

405.0
State:

375.9
Writing Mean Scale Score:

347.7
California:

286.0
Grade 1:
Student Count: 30
Number of students who met CELDT criterion: 16

Students who met CELDT criterion:

53.0%
State:

44.0%
Listening Mean Scale Score:

425.2
California:

439.9
Reading Mean Scale Score:

430.4
State:

383.8
Speaking Mean Scale Score:

386.7
California:

446.4
Writing Mean Scale Score:

409.6
California:

386.5
Grade 2:
Student Count: 21
Number of students who met CELDT criterion: 16

Students who met CELDT criterion:

76.0%
California:

27.0%
Listening Mean Scale Score:

499.0
California:

477.2
Reading Mean Scale Score:

496.9
California:

440.5
Speaking Mean Scale Score:

504.9
California:

483.0
Writing Mean Scale Score:

521.2
State:

456.4
Grade 3:
Student Count: 16
Number of students who met CELDT criterion: 5

Students who met CELDT criterion:

31.0%
California:

26.0%
Listening Mean Scale Score:

389.0
State:

475.9
Reading Mean Scale Score:

407.7
State:

459.6
Speaking Mean Scale Score:

363.3
California:

491.7
Writing Mean Scale Score:

394.8
California:

478.6
Grade 4:
Student Count: 12
Number of students who met CELDT criterion: 10

Students who met CELDT criterion:

83.0%
California:

37.0%
Listening Mean Scale Score:

561.4
California:

509.2
Reading Mean Scale Score:

533.5
California:

490.7
Speaking Mean Scale Score:

559.7
State:

515.2
Writing Mean Scale Score:

547.9
State:

502.2
Grade 5:
Student Count: 6
Number of students who met CELDT criterion: 5

Students who met CELDT criterion:

83.0%
State:

48.0%
Listening Mean Scale Score:

596.5
California:

533.7
Reading Mean Scale Score:

559.3
State:

514.0
Speaking Mean Scale Score:

534.8
California:

530.0
Writing Mean Scale Score:

567.5
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).

Forest Hill Elementary School - Adequate Yearly Progress status


ELA Participation Rate
Here:

99.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic100
  • Asian98
  • Filipino100
  • Black90
  • White100
  • Multirace100
  • SED96
  • LEP99
  • With Disabilities100
  • Hispanic: 100% (tested 28 out of 28 enrolled)
  • Asian: 98% (tested 101 out of 103 enrolled)
  • Filipino: 100% (tested 2 out of 2 enrolled)
  • Black: 90% (tested 9 out of 10 enrolled)
  • White: 100% (tested 99 out of 99 enrolled)
  • Two or More Races: 100% (tested 24 out of 24 enrolled)
  • Socioeconomic Disadvantaged: 96% (tested 22 out of 23 enrolled)
  • English Learners: 99% (tested 71 out of 72 enrolled)
  • Students with Disabilities: 100% (tested 28 out of 28 enrolled)

Math Participation Rate
School:

99.0%
State:

96.1%

    Math Participation Rate

  • Hispanic100
  • Asian98
  • Filipino100
  • Black90
  • White100
  • Multirace100
  • SED96
  • LEP99
  • With Disabilities100
  • Hispanic: 100% (tested 28 out of 28 enrolled)
  • Asian: 98% (tested 102 out of 104 enrolled)
  • Filipino: 100% (tested 2 out of 2 enrolled)
  • Black: 90% (tested 9 out of 10 enrolled)
  • White: 100% (tested 100 out of 100 enrolled)
  • Two or More Races: 100% (tested 24 out of 24 enrolled)
  • Socioeconomic Disadvantaged: 96% (tested 22 out of 23 enrolled)
  • English Learners: 99% (tested 73 out of 74 enrolled)
  • Students with Disabilities: 100% (tested 28 out of 28 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 threats of physical attack without a weapon: 1


Total incidents per 1,000 students
School:

1.6
State:

60.8

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

  • Hispanic4
  • White7
  • LEP4
  • IDEA4
Chronic Student Absenteeism: 11 (male: 4, female: 7)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Forest Hill Elementary School:

17.4
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).
School days missed due to out-of-school suspension: 1 (all female)
  • White: 1
Instances of out-of-school suspension (Students without disabilities): 1

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

1.6
California:

84.8
Students without disabilities receiving only one out-of-school suspension: 2 (all female)
  • White: 2

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