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John Adams Elementary School in La Quinta, CA
(KG-5 • Public • Regular School • Closed)

Address
 50-800 Desert Club Dr.
La Quinta, CA 92253
Telephone
(760) 777-4260
(make sure to verify first before calling)
Website
http://www.dsusd.us
Students
400
Classroom Teachers (FTE)
20.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
266
Reduced-price lunch
eligible students
38
School district
Desert Sands Unified
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing

Students & Teachers


Total enrollment:
Enrollment in 2016: 400
Enrollment in 2015: 418
Enrollment in 2014: 462
Enrollment in 2013: 452
Enrollment in 2012: 439
Enrollment in 2011: 440
Enrollment in 2010: 458
Enrollment in 2009: 430
Enrollment in 2008: 427
Enrollment in 2007: 528
Enrollment in 2006: 546
Enrollment in 2005: 842
Enrollment in 2004: 874
Enrollment in 2003: 873
Enrollment in 2002: 840
Enrollment in 2001: 803
Enrollment in 2000: 750
Enrollment in 1999: 692

John Adams Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05Total
All students726263736862400
Female students352834383426195
Male students373429353436205
Asian students - 1 - - - 12
Hispanic students645149585152325
Black students - 2 - 33 - 8
White students48101012852
Two or More Races students4 - 422113

Enrollment by grade:
Kindergarten enrollment: 72
1st grade enrollment: 62
2nd grade enrollment: 63
3rd grade enrollment: 73
4th grade enrollment: 68
5th grade enrollment: 62

John Adams Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 195 (48.8%)
John Adams Elementary School:

48.8%
California:

49.4%
Male enrollment: 205 (51.3%)
School:

51.3%
State:

49.6%

John Adams Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Asian enrollment: 2 (0.5%)
Here:

0.5%
California:

9.4%
Hispanic enrollment: 325 (81.3%)
John Adams Elementary School:

81.3%
California:

46.0%
Black enrollment: 8 (2.0%)
John Adams Elementary School:

2.0%
California:

6.1%
White enrollment: 52 (13.0%)
School:

13.0%
State:

28.3%
Two or More Races enrollment: 13 (3.3%)
Here:

3.3%
State:

4.5%

John Adams Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 304 (76.0%)
John Adams Elementary School:

76.0%
State:

61.2%
Free lunch eligible students: 266 (66.5%)
Here:

66.5%
State:

52.8%
Reduced-price lunch eligible students: 38 (9.5%)
School:

9.5%
California:

8.6%

John Adams Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 20

Number of FTE teachers in their first year of teaching: 1
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: 4
Number of FTE social workers: 0.2

Student/Teacher Ratio
School:

20.0
State:

22.8

John Adams Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,680,225
  • Full-time Equivalency Count of Teachers: 17.8 (Salary Expenditures: $1,474,673)
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $80,026)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $125,526)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $143,633
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,154,858
  • Salary Expenditures for Teachers: $1,744,180
  • Full-time Equivalency Count of Instructional Aides: 6.5 (Salary Expenditures: $168,638)
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $116,514)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $125,526)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $156,657

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 117 (male: 62, female: 55)
  • Hispanic: 115 (male: 62, female: 53)
  • White: 2 (all female)
  • 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

  • Hispanic59
  • White11
  • Multirace4
  • LEP14
Students with disabilities served under IDEA: 74 (male: 44, female: 30)
  • Hispanic: 59 (male: 37, female: 22)
  • White: 11 (male: 7, female: 4)
  • Two or More Races: 4 (all female)
  • Limited English Proficiency (LEP): 14 (male: 10, female: 4)
Students with disabilities served under Section 504: 2 (all male)
  • Hispanic: 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: 4 (all male)
  • Hispanic: 2
  • Black: 2
  • Limited English Proficiency (LEP): 2

Percent of Kindergarten students retained
John Adams Elementary School:

5.6%
California:

5.6%
Total number of students retained in 1st grade: 4 (all male)
  • Hispanic: 2
  • Black: 2
  • Limited English Proficiency (LEP): 2

Percent of 1st grade students retained
John Adams Elementary School:

6.5%
California:

5.5%
Total number of students retained in 2nd grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Percent of 2nd grade students retained
School:

6.3%
California:

4.0%
Total number of students retained in 3rd grade: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • White: 2 (all female)

Percent of 3rd grade students retained
John Adams Elementary School:

5.5%
State:

3.4%

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: 6 (male: 2, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all female)

Gifted and Talented Student Enrollment per 1,000 students
John Adams Elementary School:

15.0
State:

84.3

Statewide Student Assessments


Smarter Balanced Summative Assessments:
Show data for

(State average from 10,439 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

  • All40%
  • Males35%
  • Females46%
  • Hispanic34%
  • White44%
ELA students tested: 191
ELA students with scores: 191

