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Edward Kemble Elementary School in Sacramento, 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 30
Address
 7495 29th St.
Sacramento, CA 95822
Telephone
(916) 395-4550
(make sure to verify first before calling)
City-data.com school rating
30
Students
548
Classroom Teachers (FTE)
17.0
National School Lunch
Program (NSLP) Status
Yes, under Provision 2
Free lunch eligible students
406
Reduced-price lunch
eligible students
12
School district
Sacramento City 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:
Edward Kemble Elementary School:

30
Cesar Chavez Intermediate (0.1 miles):

26
Luther Burbank High (0.6 miles):

24
Bowling Green Elementary (1.3 miles):

17
Capital City Independent Study (0.6 miles):

16
Rosa Parks Elementary (0.7 miles):

9
Woodbine Elementary (1.2 miles):

9
John H. Still (0.9 miles):

8
Susan B. Anthony Elementary (1.1 miles):

7
Edward Kemble Elementary School rating compared to average state, county and city schools ratings:
California:

46
Sacramento County:

41
Sacramento:

33
Edward Kemble Elementary School:

30

Students & Teachers


Total enrollment:
Enrollment in 2016: 548
Enrollment in 2015: 565
Enrollment in 2014: 511
Enrollment in 2013: 526
Enrollment in 2012: 512
Enrollment in 2011: 475
Enrollment in 2010: 489
Enrollment in 2009: 494
Enrollment in 2008: 540
Enrollment in 2007: 525
Enrollment in 2006: 532
Enrollment in 2005: 535
Enrollment in 2004: 517
Enrollment in 2003: 533
Enrollment in 2002: 558
Enrollment in 2001: 822
Enrollment in 2000: 779
Enrollment in 1999: 760

Edward Kemble Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03Total
All students134149114151548
Female students66714264243
Male students68787287305
American Indian/Alaska Native students11 - - 2
Asian students29352122107
Hispanic students75665388282
Black students20323029111
White students234413
Hawaiian Native/Pacific Islander students454417
Two or More Races students372416

Enrollment by grade:
Kindergarten enrollment: 134
1st grade enrollment: 149
2nd grade enrollment: 114
3rd grade enrollment: 151

Edward Kemble Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 243 (44.3%)
Edward Kemble Elementary School:

44.3%
California:

49.4%
Male enrollment: 305 (55.7%)
School:

55.7%
California:

49.6%

Edward Kemble Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 2 (0.4%)
School:

0.4%
State:

1.0%
Asian enrollment: 107 (19.5%)
Here:

19.5%
State:

9.4%
Hispanic enrollment: 282 (51.5%)
School:

51.5%
California:

46.0%
Black enrollment: 111 (20.3%)
Here:

20.3%
State:

6.1%
White enrollment: 13 (2.4%)
Edward Kemble Elementary School:

2.4%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 17 (3.1%)
Here:

3.1%
State:

0.6%
Two or More Races enrollment: 16 (2.9%)
School:

2.9%
California:

4.5%

Edward Kemble Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 418 (76.3%)
School:

76.3%
State:

61.2%
Free lunch eligible students: 406 (74.1%)
Here:

74.1%
State:

52.8%
Reduced-price lunch eligible students: 12 (2.2%)
School:

2.2%
State:

8.6%

Edward Kemble Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 17

Number of FTE teachers in their first year of teaching: 2
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: 3
Number of FTE social workers: 0.4

Student/Teacher Ratio
School:

32.2
California:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,833,748
  • Full-time Equivalency Count of Teachers: 22.4 (Salary Expenditures: $1,604,180)
  • Full-time Equivalency Count of Instructional Aides: 0.1 (Salary Expenditures: $1,821)
  • Full-time Equivalency Count of Support Services Staff: 0.8 (Salary Expenditures: $40,614)
  • Full-time Equivalency Count of School Administration Staff: 2.8 (Salary Expenditures: $187,133)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $102,840
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,880,554
  • Salary Expenditures for Teachers: $1,634,078
  • Full-time Equivalency Count of Instructional Aides: 0.1 (Salary Expenditures: $1,821)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $57,523)
  • Full-time Equivalency Count of School Administration Staff: 2.8 (Salary Expenditures: $187,133)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $156,278

