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Wanda Hir Elementary School in Tracy, CA
(KG-05 • 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 53
Address
 1280 Dove Dr.
Tracy, CA 95376
Telephone
(209) 830-3312
(make sure to verify first before calling)
Website
http://www.tracy.k12.ca.us/sites/hes
City-data.com school rating
53
Students
541
Classroom Teachers (FTE)
22.9
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
153
Reduced-price lunch
eligible students
46
School district
Tracy Joint Unified
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:
Monticello Elementary (0.4 miles):

66
Tom Hawkins Elementary (1.4 miles):

66
Anthony C. Traina Elementary (1.0 miles):

57
Wanda Hir Elementary School:

53
Gladys Poet-Christian Elementary (0.7 miles):

48
Earle E. Williams Middle (1.1 miles):

37
South/West Park Elementary (1.0 miles):

30
Louis J. Villalovoz Elementary (1.3 miles):

24
George and Evelyn Stein Continuation (1.6 miles):

18
Wanda Hir Elementary School rating compared to average state, county and city schools ratings:
California:

46
San Joaquin County:

36
Tracy:

43
Wanda Hir Elementary School:

53

Students & Teachers


Total enrollment:
Enrollment in 2016: 541
Enrollment in 2015: 569
Enrollment in 2014: 558
Enrollment in 2013: 604
Enrollment in 2012: 611
Enrollment in 2011: 626
Enrollment in 2010: 663
Enrollment in 2009: 723
Enrollment in 2008: 726
Enrollment in 2007: 746
Enrollment in 2006: 777
Enrollment in 2005: 855
Enrollment in 2004: 886
Enrollment in 2003: 876
Enrollment in 2002: 865
Enrollment in 2001: 863
Enrollment in 2000: 715
Enrollment in 1999: 705

Wanda Hir Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05Total
All students93837010410685541
Female students474536545345280
Male students463834505340261
American Indian/Alaska Native students1 - 21 - - 4
Asian students11131112211179
Hispanic students323025464235210
Black students55875636
White students382923303632188
Hawaiian Native/Pacific Islander students - 1 - 4 - - 5
Two or More Races students65142119

Enrollment by grade:
Kindergarten enrollment: 93
1st grade enrollment: 83
2nd grade enrollment: 70
3rd grade enrollment: 104
4th grade enrollment: 106
5th grade enrollment: 85

Wanda Hir Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 280 (51.8%)
School:

51.8%
California:

49.4%
Male enrollment: 261 (48.2%)
Wanda Hir Elementary School:

48.2%
State:

49.6%

Wanda Hir Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 4 (0.7%)
School:

0.7%
State:

1.0%
Asian enrollment: 79 (14.6%)
Here:

14.6%
State:

9.4%
Hispanic enrollment: 210 (38.8%)
School:

38.8%
California:

46.0%
Black enrollment: 36 (6.7%)
Wanda Hir Elementary School:

6.7%
California:

6.1%
White enrollment: 188 (34.8%)
School:

34.8%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 5 (0.9%)
Here:

0.9%
California:

0.6%
Two or More Races enrollment: 19 (3.5%)
Here:

3.5%
State:

4.5%

Wanda Hir Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 199 (36.8%)
Wanda Hir Elementary School:

36.8%
California:

61.2%
Free lunch eligible students: 153 (28.3%)
Here:

28.3%
State:

52.8%
Reduced-price lunch eligible students: 46 (8.5%)
Wanda Hir Elementary School:

8.5%
California:

8.6%

Wanda Hir Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 22.9

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 teachers who were absent more than 10 school days during the school years: 15
Number of FTE psychologists: 1

Student/Teacher Ratio
Wanda Hir Elementary School:

23.6
State:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,825,332
  • Full-time Equivalency Count of Teachers: 23.7 (Salary Expenditures: $2,226,980)
  • Full-time Equivalency Count of Instructional Aides: 4.4 (Salary Expenditures: $270,243)
  • Full-time Equivalency Count of Support Services Staff: 4.1 (Salary Expenditures: $123,473)
  • Full-time Equivalency Count of School Administration Staff: 2.2 (Salary Expenditures: $204,635)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $153,347
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,352,259
  • Salary Expenditures for Teachers: $3,352,259
  • Full-time Equivalency Count of Instructional Aides: 9.5 (Salary Expenditures: $320,644)
  • Full-time Equivalency Count of Support Services Staff: 4.1 (Salary Expenditures: $146,501)
  • Full-time Equivalency Count of School Administration Staff: 2.2 (Salary Expenditures: $242,800)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $153,347

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic73
  • Asian40
  • Native Hawaiian4
  • Black4
  • White16
  • Multirace2
  • IDEA4
Students Enrolled in LEP Programs: 139 (male: 69, female: 70)
  • Hispanic: 73 (male: 32, female: 41)
  • Asian: 40 (male: 23, female: 17)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 16 (male: 8, female: 8)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, 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

