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Gaspar De Portola Middle School in Los Angeles, 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 72
Address
 18720 Linnet St.
Los Angeles, CA 91356
Telephone
(818) 654-3300
(make sure to verify first before calling)
City-data.com school rating
72
Students
1,902
Classroom Teachers (FTE)
63.5
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
799
Reduced-price lunch
eligible students
220
School district
Los Angeles Unified
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
Yes
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Sherman Oaks Center for Enriched Studies (1.3 miles):

81
Wilbur Charter For Enriched Academics (0.2 miles):

75
Gaspar De Portola Middle School:

72
CHIME Institute's Schwarzenegger Community (1.2 miles):

65
Nestle Avenue Charter (0.8 miles):

59
Emelita Academy Charter (1.3 miles):

40
Zane Grey Continuation (1.6 miles):

31
Vanalden Avenue Elementary (1.1 miles):

26
Tarzana Elementary (0.6 miles):

22
Gaspar De Portola Middle School rating compared to average state, county and city schools ratings:
California:

46
Los Angeles County:

44
Los Angeles:

36
Gaspar De Portola Middle School:

72

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,902
Enrollment in 2015: 1,819
Enrollment in 2014: 1,825
Enrollment in 2013: 1,790
Enrollment in 2012: 1,899
Enrollment in 2011: 1,924
Enrollment in 2010: 1,966
Enrollment in 2009: 1,969
Enrollment in 2008: 1,909
Enrollment in 2007: 1,974
Enrollment in 2006: 2,084
Enrollment in 2005: 2,296
Enrollment in 2004: 2,443
Enrollment in 2003: 2,427
Enrollment in 2002: 2,297
Enrollment in 2001: 2,335
Enrollment in 2000: 2,222
Enrollment in 1999: 2,183

Gaspar De Portola Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students6596296141,902
Female students316318291925
Male students343311323977
American Indian/Alaska Native students - - 11
Asian students719378242
Hispanic students232206203641
Black students373647120
White students302278275855
Hawaiian Native/Pacific Islander students3 - - 3
Two or More Races students14161040

Enrollment by grade:
6th grade enrollment: 659
7th grade enrollment: 629
8th grade enrollment: 614

Gaspar De Portola Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 925 (48.6%)
School:

48.6%
California:

49.4%
Male enrollment: 977 (51.4%)
School:

51.4%
State:

49.6%

Gaspar De Portola Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 1 (0.1%)
Gaspar De Portola Middle School:

0.1%
State:

1.0%
Asian enrollment: 242 (12.7%)
Gaspar De Portola Middle School:

12.7%
California:

9.4%
Hispanic enrollment: 641 (33.7%)
Here:

33.7%
California:

46.0%
Black enrollment: 120 (6.3%)
Gaspar De Portola Middle School:

6.3%
California:

6.1%
White enrollment: 855 (45.0%)
Gaspar De Portola Middle School:

45.0%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 3 (0.2%)
Here:

0.2%
California:

0.6%
Two or More Races enrollment: 40 (2.1%)
School:

2.1%
State:

4.5%

Gaspar De Portola Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 1,019 (53.6%)
Gaspar De Portola Middle School:

53.6%
California:

61.2%
Free lunch eligible students: 799 (42.0%)
School:

42.0%
State:

52.8%
Reduced-price lunch eligible students: 220 (11.6%)
Here:

11.6%
California:

8.6%

Gaspar De Portola Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 63.5

Number of FTE teachers in their first year of teaching: 3
Number of FTE teachers in their second year of teaching: 8
Number of FTE school counselors: 5.6
Number of FTE security guards: 1
Number of FTE nurses: 2
Number of FTE psychologists: 2

Student/Teacher Ratio
Here:

30.0
California:

22.8

Gaspar De Portola Middle School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $5,597,618
  • Full-time Equivalency Count of Teachers: 55.5 (Salary Expenditures: $4,358,041)
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $79,664)
  • Full-time Equivalency Count of Support Services Staff: 5.1 (Salary Expenditures: $539,626)
  • Full-time Equivalency Count of School Administration Staff: 8.5 (Salary Expenditures: $620,287)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $268,056
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $7,834,503
  • Salary Expenditures for Teachers: $5,603,261
  • Full-time Equivalency Count of Instructional Aides: 21.9 (Salary Expenditures: $657,978)
  • Full-time Equivalency Count of Support Services Staff: 7.6 (Salary Expenditures: $944,172)
  • Full-time Equivalency Count of School Administration Staff: 8.5 (Salary Expenditures: $629,092)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $366,383

