2021-22 School Accountability Report Card Page 1 of 29 Bobby Duke Middle School
Bobby Duke Middle School
2021 School Accountability Report Card
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2021-22 School Accountability Report Card
General Information about the School Accountability Report Card (SARC)
SARC Overview
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
www.cde.ca.gov/ta/ac/sa/
For more information about the LCFF or the LCAP, see the CDE LCFF web page
at 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
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) 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.
2021-22 School Accountability Report Card Page 2 of 29 Bobby Duke Middle School
2021-22 School Contact Information
2021-22 School Contact Information
School Name
Bobby Duke Middle School
Street
85-358 Bagdad Avenue
City, State, Zip
Coachella, CA 92236
Phone Number
(760) 398-0139
Principal
Michele DeJournett
Email Address
[email protected]
School Website
bdms.cvusd.us
County-District-School (CDS) Code
33736760113753
2021-22 District Contact Information
2021-22 District Contact Information
District Name
Coachella Valley Unified School District
Phone Number
(760) 399-5137
Superintendent
Dr. Luis Valentino
Email Address
[email protected]
District Website Address
https://www.cvusd.us/
2021-22 School Overview
2021-22 School Overview
School Vision
Staff at Bobby G. Middle School are committed to the goal of providing excellent, high quality education through a shared
responsibility between staff, parents, and students in a safe supportive environment to meet the expectations of an ever-
changing world.
School Mission -
All students, upon leaving Bobby Duke Middle School in two years, will receive challenge-based instruction in all coursework
that develops academic and social skills along with a 6-year academic plan that promotes and maintains a college and career
minded attitude for the purpose of contributing to the community. This foundation will support an academic and social bridge
between middle and high school levels.
Bobby Duke Middle School opened in September 2007 and serves students in grades seven through eight following a
traditional calendar. During the 2020-21 school year, Bobby Duke had approximately 729 students enrolled, including 95.3%
socioeconomically disadvantaged students, 11.7% students with disabilities, 41.4% English Language Learners, 9.9% Migrant
students, 1.1% Homeless Youth and 0.7% Foster Youth.
Students at Bobby G. Duke Middle School are Falcons that SOAR! Students are taught the acronym SOAR, which represents
Bobby G. Duke Middle School's behavior expectations. Staff on campus teach, reinforce, and reward students when they each
demonstrate/engage in behaviors of being Successful, Optimistic, Astonishing (decision-making), and Responsible (SOAR).
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2021-22 School Accountability Report Card Page 3 of 29 Bobby Duke Middle School
About this School
2021-22 Student Enrollment by Grade Level
2020-21 Student Enrollment by Grade Level
Grade Level
Number of Students
Grade 7
374
Grade 8
355
Total Enrollment
729
2020-21 Student Enrollment by Student Group
2020-21 Student Enrollment by Student Group
Student Group
Percent of Total Enrollment
American Indian or Alaska Native
0.1
Hispanic or Latino
99.2
Native Hawaiian or Pacific Islander
0.1
White
0.5
English Learners
41.4
Foster Youth
0.7
Homeless
1.1
Socioeconomically Disadvantaged
95.3
Students with Disabilities
11.7
A. Conditions of Learning (State Priority: Basic)
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
Note: For more information refer to the Updated Teacher Equity Definitions web
page at https://www.cde.ca.gov/pd/ee/teacherequitydefinitions.asp
2021-22 School Accountability Report Card Page 4 of 29 Bobby Duke Middle School
2020-21 Teacher Preparation and Placement
2020-21 Teacher Preparation and Placement
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)
26.0
86.1
746.9
91.4
228366.1
83.1
Intern Credential Holders Properly
Assigned
0.0
0.0
5.0
0.6
4205.9
1.5
Teachers Without Credentials and
Misassignments (“ineffective” under
ESSA)
2.1
6.9
12.7
1.6
11216.7
4.1
Credentialed Teachers Assigned Out-of-
Field (“out-of-field” under ESSA)
0.0
0.0
5.5
0.7
12115.8
4.4
Unknown
2.1
6.9
46.9
5.7
18854.3
6.9
Total Teaching Positions
30.2
100.0
817.2
100.0
274759.1
100.0
Note: The data in this table is based on Full Time Equivalent (FTE) status. One FTE equals one staff member working full time;
one FTE could also represent two staff members who each work 50 percent of full time. Additionally, an assignment is defined as
a position that an educator is assigned to based on setting, subject, and grade level. An authorization is defined as the services
that an educator is authorized to provide to students.
2020-21 Teachers Without Credentials and Misassignments (considered “ineffective” under ESSA)
2020-21 Teachers Without Credentials and Misassignments (considered “ineffective” under ESSA)
Authorization/Assignment
2020-21
Permits and Waivers
0.0
Misassignments
2.1
Vacant Positions
0.0
Total Teachers Without Credentials and Misassignments
2.1
2020-21 Credentialed Teachers Assigned Out-of-Field (considered “out-of-field” under ESSA)
2020-21 Credentialed Teachers Assigned Out-of-Field (considered “out-of-field” under ESSA)
Indicator
2020-21
Credentialed Teachers Authorized on a Permit or Waiver
0.0
Local Assignment Options
0.0
Total Out-of-Field Teachers
0.0
2020-21 Class Assignments
2020-21 Class Assignments
Indicator
2020-21
Misassignments for English Learners
(a percentage of all the classes with English learners taught by teachers that are misassigned)
9.6
No credential, permit or authorization to teach
(a percentage of all the classes taught by teachers with no record of an authorization to teach)
3.3
2021-22 School Accountability Report Card Page 5 of 29 Bobby Duke Middle School
2021-22 Quality, Currency, Availability of Textbooks and Other Instructional Materials
2021-22 Quality, Currency, Availability of Textbooks and Other Instructional Materials
All textbooks used in the core curriculum at Bobby Duke Middle School are being aligned to the Common Core State
Standards. Instructional materials are selected from the state’s most recent list of standards-based materials and adopted by
the State Board of Education. The district follows the State Board of Education’s adoption cycle for core content materials
(English/language arts, math, science, and social science).