  • Hispanic35
  • Asian11
  • Black4
  • White17
  • LEP8
Students with disabilities served under IDEA: 67 (male: 43, female: 24)
  • Hispanic: 35 (male: 25, female: 10)
  • Asian: 11 (male: 4, female: 7)
  • Black: 4 (all male)
  • White: 17 (male: 10, female: 7)
  • Limited English Proficiency (LEP): 8 (male: 4, female: 4)
Students with disabilities served under Section 504: 8 (male: 6, female: 2)
  • Hispanic: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)

Retention:
Show data for

(State average from 2,285 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 1st grade: 4 (all female)
  • American Indian / Alaska Native: 2
  • White: 2

Percent of 1st grade students retained
School:

4.8%
California:

5.5%

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

  • All47%
  • Males45%
  • Females50%
  • Black33%
  • Asian55%
  • Hispanic26%
  • White55%
ELA students tested: 283
ELA students with scores: 283

Percentage Standard Met and Above:

47%
California:

49%

Standard Not Met: 31.4%
Standard Nearly Met: 21.2%
Standard Met: 27.2%
Standard Exceeded: 20.1%

All Grades:
31.4%
21.2%
27.2%
20.1%
3rd Grade: (Mean Scale Score: 2425.5, Students tested: 78, Standard Not Met: 26.9%, Nearly Met: 20.5%, Met: 28.2%, Exceeded: 24.4%)
26.9%
20.5%
28.2%
24.4%
4th Grade: (Mean Scale Score: 2458.5, Students tested: 100, Standard Not Met: 32.0%, Nearly Met: 21.0%, Met: 32.0%, Exceeded: 15.0%)
32.0%
21.0%
32.0%
15.0%
5th Grade: (Mean Scale Score: 2495.9, Students tested: 105, Standard Not Met: 34.3%, Nearly Met: 21.9%, Met: 21.9%, Exceeded: 21.9%)
34.3%
21.9%
21.9%
21.9%

Wanda Hir Elementary School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All39%
  • Males40%
  • Females38%
  • Black40%
  • Asian55%
  • Hispanic18%
  • White45%
Math students tested: 283
Math students with scores: 283

Percentage Standard Met and Above:

39%
California:

38%

Standard Not Met: 32.2%
Standard Nearly Met: 28.6%
Standard Met: 26.1%
Standard Exceeded: 13.1%

All Grades:
32.2%
28.6%
26.1%
13.1%
3rd Grade: (Mean Scale Score: 2443.2, Students tested: 78, Standard Not Met: 17.9%, Nearly Met: 29.5%, Met: 28.2%, Exceeded: 24.4%)
17.9%
29.5%
28.2%
24.4%
4th Grade: (Mean Scale Score: 2443.1, Students tested: 100, Standard Not Met: 38.0%, Nearly Met: 31.0%, Met: 26.0%, Exceeded: 5.0%)
38.0%
31.0%
26.0%
5.0%
5th Grade: (Mean Scale Score: 2489.2, Students tested: 105, Standard Not Met: 37.1%, Nearly Met: 25.7%, Met: 24.8%, Exceeded: 12.4%)
37.1%
25.7%
24.8%
12.4%

Wanda Hir 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: 87
CST Science students with scores: 83

Percentage At Or Above Proficient:

49%
California:

54%

Percentage Far Below Basic: 8.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 14.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 29.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 40.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 10.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 347.4, Students tested: 87, Far Below Basic: 8.0%, Below Basic: 14.0%, Basic: 29.0%, Proficient: 40.0%, Advanced: 10.0%)
8.0%
14.0%
29.0%
40.0%
10.0%

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: 106, Needs Improvement - High Risk: 28.3%, Needs Improvement: 70.8%, Healthy Fitness Zone: 0.9%)
28.3%
70.8%
0.9%
Body Composition:
5th grade: (Students tested: 106, Needs Improvement - High Risk: 63.2%, Needs Improvement: 22.6%, Healthy Fitness Zone: 14.2%)
63.2%
22.6%
14.2%
Abdominal Strength:
5th grade: (Students tested: 106, Needs Improvement - High Risk: 76.4%, Needs Improvement: 23.6%, Healthy Fitness Zone: 0.0%)
76.4%
23.6%
Trunk Extension Strength:
5th grade: (Students tested: 106, Needs Improvement - High Risk: 74.5%, Needs Improvement: 25.5%, Healthy Fitness Zone: 0.0%)
74.5%
25.5%
Upper Body Strength:
5th grade: (Students tested: 106, Needs Improvement - High Risk: 72.6%, Needs Improvement: 27.4%, Healthy Fitness Zone: 0.0%)
72.6%
27.4%
Flexibility:
5th grade: (Students tested: 106, Needs Improvement - High Risk: 39.6%, Needs Improvement: 60.4%, Healthy Fitness Zone: 0.0%)
39.6%
60.4%

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).

