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Natomas Middle School in Sacramento, 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 19
Address
 3200 N. Park Dr.
Sacramento, CA 95835
Telephone
(916) 567-5540
(make sure to verify first before calling)
Website
http://natomasunified.org
City-data.com school rating
19
Students
812
Classroom Teachers (FTE)
38.1
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
438
Reduced-price lunch
eligible students
78
School district
Natomas 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:
Natomas Pacific Pathways Prep Middle (1.1 miles):

87
Westlake Charter (1.2 miles):

77
Natomas Pacific Pathways Prep (1.1 miles):

70
Heron (1.2 miles):

61
Inderkum High (1.0 miles):

49
Witter Ranch Elementary (2.0 miles):

47
Natomas Park Elementary (1.6 miles):

27
H. Allen Hight Elementary (0.0 miles):

20
Natomas Middle School:

19
Natomas Middle School rating compared to average state, county and city schools ratings:
California:

46
Sacramento County:

41
Sacramento:

33
Natomas Middle School:

19

Students & Teachers


Total enrollment:
Enrollment in 2016: 812
Enrollment in 2015: 766
Enrollment in 2014: 876
Enrollment in 2013: 780
Enrollment in 2012: 938
Enrollment in 2011: 947
Enrollment in 2010: 811
Enrollment in 2009: 887
Enrollment in 2008: 802
Enrollment in 2007: 764
Enrollment in 2006: 886
Enrollment in 2005: 916
Enrollment in 2004: 869
Enrollment in 2003: 726
Enrollment in 2002: 613
Enrollment in 2001: 280

Natomas Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students257292263812
Female students128136123387
Male students129156140425
American Indian/Alaska Native students2215
Asian students535548156
Hispanic students848079243
Black students658467216
White students24313287
Hawaiian Native/Pacific Islander students79723
Two or More Races students22312982

Enrollment by grade:
6th grade enrollment: 257
7th grade enrollment: 292
8th grade enrollment: 263

Natomas Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 387 (47.7%)
Here:

47.7%
California:

49.4%
Male enrollment: 425 (52.3%)
Here:

52.3%
State:

49.6%

Natomas Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 5 (0.6%)
School:

0.6%
California:

1.0%
Asian enrollment: 156 (19.2%)
School:

19.2%
State:

9.4%
Hispanic enrollment: 243 (29.9%)
Here:

29.9%
State:

46.0%
Black enrollment: 216 (26.6%)
Natomas Middle School:

26.6%
State:

6.1%
White enrollment: 87 (10.7%)
Here:

10.7%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 23 (2.8%)
Here:

2.8%
State:

0.6%
Two or More Races enrollment: 82 (10.1%)
Here:

10.1%
California:

4.5%

Natomas Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 516 (63.5%)
School:

63.5%
California:

61.2%
Free lunch eligible students: 438 (53.9%)
Natomas Middle School:

53.9%
California:

52.8%
Reduced-price lunch eligible students: 78 (9.6%)
Here:

9.6%
State:

8.6%

Natomas Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 38.1

Number of FTE teachers in their first year of teaching: 9
Number of FTE teachers in their second year of teaching: 6
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 8
Number of FTE psychologists: 1

Student/Teacher Ratio
Here:

21.3
State:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,218,087
  • Full-time Equivalency Count of Teachers: 33.8 (Salary Expenditures: $2,501,649)
  • Full-time Equivalency Count of Support Services Staff: 1.4 (Salary Expenditures: $54,641)
  • Full-time Equivalency Count of School Administration Staff: 7 (Salary Expenditures: $409,812)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $141,555
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,897,841
  • Salary Expenditures for Teachers: $3,034,333
  • Full-time Equivalency Count of Instructional Aides: 9.8 (Salary Expenditures: $238,139)
  • Full-time Equivalency Count of Support Services Staff: 1.4 (Salary Expenditures: $54,641)
  • Full-time Equivalency Count of School Administration Staff: 7 (Salary Expenditures: $409,961)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $327,334

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic73
  • Asian52
  • Native Hawaiian8
  • Black2
  • White7
  • Multirace2
  • IDEA34
Students Enrolled in LEP Programs: 144 (male: 84, female: 60)
  • Hispanic: 73 (male: 38, female: 35)
  • Asian: 52 (male: 29, female: 23)
  • Native Hawaiian / Pacific Islander: 8 (all male)
  • Black: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 34 (male: 23, female: 11)

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

  • Hispanic47
  • Asian17
  • Black44
  • White20
  • Multirace14
  • LEP35
Students with disabilities served under IDEA: 142 (male: 95, female: 47)
  • Hispanic: 47 (male: 31, female: 16)
  • Asian: 17 (male: 10, female: 7)
  • Black: 44 (male: 28, female: 16)
  • White: 20 (male: 16, female: 4)
  • Two or More Races: 14 (male: 10, female: 4)
  • Limited English Proficiency (LEP): 35 (male: 22, female: 13)
Students with disabilities served under Section 504: 6 (all male)
  • Hispanic: 2
  • Black: 2
  • White: 2

