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


Terman Middle School in Palo Alto, 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 98
Address
 655 Arastradero Rd.
Palo Alto, CA 94306
Telephone
(650) 856-9810
(make sure to verify first before calling)
City-data.com school rating
98
Students
751
Classroom Teachers (FTE)
44.9
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
58
Reduced-price lunch
eligible students
19
School district
Palo Alto Unified
Charter school
No
Title I status
Title I targeted assistance eligible school-No program
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Bullis Charter (0.7 miles):

100
Ardis G. Egan Junior High (0.7 miles):

99
Herbert Hoover Elementary (1.3 miles):

99
Henry M. Gunn High (0.5 miles):

98
Terman Middle School:

98
Juana Briones Elementary (0.4 miles):

97
Santa Rita Elementary (0.6 miles):

96
Jane Lathrop Stanford Middle (1.3 miles):

96
Barron Park Elementary (0.9 miles):

79
Terman Middle School rating compared to average state, county and city schools ratings:
California:

46
Santa Clara County:

64
Palo Alto:

95
Terman Middle School:

98

Students & Teachers


Total enrollment:
Enrollment in 2016: 751
Enrollment in 2015: 722
Enrollment in 2014: 715
Enrollment in 2013: 680
Enrollment in 2012: 662
Enrollment in 2011: 651
Enrollment in 2010: 658
Enrollment in 2009: 650
Enrollment in 2008: 598
Enrollment in 2007: 661
Enrollment in 2006: 663
Enrollment in 2005: 626

Terman Middle School - Historical enrollment


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

GradeG06G07G08Total
All students252256243751
Female students110115105330
Male students142141138421
American Indian/Alaska Native students1 - - 1
Asian students88101100289
Hispanic students40312798
Black students17412
White students989492284
Hawaiian Native/Pacific Islander students - - 33
Two or More Races students24231764

Enrollment by grade:
6th grade enrollment: 252
7th grade enrollment: 256
8th grade enrollment: 243

Terman Middle School - Historical enrollment by grade


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

Female enrollment: 330 (43.9%)
Terman Middle School:

43.9%
State:

49.4%
Male enrollment: 421 (56.1%)
Here:

56.1%
State:

49.6%

Terman Middle School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 1 (0.1%)
Terman Middle School:

0.1%
State:

1.0%
Asian enrollment: 289 (38.5%)
Here:

38.5%
California:

9.4%
Hispanic enrollment: 98 (13.0%)
School:

13.0%
California:

46.0%
Black enrollment: 12 (1.6%)
Here:

1.6%
State:

6.1%
White enrollment: 284 (37.8%)
Here:

37.8%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 3 (0.4%)
School:

0.4%
State:

0.6%
Two or More Races enrollment: 64 (8.5%)
Terman Middle School:

8.5%
California:

4.5%

Terman Middle School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 77 (10.3%)
Here:

10.3%
State:

61.2%
Free lunch eligible students: 58 (7.7%)
Terman Middle School:

7.7%
State:

52.8%
Reduced-price lunch eligible students: 19 (2.5%)
Here:

2.5%
California:

8.6%

Terman Middle School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 44.9

Number of FTE school counselors: 2.6
Number of FTE teachers who were absent more than 10 school days during the school years: 8.8
Number of FTE psychologists: 0.5

Student/Teacher Ratio
Terman Middle School:

16.7
California:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $7,158,344
  • Full-time Equivalency Count of Teachers: 49.8 (Salary Expenditures: $5,224,885)
  • Full-time Equivalency Count of Instructional Aides: 12.3 (Salary Expenditures: $551,508)
  • Full-time Equivalency Count of Support Services Staff: 9 (Salary Expenditures: $810,257)
  • Full-time Equivalency Count of School Administration Staff: 5.6 (Salary Expenditures: $623,935)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $716,602

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic10
  • Asian13
  • White5
  • IDEA2
Students Enrolled in LEP Programs: 28 (male: 21, female: 7)
  • Hispanic: 10 (male: 8, female: 2)
  • Asian: 13 (male: 8, female: 5)
  • White: 5 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

