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Washington Middle School in Salinas, CA
(07-08 • 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 34
Address
 560 Iverson St.
Salinas, CA 93901
Telephone
(831) 796-7100
(make sure to verify first before calling)
City-data.com school rating
34
Students
1,239
Classroom Teachers (FTE)
37.9
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
761
Reduced-price lunch
eligible students
96
School district
Salinas Union High
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:
Salinas High (0.4 miles):

57
Mission Park Elementary (0.2 miles):

37
Washington Middle School:

34
Laurel Wood Elementary (1.6 miles):

29
Lincoln Elementary (0.8 miles):

24
Monterey Park Elementary (1.2 miles):

14
Boronda Meadows (1.7 miles):

11
University Park Elementary (0.8 miles):

9
Roosevelt Elementary (0.5 miles):

5
Washington Middle School rating compared to average state, county and city schools ratings:
California:

46
Monterey County:

33
Salinas:

27
Washington Middle School:

34

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,239
Enrollment in 2015: 1,152
Enrollment in 2014: 1,071
Enrollment in 2013: 1,020
Enrollment in 2012: 999
Enrollment in 2011: 1,030
Enrollment in 2010: 1,025
Enrollment in 2009: 1,028
Enrollment in 2008: 953
Enrollment in 2007: 979
Enrollment in 2006: 1,077
Enrollment in 2005: 1,251
Enrollment in 2004: 1,293
Enrollment in 2003: 1,278
Enrollment in 2002: 1,386
Enrollment in 2001: 1,441
Enrollment in 2000: 1,305
Enrollment in 1999: 1,284

Washington Middle School - Historical enrollment


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

GradeG07G08Total
All students6415981,239
Female students313312625
Male students328286614
American Indian/Alaska Native students - 44
Asian students222244
Hispanic students5005051,005
Black students15419
White students9451145
Hawaiian Native/Pacific Islander students - 22
Two or More Races students101020

Enrollment by grade:
7th grade enrollment: 641
8th grade enrollment: 598

Washington Middle School - Historical enrollment by grade


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

Female enrollment: 625 (50.4%)
Here:

50.4%
California:

49.4%
Male enrollment: 614 (49.6%)
Here:

49.6%
California:

49.6%

Washington Middle School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 4 (0.3%)
Washington Middle School:

0.3%
State:

1.0%
Asian enrollment: 44 (3.6%)
Here:

3.6%
California:

9.4%
Hispanic enrollment: 1,005 (81.1%)
Washington Middle School:

81.1%
California:

46.0%
Black enrollment: 19 (1.5%)
Here:

1.5%
State:

6.1%
White enrollment: 145 (11.7%)
Here:

11.7%
California:

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

0.2%
California:

0.6%
Two or More Races enrollment: 20 (1.6%)
School:

1.6%
State:

4.5%

Washington Middle School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 857 (69.2%)
School:

69.2%
State:

61.2%
Free lunch eligible students: 761 (61.4%)
Here:

61.4%
California:

52.8%
Reduced-price lunch eligible students: 96 (7.7%)
Washington Middle School:

7.7%
State:

8.6%

Washington Middle School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 37.9

Number of FTE teachers in their first year of teaching: 12
Number of FTE teachers in their second year of teaching: 6
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 7
Number of FTE security guards: 1

Student/Teacher Ratio
Washington Middle School:

32.7
State:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,236,125
  • Full-time Equivalency Count of Teachers: 55.2 (Salary Expenditures: $3,877,485)
  • Full-time Equivalency Count of Instructional Aides: 1.7 (Salary Expenditures: $10,894)
  • Full-time Equivalency Count of Support Services Staff: 3.5 (Salary Expenditures: $123,843)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $223,904)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $1,106,626
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,492,962
  • Salary Expenditures for Teachers: $3,877,485
  • Full-time Equivalency Count of Instructional Aides: 6.4 (Salary Expenditures: $161,934)
  • Full-time Equivalency Count of Support Services Staff: 3.5 (Salary Expenditures: $129,663)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $323,881)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $1,407,266