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)
  • Asian: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 8th grade students retained
School:

0.8%
State:

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

  • Hispanic4
  • Asian16
  • Native Hawaiian2
  • Black7
  • White13
  • Multirace4
  • LEP4
Gifted and Talented Student Enrollment: 46 (male: 19, female: 27)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 16 (male: 5, female: 11)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 7 (male: 2, female: 5)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

56.7
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

  • All23%
  • Males18%
  • Females29%
  • Black16%
  • Asian33%
  • Filipino32%
  • Hispanic14%
  • Native Hawaiian16%
  • White12%
  • Multirace6%
ELA students tested: 706
ELA students with scores: 705

Percentage Standard Met and Above:

23%
State:

49%

Standard Not Met: 48.1%
Standard Nearly Met: 29.1%
Standard Met: 19.7%
Standard Exceeded: 3.1%

All Grades:
48.1%
29.1%
19.7%
3.1%
6th Grade: (Mean Scale Score: 2453.8, Students tested: 223, Standard Not Met: 52.0%, Nearly Met: 29.6%, Met: 16.6%, Exceeded: 1.8%)
52.0%
29.6%
16.6%
1.8%
7th Grade: (Mean Scale Score: 2485.4, Students tested: 223, Standard Not Met: 45.7%, Nearly Met: 28.7%, Met: 23.8%, Exceeded: 1.8%)
45.7%
28.7%
23.8%
1.8%
8th Grade: (Mean Scale Score: 2498.6, Students tested: 260, Standard Not Met: 46.7%, Nearly Met: 29.0%, Met: 18.9%, Exceeded: 5.4%)
46.7%
29.0%
18.9%
5.4%

Natomas Middle School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All16%
  • Males15%
  • Females17%
  • Black8%
  • Asian24%
  • Filipino16%
  • Hispanic11%
  • Native Hawaiian5%
  • White15%
  • Multirace3%
Math students tested: 719
Math students with scores: 717

Percentage Standard Met and Above:

16%
State:

38%

Standard Not Met: 60.0%
Standard Nearly Met: 23.9%
Standard Met: 11.0%
Standard Exceeded: 5.2%

All Grades:
60.0%
23.9%
11.0%
5.2%
6th Grade: (Mean Scale Score: 2444.9, Students tested: 225, Standard Not Met: 61.8%, Nearly Met: 23.1%, Met: 12.0%, Exceeded: 3.1%)
61.8%
23.1%
12.0%
3.1%
7th Grade: (Mean Scale Score: 2470.3, Students tested: 227, Standard Not Met: 53.3%, Nearly Met: 30.4%, Met: 12.3%, Exceeded: 4.0%)
53.3%
30.4%
12.3%
4.0%
8th Grade: (Mean Scale Score: 2472.2, Students tested: 267, Standard Not Met: 64.2%, Nearly Met: 18.9%, Met: 9.1%, Exceeded: 7.9%)
64.2%
18.9%
9.1%
7.9%

Natomas Middle 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: 27
ELA students with scores: 27

Percentage Level 3:

7%
California:

15%

Level 1: 48.1% The student showed limited understanding of core concepts.
Level 2: 44.4% The student showed foundational understanding of core concepts.
Level 3: 7.4% The student showed understanding of core concepts.

All Grades:
48.1%
44.4%
7.4%
Math students tested: 27
Math students with scores: 27

Percentage Level 3:

19%
California:

6%

Level 1: 51.9% The student showed limited understanding of core concepts.
Level 2: 29.6% The student showed foundational understanding of core concepts.
Level 3: 18.5% The student showed understanding of core concepts.

All Grades:
51.9%
29.6%
18.5%

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: 247
CST Science students with scores: 232

Percentage At Or Above Proficient:

44%
California:

54%

Percentage Far Below Basic: 15.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 16.0% 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: 22.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 23.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 340.8, Students tested: 247, Far Below Basic: 15.0%, Below Basic: 16.0%, Basic: 25.0%, Proficient: 22.0%, Advanced: 23.0%)
15.0%
16.0%
25.0%
22.0%
23.0%

