Corning-Center Alternative Learning School in Corning, CA
(10-12 • Public • Alternative School • Closed)
- Address
- 643 Blackburn Ave.
Corning, CA 96021
- Telephone
- (530) 824-7400
(make sure to verify first before calling)
- Students
- 5
- Classroom Teachers (FTE)
- 1.0
- National School Lunch
Program (NSLP) Status - No
- School district
- Corning Union High
- Charter school
- No
- Title I status
- Title I targeted assistance eligible school-No program
- Magnet School Indicator
- No
- Shared Time Indicator
- Missing
Students & Teachers
Total enrollment:
Enrollment in 2016: 5
Enrollment in 2015: 7
Enrollment in 2014: 5
Enrollment in 2013: 8
Enrollment in 2012: 9
Enrollment in 2011: 7
Enrollment in 2010: 10
Enrollment in 2009: 8
Enrollment in 2008: 10
Enrollment in 2007: 14
Enrollment in 2006: 8
Enrollment in 2005: 7
Enrollment in 2004: 9
Enrollment in 2003: 12
Enrollment in 2002: 14
Enrollment in 2001: 13
Enrollment in 2000: 8
Enrollment in 1999: 9
Enrollment in 2015: 7
Enrollment in 2014: 5
Enrollment in 2013: 8
Enrollment in 2012: 9
Enrollment in 2011: 7
Enrollment in 2010: 10
Enrollment in 2009: 8
Enrollment in 2008: 10
Enrollment in 2007: 14
Enrollment in 2006: 8
Enrollment in 2005: 7
Enrollment in 2004: 9
Enrollment in 2003: 12
Enrollment in 2002: 14
Enrollment in 2001: 13
Enrollment in 2000: 8
Enrollment in 1999: 9
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
| Grade | G10 | G11 | G12 | Total |
|---|---|---|---|---|
| All students | 2 | 1 | 2 | 5 |
| Female students | 1 | - | 1 | 2 |
| Male students | 1 | 1 | 1 | 3 |
| American Indian/Alaska Native students | - | 1 | - | 1 |
| Hispanic students | 1 | - | 2 | 3 |
| White students | 1 | - | - | 1 |
Enrollment by grade:
10th grade enrollment: 2
11th grade enrollment: 1
12th grade enrollment: 2
11th grade enrollment: 1
12th grade enrollment: 2
Corning-Center Alternative Learning School - Historical enrollment by grade
Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 2 (40.0%)
| School: | 40.0% |
| California: | 49.4% |
Male enrollment: 3 (60.0%)
| Here: | 60.0% |
| California: | 49.6% |
Corning-Center Alternative Learning School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 1 (20.0%)
| Corning-Center Alternative Learning School: | 20.0% |
| California: | 1.0% |
Hispanic enrollment: 3 (60.0%)
| School: | 60.0% |
| State: | 46.0% |
White enrollment: 1 (20.0%)
| School: | 20.0% |
| California: | 28.3% |
Corning-Center Alternative Learning School - Historical enrollment by race/ethnicity
Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 1
Number of FTE school counselors: 0.3
Number of FTE teachers who were absent more than 10 school days during the school years: 1
Number of FTE nurses: 0.3
Student/Teacher Ratio
Number of FTE school counselors: 0.3
Number of FTE teachers who were absent more than 10 school days during the school years: 1
Number of FTE nurses: 0.3
Student/Teacher Ratio
| School: | 5.0 |
| California: | 22.8 |
Corning-Center Alternative Learning School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $74,071
- Full-time Equivalency Count of Teachers: 1 (Salary Expenditures: $52,351)
- Full-time Equivalency Count of Instructional Aides: 0.9 (Salary Expenditures: $19,434)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $19,434
- Salary Expenditures for Teachers: $55,791
- Full-time Equivalency Count of Instructional Aides: 0.9 (Salary Expenditures: $19,434)
Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 2 (all male)
- Hispanic: 2
Statewide Student Assessments
California High School Exit Exam:
Show data for
(State average from 2,207 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.
| ELA Mean Scale Score: | 347 |
| State: | 361 |
| ELA Percentage Passed: | 33% |
| State: | 59% |
ELA Number Passed: 5
ELA Percent Correct compared to California average:
Reading - Word Analysis: 74% State: 70% Reading - Reading Comprehension: 63% State: 67% Reading - Literary Responses and Analysis: 68% State: 68% Writing - Writing Strategies: 53% State: 60% Writing - Writing Conventions: 59% California: 64%
Accountability
Adequate Yearly Progress:
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(State average from 9,842 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).
