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Roots International Academy School in Oakland, 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 5
Address
 1390 66th Ave.
Oakland, CA 94621
Telephone
(510) 639-3226
(make sure to verify first before calling)
City-data.com school rating
5
Students
330
Classroom Teachers (FTE)
15.5
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
295
Reduced-price lunch
eligible students
9
School district
Oakland 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:
Greenleaf Elementary (0.2 miles):

24
Aspire Golden State College Preparatory Academy (0.3 miles):

23
EnCompass Academy Elementary (0.7 miles):

19
Coliseum College Prep Academy (0.0 miles):

18
East Oakland Leadership Academy (0.7 miles):

18
Alternatives in Action (0.2 miles):

5
Roots International Academy School:

5
Community United Elementary (0.1 miles):

3
Futures Elementary (0.1 miles):

1
Roots International Academy School rating compared to average state, county and city schools ratings:
California:

46
Alameda County:

51
Oakland:

31
Roots International Academy:

5

Students & Teachers


Total enrollment:
Enrollment in 2016: 330
Enrollment in 2015: 308
Enrollment in 2014: 349
Enrollment in 2013: 350
Enrollment in 2012: 365
Enrollment in 2011: 378
Enrollment in 2010: 361
Enrollment in 2009: 349
Enrollment in 2008: 321
Enrollment in 2007: 223

Roots International Academy School - Historical enrollment


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

GradeG06G07G08Total
All students113107110330
Female students535551159
Male students605259171
Asian students66315
Hispanic students666568199
Black students35283396
White students2316
Hawaiian Native/Pacific Islander students - 112
Two or More Races students44412

Enrollment by grade:
6th grade enrollment: 113
7th grade enrollment: 107
8th grade enrollment: 110

Roots International Academy School - Historical enrollment by grade


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

Female enrollment: 159 (48.2%)
Roots International Academy School:

48.2%
State:

49.4%
Male enrollment: 171 (51.8%)
Roots International Academy School:

51.8%
State:

49.6%

Roots International Academy School - Historical enrollment by gender


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

Asian enrollment: 15 (4.5%)
Here:

4.5%
State:

9.4%
Hispanic enrollment: 199 (60.3%)
Roots International Academy School:

60.3%
California:

46.0%
Black enrollment: 96 (29.1%)
School:

29.1%
State:

6.1%
White enrollment: 6 (1.8%)
School:

1.8%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 2 (0.6%)
School:

0.6%
State:

0.6%
Two or More Races enrollment: 12 (3.6%)
Roots International Academy School:

3.6%
State:

4.5%

Roots International Academy School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 304 (92.1%)
School:

92.1%
State:

61.2%
Free lunch eligible students: 295 (89.4%)
Roots International Academy School:

89.4%
State:

52.8%
Reduced-price lunch eligible students: 9 (2.7%)
School:

2.7%
California:

8.6%

Roots International Academy School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 15.5

Number of FTE teachers in their first year of teaching: 4
Number of FTE teachers in their second year of teaching: 4
Number of FTE teachers who were absent more than 10 school days during the school years: 4
Number of FTE security guards: 1
Number of FTE nurses: 0.3
Number of FTE psychologists: 0.4
Number of FTE social workers: 1

Student/Teacher Ratio
Roots International Academy School:

21.3
California:

22.8

Roots International Academy School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $952,928
  • Full-time Equivalency Count of Teachers: 13 (Salary Expenditures: $681,633)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $270,800)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $561,128
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $964,606
  • Salary Expenditures for Teachers: $693,311
  • Full-time Equivalency Count of Support Services Staff: 0.8 (Salary Expenditures: $0)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $270,800)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $629,091

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic106
  • Asian5
  • White4
  • Multirace7
  • IDEA13
Students Enrolled in LEP Programs: 122 (male: 72, female: 50)
  • Hispanic: 106 (male: 65, female: 41)
  • Asian: 5 (all female)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)

