Sanchez (David J.) Elementary School in Santa Maria, CA
(KG-06 • Public • Regular School)
- Address
- 804 W. Liberty St.
Santa Maria, CA 93458
- Telephone
- (805) 361-4625
(make sure to verify first before calling)
- Website
- http://www.smbsd.org
- City-data.com school rating
- 20
- Students
- 794
- Classroom Teachers (FTE)
- 30.0
- National School Lunch
Program (NSLP) Status - No
- Free lunch eligible students
- 683
- Reduced-price lunch
eligible students - 74
- School district
- Santa Maria-Bonita
- Charter school
- No
- Title I status
- Title I schoolwide school
- Magnet School Indicator
- No
- Shared Time Indicator
- Missing
- Adult education offered
- No
Ratings
Family Partnership Home Study Charter (0.8 miles): | 55 |
Santa Maria High (0.6 miles): | 28 |
Jim?nez Roberto and Dr. Francisco Elementary School (1.0 miles): | 22 |
Sanchez (David J.) Elementary School: | 20 |
Battles (Washington) Elementary (1.2 miles): | 13 |
Adam (William Laird) Elementary (0.3 miles): | 12 |
Miller (Isaac) Elementary (0.9 miles): | 12 |
Liberty Elementary (1.0 miles): | 9 |
Fairlawn Elementary (1.0 miles): | 6 |
California: | 46 |
Santa Barbara County: | 46 |
Santa Maria: | 30 |
Sanchez (David J.) Elementary: | 20 |
Students & Teachers
Total enrollment:
Enrollment in 2015: 884
Enrollment in 2014: 870
Enrollment in 2013: 852
Enrollment in 2012: 834
Enrollment in 2011: 784
Enrollment in 2010: 749
Enrollment in 2009: 674
Enrollment in 2008: 661
Enrollment in 2007: 676
Enrollment in 2006: 684
Enrollment in 2005: 699
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | KG | G01 | G02 | G03 | G04 | G05 | G06 | Total |
---|---|---|---|---|---|---|---|---|
All students | 147 | 115 | 127 | 99 | 126 | 94 | 86 | 794 |
Female students | 79 | 50 | 56 | 50 | 69 | 47 | 41 | 392 |
Male students | 68 | 65 | 71 | 49 | 57 | 47 | 45 | 402 |
Asian students | 2 | 1 | 1 | 1 | - | - | 3 | 8 |
Hispanic students | 145 | 113 | 125 | 98 | 124 | 92 | 83 | 780 |
White students | - | 1 | 1 | - | 2 | 2 | - | 6 |
Enrollment by grade:
1st grade enrollment: 115
2nd grade enrollment: 127
3rd grade enrollment: 99
4th grade enrollment: 126
5th grade enrollment: 94
6th grade enrollment: 86
Sanchez (David J.) Elementary School - Historical enrollment by grade
Enrollment by gender:
(State average from 12,430 schools)
Sanchez (David J.) Elementary School: | 49.4% |
California: | 49.4% |
School: | 50.6% |
State: | 49.6% |
Sanchez (David J.) Elementary School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 12,430 schools)
School: | 1.0% |
California: | 9.4% |
School: | 98.2% |
California: | 46.0% |
School: | 0.8% |
California: | 28.3% |
Sanchez (David J.) Elementary School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 10,111 schools)
Sanchez (David J.) Elementary School: | 95.3% |
State: | 61.2% |
Sanchez (David J.) Elementary School: | 86.0% |
State: | 52.8% |
Sanchez (David J.) Elementary School: | 9.3% |
State: | 8.6% |
Sanchez (David J.) Elementary School - Lunch Program Eligibility
Teachers and support:
(State average from 12,394 schools)
Number of FTE teachers in their first year of teaching: 7
Number of FTE teachers in their second year of teaching: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 1
Number of FTE nurses: 0.5
Number of FTE psychologists: 0.5
Number of FTE social workers: 1.8
Student/Teacher Ratio
Sanchez (David J.) Elementary School: | 26.5 |
California: | 22.8 |
Sanchez (David J.) Elementary School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
- Full-time Equivalency Count of Teachers: 29 (Salary Expenditures: $2,438,674)
- Full-time Equivalency Count of Instructional Aides: 3.8 (Salary Expenditures: $112,041)
- Full-time Equivalency Count of Support Services Staff: 5.5 (Salary Expenditures: $188,607)
- Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $340,704)
- Salary Expenditures for Teachers: $2,711,747
- Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $157,055)
- Full-time Equivalency Count of Support Services Staff: 7.9 (Salary Expenditures: $352,079)
- Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $342,164)
Limited English Proficiency:
- Hispanic559
- Native Hawaiian2
- White4
- IDEA31
Students Enrolled in LEP Programs
- Hispanic: 559 (male: 278, female: 281)
- Native Hawaiian / Pacific Islander: 2 (all female)
- White: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 31 (male: 17, female: 14)
Students with disabilities:
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.
