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John Adams Academy School in Roseville, CA
(KG-12 • 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 78
Address
 One Sierragate Plaza
Roseville, CA 95678
Telephone
(916) 780-6800
(make sure to verify first before calling)
Website
http://www.johnadamsacademy.com
City-data.com school rating
78
Students
1,235
Classroom Teachers (FTE)
55.7
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
112
School district
Loomis Union Elementary
Charter school
Yes
Title I status
Title I targeted assistance school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Warren T. Eich Middle (1.2 miles):

83
John Adams Academy School:

78
Roseville High (0.6 miles):

71
Antelope Creek Elementary (1.5 miles):

68
Ferris Spanger Elementary (1.0 miles):

54
Independence High (Alternative) (0.5 miles):

38
George Cirby Elementary (1.5 miles):

30
Bradford Woodbridge Fundamental Elementary (1.3 miles):

22
Adelante High (Continuation) (0.7 miles):

17
John Adams Academy School rating compared to average state, county and city schools ratings:
California:

46
Placer County:

69
Roseville:

71
John Adams Academy School:

78

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,235
Enrollment in 2015: 880
Enrollment in 2014: 770
Enrollment in 2013: 659
Enrollment in 2012: 559

John Adams Academy School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06G07G08G09G10G11G12Total
All students1491201191191191191139481756836231,235
Female students79715657626161524641371815656
Male students7049636257585242353431188579
American Indian/Alaska Native students11 - - 1 - - - 11 - - - 5
Asian students1248787645321168
Hispanic students262119152520292318131264231
Black students21 - - 22211112 - 15
White students95888996798571635456512616869
Hawaiian Native/Pacific Islander students - 11 - - 1 - - - - - - - 3
Two or More Races students1342144532121244

Enrollment by grade:
Kindergarten enrollment: 149
1st grade enrollment: 120
2nd grade enrollment: 119
3rd grade enrollment: 119
4th grade enrollment: 119
5th grade enrollment: 119
6th grade enrollment: 113
7th grade enrollment: 94
8th grade enrollment: 81
9th grade enrollment: 75
10th grade enrollment: 68
11th grade enrollment: 36
12th grade enrollment: 23

John Adams Academy School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 656 (53.1%)
Here:

53.1%
State:

49.4%
Male enrollment: 579 (46.9%)
John Adams Academy School:

46.9%
State:

49.6%

John Adams Academy School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 5 (0.4%)
School:

0.4%
State:

1.0%
Asian enrollment: 68 (5.5%)
School:

5.5%
State:

9.4%
Hispanic enrollment: 231 (18.7%)
John Adams Academy School:

18.7%
California:

46.0%
Black enrollment: 15 (1.2%)
Here:

1.2%
State:

6.1%
White enrollment: 869 (70.4%)
School:

70.4%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 3 (0.2%)
John Adams Academy School:

0.2%
State:

0.6%
Two or More Races enrollment: 44 (3.6%)
Here:

3.6%
State:

4.5%

John Adams Academy School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 112 (9.1%)
Here:

9.1%
California:

61.2%
Free lunch eligible students: 112 (9.1%)
John Adams Academy School:

9.1%
State:

52.8%
Reduced-price lunch eligible students: 0 (0.0%)
School:

0.0%
California:

8.6%

John Adams Academy School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 55.7


Student/Teacher Ratio
John Adams Academy School:

22.2
State:

22.8

John Adams Academy School - Teachers (FTE) and pupil/teacher ratio


Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic10
  • Asian4
  • Black2
  • White7
  • Multirace2
  • IDEA2
Students Enrolled in LEP Programs: 25 (male: 11, female: 14)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

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: 35 (male: 25, female: 10)
  • White: 35 (male: 25, female: 10)
Students with disabilities served under Section 504: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

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

  • All48%
  • Males42%
  • Females53%
  • Hispanic36%
  • White37%
ELA students tested: 715
ELA students with scores: 715

Percentage Standard Met and Above:

48%
State:

49%

Standard Not Met: 22.2%
Standard Nearly Met: 29.9%
Standard Met: 33.9%
Standard Exceeded: 14.0%

All Grades:
22.2%
29.9%
33.9%
14.0%
3rd Grade: (Mean Scale Score: 2417.1, Students tested: 116, Standard Not Met: 30.2%, Nearly Met: 26.7%, Met: 26.7%, Exceeded: 16.4%)
30.2%
26.7%
26.7%
16.4%
4th Grade: (Mean Scale Score: 2462.2, Students tested: 118, Standard Not Met: 29.7%, Nearly Met: 24.6%, Met: 26.3%, Exceeded: 19.5%)
29.7%
24.6%
26.3%
19.5%
5th Grade: (Mean Scale Score: 2479.0, Students tested: 114, Standard Not Met: 33.3%, Nearly Met: 24.6%, Met: 31.6%, Exceeded: 10.5%)
33.3%
24.6%
31.6%
10.5%
6th Grade: (Mean Scale Score: 2519.6, Students tested: 113, Standard Not Met: 23.0%, Nearly Met: 35.4%, Met: 31.0%, Exceeded: 10.6%)
23.0%
35.4%
31.0%
10.6%
7th Grade: (Mean Scale Score: 2559.6, Students tested: 112, Standard Not Met: 12.5%, Nearly Met: 31.3%, Met: 45.5%, Exceeded: 10.7%)
12.5%
31.3%
45.5%
10.7%
8th Grade: (Mean Scale Score: 2576.0, Students tested: 93, Standard Not Met: 7.5%, Nearly Met: 39.8%, Met: 45.2%, Exceeded: 7.5%)
7.5%
39.8%
45.2%
7.5%
11th Grade: (Mean Scale Score: 2628.9, Students tested: 49, Standard Not Met: 8.2%, Nearly Met: 28.6%, Met: 32.6%, Exceeded: 30.6%)
8.2%
28.6%
32.6%
30.6%

John Adams Academy School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All50%
  • Males54%
  • Females46%
  • Hispanic36%
  • White51%
Math students tested: 716
Math students with scores: 715

Percentage Standard Met and Above:

50%
State:

38%

Standard Not Met: 16.2%
Standard Nearly Met: 33.7%
Standard Met: 32.6%
Standard Exceeded: 17.5%

All Grades:
16.2%
33.7%
32.6%
17.5%
3rd Grade: (Mean Scale Score: 2438.2, Students tested: 116, Standard Not Met: 23.3%, Nearly Met: 25.9%, Met: 32.8%, Exceeded: 18.1%)
23.3%
25.9%
32.8%
18.1%
4th Grade: (Mean Scale Score: 2482.7, Students tested: 119, Standard Not Met: 13.4%, Nearly Met: 40.3%, Met: 33.6%, Exceeded: 12.6%)
13.4%
40.3%
33.6%
12.6%
5th Grade: (Mean Scale Score: 2501.3, Students tested: 114, Standard Not Met: 19.5%, Nearly Met: 46.9%, Met: 23.9%, Exceeded: 9.7%)
19.5%
46.9%
23.9%
9.7%
6th Grade: (Mean Scale Score: 2541.7, Students tested: 112, Standard Not Met: 17.9%, Nearly Met: 33.0%, Met: 32.1%, Exceeded: 17.0%)
17.9%
33.0%
32.1%
17.0%
7th Grade: (Mean Scale Score: 2573.4, Students tested: 112, Standard Not Met: 11.6%, Nearly Met: 28.6%, Met: 37.5%, Exceeded: 22.3%)
11.6%
28.6%
37.5%
22.3%
8th Grade: (Mean Scale Score: 2593.1, Students tested: 93, Standard Not Met: 16.1%, Nearly Met: 25.8%, Met: 31.2%, Exceeded: 26.9%)
16.1%
25.8%
31.2%
26.9%
11th Grade: (Mean Scale Score: 2644.5, Students tested: 50, Standard Not Met: 6.0%, Nearly Met: 34.0%, Met: 42.0%, Exceeded: 18.0%)
6.0%
34.0%
42.0%
18.0%

John Adams Academy 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: 118
CST Science students with scores: 110

Percentage At Or Above Proficient:

55%
California:

54%

Percentage Far Below Basic: 3.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 5.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 37.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 43.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 12.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 358.7, Students tested: 118, Far Below Basic: 3.0%, Below Basic: 5.0%, Basic: 37.0%, Proficient: 43.0%, Advanced: 12.0%)
3.0%
5.0%
37.0%
43.0%
12.0%
CST Science students tested: 79
CST Science students with scores: 79

Percentage At Or Above Proficient:

75%
California:

54%

Percentage Far Below Basic: 4.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 6.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 15.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 24.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 51.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 405.5, Students tested: 79, Far Below Basic: 4.0%, Below Basic: 6.0%, Basic: 15.0%, Proficient: 24.0%, Advanced: 51.0%)
4.0%
6.0%
15.0%
24.0%
51.0%
CST Science students tested: 64
CST Science students with scores: 64

Percentage At Or Above Proficient:

80%
California:

54%

Percentage Far Below Basic: 1.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 2.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 17.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 39.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 41.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 390.3, Students tested: 64, Far Below Basic: 1.0%, Below Basic: 2.0%, Basic: 17.0%, Proficient: 39.0%, Advanced: 41.0%)
1.0%
2.0%
17.0%
39.0%
41.0%

California High School Exit Exam:
Show data for

(State average from 2,357 schools)
Beginning with the Class of 2006, students in California public schools were required to pass the California High School Exit Examination (CAHSEE) to demonstrate competency in grade-level skills in reading, writing, and mathematics to earn a high school diploma. The content of the CAHSEE was based on content standards in English-language arts and mathematics that were adopted by the State Board of Education (SBE) in 2003. In 2010, the SBE adopted the Common Core State Standards in English language arts and mathematics. The CAHSEE has been repealed. Assembly Bill 830 was chaptered into law by Governor Brown on October 10, 2017. This law eliminates the CAHSEE and removes it as a condition of receiving a diploma of graduation or a condition of graduation from high school.

John Adams Academy School - California High School Exit Exam results

Math Mean Scale Score:

401
California:

374
Math Percentage Passed:

100%
California:

68%
Math Number Tested: 38
Math Number Passed: 38

Math Percent Correct compared to California average:
  • Probability & Statistics:

    88%
    California:

    69%
  • Number Sense:

    81%
    California:

    65%
  • Algebra & Functions:

    82%
    State:

    68%
  • Measurement & Geometry:

    85%
    California:

    64%
  • Algebra 1:

    70%
    State:

    58%
ELA Mean Scale Score:

399
State:

370
ELA Percentage Passed:

97%
California:

68%
ELA Number Tested: 36
ELA Number Passed: 35

ELA Percent Correct compared to California average:
  • Reading - Word Analysis:

    90%
    California:

    76%
  • Reading - Reading Comprehension:

    86%
    State:

    71%
  • Reading - Literary Responses and Analysis:

    90%
    California:

    75%
  • Writing - Writing Strategies:

    79%
    State:

    64%
  • Writing - Writing Conventions:

    80%
    California:

    69%

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:
5th grade: (Students tested: 120, Needs Improvement - High Risk: 51.7%, Needs Improvement: 38.3%, Healthy Fitness Zone: 10.0%)
51.7%
38.3%
10.0%
7th grade: (Students tested: 115, Needs Improvement - High Risk: 50.4%, Needs Improvement: 28.7%, Healthy Fitness Zone: 20.9%)
50.4%
28.7%
20.9%
9th grade: (Students tested: 71, Needs Improvement - High Risk: 32.4%, Needs Improvement: 25.4%, Healthy Fitness Zone: 42.2%)
32.4%
25.4%
42.2%
Body Composition:
5th grade: (Students tested: 120, Needs Improvement - High Risk: 75.8%, Needs Improvement: 19.2%, Healthy Fitness Zone: 5.0%)
75.8%
19.2%
5.0%
7th grade: (Students tested: 115, Needs Improvement - High Risk: 76.5%, Needs Improvement: 17.4%, Healthy Fitness Zone: 6.1%)
76.5%
17.4%
6.1%
9th grade: (Students tested: 71, Needs Improvement - High Risk: 77.5%, Needs Improvement: 11.3%, Healthy Fitness Zone: 11.2%)
77.5%
11.3%
11.2%
Abdominal Strength:
5th grade: (Students tested: 120, Needs Improvement - High Risk: 70.8%, Needs Improvement: 29.2%, Healthy Fitness Zone: 0.0%)
70.8%
29.2%
7th grade: (Students tested: 115, Needs Improvement - High Risk: 80.0%, Needs Improvement: 20.0%, Healthy Fitness Zone: 0.0%)
80.0%
20.0%
9th grade: (Students tested: 71, Needs Improvement - High Risk: 78.9%, Needs Improvement: 21.1%, Healthy Fitness Zone: 0.0%)
78.9%
21.1%
Trunk Extension Strength:
5th grade: (Students tested: 120, Needs Improvement - High Risk: 88.3%, Needs Improvement: 11.7%, Healthy Fitness Zone: 0.0%)
88.3%
11.7%
7th grade: (Students tested: 115, Needs Improvement - High Risk: 97.4%, Needs Improvement: 2.6%, Healthy Fitness Zone: 0.0%)
97.4%
2.6%
9th grade: (Students tested: 71, Needs Improvement - High Risk: 94.4%, Needs Improvement: 5.6%, Healthy Fitness Zone: 0.0%)
94.4%
5.6%
Upper Body Strength:
5th grade: (Students tested: 120, Needs Improvement - High Risk: 72.5%, Needs Improvement: 27.5%, Healthy Fitness Zone: 0.0%)
72.5%
27.5%
7th grade: (Students tested: 115, Needs Improvement - High Risk: 81.7%, Needs Improvement: 18.3%, Healthy Fitness Zone: 0.0%)
81.7%
18.3%
9th grade: (Students tested: 71, Needs Improvement - High Risk: 57.7%, Needs Improvement: 42.3%, Healthy Fitness Zone: 0.0%)
57.7%
42.3%
Flexibility:
5th grade: (Students tested: 120, Needs Improvement - High Risk: 89.2%, Needs Improvement: 10.8%, Healthy Fitness Zone: 0.0%)
89.2%
10.8%
7th grade: (Students tested: 115, Needs Improvement - High Risk: 83.5%, Needs Improvement: 16.5%, Healthy Fitness Zone: 0.0%)
83.5%
16.5%
9th grade: (Students tested: 71, Needs Improvement - High Risk: 78.9%, Needs Improvement: 21.1%, Healthy Fitness Zone: 0.0%)
78.9%
21.1%

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).

John Adams Academy School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 87
Number of students who met CELDT criterion: 50

Students who met CELDT criterion:

57.0%
California:

34.0%
Grade 1:
Student Count: 9
Number of students who met CELDT criterion: 6

Students who met CELDT criterion:

67.0%
State:

44.0%
Listening Mean Scale Score:

466.7
State:

439.9
Reading Mean Scale Score:

459.2
State:

383.8
Speaking Mean Scale Score:

438.8
State:

446.4
Writing Mean Scale Score:

414.9
California:

386.5
Grade 2:
Student Count: 12
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

25.0%
State:

27.0%
Listening Mean Scale Score:

515.9
California:

477.2
Reading Mean Scale Score:

462.3
California:

440.5
Speaking Mean Scale Score:

463.4
California:

483.0
Writing Mean Scale Score:

489.5
California:

456.4
Grade 3:
Student Count: 14
Number of students who met CELDT criterion: 7

Students who met CELDT criterion:

50.0%
State:

26.0%
Listening Mean Scale Score:

526.4
State:

475.9
Reading Mean Scale Score:

525.7
State:

459.6
Speaking Mean Scale Score:

493.3
California:

491.7
Writing Mean Scale Score:

535.9
State:

478.6
Grade 4:
Student Count: 8
Number of students who met CELDT criterion: 7

Students who met CELDT criterion:

88.0%
California:

37.0%
Listening Mean Scale Score:

582.8
California:

509.2
Reading Mean Scale Score:

560.4
California:

490.7
Speaking Mean Scale Score:

512.4
California:

515.2
Writing Mean Scale Score:

556.3
State:

502.2
Grade 5:
Student Count: 10
Number of students who met CELDT criterion: 7

Students who met CELDT criterion:

70.0%
State:

48.0%
Listening Mean Scale Score:

590.0
California:

533.7
Reading Mean Scale Score:

556.7
California:

514.0
Speaking Mean Scale Score:

504.4
California:

530.0
Writing Mean Scale Score:

559.5
State:

519.1
Grade 6:
Student Count: 8
Number of students who met CELDT criterion: 5

Students who met CELDT criterion:

63.0%
State:

39.0%
Listening Mean Scale Score:

570.3
California:

532.4
Reading Mean Scale Score:

598.6
State:

518.5
Speaking Mean Scale Score:

507.5
State:

518.5
Writing Mean Scale Score:

568.8
California:

522.0
Grade 7:
Student Count: 6
Number of students who met CELDT criterion: 5

Students who met CELDT criterion:

83.0%
California:

48.0%
Listening Mean Scale Score:

655.2
State:

547.6
Reading Mean Scale Score:

590.3
State:

534.4
Speaking Mean Scale Score:

575.8
California:

529.9
Writing Mean Scale Score:

576.5
State:

530.2
Grade 9:
Student Count: 4
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

50.0%
California:

33.0%
Listening Mean Scale Score:

615.5
State:

533.7
Reading Mean Scale Score:

604.0
California:

534.6
Speaking Mean Scale Score:

567.5
California:

515.1
Writing Mean Scale Score:

584.3
California:

513.2
Grade 10:
Student Count: 4
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

100.0%
State:

36.0%
Listening Mean Scale Score:

677.0
California:

556.8
Reading Mean Scale Score:

688.8
California:

555.2
Speaking Mean Scale Score:

592.8
California:

533.6
Writing Mean Scale Score:

688.3
California:

530.8

Accountability


Adequate Yearly Progress:
Show data for

(State average from 9,846 schools)
Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001. Statistics are based on test results of the Standardized Testing and Reporting (STAR) Program, the California High School Exit Examination (CAHSEE), and the California Alternate Performance Assessment (CAPA).

John Adams Academy School - Adequate Yearly Progress status


ELA Participation Rate
John Adams Academy School:

96.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic97
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White96
  • Multirace100
  • SED96
  • LEP99
  • With Disabilities94
  • Hispanic: 97% (tested 133 out of 137 enrolled)
  • American Indian / Alaska Native: 100% (tested 2 out of 2 enrolled)
  • Asian: 100% (tested 24 out of 24 enrolled)
  • Filipino: 100% (tested 17 out of 17 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 13 out of 13 enrolled)
  • White: 96% (tested 466 out of 487 enrolled)
  • Two or More Races: 100% (tested 21 out of 21 enrolled)
  • Socioeconomic Disadvantaged: 96% (tested 68 out of 71 enrolled)
  • English Learners: 99% (tested 51 out of 52 enrolled)
  • Students with Disabilities: 94% (tested 67 out of 72 enrolled)

Math Participation Rate
Here:

97.0%
State:

96.1%

    Math Participation Rate

  • Hispanic97
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White96
  • Multirace100
  • SED98
  • LEP99
  • With Disabilities94
  • Hispanic: 97% (tested 133 out of 137 enrolled)
  • American Indian / Alaska Native: 100% (tested 2 out of 2 enrolled)
  • Asian: 100% (tested 24 out of 24 enrolled)
  • Filipino: 100% (tested 17 out of 17 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 13 out of 13 enrolled)
  • White: 96% (tested 467 out of 486 enrolled)
  • Two or More Races: 100% (tested 21 out of 21 enrolled)
  • Socioeconomic Disadvantaged: 98% (tested 69 out of 71 enrolled)
  • English Learners: 99% (tested 51 out of 52 enrolled)
  • Students with Disabilities: 94% (tested 67 out of 72 enrolled)

SAT/ACT:
Show data for

(State average from 9,846 schools)
The ACT Test (ACT) is a nationally recognized assessment used to indicate college readiness.
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.
Percent of graduates taking the SAT:

87.0%
State:

54.4%
SAT scores greater or equal to 1500:

75.0%
California:

36.3%
Number of graduates: 23
Number of graduates taking the SAT: 20

Average Total SAT Score:

1,676
State:

1,374
Average SAT mathematics score:

534
California:

464
Average SAT critical reading score:

581
State:

459
Average SAT writing score:

561
State:

451

Advanced Placement:
Show data for

(State average from 1,202 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).