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic79
  • Asian10
  • White85
  • IDEA58
Students Enrolled in LEP Programs: 174 (male: 96, female: 78)
  • Hispanic: 79 (male: 44, female: 35)
  • Asian: 10 (male: 5, female: 5)
  • White: 85 (male: 47, female: 38)
  • Individuals With Disabilities Education Act (IDEA): 58 (male: 32, female: 26)

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

  • Hispanic89
  • Asian4
  • Black26
  • White80
  • Multirace4
  • LEP56
Students with disabilities served under IDEA: 203 (male: 140, female: 63)
  • Hispanic: 89 (male: 58, female: 31)
  • Asian: 4 (all male)
  • Black: 26 (male: 22, female: 4)
  • White: 80 (male: 52, female: 28)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 56 (male: 31, female: 25)
Students with disabilities served under Section 504: 37 (male: 24, female: 13)
  • Hispanic: 7 (male: 2, female: 5)
  • Black: 5 (all male)
  • White: 25 (male: 17, female: 8)

Retention:
Show data for

(State average from 212 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 male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 8th grade students retained
School:

0.3%
California:

4.0%

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

  • Hispanic154
  • Asian166
  • Native Hawaiian2
  • Black31
  • White358
  • Multirace16
  • LEP2
  • IDEA7
Gifted and Talented Student Enrollment: 727 (male: 390, female: 337)
  • Hispanic: 154 (male: 83, female: 71)
  • Asian: 166 (male: 89, female: 77)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 31 (male: 14, female: 17)
  • White: 358 (male: 194, female: 164)
  • Two or More Races: 16 (male: 8, female: 8)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Gifted and Talented Student Enrollment per 1,000 students
Gaspar De Portola Middle School:

382.2
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

  • All56%
  • Males52%
  • Females61%
  • Black25%
  • Asian69%
  • Filipino65%
  • Hispanic32%
  • White53%
  • Multirace64%
ELA students tested: 1,865
ELA students with scores: 1,864

Percentage Standard Met and Above:

56%
California:

49%

Standard Not Met: 23.1%
Standard Nearly Met: 20.8%
Standard Met: 31.8%
Standard Exceeded: 24.4%

All Grades:
23.1%
20.8%
31.8%
24.4%
6th Grade: (Mean Scale Score: 2551.7, Students tested: 617, Standard Not Met: 18.2%, Nearly Met: 22.9%, Met: 30.7%, Exceeded: 28.3%)
18.2%
22.9%
30.7%
28.3%
7th Grade: (Mean Scale Score: 2559.2, Students tested: 642, Standard Not Met: 24.1%, Nearly Met: 21.5%, Met: 31.8%, Exceeded: 22.6%)
24.1%
21.5%
31.8%
22.6%
8th Grade: (Mean Scale Score: 2569.9, Students tested: 606, Standard Not Met: 26.9%, Nearly Met: 17.8%, Met: 32.8%, Exceeded: 22.4%)
26.9%
17.8%
32.8%
22.4%

Gaspar De Portola Middle School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All49%
  • Males50%
  • Females49%
  • Black21%
  • Asian62%
  • Filipino65%
  • Hispanic23%
  • White45%
  • Multirace57%
Math students tested: 1,880
Math students with scores: 1,880

Percentage Standard Met and Above:

49%
State:

38%

Standard Not Met: 29.0%
Standard Nearly Met: 21.6%
Standard Met: 16.1%
Standard Exceeded: 33.3%

All Grades:
29.0%
21.6%
16.1%
33.3%
6th Grade: (Mean Scale Score: 2557.5, Students tested: 620, Standard Not Met: 22.9%, Nearly Met: 23.9%, Met: 19.2%, Exceeded: 34.0%)
22.9%
23.9%
19.2%
34.0%
7th Grade: (Mean Scale Score: 2559.7, Students tested: 651, Standard Not Met: 28.9%, Nearly Met: 24.1%, Met: 14.8%, Exceeded: 32.3%)
28.9%
24.1%
14.8%
32.3%
8th Grade: (Mean Scale Score: 2575.9, Students tested: 609, Standard Not Met: 35.3%, Nearly Met: 16.8%, Met: 14.3%, Exceeded: 33.7%)
35.3%
16.8%
14.3%
33.7%

Gaspar De Portola 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.