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic115
  • Asian43
  • Native Hawaiian4
  • Black2
  • White4
  • IDEA19
Students Enrolled in LEP Programs: 168 (male: 97, female: 71)
  • Hispanic: 115 (male: 65, female: 50)
  • Asian: 43 (male: 26, female: 17)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 11, female: 8)

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

  • Hispanic32
  • Asian7
  • Native Hawaiian4
  • Black17
  • LEP20
Students with disabilities served under IDEA: 60 (male: 46, female: 14)
  • Hispanic: 32 (male: 22, female: 10)
  • Asian: 7 (all male)
  • Native Hawaiian / Pacific Islander: 4 (all male)
  • Black: 17 (male: 13, female: 4)
  • Limited English Proficiency (LEP): 20 (male: 13, 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

  • Hispanic7
  • Asian4
  • Black2
  • LEP7
  • IDEA2
Total number of students retained in Kindergarten: 13 (male: 9, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of Kindergarten students retained
Edward Kemble Elementary School:

9.7%
California:

5.3%

    Total number of students retained in 1st grade

  • Hispanic7
  • Asian2
  • Native Hawaiian2
  • Black2
  • Multirace2
  • LEP2
  • IDEA2
Total number of students retained in 1st grade: 15 (male: 9, female: 6)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 2 (all female)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 2 (all female)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 1st grade students retained
Here:

10.1%
State:

4.8%
Total number of students retained in 2nd grade: 4 (all male)
  • Hispanic: 2
  • Black: 2
  • Limited English Proficiency (LEP): 2

Percent of 2nd grade students retained
Edward Kemble Elementary School:

3.5%
State:

2.9%

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

  • Hispanic4
  • Asian4
  • Native Hawaiian2
  • LEP4
Gifted and Talented Student Enrollment: 10 (male: 4, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

18.2
State:

93.6

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

  • All33%
  • Males31%
  • Females37%
  • Black13%
  • Asian33%
  • Hispanic47%
ELA students tested: 109
ELA students with scores: 109

Percentage Standard Met and Above:

33%
State:

49%

Standard Not Met: 37.6%
Standard Nearly Met: 29.4%
Standard Met: 15.6%
Standard Exceeded: 17.4%

3rd Grade: (Mean Scale Score: 2397.7, Students tested: 109, Standard Not Met: 37.6%, Nearly Met: 29.4%, Met: 15.6%, Exceeded: 17.4%)
37.6%
29.4%
15.6%
17.4%

Edward Kemble Elementary School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All50%
  • Males49%
  • Females53%
  • Black23%
  • Asian46%
  • Hispanic69%
Math students tested: 109
Math students with scores: 109

Percentage Standard Met and Above:

50%
California:

38%

Standard Not Met: 23.9%
Standard Nearly Met: 25.7%
Standard Met: 29.4%
Standard Exceeded: 21.1%

3rd Grade: (Mean Scale Score: 2432.3, Students tested: 109, Standard Not Met: 23.9%, Nearly Met: 25.7%, Met: 29.4%, Exceeded: 21.1%)
23.9%
25.7%
29.4%
21.1%

Edward Kemble Elementary School - Math Area Achievement Levels (all grades)


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).