On September 16, 2021 the Coachella Valley Unified School District’s Board of Trustees held a public hearing to certify the
extent to which textbooks and instructional materials have been provided to students. The Board of Trustees adopted
Resolution No. 2022-06 which certifies as required by Education Code §60119 (1) that textbooks and instructional materials
were provided to all students, including English learners, in the district to the extent that each pupil has a textbook or
instructional materials, or both, to use in class and to take home, (2) sufficient textbooks and instructional materials were
provided to each student, including English learners, that are aligned to the academic content standards and consistent with
the cycles and content of the curriculum frameworks in math, science, history-social, science, and English/language arts,
including the English language development component of an adopted program, 3) sufficient textbooks or instructional
materials were provided to each pupil enrolled in foreign language or health classes, and 4) laboratory science equipment was
available for science laboratory classes offered in grades 9-12, inclusive.
In addition to core subject areas, districts are required to disclose in their SARCs the sufficiency of instructional materials used
for their visual/performing arts curricula. During the 2021-22 school year, Coachella Valley Unified School District provided
each student, including English learners, enrolled in a visual/performing arts class with a textbook or instructional materials to
use in class and to take home. These materials complied with the state’s content standards and curriculum frameworks.
Year and month in which the data were collected
September 16, 2021
Subject
Textbooks and Other Instructional Materials/year of
Adoption
From
Most
Recent
Adoption
?
Percent
Students
Lacking Own
Assigned
Copy
Reading/Language Arts
2017 Houghton Mifflin Harcourt: Collections Program
2016 HMH System 44 Elementary
2016 HMH: Read 180
2017 Pearson: Side by Side (Newcomers)
2017 HMH English 3D, Course B (Progressing ELs and
LTELs)
2017 HMH English 3D
Yes
0%
Mathematics
2014 McGraw-Hill: CA Middle School Math Course 2 & 3
2014 McGraw-Hill: Accelerated Math
2014 Pearson Integrated Math Level 1, 2, 3
2016 Houghton Mifflin Harcourt: Math 180
Yes
0%
Science
2007 CPO Physical Science, Life Science
2007 CPO Enfocado en Ciencia Ciencias de la Vida (Spanish
Physical Science, Life Science)
2007 CPO Physical Science, Physical Science
2007 CPO Enfocado en Ciencia Ciencias Ficicas (Spanish
Physical Science, Physical Science)
Yes
0%
History-Social Science
2019 Cengage: American Stories Beginning to World War l
2019 Cengage: World History Medieval to Early Modern
Times
Yes
0%
Foreign Language
2019 Santillana En Espanol
Health
2005 MacMillan McGraw-Hill: Health and Wellness
Yes
0%
2021-22 School Accountability Report Card Page 6 of 29 Bobby Duke Middle School
2005 MacMillan: Salud y bienestar
Visual and Performing Arts
Science Laboratory Equipment
(grades 9-12)
2021-22 School Accountability Report Card Page 9 of 29 Bobby Duke Middle School
The district takes great effort to ensure that all schools are clean, safe, and functional through proper facilities maintenance and
campus supervision. Bobby Duke Middle School’s original facilities were built in 2007; ongoing maintenance and campus
improvements ensure facilities remain up to date and provide adequate space for students and staff.
District maintenance and site custodial staff ensure that the repairs necessary to keep the school in good condition are
completed in a timely manner. A work order process is used by school and district staff to communicate routine maintenance
requests.
Every morning before school begins, the day custodian inspects facilities for safety hazards or other conditions that need
attention prior to students and staff entering school grounds. Three custodians are assigned to Bobby Duke Middle School. The
custodians are responsible for:
• Cafeteria Cleanup/Setup
• Classrooms
• General Maintenance
• Emergency Custodial Needs
• Locker Rooms
• Moving Furniture
• Multipurpose Room
• Restrooms
• Special Events Preparations/Setups
Restrooms are checked regularly throughout the day for cleanliness and subsequently cleaned as needed. The assistant
principal communicates with custodial staff daily concerning maintenance and school safety issues.
2019-2020 Campus Improvements:
* Tree cutting
* Painting of main office
2020-2021 Campus Improvements:
*Painting of perimeter fencing
*Painting of Multi-Purpose Room
*Painting of conference rooms in the administration office
*Tree cutting
*Grass areas in common areas to receive grass seed
Planned 2021-2022 Campus Improvements:
*Replace flooring in two classrooms (803 and 606)
*Update sound systems in all classrooms
*Replace furniture in library
*Word orders have been submitted and will continue to be submitted throughout the school year regarding necessary repairs,
keeping Bobby Duke Middle in good condition
Campus Supervision
School administration and teaching staff place a high priority on providing adequate adult supervision on campus before,
during, and after school. As students arrive on campus each morning, yard duty supervisors are strategically assigned to
designated entrance areas, the breakfast area and surrounding areas. Yard duty supervisors monitor lunch time activity in the
cafeteria and on surrounding areas. At the end of the day when students are dismissed, Administration and yard Supervisors
monitor student behavior to ensure a safe and orderly departure. Bobby Duke Middle School is a closed campus. During school
hours, all visitors must sign in at the school’s office and wear identification badges while on school grounds
Condition of Facilities - Riverside County Williams Inspection Results
On an annual basis, representatives from the Riverside County Office of Education visit Coachella Valley Unified School
District’s schools that are in the API Decile Ranks 1-3. The inspection is designed to evaluate and verify that school facilities
conditions are in “good repair” and that any deficiencies are accurately reported in the School Accountability Report Cards.
The most recent facility inspection for Bobby Duke Middle School completed by the county took place on December 9, 2021.
Results of the inspection are provided in table below.
* Indicates that corrections/repairs have been completed.
** Indicates that the repair is scheduled to be completed by June 7, 2022.
2021-22 School Accountability Report Card Page 10 of 29 Bobby Duke Middle School
School Facility Conditions and Planned Improvements
Year and month of the most recent FIT report
December 9, 2021
System Inspected
Rate
Good
Rate
Fair
Rate
Poor
Repair Needed and Action Taken or Planned
Systems:
Gas Leaks, Mechanical/HVAC, Sewer
X
Interior:
Interior Surfaces
X
Classroom 207 - Stained Ceiling Tile *
Cleanliness:
Overall Cleanliness, Pest/Vermin Infestation
X
Electrical
X
Classroom 101 - 1 Light Fixture out (low impact) *
Restrooms/Fountains:
Restrooms, Sinks/ Fountains
X
Girls RR - 1 Light Fixture out (low impact) *
Girls RR - loose faucet **
Safety:
Fire Safety, Hazardous Materials
X
Structural:
Structural Damage, Roofs
X
External:
Playground/School Grounds, Windows/
Doors/Gates/Fences
X
Overall Facility Rate
Overall Facility Rate
Exemplary
Good
Fair
Poor
X
2021-22 School Accountability Report Card Page 11 of 29 Bobby Duke Middle School
B. Pupil Outcomes (State Priority: Pupil Achievement)
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 the Smarter Balanced Summative Assessments for students in
the general education population and the California Alternate Assessments [CAAs]
for English language arts/literacy [ELA] and mathematics given in grades three
through eight and grade eleven. Only eligible students may participate in the
administration of the CAAs. CAAs items are aligned with alternate achievement
standards, which are linked with the Common Core State Standards [CCSS] 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 CAAs for ELA in grades
three through eight and grade eleven.
