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Union Middle School in San Jose, 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 96
Address
 2130 Los Gatos-Almaden Rd
San Jose, CA 95124
Telephone
(408) 371-0366
(make sure to verify first before calling)
Website
http://www.unionsd.org
City-data.com school rating
96
Students
1,006
Classroom Teachers (FTE)
43.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
54
Reduced-price lunch
eligible students
17
School district
Union Elementary
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Oster Elementary (1.3 miles):

98
Blossom Hill Elementary (1.3 miles):

98
Alta Vista Elementary (0.4 miles):

97
Carlton Elementary (0.7 miles):

96
Union Middle School:

96
Noddin Elementary (1.2 miles):

95
Leigh High (0.8 miles):

91
Farnham Charter (1.4 miles):

76
Sartorette Charter (1.9 miles):

71
Union Middle School rating compared to average state, county and city schools ratings:
California:

46
Santa Clara County:

64
San Jose:

55
Union Middle School:

96

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,006
Enrollment in 2015: 976
Enrollment in 2014: 921
Enrollment in 2013: 893
Enrollment in 2012: 849
Enrollment in 2011: 816
Enrollment in 2010: 785
Enrollment in 2009: 804
Enrollment in 2008: 763
Enrollment in 2007: 786
Enrollment in 2006: 771
Enrollment in 2005: 803
Enrollment in 2004: 799
Enrollment in 2003: 794
Enrollment in 2002: 783
Enrollment in 2001: 763
Enrollment in 2000: 750
Enrollment in 1999: 746

Union Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students3553293221,006
Female students174165162501
Male students181164160505
American Indian/Alaska Native students - 112
Asian students617346180
Hispanic students533850141
Black students1247
White students206196196598
Hawaiian Native/Pacific Islander students1 - 12
Two or More Races students33192476

Enrollment by grade:
6th grade enrollment: 355
7th grade enrollment: 329
8th grade enrollment: 322

Union Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 501 (49.8%)
School:

49.8%
State:

49.4%
Male enrollment: 505 (50.2%)
Union Middle School:

50.2%
State:

49.6%

Union Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 2 (0.2%)
Here:

0.2%
California:

1.0%
Asian enrollment: 180 (17.9%)
School:

17.9%
California:

9.4%
Hispanic enrollment: 141 (14.0%)
Union Middle School:

14.0%
State:

46.0%
Black enrollment: 7 (0.7%)
Union Middle School:

0.7%
State:

6.1%
White enrollment: 598 (59.4%)
School:

59.4%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 2 (0.2%)
Here:

0.2%
California:

0.6%
Two or More Races enrollment: 76 (7.6%)
Union Middle School:

7.6%
State:

4.5%

Union Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 71 (7.1%)
Here:

7.1%
State:

61.2%
Free lunch eligible students: 54 (5.4%)
Union Middle School:

5.4%
State:

52.8%
Reduced-price lunch eligible students: 17 (1.7%)
School:

1.7%
State:

8.6%

Union Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 43

Number of FTE teachers in their first year of teaching: 5
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: 8.5
Number of FTE nurses: 0.4
Number of FTE psychologists: 1.5

Student/Teacher Ratio
School:

23.4
State:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,467,507
  • Full-time Equivalency Count of Teachers: 41.5 (Salary Expenditures: $3,382,625)
  • Full-time Equivalency Count of Instructional Aides: 1.9 (Salary Expenditures: $84,882)
  • Full-time Equivalency Count of Support Services Staff: 3.4 (Salary Expenditures: $174,090)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $356,926)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $1,156,088
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,698,622
  • Salary Expenditures for Teachers: $3,708,861
  • Full-time Equivalency Count of Instructional Aides: 5.2 (Salary Expenditures: $202,862)
  • Full-time Equivalency Count of Support Services Staff: 4.4 (Salary Expenditures: $260,148)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $356,926)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $1,161,513

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic22
  • Asian10
  • Black2
  • White7
  • IDEA16
Students Enrolled in LEP Programs: 41 (male: 20, female: 21)
  • Hispanic: 22 (male: 11, female: 11)
  • Asian: 10 (male: 5, female: 5)
  • Black: 2 (all male)
  • White: 7 (male: 2, female: 5)
  • 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

