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Hoover (Herbert) Middle School in San Francisco, 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 79
Address
 2290 14th Ave.
San Francisco, CA 94116
Telephone
(415) 759-2783
(make sure to verify first before calling)
City-data.com school rating
79
Students
977
Classroom Teachers (FTE)
44.5
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
498
Reduced-price lunch
eligible students
133
School district
San Francisco 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:
Yu (Alice Fong) Elementary (1.0 miles):

97
Clarendon Alternative Elementary (0.9 miles):

94
Sloat (Commodore) Elementary (1.0 miles):

87
Feinstein (Dianne) Elementary (0.8 miles):

83
Hoover (Herbert) Middle School:

79
West Portal Elementary (0.3 miles):

75
Lincoln (Abraham) High (0.7 miles):

75
Aptos Middle (1.1 miles):

67
San Francisco Flex Academy (1.3 miles):

34
Hoover (Herbert) Middle School rating compared to average state, county and city schools ratings:
California:

46
San Francisco County:

56
San Francisco:

56
Hoover (Herbert) Middle School:

79

Students & Teachers


Total enrollment:
Enrollment in 2016: 977
Enrollment in 2015: 975
Enrollment in 2014: 984
Enrollment in 2013: 1,030
Enrollment in 2012: 1,078
Enrollment in 2011: 1,144
Enrollment in 2010: 1,174
Enrollment in 2009: 1,205
Enrollment in 2008: 1,147
Enrollment in 2007: 1,246
Enrollment in 2006: 1,303
Enrollment in 2005: 1,285
Enrollment in 2004: 1,247
Enrollment in 2003: 1,252
Enrollment in 2002: 1,301
Enrollment in 2001: 1,267
Enrollment in 2000: 1,276
Enrollment in 1999: 1,278

Hoover (Herbert) Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)

GradeG06G07G08Total
All students325328324977
Female students153164161478
Male students172164163499
American Indian/Alaska Native students1 - 12
Asian students193185176554
Hispanic students859185261
Black students591327
White students26233079
Hawaiian Native/Pacific Islander students1225
Two or More Races students14181749

Enrollment by grade:
6th grade enrollment: 325
7th grade enrollment: 328
8th grade enrollment: 324

Hoover (Herbert) Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)

Female enrollment: 478 (48.9%)
Hoover (Herbert) Middle School:

48.9%
California:

49.4%
Male enrollment: 499 (51.1%)
School:

51.1%
California:

49.6%

Hoover (Herbert) Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)

American Indian/Alaska Native enrollment: 2 (0.2%)
Here:

0.2%
California:

1.0%
Asian enrollment: 554 (56.7%)
Here:

56.7%
California:

9.4%
Hispanic enrollment: 261 (26.7%)
Hoover (Herbert) Middle School:

26.7%
State:

46.0%
Black enrollment: 27 (2.8%)
Hoover (Herbert) Middle School:

2.8%
State:

6.1%
White enrollment: 79 (8.1%)
Here:

8.1%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 5 (0.5%)
School:

0.5%
State:

0.6%
Two or More Races enrollment: 49 (5.0%)
School:

5.0%
State:

4.5%

Hoover (Herbert) Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)

Free/reduced-price lunch eligible students: 631 (64.6%)
School:

64.6%
California:

61.2%
Free lunch eligible students: 498 (51.0%)
Here:

51.0%
State:

52.8%
Reduced-price lunch eligible students: 133 (13.6%)
Hoover (Herbert) Middle School:

13.6%
California:

8.6%

Hoover (Herbert) Middle School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 44.5

Number of FTE teachers in their first year of teaching: 5.5
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 13
Number of FTE security guards: 3.5
Number of FTE social workers: 2.5

Student/Teacher Ratio
School:

21.9
California:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,669,804
  • Full-time Equivalency Count of Teachers: 47 (Salary Expenditures: $3,210,669)
  • Full-time Equivalency Count of Instructional Aides: 3.8 (Salary Expenditures: $96,862)
  • Full-time Equivalency Count of Support Services Staff: 0.8 (Salary Expenditures: $12,788)
  • Full-time Equivalency Count of School Administration Staff: 6.2 (Salary Expenditures: $349,484)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $675,397
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $135,543
  • Salary Expenditures for Teachers: $135,543
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $1,757

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic112
  • Asian115
  • White2
  • IDEA37
Students Enrolled in LEP Programs: 229 (male: 108, female: 121)
  • Hispanic: 112 (male: 53, female: 59)
  • Asian: 115 (male: 53, female: 62)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 37 (male: 20, female: 17)

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

  • Hispanic50
  • Asian29
  • Black11
  • White7
  • LEP38
Students with disabilities served under IDEA: 97 (male: 64, female: 33)
  • Hispanic: 50 (male: 31, female: 19)
  • Asian: 29 (male: 19, female: 10)
  • Black: 11 (male: 7, female: 4)
  • White: 7 (all male)
  • Limited English Proficiency (LEP): 38 (male: 19, female: 19)