2. Smarter Balanced Summative Assessments and CAAs for mathematics
in grades three through eight and grade eleven.
3. California Science Test (CAST) and CAAs for Science in grades five, eight,
and once in high school (i.e., grade ten, eleven, or twelve).
SARC Reporting in the 2020-2021 School Year Only
Where the most viable option, LEAs were required to administer the statewide
summative assessment in ELA and mathematics. Where a statewide summative
assessment was not the most viable option for the LEA (or for one or more grade-
level[s] within the LEA) due to the pandemic, LEAs were allowed to report results
from a different assessment that met the criteria established by the State Board of
Education (SBE) on March 16, 2021. The assessments were required to be:
• Aligned with CA CCSS for ELA and mathematics;
• Available to students in grades 3 through 8, and grade 11; and
• Uniformly administered across a grade, grade span, school, or district to all
eligible students.
Options
Note that the CAAs could only be administered in-person following health and
safety requirements. If it was not viable for the LEA to administer the CAAs in
person with health and safety guidelines in place, the LEA was directed to not
administer the tests. There were no other assessment options available for the
CAAs. Schools administered the Smarter Balanced Summative Assessments for
ELA and mathematics, other assessments that meet the SBE criteria, or a
combination of both, and they could only choose one of the following:
• Smarter Balanced ELA and mathematics summative assessments;
• Other assessments meeting the SBE criteria; or
• Combination of Smarter Balanced ELA and mathematics summative
assessments and other assessments.
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.
2021-22 School Accountability Report Card Page 12 of 29 Bobby Duke Middle School
Percentage of Students Meeting or Exceeding the State Standard on CAASPP
Percentage of Students Meeting or Exceeding the State Standard on CAASPP
This table displays CAASPP test results in ELA and mathematics for all students grades three through eight and grade eleven
taking and completing a state-administered assessment.
The 2019-2020 data cells with N/A values indicate that the 2019-2020 data are not available due to the COVID-19 pandemic and
resulting summative test suspension. The Executive Order N-30-20 was issued which waived the assessment, accountability, and
reporting requirements for the 2019-2020 school year.
The 2020-2021 data cells have N/A values because these data are not comparable to other year data due to the COVID-19
pandemic during the 2020-2021 school year. Where the CAASPP assessments in ELA and/or mathematics is not the most viable
option, the LEAs were allowed to administer local assessments. Therefore, the 2020-2021 data between school years for the
school, district, state are not an accurate comparison. As such, it is inappropriate to compare results of the 2020-2021 school year
to other school years.
Subject
School
2019-20
School
2020-21
District
2019-20
District
2020-21
State
2019-20
State
2020-21
English Language Arts/Literacy
(grades 3-8 and 11)
N/A
N/A
N/A
N/A
N/A
N/A
Mathematics
(grades 3-8 and 11)
N/A
N/A
N/A
N/A
N/A
N/A
2021-22 School Accountability Report Card Page 13 of 29 Bobby Duke Middle School
2020-21 CAASPP Test Results in ELA by Student Group
2020-21 CAASPP Test Results in ELA by Student Group
This table displays CAASPP test results in ELA by student group for students grades three through eight and grade eleven taking
and completing a state-administered assessment. The CDE will populate this table for schools in cases where the school
administered the CAASPP assessment. In cases where the school administered a local assessment instead of CAASPP, the
CDE will populate this table with “NT” values, meaning this school did not test students using the CAASPP. See the local
assessment(s) table for more information.
CAASPP
Student Groups
CAASPP
Total
Enrollment
CAASPP
Number
Tested
CAASPP
Percent
Tested
CAASPP
Percent
Not Tested
CAASPP
Percent
Met or
Exceeded
All Students
742
697
93.94
6.06
22.62
Female
350
327
93.43
6.57
29.23
Male
392
370
94.39
5.61
16.8
American Indian or Alaska Native
--
--
--
--
--
Asian
0
0
0
0
0
Black or African American
0
0
0
0
0
Filipino
0
0
0
0
0
Hispanic or Latino
736
692
94.02
5.98
22.79
Native Hawaiian or Pacific Islander
--
--
--
--
--
Two or More Races
0
0
0
0
0
White
--
--
--
--
--
English Learners
278
260
93.53
6.47
3.46
Foster Youth
--
--
--
--
--
Homeless
20
18
90
10
0
Military
0
0
0
0
0
Socioeconomically Disadvantaged
697
653
93.69
6.31
22.58
Students Receiving Migrant Education Services
78
70
89.74
10.26
21.43
Students with Disabilities
89
75
84.27
15.73
4
2021-22 School Accountability Report Card Page 14 of 29 Bobby Duke Middle School
2020-21 CAASPP Test Results in Math by Student Group
2020-21 CAASPP Test Results in Math by Student Group
This table displays CAASPP test results in Math by student group for students grades three through eight and grade eleven taking
and completing a state-administered assessment. The CDE will populate this table for schools in cases where the school
administered the CAASPP assessment. In cases where the school administered a local assessment instead of CAASPP, the
CDE will populate this table with “NT” values, meaning this school did not test students using the CAASPP. See the local
assessment(s) table for more information.