- Hispanic: 41 (male: 22, female: 19)
- Limited English Proficiency (LEP): 32 (male: 19, female: 13)
Students with disabilities served under Section 504: 2 (all male)
- Hispanic: 2
- Limited English Proficiency (LEP): 2
Retention:
(State average from 2,659 schools)
- Hispanic: 2
- Limited English Proficiency (LEP): 2
Percent of Kindergarten students retained
Here: | 1.4% |
California: | 5.6% |
Total number of students retained in 1st grade: 4 (male: 2, female: 2)
- Hispanic: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Percent of 1st grade students retained
Sanchez (David J.) Elementary School: | 3.5% |
State: | 5.5% |
Total number of students retained in 2nd grade: 2 (all male)
- Hispanic: 2
Percent of 2nd grade students retained
School: | 1.6% |
State: | 4.0% |
Gifted and Talented:
(State average from 5,551 schools)
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.
- Hispanic58
- Native Hawaiian2
- White2
- LEP19
Gifted and Talented Student Enrollment
- Hispanic: 58 (male: 29, female: 29)
- Native Hawaiian / Pacific Islander: 2 (all male)
- White: 2 (all female)
- Limited English Proficiency (LEP): 19 (male: 8, female: 11)
Gifted and Talented Student Enrollment per 1,000 students
School: | 78.1 |
State: | 84.3 |
Statewide Student Assessments
Smarter Balanced Summative Assessments:
(State average from 10,463 schools)
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.
- All33%
- Males32%
- Females33%
- Hispanic32%
ELA Standard Met and Above
ELA students with scores: 421
Percentage Standard Met and Above: | 33% |
California: | 49% |
Standard Not Met: 40.9%
Standard Nearly Met: 26.6%
Standard Met: 22.1%
Standard Exceeded: 10.4%
All Grades:
Sanchez (David J.) Elementary School - ELA Area Achievement Levels (all grades)
- All28%
- Males29%
- Females27%
- Hispanic27%
Math Standard Met and Above
Math students with scores: 427
Percentage Standard Met and Above: | 28% |
State: | 38% |
Standard Not Met: 35.6%
Standard Nearly Met: 36.8%
Standard Met: 20.1%
Standard Exceeded: 7.5%
All Grades:
Sanchez (David J.) Elementary School - Math Area Achievement Levels (all grades)
Paper-based CAASPP:
(State average from 9,784 schools)
California Standards Tests (CSTs) - The CSTs for science in grades five, eight, and ten are administered only to students in California public schools. All questions are multiple-choice. These tests were developed specifically to assess students' knowledge of the California content standards in science.