John Adams Academy School - AP exams with scores at or above criteria

Number of students in Grades 11 and 12: 30
Number of students taking at least one AP exam: 22
Percent of students taking at least one AP exam:

73.0%
State:

94.1%
Number of AP exams with scores at or above 3: 26
Percent of AP exams with scores at or above 3:

74.3%
California:

46.6%

Health & Safety


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: 2
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here:

1.6
California:

7.8
Students reported as harassed or bullied on the basis of sex: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • White: 2


Chronic Student Absenteeismt:
Show data for

(State average from 8,415 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

  • Hispanic16
  • Asian2
  • White67
  • Multirace4
  • LEP4
  • IDEA2
Chronic Student Absenteeism: 89 (male: 45, female: 44)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 2 (all female)
  • White: 67 (male: 35, female: 32)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
Chronic Student Absenteeism per 1,000 students
School:

72.1
California:

178.2

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).
Students without disabilities receiving only one out-of-school suspension: 22 (male: 15, female: 7)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 16 (male: 11, female: 5)
  • Two or More Races: 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 7 (all male)
  • Hispanic: 2
  • White: 5
Students with disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2

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.
Number of Algebra I classes: 2

7-8th grade student enrollment in Algebra I: 34 (male: 21, female: 13)
  • Hispanic: 2 (all male)
  • White: 28 (male: 17, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)
7-8th grade studenst who passed Algebra I: 26 (male: 16, female: 10)
  • White: 26 (male: 16, female: 10)
Percent of 7-8th grade students who passed
Here:

76.5%
California:

83.6%
9-10th grade student enrollment in Algebra I: 15 (male: 2, female: 13)
  • Hispanic: 2 (all female)
  • White: 13 (male: 2, female: 11)
9-10th grade studenst who passed Algebra I: 4 (all female)
  • White: 4
Percent of 9-10th grade students who passed
School:

26.7%
State:

65.4%
11-12th grade student enrollment in Algebra I: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
Percent of 11-12th grade students who passed
Here:

0.0%
State:

62.4%

Algebra II:
Show data for
Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 1


Student Enrollment in Algebra II: 9 (male: 5, female: 4)
  • Hispanic: 2 (all female)
  • White: 7 (male: 5, female: 2)

Calculus:
Show data for
Calculus (college-preparatory) course topics include the study of derivatives, differentiation, integration, the definite and indefinite integral, and applications of calculus.Typically, students have previously attained knowledge of precalculus topics (some combination of trigonometry, elementary functions, analytic geometry, and math analysis).
Number of Calculus classes: 1


Student Enrollment in Calculus: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Geometry:
Show data for
Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
Number of Geometry classes: 4


    Student Enrollment in Geometry

  • Hispanic4
  • Asian4
  • White52
  • Multirace4
  • LEP4
  • IDEA2
Student Enrollment in Geometry: 64 (male: 32, female: 32)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • White: 52 (male: 26, female: 26)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Advanced Mathematics:
Show data for
Advanced mathematics (college-preparatory) courses cover the following topics: trigonometry, trigonometry/algebra, trigonometry / analytic geometry, trigonometry / math analysis, analytic geometry, math analysis, math analysis / analytic geometry, probability and statistics, and precalculus
Number of Advanced Mathematics classes: 1


Student Enrollment in Advanced Mathematics: 13 (male: 5, female: 8)
  • White: 13 (male: 5, female: 8)

Biology:
Show data for
Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 1


    Student Enrollment in Biology

  • White25
  • Multirace2
  • LEP2
  • IDEA2
Student Enrollment in Biology: 27 (male: 16, female: 11)
  • White: 25 (male: 14, female: 11)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Chemistry:
Show data for
Chemistry (college-preparatory) courses involve studying the composition, properties, and reactions of substances. These courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid / base and oxidation / reduction reactions; and atomic structure.Chemical formulas and equations and nuclear reactions are also studied.
Number of Chemistry classes: 1


    Student Enrollment in Chemistry

  • Hispanic2
  • Asian2
  • White13
  • Multirace2
Student Enrollment in Chemistry: 19 (male: 4, female: 15)
  • Hispanic: 2 (all male)
  • Asian: 2 (all female)
  • White: 13 (male: 2, female: 11)
  • Two or More Races: 2 (all female)

Physics:
Show data for
Physics (college-preparatory) courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy.The study of physics includes examination of sound, light, and magnetic and electric phenomena.
Number of Physics classes: 1


Student Enrollment in Physics: 9 (male: 5, female: 4)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all female)

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