Prosperity Elementary
2021–22 School Accountability Report Card
Reported Using Data from the 2021–22 School Year
California Department of Education
- Address:
- 901 Prosperity Way.
Bakersfield, CA , 93304-6732 - Principal:
- Renee Whitney
- Phone:
- (661) 837-6070
- Grade Span:
- K-5
By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.
- For more information about SARC requirements and access to prior year reports, see the California Department of Education (CDE)
SARC web page at https://www.cde.ca.gov/ta/ac/sa/. - For more information about the LCFF or the LCAP, see the CDE LCFF web page at https://www.cde.ca.gov/fg/aa/lc/.
- For additional information about the school, parents/guardians and community members should contact the school principal or the district office.
DataQuest
DataQuest is an online data tool located on the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).
California School Dashboard
The California School Dashboard (Dashboard) https://www.caschooldashboard.org/ reflects California’s new accountability and continuous improvement system and provides information about how LEAs and schools are meeting the needs of California’s diverse student population. The Dashboard contains reports that display the performance of LEAs, schools, and student groups on a set of state and local measures to assist in identifying strengths, challenges, and areas in need of improvement.
Internet Access
Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.
Admission Requirements for the University of California (UC)
Admission requirements for the UC follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully completed specified college course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For general admissions requirements, please visit the UC Admissions Information website at https://admission.universityofcalifornia.edu/.
Admission Requirements for the California State University (CSU)
Eligibility for admission to the CSU is determined by three factors: (1) Specific high school courses, (2) Grades in specified courses and test scores, and (3) Graduation from high school. Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application, and fee information, see the CSU website at https://www2.calstate.edu/.
About This School
Renee Whitney
Contact
Prosperity Elementary901 Prosperity Way.
Bakersfield, CA 93304-6732
Phone: (661) 837-6070
Email: No Data
Contact Information (School Year 2022–23)
District Contact Information (School Year 2022–23)
- District Name
- Greenfield Union
- Phone Number
- (661) 837-6070
- Superintendent
- Hendrix, Ramon
- Email Address
- hendrixr@gfusd.net
- Website
- No Data
School Contact Information (School Year 2022–23)
- School Name
- Prosperity Elementary
- Street
- 901 Prosperity Way.
- City, State, Zip
- Bakersfield, CA , 93304-6732
- Phone Number
- (661) 837-6070
- Principal
- Renee Whitney
- Email Address
- whitneyr@gfusd.net
- Website
- No Data
- Grade Span
- K-5
- County-District-School (CDS) Code
- 15635036009583
School Description and Mission Statement (School Year 2022–23)
Student Enrollment by Grade Level (School Year 2021–22)
| Grade Level | Number of Students |
|---|---|
| Kindergarten | 141 |
| Grade 1 | 110 |
| Grade 2 | 104 |
| Grade 3 | 102 |
| Grade 4 | 94 |
| Grade 5 | 106 |
| Total Enrollment | 657 |
Student Enrollment by Student Group (School Year 2021–22)
| Student Group | Percent of Total Enrollment |
|---|---|
| Female | 50.50% |
| Male | 49.50% |
| Non-Binary | 0.00% |
| American Indian or Alaska Native | 0.20% |
| Asian | 1.70% |
| Black or African American | 8.50% |
| Filipino | 0.20% |
| Hispanic or Latino | 83.90% |
| Native Hawaiian or Pacific Islander | 0.20% |
| Two or More Races | 1.80% |
| White | 3.50% |
| Student Group (Other) | Percent of Total Enrollment |
|---|---|
| English Learners | 21.80% |