  • Hispanic23
  • Asian11
  • Black4
  • White32
  • Multirace4
  • LEP4
Students with disabilities served under IDEA: 74 (male: 47, female: 27)
  • Hispanic: 23 (male: 10, female: 13)
  • Asian: 11 (male: 7, female: 4)
  • Black: 4 (all male)
  • White: 32 (male: 22, female: 10)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic2
  • Asian7
  • White13
  • Multirace2
Students with disabilities served under Section 504: 24 (male: 14, female: 10)
  • Hispanic: 2 (all male)
  • Asian: 7 (male: 5, female: 2)
  • White: 13 (male: 5, female: 8)
  • Two or More Races: 2 (all male)

Retention:
Show data for

(State average from 234 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 6th grade: 2 (all male)
  • Asian: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 6th grade students retained
Terman Middle School:

0.8%
State:

4.1%

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

  • All84%
  • Males80%
  • Females89%
  • Hispanic25%
ELA students tested: 696
ELA students with scores: 696

Percentage Standard Met and Above:

84%
State:

49%

Standard Not Met: 7.5%
Standard Nearly Met: 8.3%
Standard Met: 37.1%
Standard Exceeded: 47.1%

All Grades:
7.5%
8.3%
37.1%
47.1%
6th Grade: (Mean Scale Score: 2613.8, Students tested: 212, Standard Not Met: 7.1%, Nearly Met: 6.1%, Met: 33.5%, Exceeded: 53.3%)
7.1%
6.1%
33.5%
53.3%
7th Grade: (Mean Scale Score: 2628.1, Students tested: 240, Standard Not Met: 9.6%, Nearly Met: 6.3%, Met: 38.8%, Exceeded: 45.4%)
9.6%
6.3%
38.8%
45.4%
8th Grade: (Mean Scale Score: 2642.1, Students tested: 244, Standard Not Met: 5.7%, Nearly Met: 12.3%, Met: 38.5%, Exceeded: 43.4%)
5.7%
12.3%
38.5%
43.4%

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


    Math Standard Met and Above

  • All80%
  • Males77%
  • Females83%
  • Hispanic23%
Math students tested: 703
Math students with scores: 703

Percentage Standard Met and Above:

80%
California:

38%

Standard Not Met: 7.3%
Standard Nearly Met: 12.9%
Standard Met: 15.7%
Standard Exceeded: 64.2%

All Grades:
7.3%
12.9%
15.7%
64.2%
6th Grade: (Mean Scale Score: 2634.1, Students tested: 219, Standard Not Met: 5.9%, Nearly Met: 11.0%, Met: 18.3%, Exceeded: 64.8%)
5.9%
11.0%
18.3%
64.8%
7th Grade: (Mean Scale Score: 2643.5, Students tested: 240, Standard Not Met: 8.3%, Nearly Met: 13.8%, Met: 14.2%, Exceeded: 63.8%)
8.3%
13.8%
14.2%
63.8%
8th Grade: (Mean Scale Score: 2676.8, Students tested: 244, Standard Not Met: 7.4%, Nearly Met: 13.9%, Met: 14.8%, Exceeded: 63.9%)
7.4%
13.9%
14.8%
63.9%

Terman Middle 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: 240
CST Science students with scores: 239

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: 2.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 6.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 14.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 75.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 466.3, Students tested: 240, Far Below Basic: 3.0%, Below Basic: 2.0%, Basic: 6.0%, Proficient: 14.0%, Advanced: 75.0%)
3.0%
2.0%
6.0%
14.0%
75.0%

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: 237, Needs Improvement - High Risk: 95.4%, Needs Improvement: 3.4%, Healthy Fitness Zone: 1.2%)
95.4%
3.4%
1.2%


