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Willow Glen 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 61
Address
 2105 Cottle Ave.
San Jose, CA 95125
Telephone
(408) 535-6277
(make sure to verify first before calling)
City-data.com school rating
61
Students
1,265
Classroom Teachers (FTE)
57.1
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
372
Reduced-price lunch
eligible students
91
School district
San Jose Unified
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:
University Preparatory Academy Charter (1.2 miles):

95
Booksin Elementary (0.6 miles):

94
Hammer Montessori at Galarza Elementary (1.1 miles):

88
Schallenberger Elementary (0.8 miles):

73
Willow Glen Elementary (1.0 miles):

70
Willow Glen High (0.2 miles):

61
Willow Glen Middle School:

61
Canoas Elementary (1.1 miles):

41
Ernesto Galarza Elementary (1.1 miles):

16
Willow Glen Middle School rating compared to average state, county and city schools ratings:
California:

46
Santa Clara County:

64
San Jose:

55
Willow Glen Middle School:

61

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,265
Enrollment in 2015: 1,259
Enrollment in 2014: 1,231
Enrollment in 2013: 1,227
Enrollment in 2012: 1,263
Enrollment in 2011: 1,293
Enrollment in 2010: 1,231
Enrollment in 2009: 1,195
Enrollment in 2008: 1,160
Enrollment in 2007: 1,158
Enrollment in 2006: 1,045
Enrollment in 2005: 1,056
Enrollment in 2004: 1,077
Enrollment in 2003: 1,185
Enrollment in 2002: 1,158
Enrollment in 2001: 1,151
Enrollment in 2000: 1,167
Enrollment in 1999: 1,158

Willow Glen Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students4214224221,265
Female students219213205637
Male students202209217628
American Indian/Alaska Native students2237
Asian students273637100
Hispanic students200192199591
Black students11161744
White students157161152470
Hawaiian Native/Pacific Islander students1225
Two or More Races students23131248

Enrollment by grade:
6th grade enrollment: 421
7th grade enrollment: 422
8th grade enrollment: 422

Willow Glen Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 637 (50.4%)
Here:

50.4%
State:

49.4%
Male enrollment: 628 (49.6%)
Willow Glen Middle School:

49.6%
State:

49.6%

Willow Glen Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 7 (0.6%)
Willow Glen Middle School:

0.6%
California:

1.0%
Asian enrollment: 100 (7.9%)
School:

7.9%
State:

9.4%
Hispanic enrollment: 591 (46.7%)
Here:

46.7%
State:

46.0%
Black enrollment: 44 (3.5%)
Willow Glen Middle School:

3.5%
California:

6.1%
White enrollment: 470 (37.2%)
Here:

37.2%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 5 (0.4%)
Willow Glen Middle School:

0.4%
California:

0.6%
Two or More Races enrollment: 48 (3.8%)
School:

3.8%
California:

4.5%

Willow Glen Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 463 (36.6%)
School:

36.6%
California:

61.2%
Free lunch eligible students: 372 (29.4%)
Willow Glen Middle School:

29.4%
California:

52.8%
Reduced-price lunch eligible students: 91 (7.2%)
Willow Glen Middle School:

7.2%
California:

8.6%

Willow Glen Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 57.1

Number of FTE teachers in their first year of teaching: 9
Number of FTE teachers in their second year of teaching: 7
Number of FTE teachers who were absent more than 10 school days during the school years: 9.2
Number of FTE nurses: 0.5
Number of FTE psychologists: 0.5

Student/Teacher Ratio
School:

22.2
California:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,513,747
  • Full-time Equivalency Count of Teachers: 55.4 (Salary Expenditures: $4,152,105)
  • Full-time Equivalency Count of Support Services Staff: 4.1 (Salary Expenditures: $132,261)
  • Full-time Equivalency Count of School Administration Staff: 5.8 (Salary Expenditures: $229,381)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $310,874
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $361,642
  • Salary Expenditures for Teachers: $4,234,304
  • Full-time Equivalency Count of Support Services Staff: 4.1 (Salary Expenditures: $132,261)
  • Full-time Equivalency Count of School Administration Staff: 5.8 (Salary Expenditures: $229,381)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $305,580