CAASPP
Student Groups
CAASPP
Total
Enrollment
CAASPP
Number
Tested
CAASPP
Percent
Tested
CAASPP
Percent
Not Tested
CAASPP
Percent
Met or
Exceeded
All Students
742
697
93.94
6.06
9.68
Female
350
327
93.43
6.57
7.72
Male
392
370
94.39
5.61
11.41
American Indian or Alaska Native
--
--
--
--
--
Asian
0
0
0
0
0
Black or African American
0
0
0
0
0
Filipino
0
0
0
0
0
Hispanic or Latino
736
692
94.02
5.98
9.75
Native Hawaiian or Pacific Islander
--
--
--
--
--
Two or More Races
0
0
0
0
0
White
--
--
--
--
--
English Learners
278
261
93.88
6.12
0.38
Foster Youth
--
--
--
--
--
Homeless
20
18
90.00
10.00
0.00
Military
0
0
0
0
0
Socioeconomically Disadvantaged
697
653
93.69
6.31
9.41
Students Receiving Migrant Education Services
78
70
89.74
10.26
8.57
Students with Disabilities
89
75
84.27
15.73
1.33
2020-21 Local Assessment Test Results in ELA by Student Group
2020-21 Local Assessment Test Results in ELA by Student Group
This table displays Local Assessment test results in ELA by student group for students grades three through eight and grade
eleven. LEAs/schools will populate this table for schools in cases where the school administered a local assessment. In cases
where the school administered the CAASPP assessment, LEAs/schools will populate this table with “N/A” values in all cells,
meaning this table is Not Applicable for this school.
All Students
N/A
Female
N/A
Male
N/A
American Indian or Alaska Native
N/A
Asian
N/A
Black or African American
N/A
Filipino
N/A
Hispanic or Latino
N/A
2021-22 School Accountability Report Card Page 15 of 29 Bobby Duke Middle School
Native Hawaiian or Pacific Islander
N/A
Two or More Races
N/A
White
N/A
English Learners
N/A
Foster Youth
N/A
Homeless
N/A
Military
N/A
Socioeconomically Disadvantaged
N/A
Students Receiving Migrant Education Services
N/A
Students with Disabilities
N/A
All Students
N/A
N/A
N/A
N/A
N/A
Female
N/A
N/A
N/A
N/A
N/A
Male
N/A
N/A
N/A
N/A
N/A
American Indian or Alaska Native
N/A
N/A
N/A
N/A
N/A
Asian
N/A
N/A
N/A
N/A
N/A
Black or African American
N/A
N/A
N/A
N/A
N/A
Filipino
N/A
N/A
N/A
N/A
N/A
Hispanic or Latino
N/A
N/A
N/A
N/A
N/A
Native Hawaiian or Pacific Islander
N/A
N/A
N/A
N/A
N/A
Two or More Races
N/A
N/A
N/A
N/A
N/A
White
N/A
N/A
N/A
N/A
N/A
English Learners
N/A
N/A
N/A
N/A
N/A
Foster Youth
N/A
N/A
N/A
N/A
N/A
Homeless
N/A
N/A
N/A
N/A
N/A
Military
N/A
N/A
N/A
N/A
N/A
Socioeconomically Disadvantaged
N/A
N/A
N/A
N/A
N/A
Students Receiving Migrant Education Services
N/A
N/A
N/A
N/A
N/A
Students with Disabilities
N/A
N/A
N/A
N/A
N/A
All Students
N/A
N/A
N/A
N/A
N/A
Female
N/A
N/A
N/A
N/A
N/A
Male
N/A
N/A
N/A
N/A
N/A
American Indian or Alaska Native
N/A
N/A
N/A
N/A
N/A
Asian
N/A
N/A
N/A
N/A
N/A
Black or African American
N/A
N/A
N/A
N/A
N/A
Filipino
N/A
N/A
N/A
N/A
N/A
Hispanic or Latino
N/A
N/A
N/A
N/A
N/A
Native Hawaiian or Pacific Islander
N/A
N/A
N/A
N/A
N/A
Two or More Races
N/A
N/A
N/A
N/A
N/A
White
N/A
N/A
N/A
N/A
N/A
2021-22 School Accountability Report Card Page 16 of 29 Bobby Duke Middle School
English Learners
N/A
N/A
N/A
N/A
N/A
Foster Youth
N/A
N/A
N/A
N/A
N/A
Homeless
N/A
N/A
N/A
N/A
N/A
Military
N/A
N/A
N/A
N/A
N/A
Socioeconomically Disadvantaged
N/A
N/A
N/A
N/A
N/A
Students Receiving Migrant Education Services
N/A
N/A
N/A
N/A
N/A
Students with Disabilities
N/A
N/A
N/A
N/A
N/A
*At or above the grade-level standard in the context of the local assessment administered.
2020-21 Local Assessment Test Results in Math by Student Group
2020-21 Local Assessment Test Results in Math by Student Group
This table displays Local Assessment test results in Math by student group for students grades three through eight and grade
eleven. LEAs/schools will populate this table for schools in cases where the school administered a local assessment. In cases
where the school administered the CAASPP assessment, LEAs/schools will populate this table with “N/A” values in all cells,
meaning this table is Not Applicable for this school.
All Students
N/A
N/A
N/A
N/A
N/A
Female
N/A
N/A
N/A
N/A
N/A
Male
N/A
N/A
N/A
N/A
N/A
American Indian or Alaska Native
N/A
N/A
N/A
N/A
N/A
Asian
N/A
N/A
N/A
N/A
N/A
Black or African American
N/A
N/A
N/A
N/A
N/A
Filipino
N/A
N/A
N/A
N/A
N/A
Hispanic or Latino
N/A
N/A
N/A
N/A
N/A
Native Hawaiian or Pacific Islander
N/A
N/A
N/A
N/A
N/A
Two or More Races
N/A
N/A
N/A
N/A
N/A
White
N/A
N/A
N/A
N/A
N/A
English Learners
N/A
N/A
N/A
N/A
Foster Youth
N/A
N/A
N/A
N/A
N/A
Homeless
N/A
N/A
N/A
N/A
N/A
Military
N/A
N/A
N/A
N/A
N/A
Socioeconomically Disadvantaged
N/A
N/A
N/A
N/A
N/A
Students Receiving Migrant Education Services
N/A
N/A
N/A
N/A
N/A
Students with Disabilities
N/A
N/A
N/A
N/A
N/A
*At or above the grade-level standard in the context of the local assessment administered.
2021-22 School Accountability Report Card Page 17 of 29 Bobby Duke Middle School
CAASPP Test Results in Science for All Students
CAASPP Test Results in Science for All Students
This table displays the percentage of all students grades five, eight, and High School meeting or exceeding the State Standard.