| Foster Youth | 1.50% |
| Homeless | 2.30% |
| Migrant | 3.50% |
| Socioeconomically Disavantaged | 84.20% |
| Students with Disabilities | 7.80% |
A. Conditions of Learning
State Priority: Basic
The SARC provides the following information relevant to the State priority: Basic (Priority 1):
- Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;
- Pupils have access to standards-aligned instructional materials; and
- School facilities are maintained in good repair
Teacher Preparation and Placement (School Year 2019–20)
| Authorization/Assignment | School Number | School Percent | District Number | District Percent | State Number | State Percent |
|---|---|---|---|---|---|---|
| Fully (Preliminary or Clear) Credentialed for Subject and Student Placement (properly assigned) | 27.10 | 89.32% | 375.00 | 87.25% | 234405.20 | 84.00% |
| Intern Credential Holders Properly Assigned | 2.20 | 7.39% | 16.20 | 3.78% | 4853.00 | 1.74% |
| Teachers Without Credentials and Misassignments (“ineffective” under ESSA) | 1.00 | 3.29% | 16.50 | 3.86% | 12001.50 | 4.30% |
| Credentialed Teachers Assigned Out-of-Field (“out-of-field” under ESSA) | 0.00 | 0.00% | 2.80 | 0.66% | 11953.10 | 4.28% |
| Unknown/Incomplete/NA | 0.00 | 0.00% | 19.10 | 4.45% | 15831.90 | 5.67% |
| Total Teaching Positions | 30.40 | 100.00% | 429.90 | 100.00% | 279044.80 | 100.00% |
Teacher Preparation and Placement (School Year 2020–21)
| Authorization/Assignment | School Number | School Percent | District Number | District Percent | State Number | State Percent |
|---|---|---|---|---|---|---|
| Fully (Preliminary or Clear) Credentialed for Subject and Student Placement (properly assigned) | ||||||
| Intern Credential Holders Properly Assigned | ||||||
| Teachers Without Credentials and Misassignments (“ineffective” under ESSA) | ||||||
| Credentialed Teachers Assigned Out-of-Field (“out-of-field” under ESSA) | ||||||
| Unknown/Incomplete/NA | ||||||
| Total Teaching Positions |
Teachers Without Credentials and Misassignments
(considered "ineffective" under ESSA)
| Authorization/Assignment | 2018–19 Number | 2019–20 Number | 2020–21 Number |
|---|---|---|---|
| Permits and Waivers | 1.00 | 1.00 | |
| Misassignments | 0.00 | 0.00 | |
| Vacant Positions | 0.00 | 0.00 | |
| Total Teachers Without Credentials and Misassignments | 1.00 | 1.00 |
Credentialed Teachers Assigned Out-of-Field
(considered "out-of-field" under ESSA)
| Indicator | 2018–19 Number | 2019–20 Number | 2020–21 Number |
|---|---|---|---|
| Credentialed Teachers Authorized on a Permit or Waiver | 0.00 | 0.00 | |
| Local Assignment Options | 0.00 | 0.00 | |
| Total Out-of-Field Teachers | 0.00 | 0.00 |
Class Assignments
| Indicator | 2018–19 Percent | 2019–20 Percent | 2020–21 Percent |
|---|---|---|---|
| Misassignments for English Learners (a percentage of all the classes with English learners taught by teachers that are misassigned) | 0.00% | 0% | |
| No credential, permit or authorization to teach (a percentage of all the classes taught by teachers with no record of an authorization to teach) | 6.60% | 0% |
Note: For more information refer to the Updated Teacher Equity Definitions web page at https://www.cde.ca.gov/pd/ee/teacherequitydefinitions.asp.
Quality, Currency, Availability of Textbooks and Other Instructional Materials (School Year 2022–23)
Year and month in which the data were collected: Not Available
| Subject | List of Textbooks and Other Instructional Materials/Indicate if from Most Recent Adoption/Year of Adoption | Percent Students Lacking Own Assigned Copy |
|---|---|---|
| Reading/Language Arts | 0 | |
| Mathematics | 0 | |
| Science | 0 | |
| History-Social Science | 0 | |
| Foreign Language | 0 | |
| Health | 0 | |
| Visual and Performing Arts | 0 | |
| Science Lab Eqpmt (Grades 9-12) | N/A | 0 |
Note: Cells with N/A values do not require data.