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic151
  • Asian7
  • Native Hawaiian2
  • White4
  • IDEA61
Students Enrolled in LEP Programs: 164 (male: 101, female: 63)
  • Hispanic: 151 (male: 92, female: 59)
  • Asian: 7 (male: 5, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 61 (male: 38, female: 23)

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: 53 (male: 34, female: 19)
  • Hispanic: 53 (male: 34, female: 19)
  • Limited English Proficiency (LEP): 59 (male: 37, female: 22)

    Students with disabilities served under Section 504

  • Hispanic10
  • American Indian2
  • Black2
  • White25
  • Multirace2
  • LEP2
Students with disabilities served under Section 504: 41 (male: 26, female: 15)
  • Hispanic: 10 (male: 8, female: 2)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 2 (all male)
  • White: 25 (male: 14, female: 11)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 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 8th grade: 2 (all male)
  • Hispanic: 2

Percent of 8th grade students retained
Willow Glen Middle School:

0.5%
California:

3.1%

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

  • All54%
  • Males48%
  • Females60%
  • Black22%
  • Asian67%
  • Hispanic25%
  • White49%
  • Multirace83%
ELA students tested: 1,245
ELA students with scores: 1,245

Percentage Standard Met and Above:

54%
California:

49%

Standard Not Met: 23.9%
Standard Nearly Met: 22.3%
Standard Met: 36.5%
Standard Exceeded: 17.3%

All Grades:
23.9%
22.3%
36.5%
17.3%
6th Grade: (Mean Scale Score: 2539.1, Students tested: 401, Standard Not Met: 18.0%, Nearly Met: 23.7%, Met: 38.1%, Exceeded: 20.2%)
18.0%
23.7%
38.1%
20.2%
7th Grade: (Mean Scale Score: 2545.7, Students tested: 439, Standard Not Met: 25.7%, Nearly Met: 22.3%, Met: 37.4%, Exceeded: 14.6%)
25.7%
22.3%
37.4%
14.6%
8th Grade: (Mean Scale Score: 2562.0, Students tested: 405, Standard Not Met: 27.9%, Nearly Met: 20.7%, Met: 34.1%, Exceeded: 17.3%)
27.9%
20.7%
34.1%
17.3%

Willow Glen Middle School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All44%
  • Males45%
  • Females42%
  • Black9%
  • Asian53%
  • Hispanic15%
  • White28%
  • Multirace42%
Math students tested: 1,247
Math students with scores: 1,247

Percentage Standard Met and Above:

44%
California:

38%

Standard Not Met: 31.8%
Standard Nearly Met: 24.6%
Standard Met: 22.0%
Standard Exceeded: 21.6%

All Grades:
31.8%
24.6%
22.0%
21.6%
6th Grade: (Mean Scale Score: 2550.4, Students tested: 402, Standard Not Met: 17.9%, Nearly Met: 25.6%, Met: 30.1%, Exceeded: 26.4%)
17.9%
25.6%
30.1%
26.4%
7th Grade: (Mean Scale Score: 2523.1, Students tested: 442, Standard Not Met: 37.1%, Nearly Met: 24.2%, Met: 20.8%, Exceeded: 17.9%)
37.1%
24.2%
20.8%
17.9%
8th Grade: (Mean Scale Score: 2538.7, Students tested: 403, Standard Not Met: 40.0%, Nearly Met: 24.1%, Met: 15.1%, Exceeded: 20.8%)
40.0%
24.1%
15.1%
20.8%

Willow Glen Middle School - Math Area Achievement Levels (all grades)


California Alternate Assessments:
Show data for

(State average from 1,579 schools)
The new California Alternate Assessments (CAAs) are based on alternate achievement standards-called the Core Content Connectors-and linked to the Common Core State Standards. The CAAs are online tests for students with an individualized education program (IEP) that designates the use of an alternate assessment to measure student progress on alternate achievement standards. This alternate assessment is part of the California Assessment of Student Performance and Progress (CAASPP) System and replaces the California Alternate Performance Assessment (CAPA) for English language arts and mathematics.
ELA students tested: 17
ELA students with scores: 17

Percentage Level 3:

6%
California:

15%

Level 1: 41.2% The student showed limited understanding of core concepts.
Level 2: 52.9% The student showed foundational understanding of core concepts.
Level 3: 5.9% The student showed understanding of core concepts.

