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Da Vinci Charter Academy School in Davis, CA
(07-12 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in California) from 0 (worst) to 100 (best) is 89
Address
 1400 E. Eighth St.
Davis, CA 95616
Telephone
(530) 757-7154
(make sure to verify first before calling)
City-data.com school rating
89
Students
583
Classroom Teachers (FTE)
24.7
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
45
Reduced-price lunch
eligible students
3
School district
Davis Joint Unified
Charter school
Yes
Title I status
Not a Title I school
Magnet School Indicator
Yes
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Davis Senior High (1.0 miles):

94
Oliver Wendell Holmes Junior High (0.4 miles):

92
Da Vinci Charter Academy School:

89
Fred T. Korematsu Elementary School at Mace Ranch (1.4 miles):

87
North Davis Elementary (0.8 miles):

86
Davis School for Independent Study (0.7 miles):

84
Birch Lane Elementary (0.7 miles):

78
Marguerite Montgomery Elementary (1.2 miles):

49
King (Martin Luther) High (Continuation) (0.8 miles):

12
Da Vinci Charter Academy School rating compared to average state, county and city schools ratings:
California:

46
Yolo County:

47
Davis:

79
Da Vinci Charter Academy School:

89

Students & Teachers


Total enrollment:
Enrollment in 2016: 583
Enrollment in 2015: 605
Enrollment in 2014: 607
Enrollment in 2013: 568
Enrollment in 2012: 489
Enrollment in 2011: 430
Enrollment in 2010: 469

Da Vinci Charter Academy School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08G09G10G11G12Total
All students919091101106104583
Female students373441454743247
Male students545650565961336
American Indian/Alaska Native students1 - 11 - 25
Asian students511759744
Hispanic students20101622101290
Black students21133 - 10
White students546561688079407
Hawaiian Native/Pacific Islander students2 - 11 - - 4
Two or More Races students73414423

Enrollment by grade:
7th grade enrollment: 91
8th grade enrollment: 90
9th grade enrollment: 91
10th grade enrollment: 101
11th grade enrollment: 106
12th grade enrollment: 104

Da Vinci Charter Academy School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 247 (42.4%)
Here:

42.4%
California:

49.4%
Male enrollment: 336 (57.6%)
Here:

57.6%
California:

49.6%

Da Vinci Charter Academy School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 5 (0.9%)
Here:

0.9%
State:

1.0%
Asian enrollment: 44 (7.5%)
Here:

7.5%
California:

9.4%
Hispanic enrollment: 90 (15.4%)
Da Vinci Charter Academy School:

15.4%
State:

46.0%
Black enrollment: 10 (1.7%)
Da Vinci Charter Academy School:

1.7%
California:

6.1%
White enrollment: 407 (69.8%)
Here:

69.8%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 4 (0.7%)
Da Vinci Charter Academy School:

0.7%
California:

0.6%
Two or More Races enrollment: 23 (3.9%)
Da Vinci Charter Academy School:

3.9%
State:

4.5%

Da Vinci Charter Academy School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 48 (8.2%)
School:

8.2%
California:

61.2%
Free lunch eligible students: 45 (7.7%)
Da Vinci Charter Academy School:

7.7%
California:

52.8%
Reduced-price lunch eligible students: 3 (0.5%)
Da Vinci Charter Academy School:

0.5%
State:

8.6%

Da Vinci Charter Academy School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 24.7

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 3
Number of FTE school counselors: 3
Number of FTE security guards: 1.1
Number of FTE nurses: 0.4
Number of FTE psychologists: 0.8

Student/Teacher Ratio
Da Vinci Charter Academy School:

23.6
State:

22.8

Da Vinci Charter Academy School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,267,625
  • Full-time Equivalency Count of Teachers: 22 (Salary Expenditures: $1,410,743)
  • Full-time Equivalency Count of Instructional Aides: 5.6 (Salary Expenditures: $173,557)
  • Full-time Equivalency Count of Support Services Staff: 5.6 (Salary Expenditures: $303,808)
  • Full-time Equivalency Count of School Administration Staff: 5.7 (Salary Expenditures: $379,516)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $661,170
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,354,011
  • Salary Expenditures for Teachers: $1,410,743
  • Full-time Equivalency Count of Instructional Aides: 8.3 (Salary Expenditures: $259,944)
  • Full-time Equivalency Count of Support Services Staff: 5.6 (Salary Expenditures: $303,808)
  • Full-time Equivalency Count of School Administration Staff: 1.8 (Salary Expenditures: $133,658)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $661,170