    Students with disabilities served under Section 504

  • Hispanic7
  • Asian4
  • White2
  • LEP2
Students with disabilities served under Section 504: 13 (male: 7, female: 6)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)

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

  • Hispanic70
  • Asian274
  • Black10
  • White37
  • Multirace7
  • LEP4
  • IDEA7
Gifted and Talented Student Enrollment: 398 (male: 190, female: 208)
  • Hispanic: 70 (male: 35, female: 35)
  • Asian: 274 (male: 131, female: 143)
  • Black: 10 (male: 5, female: 5)
  • White: 37 (male: 17, female: 20)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Gifted and Talented Student Enrollment per 1,000 students
Here:

407.4
California:

84.3

Statewide Student Assessments


Smarter Balanced Summative Assessments:
Show data for

(State average from 10,463 schools)

Smarter Balanced Summative Assessments (SB) is one of the online summative assessments - part of California Assessment of Student Performance and Progress (CAASPP) System.

The summative assessments are comprehensive, end-of-year assessments of grade-level learning that measure progress toward college and career readiness. Each test in English language arts/literacy (ELA) and mathematics is comprised of two parts: (1) a computer-adaptive test and (2) a performance task, administered within a selected testing window available at 66 percent of the instructional year for grades three through eight, and grade eleven.

The summative assessments are aligned with the Common Core State Standards (CCSS) for ELA and mathematics. The tests capitalize on the strengths of computer adaptive testing efficient and precise measurement across the full range of achievement and timely turnaround of results.

    ELA Standard Met and Above

  • All61%
  • Males59%
  • Females64%
  • Black29%
  • Asian68%
  • Filipino91%
  • Hispanic25%
  • White33%
ELA students tested: 955
ELA students with scores: 950

Percentage Standard Met and Above:

61%
California:

49%

Standard Not Met: 18.6%
Standard Nearly Met: 20.0%
Standard Met: 39.7%
Standard Exceeded: 21.7%

All Grades:
18.6%
20.0%
39.7%
21.7%
6th Grade: (Mean Scale Score: 2524.6, Students tested: 329, Standard Not Met: 24.5%, Nearly Met: 22.9%, Met: 36.1%, Exceeded: 16.5%)
24.5%
22.9%
36.1%
16.5%
7th Grade: (Mean Scale Score: 2582.1, Students tested: 313, Standard Not Met: 15.2%, Nearly Met: 16.8%, Met: 43.9%, Exceeded: 24.2%)
15.2%
16.8%
43.9%
24.2%
8th Grade: (Mean Scale Score: 2594.1, Students tested: 313, Standard Not Met: 16.0%, Nearly Met: 20.1%, Met: 39.3%, Exceeded: 24.6%)
16.0%
20.1%
39.3%
24.6%

Hoover (Herbert) Middle School - ELA Area Achievement Levels (all grades)


    Math Standard Met and Above

  • All60%
  • Males63%
  • Females57%
  • Black21%
  • Asian73%
  • Filipino64%
  • Hispanic21%
  • White17%
Math students tested: 947
Math students with scores: 945

Percentage Standard Met and Above:

60%
California:

38%

Standard Not Met: 19.7%
Standard Nearly Met: 20.0%
Standard Met: 22.3%
Standard Exceeded: 38.0%

All Grades:
19.7%
20.0%
22.3%
38.0%
6th Grade: (Mean Scale Score: 2543.8, Students tested: 321, Standard Not Met: 24.3%, Nearly Met: 24.6%, Met: 21.8%, Exceeded: 29.3%)
24.3%
24.6%
21.8%
29.3%
7th Grade: (Mean Scale Score: 2600.0, Students tested: 314, Standard Not Met: 15.7%, Nearly Met: 15.3%, Met: 26.5%, Exceeded: 42.5%)
15.7%
15.3%
26.5%
42.5%
8th Grade: (Mean Scale Score: 2614.8, Students tested: 312, Standard Not Met: 19.0%, Nearly Met: 19.9%, Met: 18.6%, Exceeded: 42.4%)
19.0%
19.9%
18.6%
42.4%

Hoover (Herbert) 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: 308
CST Science students with scores: 306

Percentage At Or Above Proficient:

70%
State:

54%

Percentage Far Below Basic: 10.0% 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: 13.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 30.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 40.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 382.1, Students tested: 308, Far Below Basic: 10.0%, Below Basic: 7.0%, Basic: 13.0%, Proficient: 30.0%, Advanced: 40.0%)
10.0%
7.0%
13.0%
30.0%
40.0%

CMA Science students tested: 11
CMA Science students with scores: 10

Percentage At Or Above Proficient:

10%
State:

38%

Percentage Far Below Basic: 30.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 20.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 40.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 10.0% 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.

