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Prairie Elementary School in Anderson, CA
(KG-03 • 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 46
Address
 20981 Dersch Rd.
Anderson, CA 96007
Telephone
(530) 365-1801
(make sure to verify first before calling)
Website
http://www.pacheco.k12.ca.us/prairie/prairie.htm
City-data.com school rating
46
Students
303
Classroom Teachers (FTE)
13.6
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
137
Reduced-price lunch
eligible students
37
School district
Pacheco Union Elementary
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:
Junction Elementary (5.3 miles):

77
Anderson New Technology High (2.3 miles):

73
Anderson High (3.0 miles):

46
Prairie Elementary School:

46
Pacheco Elementary (3.5 miles):

34
Anderson Middle (2.9 miles):

28
Anderson Heights Elementary (3.2 miles):

24
Oakview High (Alternative) (3.3 miles):

11
North Valley High (3.2 miles):

10
Prairie Elementary School rating compared to average state, county and city schools ratings:
California:

46
Shasta County:

44
Anderson:

37
Prairie Elementary School:

46

Students & Teachers


Total enrollment:
Enrollment in 2016: 303
Enrollment in 2015: 284
Enrollment in 2014: 279
Enrollment in 2013: 244
Enrollment in 2012: 227
Enrollment in 2011: 212
Enrollment in 2010: 233
Enrollment in 2009: 232
Enrollment in 2008: 222
Enrollment in 2007: 257
Enrollment in 2006: 286
Enrollment in 2005: 279
Enrollment in 2004: 281
Enrollment in 2003: 316
Enrollment in 2002: 330
Enrollment in 2001: 307
Enrollment in 2000: 317
Enrollment in 1999: 323

Prairie Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03Total
All students83577687303
Female students43273648154
Male students40304039149
American Indian/Alaska Native students3 - 137
Asian students12126
Hispanic students7815737
Black students1 - - - 1
White students69465769241
Two or More Races students212611

Enrollment by grade:
Kindergarten enrollment: 83
1st grade enrollment: 57
2nd grade enrollment: 76
3rd grade enrollment: 87

Prairie Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 154 (50.8%)
School:

50.8%
State:

49.4%
Male enrollment: 149 (49.2%)
Here:

49.2%
State:

49.6%

Prairie Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 7 (2.3%)
Here:

2.3%
State:

1.0%
Asian enrollment: 6 (2.0%)
School:

2.0%
California:

9.4%
Hispanic enrollment: 37 (12.2%)
Prairie Elementary School:

12.2%
State:

46.0%
Black enrollment: 1 (0.3%)
Here:

0.3%
State:

6.1%
White enrollment: 241 (79.5%)
School:

79.5%
California:

28.3%
Two or More Races enrollment: 11 (3.6%)
Here:

3.6%
State:

4.5%

Prairie Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 174 (57.4%)
Prairie Elementary School:

57.4%
State:

61.2%
Free lunch eligible students: 137 (45.2%)
Prairie Elementary School:

45.2%
California:

52.8%
Reduced-price lunch eligible students: 37 (12.2%)
Prairie Elementary School:

12.2%
State:

8.6%

Prairie Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 13.6

Number of FTE teachers in their first year of teaching: 4
Number of FTE teachers in their second year of teaching: 4
Number of FTE school counselors: 0.4
Number of FTE teachers who were absent more than 10 school days during the school years: 2
Number of FTE nurses: 0.2
Number of FTE psychologists: 0.3

Student/Teacher Ratio
Prairie Elementary School:

22.3
California:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,102,857
  • Full-time Equivalency Count of Teachers: 14 (Salary Expenditures: $766,813)
  • Full-time Equivalency Count of Instructional Aides: 6.1 (Salary Expenditures: $80,835)
  • Full-time Equivalency Count of Support Services Staff: 0.6 (Salary Expenditures: $31,871)
  • Full-time Equivalency Count of School Administration Staff: 2.9 (Salary Expenditures: $154,517)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $170,991
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,393,834
  • Salary Expenditures for Teachers: $897,930
  • Full-time Equivalency Count of Instructional Aides: 9.4 (Salary Expenditures: $160,626)
  • Full-time Equivalency Count of Support Services Staff: 0.6 (Salary Expenditures: $31,871)
  • Full-time Equivalency Count of School Administration Staff: 2.9 (Salary Expenditures: $154,517)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $183,717

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 served under IDEA: 26 (male: 19, female: 7)
  • White: 26 (male: 19, female: 7)

Retention:
Show data for

(State average from 2,659 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in Kindergarten: 14 (male: 10, female: 4)
  • Hispanic: 2 (all male)
  • Asian: 2 (all female)
  • White: 10 (male: 8, female: 2)

Percent of Kindergarten students retained
School:

16.9%
State:

5.6%

Statewide Student Assessments


Smarter Balanced Summative Assessments:
Show data for

(State average from 10,463 schools)
Smarter Balanced Summative Assessments (SB) is one of the online summative assessments - part of California Assessment of Student Performance and Progress (CAASPP) System.

