Jump to a detailed profile or search site with Google Custom Search


Ione Junior High School in Jackson, 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 25
Address
 217 Rex Ave.
Jackson, CA 95642
Telephone
(209) 257-5500
(make sure to verify first before calling)
City-data.com school rating
25
Students
351
Classroom Teachers (FTE)
15.8
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
134
Reduced-price lunch
eligible students
38
School district
Amador County Unified
Charter school
No
Title I status
Title I targeted assistance eligible school-No program
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Amador High (3.7 miles):

72
Sutter Creek Elementary (3.7 miles):

57
Argonaut High (0.9 miles):

50
Mokelumne Hill Elementary (5.7 miles):

46
Jackson Elementary (0.3 miles):

39
Jackson Junior High (0.1 miles):

34
Ione Junior High School:

25
North Star Independent Study (2.4 miles):

17
Independence High (Continuation) (2.4 miles):

1
Ione Junior High School rating compared to average state, county and city schools ratings:
California:

46
Amador County:

38
Jackson:

38
Ione Junior High School:

25

Students & Teachers


Total enrollment:
Enrollment in 2016: 351
Enrollment in 2015: 346
Enrollment in 2014: 318
Enrollment in 2013: 353
Enrollment in 2012: 372
Enrollment in 2011: 361
Enrollment in 2010: 376
Enrollment in 2009: 440
Enrollment in 2008: 377
Enrollment in 2007: 445
Enrollment in 2006: 476
Enrollment in 2005: 476
Enrollment in 2004: 377
Enrollment in 2003: 422
Enrollment in 2002: 415
Enrollment in 2001: 351
Enrollment in 2000: 388
Enrollment in 1999: 404

Ione Junior High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students84122145351
Female students486773188
Male students365572163
American Indian/Alaska Native students3148
Asian students - - 22
Hispanic students18333687
Black students - - 11
White students598191231
Hawaiian Native/Pacific Islander students1124
Two or More Races students36918

Enrollment by grade:
6th grade enrollment: 84
7th grade enrollment: 122
8th grade enrollment: 145

Ione Junior High School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 188 (53.6%)
School:

53.6%
State:

49.4%
Male enrollment: 163 (46.4%)
Ione Junior High School:

46.4%
California:

49.6%

Ione Junior High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 8 (2.3%)
School:

2.3%
State:

1.0%
Asian enrollment: 2 (0.6%)
Here:

0.6%
California:

9.4%
Hispanic enrollment: 87 (24.8%)
School:

24.8%
State:

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

0.3%
State:

6.1%
White enrollment: 231 (65.8%)
Here:

65.8%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 4 (1.1%)
Here:

1.1%
California:

0.6%
Two or More Races enrollment: 18 (5.1%)
Ione Junior High School:

5.1%
State:

4.5%

Ione Junior High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 172 (49.0%)
Ione Junior High School:

49.0%
State:

61.2%
Free lunch eligible students: 134 (38.2%)
Ione Junior High School:

38.2%
State:

52.8%
Reduced-price lunch eligible students: 38 (10.8%)
School:

10.8%
State:

8.6%

Ione Junior High School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 15.8

Number of FTE teachers in their first year of teaching: 1
Number of FTE nurses: 0.1
Number of FTE psychologists: 0.1

Student/Teacher Ratio
Ione Junior High School:

22.2
State:

22.8

Ione Junior High School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,077,955
  • Full-time Equivalency Count of Teachers: 15 (Salary Expenditures: $875,305)
  • Full-time Equivalency Count of Support Services Staff: 2.6 (Salary Expenditures: $83,339)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $119,310)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $129,836

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 2 (all male)
  • Hispanic: 2

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: 25 (male: 11, female: 14)
  • Hispanic: 8 (male: 4, female: 4)
  • White: 17 (male: 7, female: 10)
Students with disabilities served under Section 504: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • White: 2 (all female)

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

  • Hispanic7
  • White25
  • Multirace4
  • IDEA2
Gifted and Talented Student Enrollment: 36 (male: 15, female: 21)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 25 (male: 8, female: 17)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

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

102.6
State:

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

  • All40%
  • Males31%
  • Females48%
  • Hispanic31%
  • White29%
ELA students tested: 315
ELA students with scores: 315

Percentage Standard Met and Above:

40%
California:

49%

Standard Not Met: 29.5%
Standard Nearly Met: 30.5%
Standard Met: 31.8%
Standard Exceeded: 8.3%