Body Composition:
7th grade: (Students tested: 237, Needs Improvement - High Risk: 82.7%, Needs Improvement: 11.8%, Healthy Fitness Zone: 5.5%)
82.7%
11.8%
5.5%


Abdominal Strength:
7th grade: (Students tested: 237, Needs Improvement - High Risk: 90.3%, Needs Improvement: 9.7%, Healthy Fitness Zone: 0.0%)
90.3%
9.7%


Trunk Extension Strength:
7th grade: (Students tested: 237, Needs Improvement - High Risk: 95.4%, Needs Improvement: 4.6%, Healthy Fitness Zone: 0.0%)
95.4%
4.6%


Upper Body Strength:
7th grade: (Students tested: 237, Needs Improvement - High Risk: 76.4%, Needs Improvement: 23.6%, Healthy Fitness Zone: 0.0%)
76.4%
23.6%


Flexibility:
7th grade: (Students tested: 237, Needs Improvement - High Risk: 94.1%, Needs Improvement: 5.9%, Healthy Fitness Zone: 0.0%)
94.1%
5.9%


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).

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

All Grades:
Student Count: 47
Number of students who met CELDT criterion: 31

Students who met CELDT criterion:

66.0%
State:

34.0%

Grade 6:
Student Count: 24
Number of students who met CELDT criterion: 15

Students who met CELDT criterion:

63.0%
California:

39.0%
Listening Mean Scale Score:

540.4
California:

532.4
Reading Mean Scale Score:

548.8
State:

518.5
Speaking Mean Scale Score:

527.1
State:

518.5
Writing Mean Scale Score:

543.9
California:

522.0

Grade 7:
Student Count: 16
Number of students who met CELDT criterion: 11

Students who met CELDT criterion:

69.0%
State:

48.0%
Listening Mean Scale Score:

614.4
California:

547.6
Reading Mean Scale Score:

588.2
State:

534.4
Speaking Mean Scale Score:

577.3
California:

529.9
Writing Mean Scale Score:

561.7
California:

530.2

Grade 8:
Student Count: 7
Number of students who met CELDT criterion: 5

Students who met CELDT criterion:

71.0%
California:

47.0%
Listening Mean Scale Score:

646.3
State:

556.2
Reading Mean Scale Score:

620.4
California:

547.2
Speaking Mean Scale Score:

593.4
State:

536.1
Writing Mean Scale Score:

565.7
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).

Terman Middle School - Adequate Yearly Progress status


ELA Participation Rate
Terman Middle School:

97.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic98
  • Asian97
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White97
  • Multirace97
  • SED97
  • LEP99
  • With Disabilities94
  • Hispanic: 98% (tested 96 out of 98 enrolled)
  • Asian: 97% (tested 274 out of 282 enrolled)
  • Filipino: 100% (tested 7 out of 7 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 3 out of 3 enrolled)
  • Black: 100% (tested 11 out of 11 enrolled)
  • White: 97% (tested 268 out of 276 enrolled)
  • Two or More Races: 97% (tested 64 out of 66 enrolled)
  • Socioeconomic Disadvantaged: 97% (tested 81 out of 84 enrolled)
  • English Learners: 99% (tested 163 out of 164 enrolled)
  • Students with Disabilities: 94% (tested 77 out of 82 enrolled)


Math Participation Rate
Terman Middle School:

98.0%
California:

96.1%

    Math Participation Rate

  • Hispanic99
  • Asian99
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White97
  • Multirace99
  • SED99
  • LEP99
  • With Disabilities94
  • Hispanic: 99% (tested 98 out of 99 enrolled)
  • Asian: 99% (tested 282 out of 284 enrolled)
  • Filipino: 100% (tested 7 out of 7 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 3 out of 3 enrolled)
  • Black: 100% (tested 11 out of 11 enrolled)
  • White: 97% (tested 270 out of 278 enrolled)
  • Two or More Races: 99% (tested 65 out of 66 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 84 out of 85 enrolled)
  • English Learners: 99% (tested 168 out of 169 enrolled)
  • Students with Disabilities: 94% (tested 77 out of 82 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.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
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: 10

Incidents of threats of physical attack without a weapon: 10


Total incidents per 1,000 students
Terman Middle School:

26.6
California:

60.8

Harassment & Bullying:
Show data for

(State average from 2,337 schools)

An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.