School Facility Conditions and Planned Improvements
School Facility Good Repair Status
Using the most recently collected Facility Inspection Tool (FIT) data (or equivalent), provide the following:
- Determination of repair status for systems listed
- Description of any needed maintenance to ensure good repair
- The year and month in which the data were collected
- The rate for each system inspected
- The overall rating
Year and month of the most recent FIT report: Not Available
| System Inspected | Rating | Repair Needed and Action Taken or Planned |
|---|---|---|
| Systems: Gas Leaks, Mechanical/HVAC, Sewer | ||
| Interior: Interior Surfaces | ||
| Cleanliness: Overall Cleanliness, Pest/Vermin Infestation | ||
| Electrical: Electrical | ||
| Restrooms/Fountains: Restrooms, Sinks/Fountains | ||
| Safety: Fire Safety, Hazardous Materials | ||
| Structural: Structural Damage, Roofs | ||
| External: Playground/School Grounds, Windows/Doors/Gates/Fences |
Overall Facility Rate
Year and month of the most recent FIT report: Not Available
| Overall Rating |
B. Pupil Outcomes
State Priority: Pupil Achievement
The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4):
- Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System includes assessments for English language arts/literacy [ELA], mathematics, and science for students in the general education population and the California Alternate Assessment [CAA]. Only eligible students may participate in the administration of the CAA. CAA items are aligned with alternate achievement standards, which are linked with the Common Core Standards [CCSS] or California Next Generation Science Standards [CA NGSS] for students with the most significant cognitive disabilities).
The CAASPP System encompasses the following assessments and student participation requirements:
1. Smarter Balanced Summative Assessments and CAA for ELA in grades three through eight and grade eleven.
2. Smarter Balanced Summative Assessments and CAA for mathematics in grades three through eight and grade eleven.
3. California Science Test (CAST) and CAA for Science in grades five, eight, and once in high school (i.e., grade ten, eleven, or twelve). - College and Career Ready: The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.
CAASPP Test Results in ELA and Mathematics for All Students taking and completing state-administered assessments Grades Three through Eight and Grade Eleven Percentage of Students Meeting or Exceeding the State Standard
| Subject | School 2020–21 | School 2021–22 | District 2020–21 | District 2021–22 | State 2020–21 | State 2021–22 |
|---|---|---|---|---|---|---|
| English Language Arts / Literacy (grades 3-8 and 11) | N/A | 28% | N/A | 41% | N/A | 47% |
| Mathematics (grades 3-8 and 11) | N/A | 11% | N/A | 22% | N/A | 33% |
Note: Where it was the most viable option, in 2020–21, LEAs were required to administer the statewide summative assessment in ELA and mathematics and where a statewide summative assessment was not the most viable option for the LEA, LEAs were permitted report results from a different assessment that meets the criteria established by the California State Board of Education on March 16, 2021. The 2020–21 data cells for the school, district, state have N/A values because these data are not comparable to 2021–22 data.
Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
Note: ELA and Mathematics test results include the Smarter Balanced Summative Assessments and the CAA. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAA divided by the total number of students who participated in both assessments.
