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Clark Middle School in San Diego, 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 18
Address
 4388 Thorn St.
San Diego, CA 92105
Telephone
(619) 344-4200
(make sure to verify first before calling)
Website
http://www.monroeclark.org
City-data.com school rating
18
Students
1,046
Classroom Teachers (FTE)
44.8
National School Lunch
Program (NSLP) Status
Yes, under Provision 2
Free lunch eligible students
914
Reduced-price lunch
eligible students
106
School district
San Diego Unified
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:
Health Sciences High (0.9 miles):

42
Hamilton Elementary (0.3 miles):

32
Rosa Parks Elementary (0.4 miles):

31
Euclid Elementary (0.9 miles):

29
Health Sciences Middle (0.9 miles):

29
Joyner Elementary (0.2 miles):

27
Cherokee Point Elementary (0.8 miles):

22
Clark Middle School:

18
Central Elementary (0.8 miles):

12
Clark Middle School rating compared to average state, county and city schools ratings:
California:

46
San Diego County:

55
San Diego:

57
Clark Middle School:

18

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,046
Enrollment in 2015: 1,036
Enrollment in 2014: 1,063
Enrollment in 2013: 1,090
Enrollment in 2012: 1,135
Enrollment in 2011: 1,125
Enrollment in 2010: 1,201
Enrollment in 2009: 1,256
Enrollment in 2008: 1,316
Enrollment in 2007: 1,363
Enrollment in 2006: 1,508
Enrollment in 2005: 1,603
Enrollment in 2004: 1,690
Enrollment in 2003: 1,640
Enrollment in 2002: 1,513
Enrollment in 2001: 1,450
Enrollment in 2000: 1,486
Enrollment in 1999: 1,409

Clark Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students3583523361,046
Female students187166176529
Male students171186160517
Asian students415231124
Hispanic students274255269798
Black students28342890
White students4217
Hawaiian Native/Pacific Islander students2237
Two or More Races students97420

Enrollment by grade:
6th grade enrollment: 358
7th grade enrollment: 352
8th grade enrollment: 336

Clark Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 529 (50.6%)
Clark Middle School:

50.6%
State:

49.4%
Male enrollment: 517 (49.4%)
Here:

49.4%
State:

49.6%

Clark Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Asian enrollment: 124 (11.9%)
Here:

11.9%
State:

9.4%
Hispanic enrollment: 798 (76.3%)
Here:

76.3%
California:

46.0%
Black enrollment: 90 (8.6%)
Clark Middle School:

8.6%
California:

6.1%
White enrollment: 7 (0.7%)
Clark Middle School:

0.7%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 7 (0.7%)
School:

0.7%
State:

0.6%
Two or More Races enrollment: 20 (1.9%)
Here:

1.9%
California:

4.5%

Clark Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 1,020 (97.5%)
Clark Middle School:

97.5%
State:

61.2%
Free lunch eligible students: 914 (87.4%)
Clark Middle School:

87.4%
State:

52.8%
Reduced-price lunch eligible students: 106 (10.1%)
School:

10.1%
California:

8.6%

Clark Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 44.8

Number of FTE teachers in their first year of teaching: 1
Number of FTE school counselors: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 14
Number of FTE psychologists: 1

Student/Teacher Ratio
School:

23.3
State:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $110,201
  • Full-time Equivalency Count of Teachers: 1 (Salary Expenditures: $71,830)
  • Full-time Equivalency Count of Support Services Staff: 0.4 (Salary Expenditures: $38,370)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $91,946
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $5,525,176
  • Salary Expenditures for Teachers: $3,899,463
  • Full-time Equivalency Count of Instructional Aides: 50 (Salary Expenditures: $124,060)
  • Full-time Equivalency Count of Support Services Staff: 9.9 (Salary Expenditures: $814,614)
  • Full-time Equivalency Count of School Administration Staff: 4.5 (Salary Expenditures: $687,039)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $253,160