The 2019-2020 data cells with N/A values indicate that the 2019-2020 data are not available due to the COVID-19 pandemic and
resulting summative testing suspension. The Executive Order N-30-20 was issued which waived the assessment, accountability,
and reporting requirements for the 2019-2020 school year.
For any 2020-2021 data cells with N/T values indicate that this school did not test students using the CAASPP Science.
Subject
School
2019-20
School
2020-21
District
2019-20
District
2020-21
State
2019-20
State
2020-21
Science
(grades 5, 8 and high school)
N/A
NT
N/A
0.00
N/A
28.72
2020-21 CAASPP Test Results in Science by Student Group
2020-21 CAASPP Test Results in Science by Student Group
This table displays CAASPP test results in Science by student group for students grades five, eight, and High School. For any
data cells with N/T values indicate that this school did not test students using the CAASPP Science.
Student Group
Total
Enrollment
Number
Tested
Percent
Tested
Percent
Not Tested
Percent
Met or
Exceeded
All Students
359
NT
NT
NT
NT
Female
174
NT
NT
Male
185
NT
NT
American Indian or Alaska Native
--
NT
NT
NT
NT
Asian
0
0
0
0
0
Black or African American
0
0
0
0
0
Filipino
0
0
0
0
0
Hispanic or Latino
357
NT
NT
NT
NT
Native Hawaiian or Pacific Islander
0
0
0
0
0
Two or More Races
0
0
0
0
0
White
--
NT
NT
NT
NT
English Learners
112
NT
NT
NT
NT
Foster Youth
--
NT
NT
NT
NT
Homeless
20
NT
NT
NT
NT
Military
0
0
0
0
0
Socioeconomically Disadvantaged
342
NT
NT
NT
NT
Students Receiving Migrant Education Services
48
NT
NT
NT
NT
Students with Disabilities
41
NT
NT
NT
NT
2021-22 School Accountability Report Card Page 18 of 29 Bobby Duke Middle School
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.
B. Pupil Outcomes (State Priority: Other Pupil Outcomes)
2020-21 California Physical Fitness Test Results
2020-21 California Physical Fitness Test Results
Due to the COVID-19 crisis, the Physical Fitness Test was suspended during the 2020-2021 school year and therefore no data
are reported and each cell in this table is populated with “N/A.”
Grade Level
Percentage of Students Meeting
Four of Six Fitness Standards
Percentage of Students Meeting
Five of Six Fitness Standards
Percentage of Students Meeting
Six of Six Fitness Standards
Grade 5
N/A
N/A
N/A
Grade 7
N/A
N/A
N/A
Grade 9
N/A
N/A
N/A
C. Engagement (State Priority: Parental Involvement)
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.
2021-22 Opportunities for Parental Involvement
2021-22 Opportunities for Parental Involvement
Parents are encouraged to get involved in their child’s learning environment either by participating in a decision-making group
and/or simply attending school events. For more information on parent involvement opportunities call Bobby Duke Middle
School at (760) 398-0139.
School-to-home communication is provided in English and Spanish. Parents stay informed on upcoming events and school
activities through flyers, weekly ConnectEd messages, the school web site, Facebook and Instagram pages.
Opportunities to Volunteer
• Chaperone School Activities
• Student Assemblies
• School Site Council
• English Learner Advisory Council
• MTSS Committee
School Activities Include but are not limited to the following:
• Band Concerts
• Book Fair
• College & Career Fair
• Math Field Day
• Musicals
• Open House
• Parent Conferences
• Parent Workshops
• Spelling Bee
• Student Award Assemblies
2021-22 School Accountability Report Card Page 19 of 29 Bobby Duke Middle School
2021-22 Opportunities for Parental Involvement
• Student Performances
• Team Sports via ASES
--------
2020-21 Chronic Absenteeism by Student Group
2020-21 Chronic Absenteeism by Student Group
Student Group
Cumulative
Enrollment
Chronic
Absenteeism
Eligible Enrollment
Chronic
Absenteeism
Count
Chronic
Absenteeism
Rate
All Students
756
748
200
26.7
Female
357
354
86
24.3
Male
399
394
114
28.9
American Indian or Alaska Native
1
1
1
100.0
Asian
0
0
0
0.0
Black or African American
0
0
0
0.0
Filipino
0
0
0
0.0
Hispanic or Latino
750
742
198
26.7
Native Hawaiian or Pacific Islander
1
1
1
100.0
Two or More Races
0
0
0
0.0
White
4
4
0
0.0
English Learners
327
324
98
30.2
Foster Youth
6
6
2
33.3
Homeless
10
9
4
44.4
Socioeconomically Disadvantaged
725
717
198
27.6
Students Receiving Migrant Education Services
87
87
28
32.2
Students with Disabilities
91
89
34
38.2
C. Engagement (State Priority: School Climate)
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
2021-22 School Accountability Report Card Page 20 of 29 Bobby Duke Middle School
Suspensions and Expulsions
Suspensions and Expulsions
This table displays suspensions and expulsions data collected between July through June, each full school year respectively.
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.
Subject
School
2018-19
School
2020-21
District
2018-19
District
2020-21
State
2018-19
State
2020-21
Suspensions
9.21
0.00
4.70
0.03
3.47
0.20
Expulsions
0.12
0.00
0.02
0.00
0.08
0.00
This table displays suspensions and expulsions data collected between July through February, partial school year due to the
COVID-19 pandemic. The 2019-2020 suspensions and expulsions rate data are not comparable to other year data because the
2019-2020 school year is a partial school year due to the COVID-19 crisis. As such, it would be inappropriate to make any
comparisons in rates of suspensions and expulsions in the 2019-2020 school year compared to other school years.