CAASPP Test Results in ELA by Student Group for students taking and completing state-administered assessment Grades Three through Eight and Grade Eleven (School Year 2021–22)
| Student Group | Total Enrollment | Number Tested | Percent Tested | Percent Not Tested | Percent Met or Exceeded |
|---|---|---|---|---|---|
| All Students | 304 | 301 | 99.01% | 0.99% | 27.91% |
| Female | 152 | 149 | 98.03% | 1.97% | 36.91% |
| Male | 152 | 152 | 100.00% | 0.00% | 19.08% |
| American Indian or Alaska Native | 0 | 0 | 0% | 0% | 0% |
| Asian | -- | -- | -- | -- | -- |
| Black or African American | 28 | 27 | 96.43% | 3.57% | 7.41% |
| Filipino | -- | -- | -- | -- | -- |
| Hispanic or Latino | 255 | 253 | 99.22% | 0.78% | 30.83% |
| Native Hawaiian or Pacific Islander | 0 | 0 | 0% | 0% | 0% |
| Two or More Races | -- | -- | -- | -- | -- |
| White | -- | -- | -- | -- | -- |
| English Learners | 56 | 55 | 98.21% | 1.79% | 14.55% |
| Foster Youth | -- | -- | -- | -- | -- |
| Homeless | |||||
| Military | -- | -- | -- | -- | -- |
| Socioeconomically Disadvantaged | 283 | 281 | 99.29% | 0.71% | 28.47% |
| Students Receiving Migrant Education Services | -- | -- | -- | -- | -- |
| Students with Disabilities | 19 | 19 | 100.00% | 0.00% | 0.00% |
Note: ELA test results include the Smarter Balanced Summative Assessments and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAA divided by the total number of students who participated in both assessments.
Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.
CAASPP Test Results in Mathematics by Student Group for students taking and completing state-administered assessment Grades Three through Eight and Grade Eleven (School Year 2021–22)
| Student Group | Total Enrollment | Number Tested | Percent Tested | Percent Not Tested | Percent Met or Exceeded |
|---|---|---|---|---|---|
| All Students | 304 | 300 | 98.68% | 1.32% | 11.33% |
| Female | 152 | 149 | 98.03% | 1.97% | 13.42% |
| Male | 152 | 151 | 99.34% | 0.66% | 9.27% |
| American Indian or Alaska Native | 0 | 0 | 0% | 0% | 0% |
| Asian | -- | -- | -- | -- | -- |
| Black or African American | 28 | 27 | 96.43% | 3.57% | 0.00% |
| Filipino | -- | -- | -- | -- | -- |
| Hispanic or Latino | 255 | 252 | 98.82% | 1.18% | 11.90% |
| Native Hawaiian or Pacific Islander | 0 | 0 | 0% | 0% | 0% |
| Two or More Races | -- | -- | -- | -- | -- |
| White | -- | -- | -- | -- | -- |
| English Learners | 56 | 54 | 96.43% | 3.57% | 9.26% |
| Foster Youth | -- | -- | -- | -- | -- |
| Homeless | -- | ||||
| Military | -- | -- | -- | -- | -- |
| Socioeconomically Disadvantaged | 283 | 281 | 99.29% | 0.71% | 11.03% |
| Students Receiving Migrant Education Services | -- | -- | -- | -- | -- |
| Students with Disabilities | 19 | 19 | 100.00% | 0.00% | 0.00% |
Note: Mathematics test results include the Smarter Balanced Summative Assessments and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAA divided by the total number of students who participated in both assessments.
Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.
CAASPP Test Results in Science for All Students
Grades Five, Eight and High School
Percentage of Students Meeting or Exceeding the State Standard
| Subject | School 2020–21 | School 2021–22 | District 2020–21 | District 2021–22 | State 2020–21 | State 2021–22 |
|---|---|---|---|---|---|---|
| Science (grades 5, 8, and high school) | NT% | 15.24% | NT% | 24.63% | 28.5% | 29.47% |
Note: Science test results include the CAST and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the CAST plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAA divided by the total number of students who participated in both assessments.
Note: For any 2020–21 data cells with N/T values indicate that this school did not test students using the CAASPP for Science.
Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.