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic334
  • Asian46
  • Native Hawaiian2
  • Black25
  • White2
  • Multirace7
  • IDEA94
Students Enrolled in LEP Programs: 416 (male: 213, female: 203)
  • Hispanic: 334 (male: 170, female: 164)
  • Asian: 46 (male: 23, female: 23)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 25 (male: 14, female: 11)
  • White: 2 (all male)
  • Two or More Races: 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 94 (male: 50, female: 44)

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

  • Hispanic110
  • Asian8
  • Black11
  • Multirace4
  • LEP92
Students with disabilities served under IDEA: 133 (male: 76, female: 57)
  • Hispanic: 110 (male: 61, female: 49)
  • Asian: 8 (male: 4, female: 4)
  • Black: 11 (male: 7, female: 4)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 92 (male: 49, female: 43)

    Students with disabilities served under Section 504

  • Hispanic4
  • Black2
  • White2
  • LEP4
Students with disabilities served under Section 504: 8 (male: 6, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 212 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: 6 (male: 2, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)

Percent of 8th grade students retained
School:

1.8%
California:

4.0%

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

  • Hispanic157
  • Asian25
  • Native Hawaiian2
  • Black10
  • White2
  • Multirace2
  • LEP34
  • IDEA7
Gifted and Talented Student Enrollment: 198 (male: 105, female: 93)
  • Hispanic: 157 (male: 77, female: 80)
  • Asian: 25 (male: 14, female: 11)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 10 (male: 8, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 34 (male: 20, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

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

189.3
California:

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

  • All29%
  • Males24%
  • Females35%
  • Black23%
  • Asian44%
  • Hispanic26%
  • Multirace42%
ELA students tested: 993
ELA students with scores: 992

Percentage Standard Met and Above:

29%
California:

49%

Standard Not Met: 45.9%
Standard Nearly Met: 25.0%
Standard Met: 23.0%
Standard Exceeded: 6.2%

All Grades:
45.9%
25.0%
23.0%
6.2%
6th Grade: (Mean Scale Score: 2470.1, Students tested: 345, Standard Not Met: 47.5%, Nearly Met: 25.5%, Met: 22.0%, Exceeded: 4.9%)
47.5%
25.5%
22.0%
4.9%
7th Grade: (Mean Scale Score: 2489.1, Students tested: 327, Standard Not Met: 46.0%, Nearly Met: 24.2%, Met: 23.3%, Exceeded: 6.4%)
46.0%
24.2%
23.3%
6.4%
8th Grade: (Mean Scale Score: 2511.8, Students tested: 321, Standard Not Met: 43.9%, Nearly Met: 25.2%, Met: 23.7%, Exceeded: 7.2%)
43.9%
25.2%
23.7%
7.2%

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

    Math Standard Met and Above

  • All20%
  • Males19%
  • Females21%
  • Black5%
  • Asian38%
  • Hispanic17%
  • Multirace25%
Math students tested: 1,007
Math students with scores: 1,007

Percentage Standard Met and Above:

20%
State:

38%

Standard Not Met: 55.9%
Standard Nearly Met: 24.4%
Standard Met: 12.0%
Standard Exceeded: 7.7%

All Grades:
55.9%
24.4%
12.0%
7.7%
6th Grade: (Mean Scale Score: 2478.8, Students tested: 350, Standard Not Met: 46.3%, Nearly Met: 30.6%, Met: 13.4%, Exceeded: 9.7%)
46.3%
30.6%
13.4%
9.7%
7th Grade: (Mean Scale Score: 2463.1, Students tested: 334, Standard Not Met: 61.1%, Nearly Met: 21.0%, Met: 10.8%, Exceeded: 7.2%)
61.1%
21.0%
10.8%
7.2%
8th Grade: (Mean Scale Score: 2480.3, Students tested: 323, Standard Not Met: 61.0%, Nearly Met: 21.4%, Met: 11.8%, Exceeded: 5.9%)
61.0%
21.4%
11.8%
5.9%

Clark 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: 13
ELA students with scores: 13

Percentage Level 3:

0%
State:

15%

Level 1: 84.6% The student showed limited understanding of core concepts.
Level 2: 15.4% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.