CST Science students tested: 599
CST Science students with scores: 596

Percentage At Or Above Proficient:

76%
State:

54%

Percentage Far Below Basic: 6.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 7.0% 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: 19.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 57.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 420.7, Students tested: 599, Far Below Basic: 6.0%, Below Basic: 7.0%, Basic: 11.0%, Proficient: 19.0%, Advanced: 57.0%)
6.0%
7.0%
11.0%
19.0%
57.0%

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: 649, Needs Improvement - High Risk: 63.9%, Needs Improvement: 27.3%, Healthy Fitness Zone: 8.8%)
63.9%
27.3%
8.8%
Body Composition:
7th grade: (Students tested: 649, Needs Improvement - High Risk: 66.7%, Needs Improvement: 19.3%, Healthy Fitness Zone: 14.0%)
66.7%
19.3%
14.0%
Abdominal Strength:
7th grade: (Students tested: 649, Needs Improvement - High Risk: 78.9%, Needs Improvement: 21.1%, Healthy Fitness Zone: 0.0%)
78.9%
21.1%
Trunk Extension Strength:
7th grade: (Students tested: 649, Needs Improvement - High Risk: 96.5%, Needs Improvement: 3.5%, Healthy Fitness Zone: 0.0%)
96.5%
3.5%
Upper Body Strength:
7th grade: (Students tested: 649, Needs Improvement - High Risk: 56.5%, Needs Improvement: 43.5%, Healthy Fitness Zone: 0.0%)
56.5%
43.5%
Flexibility:
7th grade: (Students tested: 649, Needs Improvement - High Risk: 85.2%, Needs Improvement: 14.8%, Healthy Fitness Zone: 0.0%)
85.2%
14.8%

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).

Gaspar De Portola Middle School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 187
Number of students who met CELDT criterion: 84

Students who met CELDT criterion:

45.0%
California:

34.0%
Grade 6:
Student Count: 67
Number of students who met CELDT criterion: 38

Students who met CELDT criterion:

57.0%
State:

39.0%
Listening Mean Scale Score:

539.6
State:

532.4
Reading Mean Scale Score:

540.3
California:

518.5
Speaking Mean Scale Score:

530.6
State:

518.5
Writing Mean Scale Score:

534.3
State:

522.0
Grade 7:
Student Count: 58
Number of students who met CELDT criterion: 20

Students who met CELDT criterion:

34.0%
State:

48.0%
Listening Mean Scale Score:

499.8
State:

547.6
Reading Mean Scale Score:

545.6
State:

534.4
Speaking Mean Scale Score:

503.4
State:

529.9
Writing Mean Scale Score:

530.5
California:

530.2
Grade 8:
Student Count: 62
Number of students who met CELDT criterion: 26

Students who met CELDT criterion:

42.0%
State:

47.0%
Listening Mean Scale Score:

543.1
State:

556.2
Reading Mean Scale Score:

554.2
California:

547.2
Speaking Mean Scale Score:

534.7
State:

536.1
Writing Mean Scale Score:

542.1
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).

Gaspar De Portola Middle School - Adequate Yearly Progress status


ELA Participation Rate
School:

99.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic100
  • American Indian100
  • Asian99
  • Filipino100
  • Native Hawaiian100
  • Black99
  • White99
  • Multirace100
  • SED99
  • LEP96
  • With Disabilities97
  • Hispanic: 100% (tested 631 out of 634 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 99% (tested 188 out of 189 enrolled)
  • Filipino: 100% (tested 42 out of 42 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 3 out of 3 enrolled)
  • Black: 99% (tested 110 out of 111 enrolled)
  • White: 99% (tested 836 out of 848 enrolled)
  • Two or More Races: 100% (tested 34 out of 34 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 1,015 out of 1,027 enrolled)
  • English Learners: 96% (tested 385 out of 400 enrolled)
  • Students with Disabilities: 97% (tested 203 out of 210 enrolled)

Math Participation Rate
School:

99.0%
State:

96.1%

    Math Participation Rate

  • Hispanic100
  • American Indian100
  • Asian99
  • Filipino100
  • Native Hawaiian100
  • Black99
  • White99
  • Multirace100
  • SED100
  • LEP99
  • With Disabilities96
  • Hispanic: 100% (tested 632 out of 635 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 99% (tested 189 out of 190 enrolled)
  • Filipino: 100% (tested 43 out of 43 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 3 out of 3 enrolled)
  • Black: 99% (tested 110 out of 111 enrolled)
  • White: 99% (tested 850 out of 857 enrolled)
  • Two or More Races: 100% (tested 34 out of 34 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 1,033 out of 1,037 enrolled)
  • English Learners: 99% (tested 407 out of 413 enrolled)
  • Students with Disabilities: 96% (tested 203 out of 211 enrolled)