CAASPP Test Results in Science by Student Group
Grades Five, Eight and High School (School Year 2021–22)
| Student Group | Total Enrollment | Number Tested | Percent Tested | Percent Not Tested | Percent Met or Exceeded |
|---|---|---|---|---|---|
| All Students | 106 | 105 | 99.06% | 0.94% | 15.24% |
| Female | 49 | 48 | 97.96% | 2.04% | 18.75% |
| Male | 57 | 57 | 100.00% | 0.00% | 12.28% |
| American Indian or Alaska Native | 0 | 0 | 0% | 0% | 0% |
| Asian | -- | -- | -- | -- | -- |
| Black or African American | -- | -- | -- | -- | -- |
| Filipino | 0 | 0 | 0% | 0% | 0% |
| Hispanic or Latino | 90 | 90 | 100.00% | 0.00% | 15.56% |
| Native Hawaiian or Pacific Islander | 0 | 0 | 0% | 0% | 0% |
| Two or More Races | -- | -- | -- | -- | -- |
| White | -- | -- | -- | -- | -- |
| English Learners | 14 | 14 | 100.00% | 0.00% | 0.00% |
| Foster Youth | 0 | 0 | 0% | 0% | 0% |
| Homeless | |||||
| Military | 0 | 0 | 0% | 0% | 0% |
| Socioeconomically Disadvantaged | 100 | 99 | 99.00% | 1.00% | 15.15% |
| Students Receiving Migrant Education Services | -- | -- | -- | -- | -- |
| Students with Disabilities | -- | -- | -- | -- | -- |
Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
Career Technical Education (CTE) Programs (School Year 2021–22)
Career Technical Education (CTE) Participation (School Year 2021–22)
| Measure | CTE Program Participation |
|---|---|
| Number of Pupils Participating in CTE | -- |
| Percent of Pupils that Complete a CTE Program and Earn a High School Diploma | -- |
| Percent of CTE Courses that are Sequenced or Articulated Between the School and Institutions of Postsecondary Education | -- |
Course Enrollment/Completion of University of California (UC) and/or California State University (CSU) Admission Requirements
| UC/CSU Course Measure | Percent |
|---|---|
| 2021–22 Pupils Enrolled in Courses Required for UC/CSU Admission | -- |
| 2020–21 Graduates Who Completed All Courses Required for UC/CSU Admission | -- |
State Priority: Other Pupil Outcomes
The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8):
- Pupil outcomes in the subject area of physical education
California Physical Fitness Test Results (School Year 2021–22)
Percentage of Students Participating in each of the five Fitness Components
Grade Component
1:
Aerobic
CapacityComponent 2:
Abdominal
Strength and
EnduranceComponent 3:
Trunk Extensor and
Strength and
FlexibilityComponent 4:
Upper Body
Strength and
EnduranceComponent
5:
Flexibility
Note: Due to changes to the 2021–22 PFT administration, only participation results are required for these five fitness areas.
Note: Percentages are not calculated and double dashes (--) appear in the table when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
C. Engagement
State Priority: Parental Involvement
The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3):
- Efforts the school district makes to seek parent input in making decisions regarding the school district and at each school site
Opportunities for Parental Involvement (School Year 2022–23)
State Priority: Pupil Engagement
The SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5):
- High school graduation rates;
- High school dropout rates; and
- Chronic Absenteeism
Graduation Rate and Dropout Rate (Four-Year Cohort Rate)
| Indicator | School 2019–20 | School 2020–21 | School 2021–22 | District 2019–20 | District 2020–21 | District 2021–22 | State 2019–20 | State 2020–21 | State 2021–22 |
|---|---|---|---|---|---|---|---|---|---|
| Graduation Rate | 84.2% | 83.6% | 87.0% | ||||||
| Dropout Rate | 8.9% | 9.4% | 7.8% |
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a student population is ten or fewer.