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

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

    ELA Standard Met and Above

  • All29%
  • Males21%
  • Females37%
  • Hispanic29%
  • White15%
ELA students tested: 77
ELA students with scores: 77

Percentage Standard Met and Above:

29%
California:

49%

Standard Not Met: 42.9%
Standard Nearly Met: 28.6%
Standard Met: 18.2%
Standard Exceeded: 10.4%

3rd Grade: (Mean Scale Score: 2390.2, Students tested: 77, Standard Not Met: 42.9%, Nearly Met: 28.6%, Met: 18.2%, Exceeded: 10.4%)
42.9%
28.6%
18.2%
10.4%

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

    Math Standard Met and Above

  • All31%
  • Males33%
  • Females29%
  • Hispanic21%
  • White19%
Math students tested: 77
Math students with scores: 77

Percentage Standard Met and Above:

31%
State:

38%

Standard Not Met: 33.8%
Standard Nearly Met: 35.1%
Standard Met: 16.9%
Standard Exceeded: 14.3%

3rd Grade: (Mean Scale Score: 2404.5, Students tested: 77, Standard Not Met: 33.8%, Nearly Met: 35.1%, Met: 16.9%, Exceeded: 14.3%)
33.8%
35.1%
16.9%
14.3%

Prairie Elementary School - Math Area Achievement Levels (all grades)


California English Language Development Test:
Show data for

(State average from 9,882 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).

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

All Grades:
Student Count: 19
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

11.0%
California:

34.0%
Grade 1:
Student Count: 5
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

40.0%
California:

42.0%
Listening Mean Scale Score:

440.2
State:

437.6
Reading Mean Scale Score:

372.6
California:

382.2
Speaking Mean Scale Score:

459.4
California:

443.4
Writing Mean Scale Score:

399.4
California:

383.8

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).

Prairie Elementary School - Adequate Yearly Progress status


ELA Participation Rate
Here:

100.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic100
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • White100
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 7 out of 7 enrolled)
  • American Indian / Alaska Native: 100% (tested 5 out of 5 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • Filipino: 100% (tested 1 out of 1 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • White: 100% (tested 67 out of 67 enrolled)
  • Two or More Races: 100% (tested 3 out of 3 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 49 out of 49 enrolled)
  • English Learners: 100% (tested 5 out of 5 enrolled)
  • Students with Disabilities: 100% (tested 12 out of 12 enrolled)

Math Participation Rate
School:

100.0%
State:

96.1%

    Math Participation Rate

  • Hispanic100
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • White100
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 7 out of 7 enrolled)
  • American Indian / Alaska Native: 100% (tested 5 out of 5 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • Filipino: 100% (tested 1 out of 1 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • White: 100% (tested 67 out of 67 enrolled)
  • Two or More Races: 100% (tested 3 out of 3 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 49 out of 49 enrolled)
  • English Learners: 100% (tested 5 out of 5 enrolled)
  • Students with Disabilities: 100% (tested 12 out of 12 enrolled)

Health & Safety


Chronic Student Absenteeismt:
Show data for

(State average from 8,737 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic4
  • American Indian2
  • White19
  • Multirace2
  • LEP2
Chronic Student Absenteeism: 27 (male: 15, female: 12)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 2 (all female)
  • White: 19 (male: 11, female: 8)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Chronic Student Absenteeism per 1,000 students
School:

89.1
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

  • Hispanic3
  • White9
  • Multirace2
  • LEP1
  • IDEA11
School days missed due to out-of-school suspension: 14 (male: 11, female: 3)
  • Hispanic: 3 (male: 2, female: 1)
  • White: 9 (male: 7, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 1 (all female)
  • Individuals With Disabilities Education Act (IDEA): 11 (all male)
Instances of out-of-school suspension (Students without disabilities): 13

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

42.9
State:

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

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

  • Hispanic2
  • White7
  • Multirace2
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 11 (male: 7, female: 4)
  • Hispanic: 2 (all female)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
Students without disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • White: 2 (all female)
Instances of out-of-school suspension (Students with disabilities): 8

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

26.4
State:

28.1
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2

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

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

6.6
State:

9.7
Students with disabilities transferred to an alternative school for disciplinary reasons: 2 (all male)
  • White: 2

Students with disabilities transferred to an alternative school for disciplinary reasons
Prairie Elementary School:

6.6
California:

1.6

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