Health & Safety


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

  • Hispanic22
  • Asian5
  • Black10
  • White22
  • Multirace7
Students without disabilities who were referred to a law enforcement agency or official: 66 (male: 49, female: 17)
  • Hispanic: 22 (male: 14, female: 8)
  • Asian: 5 (all male)
  • Black: 10 (male: 5, female: 5)
  • White: 22 (male: 20, female: 2)
  • Two or More Races: 7 (male: 5, female: 2)

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

34.7
California:

21.3

    Students with disabilities who were referred to a law enforcement agency or official

  • Hispanic22
  • Black8
  • White7
  • 5047
Students with disabilities who were referred to a law enforcement agency or official: 37 (male: 30, female: 7)
  • Hispanic: 22 (male: 17, female: 5)
  • Black: 8 (all male)
  • White: 7 (male: 5, female: 2)
  • Section 504: 7 (male: 5, female: 2)

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

19.5
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.
Allegations of harassment or bullying on the basis of sex: 5
Allegations of harassment or bullying on the basis of sex per 1,000 students
Gaspar De Portola Middle School:

2.6
California:

6.8
Students reported as harassed or bullied on the basis of sex: 6 (male: 2, female: 4)
  • Hispanic: 2 (all female)
  • White: 4 (male: 2, female: 2)
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • White: 2


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

  • Hispanic49
  • Asian4
  • Black7
  • White58
  • Multirace4
  • LEP16
  • IDEA28
  • 5044
Chronic Student Absenteeism: 122 (male: 55, female: 67)
  • Hispanic: 49 (male: 23, female: 26)
  • Asian: 4 (male: 2, female: 2)
  • Black: 7 (male: 2, female: 5)
  • White: 58 (male: 26, female: 32)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 16 (male: 8, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 28 (male: 17, female: 11)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Gaspar De Portola Middle School:

64.1
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

  • Hispanic40
  • Asian3
  • Black9
  • White23
  • Multirace6
  • IDEA27
  • 5045
School days missed due to out-of-school suspension: 81 (male: 70, female: 11)
  • Hispanic: 40 (male: 30, female: 10)
  • Asian: 3 (all male)
  • Black: 9 (all male)
  • White: 23 (all male)
  • Two or More Races: 6 (male: 5, female: 1)
  • Individuals With Disabilities Education Act (IDEA): 27 (all male)
  • Section 504: 5 (all male)
Instances of out-of-school suspension (Students without disabilities): 30

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

15.8
California:

84.8
Students without disabilities receiving one or more in-school suspension: 11 (male: 9, female: 2)
  • Hispanic: 2 (all male)
  • White: 5 (all male)
  • Two or More Races: 4 (male: 2, female: 2)

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

  • Hispanic7
  • Asian2
  • Black2
  • White5
  • Multirace4
Students without disabilities receiving only one out-of-school suspension: 20 (male: 13, female: 7)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 5 (all male)
  • Two or More Races: 4 (male: 2, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
Instances of out-of-school suspension (Students with disabilities): 13

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

6.8
State:

28.1
Instances of out-of-school suspension (Section 504 only): 3

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

1.6
California:

3.4
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)
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2

    Students with disabilities receiving more than one out-of-school suspension

  • Hispanic2
  • Black2
  • White2
  • 5042
Students with disabilities receiving more than one out-of-school suspension: 6 (all male)
  • Hispanic: 2
  • Black: 2
  • White: 2
  • Section 504: 2

Expulsions:
Show data for

(State average from 1,805 schools)
Expulsion without 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 not providing educational services to the child for the remainder of the school year or longer in accordance with local educational agency policy. Expulsion without services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students with Disabilities who received an expulsion without educational services: 2 (all male)
  • Black: 2

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

1.1
California:

1.2

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.
7th grade student enrollment in Algebra I: 107
7th grade studenst who passed Algebra I: 103
Percent of 7th grade students who passed
Here:

96.3%
State:

107.7%

    8th grade student enrollment in Algebra I

  • Hispanic13
  • Asian13
  • Black2
  • White28
  • IDEA2
8th grade student enrollment in Algebra I: 56 (male: 21, female: 35)
  • Hispanic: 13 (male: 8, female: 5)
  • Asian: 13 (male: 2, female: 11)
  • Black: 2 (all female)
  • White: 28 (male: 11, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
8th grade studenst who passed Algebra I: 51 (male: 21, female: 30)
  • Hispanic: 11 (male: 7, female: 4)
  • Asian: 11 (male: 4, female: 7)
  • White: 29 (male: 10, female: 19)
Percent of 8th grade students who passed
School:

91.1%
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.
8th grade students enrolled in Geometry: 104

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