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Vallemar Elementary School in Pacifica, 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 87
Address
 377 Reina del Mar Ave.
Pacifica, CA 94044
Telephone
(650) 738-6655
(make sure to verify first before calling)
City-data.com school rating
87
Students
534
Classroom Teachers (FTE)
20.9
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
50
Reduced-price lunch
eligible students
25
School district
Pacifica
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Cabrillo Elementary (1.3 miles):

87
Portola Elementary (1.9 miles):

87
Vallemar Elementary School:

87
Ocean Shore Elementary (2.5 miles):

86
Westborough Middle (2.4 miles):

86
Oceana High (1.7 miles):

84
Terra Nova High (1.4 miles):

77
Ortega Elementary (1.9 miles):

70
Ingrid B. Lacy Middle (1.7 miles):

69
Vallemar Elementary School rating compared to average state, county and city schools ratings:
California:

46
San Mateo County:

62
Pacifica:

77
Vallemar Elementary School:

87

Students & Teachers


Total enrollment:
Enrollment in 2016: 534
Enrollment in 2015: 521
Enrollment in 2014: 531
Enrollment in 2013: 551
Enrollment in 2012: 556
Enrollment in 2011: 548
Enrollment in 2010: 557
Enrollment in 2009: 550
Enrollment in 2008: 475
Enrollment in 2007: 558
Enrollment in 2006: 555
Enrollment in 2005: 550
Enrollment in 2004: 549
Enrollment in 2003: 548
Enrollment in 2002: 545
Enrollment in 2001: 521
Enrollment in 2000: 487
Enrollment in 1999: 479

Vallemar Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06G07G08Total
All students604859586261636162534
Female students282518333432323228262
Male students322341252829312934272
American Indian/Alaska Native students - - - - - - - 1 - 1
Asian students8511667117465
Hispanic students17168121612161314124
Black students - - 1 - - - 1114
White students211930312525323534252
Hawaiian Native/Pacific Islander students - - - - - - - 112
Two or More Races students14899151733886

Enrollment by grade:
Kindergarten enrollment: 60
1st grade enrollment: 48
2nd grade enrollment: 59
3rd grade enrollment: 58
4th grade enrollment: 62
5th grade enrollment: 61
6th grade enrollment: 63
7th grade enrollment: 61
8th grade enrollment: 62

Vallemar Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 262 (49.1%)
Vallemar Elementary School:

49.1%
California:

49.4%
Male enrollment: 272 (50.9%)
School:

50.9%
California:

49.6%

Vallemar Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 1 (0.2%)
School:

0.2%
State:

1.0%
Asian enrollment: 65 (12.2%)
Vallemar Elementary School:

12.2%
State:

9.4%
Hispanic enrollment: 124 (23.2%)
Vallemar Elementary School:

23.2%
State:

46.0%
Black enrollment: 4 (0.7%)
School:

0.7%
California:

6.1%
White enrollment: 252 (47.2%)
School:

47.2%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 2 (0.4%)
Here:

0.4%
California:

0.6%
Two or More Races enrollment: 86 (16.1%)
School:

16.1%
California:

4.5%

Vallemar Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 75 (14.0%)
Vallemar Elementary School:

14.0%
State:

61.2%
Free lunch eligible students: 50 (9.4%)
Vallemar Elementary School:

9.4%
State:

52.8%
Reduced-price lunch eligible students: 25 (4.7%)
Vallemar Elementary School:

4.7%
California:

8.6%

Vallemar Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 20.9

Number of FTE teachers in their first year of teaching: 3
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 0.5
Number of FTE teachers who were absent more than 10 school days during the school years: 3
Number of FTE psychologists: 0.5

Student/Teacher Ratio
School:

25.5
California:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,592,229
  • Full-time Equivalency Count of Teachers: 22.2 (Salary Expenditures: $1,315,779)
  • Full-time Equivalency Count of Instructional Aides: 1.3 (Salary Expenditures: $47,896)
  • Full-time Equivalency Count of Support Services Staff: 3.4 (Salary Expenditures: $78,144)
  • Full-time Equivalency Count of School Administration Staff: 1.5 (Salary Expenditures: $117,572)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $45,195
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $243,612
  • Salary Expenditures for Teachers: $1,315,779
  • Full-time Equivalency Count of Instructional Aides: 1.3 (Salary Expenditures: $47,896)
  • Full-time Equivalency Count of Support Services Staff: 3.4 (Salary Expenditures: $78,144)
  • Full-time Equivalency Count of School Administration Staff: 1.5 (Salary Expenditures: $117,572)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $45,195