All Grades:
84.6%
15.4%
Math students tested: 13
Math students with scores: 13

Percentage Level 3:

0%
California:

6%

Level 1: 76.9% The student showed limited understanding of core concepts.
Level 2: 23.1% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.

All Grades:
76.9%
23.1%

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: 297
CST Science students with scores: 296

Percentage At Or Above Proficient:

53%
State:

54%

Percentage Far Below Basic: 7.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 13.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 27.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 26.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 27.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 362.2, Students tested: 297, Far Below Basic: 7.0%, Below Basic: 13.0%, Basic: 27.0%, Proficient: 26.0%, Advanced: 27.0%)
7.0%
13.0%
27.0%
26.0%
27.0%
CMA Science students tested: 27
CMA Science students with scores: 27

Percentage At Or Above Proficient:

15%
State:

38%

Percentage Far Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 41.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 44.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 7.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 7.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 317.0, Students tested: 27, Far Below Basic: 0.0%, Below Basic: 41.0%, Basic: 44.0%, Proficient: 7.0%, Advanced: 7.0%)
41.0%
44.0%
7.0%
7.0%

The Physical Fitness Test:
Show data for
The Physical Fitness Test (PFT) for students in California schools is the FITNESSGRAM. The main goal of the test is to help students in starting life-long habits of regular physical activity.
Aerobic Capacity:
7th grade: (Students tested: 350, Needs Improvement - High Risk: 48.3%, Needs Improvement: 43.4%, Healthy Fitness Zone: 8.3%)
48.3%
43.4%
8.3%
Body Composition:
7th grade: (Students tested: 350, Needs Improvement - High Risk: 54.6%, Needs Improvement: 20.6%, Healthy Fitness Zone: 24.8%)
54.6%
20.6%
24.8%
Abdominal Strength:
7th grade: (Students tested: 350, Needs Improvement - High Risk: 83.4%, Needs Improvement: 16.6%, Healthy Fitness Zone: 0.0%)
83.4%
16.6%
Trunk Extension Strength:
7th grade: (Students tested: 350, Needs Improvement - High Risk: 95.1%, Needs Improvement: 4.9%, Healthy Fitness Zone: 0.0%)
95.1%
4.9%
Upper Body Strength:
7th grade: (Students tested: 350, Needs Improvement - High Risk: 56.0%, Needs Improvement: 44.0%, Healthy Fitness Zone: 0.0%)
56.0%
44.0%
Flexibility:
7th grade: (Students tested: 350, Needs Improvement - High Risk: 91.7%, Needs Improvement: 8.3%, Healthy Fitness Zone: 0.0%)
91.7%
8.3%

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).

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

All Grades:
Student Count: 390
Number of students who met CELDT criterion: 86

Students who met CELDT criterion:

22.0%
State:

34.0%
Grade 6:
Student Count: 122
Number of students who met CELDT criterion: 16

Students who met CELDT criterion:

13.0%
California:

39.0%
Listening Mean Scale Score:

492.0
California:

532.4
Reading Mean Scale Score:

480.8
California:

518.5
Speaking Mean Scale Score:

502.9
State:

518.5
Writing Mean Scale Score:

488.0
California:

522.0
Grade 7:
Student Count: 134
Number of students who met CELDT criterion: 32

Students who met CELDT criterion:

24.0%
California:

48.0%
Listening Mean Scale Score:

490.6
California:

547.6
Reading Mean Scale Score:

487.6
California:

534.4
Speaking Mean Scale Score:

508.4
State:

529.9
Writing Mean Scale Score:

495.6
State:

530.2
Grade 8:
Student Count: 134
Number of students who met CELDT criterion: 38

Students who met CELDT criterion:

28.0%
State:

47.0%
Listening Mean Scale Score:

527.6
California:

556.2
Reading Mean Scale Score:

510.6
State:

547.2
Speaking Mean Scale Score:

534.7
California:

536.1
Writing Mean Scale Score:

520.9
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).

