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Soquel Elementary School in Soquel, CA
(KG-05 • 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 45
Address
 2700 Porter St.
Soquel, CA 95073
Telephone
(831) 464-5655
(make sure to verify first before calling)
City-data.com school rating
45
Students
431
Classroom Teachers (FTE)
17.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
149
Reduced-price lunch
eligible students
42
School district
Soquel Union Elementary
Charter school
No
Title I status
Title I targeted assistance school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Tierra Pacifica Charter (1.6 miles):

88
Main Street Elementary (0.5 miles):

81
New Brighton Middle (0.7 miles):

70
Santa Cruz Gardens Elementary (1.7 miles):

69
Soquel High (0.4 miles):

68
Live Oak Elementary (1.6 miles):

56
Green Acres Elementary (1.7 miles):

47
Soquel Elementary School:

45
Ocean Alternative Education Center (1.6 miles):

42
Soquel Elementary School rating compared to average state, county and city schools ratings:
California:

46
Santa Cruz County:

49
Soquel:

72
Soquel Elementary School:

45

Students & Teachers


Total enrollment:
Enrollment in 2016: 431
Enrollment in 2015: 426
Enrollment in 2014: 453
Enrollment in 2013: 423
Enrollment in 2012: 490
Enrollment in 2011: 424
Enrollment in 2010: 431
Enrollment in 2009: 408
Enrollment in 2008: 371
Enrollment in 2007: 408
Enrollment in 2006: 400
Enrollment in 2005: 413
Enrollment in 2004: 358
Enrollment in 2003: 355
Enrollment in 2002: 362
Enrollment in 2001: 387
Enrollment in 2000: 406
Enrollment in 1999: 431

Soquel Elementary School - Historical enrollment


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

GradeKGG01G02G03G04G05Total
All students687965766578431
Female students344524393241215
Male students343441373337216
American Indian/Alaska Native students312 - - 17
Asian students32 - 1 - 39
Hispanic students333326292830179
Black students - - - - 1 - 1
White students253933373137202
Two or More Races students44495733

Enrollment by grade:
Kindergarten enrollment: 68
1st grade enrollment: 79
2nd grade enrollment: 65
3rd grade enrollment: 76
4th grade enrollment: 65
5th grade enrollment: 78

Soquel Elementary School - Historical enrollment by grade


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

Female enrollment: 215 (49.9%)
Here:

49.9%
California:

49.4%
Male enrollment: 216 (50.1%)
Soquel Elementary School:

50.1%
State:

49.6%

Soquel Elementary School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 7 (1.6%)
Here:

1.6%
California:

1.0%
Asian enrollment: 9 (2.1%)
Soquel Elementary School:

2.1%
State:

9.4%
Hispanic enrollment: 179 (41.5%)
Here:

41.5%
California:

46.0%
Black enrollment: 1 (0.2%)
Here:

0.2%
California:

6.1%
White enrollment: 202 (46.9%)
Soquel Elementary School:

46.9%
California:

28.3%
Two or More Races enrollment: 33 (7.7%)
Here:

7.7%
California:

4.5%

Soquel Elementary School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 191 (44.3%)
Here:

44.3%
California:

61.2%
Free lunch eligible students: 149 (34.6%)
Here:

34.6%
California:

52.8%
Reduced-price lunch eligible students: 42 (9.7%)
Soquel Elementary School:

9.7%
State:

8.6%

Soquel Elementary School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 17

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 2
Number of FTE nurses: 0.2
Number of FTE psychologists: 0.5
Number of FTE social workers: 0.3

Student/Teacher Ratio
Soquel Elementary School:

25.4
State:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,183,091
  • Full-time Equivalency Count of Teachers: 16 (Salary Expenditures: $1,001,054)
  • Full-time Equivalency Count of Support Services Staff: 1.4 (Salary Expenditures: $73,572)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $108,465)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $88,390
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,420,032
  • Salary Expenditures for Teachers: $1,170,195
  • Full-time Equivalency Count of Instructional Aides: 2.3 (Salary Expenditures: $38,767)
  • Full-time Equivalency Count of Support Services Staff: 1.2 (Salary Expenditures: $102,605)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $108,465)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $115,285

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic67
  • Asian4
  • White4
  • IDEA16
Students Enrolled in LEP Programs: 75 (male: 39, female: 36)
  • Hispanic: 67 (male: 35, female: 32)
  • Asian: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 11, 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: 49 (male: 32, female: 17)
  • Hispanic: 32 (male: 22, female: 10)
  • White: 17 (male: 10, female: 7)
  • Limited English Proficiency (LEP): 14 (male: 10, female: 4)