Percentage Standard Met and Above:

40%
California:

48%

Standard Not Met: 29.0%
Standard Nearly Met: 31.0%
Standard Met: 24.0%
Standard Exceeded: 17.0%

All Grades:
29.0%
31.0%
24.0%
17.0%
3rd Grade: (Mean Scale Score: 2408.5, Students tested: 67, Standard Not Met: 27.0%, Nearly Met: 33.0%, Met: 25.0%, Exceeded: 15.0%)
27.0%
33.0%
25.0%
15.0%
4th Grade: (Mean Scale Score: 2459.0, Students tested: 67, Standard Not Met: 28.0%, Nearly Met: 34.0%, Met: 16.0%, Exceeded: 21.0%)
28.0%
34.0%
16.0%
21.0%
5th Grade: (Mean Scale Score: 2486.4, Students tested: 57, Standard Not Met: 32.0%, Nearly Met: 25.0%, Met: 30.0%, Exceeded: 14.0%)
32.0%
25.0%
30.0%
14.0%

John Adams Elementary School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All39%
  • Males39%
  • Females40%
  • Hispanic36%
  • White39%
Math students tested: 191
Math students with scores: 190

Percentage Standard Met and Above:

39%
State:

37%

Standard Not Met: 31.0%
Standard Nearly Met: 30.0%
Standard Met: 31.0%
Standard Exceeded: 8.0%

All Grades:
31.0%
30.0%
31.0%
8.0%
3rd Grade: (Mean Scale Score: 2419.2, Students tested: 67, Standard Not Met: 24.0%, Nearly Met: 24.0%, Met: 43.0%, Exceeded: 9.0%)
24.0%
24.0%
43.0%
9.0%
4th Grade: (Mean Scale Score: 2461.0, Students tested: 67, Standard Not Met: 30.0%, Nearly Met: 26.0%, Met: 30.0%, Exceeded: 14.0%)
30.0%
26.0%
30.0%
14.0%
5th Grade: (Mean Scale Score: 2466.2, Students tested: 57, Standard Not Met: 39.0%, Nearly Met: 42.0%, Met: 18.0%, Exceeded: 2.0%)
39.0%
42.0%
18.0%
2.0%

John Adams 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.

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: 40
CST Science students with scores: 40

Percentage At Or Above Proficient:

63%
State:

54%

Percentage Far Below Basic: -1.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 13.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 25.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 50.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 13.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 359.5, Students tested: 40, Far Below Basic: -1.0%, Below Basic: 13.0%, Basic: 25.0%, Proficient: 50.0%, Advanced: 13.0%)
-1.0%
13.0%
25.0%
50.0%
13.0%
CMA Science students tested: 17
CMA Science students with scores: 17

Percentage At Or Above Proficient:

59%
California:

38%

Percentage Far Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 12.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 29.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 47.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 12.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 358.6, Students tested: 17, Far Below Basic: 0.0%, Below Basic: 12.0%, Basic: 29.0%, Proficient: 47.0%, Advanced: 12.0%)
12.0%
29.0%
47.0%
12.0%

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: 59, Needs Improvement - High Risk: 86.4%, Needs Improvement: 10.2%, Healthy Fitness Zone: 3.4%)
86.4%
10.2%
3.4%
Body Composition:
5th grade: (Students tested: 59, Needs Improvement - High Risk: 74.6%, Needs Improvement: 15.3%, Healthy Fitness Zone: 10.1%)
74.6%
15.3%
10.1%
Abdominal Strength:
5th grade: (Students tested: 59, Needs Improvement - High Risk: 94.9%, Needs Improvement: 5.1%, Healthy Fitness Zone: 0.0%)
94.9%
5.1%
Trunk Extension Strength:
5th grade: (Students tested: 59, Needs Improvement - High Risk: 98.3%, Needs Improvement: 1.7%, Healthy Fitness Zone: 0.0%)
98.3%
1.7%
Upper Body Strength:
5th grade: (Students tested: 59, Needs Improvement - High Risk: 83.1%, Needs Improvement: 16.9%, Healthy Fitness Zone: 0.0%)
83.1%
16.9%
Flexibility:
5th grade: (Students tested: 59, Needs Improvement - High Risk: 94.9%, Needs Improvement: 5.1%, Healthy Fitness Zone: 0.0%)
94.9%
5.1%

California English Language Development Test:
Show data for

(State average from 9,882 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).