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

All Grades:
Student Count: 245
Number of students who met CELDT criterion: 59

Students who met CELDT criterion:

24.0%
California:

34.0%
Grade 1:
Student Count: 70
Number of students who met CELDT criterion: 23

Students who met CELDT criterion:

33.0%
California:

44.0%
Listening Mean Scale Score:

432.1
California:

439.9
Reading Mean Scale Score:

375.8
California:

383.8
Speaking Mean Scale Score:

440.1
California:

446.4
Writing Mean Scale Score:

388.6
State:

386.5
Grade 2:
Student Count: 62
Number of students who met CELDT criterion: 26

Students who met CELDT criterion:

42.0%
State:

27.0%
Listening Mean Scale Score:

476.5
California:

477.2
Reading Mean Scale Score:

459.0
California:

440.5
Speaking Mean Scale Score:

479.2
State:

483.0
Writing Mean Scale Score:

469.1
State:

456.4
Grade 3:
Student Count: 40
Number of students who met CELDT criterion: 10

Students who met CELDT criterion:

25.0%
California:

26.0%
Listening Mean Scale Score:

436.7
State:

475.9
Reading Mean Scale Score:

453.0
California:

459.6
Speaking Mean Scale Score:

465.2
State:

491.7
Writing Mean Scale Score:

470.7
California:

478.6

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).

Edward Kemble Elementary School - Adequate Yearly Progress status


ELA Participation Rate
School:

96.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic99
  • Asian95
  • Filipino100
  • Native Hawaiian75
  • Black89
  • White100
  • Multirace100
  • SED95
  • LEP97
  • With Disabilities100
  • Hispanic: 99% (tested 85 out of 86 enrolled)
  • Asian: 95% (tested 19 out of 20 enrolled)
  • Filipino: 100% (tested 1 out of 1 enrolled)
  • Native Hawaiian / Pacific Islander: 75% (tested 3 out of 4 enrolled)
  • Black: 89% (tested 24 out of 27 enrolled)
  • White: 100% (tested 4 out of 4 enrolled)
  • Two or More Races: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 95% (tested 115 out of 121 enrolled)
  • English Learners: 97% (tested 73 out of 76 enrolled)
  • Students with Disabilities: 100% (tested 23 out of 23 enrolled)

Math Participation Rate
Edward Kemble Elementary School:

97.0%
State:

96.1%

    Math Participation Rate

  • Hispanic98
  • Asian95
  • Filipino100
  • Native Hawaiian100
  • Black93
  • White100
  • Multirace100
  • SED97
  • LEP98
  • With Disabilities96
  • Hispanic: 98% (tested 85 out of 87 enrolled)
  • Asian: 95% (tested 19 out of 20 enrolled)
  • Filipino: 100% (tested 1 out of 1 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 4 out of 4 enrolled)
  • Black: 93% (tested 25 out of 27 enrolled)
  • White: 100% (tested 4 out of 4 enrolled)
  • Two or More Races: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 97% (tested 118 out of 122 enrolled)
  • English Learners: 98% (tested 75 out of 77 enrolled)
  • Students with Disabilities: 96% (tested 22 out of 23 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

  • Hispanic40
  • American Indian4
  • Asian10
  • Native Hawaiian7
  • Black43
  • White4
  • Multirace7
  • LEP10
  • IDEA13
Chronic Student Absenteeism: 115 (male: 59, female: 56)
  • Hispanic: 40 (male: 20, female: 20)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 10 (male: 5, female: 5)
  • Native Hawaiian / Pacific Islander: 7 (male: 5, female: 2)
  • Black: 43 (male: 23, female: 20)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 11, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

209.9
State:

172.7

Suspensions:
Show data for

(State average from 1,406 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.
School days missed due to out-of-school suspension: 19 (all male)
  • Hispanic: 14
  • Black: 5
Instances of out-of-school suspension (Students without disabilities): 7

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

12.8
California:

84.8

    Students without disabilities receiving one or more in-school suspension

  • Hispanic2
  • Asian2
  • Black2
  • LEP2
Students without disabilities receiving one or more in-school suspension: 6 (all male)
  • Hispanic: 2
  • Asian: 2
  • Black: 2
  • Limited English Proficiency (LEP): 2
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • Black: 2
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2

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