All Grades:
29.5%
30.5%
31.8%
8.3%
6th Grade: (Mean Scale Score: 2462.5, Students tested: 74, Standard Not Met: 40.5%, Nearly Met: 36.5%, Met: 17.6%, Exceeded: 5.4%)
40.5%
36.5%
17.6%
5.4%
7th Grade: (Mean Scale Score: 2532.6, Students tested: 112, Standard Not Met: 25.0%, Nearly Met: 33.9%, Met: 34.8%, Exceeded: 6.3%)
25.0%
33.9%
34.8%
6.3%
8th Grade: (Mean Scale Score: 2555.3, Students tested: 129, Standard Not Met: 27.1%, Nearly Met: 24.0%, Met: 37.2%, Exceeded: 11.6%)
27.1%
24.0%
37.2%
11.6%

Ione Junior High School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All22%
  • Males20%
  • Females23%
  • Hispanic12%
  • White20%
Math students tested: 314
Math students with scores: 314

Percentage Standard Met and Above:

22%
State:

38%

Standard Not Met: 42.7%
Standard Nearly Met: 35.7%
Standard Met: 17.2%
Standard Exceeded: 4.5%

All Grades:
42.7%
35.7%
17.2%
4.5%
6th Grade: (Mean Scale Score: 2460.1, Students tested: 74, Standard Not Met: 52.7%, Nearly Met: 27.0%, Met: 16.2%, Exceeded: 4.0%)
52.7%
27.0%
16.2%
4.0%
7th Grade: (Mean Scale Score: 2509.0, Students tested: 111, Standard Not Met: 29.7%, Nearly Met: 45.0%, Met: 21.6%, Exceeded: 3.6%)
29.7%
45.0%
21.6%
3.6%
8th Grade: (Mean Scale Score: 2506.4, Students tested: 129, Standard Not Met: 48.1%, Nearly Met: 32.6%, Met: 13.9%, Exceeded: 5.4%)
48.1%
32.6%
13.9%
5.4%

Ione Junior High School - Math Area Achievement Levels (all grades)


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.

CST Science students tested: 139
CST Science students with scores: 139

Percentage At Or Above Proficient:

57%
State:

54%

Percentage Far Below Basic: 13.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 11.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 19.0% 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: 32.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 360.8, Students tested: 139, Far Below Basic: 13.0%, Below Basic: 11.0%, Basic: 19.0%, Proficient: 25.0%, Advanced: 32.0%)
13.0%
11.0%
19.0%
25.0%
32.0%

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: 111, Needs Improvement - High Risk: 77.5%, Needs Improvement: 12.6%, Healthy Fitness Zone: 9.9%)
77.5%
12.6%
9.9%
Body Composition:
7th grade: (Students tested: 111, Needs Improvement - High Risk: 67.6%, Needs Improvement: 18.9%, Healthy Fitness Zone: 13.5%)
67.6%
18.9%
13.5%
Abdominal Strength:
7th grade: (Students tested: 111, Needs Improvement - High Risk: 94.6%, Needs Improvement: 5.4%, Healthy Fitness Zone: 0.0%)
94.6%
5.4%
Trunk Extension Strength:
7th grade: (Students tested: 111, Needs Improvement - High Risk: 86.5%, Needs Improvement: 13.5%, Healthy Fitness Zone: 0.0%)
86.5%
13.5%
Upper Body Strength:
7th grade: (Students tested: 111, Needs Improvement - High Risk: 82.9%, Needs Improvement: 17.1%, Healthy Fitness Zone: 0.0%)
82.9%
17.1%
Flexibility:
7th grade: (Students tested: 111, Needs Improvement - High Risk: 90.1%, Needs Improvement: 9.9%, Healthy Fitness Zone: 0.0%)
90.1%
9.9%

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).
All Grades:
Student Count: 4
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

25.0%
State:

34.0%

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).

Ione Junior High School - Adequate Yearly Progress status


ELA Participation Rate
Ione Junior High School:

95.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic96
  • American Indian100
  • Asian100
  • Native Hawaiian100
  • Black100
  • White94
  • Multirace94
  • SED95
  • LEP100
  • With Disabilities90
  • Hispanic: 96% (tested 84 out of 88 enrolled)
  • American Indian / Alaska Native: 100% (tested 8 out of 8 enrolled)
  • Asian: 100% (tested 2 out of 2 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 4 out of 4 enrolled)
  • Black: 100% (tested 4 out of 4 enrolled)
  • White: 94% (tested 209 out of 223 enrolled)
  • Two or More Races: 94% (tested 15 out of 16 enrolled)
  • Socioeconomic Disadvantaged: 95% (tested 147 out of 154 enrolled)
  • English Learners: 100% (tested 25 out of 25 enrolled)
  • Students with Disabilities: 90% (tested 41 out of 46 enrolled)