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.

Harassment or bullying on the basis of religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. 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 religion constitutes religious harassment.
Allegations of harassment or bullying on the basis of sex: 1
Allegations of harassment or bullying on the basis of sex per 1,000 students
Terman Middle School:

1.3
State:

6.8

Students disciplined for bullying or harassment on the basis of sex: 2 (all female)
  • Hispanic: 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
Here:

2.7
State:

3.0
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all male)
  • Black: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
  • Asian: 2


Allegations of harassment or bullying on the basis of disability: 1
Allegations of harassment or bullying on the basis of disability per 1,000 students
Terman Middle School:

1.3
California:

1.1
Students reported as harassed or bullied on the basis of disability: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Students disciplined for bullying or harassment on the basis of disability: 2 (all male)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2


Allegations of harassment or bullying on the basis of sexual orientation: 1
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
Terman Middle School:

1.3
State:

1.5


Chronic Student Absenteeismt:
Show data for

(State average from 8,737 schools)

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

    Chronic Student Absenteeism

  • Hispanic10
  • Asian7
  • Black2
  • White25
  • Multirace2
  • IDEA16
  • 5044
Chronic Student Absenteeism: 46 (male: 22, female: 24)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 7 (male: 2, female: 5)
  • Black: 2 (all male)
  • White: 25 (male: 11, female: 14)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 11, female: 5)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

61.3
California:

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

  • Hispanic4
  • White13
  • Multirace1
  • IDEA9
School days missed due to out-of-school suspension: 18 (male: 10, female: 8)
  • Hispanic: 4 (all female)
  • White: 13 (male: 9, female: 4)
  • Two or More Races: 1 (all male)
  • Individuals With Disabilities Education Act (IDEA): 9 (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)
School:

6.7
California:

84.8

Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • Two or More Races: 2

Students without disabilities receiving more than one out-of-school suspension: 4 (all female)
  • Hispanic: 2
  • White: 2

Instances of out-of-school suspension (Students with disabilities): 4

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

5.3
State:

28.1
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • White: 2

Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2


Expulsions:
Show data for

(State average from 1,805 schools)

Expulsion without educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and not providing educational services to the child for the remainder of the school year or longer in accordance with local educational agency policy. Expulsion without services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students without Disabilities who received an expulsion without educational services: 2 (all male)
  • White: 2

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

2.7
State:

6.0

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: 5
7th grade studenst who passed Algebra I: 4
Percent of 7th grade students who passed
Here:

80.0%
State:

107.7%

    8th grade student enrollment in Algebra I

  • Hispanic7
  • Asian73
  • Native Hawaiian4
  • White64
  • Multirace16
  • LEP2
  • IDEA2
8th grade student enrollment in Algebra I: 164 (male: 97, female: 67)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 73 (male: 47, female: 26)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • White: 64 (male: 32, female: 32)
  • Two or More Races: 16 (male: 11, female: 5)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

    8th grade studenst who passed Algebra I

  • Hispanic7
  • Asian74
  • White62
  • Multirace14
  • IDEA4
8th grade studenst who passed Algebra I: 157 (male: 94, female: 63)
  • Hispanic: 7 (all male)
  • Asian: 74 (male: 46, female: 28)
  • White: 62 (male: 31, female: 31)
  • Two or More Races: 14 (male: 10, female: 4)
  • Individuals With Disabilities Education Act (IDEA): 4 (all male)
Percent of 8th grade students who passed
School:

95.7%
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.
8th grade students enrolled in Geometry: 14

Comments


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


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


City-data.com does not guarantee the accuracy or timeliness of any information on this site.  Use at your own risk.
Some parts © 2020 Advameg, Inc.

Table of Contents