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic16
  • Asian19
  • Native Hawaiian2
  • White10
  • Multirace4
  • IDEA10
Students Enrolled in LEP Programs: 51 (male: 29, female: 22)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 19 (male: 11, female: 8)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • White: 10 (male: 8, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, 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

  • Hispanic13
  • White26
  • Multirace4
  • LEP7
Students with disabilities served under IDEA: 43 (male: 33, female: 10)
  • Hispanic: 13 (all male)
  • White: 26 (male: 16, female: 10)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 7 (all male)

    Students with disabilities served under Section 504

  • Hispanic2
  • Asian2
  • White13
  • Multirace5
  • LEP2
Students with disabilities served under Section 504: 22 (male: 17, female: 5)
  • Hispanic: 2 (all male)
  • Asian: 2 (all male)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 5 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

Retention:
Show data for

(State average from 2,659 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 Kindergarten

  • Hispanic2
  • Asian2
  • White2
  • LEP4
Total number of students retained in Kindergarten: 6 (male: 2, female: 4)
  • Hispanic: 2 (all male)
  • Asian: 2 (all female)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Percent of Kindergarten students retained
Vallemar Elementary School:

10.0%
State:

5.3%
Total number of students retained in 3rd grade: 2 (all male)
  • Two or More Races: 2

Percent of 3rd grade students retained
School:

3.4%
State:

2.3%
Total number of students retained in 4th grade: 2 (all male)
  • White: 2

Percent of 4th grade students retained
Vallemar Elementary School:

3.2%
California:

1.6%

Gifted and Talented:
Show data for

(State average from 5,551 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.
Gifted and Talented Student Enrollment: 10 (male: 6, female: 4)
  • Asian: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)

Gifted and Talented Student Enrollment per 1,000 students
Vallemar Elementary School:

18.7
California:

84.3

Statewide Student Assessments


Smarter Balanced Summative Assessments:
Show data for

(State average from 10,463 schools)
Smarter Balanced Summative Assessments (SB) is one of the online summative assessments - part of California Assessment of Student Performance and Progress (CAASPP) System.

The summative assessments are comprehensive, end-of-year assessments of grade-level learning that measure progress toward college and career readiness. Each test in English language arts/literacy (ELA) and mathematics is comprised of two parts: (1) a computer-adaptive test and (2) a performance task, administered within a selected testing window available at 66 percent of the instructional year for grades three through eight, and grade eleven.

The summative assessments are aligned with the Common Core State Standards (CCSS) for ELA and mathematics. The tests capitalize on the strengths of computer adaptive testing efficient and precise measurement across the full range of achievement and timely turnaround of results.

    ELA Standard Met and Above

  • All68%
  • Males63%
  • Females72%
  • Hispanic67%
  • White67%
ELA students tested: 333
ELA students with scores: 333

Percentage Standard Met and Above:

68%
California:

49%

Standard Not Met: 15.0%
Standard Nearly Met: 17.4%
Standard Met: 35.4%
Standard Exceeded: 32.1%

All Grades:
15.0%
17.4%
35.4%
32.1%
3rd Grade: (Mean Scale Score: 2444.5, Students tested: 55, Standard Not Met: 21.8%, Nearly Met: 14.6%, Met: 27.3%, Exceeded: 36.4%)
21.8%
14.6%
27.3%
36.4%
4th Grade: (Mean Scale Score: 2466.4, Students tested: 52, Standard Not Met: 25.0%, Nearly Met: 30.8%, Met: 21.1%, Exceeded: 23.1%)
25.0%
30.8%
21.1%
23.1%
5th Grade: (Mean Scale Score: 2527.0, Students tested: 63, Standard Not Met: 20.6%, Nearly Met: 11.1%, Met: 34.9%, Exceeded: 33.3%)
20.6%
11.1%
34.9%
33.3%
6th Grade: (Mean Scale Score: 2579.4, Students tested: 49, Standard Not Met: 4.1%, Nearly Met: 24.5%, Met: 34.7%, Exceeded: 36.7%)
4.1%
24.5%
34.7%
36.7%
7th Grade: (Mean Scale Score: 2588.7, Students tested: 58, Standard Not Met: 13.8%, Nearly Met: 17.2%, Met: 39.7%, Exceeded: 29.3%)
13.8%
17.2%
39.7%
29.3%
8th Grade: (Mean Scale Score: 2637.3, Students tested: 56, Standard Not Met: 3.6%, Nearly Met: 8.9%, Met: 53.6%, Exceeded: 33.9%)
3.6%
8.9%
53.6%
33.9%