John Adams Elementary School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 125
Number of students who met CELDT criterion: 44

Students who met CELDT criterion:

35.0%
California:

34.0%
Kindergarten:
Student Count: 35
Number of students who met CELDT criterion: 5

Students who met CELDT criterion:

14.0%
California:

13.0%
Listening Mean Scale Score:

342.3
State:

365.6
Reading Mean Scale Score:

254.9
California:

279.1
Speaking Mean Scale Score:

370.7
State:

374.5
Writing Mean Scale Score:

248.3
California:

285.8
Grade 1:
Student Count: 18
Number of students who met CELDT criterion: 8

Students who met CELDT criterion:

44.0%
State:

42.0%
Listening Mean Scale Score:

445.4
California:

437.6
Reading Mean Scale Score:

337.5
California:

382.2
Speaking Mean Scale Score:

470.6
State:

443.4
Writing Mean Scale Score:

343.0
California:

383.8
Grade 2:
Student Count: 18
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

22.0%
California:

27.0%
Listening Mean Scale Score:

497.8
State:

478.1
Reading Mean Scale Score:

445.3
California:

441.7
Speaking Mean Scale Score:

481.1
State:

482.4
Writing Mean Scale Score:

470.4
State:

458.7
Grade 3:
Student Count: 24
Number of students who met CELDT criterion: 10

Students who met CELDT criterion:

42.0%
California:

26.0%
Listening Mean Scale Score:

493.2
California:

475.5
Reading Mean Scale Score:

497.8
State:

461.0
Speaking Mean Scale Score:

493.7
State:

493.6
Writing Mean Scale Score:

501.3
State:

479.8
Grade 4:
Student Count: 22
Number of students who met CELDT criterion: 13

Students who met CELDT criterion:

59.0%
California:

37.0%
Listening Mean Scale Score:

536.0
State:

511.0
Reading Mean Scale Score:

533.0
State:

494.0
Speaking Mean Scale Score:

547.1
State:

515.3
Writing Mean Scale Score:

526.2
State:

504.8
Grade 5:
Student Count: 8
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

50.0%
State:

47.0%
Listening Mean Scale Score:

538.8
California:

533.6
Reading Mean Scale Score:

519.8
California:

515.8
Speaking Mean Scale Score:

572.8
State:

527.6
Writing Mean Scale Score:

511.4
State:

519.3

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).

John Adams Elementary School - Adequate Yearly Progress status


ELA Participation Rate
John Adams Elementary School:

99.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic99
  • Black100
  • White97
  • Multirace100
  • SED99
  • LEP100
  • With Disabilities100
  • Hispanic: 99% (tested 151 out of 152 enrolled)
  • Black: 100% (tested 5 out of 5 enrolled)
  • White: 97% (tested 29 out of 30 enrolled)
  • Two or More Races: 100% (tested 3 out of 3 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 152 out of 154 enrolled)
  • English Learners: 100% (tested 60 out of 60 enrolled)
  • Students with Disabilities: 100% (tested 44 out of 44 enrolled)

Math Participation Rate
Here:

98.0%
State:

96.1%

    Math Participation Rate

  • Hispanic99
  • Black100
  • White97
  • Multirace67
  • SED99
  • LEP100
  • With Disabilities100
  • Hispanic: 99% (tested 151 out of 152 enrolled)
  • Black: 100% (tested 5 out of 5 enrolled)
  • White: 97% (tested 29 out of 30 enrolled)
  • Two or More Races: 67% (tested 2 out of 3 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 152 out of 154 enrolled)
  • English Learners: 100% (tested 60 out of 60 enrolled)
  • Students with Disabilities: 100% (tested 44 out of 44 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: 3

Incidents of threats of physical attack without a weapon: 3


Total incidents per 1,000 students
John Adams Elementary School:

15.0
State:

60.8

Referrals and Arrests:
Show data for

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

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students with disabilities who were referred to a law enforcement agency or official: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)

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

10.0
California:

7.9

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

  • Hispanic52
  • Black2
  • White7
  • Multirace4
  • LEP13
  • IDEA16
Chronic Student Absenteeism: 65 (male: 36, female: 29)
  • Hispanic: 52 (male: 29, female: 23)
  • Black: 2 (all female)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 13 (male: 8, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 11, female: 5)
Chronic Student Absenteeism per 1,000 students
John Adams Elementary School:

162.5
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: 10 (all male)
  • Hispanic: 8
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 5
Instances of out-of-school suspension (Students without disabilities): 3

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

7.5
California:

84.8
Students without disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
Instances of out-of-school suspension (Students with disabilities): 1

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

2.5
California:

28.1
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2

Comments

1
Joe Verdusco
Report this comment as inappropriate
Sep 20, 2011 @ 11:23 pm
I would like to know when John Adams Elemtary first open as a elementary schoool?

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