Students with disabilities:
Show data for

Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 24 (male: 20, female: 4)
  • Hispanic: 17 (male: 13, female: 4)
  • Black: 7 (all male)
  • Limited English Proficiency (LEP): 11 (male: 7, female: 4)

Students with disabilities served under Section 504: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • Asian: 2 (all male)

Retention:
Show data for

(State average from 207 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 7th grade: 2 (all male)
  • Black: 2

Percent of 7th grade students retained
Roots International Academy School:

1.9%
California:

5.2%

Total number of students retained in 8th grade: 2 (all female)
  • Black: 2

Percent of 8th grade students retained
Roots International Academy School:

1.8%
California:

3.1%


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

  • Hispanic10
  • Black2
  • White2
  • IDEA2
Gifted and Talented Student Enrollment: 14 (male: 5, female: 9)
  • Hispanic: 10 (male: 5, female: 5)
  • Black: 2 (all female)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

42.4
State:

84.3

Statewide Student Assessments


Smarter Balanced Summative Assessments:
Show data for

(State average from 10,463 schools)

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

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

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

    ELA Standard Met and Above

  • All13%
  • Males9%
  • Females18%
  • Black6%
  • Asian21%
  • Hispanic16%
ELA students tested: 308
ELA students with scores: 308

Percentage Standard Met and Above:

13%
California:

49%

Standard Not Met: 62.7%
Standard Nearly Met: 24.0%
Standard Met: 12.0%
Standard Exceeded: 1.3%

All Grades:
62.7%
24.0%
12.0%
1.3%
6th Grade: (Mean Scale Score: 2414.3, Students tested: 116, Standard Not Met: 74.1%, Nearly Met: 19.0%, Met: 6.0%, Exceeded: 0.9%)
74.1%
19.0%
6.0%
0.9%
7th Grade: (Mean Scale Score: 2439.3, Students tested: 99, Standard Not Met: 66.7%, Nearly Met: 23.2%, Met: 8.1%, Exceeded: 2.0%)
66.7%
23.2%
8.1%
2.0%
8th Grade: (Mean Scale Score: 2491.8, Students tested: 93, Standard Not Met: 44.1%, Nearly Met: 31.2%, Met: 23.7%, Exceeded: 1.1%)
44.1%
31.2%
23.7%
1.1%

Roots International Academy School - ELA Area Achievement Levels (all grades)


    Math Standard Met and Above

  • All3%
  • Males2%
  • Females3%
  • Hispanic4%
Math students tested: 311
Math students with scores: 311

Percentage Standard Met and Above:

3%
California:

38%

Standard Not Met: 78.8%
Standard Nearly Met: 18.6%
Standard Met: 2.3%
Standard Exceeded: 0.3%

All Grades:
78.8%
18.6%
2.3%
0.3%
6th Grade: (Mean Scale Score: 2392.6, Students tested: 118, Standard Not Met: 84.8%, Nearly Met: 14.4%, Met: 0.8%, Exceeded: 0.0%)
84.8%
14.4%
0.8%
7th Grade: (Mean Scale Score: 2415.5, Students tested: 99, Standard Not Met: 79.8%, Nearly Met: 17.2%, Met: 2.0%, Exceeded: 1.0%)
79.8%
17.2%
2.0%
1.0%
8th Grade: (Mean Scale Score: 2447.4, Students tested: 94, Standard Not Met: 70.2%, Nearly Met: 25.5%, Met: 4.3%, Exceeded: 0.0%)
70.2%
25.5%
4.3%

Roots International Academy School - Math Area Achievement Levels (all grades)


California Alternate Assessments:
Show data for

(State average from 1,489 schools)

The new California Alternate Assessments (CAAs) are based on alternate achievement standards-called the Core Content Connectors-and linked to the Common Core State Standards. The CAAs are online tests for students with an individualized education program (IEP) that designates the use of an alternate assessment to measure student progress on alternate achievement standards. This alternate assessment is part of the California Assessment of Student Performance and Progress (CAASPP) System and replaces the California Alternate Performance Assessment (CAPA) for English language arts and mathematics.
ELA students tested: 14
ELA students with scores: 14

Percentage Level 3:

21%
State:

11%

Level 1: 43.0% The student showed limited understanding of core concepts.
Level 2: 36.0% The student showed foundational understanding of core concepts.
Level 3: 21.0% The student showed understanding of core concepts.