8th Grade: (Mean Scale Score: 292.3, Students tested: 11, Far Below Basic: 30.0%, Below Basic: 20.0%, Basic: 40.0%, Proficient: 10.0%, Advanced: 0.0%)
30.0%
20.0%
40.0%
10.0%

The Physical Fitness Test:
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: 315, Needs Improvement - High Risk: 87.6%, Needs Improvement: 7.9%, Healthy Fitness Zone: 4.5%)
87.6%
7.9%
4.5%


Body Composition:
7th grade: (Students tested: 315, Needs Improvement - High Risk: 80.3%, Needs Improvement: 12.7%, Healthy Fitness Zone: 7.0%)
80.3%
12.7%
7.0%


Abdominal Strength:
7th grade: (Students tested: 315, Needs Improvement - High Risk: 89.8%, Needs Improvement: 10.2%, Healthy Fitness Zone: 0.0%)
89.8%
10.2%


Trunk Extension Strength:
7th grade: (Students tested: 315, Needs Improvement - High Risk: 79.4%, Needs Improvement: 20.6%, Healthy Fitness Zone: 0.0%)
79.4%
20.6%


Upper Body Strength:
7th grade: (Students tested: 315, Needs Improvement - High Risk: 65.4%, Needs Improvement: 34.6%, Healthy Fitness Zone: 0.0%)
65.4%
34.6%


Flexibility:
7th grade: (Students tested: 315, Needs Improvement - High Risk: 65.1%, Needs Improvement: 34.9%, Healthy Fitness Zone: 0.0%)
65.1%
34.9%


California English Language Development Test:
(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).

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

All Grades:
Student Count: 159
Number of students who met CELDT criterion: 64

Students who met CELDT criterion:

40.0%
California:

34.0%

Grade 6:
Student Count: 86
Number of students who met CELDT criterion: 32

Students who met CELDT criterion:

37.0%
State:

39.0%
Listening Mean Scale Score:

546.2
California:

532.4
Reading Mean Scale Score:

529.6
California:

518.5
Speaking Mean Scale Score:

491.8
State:

518.5
Writing Mean Scale Score:

531.6
California:

522.0

Grade 7:
Student Count: 39
Number of students who met CELDT criterion: 16

Students who met CELDT criterion:

41.0%
California:

48.0%
Listening Mean Scale Score:

529.6
State:

547.6
Reading Mean Scale Score:

545.4
State:

534.4
Speaking Mean Scale Score:

510.5
State:

529.9
Writing Mean Scale Score:

529.8
State:

530.2

Grade 8:
Student Count: 34
Number of students who met CELDT criterion: 16

Students who met CELDT criterion:

47.0%
State:

47.0%
Listening Mean Scale Score:

563.1
State:

556.2
Reading Mean Scale Score:

564.1
California:

547.2
Speaking Mean Scale Score:

511.4
California:

536.1
Writing Mean Scale Score:

544.6
California:

537.0

Accountability


Adequate Yearly Progress:
(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).

Hoover (Herbert) Middle School - Adequate Yearly Progress status


ELA Participation Rate
Hoover (Herbert) Middle School:

99.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic99
  • American Indian100
  • Asian100
  • Filipino95
  • Native Hawaiian100
  • Black97
  • White95
  • Multirace95
  • SED99
  • LEP99
  • With Disabilities93
  • Hispanic: 99% (tested 256 out of 258 enrolled)
  • American Indian / Alaska Native: 100% (tested 2 out of 2 enrolled)
  • Asian: 100% (tested 535 out of 536 enrolled)
  • Filipino: 95% (tested 18 out of 19 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 5 out of 5 enrolled)
  • Black: 97% (tested 25 out of 26 enrolled)
  • White: 95% (tested 71 out of 75 enrolled)
  • Two or More Races: 95% (tested 16 out of 17 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 648 out of 656 enrolled)
  • English Learners: 99% (tested 549 out of 552 enrolled)
  • Students with Disabilities: 93% (tested 84 out of 91 enrolled)


Math Participation Rate
Here:

97.0%
State:

96.1%

    Math Participation Rate

  • Hispanic97
  • American Indian100
  • Asian99
  • Filipino95
  • Native Hawaiian100
  • Black89
  • White90
  • Multirace95
  • SED97
  • LEP98
  • With Disabilities89
  • Hispanic: 97% (tested 249 out of 258 enrolled)
  • American Indian / Alaska Native: 100% (tested 2 out of 2 enrolled)
  • Asian: 99% (tested 531 out of 536 enrolled)
  • Filipino: 95% (tested 18 out of 19 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 5 out of 5 enrolled)
  • Black: 89% (tested 24 out of 27 enrolled)
  • White: 90% (tested 67 out of 75 enrolled)
  • Two or More Races: 95% (tested 16 out of 17 enrolled)
  • Socioeconomic Disadvantaged: 97% (tested 637 out of 656 enrolled)
  • English Learners: 98% (tested 542 out of 552 enrolled)
  • Students with Disabilities: 89% (tested 81 out of 92 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.

