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Morrill Middle School in San Jose, 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 64
Address
 1970 Morrill Ave.
San Jose, CA 95132
Telephone
(408) 923-1930
(make sure to verify first before calling)
City-data.com school rating
64
Students
721
Classroom Teachers (FTE)
34.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
237
Reduced-price lunch
eligible students
69
School district
Berryessa Union Elementary
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:
John Sinnott Elementary (0.8 miles):

96
Northwood Elementary (0.7 miles):

92
Sierramont Middle (0.8 miles):

92
Ruskin Elementary (1.0 miles):

92
Majestic Way Elementary (0.6 miles):

86
Rancho Milpitas Middle (0.9 miles):

84
Laneview Elementary (0.2 miles):

73
Morrill Middle School:

64
Brooktree Elementary (1.1 miles):

58
Morrill Middle School rating compared to average state, county and city schools ratings:
California:

46
Santa Clara County:

64
San Jose:

55
Morrill Middle School:

64

Students & Teachers


Total enrollment:
Enrollment in 2016: 721
Enrollment in 2015: 729
Enrollment in 2014: 762
Enrollment in 2013: 817
Enrollment in 2012: 870
Enrollment in 2011: 913
Enrollment in 2010: 977
Enrollment in 2009: 996
Enrollment in 2008: 965
Enrollment in 2007: 890
Enrollment in 2006: 842
Enrollment in 2005: 908
Enrollment in 2004: 949
Enrollment in 2003: 1,048
Enrollment in 2002: 1,063
Enrollment in 2001: 1,045
Enrollment in 2000: 1,027
Enrollment in 1999: 1,033

Morrill Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)

GradeG06G07G08Total
All students240240241721
Female students114113111338
Male students126127130383
American Indian/Alaska Native students21 - 3
Asian students126145141412
Hispanic students666757190
Black students94821
White students14121844
Hawaiian Native/Pacific Islander students2226
Two or More Races students2191545

Enrollment by grade:
6th grade enrollment: 240
7th grade enrollment: 240
8th grade enrollment: 241

Morrill Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)

Female enrollment: 338 (46.9%)
Morrill Middle School:

46.9%
State:

49.4%
Male enrollment: 383 (53.1%)
Here:

53.1%
State:

49.6%

Morrill Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)

American Indian/Alaska Native enrollment: 3 (0.4%)
School:

0.4%
State:

1.0%
Asian enrollment: 412 (57.1%)
School:

57.1%
State:

9.4%
Hispanic enrollment: 190 (26.4%)
School:

26.4%
California:

46.0%
Black enrollment: 21 (2.9%)
Morrill Middle School:

2.9%
State:

6.1%
White enrollment: 44 (6.1%)
Here:

6.1%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 6 (0.8%)
Morrill Middle School:

0.8%
State:

0.6%
Two or More Races enrollment: 45 (6.2%)
Here:

6.2%
California:

4.5%

Morrill Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)

Free/reduced-price lunch eligible students: 306 (42.4%)
School:

42.4%
State:

61.2%
Free lunch eligible students: 237 (32.9%)
Morrill Middle School:

32.9%
California:

52.8%
Reduced-price lunch eligible students: 69 (9.6%)
Here:

9.6%
California:

8.6%

Morrill Middle School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 34

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 1.5
Number of FTE teachers who were absent more than 10 school days during the school years: 17
Number of FTE nurses: 0.1
Number of FTE psychologists: 0.4
Number of FTE social workers: 0.5

Student/Teacher Ratio
School:

21.2
State:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,614,812
  • Full-time Equivalency Count of Teachers: 25.3 (Salary Expenditures: $2,047,720)
  • Full-time Equivalency Count of Instructional Aides: 0.5 (Salary Expenditures: $18,552)
  • Full-time Equivalency Count of Support Services Staff: 1.6 (Salary Expenditures: $127,618)
  • Full-time Equivalency Count of School Administration Staff: 4.5 (Salary Expenditures: $420,922)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $83,316
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,362,583
  • Salary Expenditures for Teachers: $2,439,284
  • Full-time Equivalency Count of Instructional Aides: 10.6 (Salary Expenditures: $369,625)
  • Full-time Equivalency Count of Support Services Staff: 2.2 (Salary Expenditures: $160,908)
  • Full-time Equivalency Count of School Administration Staff: 4.5 (Salary Expenditures: $392,765)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $224,143

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic28
  • Asian79
  • Native Hawaiian2
  • White2
  • Multirace4
  • IDEA43
Students Enrolled in LEP Programs: 115 (male: 72, female: 43)
  • Hispanic: 28 (male: 20, female: 8)
  • Asian: 79 (male: 50, female: 29)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • White: 2 (all female)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 43 (male: 32, female: 11)

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

  • Hispanic47
  • Asian47
  • White14
  • LEP41
Students with disabilities served under IDEA: 108 (male: 81, female: 27)
  • Hispanic: 47 (male: 40, female: 7)
  • Asian: 47 (male: 34, female: 13)
  • White: 14 (male: 7, female: 7)
  • Limited English Proficiency (LEP): 41 (male: 31, female: 10)

Students with disabilities served under Section 504: 6 (all female)
  • Hispanic: 2
  • Asian: 2
  • White: 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

  • All53%
  • Males45%
  • Females62%
  • Asian68%
  • Filipino48%
  • Hispanic17%
  • Multirace39%
ELA students tested: 661
ELA students with scores: 661

Percentage Standard Met and Above:

53%
State:

49%

Standard Not Met: 22.8%
Standard Nearly Met: 24.1%
Standard Met: 38.4%
Standard Exceeded: 14.7%

All Grades:
22.8%
24.1%
38.4%
14.7%
6th Grade: (Mean Scale Score: 2534.1, Students tested: 214, Standard Not Met: 22.0%, Nearly Met: 25.7%, Met: 34.6%, Exceeded: 17.8%)
22.0%
25.7%
34.6%
17.8%
7th Grade: (Mean Scale Score: 2553.2, Students tested: 224, Standard Not Met: 21.0%, Nearly Met: 22.3%, Met: 43.3%, Exceeded: 13.4%)
21.0%
22.3%
43.3%
13.4%
8th Grade: (Mean Scale Score: 2556.1, Students tested: 223, Standard Not Met: 25.6%, Nearly Met: 24.2%, Met: 37.2%, Exceeded: 13.0%)
25.6%
24.2%
37.2%
13.0%

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


    Math Standard Met and Above

  • All45%
  • Males41%
  • Females49%
  • Asian66%
  • Filipino36%
  • Hispanic11%
  • Multirace39%
Math students tested: 680
Math students with scores: 680

Percentage Standard Met and Above:

45%
California:

38%

Standard Not Met: 26.5%
Standard Nearly Met: 28.7%
Standard Met: 18.7%
Standard Exceeded: 26.2%

All Grades:
26.5%
28.7%
18.7%
26.2%
6th Grade: (Mean Scale Score: 2535.8, Students tested: 221, Standard Not Met: 24.4%, Nearly Met: 30.8%, Met: 20.8%, Exceeded: 24.0%)
24.4%
30.8%
20.8%
24.0%
7th Grade: (Mean Scale Score: 2554.4, Students tested: 230, Standard Not Met: 22.6%, Nearly Met: 31.3%, Met: 20.4%, Exceeded: 25.6%)
22.6%
31.3%
20.4%
25.6%
8th Grade: (Mean Scale Score: 2564.0, Students tested: 229, Standard Not Met: 32.3%, Nearly Met: 24.0%, Met: 14.8%, Exceeded: 28.8%)
32.3%
24.0%
14.8%
28.8%

Morrill 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: 21
ELA students with scores: 21

Percentage Level 3:

14%
California:

15%

Level 1: 47.6% The student showed limited understanding of core concepts.
Level 2: 38.1% The student showed foundational understanding of core concepts.
Level 3: 14.3% The student showed understanding of core concepts.

All Grades:
47.6%
38.1%
14.3%

Math students tested: 21
Math students with scores: 21

Percentage Level 3:

10%
California:

6%

Level 1: 52.4% The student showed limited understanding of core concepts.
Level 2: 38.1% The student showed foundational understanding of core concepts.
Level 3: 9.5% The student showed understanding of core concepts.

All Grades:
52.4%
38.1%
9.5%

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: 212
CST Science students with scores: 208

Percentage At Or Above Proficient:

80%
State:

54%

Percentage Far Below Basic: 6.0% 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: 9.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 23.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 57.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 422.2, Students tested: 212, Far Below Basic: 6.0%, Below Basic: 5.0%, Basic: 9.0%, Proficient: 23.0%, Advanced: 57.0%)
6.0%
5.0%
9.0%
23.0%
57.0%

CMA Science students tested: 14
CMA Science students with scores: 13

Percentage At Or Above Proficient:

38%
State:

38%

Percentage Far Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 8.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 54.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 23.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 15.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 354.0, Students tested: 14, Far Below Basic: 0.0%, Below Basic: 8.0%, Basic: 54.0%, Proficient: 23.0%, Advanced: 15.0%)
8.0%
54.0%
23.0%
15.0%

The Physical Fitness Test:
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: 232, Needs Improvement - High Risk: 62.9%, Needs Improvement: 24.6%, Healthy Fitness Zone: 12.5%)
62.9%
24.6%
12.5%


Body Composition:
7th grade: (Students tested: 232, Needs Improvement - High Risk: 61.2%, Needs Improvement: 19.4%, Healthy Fitness Zone: 19.4%)
61.2%
19.4%
19.4%


Abdominal Strength:
7th grade: (Students tested: 232, Needs Improvement - High Risk: 78.0%, Needs Improvement: 22.0%, Healthy Fitness Zone: 0.0%)
78.0%
22.0%


Trunk Extension Strength:
7th grade: (Students tested: 232, Needs Improvement - High Risk: 93.1%, Needs Improvement: 6.9%, Healthy Fitness Zone: 0.0%)
93.1%
6.9%


Upper Body Strength:
7th grade: (Students tested: 232, Needs Improvement - High Risk: 56.5%, Needs Improvement: 43.5%, Healthy Fitness Zone: 0.0%)
56.5%
43.5%


Flexibility:
7th grade: (Students tested: 232, Needs Improvement - High Risk: 67.2%, Needs Improvement: 32.8%, Healthy Fitness Zone: 0.0%)
67.2%
32.8%


California English Language Development Test:
(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).

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

All Grades:
Student Count: 149
Number of students who met CELDT criterion: 75

Students who met CELDT criterion:

50.0%
California:

34.0%

Grade 6:
Student Count: 57
Number of students who met CELDT criterion: 32

Students who met CELDT criterion:

56.0%
State:

39.0%
Listening Mean Scale Score:

516.7
California:

532.4
Reading Mean Scale Score:

533.8
California:

518.5
Speaking Mean Scale Score:

498.7
State:

518.5
Writing Mean Scale Score:

514.8
California:

522.0

Grade 7:
Student Count: 46
Number of students who met CELDT criterion: 19

Students who met CELDT criterion:

41.0%
California:

48.0%
Listening Mean Scale Score:

492.0
California:

547.6
Reading Mean Scale Score:

526.3
State:

534.4
Speaking Mean Scale Score:

477.4
State:

529.9
Writing Mean Scale Score:

508.7
California:

530.2

Grade 8:
Student Count: 46
Number of students who met CELDT criterion: 24

Students who met CELDT criterion:

52.0%
State:

47.0%
Listening Mean Scale Score:

553.1
California:

556.2
Reading Mean Scale Score:

563.6
State:

547.2
Speaking Mean Scale Score:

529.9
California:

536.1
Writing Mean Scale Score:

542.4
California:

537.0

Accountability


Adequate Yearly Progress:
(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).

Morrill Middle School - Adequate Yearly Progress status


ELA Participation Rate
Morrill Middle School:

100.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic100
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White100
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 171 out of 171 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 234 out of 234 enrolled)
  • Filipino: 100% (tested 122 out of 122 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 6 out of 6 enrolled)
  • Black: 100% (tested 21 out of 21 enrolled)
  • White: 100% (tested 43 out of 43 enrolled)
  • Two or More Races: 100% (tested 77 out of 77 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 299 out of 299 enrolled)
  • English Learners: 100% (tested 305 out of 305 enrolled)
  • Students with Disabilities: 100% (tested 90 out of 90 enrolled)


Math Participation Rate
Morrill Middle School:

100.0%
State:

96.1%

    Math Participation Rate

  • Hispanic100
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White100
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 171 out of 171 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 238 out of 238 enrolled)
  • Filipino: 100% (tested 124 out of 124 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 6 out of 6 enrolled)
  • Black: 100% (tested 21 out of 21 enrolled)
  • White: 100% (tested 43 out of 43 enrolled)
  • Two or More Races: 100% (tested 77 out of 77 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 303 out of 303 enrolled)
  • English Learners: 100% (tested 312 out of 312 enrolled)
  • Students with Disabilities: 100% (tested 90 out of 90 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: 41


Total incidents per 1,000 students
Here:

56.9
California:

60.8

Referrals and Arrests:
Show data for

(State average from 2,295 schools)

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

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

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

2.8
California:

21.3

Students with disabilities who were referred to a law enforcement agency or official: 2 (all female)
  • Hispanic: 2

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

2.8
State:

7.2

Students with disabilities who received a school-related arrest: 2 (all male)
  • Hispanic: 2

Students with disabilities who received a school-related arrest per 1,000 students
Here:

2.8
California:

1.0


Chronic Student Absenteeismt:
Show data for

(State average from 8,737 schools)

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

    Chronic Student Absenteeism

  • Hispanic40
  • American Indian4
  • Asian13
  • Native Hawaiian2
  • Black7
  • White10
  • Multirace2
  • LEP7
  • IDEA28
Chronic Student Absenteeism: 78 (male: 47, female: 31)
  • Hispanic: 40 (male: 26, female: 14)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 13 (male: 8, female: 5)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 7 (male: 2, female: 5)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 28 (male: 23, female: 5)
Chronic Student Absenteeism per 1,000 students
Here:

108.2
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).
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

  • Hispanic177
  • Asian70
  • Native Hawaiian2
  • Black25
  • White12
  • LEP30
  • IDEA120
  • 5046
School days missed due to out-of-school suspension: 286 (male: 193, female: 93)
  • Hispanic: 177 (male: 134, female: 43)
  • Asian: 70 (male: 41, female: 29)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 25 (male: 12, female: 13)
  • White: 12 (male: 4, female: 8)
  • Limited English Proficiency (LEP): 30 (male: 21, female: 9)
  • Individuals With Disabilities Education Act (IDEA): 120 (male: 110, female: 10)
  • Section 504: 6 (all female)

Instances of out-of-school suspension (Students without disabilities): 64

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

88.8
State:

84.8

    Students without disabilities receiving one or more in-school suspension

  • Hispanic16
  • Asian10
  • Native Hawaiian2
  • Black5
  • White7
  • LEP4
Students without disabilities receiving one or more in-school suspension: 40 (male: 23, female: 17)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 10 (male: 5, female: 5)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 5 (all male)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

  • Hispanic13
  • Asian7
  • Black4
  • White2
  • LEP4
Students without disabilities receiving only one out-of-school suspension: 26 (male: 15, female: 11)
  • Hispanic: 13 (male: 8, female: 5)
  • Asian: 7 (male: 5, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

  • Hispanic7
  • Asian2
  • Black2
  • White2
  • LEP2
Students without disabilities receiving more than one out-of-school suspension: 13 (male: 9, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 2 (all female)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)

Instances of out-of-school suspension (Students with disabilities): 44

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

61.0
California:

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

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

4.2
California:

3.4

    Students with disabilities receiving one or more in-school suspension

  • Hispanic16
  • Asian7
  • Native Hawaiian2
  • Black2
  • White2
  • LEP10
Students with disabilities receiving one or more in-school suspension: 29 (male: 23, female: 6)
  • Hispanic: 16 (male: 14, female: 2)
  • Asian: 7 (male: 5, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 2 (all female)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)

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

  • Hispanic8
  • Asian4
  • Native Hawaiian2
  • White2
  • LEP5
Students with disabilities receiving only one out-of-school suspension: 16 (male: 14, female: 2)
  • Hispanic: 8 (all male)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 5 (all male)

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

  • Hispanic5
  • Asian2
  • Black2
  • LEP2
  • 5042
Students with disabilities receiving more than one out-of-school suspension: 9 (male: 7, female: 2)
  • Hispanic: 5 (all male)
  • Asian: 2 (all male)
  • Black: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 2 (all female)


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.
Students with Disabilities who received an expulsion with educational services: 4 (all male)
  • Hispanic: 2
  • Asian: 2

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

5.5
California:

4.5

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.
7th grade student enrollment in Algebra I: 185
7th grade studenst who passed Algebra I: 163
Percent of 7th grade students who passed
School:

88.1%
California:

107.7%

    8th grade student enrollment in Algebra I

  • Hispanic49
  • Asian100
  • Native Hawaiian4
  • Black7
  • White16
  • Multirace13
  • LEP25
  • IDEA25
8th grade student enrollment in Algebra I: 189 (male: 102, female: 87)
  • Hispanic: 49 (male: 26, female: 23)
  • Asian: 100 (male: 53, female: 47)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 16 (male: 8, female: 8)
  • Two or More Races: 13 (male: 8, female: 5)
  • Limited English Proficiency (LEP): 25 (male: 14, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 25 (male: 20, female: 5)

    8th grade studenst who passed Algebra I

  • Hispanic41
  • Asian101
  • Black4
  • White14
  • Multirace11
  • LEP23
  • IDEA23
8th grade studenst who passed Algebra I: 171 (male: 92, female: 79)
  • Hispanic: 41 (male: 22, female: 19)
  • Asian: 101 (male: 52, female: 49)
  • Black: 4 (all male)
  • White: 14 (male: 7, female: 7)
  • Two or More Races: 11 (male: 7, female: 4)
  • Limited English Proficiency (LEP): 23 (male: 13, female: 10)
  • Individuals With Disabilities Education Act (IDEA): 23 (male: 19, female: 4)
Percent of 8th grade students who passed
Morrill Middle School:

90.5%
California:

85.6%


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.
Number of Geometry classes: 2


    Student Enrollment in Geometry

  • Hispanic7
  • Asian67
  • White2
  • Multirace2
  • LEP2
  • IDEA4
Student Enrollment in Geometry: 78 (male: 42, female: 36)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 67 (male: 35, female: 32)
  • White: 2 (all male)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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