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Chaparral High School in El Cajon, CA
(09-12 • Public • Alternative School)

City-data.com school rating (using weighted test average as compared to other schools in California) from 0 (worst) to 100 (best) is 23
Address
 1600 N. Cuyamaca St.
EL CAJON, CA 92020
Telephone
(619) 956-4600
(make sure to verify first before calling)
Website
http://chaparral.guhsd.net/
City-data.com school rating
23
Students
77
Classroom Teachers (FTE)
9.6
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
34
Reduced-price lunch
eligible students
30
School district
Grossmont Union High
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Grossmont Middle College High (1.5 miles):

96
Fletcher Hills Elementary (1.4 miles):

83
PRIDE Academy at Prospect Avenue (1.4 miles):

61
MERIT Academy (0.0 miles):

42
Flying Hills Elementary (0.4 miles):

41
IDEA Center (0.0 miles):

37
Chaparral High School:

23
Magnolia Elementary (1.5 miles):

19
Johnson Elementary (1.3 miles):

8
Chaparral High School rating compared to average state, county and city schools ratings:
California:

46
San Diego County:

55
El Cajon:

44
Chaparral High School:

23

Students & Teachers


Total enrollment:
Enrollment in 2016: 77
Enrollment in 2015: 298
Enrollment in 2014: 328
Enrollment in 2013: 347
Enrollment in 2012: 257
Enrollment in 2011: 253
Enrollment in 2010: 319
Enrollment in 2009: 308
Enrollment in 2008: 255
Enrollment in 2007: 276
Enrollment in 2006: 254
Enrollment in 2005: 321
Enrollment in 2004: 221
Enrollment in 2003: 285
Enrollment in 2002: 242
Enrollment in 2001: 296
Enrollment in 2000: 259
Enrollment in 1999: 271

Chaparral High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG09G10G11G12Total
All students29313577
Female students117716
Male students18242861
American Indian/Alaska Native students - - 1 - 1
Asian students - - 1 - 1
Hispanic students1 - 111931
Black students - - 538
White students - 813930
Hawaiian Native/Pacific Islander students1 - - 12
Two or More Races students - 1 - 34

Enrollment by grade:
9th grade enrollment: 2
10th grade enrollment: 9
11th grade enrollment: 31
12th grade enrollment: 35

Chaparral High School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 16 (20.8%)
Chaparral High School:

20.8%
California:

49.4%
Male enrollment: 61 (79.2%)
Here:

79.2%
State:

49.6%

Chaparral High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 1 (1.3%)
School:

1.3%
State:

1.0%
Asian enrollment: 1 (1.3%)
Chaparral High School:

1.3%
State:

9.4%
Hispanic enrollment: 31 (40.3%)
Here:

40.3%
California:

46.0%
Black enrollment: 8 (10.4%)
Chaparral High School:

10.4%
State:

6.1%
White enrollment: 30 (39.0%)
School:

39.0%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 2 (2.6%)
School:

2.6%
State:

0.6%
Two or More Races enrollment: 4 (5.2%)
Chaparral High School:

5.2%
California:

4.5%

Chaparral High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 64 (83.1%)
Here:

83.1%
State:

61.2%
Free lunch eligible students: 34 (44.2%)
Chaparral High School:

44.2%
State:

52.8%
Reduced-price lunch eligible students: 30 (39.0%)
School:

39.0%
California:

8.6%

Chaparral High School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 9.6

Number of FTE school counselors: 1.1
Number of FTE sworn law enforcement officers: 0.5
Number of FTE security guards: 0.6
Number of FTE nurses: 0.5
Number of FTE psychologists: 1

Student/Teacher Ratio
Here:

8.1
State:

22.8

Chaparral High School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,155,467
  • Full-time Equivalency Count of Teachers: 11 (Salary Expenditures: $1,076,295)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $186,176)
  • Full-time Equivalency Count of School Administration Staff: 8 (Salary Expenditures: $585,520)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $63,525
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,295,116
  • Salary Expenditures for Teachers: $1,343,848
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $186,176)
  • Full-time Equivalency Count of School Administration Staff: 8 (Salary Expenditures: $585,520)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $127,825

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 7 (all male)
  • Hispanic: 5
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 5

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

  • Hispanic20
  • Black4
  • White11
  • Multirace4
  • LEP4
Students with disabilities served under IDEA: 39 (male: 27, female: 12)
  • Hispanic: 20 (male: 16, female: 4)
  • Black: 4 (all male)
  • White: 11 (male: 7, female: 4)
  • Two or More Races: 4 (all female)
  • Limited English Proficiency (LEP): 4 (all male)
Students with disabilities served under Section 504: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all male)

Gifted and Talented:
Show data for

(State average from 5,551 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.