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

All Grades:
Student Count: 136
Number of students who met CELDT criterion: 58

Students who met CELDT criterion:

43.0%
State:

34.0%
Kindergarten:
Student Count: 31
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

13.0%
California:

13.0%
Listening Mean Scale Score:

385.0
State:

364.6
Reading Mean Scale Score:

290.5
California:

276.6
Speaking Mean Scale Score:

424.8
California:

375.9
Writing Mean Scale Score:

275.6
State:

286.0
Grade 1:
Student Count: 24
Number of students who met CELDT criterion: 9

Students who met CELDT criterion:

38.0%
State:

44.0%
Listening Mean Scale Score:

431.5
State:

439.9
Reading Mean Scale Score:

383.5
State:

383.8
Speaking Mean Scale Score:

433.1
State:

446.4
Writing Mean Scale Score:

394.8
California:

386.5
Grade 2:
Student Count: 22
Number of students who met CELDT criterion: 13

Students who met CELDT criterion:

59.0%
State:

27.0%
Listening Mean Scale Score:

499.7
State:

477.2
Reading Mean Scale Score:

476.8
State:

440.5
Speaking Mean Scale Score:

521.4
California:

483.0
Writing Mean Scale Score:

499.1
State:

456.4
Grade 3:
Student Count: 19
Number of students who met CELDT criterion: 11

Students who met CELDT criterion:

58.0%
State:

26.0%
Listening Mean Scale Score:

526.1
State:

475.9
Reading Mean Scale Score:

512.1
California:

459.6
Speaking Mean Scale Score:

518.5
California:

491.7
Writing Mean Scale Score:

517.9
State:

478.6
Grade 4:
Student Count: 21
Number of students who met CELDT criterion: 9

Students who met CELDT criterion:

43.0%
California:

37.0%
Listening Mean Scale Score:

521.1
California:

509.2
Reading Mean Scale Score:

503.7
California:

490.7
Speaking Mean Scale Score:

533.8
State:

515.2
Writing Mean Scale Score:

518.9
State:

502.2
Grade 5:
Student Count: 19
Number of students who met CELDT criterion: 12

Students who met CELDT criterion:

63.0%
California:

48.0%
Listening Mean Scale Score:

547.5
State:

533.7
Reading Mean Scale Score:

548.1
California:

514.0
Speaking Mean Scale Score:

544.1
California:

530.0
Writing Mean Scale Score:

541.4
State:

519.1

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).

Wanda Hir Elementary School - Adequate Yearly Progress status


ELA Participation Rate
Wanda Hir Elementary School:

99.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic100
  • American Indian100
  • Asian98
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White97
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 132 out of 132 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 98% (tested 37 out of 38 enrolled)
  • Filipino: 100% (tested 12 out of 12 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 4 out of 4 enrolled)
  • Black: 100% (tested 17 out of 17 enrolled)
  • White: 97% (tested 100 out of 103 enrolled)
  • Two or More Races: 100% (tested 7 out of 7 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 126 out of 126 enrolled)
  • English Learners: 100% (tested 83 out of 83 enrolled)
  • Students with Disabilities: 100% (tested 32 out of 32 enrolled)

Math Participation Rate
Wanda Hir Elementary School:

99.0%
California:

96.1%

    Math Participation Rate

  • Hispanic100
  • American Indian100
  • Asian98
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White97
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 133 out of 133 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 98% (tested 37 out of 38 enrolled)
  • Filipino: 100% (tested 12 out of 12 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 4 out of 4 enrolled)
  • Black: 100% (tested 17 out of 17 enrolled)
  • White: 97% (tested 100 out of 103 enrolled)
  • Two or More Races: 100% (tested 7 out of 7 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 126 out of 126 enrolled)
  • English Learners: 100% (tested 84 out of 84 enrolled)
  • Students with Disabilities: 100% (tested 32 out of 32 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 threats of physical attack without a weapon: 7


Total incidents per 1,000 students
Wanda Hir Elementary School:

12.9
California:

60.8

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

  • Hispanic31
  • American Indian2
  • Asian4
  • Native Hawaiian2
  • Black2
  • White28
  • Multirace4
  • LEP13
  • IDEA4
  • 5044
Chronic Student Absenteeism: 73 (male: 34, female: 39)
  • Hispanic: 31 (male: 14, female: 17)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 2 (all male)
  • White: 28 (male: 14, female: 14)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 13 (male: 8, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

134.9
State:

172.7

Suspensions:
Show data for

(State average from 1,406 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.

    School days missed due to out-of-school suspension

  • Hispanic23
  • Asian5
  • Black1
  • White12
  • Multirace1
  • IDEA6
  • 5045
School days missed due to out-of-school suspension: 42 (male: 26, female: 16)
  • Hispanic: 23 (male: 18, female: 5)
  • Asian: 5 (male: 2, female: 3)
  • Black: 1 (all female)
  • White: 12 (male: 6, female: 6)
  • Two or More Races: 1 (all female)
  • Individuals With Disabilities Education Act (IDEA): 6 (male: 5, female: 1)
  • Section 504: 5 (all male)
Instances of out-of-school suspension (Students without disabilities): 7

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

12.9
State:

84.8

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

  • Hispanic4
  • Asian2
  • Black2
  • White2
  • Multirace2
Students without disabilities receiving only one out-of-school suspension: 12 (male: 2, female: 10)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all female)
  • Black: 2 (all female)
  • White: 2 (all female)
  • Two or More Races: 2 (all female)
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
Instances of out-of-school suspension (Students with disabilities): 6

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

11.1
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)
Wanda Hir Elementary School:

1.8
California:

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

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