Clark Middle School - Adequate Yearly Progress status


ELA Participation Rate
Here:

96.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic97
  • American Indian100
  • Asian93
  • Filipino100
  • Native Hawaiian100
  • Black97
  • White92
  • Multirace93
  • SED96
  • LEP98
  • With Disabilities94
  • Hispanic: 97% (tested 755 out of 781 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 93% (tested 108 out of 116 enrolled)
  • Filipino: 100% (tested 2 out of 2 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 5 out of 5 enrolled)
  • Black: 97% (tested 84 out of 87 enrolled)
  • White: 92% (tested 11 out of 12 enrolled)
  • Two or More Races: 93% (tested 13 out of 14 enrolled)
  • Socioeconomic Disadvantaged: 96% (tested 959 out of 996 enrolled)
  • English Learners: 98% (tested 765 out of 784 enrolled)
  • Students with Disabilities: 94% (tested 129 out of 137 enrolled)

Math Participation Rate
Clark Middle School:

98.0%
State:

96.1%

    Math Participation Rate

  • Hispanic98
  • American Indian100
  • Asian97
  • Filipino100
  • Native Hawaiian100
  • Black99
  • White100
  • Multirace100
  • SED98
  • LEP99
  • With Disabilities95
  • Hispanic: 98% (tested 771 out of 784 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 97% (tested 115 out of 118 enrolled)
  • Filipino: 100% (tested 2 out of 2 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 5 out of 5 enrolled)
  • Black: 99% (tested 90 out of 91 enrolled)
  • White: 100% (tested 12 out of 12 enrolled)
  • Two or More Races: 100% (tested 14 out of 14 enrolled)
  • Socioeconomic Disadvantaged: 98% (tested 989 out of 1,006 enrolled)
  • English Learners: 99% (tested 784 out of 794 enrolled)
  • Students with Disabilities: 95% (tested 130 out of 137 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)

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): 7

Incidents of physical attack or fight with a weapon: 6
Incidents of physical attack or fight without a weapon: 103

Incidents of threats of physical attack with a weapon: 2
Incidents of threats of physical attack without a weapon: 8


Total incidents per 1,000 students
Clark Middle School:

120.5
State:

60.8

Referrals and Arrests:
Show data for

(State average from 2,295 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

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.

    Students without disabilities who were referred to a law enforcement agency or official

  • Hispanic7
  • Asian2
  • Multirace2
  • LEP4
Students without disabilities who were referred to a law enforcement agency or official: 11 (male: 4, female: 7)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 2 (all male)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
School:

10.5
California:

21.3
Students with disabilities who were referred to a law enforcement agency or official: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

3.8
State:

7.2

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.

Harassment or bullying on the basis of sexual orientation refers to intimidation or abusive behavior toward a student based on actual or perceived sexual orientation. 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 sexual orientation constitutes sexual orientation harassment.
Allegations of harassment or bullying on the basis of sex: 30
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here:

28.7
State:

6.8

    Students disciplined for bullying or harassment on the basis of sex

  • Hispanic16
  • Black5
  • White2
  • LEP8
  • IDEA8
Students disciplined for bullying or harassment on the basis of sex: 23 (male: 21, female: 2)
  • Hispanic: 16 (male: 14, female: 2)
  • Black: 5 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 8 (all male)
  • Individuals With Disabilities Education Act (IDEA): 8 (all male)

Allegations of harassment or bullying on the basis of race, color, or national origin: 2
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Clark Middle School:

1.9
State:

3.0
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
  • Hispanic: 2

Allegations of harassment or bullying on the basis of sexual orientation: 2
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
Clark Middle School:

1.9
State:

1.5

Allegations of harassment or bullying on the basis of religion: 1
Allegations of harassment or bullying on the basis of religion per 1,000 students
Here:

1.0
California:

0.7


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

  • Hispanic127
  • Asian7
  • Native Hawaiian2
  • Black22
  • White4
  • Multirace4
  • LEP52
  • IDEA13
  • 5042
Chronic Student Absenteeism: 166 (male: 96, female: 70)
  • Hispanic: 127 (male: 71, female: 56)
  • Asian: 7 (male: 5, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 22 (male: 14, female: 8)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 52 (male: 35, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
Clark Middle School:

158.7
California:

172.7

Restraint and Seclusion:
Show data for

(State average from 741 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all male)
  • Hispanic: 2

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
Here:

1.9
California:

11.7

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

  • Hispanic360
  • Asian9
  • Black29
  • White8
  • Multirace41
  • LEP225
  • IDEA151
  • 5046
School days missed due to out-of-school suspension: 447 (male: 314, female: 133)
  • Hispanic: 360 (male: 248, female: 112)
  • Asian: 9 (all male)
  • Black: 29 (male: 27, female: 2)
  • White: 8 (all male)
  • Two or More Races: 41 (male: 22, female: 19)
  • Limited English Proficiency (LEP): 225 (male: 187, female: 38)
  • Individuals With Disabilities Education Act (IDEA): 151 (male: 132, female: 19)
  • Section 504: 6 (all male)
Instances of out-of-school suspension (Students without disabilities): 112

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

107.1
California:

84.8

    Students without disabilities receiving one or more in-school suspension

  • Hispanic4
  • Black2
  • Multirace2
  • LEP4
Students without disabilities receiving one or more in-school suspension: 8 (male: 6, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

  • Hispanic37
  • Asian2
  • Black7
  • White2
  • Multirace2
  • LEP19
Students without disabilities receiving only one out-of-school suspension: 50 (male: 29, female: 21)
  • Hispanic: 37 (male: 20, female: 17)
  • Asian: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 19 (male: 11, female: 8)

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

  • Hispanic19
  • Asian2
  • Multirace4
  • LEP7
Students without disabilities receiving more than one out-of-school suspension: 25 (male: 15, female: 10)
  • Hispanic: 19 (male: 11, female: 8)
  • Asian: 2 (all male)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
Instances of out-of-school suspension (Students with disabilities): 60

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

57.4
State:

28.1
Instances of out-of-school suspension (Section 504 only): 3

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

2.9
State:

3.4
Students with disabilities receiving one or more in-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

    Students with disabilities receiving only one out-of-school suspension

  • Hispanic10
  • Black2
  • Multirace2
  • LEP10
  • 5042
Students with disabilities receiving only one out-of-school suspension: 14 (male: 12, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)
  • Section 504: 2 (all male)

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

  • Hispanic10
  • Black2
  • White2
  • LEP8
  • 5042
Students with disabilities receiving more than one out-of-school suspension: 14 (male: 12, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 8 (all male)
  • Section 504: 2 (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 without 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 not providing educational services to the child for the remainder of the school year or longer in accordance with local educational agency policy. Expulsion without 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)
  • Black: 2

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

1.9
State:

11.3
Students with Disabilities who received an expulsion with educational services: 2 (all male)
  • Hispanic: 2

Students with Disabilities who received an expulsion with educational services per 1,000 students
Clark Middle School:

1.9
California:

2.8
Students with Disabilities who received an expulsion without educational services: 2 (all male)
  • Hispanic: 2

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

1.9
State:

1.2
Students with Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
  • Hispanic: 2

Students with Disabilities who received an expulsion under zero tolerance policies per 1,000 students
Clark Middle School:

1.9
California:

0.6

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.

    8th grade student enrollment in Algebra I

  • Hispanic37
  • Asian16
  • Multirace2
  • LEP7
8th grade student enrollment in Algebra I: 55 (male: 27, female: 28)
  • Hispanic: 37 (male: 20, female: 17)
  • Asian: 16 (male: 5, female: 11)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
8th grade studenst who passed Algebra I: 49 (male: 23, female: 26)
  • Hispanic: 35 (male: 19, female: 16)
  • Asian: 14 (male: 4, female: 10)
  • Limited English Proficiency (LEP): 4 (all female)
Percent of 8th grade students who passed
Here:

89.1%
State:

85.6%

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