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic259
  • Asian7
  • White13
  • IDEA58
Students Enrolled in LEP Programs: 279 (male: 153, female: 126)
  • Hispanic: 259 (male: 140, female: 119)
  • Asian: 7 (male: 5, female: 2)
  • White: 13 (male: 8, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 58 (male: 32, female: 26)

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

  • Hispanic92
  • Black4
  • White20
  • LEP59
Students with disabilities served under IDEA: 116 (male: 75, female: 41)
  • Hispanic: 92 (male: 55, female: 37)
  • Black: 4 (all male)
  • White: 20 (male: 16, female: 4)
  • Limited English Proficiency (LEP): 59 (male: 31, female: 28)

    Students with disabilities served under Section 504

  • Hispanic16
  • Black2
  • White4
  • LEP2
Students with disabilities served under Section 504: 22 (male: 13, female: 9)
  • Hispanic: 16 (male: 11, female: 5)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

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

  • Hispanic25
  • American Indian2
  • Asian2
  • White4
Gifted and Talented Student Enrollment: 33 (male: 7, female: 26)
  • Hispanic: 25 (male: 5, female: 20)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all female)
  • White: 4 (male: 2, female: 2)

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

26.6
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

  • All35%
  • Males29%
  • Females42%
  • Black23%
  • Hispanic28%
  • White34%
ELA students tested: 1,197
ELA students with scores: 1,197

Percentage Standard Met and Above:

35%
State:

49%

Standard Not Met: 33.9%
Standard Nearly Met: 30.8%
Standard Met: 28.1%
Standard Exceeded: 7.1%

All Grades:
33.9%
30.8%
28.1%
7.1%
7th Grade: (Mean Scale Score: 2513.9, Students tested: 598, Standard Not Met: 35.0%, Nearly Met: 30.1%, Met: 28.3%, Exceeded: 6.7%)
35.0%
30.1%
28.3%
6.7%
8th Grade: (Mean Scale Score: 2531.2, Students tested: 599, Standard Not Met: 32.9%, Nearly Met: 31.6%, Met: 28.1%, Exceeded: 7.5%)
32.9%
31.6%
28.1%
7.5%

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


    Math Standard Met and Above

  • All23%
  • Males22%
  • Females24%
  • Black15%
  • Hispanic18%
  • White23%
Math students tested: 1,196
Math students with scores: 1,196

Percentage Standard Met and Above:

23%
State:

38%

Standard Not Met: 47.5%
Standard Nearly Met: 29.3%
Standard Met: 15.7%
Standard Exceeded: 7.5%

All Grades:
47.5%
29.3%
15.7%
7.5%
7th Grade: (Mean Scale Score: 2489.8, Students tested: 596, Standard Not Met: 45.5%, Nearly Met: 33.4%, Met: 14.6%, Exceeded: 6.5%)
45.5%
33.4%
14.6%
6.5%
8th Grade: (Mean Scale Score: 2508.0, Students tested: 600, Standard Not Met: 49.5%, Nearly Met: 25.2%, Met: 16.8%, Exceeded: 8.5%)
49.5%
25.2%
16.8%
8.5%

Washington 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: 577
CST Science students with scores: 565

Percentage At Or Above Proficient:

35%
California:

54%

Percentage Far Below Basic: 18.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 18.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 29.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 23.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 12.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 322.0, Students tested: 577, Far Below Basic: 18.0%, Below Basic: 18.0%, Basic: 29.0%, Proficient: 23.0%, Advanced: 12.0%)
18.0%
18.0%
29.0%
23.0%
12.0%

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: 598, Needs Improvement - High Risk: 70.1%, Needs Improvement: 26.4%, Healthy Fitness Zone: 3.5%)
70.1%
26.4%
3.5%


Body Composition:
7th grade: (Students tested: 598, Needs Improvement - High Risk: 45.3%, Needs Improvement: 27.4%, Healthy Fitness Zone: 27.3%)
45.3%
27.4%
27.3%