Subject
School
2019-20
District
2019-20
State
2019-20
Suspensions
7.19
2.93
2.45
Expulsions
0.00
0.00
0.05
2020-21 Suspensions and Expulsions by Student Group
2020-21 Suspensions and Expulsions by Student Group
Student Group
Suspensions Rate
Expulsions Rate
All Students
0.00
0.00
Female
0.00
0.00
Male
0.00
0.00
American Indian or Alaska Native
0.00
0.00
Asian
0.00
0.00
Black or African American
0.00
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
0.00
0.00
English Learners
0.00
0.00
Foster Youth
0.00
0.00
Homeless
0.00
0.00
Socioeconomically Disadvantaged
0.00
0.00
Students Receiving Migrant Education Services
0.00
0.00
Students with Disabilities
0.00
0.00
2021-22 School Accountability Report Card Page 21 of 29 Bobby Duke Middle School
2021-22 School Safety Plan
2021-22 School Safety Plan
The Comprehensive School Site Safety Plan was developed for Bobby Duke Middle School in collaboration with local agencies
and the district office to fulfill Senate Bill 187 requirements. Components of this plan include child abuse reporting procedures,
teacher notification of dangerous pupil procedures, disaster response procedures, procedures for safe arrival and departure
from school, sexual harassment policy, and dress code policy.The school safety plan was reviewed and updated by staff and
the SSC on February 26, 2021, and board approved on April 15, 2021.--------
2018-19 Secondary Average Class Size and Class Size Distribution
2018-19 Secondary Average Class Size and Class Size Distribution
This table displays the 2018-19 average class size and class size distribution. The columns titled “Number of Classes” indicates
how many classes 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.
Subject
Average
Class
Size
Number of Classes with
1-22 Students
Number of Classes with
23-32 Students
Number of Classes with
33+ Students
English Language Arts
25
11
31
Mathematics
26
7
33
Science
27
4
23
Social Science
26
5
24
2019-20 Secondary Average Class Size and Class Size Distribution
2019-20 Secondary Average Class Size and Class Size Distribution
This table displays the 2019-20 average class size and class size distribution. The columns titled “Number of Classes” indicates
how many classes 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.
Subject
Average
Class
Size
Number of Classes with
1-22 Students
Number of Classes with
23-32 Students
Number of Classes with
33+ Students
English Language Arts
23
10
29
Mathematics
26
5
31
Science
25
6
25
Social Science
25
6
24
2020-21 Secondary Average Class Size and Class Size Distribution
2020-21 Secondary Average Class Size and Class Size Distribution
This table displays the 2020-21 average class size and class size distribution. The columns titled “Number of Classes” indicates
how many classes 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.
Subject
Average
Class
Size
Number of Classes with
1-22 Students
Number of Classes with
23-32 Students
Number of Classes with
33+ Students
English Language Arts
21
9
12
Mathematics
24
3
12
Science
26
2
12
Social Science
25
2
12
2021-22 School Accountability Report Card Page 22 of 29 Bobby Duke Middle School
2020-21 Ratio of Pupils to Academic Counselor
2020-21 Ratio of Pupils to Academic Counselor
This table displays the ratio of pupils to Academic Counselor. 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.
Title
Ratio
Pupils to Academic Counselor
364.5
2020-21 Student Support Services Staff
2020-21 Student Support Services Staff
This table displays the number of FTE support staff assigned to this school. 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.
Title
Number of FTE Assigned to School
Counselor (Academic, Social/Behavioral or Career Development)
2
Library Media Teacher (Librarian)
0
Library Media Services Staff (Paraprofessional)
0
Psychologist
1
Social Worker
0
Speech/Language/Hearing Specialist
0
Resource Specialist (non-teaching)
0
2019-20 Expenditures Per Pupil and School Site Teacher Salaries
2019-20 Expenditures Per Pupil and School Site Teacher Salaries
This table displays the 2019-20 expenditures per pupil and average teach salary for this school. Cells with N/A values do not
require data.
Level
Total
Expenditures
Per Pupil
Expenditures
Per Pupil
(Restricted)
Expenditures
Per Pupil
(Unrestricted)
Average
Teacher
Salary
School Site
$13,201
$4,388
$8,633
$92,419
District
N/A
N/A
$9,179
$95,846
Percent Difference - School Site and District
N/A
N/A
-6.1
-3.6
State
$8,444
$86,376
Percent Difference - School Site and State
N/A
N/A
2.2
6.8
2021-22 School Accountability Report Card Page 23 of 29 Bobby Duke Middle School
2020-21 Types of Services Funded
2020-21 Types of Services Funded
In addition to general fund state funding, Coachella Valley Unified School District receives state and federal categorical funding
for special programs. For the 2020- 2021 school year, the district received categorical, special education, and support
programs funds for:
• Expanded Learning Programs (EXLP)
• Agricultural Career Technical Education
• Career Technical Education Incentive Grant
• Carl D. Perkins Career and Technical Education
• College Readiness Block Grant
• Department of Rehabilitation Grant (Work Experience)
• ESEA: Title II, Part A Teacher Quality
• ESEA: Title III, Immigrant Education Program
• ESEA: Title III, English Learners Student Program
• Indian Education
• Governor's CTE Initiative: California Partnership Academies
• Head Start
• Learning Communities for School Success
• Lottery: Instructional Materials
• Medi-Cal Billing Option
• NCLB: Title I Part A, Basic Grants
• NCLB: Title I Part C, Migrant Education Regular Program
• NCLB: Title I, Migrant Education Summer Program
• Partnership Academies Program
• Special Ed: IDEA Basic Local Assistance
• Special Ed: IDEA Preschool Grant, Part B, Sec 619
• Special Ed: IDEA Preschool Local Entitlement
• Special Ed: IDEA Preschool Staff Development, Part B, Sec 619
• Supporting Inclusive Practices
• Special Ed: Mental Health Services
• Special Ed: Project Workability
• Special Ed: Low Incidence Equipment
• State Lottery
Programs and Services at Bobby Duke Middle
* Expanded Learning Programs (EXLP)
* Newcomer Academy
* English Learner Academy
* English Language Tutoring
* Advanced via Individual Determination (AVID) program
* Dual Language Program
* Professional Development for Staff
* Family Nights (Latino Commission and Math)
* Mental Health Services provided by Latino Commission
* Migrant Program
* Career Technical Education Program (Paxton)
* Project Lead the Way Program (Robotics, Forensics, and Green Architecture)
* Visual and Performing Arts programs (band, choir, and dance)
--------
2021-22 School Accountability Report Card Page 24 of 29 Bobby Duke Middle School
2019-20 Teacher and Administrative Salaries
2019-20 Teacher and Administrative Salaries
This table displays the 2019-20 Teacher and Administrative salaries. For detailed information on salaries, see the CDE
Certification Salaries & Benefits web page at http://www.cde.ca.gov/ds/fd/cs/.