Math Participation Rate
Ione Junior High School:

96.0%
California:

96.1%

    Math Participation Rate

  • Hispanic99
  • American Indian100
  • Asian100
  • Native Hawaiian100
  • Black100
  • White95
  • Multirace94
  • SED97
  • LEP100
  • With Disabilities94
  • Hispanic: 99% (tested 87 out of 88 enrolled)
  • American Indian / Alaska Native: 100% (tested 8 out of 8 enrolled)
  • Asian: 100% (tested 2 out of 2 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 4 out of 4 enrolled)
  • Black: 100% (tested 4 out of 4 enrolled)
  • White: 95% (tested 213 out of 224 enrolled)
  • Two or More Races: 94% (tested 15 out of 16 enrolled)
  • Socioeconomic Disadvantaged: 97% (tested 151 out of 155 enrolled)
  • English Learners: 100% (tested 25 out of 25 enrolled)
  • Students with Disabilities: 94% (tested 43 out of 46 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.

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.
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 physical attack or fight without a weapon: 7


Total incidents per 1,000 students
Here:

19.9
State:

60.8

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

2.8
State:

6.8
Students reported as harassed or bullied on the basis of sex: 2 (all male)
  • White: 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all female)
  • White: 2


Chronic Student Absenteeismt:
Show data for

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

    Chronic Student Absenteeism

  • Hispanic10
  • American Indian4
  • Native Hawaiian4
  • White37
  • Multirace7
  • LEP2
  • IDEA10
  • 5042
Chronic Student Absenteeism: 62 (male: 34, female: 28)
  • Hispanic: 10 (male: 5, female: 5)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • White: 37 (male: 20, female: 17)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)
  • Section 504: 2 (all female)
Chronic Student Absenteeism per 1,000 students
Here:

176.6
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

  • Hispanic15
  • White49
  • Multirace3
  • IDEA9
School days missed due to out-of-school suspension: 67 (male: 49, female: 18)
  • Hispanic: 15 (male: 13, female: 2)
  • White: 49 (male: 36, female: 13)
  • Two or More Races: 3 (all female)
  • Individuals With Disabilities Education Act (IDEA): 9 (male: 4, female: 5)
Instances of out-of-school suspension (Students without disabilities): 27

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

76.9
State:

84.8
Students without disabilities receiving one or more in-school suspension: 2 (all male)
  • White: 2
Students without disabilities receiving only one out-of-school suspension: 11 (male: 7, female: 4)
  • Hispanic: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all female)
Students without disabilities receiving more than one out-of-school suspension: 9 (male: 7, female: 2)
  • Hispanic: 2 (all male)
  • White: 7 (male: 5, female: 2)
Instances of out-of-school suspension (Students with disabilities): 4

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

11.4
California:

28.1
Students with disabilities receiving only one out-of-school suspension: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Expulsions:
Show data for

(State average from 1,805 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.

Expulsion 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)
  • White: 2

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

5.7
California:

10.5
Students without Disabilities who received an expulsion without educational services: 14 (male: 10, female: 4)
  • Hispanic: 2 (all male)
  • White: 10 (male: 8, female: 2)
  • Two or More Races: 2 (all female)

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

39.9
State:

4.3
Students without Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
  • White: 2

Students without Disabilities who received an expulsion under zero tolerance policies per 1,000 students
School:

5.7
California:

2.6
Students with Disabilities who received an expulsion without educational services: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

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

22.8
California:

1.7

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)
  • White: 2

Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Ione Junior High School:

5.7
California:

9.7

Classes & Courses


Algebra I:
Show data for

(State average from 1,382 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.

    8th grade student enrollment in Algebra I

  • Hispanic2
  • American Indian2
  • Asian2
  • Native Hawaiian2
  • White13
  • Multirace2
8th grade student enrollment in Algebra I: 23 (male: 9, female: 14)
  • Hispanic: 2 (all male)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all female)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • White: 13 (male: 5, female: 8)
  • Two or More Races: 2 (all male)
Percent of 8th grade students who passed
Ione Junior High School:

0.0%
State:

85.6%

Comments

Review, comment, or add new information about this topic:

Discuss Jackson, California (CA) on our hugely popular California forum.

  1. All Cities
  2. California
  3. Jackson main city page
  4. Schools in California
  5. Ione Junior High School


City-data.com does not guarantee the accuracy or timeliness of any information on this site.  Use at your own risk.
Some parts © 2024 Advameg, Inc.

Table of Contents