    Gifted and Talented Student Enrollment

  • Hispanic4
  • Native Hawaiian2
  • Black2
  • White2
  • IDEA2
Gifted and Talented Student Enrollment: 10 (male: 8, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Gifted and Talented Student Enrollment per 1,000 students
Here:

129.9
State:

84.3

Statewide Student Assessments


Smarter Balanced Summative Assessments:
Show data for

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

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

The summative assessments are aligned with the Common Core State Standards (CCSS) for ELA and mathematics. The tests capitalize on the strengths of computer adaptive testing efficient and precise measurement across the full range of achievement and timely turnaround of results.
ELA students tested: 28
ELA students with scores: 28

Percentage Standard Met and Above:

0%
California:

49%

Standard Not Met: 71.4%
Standard Nearly Met: 28.6%
Standard Met: 0.0%
Standard Exceeded: 0.0%

11th Grade: (Mean Scale Score: 2427.3, Students tested: 28, Standard Not Met: 71.4%, Nearly Met: 28.6%, Met: 0.0%, Exceeded: 0.0%)
71.4%
28.6%

Chaparral High School - ELA Area Achievement Levels (all grades)

Math students tested: 29
Math students with scores: 29

Percentage Standard Met and Above:

0%
State:

38%

Standard Not Met: 96.5%
Standard Nearly Met: 3.5%
Standard Met: 0.0%
Standard Exceeded: 0.0%

11th Grade: (Mean Scale Score: 2386.6, Students tested: 29, Standard Not Met: 96.5%, Nearly Met: 3.5%, Met: 0.0%, Exceeded: 0.0%)
96.5%
3.5%

Chaparral High 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: 26
CST Science students with scores: 26

Percentage At Or Above Proficient:

12%
State:

54%

Percentage Far Below Basic: 30.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 27.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 31.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 8.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 4.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 291.9, Students tested: 26, Far Below Basic: 30.0%, Below Basic: 27.0%, Basic: 31.0%, Proficient: 8.0%, Advanced: 4.0%)
30.0%
27.0%
31.0%
8.0%
4.0%

California High School Exit Exam:
Show data for

(State average from 2,357 schools)
Beginning with the Class of 2006, students in California public schools were required to pass the California High School Exit Examination (CAHSEE) to demonstrate competency in grade-level skills in reading, writing, and mathematics to earn a high school diploma. The content of the CAHSEE was based on content standards in English-language arts and mathematics that were adopted by the State Board of Education (SBE) in 2003. In 2010, the SBE adopted the Common Core State Standards in English language arts and mathematics. The CAHSEE has been repealed. Assembly Bill 830 was chaptered into law by Governor Brown on October 10, 2017. This law eliminates the CAHSEE and removes it as a condition of receiving a diploma of graduation or a condition of graduation from high school.

Chaparral High School - California High School Exit Exam results

2014-15 results for this school are based on 4 separate tests and combined using weighted average.

    Math Mean Scale Score

  • All345
  • Hispanic339
  • White355
Math Mean Scale Score:

345
California:

374
Math Percentage Passed:

41%
California:

68%
Math Number Tested: 229
Math Number Passed: 93

Math Percent Correct compared to California average:
  • Probability & Statistics:

    60%
    California:

    69%
  • Number Sense:

    52%
    California:

    65%
  • Algebra & Functions:

    51%
    State:

    68%
  • Measurement & Geometry:

    47%
    California:

    64%
  • Algebra 1:

    37%
    California:

    58%

    ELA Mean Scale Score

  • All338
  • Hispanic331
  • White351
ELA Mean Scale Score:

338
State:

370
ELA Percentage Passed:

35%
California:

68%
ELA Number Tested: 226
ELA Number Passed: 78

ELA Percent Correct compared to California average:
  • Reading - Word Analysis:

    64%
    State:

    76%
  • Reading - Reading Comprehension:

    53%
    State:

    71%
  • Reading - Literary Responses and Analysis:

    61%
    State:

    75%
  • Writing - Writing Strategies:

    47%
    California:

    64%
  • Writing - Writing Conventions:

    54%
    California:

    69%

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:
9th grade: (Students tested: 11, Needs Improvement - High Risk: 36.4%, Needs Improvement: 45.5%, Healthy Fitness Zone: 18.1%)
36.4%
45.5%
18.1%
Body Composition:
9th grade: (Students tested: 11, Needs Improvement - High Risk: 45.5%, Needs Improvement: 18.2%, Healthy Fitness Zone: 36.3%)
45.5%
18.2%
36.3%
Abdominal Strength:
9th grade: (Students tested: 11, Needs Improvement - High Risk: 81.8%, Needs Improvement: 18.2%, Healthy Fitness Zone: 0.0%)
81.8%
18.2%
Trunk Extension Strength:
9th grade: (Students tested: 11, Needs Improvement - High Risk: 90.9%, Needs Improvement: 9.1%, Healthy Fitness Zone: 0.0%)
90.9%
9.1%
Upper Body Strength:
9th grade: (Students tested: 11, Needs Improvement - High Risk: 54.5%, Needs Improvement: 45.5%, Healthy Fitness Zone: 0.0%)
54.5%
45.5%
Flexibility:
9th grade: (Students tested: 11, Needs Improvement - High Risk: 63.6%, Needs Improvement: 36.4%, Healthy Fitness Zone: 0.0%)
63.6%
36.4%

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).

Chaparral High School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 5
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

40.0%
California:

34.0%
Grade 11:
Student Count: 4
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

50.0%
California:

45.0%
Listening Mean Scale Score:

664.8
State:

575.6
Reading Mean Scale Score:

599.8
California:

573.9
Speaking Mean Scale Score:

592.8
State:

550.8
Writing Mean Scale Score:

577.8
California:

544.5

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).

Chaparral High School - Adequate Yearly Progress status


ELA Participation Rate
Chaparral High School:

80.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic100
  • Filipino100
  • Black100
  • White63
  • Multirace100
  • SED88
  • LEP100
  • With Disabilities87
  • Hispanic: 100% (tested 6 out of 6 enrolled)
  • Filipino: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 4 out of 4 enrolled)
  • White: 63% (tested 10 out of 16 enrolled)
  • Two or More Races: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 88% (tested 14 out of 16 enrolled)
  • English Learners: 100% (tested 1 out of 1 enrolled)
  • Students with Disabilities: 87% (tested 13 out of 15 enrolled)

Math Participation Rate
Here:

83.0%
California:

96.1%

    Math Participation Rate

  • Hispanic100
  • Filipino100
  • Black100
  • White69
  • Multirace100
  • SED88
  • LEP100
  • With Disabilities94
  • Hispanic: 100% (tested 6 out of 6 enrolled)
  • Filipino: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 4 out of 4 enrolled)
  • White: 69% (tested 11 out of 16 enrolled)
  • Two or More Races: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 88% (tested 14 out of 16 enrolled)
  • English Learners: 100% (tested 1 out of 1 enrolled)
  • Students with Disabilities: 94% (tested 14 out of 15 enrolled)

SAT/ACT:
Show data for

(State average from 9,846 schools)
The ACT Test (ACT) is a nationally recognized assessment used to indicate college readiness.
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.

    SAT or ACT Test Participation

  • Hispanic2
  • Asian4
  • Black4
  • White16
  • IDEA2
SAT or ACT Test Participation: 26 (male: 9, female: 17)
  • Hispanic: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 16 (male: 5, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

Advanced Placement:
Show data for
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).
Number of different AP courses provided by school: 4
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: Yes

Students Enrolled in at least one AP Course: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
Students Enrollment in Other Advanced Placement (AP) Subjects: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)

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.