All Grades:
41.2%
52.9%
5.9%
Math students tested: 17
Math students with scores: 17

Percentage Level 3:

0%
California:

6%

Level 1: 70.6% The student showed limited understanding of core concepts.
Level 2: 29.4% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.

All Grades:
70.6%
29.4%

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: 387
CST Science students with scores: 383

Percentage At Or Above Proficient:

61%
California:

54%

Percentage Far Below Basic: 9.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 9.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 21.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 22.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 39.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 381.0, Students tested: 387, Far Below Basic: 9.0%, Below Basic: 9.0%, Basic: 21.0%, Proficient: 22.0%, Advanced: 39.0%)
9.0%
9.0%
21.0%
22.0%
39.0%
CMA Science students tested: 20
CMA Science students with scores: 18

Percentage At Or Above Proficient:

0%
State:

38%

Percentage Far Below Basic: 34.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 33.0% 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: 0.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 0.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 272.6, Students tested: 20, Far Below Basic: 34.0%, Below Basic: 33.0%, Basic: 33.0%, Proficient: 0.0%, Advanced: 0.0%)
34.0%
33.0%
33.0%

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: 437, Needs Improvement - High Risk: 64.8%, Needs Improvement: 24.9%, Healthy Fitness Zone: 10.3%)
64.8%
24.9%
10.3%
Body Composition:
7th grade: (Students tested: 437, Needs Improvement - High Risk: 63.6%, Needs Improvement: 18.5%, Healthy Fitness Zone: 17.9%)
63.6%
18.5%
17.9%
Abdominal Strength:
7th grade: (Students tested: 437, Needs Improvement - High Risk: 76.2%, Needs Improvement: 23.8%, Healthy Fitness Zone: 0.0%)
76.2%
23.8%
Trunk Extension Strength:
7th grade: (Students tested: 437, Needs Improvement - High Risk: 94.5%, Needs Improvement: 5.5%, Healthy Fitness Zone: 0.0%)
94.5%
5.5%
Upper Body Strength:
7th grade: (Students tested: 437, Needs Improvement - High Risk: 62.2%, Needs Improvement: 37.8%, Healthy Fitness Zone: 0.0%)
62.2%
37.8%
Flexibility:
7th grade: (Students tested: 437, Needs Improvement - High Risk: 56.8%, Needs Improvement: 43.2%, Healthy Fitness Zone: 0.0%)
56.8%
43.2%

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).

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

All Grades:
Student Count: 173
Number of students who met CELDT criterion: 59

Students who met CELDT criterion:

34.0%
State:

34.0%
Grade 6:
Student Count: 55
Number of students who met CELDT criterion: 23

Students who met CELDT criterion:

42.0%
California:

39.0%
Listening Mean Scale Score:

522.6
California:

532.4
Reading Mean Scale Score:

499.1
California:

518.5
Speaking Mean Scale Score:

522.4
State:

518.5
Writing Mean Scale Score:

504.1
California:

522.0
Grade 7:
Student Count: 61
Number of students who met CELDT criterion: 12

Students who met CELDT criterion:

20.0%
State:

48.0%
Listening Mean Scale Score:

504.4
State:

547.6
Reading Mean Scale Score:

498.1
State:

534.4
Speaking Mean Scale Score:

510.5
California:

529.9
Writing Mean Scale Score:

492.2
California:

530.2
Grade 8:
Student Count: 57
Number of students who met CELDT criterion: 24

Students who met CELDT criterion:

42.0%
State:

47.0%
Listening Mean Scale Score:

524.9
State:

556.2
Reading Mean Scale Score:

519.0
State:

547.2
Speaking Mean Scale Score:

528.1
California:

536.1
Writing Mean Scale Score:

496.4
State:

537.0

Accountability


Adequate Yearly Progress:
Show data for

(State average from 9,846 schools)
Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001. Statistics are based on test results of the Standardized Testing and Reporting (STAR) Program, the California High School Exit Examination (CAHSEE), and the California Alternate Performance Assessment (CAPA).