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: 212, Needs Improvement - High Risk: 46.7%, Needs Improvement: 47.6%, Healthy Fitness Zone: 5.7%)
46.7%
47.6%
5.7%
Body Composition:
7th grade: (Students tested: 212, Needs Improvement - High Risk: 66.5%, Needs Improvement: 20.8%, Healthy Fitness Zone: 12.7%)
66.5%
20.8%
12.7%
Abdominal Strength:
7th grade: (Students tested: 212, Needs Improvement - High Risk: 88.2%, Needs Improvement: 11.8%, Healthy Fitness Zone: 0.0%)
88.2%
11.8%
Trunk Extension Strength:
7th grade: (Students tested: 212, Needs Improvement - High Risk: 81.1%, Needs Improvement: 18.9%, Healthy Fitness Zone: 0.0%)
81.1%
18.9%
Upper Body Strength:
7th grade: (Students tested: 212, Needs Improvement - High Risk: 85.4%, Needs Improvement: 14.6%, Healthy Fitness Zone: 0.0%)
85.4%
14.6%
Flexibility:
7th grade: (Students tested: 212, Needs Improvement - High Risk: 79.2%, Needs Improvement: 20.8%, Healthy Fitness Zone: 0.0%)
79.2%
20.8%

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).

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

All Grades:
Student Count: 138
Number of students who met CELDT criterion: 74

Students who met CELDT criterion:

54.0%
California:

34.0%
Grade 6:
Student Count: 40
Number of students who met CELDT criterion: 22

Students who met CELDT criterion:

55.0%
State:

39.0%
Listening Mean Scale Score:

545.7
California:

532.4
Reading Mean Scale Score:

516.6
State:

518.5
Speaking Mean Scale Score:

515.5
California:

518.5
Writing Mean Scale Score:

530.5
State:

522.0
Grade 7:
Student Count: 52
Number of students who met CELDT criterion: 27

Students who met CELDT criterion:

52.0%
California:

48.0%
Listening Mean Scale Score:

594.4
California:

547.6
Reading Mean Scale Score:

562.5
State:

534.4
Speaking Mean Scale Score:

543.5
State:

529.9
Writing Mean Scale Score:

565.8
State:

530.2
Grade 8:
Student Count: 46
Number of students who met CELDT criterion: 25

Students who met CELDT criterion:

54.0%
State:

47.0%
Listening Mean Scale Score:

579.4
California:

556.2
Reading Mean Scale Score:

567.1
State:

547.2
Speaking Mean Scale Score:

535.6
California:

536.1
Writing Mean Scale Score:

551.6
State:

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).

Natomas Middle School - Adequate Yearly Progress status


ELA Participation Rate
Natomas Middle School:

98.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic99
  • American Indian84
  • Asian98
  • Filipino100
  • Native Hawaiian100
  • Black99
  • White99
  • Multirace100
  • SED99
  • LEP100
  • With Disabilities99
  • Hispanic: 99% (tested 227 out of 230 enrolled)
  • American Indian / Alaska Native: 84% (tested 5 out of 6 enrolled)
  • Asian: 98% (tested 119 out of 122 enrolled)
  • Filipino: 100% (tested 40 out of 40 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 24 out of 24 enrolled)
  • Black: 99% (tested 214 out of 217 enrolled)
  • White: 99% (tested 80 out of 81 enrolled)
  • Two or More Races: 100% (tested 43 out of 43 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 533 out of 540 enrolled)
  • English Learners: 100% (tested 212 out of 213 enrolled)
  • Students with Disabilities: 99% (tested 121 out of 122 enrolled)

Math Participation Rate
Here:

99.0%
California:

96.1%

    Math Participation Rate

  • Hispanic99
  • American Indian84
  • Asian98
  • Filipino100
  • Native Hawaiian100
  • Black99
  • White98
  • Multirace100
  • SED99
  • LEP100
  • With Disabilities99
  • Hispanic: 99% (tested 229 out of 232 enrolled)
  • American Indian / Alaska Native: 84% (tested 5 out of 6 enrolled)
  • Asian: 98% (tested 120 out of 122 enrolled)
  • Filipino: 100% (tested 40 out of 40 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 24 out of 24 enrolled)
  • Black: 99% (tested 214 out of 217 enrolled)
  • White: 98% (tested 79 out of 81 enrolled)
  • Two or More Races: 100% (tested 43 out of 43 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 535 out of 542 enrolled)
  • English Learners: 100% (tested 214 out of 215 enrolled)
  • Students with Disabilities: 99% (tested 122 out of 123 enrolled)

Health & Safety


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
  • American Indian2
  • Asian16
  • Native Hawaiian4
  • Black67
  • White28
  • Multirace16
  • LEP28
  • IDEA16
Chronic Student Absenteeism: 185 (male: 99, female: 86)
  • Hispanic: 52 (male: 26, female: 26)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 16 (male: 8, female: 8)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 67 (male: 35, female: 32)
  • White: 28 (male: 14, female: 14)
  • Two or More Races: 16 (male: 14, female: 2)
  • Limited English Proficiency (LEP): 28 (male: 14, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 14, female: 2)
Chronic Student Absenteeism per 1,000 students
Natomas Middle School:

227.8
State:

172.7

Restraint and Seclusion:
Show data for

(State average from 741 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.