All Grades:
43.0%
36.0%
21.0%

Math students tested: 14
Math students with scores: 14

Percentage Level 3:

14%
California:

5%

Level 1: 57.0% The student showed limited understanding of core concepts.
Level 2: 29.0% The student showed foundational understanding of core concepts.
Level 3: 14.0% The student showed understanding of core concepts.

All Grades:
57.0%
29.0%
14.0%

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: 100
CST Science students with scores: 100

Percentage At Or Above Proficient:

20%
State:

54%

Percentage Far Below Basic: 29.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 21.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 30.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 15.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 5.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 295.5, Students tested: 100, Far Below Basic: 29.0%, Below Basic: 21.0%, Basic: 30.0%, Proficient: 15.0%, Advanced: 5.0%)
29.0%
21.0%
30.0%
15.0%
5.0%

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: 98, Needs Improvement - High Risk: 59.2%, Needs Improvement: 28.6%, Healthy Fitness Zone: 12.2%)
59.2%
28.6%
12.2%


Body Composition:
7th grade: (Students tested: 98, Needs Improvement - High Risk: 56.1%, Needs Improvement: 16.3%, Healthy Fitness Zone: 27.6%)
56.1%
16.3%
27.6%


Abdominal Strength:
7th grade: (Students tested: 98, Needs Improvement - High Risk: 45.9%, Needs Improvement: 54.1%, Healthy Fitness Zone: 0.0%)
45.9%
54.1%


Trunk Extension Strength:
7th grade: (Students tested: 98, Needs Improvement - High Risk: 90.8%, Needs Improvement: 9.2%, Healthy Fitness Zone: 0.0%)
90.8%
9.2%


Upper Body Strength:
7th grade: (Students tested: 98, Needs Improvement - High Risk: 52.0%, Needs Improvement: 48.0%, Healthy Fitness Zone: 0.0%)
52.0%
48.0%


Flexibility:
7th grade: (Students tested: 98, Needs Improvement - High Risk: 65.3%, Needs Improvement: 34.7%, Healthy Fitness Zone: 0.0%)
65.3%
34.7%


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).

Roots International Academy School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 131
Number of students who met CELDT criterion: 25

Students who met CELDT criterion:

19.0%
California:

34.0%

Grade 6:
Student Count: 56
Number of students who met CELDT criterion: 7

Students who met CELDT criterion:

13.0%
State:

39.0%
Listening Mean Scale Score:

475.6
California:

532.4
Reading Mean Scale Score:

458.6
State:

518.5
Speaking Mean Scale Score:

476.9
California:

518.5
Writing Mean Scale Score:

455.6
State:

522.0

Grade 7:
Student Count: 40
Number of students who met CELDT criterion: 10

Students who met CELDT criterion:

25.0%
State:

48.0%
Listening Mean Scale Score:

471.2
California:

547.6
Reading Mean Scale Score:

478.7
California:

534.4
Speaking Mean Scale Score:

509.0
State:

529.9
Writing Mean Scale Score:

504.9
State:

530.2

Grade 8:
Student Count: 35
Number of students who met CELDT criterion: 8

Students who met CELDT criterion:

23.0%
California:

47.0%
Listening Mean Scale Score:

474.0
State:

556.2
Reading Mean Scale Score:

503.4
State:

547.2
Speaking Mean Scale Score:

471.7
State:

536.1
Writing Mean Scale Score:

475.7
State:

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).