Firearm or explosive device refers to any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of physical attack or fight without a weapon: 15

Incidents of threats of physical attack without a weapon: 6

Incidents of possession of a firearm or explosive device: 3


Total incidents per 1,000 students
Here:

311.7
California:

60.8

Harassment & Bullying:
Show data for

(State average from 2,337 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.
Allegations of harassment or bullying on the basis of sex: 3
Allegations of harassment or bullying on the basis of sex per 1,000 students
Chaparral High School:

39.0
State:

6.8

    Students reported as harassed or bullied on the basis of sex

  • Hispanic2
  • Native Hawaiian2
  • White2
  • LEP2
  • IDEA2
Students reported as harassed or bullied on the basis of sex: 6 (all male)
  • Hispanic: 2
  • Native Hawaiian / Pacific Islander: 2
  • White: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2

    Students disciplined for bullying or harassment on the basis of sex

  • Hispanic34
  • American Indian2
  • Asian5
  • Native Hawaiian2
  • Black13
  • White25
  • Multirace7
  • LEP5
  • IDEA34
  • 50410
Students disciplined for bullying or harassment on the basis of sex: 88 (male: 66, female: 22)
  • Hispanic: 34 (male: 26, female: 8)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 5 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 13 (male: 8, female: 5)
  • White: 25 (male: 23, female: 2)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 5 (all male)
  • Individuals With Disabilities Education Act (IDEA): 34 (male: 29, female: 5)
  • Section 504: 10 (male: 8, female: 2)


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

  • Hispanic715
  • American Indian108
  • Asian27
  • Native Hawaiian4
  • Black243
  • White566
  • Multirace98
  • LEP152
  • IDEA1,004
School days missed due to out-of-school suspension: 1,761 (male: 1,425, female: 336)
  • Hispanic: 715 (male: 577, female: 138)
  • American Indian / Alaska Native: 108 (all female)
  • Asian: 27 (all male)
  • Native Hawaiian / Pacific Islander: 4 (all male)
  • Black: 243 (male: 190, female: 53)
  • White: 566 (all male)
  • Two or More Races: 98 (male: 61, female: 37)
  • Limited English Proficiency (LEP): 152 (all male)
  • Individuals With Disabilities Education Act (IDEA): 1,004 (male: 722, female: 282)
Instances of out-of-school suspension (Students without disabilities): 140

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

1,818.2
State:

84.8

    Students without disabilities receiving one or more in-school suspension

  • Hispanic10
  • Asian2
  • Black8
  • White8
  • Multirace2
  • LEP5
Students without disabilities receiving one or more in-school suspension: 30 (male: 28, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • Asian: 2 (all male)
  • Black: 8 (all male)
  • White: 8 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 5 (all male)

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

  • Hispanic5
  • Native Hawaiian2
  • Black2
  • White2
  • Multirace2
  • LEP5
Students without disabilities receiving only one out-of-school suspension: 13 (all male)
  • Hispanic: 5
  • Native Hawaiian / Pacific Islander: 2
  • Black: 2
  • White: 2
  • Two or More Races: 2
  • Limited English Proficiency (LEP): 5

    Students without disabilities receiving more than one out-of-school suspension

  • Hispanic4
  • Asian2
  • Black5
  • White2
  • Multirace2
  • LEP5
Students without disabilities receiving more than one out-of-school suspension: 15 (male: 13, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Black: 5 (all male)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 5 (all male)
Instances of out-of-school suspension (Students with disabilities): 53

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

688.3
California:

28.1
Instances of out-of-school suspension (Section 504 only): 3

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

39.0
California:

3.4

    Students with disabilities receiving one or more in-school suspension

  • Hispanic4
  • Black4
  • White8
  • Multirace4
  • LEP8
Students with disabilities receiving one or more in-school suspension: 20 (male: 14, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 8 (all male)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 8 (all male)
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • Two or More Races: 2

    Students with disabilities receiving more than one out-of-school suspension

  • Hispanic7
  • American Indian2
  • Black4
  • White8
  • Multirace4
  • LEP5
Students with disabilities receiving more than one out-of-school suspension: 25 (male: 14, female: 11)
  • Hispanic: 7 (male: 2, female: 5)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 8 (all male)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 5 (all male)

Expulsions:
Show data for

(State average from 1,805 schools)
Expulsion without educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and not providing educational services to the child for the remainder of the school year or longer in accordance with local educational agency policy. Expulsion without services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.