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 6 (male: 2, female: 4)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 53 (male: 45, female: 8)
  • Hispanic: 14 (male: 10, female: 4)
  • Asian: 4 (all male)
  • White: 35 (male: 31, female: 4)

    Students with disabilities served under Section 504

  • Hispanic10
  • American Indian2
  • Asian2
  • Native Hawaiian2
  • Black2
  • White55
Students with disabilities served under Section 504: 73 (male: 51, female: 22)
  • Hispanic: 10 (male: 5, female: 5)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 2 (all male)
  • White: 55 (male: 38, female: 17)

Retention:
Show data for

(State average from 171 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 7th grade: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 7th grade students retained
School:

2.2%
State:

2.7%

Statewide Student Assessments


Smarter Balanced Summative Assessments:
Show data for

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

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

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

    ELA Standard Met and Above

  • All74%
  • Males70%
  • Females80%
  • Hispanic50%
  • White62%
ELA students tested: 263
ELA students with scores: 263

Percentage Standard Met and Above:

74%
California:

49%

Standard Not Met: 9.5%
Standard Nearly Met: 16.4%
Standard Met: 47.9%
Standard Exceeded: 26.2%

All Grades:
9.5%
16.4%
47.9%
26.2%
7th Grade: (Mean Scale Score: 2583.5, Students tested: 87, Standard Not Met: 12.6%, Nearly Met: 13.8%, Met: 51.7%, Exceeded: 21.8%)
12.6%
13.8%
51.7%
21.8%
8th Grade: (Mean Scale Score: 2589.0, Students tested: 87, Standard Not Met: 11.5%, Nearly Met: 23.0%, Met: 46.0%, Exceeded: 19.5%)
11.5%
23.0%
46.0%
19.5%
11th Grade: (Mean Scale Score: 2657.2, Students tested: 89, Standard Not Met: 4.5%, Nearly Met: 12.4%, Met: 46.1%, Exceeded: 37.1%)
4.5%
12.4%
46.1%
37.1%

Da Vinci Charter Academy School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All55%
  • Males60%
  • Females48%
  • Hispanic33%
  • White46%
Math students tested: 263
Math students with scores: 263

Percentage Standard Met and Above:

55%
California:

38%

Standard Not Met: 17.1%
Standard Nearly Met: 27.8%
Standard Met: 27.4%
Standard Exceeded: 27.8%

All Grades:
17.1%
27.8%
27.4%
27.8%
7th Grade: (Mean Scale Score: 2580.2, Students tested: 87, Standard Not Met: 13.8%, Nearly Met: 23.0%, Met: 35.6%, Exceeded: 27.6%)
13.8%
23.0%
35.6%
27.6%
8th Grade: (Mean Scale Score: 2587.9, Students tested: 87, Standard Not Met: 19.5%, Nearly Met: 29.9%, Met: 17.2%, Exceeded: 33.3%)
19.5%
29.9%
17.2%
33.3%
11th Grade: (Mean Scale Score: 2634.7, Students tested: 89, Standard Not Met: 18.0%, Nearly Met: 30.3%, Met: 29.2%, Exceeded: 22.5%)
18.0%
30.3%
29.2%
22.5%

Da Vinci Charter Academy 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: 79
CST Science students with scores: 78

Percentage At Or Above Proficient:

76%
California:

54%

Percentage Far Below Basic: 3.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 4.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 17.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 29.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 46.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 405.1, Students tested: 79, Far Below Basic: 3.0%, Below Basic: 4.0%, Basic: 17.0%, Proficient: 29.0%, Advanced: 46.0%)
3.0%
4.0%
17.0%
29.0%
46.0%
CST Science students tested: 96
CST Science students with scores: 95

Percentage At Or Above Proficient:

82%
State:

54%

Percentage Far Below Basic: 1.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 2.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 15.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 40.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 42.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 393.1, Students tested: 96, Far Below Basic: 1.0%, Below Basic: 2.0%, Basic: 15.0%, Proficient: 40.0%, Advanced: 42.0%)
1.0%
2.0%
15.0%
40.0%
42.0%

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.