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

    Math Standard Met and Above

  • All69%
  • Males68%
  • Females71%
  • Hispanic52%
  • White64%
Math students tested: 332
Math students with scores: 332

Percentage Standard Met and Above:

69%
State:

38%

Standard Not Met: 7.5%
Standard Nearly Met: 23.2%
Standard Met: 34.6%
Standard Exceeded: 34.6%

All Grades:
7.5%
23.2%
34.6%
34.6%
3rd Grade: (Mean Scale Score: 2473.8, Students tested: 55, Standard Not Met: 10.9%, Nearly Met: 18.2%, Met: 29.1%, Exceeded: 41.8%)
10.9%
18.2%
29.1%
41.8%
4th Grade: (Mean Scale Score: 2507.2, Students tested: 52, Standard Not Met: 5.8%, Nearly Met: 28.9%, Met: 46.1%, Exceeded: 19.2%)
5.8%
28.9%
46.1%
19.2%
5th Grade: (Mean Scale Score: 2535.3, Students tested: 62, Standard Not Met: 12.9%, Nearly Met: 27.4%, Met: 37.1%, Exceeded: 22.6%)
12.9%
27.4%
37.1%
22.6%
6th Grade: (Mean Scale Score: 2586.2, Students tested: 49, Standard Not Met: 6.1%, Nearly Met: 24.5%, Met: 32.6%, Exceeded: 36.7%)
6.1%
24.5%
32.6%
36.7%
7th Grade: (Mean Scale Score: 2632.8, Students tested: 58, Standard Not Met: 1.7%, Nearly Met: 17.2%, Met: 29.3%, Exceeded: 51.7%)
1.7%
17.2%
29.3%
51.7%
8th Grade: (Mean Scale Score: 2619.6, Students tested: 56, Standard Not Met: 7.1%, Nearly Met: 23.2%, Met: 33.9%, Exceeded: 35.7%)
7.1%
23.2%
33.9%
35.7%

Vallemar 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: 66
CST Science students with scores: 64

Percentage At Or Above Proficient:

92%
California:

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: 8.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 39.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 53.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 423.2, Students tested: 66, Far Below Basic: 0.0%, Below Basic: 0.0%, Basic: 8.0%, Proficient: 39.0%, Advanced: 53.0%)
8.0%
39.0%
53.0%
CST Science students tested: 60
CST Science students with scores: 59

Percentage At Or Above Proficient:

78%
State:

54%

Percentage Far Below Basic: 2.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 3.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 17.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 27.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 51.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 407.1, Students tested: 60, Far Below Basic: 2.0%, Below Basic: 3.0%, Basic: 17.0%, Proficient: 27.0%, Advanced: 51.0%)
2.0%
3.0%
17.0%
27.0%
51.0%