    Total Number of students with disabilities (IDEA) subjected to physical restraint

  • Hispanic2
  • White2
  • Multirace2
  • LEP2
Total Number of students with disabilities (IDEA) subjected to physical restraint: 6 (all male)
  • Hispanic: 2
  • White: 2
  • Two or More Races: 2
  • Limited English Proficiency (LEP): 2

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
Natomas Middle School:

7.4
State:

11.7

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

  • Hispanic126
  • American Indian20
  • Asian11
  • Native Hawaiian13
  • Black1,081
  • White29
  • Multirace24
  • LEP86
  • IDEA148
School days missed due to out-of-school suspension: 1,304 (male: 1,131, female: 173)
  • Hispanic: 126 (male: 70, female: 56)
  • American Indian / Alaska Native: 20 (all female)
  • Asian: 11 (all male)
  • Native Hawaiian / Pacific Islander: 13 (all male)
  • Black: 1,081 (male: 990, female: 91)
  • White: 29 (male: 25, female: 4)
  • Two or More Races: 24 (male: 22, female: 2)
  • Limited English Proficiency (LEP): 86 (male: 82, female: 4)
  • Individuals With Disabilities Education Act (IDEA): 148 (male: 103, female: 45)
Instances of out-of-school suspension (Students without disabilities): 174

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

214.3
State:

84.8

    Students without disabilities receiving one or more in-school suspension

  • Hispanic16
  • Asian5
  • Native Hawaiian2
  • Black55
  • White7
  • Multirace4
  • LEP13
Students without disabilities receiving one or more in-school suspension: 89 (male: 54, female: 35)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 5 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 55 (male: 32, female: 23)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 13 (male: 11, female: 2)

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

  • Hispanic10
  • Asian5
  • Native Hawaiian2
  • Black28
  • White7
  • Multirace4
  • LEP10
Students without disabilities receiving only one out-of-school suspension: 56 (male: 33, female: 23)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 5 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 28 (male: 14, female: 14)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)

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

  • Hispanic7
  • Black25
  • White4
  • Multirace2
  • LEP2
Students without disabilities receiving more than one out-of-school suspension: 38 (male: 26, female: 12)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 25 (male: 17, female: 8)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 76

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

93.6
State:

28.1

    Students with disabilities receiving one or more in-school suspension

  • Hispanic7
  • American Indian2
  • Asian2
  • Native Hawaiian2
  • Black16
  • White7
  • Multirace2
  • LEP10
Students with disabilities receiving one or more in-school suspension: 38 (male: 30, female: 8)
  • Hispanic: 7 (male: 5, female: 2)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 16 (male: 14, female: 2)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)

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

  • Hispanic4
  • Native Hawaiian2
  • Black7
  • White4
  • Multirace2
  • LEP7
Students with disabilities receiving only one out-of-school suspension: 19 (male: 13, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

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

  • Hispanic4
  • American Indian2
  • Asian2
  • Black10
  • White2
  • Multirace2
  • LEP2
Students with disabilities receiving more than one out-of-school suspension: 22 (male: 16, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all male)
  • Black: 10 (male: 8, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

Expulsions:
Show data for

(State average from 1,805 schools)
Expulsion with 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 providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.

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.

Expulsion under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis
Students without Disabilities who received an expulsion with educational services: 2 (all male)
  • Black: 2

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

2.5
California:

10.5
Students without Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
  • Black: 2

Students without Disabilities who received an expulsion under zero tolerance policies per 1,000 students
School:

2.5
State:

2.6

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: 41
7th grade studenst who passed Algebra I: 40
Percent of 7th grade students who passed
School:

97.6%
State:

107.7%

    8th grade student enrollment in Algebra I

  • Hispanic16
  • Asian10
  • Native Hawaiian2
  • Black10
  • White7
  • Multirace10
  • LEP2
8th grade student enrollment in Algebra I: 55 (male: 33, female: 22)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 10 (male: 5, female: 5)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 10 (male: 5, female: 5)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

    8th grade studenst who passed Algebra I

  • Hispanic17
  • Asian11
  • Black8
  • White4
  • Multirace7
8th grade studenst who passed Algebra I: 47 (male: 29, female: 18)
  • Hispanic: 17 (male: 10, female: 7)
  • Asian: 11 (male: 4, female: 7)
  • Black: 8 (male: 4, female: 4)
  • White: 4 (all male)
  • Two or More Races: 7 (all male)
Percent of 8th grade students who passed
Natomas Middle School:

85.5%
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.
Number of Geometry classes: 1


    Student Enrollment in Geometry

  • Hispanic5
  • Asian4
  • Black7
  • White2
  • LEP2
Student Enrollment in Geometry: 18 (male: 12, female: 6)
  • Hispanic: 5 (all male)
  • Asian: 4 (male: 2, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)

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