CST Science students with scores: 89
Percentage At Or Above Proficient: | 26% |
California: | 54% |
Percentage Far Below Basic: 10.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 21.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 43.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 25.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 1.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
5th Grade: (Mean Scale Score: 320.2, Students tested: 90, Far Below Basic: 10.0%, Below Basic: 21.0%, Basic: 43.0%, Proficient: 25.0%, Advanced: 1.0%)
The Physical Fitness Test:
5th grade: (Students tested: 119, Needs Improvement - High Risk: 49.6%, Needs Improvement: 42.9%, Healthy Fitness Zone: 7.5%)
Body Composition:
5th grade: (Students tested: 119, Needs Improvement - High Risk: 47.1%, Needs Improvement: 21.0%, Healthy Fitness Zone: 31.9%)
Abdominal Strength:
5th grade: (Students tested: 119, Needs Improvement - High Risk: 26.1%, Needs Improvement: 73.9%, Healthy Fitness Zone: 0.0%)
Trunk Extension Strength:
5th grade: (Students tested: 119, Needs Improvement - High Risk: 49.6%, Needs Improvement: 50.4%, Healthy Fitness Zone: 0.0%)
Upper Body Strength:
5th grade: (Students tested: 119, Needs Improvement - High Risk: 48.7%, Needs Improvement: 51.3%, Healthy Fitness Zone: 0.0%)
Flexibility:
5th grade: (Students tested: 119, Needs Improvement - High Risk: 44.5%, Needs Improvement: 55.5%, Healthy Fitness Zone: 0.0%)
California English Language Development Test:
(State average from 9,932 schools)
Sanchez (David J.) Elementary School - students who met CELDT criterion (all grades)
Student Count: 618
Number of students who met CELDT criterion: 101
Students who met CELDT criterion: | 16.0% |
State: | 34.0% |
Grade 1:
Student Count: 108
Number of students who met CELDT criterion: 9
Students who met CELDT criterion: | 8.0% |
California: | 44.0% |
Listening Mean Scale Score: | 398.2 |
State: | 439.9 |
Reading Mean Scale Score: | 346.3 |
State: | 383.8 |
Speaking Mean Scale Score: | 388.0 |
State: | 446.4 |
Writing Mean Scale Score: | 365.8 |
State: | 386.5 |
Grade 2:
Student Count: 94
Number of students who met CELDT criterion: 11
Students who met CELDT criterion: | 12.0% |
California: | 27.0% |
Listening Mean Scale Score: | 466.0 |
California: | 477.2 |
Reading Mean Scale Score: | 424.4 |
California: | 440.5 |
Speaking Mean Scale Score: | 468.0 |
California: | 483.0 |
Writing Mean Scale Score: | 449.1 |
California: | 456.4 |
Grade 3:
Student Count: 100
Number of students who met CELDT criterion: 11
Students who met CELDT criterion: | 11.0% |
California: | 26.0% |
Listening Mean Scale Score: | 451.1 |
State: | 475.9 |
Reading Mean Scale Score: | 429.6 |
California: | 459.6 |
Speaking Mean Scale Score: | 471.6 |
California: | 491.7 |
Writing Mean Scale Score: | 460.6 |
State: | 478.6 |
Grade 4:
Student Count: 70
Number of students who met CELDT criterion: 20
Students who met CELDT criterion: | 29.0% |
California: | 37.0% |
Listening Mean Scale Score: | 521.8 |
California: | 509.2 |
Reading Mean Scale Score: | 495.5 |
California: | 490.7 |
Speaking Mean Scale Score: | 527.4 |
State: | 515.2 |
Writing Mean Scale Score: | 502.9 |
State: | 502.2 |
Grade 5:
Student Count: 85
Number of students who met CELDT criterion: 34
Students who met CELDT criterion: | 40.0% |
State: | 48.0% |
Listening Mean Scale Score: | 523.8 |
State: | 533.7 |
Reading Mean Scale Score: | 504.7 |
California: | 514.0 |
Speaking Mean Scale Score: | 526.4 |
California: | 530.0 |
Writing Mean Scale Score: | 512.0 |
California: | 519.1 |
Grade 6:
Student Count: 40
Number of students who met CELDT criterion: 16
Students who met CELDT criterion: | 40.0% |
State: | 39.0% |
Listening Mean Scale Score: | 547.0 |
California: | 532.4 |
Reading Mean Scale Score: | 509.4 |
California: | 518.5 |
Speaking Mean Scale Score: | 506.7 |
State: | 518.5 |
Writing Mean Scale Score: | 528.4 |
State: | 522.0 |
Accountability
Adequate Yearly Progress:
(State average from 9,846 schools)
Sanchez (David J.) Elementary School - Adequate Yearly Progress status
ELA Participation Rate
School: | 100.0% |
California: | 96.3% |
- Hispanic100
- Filipino100
- White100
- SED100
- LEP100
- With Disabilities97
ELA Participation Rate
- Hispanic: 100% (tested 392 out of 393 enrolled)
- Filipino: 100% (tested 4 out of 4 enrolled)
- White: 100% (tested 5 out of 5 enrolled)
- Socioeconomic Disadvantaged: 100% (tested 397 out of 398 enrolled)
- English Learners: 100% (tested 369 out of 370 enrolled)
- Students with Disabilities: 97% (tested 29 out of 30 enrolled)
Math Participation Rate
Sanchez (David J.) Elementary School: | 100.0% |
California: | 96.1% |
- Hispanic99
- Filipino100
- White100
- SED100
- LEP99
- With Disabilities97
Math Participation Rate
- Hispanic: 99% (tested 396 out of 398 enrolled)
- Filipino: 100% (tested 4 out of 4 enrolled)
- White: 100% (tested 5 out of 5 enrolled)
- Socioeconomic Disadvantaged: 100% (tested 401 out of 403 enrolled)
- English Learners: 99% (tested 373 out of 375 enrolled)
- Students with Disabilities: 97% (tested 29 out of 30 enrolled)
Health & Safety
Offenses:
(State average from 5,445 schools)
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.