Students with disabilities served under Section 504: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

Retention:
Show data for

(State average from 2,205 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: 2 (all male)
  • White: 2

Percent of Kindergarten students retained
School:

2.9%
State:

5.3%

Total number of students retained in 1st grade: 2 (all female)
  • Hispanic: 2

Percent of 1st grade students retained
Soquel Elementary School:

2.5%
State:

4.8%

Total number of students retained in 3rd grade: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 3rd grade students retained
Soquel Elementary School:

2.6%
California:

2.3%

Total number of students retained in 4th grade: 2 (all male)
  • White: 2

Percent of 4th grade students retained
School:

3.1%
California:

1.6%

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

  • All50%
  • Males45%
  • Females57%
  • Hispanic31%
  • White40%
ELA students tested: 204
ELA students with scores: 204

Percentage Standard Met and Above:

50%
State:

49%

Standard Not Met: 25.0%
Standard Nearly Met: 24.5%
Standard Met: 26.5%
Standard Exceeded: 24.0%

All Grades:
25.0%
24.5%
26.5%
24.0%
3rd Grade: (Mean Scale Score: 2399.4, Students tested: 60, Standard Not Met: 36.7%, Nearly Met: 25.0%, Met: 21.7%, Exceeded: 16.7%)
36.7%
25.0%
21.7%
16.7%
4th Grade: (Mean Scale Score: 2471.1, Students tested: 72, Standard Not Met: 25.0%, Nearly Met: 18.1%, Met: 30.6%, Exceeded: 26.4%)
25.0%
18.1%
30.6%
26.4%
5th Grade: (Mean Scale Score: 2520.3, Students tested: 72, Standard Not Met: 15.3%, Nearly Met: 30.6%, Met: 26.4%, Exceeded: 27.8%)
15.3%
30.6%
26.4%
27.8%

Soquel Elementary School - ELA Area Achievement Levels (all grades)


    Math Standard Met and Above

  • All42%
  • Males42%
  • Females43%
  • Hispanic20%
  • White43%
Math students tested: 205
Math students with scores: 205

Percentage Standard Met and Above:

42%
California:

38%

Standard Not Met: 30.2%
Standard Nearly Met: 27.3%
Standard Met: 28.3%
Standard Exceeded: 14.2%

All Grades:
30.2%
27.3%
28.3%
14.2%
3rd Grade: (Mean Scale Score: 2419.2, Students tested: 61, Standard Not Met: 31.1%, Nearly Met: 27.9%, Met: 26.2%, Exceeded: 14.8%)
31.1%
27.9%
26.2%
14.8%
4th Grade: (Mean Scale Score: 2465.9, Students tested: 72, Standard Not Met: 23.6%, Nearly Met: 29.2%, Met: 36.1%, Exceeded: 11.1%)
23.6%
29.2%
36.1%
11.1%
5th Grade: (Mean Scale Score: 2495.9, Students tested: 72, Standard Not Met: 36.1%, Nearly Met: 25.0%, Met: 22.2%, Exceeded: 16.7%)
36.1%
25.0%
22.2%
16.7%

Soquel 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.

CST Science students tested: 75
CST Science students with scores: 73

Percentage At Or Above Proficient:

30%
State:

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: 22.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 33.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 29.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 1.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 320.2, Students tested: 75, Far Below Basic: 15.0%, Below Basic: 22.0%, Basic: 33.0%, Proficient: 29.0%, Advanced: 1.0%)
15.0%
22.0%
33.0%
29.0%
1.0%

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:
5th grade: (Students tested: 71, Needs Improvement - High Risk: 78.9%, Needs Improvement: 14.1%, Healthy Fitness Zone: 7.0%)
78.9%
14.1%
7.0%


Body Composition:
5th grade: (Students tested: 71, Needs Improvement - High Risk: 77.5%, Needs Improvement: 5.6%, Healthy Fitness Zone: 16.9%)
77.5%
5.6%
16.9%


Abdominal Strength:
5th grade: (Students tested: 71, Needs Improvement - High Risk: 90.1%, Needs Improvement: 9.9%, Healthy Fitness Zone: 0.0%)
90.1%
9.9%


Trunk Extension Strength:
5th grade: (Students tested: 71, Needs Improvement - High Risk: 100.0%, Needs Improvement: 0.0%, Healthy Fitness Zone: 0.0%)
100.0%


Upper Body Strength:
5th grade: (Students tested: 71, Needs Improvement - High Risk: 73.2%, Needs Improvement: 26.8%, Healthy Fitness Zone: 0.0%)
73.2%
26.8%


Flexibility:
5th grade: (Students tested: 71, Needs Improvement - High Risk: 70.4%, Needs Improvement: 29.6%, Healthy Fitness Zone: 0.0%)
70.4%
29.6%


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).