Firearm or explosive device refers to any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage

Robbery is taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or assault.

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 robbery with a firearm or explosive device: 1

Incidents of physical attack or fight with a weapon: 23

Incidents of threats of physical attack with a weapon: 25
Incidents of threats of physical attack without a weapon: 2


Total incidents per 1,000 students
Here:

52.2
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.
Allegations of harassment or bullying on the basis of sex: 3
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here:

3.1
California:

7.8
Students reported as harassed or bullied on the basis of sex: 4 (all female)
  • Hispanic: 2
  • Asian: 2
  • Individuals With Disabilities Education Act (IDEA): 2

    Students disciplined for bullying or harassment on the basis of sex

  • Hispanic5
  • Native Hawaiian2
  • LEP2
  • IDEA2
Students disciplined for bullying or harassment on the basis of sex: 7 (all male)
  • Hispanic: 5
  • Native Hawaiian / Pacific Islander: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 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

  • Hispanic19
  • Asian2
  • Native Hawaiian2
  • Black4
  • White2
  • Multirace2
  • LEP7
  • IDEA10
  • 5044
Chronic Student Absenteeism: 31 (male: 14, female: 17)
  • Hispanic: 19 (male: 8, female: 11)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

31.7
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

  • Hispanic25
  • Black12
  • White3
  • Multirace3
  • LEP14
  • IDEA32
School days missed due to out-of-school suspension: 43 (male: 32, female: 11)
  • Hispanic: 25 (male: 15, female: 10)
  • Black: 12 (male: 11, female: 1)
  • White: 3 (all male)
  • Two or More Races: 3 (all male)
  • Limited English Proficiency (LEP): 14 (male: 13, female: 1)
  • Individuals With Disabilities Education Act (IDEA): 32 (male: 26, female: 6)

Instances of out-of-school suspension (Students without disabilities): 10

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

10.2
California:

84.8
Students without disabilities receiving one or more in-school suspension: 2 (all female)
  • Black: 2

Students without disabilities receiving only one out-of-school suspension: 10 (male: 5, female: 5)
  • Hispanic: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

Instances of out-of-school suspension (Students with disabilities): 22

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

22.5
California:

28.1
Instances of out-of-school suspension (Section 504 only): 2

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

2.0
California:

3.4
Students with disabilities receiving one or more in-school suspension: 4 (all male)
  • Hispanic: 2
  • Black: 2
  • Limited English Proficiency (LEP): 2

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

  • Hispanic10
  • Black10
  • White2
  • Multirace2
  • LEP8
Students with disabilities receiving only one out-of-school suspension: 24 (male: 20, female: 4)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 10 (male: 8, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 8 (all male)

Classes & Courses


Algebra I:
Show data for

(State average from 1,382 schools)

Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
Number of Algebra I classes: 10

    7-8th grade student enrollment in Algebra I

  • Hispanic70
  • American Indian10
  • Asian184
  • Native Hawaiian7
  • Black13
  • White13
  • Multirace4
  • LEP31
  • IDEA22
7-8th grade student enrollment in Algebra I: 301 (male: 164, female: 137)
  • Hispanic: 70 (male: 35, female: 35)
  • American Indian / Alaska Native: 10 (male: 5, female: 5)
  • Asian: 184 (male: 101, female: 83)
  • Native Hawaiian / Pacific Islander: 7 (male: 5, female: 2)
  • Black: 13 (male: 5, female: 8)
  • White: 13 (male: 11, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 31 (male: 17, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 14, female: 8)

    7-8th grade studenst who passed Algebra I

  • Hispanic71
  • American Indian8
  • Asian182
  • Native Hawaiian8
  • Black11
  • White13
  • Multirace4
  • LEP35
  • IDEA20
7-8th grade studenst who passed Algebra I: 297 (male: 166, female: 131)
  • Hispanic: 71 (male: 37, female: 34)
  • American Indian / Alaska Native: 8 (male: 4, female: 4)
  • Asian: 182 (male: 100, female: 82)
  • Native Hawaiian / Pacific Islander: 8 (male: 4, female: 4)
  • Black: 11 (male: 4, female: 7)
  • White: 13 (all male)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 35 (male: 19, female: 16)
  • Individuals With Disabilities Education Act (IDEA): 20 (male: 13, female: 7)
Percent of 7-8th grade students who passed
Here:

98.7%
California:

83.6%

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