Roots International Academy School - Adequate Yearly Progress status


ELA Participation Rate
Here:

98.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic98
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black96
  • White100
  • Multirace100
  • SED98
  • LEP99
  • With Disabilities95
  • Hispanic: 98% (tested 177 out of 180 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 14 out of 14 enrolled)
  • Filipino: 100% (tested 1 out of 1 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 2 out of 2 enrolled)
  • Black: 96% (tested 84 out of 88 enrolled)
  • White: 100% (tested 9 out of 9 enrolled)
  • Two or More Races: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 98% (tested 279 out of 285 enrolled)
  • English Learners: 99% (tested 165 out of 167 enrolled)
  • Students with Disabilities: 95% (tested 38 out of 40 enrolled)


Math Participation Rate
Roots International Academy School:

98.0%
State:

96.1%

    Math Participation Rate

  • Hispanic98
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black96
  • White100
  • Multirace100
  • SED98
  • LEP99
  • With Disabilities95
  • Hispanic: 98% (tested 185 out of 188 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 14 out of 14 enrolled)
  • Filipino: 100% (tested 1 out of 1 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 2 out of 2 enrolled)
  • Black: 96% (tested 84 out of 88 enrolled)
  • White: 100% (tested 9 out of 9 enrolled)
  • Two or More Races: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 98% (tested 288 out of 294 enrolled)
  • English Learners: 99% (tested 175 out of 177 enrolled)
  • Students with Disabilities: 95% (tested 38 out of 40 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.

Sexual assault is an incident that includes threatened rape, fondling, indecent liberties, or child molestation. Both male and female students can be victims of sexual assault. Classification of these incidents should take into consideration the age and developmentally appropriate behavior of the offender(s)

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 sexual assault (other than rape): 2

Incidents of physical attack or fight without a weapon: 12

Incidents of threats of physical attack without a weapon: 2


Total incidents per 1,000 students
Here:

48.5
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.

Harassment or bullying on the basis of religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. 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 religion constitutes religious 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
School:

15.2
California:

6.8

Students disciplined for bullying or harassment on the basis of sex: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)


Allegations of harassment or bullying on the basis of sexual orientation: 1
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
Roots International Academy School:

3.0
California:

1.5


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

  • Hispanic61
  • Asian4
  • Native Hawaiian2
  • Black40
  • White2
  • Multirace4
  • LEP37
  • IDEA22
  • 5044
Chronic Student Absenteeism: 113 (male: 58, female: 55)
  • Hispanic: 61 (male: 32, female: 29)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 40 (male: 20, female: 20)
  • White: 2 (all female)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 37 (male: 20, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 14, female: 8)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

342.4
California:

172.7

Suspensions:
Show data for

(State average from 1,406 schools)

Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
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

  • Hispanic28
  • Black79
  • White1
  • Multirace1
  • LEP14
  • IDEA21
  • 5042
School days missed due to out-of-school suspension: 109 (male: 71, female: 38)
  • Hispanic: 28 (male: 17, female: 11)
  • Black: 79 (male: 52, female: 27)
  • White: 1 (all male)
  • Two or More Races: 1 (all male)
  • Limited English Proficiency (LEP): 14 (male: 9, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 21 (male: 19, female: 2)
  • Section 504: 2 (male: 1, female: 1)

Instances of out-of-school suspension (Students without disabilities): 69

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

209.1
State:

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

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

  • Hispanic13
  • Black16
  • Multirace2
  • LEP13
Students without disabilities receiving only one out-of-school suspension: 31 (male: 18, female: 13)
  • Hispanic: 13 (male: 8, female: 5)
  • Black: 16 (male: 8, female: 8)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 13 (male: 8, female: 5)

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

  • Hispanic4
  • Black10
  • White2
  • LEP4
Students without disabilities receiving more than one out-of-school suspension: 16 (male: 9, female: 7)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 10 (male: 5, female: 5)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Instances of out-of-school suspension (Students with disabilities): 39

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

118.2
State:

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)
School:

6.1
State:

3.4
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • Black: 2

Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Black: 2
  • Section 504: 4

Students with disabilities receiving more than one out-of-school suspension: 12 (male: 10, female: 2)
  • Hispanic: 2 (all male)
  • Black: 10 (male: 8, female: 2)
  • 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.
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
Roots International Academy School:

6.1
California:

11.3

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