Category
District
Amount
State Average
for Districts
in Same Category
Beginning Teacher Salary
$53,870
$52,562
Mid-Range Teacher Salary
$86,849
$83,575
Highest Teacher Salary
$111,614
$104,166
Average Principal Salary (Elementary)
$129,320
$131,875
Average Principal Salary (Middle)
$137,188
$137,852
Average Principal Salary (High)
$154,856
$150,626
Superintendent Salary
$250,000
$260,243
Percent of Budget for Teacher Salaries
35%
34%
Percent of Budget for Administrative Salaries
4%
5%
Professional Development
Professional Development
All training and curriculum development at Coachella Valley Unified School District revolves around the California State
Standards and Frameworks and Common Core State Standards. The district’s Educational Services Division works closely
with school administrators, teachers, and the superintendent to identify staff training needs based upon review of student
performance data results, monthly site leadership collaboration efforts, and principal input.
Staff members refine teaching skills and concepts through participation in conferences and workshops throughout the year.
Training activities typically relate to the teacher’s area of expertise and covers innovative strategies and techniques to improve
student achievement and the quality of classroom instruction. Teachers may participate in district-sponsored seminars
presented by district personnel, outside consultants, and lead teachers.
2020-21 District-Sponsored Professional Development:
Adult Self-Care
AERIES Student Engagement
APEX (Secondary)
Bitmoji Classrooms
CAASPP
California School Library Database
Cameras in the Classroom
Canvas (6-part series)
CCGI - California College Guidance Initiative (Secondary)
Collections (Secondary)
ELPAC
English 3D for English Learners
Ethnic Studies (Secondary)
Go Math (Elementary)
Google Apps
Google Classroom Basics
Google Forms Assessment and Data
Hybrid Teaching
IEPs (3-part series)
Illuminate Assessment Platform
Informative, Argument, and Narrative Writing (Elementary and Secondary)
Lexia/Power Up
2021-22 School Accountability Report Card Page 25 of 29 Bobby Duke Middle School
Professional Development
Math 180
National Geographic (Middle School)
NGSS
PBIS
Positive Prevention Plus (6-part series, Secondary)
Project Moving Forward
Restorative Justice (Secondary)
Saavas/Pearson History (Elementary, Secondary)
Supporting Secondary Trauma
Transformational Learning - La Cultura Cura (4-part series)
UCI Math (6-part series, Elementary, Secondary)
UDL - Universal Design for Learning
VAPA Standards
Virtual Science Labs
Wonders & Maravillas (Elementary)
Zoom 101/102
2021 - 22 District-Sponsored Professional Development:
August, 2021 (Optional Professional Development) – before the start of school:
Secondary:
Next Generation Science Standards (NGSS)
School-Based Mental Health
Visual and Performing Arts (VAPA)
Math 7, 8
iMath 1, 2, 3
History Standards and DBQs
Crisis Prevention Intervention
APEX Tutorials
NEPRIS
Positive Behavior Intervention Supports (PBIS) Rewards
Social-Emotional Learning
School Attendance
Ethnic Studies Pedagogy
Physical Education
English Learner (EL) Academy Module 1
Joven Noble
Canvas
Mastery Connect
New Teacher Technology
Cardio-Pulmonary Resuscitation (CPR)
Special Education:
Extended School Year (ESY)
Goalbook
Transition Plan Writing
Legally Defensible Individualized Education Programs (IEPs)
Special Education Information System (SEIS)
Canvas
Mastery Connect
New Teacher Technology
District-Wide throughout 2021-22:
MasteryConnect
iReady
Intervention
Transitional Kindergarten/Kindergarten (TK/K) Instructional Aides Training
Canvas
Writing
2021-22 School Accountability Report Card Page 26 of 29 Bobby Duke Middle School
Professional Development
Newcomer Assessments
Lexia
UCI Math Grades 3-6
UCI Math Admin
English Learner Training
Read 180/System 44
English Language Development (ELD) Professional Development
Google Suite App
ELD Benchmarks
Google Classroom
New Teacher Technology
Early Literacy Support Block (ELSB)
All-District Professional Development, non-student day:
Preschool Google Suite Apps
UCI Math Grades 3, 4, 5, 6
English Learner (EL) Academy Grades TK, K, VAPA, Intervention
Positive School Climate Grades 1, 2
Positive School Climate - all middle schools and high schools
The district offers two distinct programs to support professional growth and improve instruction in the classroom. The Beginning
Teacher Support and Assessment (BTSA) program offers support and assistance to newly credentialed teachers. All
participating new teachers are provided peer support over a two-year period. The Peer Assistance and Review (PAR) program
is available to veteran teachers who need to improve instructional skills, classroom management strategies, subject knowledge,
and/or related aspects of their teaching performance. Experienced and knowledgeable veteran teachers, referred to as
“coaches”, are paired with teachers referred to the PAR program to provide individualized guidance, support, and training.
Classified staff receive job-related training from qualified district personnel and consultants. Special education aides received
specialized training from district office personnel. Long-term substitute teachers are invited to attend designated training
sessions.
Site-Based Training:
Bobby Duke Middle School works with the Coachella Valley Unified School District to focus on site-based areas of study and to
improve instructional practices, address areas needing improvement, and implement new programs for improved student
learning. Through collaborative efforts of school and district representatives, professional training concentrations are identified
based upon teacher survey results, student performance data analysis results, past practices, and new programs. Training
activities are designed to complement and support district-wide training efforts.
During the school year(s), Bobby Duke Middle School allocated time before school, after school, and through teacher release
time for professional development and Professional Learning Community activities focused on:
2020-21 school year:
• Writing Strategies
• Social-emotional development
• Mental Health
• MTSS (multi-tiered systems of support)
• Timely feedback
• PBIS systems
• Professional Learning Communities Process
2021-22 school year:
*Mastery Connect
*CANVAS (home page, assignments, assessments, rubrics)
*Developing rubrics
*Grading with Equity
*Social- emotional strategies for the classroom
*Data-Analysis
2021-22 School Accountability Report Card Page 27 of 29 Bobby Duke Middle School
Professional Development
*UDL- Universal Design for Learning
-------
This table displays the number of school days dedicated to staff development and continuous improvement.