Graduation Rates
Dropout Rates
Graduation Rate by Student Group (Four-Year Cohort Rate) (School Year 2021–22)
| Student Group | Number of Students in Cohort | Number of Cohort Graduates | Cohort Graduation Rate |
|---|---|---|---|
| All Students | 0.0 | 0.0 | 0.0% |
| Female | 0.0 | 0.0 | 0.0% |
| Male | 0.0 | 0.0 | 0.0% |
| Non-Binary | 0.0 | 0.0 | 0.0% |
| American Indian or Alaska Native | 0.0 | 0.0 | 0.0% |
| Asian | 0.0 | 0.0 | 0.0% |
| Black or African American | 0.0 | 0.0 | 0.0% |
| Filipino | 0.0 | 0.0 | 0.0% |
| Hispanic or Latino | 0.0 | 0.0 | 0.0% |
| Native Hawaiian or Pacific Islander | 0.0 | 0.0 | 0.0% |
| Two or More Races | 0.0 | 0.0 | 0.0% |
| White | 0.0 | 0.0 | 0.0% |
| English Learners | 0.0 | 0.0 | 0.0% |
| Foster Youth | 0.0 | 0.0 | 0.0% |
| Homeless | 0.0 | 0.0 | 0.0% |
| Socioeconomically Disadvantaged | 0.0 | 0.0 | 0.0% |
| Students Receiving Migrant Education Services | 0.0 | 0.0 | 0.0% |
| Students with Disabilities | 0.0 | 0.0 | 0.0% |
For information on the Four-Year Adjusted Cohort Graduation Rate (ACGR), visit the CDE Adjusted Cohort Graduation Rate web page at https://www.cde.ca.gov/ds/ad/acgrinfo.asp.
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a student population is ten or fewer.
Chronic Absenteeism by Student Group (School Year 2021–22)
| Student Group | Cumulative Enrollment | Chronic Absenteeism Eligible Enrollment | Chronic Absenteeism Count | Chronic Absenteeism Rate |
|---|---|---|---|---|
| All Students | 721 | 703 | 330 | 46.9% |
| Female | 361 | 350 | 140 | 40.0% |
| Male | 360 | 353 | 190 | 53.8% |
| Non-Binary | ||||
| American Indian or Alaska Native | 1 | 1 | 0 | 0.0% |
| Asian | 13 | 13 | 3 | 23.1% |
| Black or African American | 70 | 63 | 30 | 47.6% |
| Filipino | 1 | 1 | 0 | 0.0% |
| Hispanic or Latino | 591 | 584 | 271 | 46.4% |
| Native Hawaiian or Pacific Islander | 1 | 1 | 0 | 0.0% |
| Two or More Races | 12 | 11 | 8 | 72.7% |
| White | 30 | 28 | 18 | 64.3% |
| English Learners | 163 | 161 | 57 | 35.4% |
| Foster Youth | 12 | 12 | 3 | 25.0% |
| Homeless | 25 | 25 | 13 | 52.0% |
| Socioeconomically Disadvantaged | 686 | 673 | 320 | 47.5% |
| Students Receiving Migrant Education Services | 31 | 31 | 16 | 51.6% |
| Students with Disabilities | 69 | 66 | 41 | 62.1% |
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
State Priority: School Climate
The SARC provides the following information relevant to the State priority: School Climate (Priority 6):
- Pupil suspension rates;
- Pupil expulsion rates; and
- Other local measures on the sense of safety
Suspensions and Expulsions for School Year 2019–20 Only
(data collected between July through February, partial school year due to the COVID-19 pandemic)
| Rate | School 2019–20 | District 2019–20 | State 2019–20 |
|---|---|---|---|
| Suspensions | 0.54% | 1.99% | 2.45% |
| Expulsions | 0.00% | 0.00% | 0.05% |
Suspensions and Expulsions
| Rate | School 2019–20 | School 2020–21 | School 2021–22 | District 2019–20 | District 2020–21 | District 2021–22 | State 2019–20 | State 2020–21 | State 2021–22 |
|---|---|---|---|---|---|---|---|---|---|
| Suspensions | 0.54% | 0.00% | 0.42% | 1.99% | 0.00% | 0.87% | 2.45% | 0.20% | 3.17% |
| Expulsions | 0.00% | 0.00% | 0.00% | 0.00% | 0.00% | 0.00% | 0.05% | 0.00% | 0.07% |
Note: Data collected during the 2020–21 school year may not be comparable to earlier years of this collection due to differences in learning mode instruction in response to the COVID-19 pandemic.