Willow Glen Middle School - Adequate Yearly Progress status


ELA Participation Rate
Here:

100.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic100
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White100
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 561 out of 561 enrolled)
  • American Indian / Alaska Native: 100% (tested 7 out of 7 enrolled)
  • Asian: 100% (tested 76 out of 76 enrolled)
  • Filipino: 100% (tested 21 out of 21 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 5 out of 5 enrolled)
  • Black: 100% (tested 43 out of 43 enrolled)
  • White: 100% (tested 466 out of 467 enrolled)
  • Two or More Races: 100% (tested 19 out of 19 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 502 out of 502 enrolled)
  • English Learners: 100% (tested 295 out of 295 enrolled)
  • Students with Disabilities: 100% (tested 141 out of 141 enrolled)

Math Participation Rate
School:

99.0%
State:

96.1%

    Math Participation Rate

  • Hispanic99
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black98
  • White100
  • Multirace100
  • SED99
  • LEP99
  • With Disabilities96
  • Hispanic: 99% (tested 558 out of 561 enrolled)
  • American Indian / Alaska Native: 100% (tested 7 out of 7 enrolled)
  • Asian: 100% (tested 77 out of 77 enrolled)
  • Filipino: 100% (tested 21 out of 21 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 5 out of 5 enrolled)
  • Black: 98% (tested 42 out of 43 enrolled)
  • White: 100% (tested 465 out of 467 enrolled)
  • Two or More Races: 100% (tested 19 out of 19 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 500 out of 503 enrolled)
  • English Learners: 99% (tested 294 out of 296 enrolled)
  • Students with Disabilities: 96% (tested 136 out of 141 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.

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 robbery without a weapon: 1

Incidents of physical attack or fight without a weapon: 32

Incidents of threats of physical attack without a weapon: 12


Total incidents per 1,000 students
School:

35.6
California:

60.8

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
  • American Indian4
  • Asian4
  • Native Hawaiian2
  • Black4
  • White10
  • LEP4
  • IDEA7
  • 5044
Chronic Student Absenteeism: 34 (male: 21, female: 13)
  • Hispanic: 10 (male: 5, female: 5)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

26.9
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).

    School days missed due to out-of-school suspension

  • Hispanic184
  • Asian6
  • Native Hawaiian3
  • Black9
  • White45
  • Multirace3
  • LEP77
  • IDEA70
School days missed due to out-of-school suspension: 250 (male: 198, female: 52)
  • Hispanic: 184 (male: 132, female: 52)
  • Asian: 6 (all male)
  • Native Hawaiian / Pacific Islander: 3 (all male)
  • Black: 9 (all male)
  • White: 45 (all male)
  • Two or More Races: 3 (all male)
  • Limited English Proficiency (LEP): 77 (male: 65, female: 12)
  • Individuals With Disabilities Education Act (IDEA): 70 (male: 69, female: 1)
Instances of out-of-school suspension (Students without disabilities): 78

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

61.7
California:

84.8

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

  • Hispanic25
  • Asian2
  • Black2
  • White8
  • Multirace2
  • LEP8
Students without disabilities receiving only one out-of-school suspension: 39 (male: 31, female: 8)
  • Hispanic: 25 (male: 17, female: 8)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 8 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 8 (all male)
Students without disabilities receiving more than one out-of-school suspension: 12 (male: 10, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 30

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

23.7
California:

28.1
Students with disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
Students with disabilities receiving more than one out-of-school suspension: 5 (all male)
  • Hispanic: 5
  • Limited English Proficiency (LEP): 2

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
Here:

1.6
State:

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
Here:

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
School:

1.6
State:

9.7

Classes & Courses


Algebra I:
Show data for

(State average from 1,382 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
7th grade student enrollment in Algebra I: 62
7th grade studenst who passed Algebra I: 58
Percent of 7th grade students who passed
Here:

93.5%
State:

107.7%

    8th grade student enrollment in Algebra I

  • Hispanic25
  • American Indian2
  • Asian16
  • Native Hawaiian2
  • Black4
  • White70
  • Multirace2
  • LEP4
  • IDEA4
8th grade student enrollment in Algebra I: 121 (male: 51, female: 70)
  • Hispanic: 25 (male: 11, female: 14)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 16 (male: 8, female: 8)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 70 (male: 26, female: 44)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
8th grade studenst who passed Algebra I: 65 (male: 23, female: 42)
  • Hispanic: 7 (all female)
  • Asian: 11 (male: 7, female: 4)
  • White: 47 (male: 16, female: 31)
Percent of 8th grade students who passed
School:

53.7%
State:

85.6%

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