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

All Grades:
Student Count: 76
Number of students who met CELDT criterion: 24

Students who met CELDT criterion:

32.0%
State:

34.0%

Kindergarten:
Student Count: 17
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

12.0%
State:

13.0%
Listening Mean Scale Score:

367.4
California:

364.6
Reading Mean Scale Score:

251.9
California:

276.6
Speaking Mean Scale Score:

355.2
State:

375.9
Writing Mean Scale Score:

259.9
California:

286.0

Grade 1:
Student Count: 20
Number of students who met CELDT criterion: 9

Students who met CELDT criterion:

45.0%
State:

44.0%
Listening Mean Scale Score:

437.7
California:

439.9
Reading Mean Scale Score:

359.1
California:

383.8
Speaking Mean Scale Score:

451.0
State:

446.4
Writing Mean Scale Score:

363.7
State:

386.5

Grade 3:
Student Count: 12
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

25.0%
State:

26.0%
Listening Mean Scale Score:

451.7
State:

475.9
Reading Mean Scale Score:

430.7
State:

459.6
Speaking Mean Scale Score:

463.8
California:

491.7
Writing Mean Scale Score:

433.0
State:

478.6

Grade 4:
Student Count: 7
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

57.0%
California:

37.0%
Listening Mean Scale Score:

539.1
California:

509.2
Reading Mean Scale Score:

511.9
State:

490.7
Speaking Mean Scale Score:

586.9
State:

515.2
Writing Mean Scale Score:

521.7
California:

502.2

Grade 5:
Student Count: 11
Number of students who met CELDT criterion: 6

Students who met CELDT criterion:

55.0%
State:

48.0%
Listening Mean Scale Score:

564.5
State:

533.7
Reading Mean Scale Score:

522.6
State:

514.0
Speaking Mean Scale Score:

575.0
State:

530.0
Writing Mean Scale Score:

525.5
State:

519.1

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).

Soquel Elementary School - Adequate Yearly Progress status


ELA Participation Rate
Here:

97.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic96
  • American Indian100
  • Asian100
  • Filipino100
  • Black100
  • White98
  • Multirace100
  • SED99
  • LEP99
  • With Disabilities89
  • Hispanic: 96% (tested 82 out of 86 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 3 out of 3 enrolled)
  • Filipino: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 1 out of 1 enrolled)
  • White: 98% (tested 101 out of 103 enrolled)
  • Two or More Races: 100% (tested 21 out of 21 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 96 out of 97 enrolled)
  • English Learners: 99% (tested 51 out of 52 enrolled)
  • Students with Disabilities: 89% (tested 31 out of 35 enrolled)


Math Participation Rate
Here:

98.0%
California:

96.1%

    Math Participation Rate

  • Hispanic97
  • American Indian100
  • Asian100
  • Filipino100
  • Black100
  • White98
  • Multirace100
  • SED99
  • LEP100
  • With Disabilities89
  • Hispanic: 97% (tested 84 out of 87 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 3 out of 3 enrolled)
  • Filipino: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 1 out of 1 enrolled)
  • White: 98% (tested 101 out of 103 enrolled)
  • Two or More Races: 100% (tested 21 out of 21 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 96 out of 97 enrolled)
  • English Learners: 100% (tested 53 out of 53 enrolled)
  • Students with Disabilities: 89% (tested 31 out of 35 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

  • Hispanic25
  • Asian2
  • White25
  • Multirace7
  • LEP7
  • 5042
Chronic Student Absenteeism: 59 (male: 32, female: 27)
  • Hispanic: 25 (male: 14, female: 11)
  • Asian: 2 (all male)
  • White: 25 (male: 14, female: 11)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
Soquel Elementary School:

136.9
State:

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

  • Hispanic7
  • White4
  • Multirace1
  • IDEA1
School days missed due to out-of-school suspension: 12 (male: 5, female: 7)
  • Hispanic: 7 (male: 1, female: 6)
  • White: 4 (all male)
  • Two or More Races: 1 (all female)
  • Individuals With Disabilities Education Act (IDEA): 1 (all male)

Instances of out-of-school suspension (Students without disabilities): 9

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

20.9
State:

84.8

Students without disabilities receiving only one out-of-school suspension: 6 (male: 2, female: 4)
  • Hispanic: 2 (all female)
  • White: 2 (all male)
  • Two or More Races: 2 (all female)

Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • 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:

2.3
State:

28.1

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

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