Suspensions and Expulsions by Student Group (School Year 2021–22)
| Student Group | Suspensions Rate | Expulsions Rate |
|---|---|---|
| All Students | 0.42% | 0.00% |
| Female | 0.00% | 0.00% |
| Male | 0.83% | 0.00% |
| Non-Binary | 0.00% | 0.00% |
| American Indian or Alaska Native | 0.00% | 0.00% |
| Asian | 0.00% | 0.00% |
| Black or African American | 1.43% | 0.00% |
| Filipino | 0.00% | 0.00% |
| Hispanic or Latino | 0.00% | 0.00% |
| Native Hawaiian or Pacific Islander | 0.00% | 0.00% |
| Two or More Races | 0.00% | 0.00% |
| White | 6.67% | 0.00% |
| English Learners | 0.00% | 0.00% |
| Foster Youth | 0.00% | 0.00% |
| Homeless | 0.00% | 0.00% |
| Socioeconomically Disadvantaged | 0.44% | 0.00% |
| Students Receiving Migrant Education Services | 0.00% | 0.00% |
| Students with Disabilities | 1.45% | 0.00% |
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
School Safety Plan (School Year 2022–23)
D. Other SARC information
The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
Average Class Size and Class Size Distribution (Elementary) (School Year 2019–20)
| Grade Level | Average Class Size | Number of Classes* 1-20 | Number of Classes* 21-32 | Number of Classes* 33+ |
|---|---|---|---|---|
| K | 23.00 | 6 | ||
| 1 | 26.00 | 4 | ||
| 2 | 23.00 | 4 | ||
| 3 | 21.00 | 5 | ||
| 4 | 26.00 | 4 | ||
| 5 | 29.00 | 4 | ||
| 6 | ||||
| Other** | 6.00 | 2 |
* Number of classes indicates how many classes fall into each size category (a range of total students per class).
** "Other" category is for multi-grade level classes.
Average Class Size and Class Size Distribution (Elementary) (School Year 2020–21)
| Grade Level | Average Class Size | Number of Classes* 1-20 | Number of Classes* 21-32 | Number of Classes* 33+ |
|---|---|---|---|---|
| K | 19.00 | 3 | 4 | |
| 1 | 22.00 | 1 | 3 | |
| 2 | 21.00 | 5 | ||
| 3 | 22.00 | 4 | ||
| 4 | 26.00 | 4 | ||
| 5 | 21.00 | 1 | 4 | |
| 6 | ||||
| Other** | 2.00 | 1 |
* Number of classes indicates how many classes fall into each size category (a range of total students per class).
** "Other" category is for multi-grade level classes.
Average Class Size and Class Size Distribution (Elementary) (School Year 2021–22)
| Grade Level | Average Class Size | Number of Classes* 1-20 | Number of Classes* 21-32 | Number of Classes* 33+ |
|---|---|---|---|---|
| K | 23.00 | 2 | 4 | |
| 1 | 26.00 | 4 | ||
| 2 | 21.00 | 1 | 4 | |
| 3 | 17.00 | 5 | 1 | |
| 4 | 19.00 | 1 | 4 | |
| 5 | 18.00 | 2 | 4 | |
| 6 | ||||
| Other** | 7.00 | 2 |
* Number of classes indicates how many classes fall into each size category (a range of total students per class).
** "Other" category is for multi-grade level classes.
Average Class Size and Class Size Distribution (Secondary) (School Year 2019–20)
| Subject | Average Class Size | Number of Classes* 1-22 | Number of Classes* 23-32 | Number of Classes* 33+ |
|---|---|---|---|---|
| English Language Arts | ||||
| Mathematics | ||||
| Science | ||||
| Social Science |
* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.