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: 63, Needs Improvement - High Risk: 87.3%, Needs Improvement: 7.9%, Healthy Fitness Zone: 4.8%)
87.3%
7.9%
4.8%
7th grade: (Students tested: 59, Needs Improvement - High Risk: 66.1%, Needs Improvement: 28.8%, Healthy Fitness Zone: 5.1%)
66.1%
28.8%
5.1%
Body Composition:
5th grade: (Students tested: 63, Needs Improvement - High Risk: 74.6%, Needs Improvement: 15.9%, Healthy Fitness Zone: 9.5%)
74.6%
15.9%
9.5%
7th grade: (Students tested: 59, Needs Improvement - High Risk: 71.2%, Needs Improvement: 23.7%, Healthy Fitness Zone: 5.1%)
71.2%
23.7%
5.1%
Abdominal Strength:
5th grade: (Students tested: 63, Needs Improvement - High Risk: 95.2%, Needs Improvement: 4.8%, Healthy Fitness Zone: 0.0%)
95.2%
4.8%
7th grade: (Students tested: 59, Needs Improvement - High Risk: 98.3%, Needs Improvement: 1.7%, Healthy Fitness Zone: 0.0%)
98.3%
1.7%
Trunk Extension Strength:
5th grade: (Students tested: 63, Needs Improvement - High Risk: 96.8%, Needs Improvement: 3.2%, Healthy Fitness Zone: 0.0%)
96.8%
3.2%
7th grade: (Students tested: 59, Needs Improvement - High Risk: 35.6%, Needs Improvement: 64.4%, Healthy Fitness Zone: 0.0%)
35.6%
64.4%
Upper Body Strength:
5th grade: (Students tested: 63, Needs Improvement - High Risk: 79.4%, Needs Improvement: 20.6%, Healthy Fitness Zone: 0.0%)
79.4%
20.6%
7th grade: (Students tested: 59, Needs Improvement - High Risk: 71.2%, Needs Improvement: 28.8%, Healthy Fitness Zone: 0.0%)
71.2%
28.8%
Flexibility:
5th grade: (Students tested: 63, Needs Improvement - High Risk: 74.6%, Needs Improvement: 25.4%, Healthy Fitness Zone: 0.0%)
74.6%
25.4%
7th grade: (Students tested: 59, Needs Improvement - High Risk: 86.4%, Needs Improvement: 13.6%, Healthy Fitness Zone: 0.0%)
86.4%
13.6%

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).

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

All Grades:
Student Count: 47
Number of students who met CELDT criterion: 25

Students who met CELDT criterion:

53.0%
California:

34.0%
Kindergarten:
Student Count: 14
Number of students who met CELDT criterion: 10

Students who met CELDT criterion:

71.0%
State:

13.0%
Listening Mean Scale Score:

452.1
State:

364.6
Reading Mean Scale Score:

354.6
California:

276.6
Speaking Mean Scale Score:

541.4
California:

375.9
Writing Mean Scale Score:

340.2
California:

286.0
Grade 1:
Student Count: 4
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

75.0%
State:

44.0%
Listening Mean Scale Score:

483.0
State:

439.9
Reading Mean Scale Score:

472.8
State:

383.8
Speaking Mean Scale Score:

543.8
State:

446.4
Writing Mean Scale Score:

417.0
California:

386.5
Grade 2:
Student Count: 4
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

25.0%
State:

27.0%
Listening Mean Scale Score:

508.5
State:

477.2
Reading Mean Scale Score:

422.0
State:

440.5
Speaking Mean Scale Score:

556.5
California:

483.0
Writing Mean Scale Score:

434.8
State:

456.4
Grade 4:
Student Count: 5
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

40.0%
California:

37.0%
Listening Mean Scale Score:

460.2
State:

509.2
Reading Mean Scale Score:

460.0
State:

490.7
Speaking Mean Scale Score:

529.4
State:

515.2
Writing Mean Scale Score:

455.4
California:

502.2
Grade 6:
Student Count: 8
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

38.0%
California:

39.0%
Listening Mean Scale Score:

521.5
State:

532.4
Reading Mean Scale Score:

511.3
State:

518.5
Speaking Mean Scale Score:

519.0
State:

518.5
Writing Mean Scale Score:

468.0
California:

522.0
Grade 8:
Student Count: 4
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

25.0%
California:

47.0%
Listening Mean Scale Score:

403.5
California:

556.2
Reading Mean Scale Score:

491.3
California:

547.2
Speaking Mean Scale Score:

466.3
State:

536.1
Writing Mean Scale Score:

484.0
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).