Abdominal Strength:
7th grade: (Students tested: 598, Needs Improvement - High Risk: 72.9%, Needs Improvement: 27.1%, Healthy Fitness Zone: 0.0%)
72.9%
27.1%


Trunk Extension Strength:
7th grade: (Students tested: 598, Needs Improvement - High Risk: 69.9%, Needs Improvement: 30.1%, Healthy Fitness Zone: 0.0%)
69.9%
30.1%


Upper Body Strength:
7th grade: (Students tested: 598, Needs Improvement - High Risk: 52.3%, Needs Improvement: 47.7%, Healthy Fitness Zone: 0.0%)
52.3%
47.7%


Flexibility:
7th grade: (Students tested: 598, Needs Improvement - High Risk: 89.3%, Needs Improvement: 10.7%, Healthy Fitness Zone: 0.0%)
89.3%
10.7%


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).

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

All Grades:
Student Count: 273
Number of students who met CELDT criterion: 145

Students who met CELDT criterion:

53.0%
California:

34.0%

Grade 7:
Student Count: 143
Number of students who met CELDT criterion: 77

Students who met CELDT criterion:

54.0%
State:

48.0%
Listening Mean Scale Score:

560.1
State:

547.6
Reading Mean Scale Score:

538.8
State:

534.4
Speaking Mean Scale Score:

512.3
State:

529.9
Writing Mean Scale Score:

541.3
California:

530.2

Grade 8:
Student Count: 130
Number of students who met CELDT criterion: 68

Students who met CELDT criterion:

52.0%
State:

47.0%
Listening Mean Scale Score:

567.8
State:

556.2
Reading Mean Scale Score:

548.7
State:

547.2
Speaking Mean Scale Score:

523.1
California:

536.1
Writing Mean Scale Score:

543.7
California:

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).

Washington Middle School - Adequate Yearly Progress status


ELA Participation Rate
School:

99.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic99
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black95
  • White97
  • Multirace95
  • SED99
  • LEP100
  • With Disabilities94
  • Hispanic: 99% (tested 974 out of 980 enrolled)
  • American Indian / Alaska Native: 100% (tested 6 out of 6 enrolled)
  • Asian: 100% (tested 12 out of 12 enrolled)
  • Filipino: 100% (tested 30 out of 30 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 95% (tested 18 out of 19 enrolled)
  • White: 97% (tested 131 out of 135 enrolled)
  • Two or More Races: 95% (tested 18 out of 19 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 875 out of 884 enrolled)
  • English Learners: 100% (tested 554 out of 556 enrolled)
  • Students with Disabilities: 94% (tested 116 out of 124 enrolled)


Math Participation Rate
Here:

98.0%
State:

96.1%

    Math Participation Rate

  • Hispanic98
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black95
  • White96
  • Multirace95
  • SED98
  • LEP99
  • With Disabilities88
  • Hispanic: 98% (tested 979 out of 994 enrolled)
  • American Indian / Alaska Native: 100% (tested 6 out of 6 enrolled)
  • Asian: 100% (tested 12 out of 12 enrolled)
  • Filipino: 100% (tested 30 out of 30 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 95% (tested 17 out of 18 enrolled)
  • White: 96% (tested 130 out of 135 enrolled)
  • Two or More Races: 95% (tested 18 out of 19 enrolled)
  • Socioeconomic Disadvantaged: 98% (tested 878 out of 896 enrolled)
  • English Learners: 99% (tested 562 out of 570 enrolled)
  • Students with Disabilities: 88% (tested 109 out of 124 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)

Robbery is taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or assault.