Average Class Size and Class Size Distribution (Secondary) (School Year 2020–21)
| Subject | Average Class Size | Number of Classes* 1-22 | Number of Classes* 23-32 | Number of Classes* 33+ |
|---|---|---|---|---|
| English Language Arts | ||||
| Mathematics | ||||
| Science | ||||
| Social Science |
* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.
Average Class Size and Class Size Distribution (Secondary) (School Year 2021–22)
| Subject | Average Class Size | Number of Classes* 1-22 | Number of Classes* 23-32 | Number of Classes* 33+ |
|---|---|---|---|---|
| English Language Arts | ||||
| Mathematics | ||||
| Science | ||||
| Social Science |
* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.
Ratio of Pupils to Academic Counselor (School Year 2021–22)
| Title | Ratio |
|---|---|
| Pupils to Academic Counselor* | 0 |
* One full-time equivalent (FTE) equals one staff member working full-time; one FTE could also represent two staff members who each work 50 percent of full-time.
Student Support Services Staff (School Year 2021–22)
| Title | Number of FTE* Assigned to School |
|---|---|
| Counselor (Academic, Social/Behavioral or Career Development) | |
| Library Media Teacher (Librarian) | |
| Library Media Services Staff (Paraprofessional) | |
| Psychologist | 1.00 |
| Social Worker | |
| Nurse | 0.30 |
| Speech/Language/Hearing Specialist | 1.00 |
| Resource Specialist (non-teaching) | |
| Other** | 2.80 |
* One full-time equivalent (FTE) equals one staff member working full-time; one FTE could also represent two staff members who each work 50 percent of full-time.
** "Other" category is for all other student support services staff positions not listed.
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2020–21)
| Level | Total Expenditures Per Pupil | Expenditures Per Pupil (Restricted) | Expenditures Per Pupil (Unrestricted) | Average Teacher Salary |
|---|---|---|---|---|
| School Site | -- | -- | -- | -- |
| District | N/A | N/A | -- | $78388.00 |
| Percent Difference – School Site and District | N/A | N/A | -- | -- |
| State | N/A | N/A | $6593.62 | $87271.00 |
| Percent Difference – School Site and State | N/A | N/A | -- | -- |
Note: Cells with N/A values do not require data.
Types of Services Funded (Fiscal Year 2021–22)
Teacher and Administrative Salaries (Fiscal Year 2020–21)
| Category | District Amount | State Average For Districts In Same Category |
|---|---|---|
| Beginning Teacher Salary | $52055.00 | $52640.75 |
| Mid-Range Teacher Salary | $75393.00 | $83981.39 |
| Highest Teacher Salary | $99964.00 | $107521.97 |
| Average Principal Salary (Elementary) | $128956.00 | $136246.56 |
| Average Principal Salary (Middle) | $139419.00 | $142247.57 |
| Average Principal Salary (High) | $0.00 | $139199.00 |
| Superintendent Salary | $182333.00 | $242165.89 |
| Percent of Budget for Teacher Salaries | 28.51% | 34.07% |
| Percent of Budget for Administrative Salaries | 4.39% | 5.47% |
For detailed information on salaries, see the CDE Certificated Salaries & Benefits web page at https://www.cde.ca.gov/ds/fd/cs/.
Advanced Placement (AP) Courses (School Year 2021–22)
Percent of Students in AP Courses %
| Subject | Number of AP Courses Offered* |
|---|---|
| Computer Science | 0 |
| English | 0 |
| Fine and Performing Arts | 0 |
| Foreign Language | 0 |
| Mathematics | 0 |
| Science | 0 |
| Social Science | 0 |
| Total AP Courses Offered* | 0 |
* Where there are student course enrollments of at least one student.
Professional Development
| Measure | 2020–21 | 2021–22 | 2022–23 |
|---|---|---|---|
| Number of school days dedicated to Staff Development and Continuous Improvement |