Vallemar Elementary School - Adequate Yearly Progress status


ELA Participation Rate
Vallemar Elementary School:

97.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic96
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White97
  • Multirace97
  • SED96
  • LEP92
  • With Disabilities74
  • Hispanic: 96% (tested 78 out of 82 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 21 out of 21 enrolled)
  • Filipino: 100% (tested 19 out of 19 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 3 out of 3 enrolled)
  • White: 97% (tested 183 out of 189 enrolled)
  • Two or More Races: 97% (tested 55 out of 57 enrolled)
  • Socioeconomic Disadvantaged: 96% (tested 59 out of 62 enrolled)
  • English Learners: 92% (tested 32 out of 35 enrolled)
  • Students with Disabilities: 74% (tested 25 out of 34 enrolled)

Math Participation Rate
School:

96.0%
State:

96.1%

    Math Participation Rate

  • Hispanic93
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White96
  • Multirace97
  • SED92
  • LEP92
  • With Disabilities74
  • Hispanic: 93% (tested 76 out of 82 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 21 out of 21 enrolled)
  • Filipino: 100% (tested 19 out of 19 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 3 out of 3 enrolled)
  • White: 96% (tested 182 out of 189 enrolled)
  • Two or More Races: 97% (tested 55 out of 57 enrolled)
  • Socioeconomic Disadvantaged: 92% (tested 57 out of 62 enrolled)
  • English Learners: 92% (tested 32 out of 35 enrolled)
  • Students with Disabilities: 74% (tested 25 out of 34 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: 7


Total incidents per 1,000 students
Vallemar Elementary School:

13.1
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 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 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 race, color, or national origin: 2
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
School:

3.7
California:

3.0
Students reported as harassed or bullied on the basis of race, color, or national origin: 4 (male: 2, female: 2)
  • Asian: 2 (all female)
  • White: 2 (all male)
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 4 (all male)
  • Asian: 2
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Allegations of harassment or bullying on the basis of sexual orientation: 4
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
School:

7.5
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

  • Hispanic49
  • Asian13
  • Native Hawaiian2
  • Black4
  • White70
  • Multirace25
  • LEP13
  • IDEA19
  • 50410
Chronic Student Absenteeism: 163 (male: 79, female: 84)
  • Hispanic: 49 (male: 23, female: 26)
  • Asian: 13 (male: 5, female: 8)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 70 (male: 35, female: 35)
  • Two or More Races: 25 (male: 14, female: 11)
  • Limited English Proficiency (LEP): 13 (male: 8, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 11, female: 8)
  • Section 504: 10 (male: 5, female: 5)
Chronic Student Absenteeism per 1,000 students
School:

305.2
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

  • Hispanic1
  • Asian2
  • White16
  • IDEA16
  • 5041
School days missed due to out-of-school suspension: 19 (male: 18, female: 1)
  • Hispanic: 1 (all male)
  • Asian: 2 (all male)
  • White: 16 (male: 15, female: 1)
  • Individuals With Disabilities Education Act (IDEA): 16 (all male)
  • Section 504: 1 (all female)
Instances of out-of-school suspension (Students without disabilities): 3

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

5.6
California:

84.8
Students without disabilities receiving one or more in-school suspension: 6 (male: 2, female: 4)
  • Hispanic: 2 (all female)
  • White: 4 (male: 2, female: 2)
Students without disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 12

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

22.5
State:

28.1
Instances of out-of-school suspension (Section 504 only): 1

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

1.9
State:

3.4
Students with disabilities receiving one or more in-school suspension: 6 (male: 2, female: 4)
  • Hispanic: 2 (all female)
  • White: 4 (male: 2, female: 2)
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Section 504: 2
Students with disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Asian: 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: 2

    7-8th grade student enrollment in Algebra I

  • Hispanic10
  • Asian13
  • Black2
  • White22
  • Multirace10
  • LEP4
  • IDEA7
7-8th grade student enrollment in Algebra I: 57 (male: 28, female: 29)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 13 (male: 8, female: 5)
  • Black: 2 (all male)
  • White: 22 (male: 11, female: 11)
  • Two or More Races: 10 (male: 2, female: 8)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

    7-8th grade studenst who passed Algebra I

  • Hispanic14
  • Asian11
  • White23
  • Multirace7
  • IDEA4
7-8th grade studenst who passed Algebra I: 55 (male: 27, female: 28)
  • Hispanic: 14 (male: 7, female: 7)
  • Asian: 11 (male: 7, female: 4)
  • White: 23 (male: 13, female: 10)
  • Two or More Races: 7 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (all male)
Percent of 7-8th grade students who passed
Vallemar Elementary School:

96.5%
California:

83.6%

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