  • Hispanic20
  • Asian4
  • Black4
  • White71
  • LEP14
Students with disabilities served under IDEA: 99 (male: 70, female: 29)
  • Hispanic: 20 (male: 16, female: 4)
  • Asian: 4 (all male)
  • Black: 4 (all male)
  • White: 71 (male: 46, female: 25)
  • Limited English Proficiency (LEP): 14 (male: 10, female: 4)
Students with disabilities served under Section 504: 19 (male: 12, female: 7)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • White: 13 (male: 8, female: 5)

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

  • Hispanic2
  • Asian40
  • Black2
  • White76
  • Multirace2
  • IDEA2
Gifted and Talented Student Enrollment: 122 (male: 69, female: 53)
  • Hispanic: 2 (all female)
  • Asian: 40 (male: 23, female: 17)
  • Black: 2 (all male)
  • White: 76 (male: 44, female: 32)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

121.3
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

  • All77%
  • Males73%
  • Females81%
  • Hispanic31%
  • White38%
ELA students tested: 1,014
ELA students with scores: 1,012

Percentage Standard Met and Above:

77%
California:

49%

Standard Not Met: 8.4%
Standard Nearly Met: 14.3%
Standard Met: 37.1%
Standard Exceeded: 40.2%

All Grades:
8.4%
14.3%
37.1%
40.2%
6th Grade: (Mean Scale Score: 2597.6, Students tested: 342, Standard Not Met: 9.7%, Nearly Met: 12.6%, Met: 30.7%, Exceeded: 47.1%)
9.7%
12.6%
30.7%
47.1%
7th Grade: (Mean Scale Score: 2609.0, Students tested: 350, Standard Not Met: 8.3%, Nearly Met: 13.5%, Met: 44.0%, Exceeded: 34.2%)
8.3%
13.5%
44.0%
34.2%
8th Grade: (Mean Scale Score: 2632.0, Students tested: 322, Standard Not Met: 7.1%, Nearly Met: 17.1%, Met: 36.3%, Exceeded: 39.4%)
7.1%
17.1%
36.3%
39.4%

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

    Math Standard Met and Above

  • All75%
  • Males75%
  • Females75%
  • Hispanic24%
  • White46%
Math students tested: 1,008
Math students with scores: 1,008

Percentage Standard Met and Above:

75%
California:

38%

Standard Not Met: 10.8%
Standard Nearly Met: 14.3%
Standard Met: 21.4%
Standard Exceeded: 53.5%

All Grades:
10.8%
14.3%
21.4%
53.5%
6th Grade: (Mean Scale Score: 2604.0, Students tested: 341, Standard Not Met: 10.0%, Nearly Met: 17.0%, Met: 20.2%, Exceeded: 52.8%)
10.0%
17.0%
20.2%
52.8%
7th Grade: (Mean Scale Score: 2616.4, Students tested: 347, Standard Not Met: 10.4%, Nearly Met: 14.7%, Met: 28.5%, Exceeded: 46.4%)
10.4%
14.7%
28.5%
46.4%
8th Grade: (Mean Scale Score: 2663.0, Students tested: 320, Standard Not Met: 12.2%, Nearly Met: 10.9%, Met: 15.0%, Exceeded: 61.9%)
12.2%
10.9%
15.0%
61.9%

Union Middle School - Math Area Achievement Levels (all grades)


Paper-based CAASPP:
Show data for

(State average from 9,784 schools)
California Assessment of Student Performance and Progress (CAASPP) System includes paper-based tests:

California Standards Tests (CSTs) - The CSTs for science in grades five, eight, and ten are administered only to students in California public schools. All questions are multiple-choice. These tests were developed specifically to assess students' knowledge of the California content standards in science.

California Modified Assessment (CMA) - The CMA for science was administered to eligible students in grades five, eight, and ten. The CMA is a standards-based test for students with an individualized education program who meet the eligibility criteria adopted by the State Board of Education. The Elementary and Secondary Education Act called for a range of assessments appropriate to students' abilities. The CMA provides an appropriate assessment for a small percentage of students allowing them to demonstrate their knowledge of skills in the California academic content standards for science.