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 robbery without a weapon: 2

Incidents of physical attack or fight without a weapon: 68

Incidents of threats of physical attack without a weapon: 5


Total incidents per 1,000 students
School:

62.1
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 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: 4
Allegations of harassment or bullying on the basis of sex per 1,000 students
Washington Middle School:

3.2
California:

6.8

    Students reported as harassed or bullied on the basis of sex

  • Hispanic13
  • Asian2
  • Black4
  • White2
  • LEP2
  • IDEA5
Students reported as harassed or bullied on the basis of sex: 21 (male: 15, female: 6)
  • Hispanic: 13 (male: 11, female: 2)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)

    Students disciplined for bullying or harassment on the basis of sex

  • Hispanic5
  • Asian2
  • Black2
  • LEP2
  • IDEA2
Students disciplined for bullying or harassment on the basis of sex: 9 (all male)
  • Hispanic: 5
  • Asian: 2
  • Black: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2


Allegations of harassment or bullying on the basis of race, color, or national origin: 10
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
School:

8.1
California:

3.0
Students reported as harassed or bullied on the basis of race, color, or national origin: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • Asian: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)


Allegations of harassment or bullying on the basis of sexual orientation: 15
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
Washington Middle School:

12.1
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

  • Hispanic91
  • American Indian2
  • Asian4
  • Native Hawaiian2
  • Black5
  • White14
  • Multirace2
  • LEP37
  • IDEA31
  • 5047
Chronic Student Absenteeism: 120 (male: 98, female: 22)
  • Hispanic: 91 (male: 71, female: 20)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 5 (all male)
  • White: 14 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 37 (male: 23, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 23, female: 8)
  • Section 504: 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

96.9
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).
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

  • Hispanic437
  • Asian16
  • Native Hawaiian2
  • Black30
  • White67
  • Multirace12
  • LEP176
  • IDEA126
  • 50414
School days missed due to out-of-school suspension: 564 (male: 375, female: 189)
  • Hispanic: 437 (male: 292, female: 145)
  • Asian: 16 (male: 13, female: 3)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 30 (all male)
  • White: 67 (male: 36, female: 31)
  • Two or More Races: 12 (male: 2, female: 10)
  • Limited English Proficiency (LEP): 176 (male: 115, female: 61)
  • Individuals With Disabilities Education Act (IDEA): 126 (male: 110, female: 16)
  • Section 504: 14 (all male)

Instances of out-of-school suspension (Students without disabilities): 178

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

143.7
State:

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

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

  • Hispanic52
  • Asian2
  • Native Hawaiian2
  • Black2
  • White4
  • Multirace2
  • LEP25
Students without disabilities receiving only one out-of-school suspension: 64 (male: 38, female: 26)
  • Hispanic: 52 (male: 32, female: 20)
  • Asian: 2 (all female)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 25 (male: 14, female: 11)

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

  • Hispanic79
  • Native Hawaiian2
  • Black2
  • White10
  • Multirace4
  • LEP34
Students without disabilities receiving more than one out-of-school suspension: 97 (male: 61, female: 36)
  • Hispanic: 79 (male: 50, female: 29)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 2 (all male)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 34 (male: 20, female: 14)

Instances of out-of-school suspension (Students with disabilities): 64

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

51.7
State:

28.1
Instances of out-of-school suspension (Section 504 only): 6

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

4.8
California:

3.4

Students with disabilities receiving only one out-of-school suspension: 7 (male: 5, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 5 (all male)
  • Section 504: 2 (all male)

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

  • Hispanic16
  • Asian4
  • Black2
  • White2
  • Multirace2
  • LEP8
  • 5045
Students with disabilities receiving more than one out-of-school suspension: 26 (male: 20, female: 6)
  • Hispanic: 16 (male: 14, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 8 (all male)
  • Section 504: 5 (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 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)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

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

1.6
California:

10.5

Students without Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

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

1.6
California:

2.6


Transfers:
(State average from 692 schools)

Transfer to an alternative school for disciplinary reasons is a subset of expulsion with educational services. An alternative school is a public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside of the categories of regular education, special education, or vocational education.
Students without disabilities transferred to an alternative school for disciplinary reasons: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Here:

1.6
California:

9.7

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