Expulsion under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis

    Students without Disabilities who received an expulsion without educational services

  • Hispanic2
  • Asian2
  • Black8
  • Multirace2
  • LEP5
Students without Disabilities who received an expulsion without educational services: 14 (all male)
  • Hispanic: 2
  • Asian: 2
  • Black: 8
  • Two or More Races: 2
  • Limited English Proficiency (LEP): 5

Students without Disabilities who received an expulsion without educational services per 1,000 students
Here:

181.8
California:

4.3

    Students with Disabilities who received an expulsion without educational services

  • Hispanic7
  • Native Hawaiian2
  • Black4
  • White11
  • Multirace2
  • LEP8
  • 5042
Students with Disabilities who received an expulsion without educational services: 26 (male: 19, female: 7)
  • Hispanic: 7 (male: 2, female: 5)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 11 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 8 (all male)
  • Section 504: 2 (all male)

Students with Disabilities who received an expulsion without educational services per 1,000 students
Chaparral High School:

337.7
State:

1.7

Classes & Courses


Algebra I:
Show data for

(State average from 1,182 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
Number of Algebra I classes: 8

    9-10th grade student enrollment in Algebra I

  • Hispanic31
  • American Indian2
  • Black7
  • White25
  • Multirace4
  • LEP5
  • IDEA22
9-10th grade student enrollment in Algebra I: 69 (male: 53, female: 16)
  • Hispanic: 31 (male: 23, female: 8)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 7 (male: 5, female: 2)
  • White: 25 (male: 23, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 5 (all male)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 20, female: 2)

    9-10th grade studenst who passed Algebra I

  • Hispanic32
  • Black4
  • White29
  • LEP7
  • IDEA23
9-10th grade studenst who passed Algebra I: 65 (male: 54, female: 11)
  • Hispanic: 32 (male: 25, female: 7)
  • Black: 4 (all male)
  • White: 29 (male: 25, female: 4)
  • Limited English Proficiency (LEP): 7 (all male)
  • Individuals With Disabilities Education Act (IDEA): 23 (male: 19, female: 4)
Percent of 9-10th grade students who passed
Chaparral High School:

94.2%
State:

72.5%

    11-12th grade student enrollment in Algebra I

  • Hispanic34
  • American Indian2
  • Asian2
  • Native Hawaiian2
  • Black7
  • White25
  • Multirace4
  • LEP5
  • IDEA31
11-12th grade student enrollment in Algebra I: 76 (male: 60, female: 16)
  • Hispanic: 34 (male: 26, female: 8)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 25 (male: 23, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 5 (all male)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 29, female: 2)

    11-12th studenst who passed Algebra I

  • Hispanic32
  • Black4
  • White29
  • Multirace4
  • LEP7
  • IDEA35
11-12th studenst who passed Algebra I: 69 (male: 58, female: 11)
  • Hispanic: 32 (male: 25, female: 7)
  • Black: 4 (all male)
  • White: 29 (male: 25, female: 4)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 7 (all male)
  • Individuals With Disabilities Education Act (IDEA): 35 (male: 31, female: 4)
Percent of 11-12th grade students who passed
School:

90.8%
California:

62.0%

Algebra II:
Show data for
Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 9
Number of Algebra II classes taught by certified teachers: 9

    Student Enrollment in Algebra II

  • Hispanic16
  • Asian2
  • Native Hawaiian2
  • Black7
  • White16
  • Multirace4
  • LEP2
  • IDEA19
Student Enrollment in Algebra II: 47 (male: 36, female: 11)
  • Hispanic: 16 (male: 11, female: 5)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 16 (male: 14, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 17, female: 2)

Geometry:
Show data for
Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
Number of Geometry classes: 5

    Student Enrollment in Geometry

  • Hispanic22
  • Native Hawaiian2
  • Black7
  • White10
  • Multirace4
  • LEP2
  • IDEA16
Student Enrollment in Geometry: 45 (male: 31, female: 14)
  • Hispanic: 22 (male: 14, female: 8)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 10 (male: 8, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 14, female: 2)

Biology:
Show data for
Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 32
Number of Biology classes taught by certified teachers: 14

    Student Enrollment in Biology

  • Hispanic22
  • American Indian2
  • Asian2
  • Native Hawaiian2
  • Black7
  • White19
  • Multirace4
  • LEP5
  • IDEA22
Student Enrollment in Biology: 58 (male: 45, female: 13)
  • Hispanic: 22 (male: 17, female: 5)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 19 (male: 17, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 5 (all male)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 20, female: 2)

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