CST Science students tested: 305
CST Science students with scores: 305

Percentage At Or Above Proficient:

92%
California:

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: 2.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 5.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 14.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 78.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 470.0, Students tested: 305, Far Below Basic: 1.0%, Below Basic: 2.0%, Basic: 5.0%, Proficient: 14.0%, Advanced: 78.0%)
1.0%
2.0%
5.0%
14.0%
78.0%
CMA Science students tested: 13
CMA Science students with scores: 13

Percentage At Or Above Proficient:

85%
California:

38%

Percentage Far Below Basic: 7.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 8.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 46.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 38.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 391.5, Students tested: 13, Far Below Basic: 7.0%, Below Basic: 0.0%, Basic: 8.0%, Proficient: 46.0%, Advanced: 38.0%)
7.0%
8.0%
46.0%
38.0%

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: 350, Needs Improvement - High Risk: 80.6%, Needs Improvement: 16.6%, Healthy Fitness Zone: 2.8%)
80.6%
16.6%
2.8%
Body Composition:
7th grade: (Students tested: 350, Needs Improvement - High Risk: 75.4%, Needs Improvement: 16.3%, Healthy Fitness Zone: 8.3%)
75.4%
16.3%
8.3%
Abdominal Strength:
7th grade: (Students tested: 350, Needs Improvement - High Risk: 82.6%, Needs Improvement: 17.4%, Healthy Fitness Zone: 0.0%)
82.6%
17.4%
Trunk Extension Strength:
7th grade: (Students tested: 350, Needs Improvement - High Risk: 82.3%, Needs Improvement: 17.7%, Healthy Fitness Zone: 0.0%)
82.3%
17.7%
Upper Body Strength:
7th grade: (Students tested: 350, Needs Improvement - High Risk: 86.3%, Needs Improvement: 13.7%, Healthy Fitness Zone: 0.0%)
86.3%
13.7%
Flexibility:
7th grade: (Students tested: 350, Needs Improvement - High Risk: 67.4%, Needs Improvement: 32.6%, Healthy Fitness Zone: 0.0%)
67.4%
32.6%

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).

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

All Grades:
Student Count: 61
Number of students who met CELDT criterion: 38

Students who met CELDT criterion:

62.0%
State:

34.0%
Grade 6:
Student Count: 31
Number of students who met CELDT criterion: 20

Students who met CELDT criterion:

65.0%
California:

39.0%
Listening Mean Scale Score:

592.0
State:

532.4
Reading Mean Scale Score:

577.0
California:

518.5
Speaking Mean Scale Score:

555.5
State:

518.5
Writing Mean Scale Score:

564.9
State:

522.0
Grade 7:
Student Count: 18
Number of students who met CELDT criterion: 9

Students who met CELDT criterion:

50.0%
California:

48.0%
Listening Mean Scale Score:

550.9
California:

547.6
Reading Mean Scale Score:

544.7
California:

534.4
Speaking Mean Scale Score:

559.3
California:

529.9
Writing Mean Scale Score:

556.9
California:

530.2
Grade 8:
Student Count: 12
Number of students who met CELDT criterion: 9

Students who met CELDT criterion:

75.0%
California:

47.0%
Listening Mean Scale Score:

616.8
State:

556.2
Reading Mean Scale Score:

643.2
California:

547.2
Speaking Mean Scale Score:

586.8
California:

536.1
Writing Mean Scale Score:

599.9
California:

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).

Union Middle School - Adequate Yearly Progress status


ELA Participation Rate
Union Middle School:

99.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic99
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White99
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities98
  • Hispanic: 99% (tested 140 out of 141 enrolled)
  • American Indian / Alaska Native: 100% (tested 2 out of 2 enrolled)
  • Asian: 100% (tested 171 out of 171 enrolled)
  • Filipino: 100% (tested 6 out of 6 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 2 out of 2 enrolled)
  • Black: 100% (tested 7 out of 7 enrolled)
  • White: 99% (tested 582 out of 587 enrolled)
  • Two or More Races: 100% (tested 75 out of 75 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 75 out of 75 enrolled)
  • English Learners: 100% (tested 96 out of 96 enrolled)
  • Students with Disabilities: 98% (tested 111 out of 113 enrolled)

Math Participation Rate
Here:

99.0%
State:

96.1%

    Math Participation Rate

  • Hispanic99
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black86
  • White98
  • Multirace100
  • SED98
  • LEP100
  • With Disabilities96
  • Hispanic: 99% (tested 140 out of 141 enrolled)
  • American Indian / Alaska Native: 100% (tested 2 out of 2 enrolled)
  • Asian: 100% (tested 173 out of 173 enrolled)
  • Filipino: 100% (tested 6 out of 6 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 2 out of 2 enrolled)
  • Black: 86% (tested 6 out of 7 enrolled)
  • White: 98% (tested 577 out of 588 enrolled)
  • Two or More Races: 100% (tested 75 out of 75 enrolled)
  • Socioeconomic Disadvantaged: 98% (tested 73 out of 75 enrolled)
  • English Learners: 100% (tested 99 out of 99 enrolled)
  • Students with Disabilities: 96% (tested 109 out of 113 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: 19

Incidents of threats of physical attack with a weapon: 1
Incidents of threats of physical attack without a weapon: 1


Total incidents per 1,000 students
Here:

20.9
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 race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. 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 race, color, or national origin constitutes racial harassment.

Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. 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 disability constitutes disability 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: 2
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here:

2.0
State:

6.8

    Students reported as harassed or bullied on the basis of sex

  • Hispanic2
  • White4
  • LEP2
  • IDEA2
Students reported as harassed or bullied on the basis of sex: 6 (male: 2, female: 4)
  • Hispanic: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)
Students disciplined for bullying or harassment on the basis of sex: 4 (all male)
  • Hispanic: 2
  • White: 2

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
Here:

1.0
State:

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

  • Hispanic10
  • Asian7
  • White46
  • LEP4
  • IDEA13
Chronic Student Absenteeism: 63 (male: 36, female: 27)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 7 (male: 5, female: 2)
  • White: 46 (male: 26, female: 20)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)
Chronic Student Absenteeism per 1,000 students
School:

62.6
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

  • Hispanic6
  • Asian1
  • Black2
  • White34
  • IDEA23
  • 5041
School days missed due to out-of-school suspension: 43 (all male)
  • Hispanic: 6
  • Asian: 1
  • Black: 2
  • White: 34
  • Individuals With Disabilities Education Act (IDEA): 23
  • Section 504: 1
Instances of out-of-school suspension (Students without disabilities): 14

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

13.9
California:

84.8
Students without disabilities receiving one or more in-school suspension: 9 (all male)
  • Hispanic: 2
  • Asian: 2
  • White: 5
Students without disabilities receiving only one out-of-school suspension: 9 (all male)
  • Hispanic: 2
  • Asian: 2
  • White: 5
Students without disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
Instances of out-of-school suspension (Students with disabilities): 13

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

12.9
California:

28.1
Instances of out-of-school suspension (Section 504 only): 1

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

1.0
California:

3.4
Students with disabilities receiving one or more in-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Limited English Proficiency (LEP): 2
Students with disabilities receiving only one out-of-school suspension: 7 (all male)
  • Hispanic: 2
  • White: 5
  • Section 504: 2
Students with disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Black: 2
  • White: 2

Classes & Courses


Algebra I:
Show data for

(State average from 1,382 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
Number of Algebra I classes: 5

    7-8th grade student enrollment in Algebra I

  • Hispanic10
  • Asian37
  • White100
  • Multirace10
  • IDEA2
7-8th grade student enrollment in Algebra I: 157 (male: 80, female: 77)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 37 (male: 14, female: 23)
  • White: 100 (male: 56, female: 44)
  • Two or More Races: 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

    7-8th grade studenst who passed Algebra I

  • Hispanic11
  • Asian35
  • White101
  • Multirace8
7-8th grade studenst who passed Algebra I: 155 (male: 79, female: 76)
  • Hispanic: 11 (male: 4, female: 7)
  • Asian: 35 (male: 13, female: 22)
  • White: 101 (male: 58, female: 43)
  • Two or More Races: 8 (male: 4, female: 4)
Percent of 7-8th grade students who passed
Union Middle School:

98.7%
California:

83.6%

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

  • Hispanic2
  • Asian13
  • Black2
  • White19
  • Multirace4
  • IDEA2
Student Enrollment in Geometry: 40 (male: 22, female: 18)
  • Hispanic: 2 (all male)
  • Asian: 13 (male: 5, female: 8)
  • Black: 2 (all male)
  • White: 19 (male: 11, female: 8)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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