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: 41
Incidents of threats of physical attack without a weapon: 32
Total incidents per 1,000 students
Sanchez (David J.) Elementary School: | 91.9 |
California: | 60.8 |
Referrals and Arrests:
(State average from 2,295 schools)
School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
- Hispanic: 2
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Sanchez (David J.) Elementary School: | 2.5 |
California: | 21.3 |
Harassment & Bullying:
(State average from 2,337 schools)
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.
Here: | 20.2 |
State: | 6.8 |
- Hispanic: 17
- Limited English Proficiency (LEP): 14
- Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of sex: 17 (all male)
- Hispanic: 17
- Limited English Proficiency (LEP): 11
- Individuals With Disabilities Education Act (IDEA): 2
Allegations of harassment or bullying on the basis of race, color, or national origin: 1
Sanchez (David J.) Elementary School: | 1.3 |
California: | 3.0 |
- Hispanic: 2
- Limited English Proficiency (LEP): 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
- Hispanic: 2
- Limited English Proficiency (LEP): 2
Allegations of harassment or bullying on the basis of disability: 1
Here: | 1.3 |
California: | 1.1 |
- Hispanic: 2
- Limited English Proficiency (LEP): 2
Students disciplined for bullying or harassment on the basis of disability: 2 (all male)
- Hispanic: 2
- Limited English Proficiency (LEP): 2
Chronic Student Absenteeismt:
(State average from 8,737 schools)
- Hispanic22
- Native Hawaiian2
- LEP13
- IDEA2
Chronic Student Absenteeism
- Hispanic: 22 (male: 8, female: 14)
- Native Hawaiian / Pacific Islander: 2 (all male)
- Limited English Proficiency (LEP): 13 (male: 5, female: 8)
- Individuals With Disabilities Education Act (IDEA): 2 (all female)
Sanchez (David J.) Elementary School: | 30.2 |
State: | 172.7 |
Suspensions:
(State average from 1,406 schools)
- 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).
- Hispanic: 68 (male: 66, female: 2)
- Limited English Proficiency (LEP): 42 (all male)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Instances of out-of-school suspension (Students without disabilities): 22
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Sanchez (David J.) Elementary School: | 27.7 |
State: | 84.8 |
- Hispanic: 10 (male: 8, female: 2)
- Limited English Proficiency (LEP): 5 (all male)
Students without disabilities receiving only one out-of-school suspension: 10 (male: 8, female: 2)
- Hispanic: 10 (male: 8, female: 2)
- Limited English Proficiency (LEP): 5 (all male)
Students without disabilities receiving more than one out-of-school suspension: 5 (all male)
- Hispanic: 5
- Limited English Proficiency (LEP): 2
Instances of out-of-school suspension (Students with disabilities): 1
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
School: | 1.3 |
State: | 28.1 |
- Hispanic: 2
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
- Hispanic: 2
Comments
Review, comment, or add new information about this topic: