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Southside Elementary School in Hollister, CA
(KG-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 77
Address
 4991 S.side Rd.
Hollister, CA 95023
Telephone
(831) 637-4439
(make sure to verify first before calling)
City-data.com school rating
77
Students
241
Classroom Teachers (FTE)
8.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
75
Reduced-price lunch
eligible students
8
School district
Southside Elementary
Charter school
No
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Southside Elementary School:

77
Hollister Dual Language Academy (3.9 miles):

66
Cerra Vista Elementary (2.0 miles):

52
San Benito High (3.4 miles):

52
Ladd Lane Elementary (2.5 miles):

45
Tres Pinos Elementary (1.6 miles):

39
Rancho San Justo (3.4 miles):

39
Maze Middle (3.8 miles):

36
Sunnyslope Elementary (2.9 miles):

29
Southside Elementary School rating compared to average state, county and city schools ratings:
California:

46
San Benito County:

46
Hollister:

48
Southside Elementary School:

77

Students & Teachers


Total enrollment:
Enrollment in 2016: 241
Enrollment in 2015: 238
Enrollment in 2014: 261
Enrollment in 2013: 251
Enrollment in 2011: 255
Enrollment in 2010: 264
Enrollment in 2009: 249
Enrollment in 2008: 232
Enrollment in 2007: 238
Enrollment in 2006: 263
Enrollment in 2005: 250
Enrollment in 2004: 245
Enrollment in 2003: 235
Enrollment in 2002: 233
Enrollment in 2001: 214
Enrollment in 2000: 196
Enrollment in 1999: 157

Southside Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06G07G08G09Total
All students2422183025292631342241
Female students1479151517162111 - 125
Male students101591510121010232116
Asian students2 - - - 1 - - - - - 3
Hispanic students121362012151413111117
Black students - - 1 - 11 - - - - 3
White students1082422115136
Hawaiian Native/Pacific Islander students - - - - - - - - 1 - 1
Two or More Races students - 196911111717 - 81

Enrollment by grade:
Kindergarten enrollment: 24
1st grade enrollment: 22
2nd grade enrollment: 18
3rd grade enrollment: 30
4th grade enrollment: 25
5th grade enrollment: 29
6th grade enrollment: 26
7th grade enrollment: 31
8th grade enrollment: 34
9th grade enrollment: 2

Southside Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 125 (51.9%)
Southside Elementary School:

51.9%
State:

49.4%
Male enrollment: 116 (48.1%)
Southside Elementary School:

48.1%
State:

49.6%

Southside Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Asian enrollment: 3 (1.2%)
School:

1.2%
California:

9.4%
Hispanic enrollment: 117 (48.5%)
School:

48.5%
California:

46.0%
Black enrollment: 3 (1.2%)
School:

1.2%
California:

6.1%
White enrollment: 36 (14.9%)
Southside Elementary School:

14.9%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.4%)
Southside Elementary School:

0.4%
California:

0.6%
Two or More Races enrollment: 81 (33.6%)
Here:

33.6%
California:

4.5%

Southside Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 83 (34.4%)
Southside Elementary School:

34.4%
California:

61.2%
Free lunch eligible students: 75 (31.1%)
Southside Elementary School:

31.1%
California:

52.8%
Reduced-price lunch eligible students: 8 (3.3%)
Southside Elementary School:

3.3%
State:

8.6%

Southside Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 8

Number of FTE teachers who were absent more than 10 school days during the school years: 2

Student/Teacher Ratio
School:

30.1
California:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,170,575
  • Full-time Equivalency Count of Teachers: 9 (Salary Expenditures: $947,952)
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $153,700)
  • Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $231,464)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $1,601,184)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $175,216
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,170,575
  • Salary Expenditures for Teachers: $1,107,964
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $153,700)
  • Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $231,464)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $160,011)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $175,216

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 49 (male: 26, female: 23)
  • Hispanic: 49 (male: 26, female: 23)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 4 (all male)
  • White: 4
Students with disabilities served under Section 504: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 146 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 7th grade: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Section 504: 2

Percent of 7th grade students retained
Here:

6.5%
State:

5.2%

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

  • All64%
  • Males54%
  • Females71%
  • Hispanic33%
ELA students tested: 153
ELA students with scores: 153

Percentage Standard Met and Above:

64%
State:

49%

Standard Not Met: 12.4%
Standard Nearly Met: 23.5%
Standard Met: 41.2%
Standard Exceeded: 22.9%

All Grades:
12.4%
23.5%
41.2%
22.9%
3rd Grade: (Mean Scale Score: 2463.5, Students tested: 19, Standard Not Met: 5.3%, Nearly Met: 36.8%, Met: 31.6%, Exceeded: 26.3%)
5.3%
36.8%
31.6%
26.3%
4th Grade: (Mean Scale Score: 2485.8, Students tested: 22, Standard Not Met: 22.7%, Nearly Met: 13.6%, Met: 31.8%, Exceeded: 31.8%)
22.7%
13.6%
31.8%
31.8%
5th Grade: (Mean Scale Score: 2526.1, Students tested: 28, Standard Not Met: 17.9%, Nearly Met: 17.9%, Met: 32.1%, Exceeded: 32.1%)
17.9%
17.9%
32.1%
32.1%
6th Grade: (Mean Scale Score: 2551.5, Students tested: 29, Standard Not Met: 10.3%, Nearly Met: 17.2%, Met: 51.7%, Exceeded: 20.7%)
10.3%
17.2%
51.7%
20.7%
7th Grade: (Mean Scale Score: 2574.8, Students tested: 26, Standard Not Met: 11.5%, Nearly Met: 23.1%, Met: 46.1%, Exceeded: 19.2%)
11.5%
23.1%
46.1%
19.2%
8th Grade: (Mean Scale Score: 2587.4, Students tested: 29, Standard Not Met: 6.9%, Nearly Met: 34.5%, Met: 48.3%, Exceeded: 10.3%)
6.9%
34.5%
48.3%
10.3%

Southside Elementary School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All45%
  • Males47%
  • Females43%
  • Hispanic11%
Math students tested: 152
Math students with scores: 152

Percentage Standard Met and Above:

45%
State:

38%

Standard Not Met: 17.8%
Standard Nearly Met: 37.5%
Standard Met: 27.6%
Standard Exceeded: 17.1%

All Grades:
17.8%
37.5%
27.6%
17.1%
3rd Grade: (Mean Scale Score: 2454.1, Students tested: 19, Standard Not Met: 5.3%, Nearly Met: 42.1%, Met: 26.3%, Exceeded: 26.3%)
5.3%
42.1%
26.3%
26.3%
4th Grade: (Mean Scale Score: 2498.6, Students tested: 22, Standard Not Met: 9.1%, Nearly Met: 31.8%, Met: 31.8%, Exceeded: 27.3%)
9.1%
31.8%
31.8%
27.3%
5th Grade: (Mean Scale Score: 2490.1, Students tested: 28, Standard Not Met: 32.1%, Nearly Met: 35.7%, Met: 25.0%, Exceeded: 7.1%)
32.1%
35.7%
25.0%
7.1%
6th Grade: (Mean Scale Score: 2512.1, Students tested: 28, Standard Not Met: 21.4%, Nearly Met: 50.0%, Met: 21.4%, Exceeded: 7.1%)
21.4%
50.0%
21.4%
7.1%
7th Grade: (Mean Scale Score: 2569.0, Students tested: 26, Standard Not Met: 23.1%, Nearly Met: 26.9%, Met: 23.1%, Exceeded: 26.9%)
23.1%
26.9%
23.1%
26.9%
8th Grade: (Mean Scale Score: 2588.9, Students tested: 29, Standard Not Met: 10.3%, Nearly Met: 37.9%, Met: 37.9%, Exceeded: 13.8%)
10.3%
37.9%
37.9%
13.8%

Southside Elementary 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: 24
CST Science students with scores: 24

Percentage At Or Above Proficient:

75%
State:

54%

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: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 25.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 42.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 33.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 383.0, Students tested: 24, Far Below Basic: 0.0%, Below Basic: 0.0%, Basic: 25.0%, Proficient: 42.0%, Advanced: 33.0%)
25.0%
42.0%
33.0%
CST Science students tested: 27
CST Science students with scores: 27

Percentage At Or Above Proficient:

89%
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: 4.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 4.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 7.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 81.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 459.3, Students tested: 27, Far Below Basic: 3.0%, Below Basic: 4.0%, Basic: 4.0%, Proficient: 7.0%, Advanced: 81.0%)
3.0%
4.0%
4.0%
7.0%
81.0%

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:
5th grade: (Students tested: 27, Needs Improvement - High Risk: 92.6%, Needs Improvement: 7.4%, Healthy Fitness Zone: 0.0%)
92.6%
7.4%
7th grade: (Students tested: 26, Needs Improvement - High Risk: 69.2%, Needs Improvement: 11.5%, Healthy Fitness Zone: 19.3%)
69.2%
11.5%
19.3%
Body Composition:
5th grade: (Students tested: 27, Needs Improvement - High Risk: 96.3%, Needs Improvement: 3.7%, Healthy Fitness Zone: 0.0%)
96.3%
3.7%
7th grade: (Students tested: 26, Needs Improvement - High Risk: 88.5%, Needs Improvement: 11.5%, Healthy Fitness Zone: 0.0%)
88.5%
11.5%
Abdominal Strength:
5th grade: (Students tested: 27, Needs Improvement - High Risk: 81.5%, Needs Improvement: 18.5%, Healthy Fitness Zone: 0.0%)
81.5%
18.5%
7th grade: (Students tested: 26, Needs Improvement - High Risk: 92.3%, Needs Improvement: 7.7%, Healthy Fitness Zone: 0.0%)
92.3%
7.7%
Trunk Extension Strength:
5th grade: (Students tested: 27, Needs Improvement - High Risk: 92.6%, Needs Improvement: 7.4%, Healthy Fitness Zone: 0.0%)
92.6%
7.4%
7th grade: (Students tested: 26, Needs Improvement - High Risk: 96.2%, Needs Improvement: 3.8%, Healthy Fitness Zone: 0.0%)
96.2%
3.8%
Upper Body Strength:
5th grade: (Students tested: 27, Needs Improvement - High Risk: 81.5%, Needs Improvement: 18.5%, Healthy Fitness Zone: 0.0%)
81.5%
18.5%
7th grade: (Students tested: 26, Needs Improvement - High Risk: 88.5%, Needs Improvement: 11.5%, Healthy Fitness Zone: 0.0%)
88.5%
11.5%
Flexibility:
5th grade: (Students tested: 27, Needs Improvement - High Risk: 74.1%, Needs Improvement: 25.9%, Healthy Fitness Zone: 0.0%)
74.1%
25.9%
7th grade: (Students tested: 26, Needs Improvement - High Risk: 65.4%, Needs Improvement: 34.6%, Healthy Fitness Zone: 0.0%)
65.4%
34.6%

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).

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

All Grades:
Student Count: 46
Number of students who met CELDT criterion: 15

Students who met CELDT criterion:

33.0%
California:

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

Students who met CELDT criterion:

17.0%
State:

44.0%
Listening Mean Scale Score:

449.7
State:

439.9
Reading Mean Scale Score:

316.8
State:

383.8
Speaking Mean Scale Score:

341.3
State:

446.4
Writing Mean Scale Score:

332.3
California:

386.5
Grade 2:
Student Count: 5
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

40.0%
California:

27.0%
Listening Mean Scale Score:

512.2
California:

477.2
Reading Mean Scale Score:

448.6
State:

440.5
Speaking Mean Scale Score:

446.0
State:

483.0
Writing Mean Scale Score:

451.2
California:

456.4
Grade 4:
Student Count: 12
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

33.0%
California:

37.0%
Listening Mean Scale Score:

498.7
State:

509.2
Reading Mean Scale Score:

518.7
California:

490.7
Speaking Mean Scale Score:

453.8
State:

515.2
Writing Mean Scale Score:

525.1
State:

502.2
Grade 5:
Student Count: 4
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

25.0%
California:

48.0%
Listening Mean Scale Score:

424.0
State:

533.7
Reading Mean Scale Score:

444.8
State:

514.0
Speaking Mean Scale Score:

394.0
State:

530.0
Writing Mean Scale Score:

451.5
State:

519.1
Grade 6:
Student Count: 5
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

40.0%
California:

39.0%
Listening Mean Scale Score:

552.8
State:

532.4
Reading Mean Scale Score:

499.0
State:

518.5
Speaking Mean Scale Score:

547.6
State:

518.5
Writing Mean Scale Score:

531.2
State:

522.0
Grade 8:
Student Count: 4
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

50.0%
California:

47.0%
Listening Mean Scale Score:

678.8
California:

556.2
Reading Mean Scale Score:

571.0
State:

547.2
Speaking Mean Scale Score:

638.8
State:

536.1
Writing Mean Scale Score:

532.3
State:

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).

Southside Elementary School - Adequate Yearly Progress status


ELA Participation Rate
School:

100.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic100
  • Asian100
  • Native Hawaiian100
  • Black100
  • White100
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 66 out of 66 enrolled)
  • Asian: 100% (tested 3 out of 3 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 2 out of 2 enrolled)
  • White: 100% (tested 55 out of 55 enrolled)
  • Two or More Races: 100% (tested 4 out of 4 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 38 out of 38 enrolled)
  • English Learners: 100% (tested 23 out of 23 enrolled)
  • Students with Disabilities: 100% (tested 23 out of 23 enrolled)

Math Participation Rate
School:

99.0%
California:

96.1%

    Math Participation Rate

  • Hispanic99
  • Asian100
  • Native Hawaiian100
  • Black100
  • White100
  • Multirace100
  • SED98
  • LEP96
  • With Disabilities100
  • Hispanic: 99% (tested 66 out of 67 enrolled)
  • Asian: 100% (tested 3 out of 3 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 2 out of 2 enrolled)
  • White: 100% (tested 55 out of 55 enrolled)
  • Two or More Races: 100% (tested 4 out of 4 enrolled)
  • Socioeconomic Disadvantaged: 98% (tested 38 out of 39 enrolled)
  • English Learners: 96% (tested 23 out of 24 enrolled)
  • Students with Disabilities: 100% (tested 23 out of 23 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.

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. 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. Bullying on the basis of race, color, or national origin constitutes racial harassment.

Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. 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. Bullying on the basis of disability constitutes disability 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
Southside Elementary School:

8.3
State:

6.8
Students reported as harassed or bullied on the basis of sex: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Limited English Proficiency (LEP): 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • White: 2

Allegations of harassment or bullying on the basis of race, color, or national origin: 2
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Southside Elementary School:

8.3
State:

3.0
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all male)
  • Hispanic: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
  • Hispanic: 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

  • Hispanic10
  • White10
  • LEP4
  • 5042
Chronic Student Absenteeism: 20 (male: 10, female: 10)
  • Hispanic: 10 (male: 5, female: 5)
  • White: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
Southside Elementary School:

83.0
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).
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

  • Hispanic7
  • White8
  • LEP5
  • IDEA5
School days missed due to out-of-school suspension: 15 (male: 12, female: 3)
  • Hispanic: 7 (all male)
  • White: 8 (male: 5, female: 3)
  • Limited English Proficiency (LEP): 5 (all male)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)
Instances of out-of-school suspension (Students without disabilities): 5

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

20.7
State:

84.8
Students without disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
Instances of out-of-school suspension (Students with disabilities): 5

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

20.7
State:

28.1
Instances of out-of-school suspension (Section 504 only): 2

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

8.3
California:

3.4
Students with disabilities receiving one or more in-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
Students with disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • 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: 1

7-8th grade student enrollment in Algebra I: 26 (male: 16, female: 10)
  • Hispanic: 13 (male: 8, female: 5)
  • White: 13 (male: 8, female: 5)
7-8th grade studenst who passed Algebra I: 25 (male: 17, female: 8)
  • Hispanic: 14 (male: 10, female: 4)
  • White: 11 (male: 7, female: 4)
Percent of 7-8th grade students who passed
Here:

96.2%
California:

83.6%

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