Corning-Center Alternative Learning School - Adequate Yearly Progress status
ELA Participation Rate
| Here: | 100.0% |
| California: | 96.3% |
- Hispanic100
- American Indian100
- White100
- SED100
- LEP100
ELA Participation Rate
- Hispanic: 100% (tested 2 out of 2 enrolled)
- American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
- White: 100% (tested 1 out of 1 enrolled)
- Socioeconomic Disadvantaged: 100% (tested 4 out of 4 enrolled)
- English Learners: 100% (tested 1 out of 1 enrolled)
Math Participation Rate
| Corning-Center Alternative Learning School: | 100.0% |
| State: | 96.1% |
- Hispanic100
- American Indian100
- White100
- SED100
- LEP100
Math Participation Rate
- Hispanic: 100% (tested 2 out of 2 enrolled)
- American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
- White: 100% (tested 1 out of 1 enrolled)
- Socioeconomic Disadvantaged: 100% (tested 4 out of 4 enrolled)
- English Learners: 100% (tested 1 out of 1 enrolled)
Health & Safety
Offenses:
(State average from 5,445 schools)
An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident
A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.
Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.
A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.
Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.
A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No
Incidents of physical attack or fight without a weapon: 3
Incidents of threats of physical attack without a weapon: 9
Total incidents per 1,000 students
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: 3
Incidents of threats of physical attack without a weapon: 9
Total incidents per 1,000 students
| Corning-Center Alternative Learning School: | 2,400.0 |
| California: | 60.8 |
Referrals and Arrests:
Show data for
(State average from 2,295 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.
School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 6 (male: 4, female: 2)
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Students without disabilities who received a school-related arrest: 2 (all male)
Students without disabilities who received a school-related arrest per 1,000 students
- Hispanic: 2 (all male)
- White: 4 (male: 2, female: 2)
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
| School: | 1,200.0 |
| State: | 21.3 |
Students without disabilities who received a school-related arrest: 2 (all male)
- White: 2
Students without disabilities who received a school-related arrest per 1,000 students
| Corning-Center Alternative Learning School: | 400.0 |
| California: | 3.7 |
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.
Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.
Harassment or bullying on the basis of 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.
Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.
Allegations of harassment or bullying on the basis of sex: 1
Allegations of harassment or bullying on the basis of race, color, or national origin: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
Allegations of harassment or bullying on the basis of sex per 1,000 students
Students reported as harassed or bullied on the basis of sex: 4 (male: 2, female: 2)| School: | 200.0 |
| California: | 7.8 |
- Hispanic: 2 (all male)
- White: 2 (all female)
- Limited English Proficiency (LEP): 2 (all male)
Allegations of harassment or bullying on the basis of race, color, or national origin: 2
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Students reported as harassed or bullied on the basis of race, color, or national origin: 4 (male: 2, female: 2)| School: | 400.0 |
| California: | 4.4 |
- Hispanic: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
- Hispanic: 2
Chronic Student Absenteeismt:
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(State average from 8,737 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.
Chronic Student Absenteeism: 6 (male: 4, female: 2)
- Hispanic: 2 (all male)
- White: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
| Here: | 1,200.0 |
| State: | 172.7 |
Suspensions:
Show data for
(State average from 1,406 schools)
Out-of-school suspension
- For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
- For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
School days missed due to out-of-school suspension: 39 (male: 20, female: 19)
Instances of out-of-school suspension (Students without disabilities): 21
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Students without disabilities receiving only one out-of-school suspension: 6 (male: 2, female: 4)
Students without disabilities receiving more than one out-of-school suspension: 6 (male: 2, female: 4)
- Hispanic: 25 (male: 20, female: 5)
- White: 14 (all female)
Instances of out-of-school suspension (Students without disabilities): 21
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
| Here: | 4,200.0 |
| State: | 84.8 |
Students without disabilities receiving only one out-of-school suspension: 6 (male: 2, female: 4)
- Hispanic: 4 (male: 2, female: 2)
- White: 2 (all female)
Students without disabilities receiving more than one out-of-school suspension: 6 (male: 2, female: 4)
- Hispanic: 4 (male: 2, female: 2)
- White: 2 (all female)
Classes & Courses
Algebra I:
Show data for
(State average from 1,144 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: 1
Number of Algebra I classes taught by certified teachers: 1
9-10th grade student enrollment in Algebra I: 6 (male: 2, female: 4)
Number of Algebra I classes taught by certified teachers: 1
9-10th grade student enrollment in Algebra I: 6 (male: 2, female: 4)
- Hispanic: 4 (male: 2, female: 2)
- White: 2 (all female)
Percent of 9-10th grade students who passed
| Here: | 0.0% |
| State: | 72.5% |
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