Subject
2019-20
2020-21
2021-22
Number of school days dedicated to Staff Development and Continuous Improvement
Coachella Valley Unified School District
2020-21 Local Accountability Report Card (LARC) Addendum
2021-22 School Accountability Report Card
Local Accountability Report Card (LARC) Addendum
2020-21 Local Accountability Report
Card (LARC) Addendum Overview
On July 14, 2021, the California State Board of Education (SBE) determined that
the California Department of Education (CDE) will use the SARC as the mechanism
to conduct a one-time data collection of the LEA-level aggregate test results of all
school’s local assessments administered during the 2020–2021 school year in
order to meet the federal Every Students Succeeds Act (ESSA) reporting
requirement for the Local Educational Agency Accountability Report Cards
(LARCs).
Each local educational agency (LEA) is responsible for preparing and posting their
annual LARC in accordance with the federal ESSA. As a courtesy, the CDE
prepares and posts the LARCs on behalf of all LEAs.
Only for the 2020–2021 school year and the 2020–2021 LARCs, LEAs are required
to report their aggregate local assessments test results at the LEA-level to the CDE
by populating the tables below via the SARC. These data will be used to meet the
LEAs’ federal requirement for their LARCs. Note that it is the responsibility of the
school and LEA to ensure that all student privacy and suppression rules are in
place when reporting data in Tables 3 and 4 in the Addendum, as applicable.
The tables below are not part of the SBE approved 2020–2021 SARC template but
rather are the mechanism by which these required data will be collected from LEAs.
For purposes of the LARC and the following tables, an LEA is defined as a school
district, a county office of education, or a direct funded charter school.
2021-22 District Contact Information
2021-22 District Contact Information
District Name
Coachella Valley Unified School District
Phone Number
(760) 399-5137
Superintendent
Dr. Luis Valentino
Email Address
[email protected]
District Website Address
https://www.cvusd.us/
2021-22 School Accountability Report Card Page 28 of 29 Bobby Duke Middle School
2020-21 CAASPP Test Results in ELA by Student Group
2020-21 CAASPP Test Results in ELA by Student Group
This table displays CAASPP test results in ELA by student group for students grades three through eight and grade eleven taking
and completing a state-administered assessment. The CDE will populate this table for schools in cases where the school
administered the CAASPP assessment. In cases where the school administered a local assessment instead of CAASPP, the
CDE will populate this table with “NT” values, meaning this school did not test students using the CAASPP. See the local
assessment(s) table for more information.
CAASPP
Student Groups
CAASPP
Total
Enrollment
CAASPP
Number
Tested
CAASPP
Percent
Tested
CAASPP
Percent
Not Tested
CAASPP
Percent
Met or
Exceeded
All Students
9407
7385
78.51
21.49
23.43
Female
4565
3682
80.66
19.34
28.28
Male
4842
3703
76.48
23.52
18.64
American Indian or Alaska Native
41
20
48.78
51.22
15.00
Asian
--
--
--
--
--
Black or African American
15
11
73.33
26.67
0.00
Filipino
--
--
--
--
--
Hispanic or Latino
9229
7265
78.72
21.28
23.42
Native Hawaiian or Pacific Islander
--
--
--
--
--
Two or More Races
39
28
71.79
28.21
25.00
White
73
54
73.97
26.03
26.00
English Learners
3973
3129
78.76
21.24
6.26
Foster Youth
66
54
81.82
18.18
9.62
Homeless
290
224
77.24
22.76
14.29
Military
0
0
0
0
0
Socioeconomically Disadvantaged
8690
6820
78.48
21.52
22.41
Students Receiving Migrant Education Services
1108
835
75.36
24.64
16.73
Students with Disabilities
1170
725
61.97
38.03
3.97
2021-22 School Accountability Report Card Page 29 of 29 Bobby Duke Middle School
2020-21 CAASPP Test Results in Math by Student Group
2020-21 CAASPP Test Results in Math by Student Group
This table displays CAASPP test results in Math by student group for students grades three through eight and grade eleven taking
and completing a state-administered assessment. The CDE will populate this table for schools in cases where the school
administered the CAASPP assessment. In cases where the school administered a local assessment instead of CAASPP, the
CDE will populate this table with “NT” values, meaning this school did not test students using the CAASPP. See the local
assessment(s) table for more information.
CAASPP
Student Groups
CAASPP
Total
Enrollment
CAASPP
Number
Tested
CAASPP
Percent
Tested
CAASPP
Percent
Not Tested
CAASPP
Percent
Met or
Exceeded
All Students
9408
7239
76.95
23.05
11.54
Female
4565
3599
78.84
21.16
11.67
Male
4843
3640
75.16
24.84
11.40
American Indian or Alaska Native
41
24
58.54
41.46
8.70
Asian
--
--
--
--
--
Black or African American
15
12
80.00
20.00
0.00
Filipino
--
--
--
--
--
Hispanic or Latino
9230
7113
77.06
22.94
11.54
Native Hawaiian or Pacific Islander
--
--
--
--
--
Two or More Races
39
29
74.36
25.64
10.34
White
73
52
71.23
11.54
English Learners
3973
3058
76.97
23.03
3.45
Foster Youth
66
50
75.76
24.24
4.00
Homeless
290
214
73.79
26.21
9.43
Military
0
0
0
0
0
Socioeconomically Disadvantaged
8691
6681
76.87
23.13
10.98
Students Receiving Migrant Education Services
1108
825
74.46
25.54
7.72
Students with Disabilities
1170
721
61.62
38.38
2.68
2020-21 Local Assessment Test Results in ELA by Student Group
2020-21 Local Assessment Test Results in ELA by Student Group
This table displays Local Assessment test results in ELA by student group for students grades three through eight and grade
eleven. LEAs/schools will populate this table for schools in cases where the school administered a local assessment. In cases
where the school administered the CAASPP assessment, LEAs/schools will populate this table with “N/A” values in all cells,
meaning this table is Not Applicable for this school.
*At or above the grade-level standard in the context of the local assessment administered.
2020-21 Local Assessment Test Results in Math by Student Group
2020-21 Local Assessment Test Results in Math by Student Group
This table displays Local Assessment test results in Math by student group for students grades three through eight and grade
eleven. LEAs/schools will populate this table for schools in cases where the school administered a local assessment. In cases
where the school administered the CAASPP assessment, LEAs/schools will populate this table with “N/A” values in all cells,
meaning this table is Not Applicable for this school.
*At or above the grade-level standard in the context of the local assessment administered.