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Montgomery Middle School in San Diego, CA
(07-08 • 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 31
Address
 1051 Picador Blvd.
San Diego, CA 92154
Telephone
(619) 662-4000
(make sure to verify first before calling)
City-data.com school rating
31
Students
898
Classroom Teachers (FTE)
39.3
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
526
Reduced-price lunch
eligible students
145
School district
Sweetwater Union High
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:
Finney (Myrtle S.) Elementary (0.7 miles):

70
Silver Wing Elementary (0.2 miles):

68
Montgomery Senior High (0.8 miles):

43
Juarez-Lincoln Elementary (0.7 miles):

38
Montgomery Middle School:

31
Howard Pence Elementary (0.4 miles):

27
Los Altos Elementary (0.5 miles):

26
Smythe Elementary (1.0 miles):

18
George Nicoloff Elementary (1.0 miles):

17
Montgomery Middle School rating compared to average state, county and city schools ratings:
California:

46
San Diego County:

55
San Diego:

57
Montgomery Middle School:

31

Students & Teachers


Total enrollment:
Enrollment in 2016: 898
Enrollment in 2015: 888
Enrollment in 2014: 835
Enrollment in 2013: 872
Enrollment in 2012: 864
Enrollment in 2011: 886
Enrollment in 2010: 946
Enrollment in 2009: 999
Enrollment in 2008: 1,038
Enrollment in 2007: 1,038
Enrollment in 2006: 1,093
Enrollment in 2005: 1,138
Enrollment in 2004: 1,162
Enrollment in 2003: 1,228
Enrollment in 2002: 1,204
Enrollment in 2001: 1,140
Enrollment in 2000: 1,103
Enrollment in 1999: 1,134

Montgomery Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08Total
All students423475898
Female students203215418
Male students220260480
American Indian/Alaska Native students1 - 1
Asian students313162
Hispanic students351420771
Black students13720
White students10616
Hawaiian Native/Pacific Islander students426
Two or More Races students13922

Enrollment by grade:
7th grade enrollment: 423
8th grade enrollment: 475

Montgomery Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 418 (46.5%)
Montgomery Middle School:

46.5%
State:

49.4%
Male enrollment: 480 (53.5%)
Montgomery Middle School:

53.5%
California:

49.6%

Montgomery Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 1 (0.1%)
Here:

0.1%
State:

1.0%
Asian enrollment: 62 (6.9%)
Here:

6.9%
State:

9.4%
Hispanic enrollment: 771 (85.9%)
Montgomery Middle School:

85.9%
California:

46.0%
Black enrollment: 20 (2.2%)
School:

2.2%
California:

6.1%
White enrollment: 16 (1.8%)
Montgomery Middle School:

1.8%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 6 (0.7%)
Montgomery Middle School:

0.7%
California:

0.6%
Two or More Races enrollment: 22 (2.4%)
Here:

2.4%
California:

4.5%

Montgomery Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 671 (74.7%)
School:

74.7%
State:

61.2%
Free lunch eligible students: 526 (58.6%)
Montgomery Middle School:

58.6%
State:

52.8%
Reduced-price lunch eligible students: 145 (16.1%)
School:

16.1%
California:

8.6%

Montgomery Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 39.3

Number of FTE teachers in their first year of teaching: 0.6
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 2.6
Number of FTE teachers who were absent more than 10 school days during the school years: 8
Number of FTE security guards: 1.8
Number of FTE nurses: 1
Number of FTE psychologists: 1

Student/Teacher Ratio
Here:

22.9
State:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,993,113
  • Full-time Equivalency Count of Teachers: 38.1 (Salary Expenditures: $2,906,653)
  • Full-time Equivalency Count of Instructional Aides: 6 (Salary Expenditures: $247,861)
  • Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $451,108)
  • Full-time Equivalency Count of School Administration Staff: 9.4 (Salary Expenditures: $735,920)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $297,333
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $5,299,956
  • Salary Expenditures for Teachers: $2,996,510
  • Full-time Equivalency Count of Instructional Aides: 7.8 (Salary Expenditures: $317,367)
  • Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $451,108)
  • Full-time Equivalency Count of School Administration Staff: 9.4 (Salary Expenditures: $735,920)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $343,184

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic394
  • Asian13
  • White2
  • IDEA28
Students Enrolled in LEP Programs: 409 (male: 222, female: 187)
  • Hispanic: 394 (male: 215, female: 179)
  • Asian: 13 (male: 5, female: 8)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 28 (male: 23, female: 5)

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

  • Hispanic137
  • Black4
  • Multirace7
  • LEP80
Students with disabilities served under IDEA: 148 (male: 108, female: 40)
  • Hispanic: 137 (male: 97, female: 40)
  • Black: 4 (all male)
  • Two or More Races: 7 (all male)
  • Limited English Proficiency (LEP): 80 (male: 61, female: 19)
Students with disabilities served under Section 504: 4 (all male)
  • Hispanic: 2
  • Asian: 2
  • Limited English Proficiency (LEP): 2

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

  • Hispanic112
  • Asian28
  • Black4
  • White4
  • Multirace4
  • LEP70
  • IDEA2
Gifted and Talented Student Enrollment: 152 (male: 70, female: 82)
  • Hispanic: 112 (male: 56, female: 56)
  • Asian: 28 (male: 8, female: 20)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 70 (male: 38, female: 32)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

169.3
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

  • All41%
  • Males37%
  • Females45%
  • Black55%
  • Filipino76%
  • Hispanic35%
  • Multirace47%
ELA students tested: 792
ELA students with scores: 792

Percentage Standard Met and Above:

41%
State:

49%

Standard Not Met: 27.4%
Standard Nearly Met: 31.7%
Standard Met: 33.8%
Standard Exceeded: 7.1%

All Grades:
27.4%
31.7%
33.8%
7.1%
7th Grade: (Mean Scale Score: 2536.0, Students tested: 387, Standard Not Met: 25.3%, Nearly Met: 31.0%, Met: 35.1%, Exceeded: 8.5%)
25.3%
31.0%
35.1%
8.5%
8th Grade: (Mean Scale Score: 2537.4, Students tested: 405, Standard Not Met: 29.4%, Nearly Met: 32.4%, Met: 32.6%, Exceeded: 5.7%)
29.4%
32.4%
32.6%
5.7%

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

    Math Standard Met and Above

  • All19%
  • Males19%
  • Females19%
  • Black27%
  • Filipino47%
  • Hispanic16%
  • Multirace13%
Math students tested: 808
Math students with scores: 808

Percentage Standard Met and Above:

19%
State:

38%

Standard Not Met: 49.9%
Standard Nearly Met: 30.9%
Standard Met: 13.7%
Standard Exceeded: 5.5%

All Grades:
49.9%
30.9%
13.7%
5.5%
7th Grade: (Mean Scale Score: 2491.2, Students tested: 398, Standard Not Met: 44.0%, Nearly Met: 36.2%, Met: 14.1%, Exceeded: 5.8%)
44.0%
36.2%
14.1%
5.8%
8th Grade: (Mean Scale Score: 2491.1, Students tested: 410, Standard Not Met: 55.6%, Nearly Met: 25.9%, Met: 13.4%, Exceeded: 5.1%)
55.6%
25.9%
13.4%
5.1%

Montgomery 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: 22
ELA students with scores: 22

Percentage Level 3:

18%
State:

15%

Level 1: 27.3% The student showed limited understanding of core concepts.
Level 2: 54.5% The student showed foundational understanding of core concepts.
Level 3: 18.2% The student showed understanding of core concepts.

7th Grade: (Mean Scale Score: 739.1, Students tested: 12, Level1: 41.7%, Level 2: 50.0%, Level 3: 8.3%)
41.7%
50.0%
8.3%
Math students tested: 22
Math students with scores: 22

Percentage Level 3:

9%
California:

6%

Level 1: 40.9% The student showed limited understanding of core concepts.
Level 2: 50.0% The student showed foundational understanding of core concepts.
Level 3: 9.1% The student showed understanding of core concepts.

7th Grade: (Mean Scale Score: 733.6, Students tested: 12, Level1: 58.3%, Level 2: 33.3%, Level 3: 8.3%)
58.3%
33.3%
8.3%

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: 418
CST Science students with scores: 414

Percentage At Or Above Proficient:

42%
California:

54%

Percentage Far Below Basic: 10.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 15.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 33.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 29.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 13.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 339.4, Students tested: 418, Far Below Basic: 10.0%, Below Basic: 15.0%, Basic: 33.0%, Proficient: 29.0%, Advanced: 13.0%)
10.0%
15.0%
33.0%
29.0%
13.0%
CMA Science students tested: 32
CMA Science students with scores: 32

Percentage At Or Above Proficient:

38%
State:

38%

Percentage Far Below Basic: 2.0% 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: 47.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 31.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 6.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 334.0, Students tested: 32, Far Below Basic: 2.0%, Below Basic: 13.0%, Basic: 47.0%, Proficient: 31.0%, Advanced: 6.0%)
2.0%
13.0%
47.0%
31.0%
6.0%

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: 409, Needs Improvement - High Risk: 53.5%, Needs Improvement: 31.8%, Healthy Fitness Zone: 14.7%)
53.5%
31.8%
14.7%
Body Composition:
7th grade: (Students tested: 409, Needs Improvement - High Risk: 55.5%, Needs Improvement: 18.6%, Healthy Fitness Zone: 25.9%)
55.5%
18.6%
25.9%
Abdominal Strength:
7th grade: (Students tested: 409, Needs Improvement - High Risk: 45.7%, Needs Improvement: 54.3%, Healthy Fitness Zone: 0.0%)
45.7%
54.3%
Trunk Extension Strength:
7th grade: (Students tested: 409, Needs Improvement - High Risk: 66.7%, Needs Improvement: 33.3%, Healthy Fitness Zone: 0.0%)
66.7%
33.3%
Upper Body Strength:
7th grade: (Students tested: 409, Needs Improvement - High Risk: 54.8%, Needs Improvement: 45.2%, Healthy Fitness Zone: 0.0%)
54.8%
45.2%
Flexibility:
7th grade: (Students tested: 409, Needs Improvement - High Risk: 76.3%, Needs Improvement: 23.7%, Healthy Fitness Zone: 0.0%)
76.3%
23.7%

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).

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

All Grades:
Student Count: 294
Number of students who met CELDT criterion: 150

Students who met CELDT criterion:

51.0%
California:

34.0%
Grade 7:
Student Count: 133
Number of students who met CELDT criterion: 67

Students who met CELDT criterion:

50.0%
California:

48.0%
Listening Mean Scale Score:

520.7
State:

547.6
Reading Mean Scale Score:

523.8
State:

534.4
Speaking Mean Scale Score:

526.3
State:

529.9
Writing Mean Scale Score:

499.2
California:

530.2
Grade 8:
Student Count: 161
Number of students who met CELDT criterion: 83

Students who met CELDT criterion:

52.0%
State:

47.0%
Listening Mean Scale Score:

554.4
California:

556.2
Reading Mean Scale Score:

545.5
State:

547.2
Speaking Mean Scale Score:

557.9
State:

536.1
Writing Mean Scale Score:

529.7
California:

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).

Montgomery Middle School - Adequate Yearly Progress status


ELA Participation Rate
Montgomery Middle School:

99.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic99
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White94
  • Multirace96
  • SED99
  • LEP99
  • With Disabilities99
  • Hispanic: 99% (tested 730 out of 737 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 7 out of 7 enrolled)
  • Filipino: 100% (tested 47 out of 47 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 6 out of 6 enrolled)
  • Black: 100% (tested 15 out of 15 enrolled)
  • White: 94% (tested 14 out of 15 enrolled)
  • Two or More Races: 96% (tested 20 out of 21 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 640 out of 646 enrolled)
  • English Learners: 99% (tested 451 out of 454 enrolled)
  • Students with Disabilities: 99% (tested 113 out of 114 enrolled)

Math Participation Rate
Here:

99.0%
California:

96.1%

    Math Participation Rate

  • Hispanic99
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White94
  • Multirace96
  • SED99
  • LEP99
  • With Disabilities99
  • Hispanic: 99% (tested 742 out of 747 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 7 out of 7 enrolled)
  • Filipino: 100% (tested 49 out of 49 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 6 out of 6 enrolled)
  • Black: 100% (tested 15 out of 15 enrolled)
  • White: 94% (tested 15 out of 16 enrolled)
  • Two or More Races: 96% (tested 20 out of 21 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 651 out of 657 enrolled)
  • English Learners: 99% (tested 464 out of 467 enrolled)
  • Students with Disabilities: 99% (tested 113 out of 114 enrolled)

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: 8
Allegations of harassment or bullying on the basis of sex per 1,000 students
School:

8.9
State:

6.8

    Students reported as harassed or bullied on the basis of sex

  • Hispanic7
  • Multirace2
  • LEP4
  • IDEA2
Students reported as harassed or bullied on the basis of sex: 9 (male: 4, female: 5)
  • Hispanic: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

    Students disciplined for bullying or harassment on the basis of sex

  • Hispanic5
  • Black2
  • LEP2
  • IDEA2
Students disciplined for bullying or harassment on the basis of sex: 7 (all male)
  • Hispanic: 5
  • Black: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 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

  • Hispanic64
  • Asian2
  • Native Hawaiian2
  • Multirace4
  • LEP34
  • IDEA22
  • 5042
Chronic Student Absenteeism: 72 (male: 41, female: 31)
  • Hispanic: 64 (male: 35, female: 29)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 34 (male: 23, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 17, female: 5)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
School:

80.2
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).

    School days missed due to out-of-school suspension

  • Hispanic66
  • Asian1
  • Native Hawaiian1
  • Black4
  • Multirace6
  • LEP55
  • IDEA22
School days missed due to out-of-school suspension: 78 (male: 63, female: 15)
  • Hispanic: 66 (male: 52, female: 14)
  • Asian: 1 (all male)
  • Native Hawaiian / Pacific Islander: 1 (all male)
  • Black: 4 (all male)
  • Two or More Races: 6 (male: 5, female: 1)
  • Limited English Proficiency (LEP): 55 (male: 42, female: 13)
  • Individuals With Disabilities Education Act (IDEA): 22 (all male)
Instances of out-of-school suspension (Students without disabilities): 55

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

61.2
State:

84.8

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

  • Hispanic40
  • Asian2
  • Native Hawaiian2
  • Black5
  • Multirace4
  • LEP34
Students without disabilities receiving only one out-of-school suspension: 53 (male: 40, female: 13)
  • Hispanic: 40 (male: 29, female: 11)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 5 (all male)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 34 (male: 23, female: 11)
Students without disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 12

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

13.4
State:

28.1
Students with disabilities receiving only one out-of-school suspension: 10 (all male)
  • Hispanic: 8
  • Two or More Races: 2
  • Limited English Proficiency (LEP): 8
Students with disabilities receiving more than one out-of-school suspension: 13 (all male)
  • Hispanic: 11
  • Two or More Races: 2
  • Limited English Proficiency (LEP): 11

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: 15

    7-8th grade student enrollment in Algebra I

  • Hispanic349
  • American Indian2
  • Asian34
  • Native Hawaiian2
  • Black7
  • White4
  • Multirace13
  • LEP241
  • IDEA31
7-8th grade student enrollment in Algebra I: 411 (male: 215, female: 196)
  • Hispanic: 349 (male: 182, female: 167)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 34 (male: 17, female: 17)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 13 (male: 5, female: 8)
  • Limited English Proficiency (LEP): 241 (male: 128, female: 113)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 26, female: 5)

    7-8th grade studenst who passed Algebra I

  • Hispanic332
  • Asian32
  • Black4
  • Multirace11
  • LEP233
  • IDEA26
7-8th grade studenst who passed Algebra I: 379 (male: 193, female: 186)
  • Hispanic: 332 (male: 169, female: 163)
  • Asian: 32 (male: 16, female: 16)
  • Black: 4 (all male)
  • Two or More Races: 11 (male: 4, female: 7)
  • Limited English Proficiency (LEP): 233 (male: 121, female: 112)
  • Individuals With Disabilities Education Act (IDEA): 26 (male: 22, female: 4)
Percent of 7-8th grade students who passed
Montgomery Middle School:

92.2%
California:

83.6%

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.
8th grade students enrolled in Geometry: 14

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