Da Vinci Charter Academy School - California High School Exit Exam results

2014-15 results for this school are based on 2 separate tests and combined using weighted average.

Math Mean Scale Score:

385
State:

374
Math Percentage Passed:

91%
California:

68%
Math Number Tested: 105
Math Number Passed: 96

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

    80%
    California:

    69%
  • Number Sense:

    78%
    California:

    65%
  • Algebra & Functions:

    82%
    State:

    68%
  • Measurement & Geometry:

    80%
    State:

    64%
  • Algebra 1:

    75%
    California:

    58%
ELA Mean Scale Score:

404
State:

370
ELA Percentage Passed:

95%
State:

68%
ELA Number Tested: 118
ELA Number Passed: 112

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

    92%
    State:

    76%
  • Reading - Reading Comprehension:

    87%
    State:

    71%
  • Reading - Literary Responses and Analysis:

    88%
    State:

    75%
  • Writing - Writing Strategies:

    80%
    California:

    64%
  • Writing - Writing Conventions:

    81%
    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:
7th grade: (Students tested: 90, Needs Improvement - High Risk: 77.8%, Needs Improvement: 14.4%, Healthy Fitness Zone: 7.8%)
77.8%
14.4%
7.8%
9th grade: (Students tested: 93, Needs Improvement - High Risk: 67.7%, Needs Improvement: 14.0%, Healthy Fitness Zone: 18.3%)
67.7%
14.0%
18.3%
Body Composition:
7th grade: (Students tested: 90, Needs Improvement - High Risk: 75.6%, Needs Improvement: 15.6%, Healthy Fitness Zone: 8.8%)
75.6%
15.6%
8.8%
9th grade: (Students tested: 93, Needs Improvement - High Risk: 69.9%, Needs Improvement: 14.0%, Healthy Fitness Zone: 16.1%)
69.9%
14.0%
16.1%
Abdominal Strength:
7th grade: (Students tested: 90, Needs Improvement - High Risk: 87.8%, Needs Improvement: 12.2%, Healthy Fitness Zone: 0.0%)
87.8%
12.2%
9th grade: (Students tested: 93, Needs Improvement - High Risk: 93.5%, Needs Improvement: 6.5%, Healthy Fitness Zone: 0.0%)
93.5%
6.5%
Trunk Extension Strength:
7th grade: (Students tested: 90, Needs Improvement - High Risk: 100.0%, Needs Improvement: 0.0%, Healthy Fitness Zone: 0.0%)
100.0%
9th grade: (Students tested: 93, Needs Improvement - High Risk: 100.0%, Needs Improvement: 0.0%, Healthy Fitness Zone: 0.0%)
100.0%
Upper Body Strength:
7th grade: (Students tested: 90, Needs Improvement - High Risk: 84.4%, Needs Improvement: 15.6%, Healthy Fitness Zone: 0.0%)
84.4%
15.6%
9th grade: (Students tested: 93, Needs Improvement - High Risk: 66.7%, Needs Improvement: 33.3%, Healthy Fitness Zone: 0.0%)
66.7%
33.3%
Flexibility:
7th grade: (Students tested: 90, Needs Improvement - High Risk: 66.7%, Needs Improvement: 33.3%, Healthy Fitness Zone: 0.0%)
66.7%
33.3%
9th grade: (Students tested: 93, Needs Improvement - High Risk: 67.7%, Needs Improvement: 32.3%, Healthy Fitness Zone: 0.0%)
67.7%
32.3%

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).

Da Vinci Charter Academy School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 7
Number of students who met CELDT criterion: 5

Students who met CELDT criterion:

71.0%
California:

34.0%
Grade 11:
Student Count: 4
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

75.0%
California:

45.0%
Listening Mean Scale Score:

660.5
California:

575.6
Reading Mean Scale Score:

656.0
State:

573.9
Speaking Mean Scale Score:

611.3
California:

550.8
Writing Mean Scale Score:

592.0
State:

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).

Da Vinci Charter Academy School - Adequate Yearly Progress status


ELA Participation Rate
Here:

93.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic100
  • American Indian100
  • Asian92
  • Filipino100
  • Native Hawaiian100
  • Black75
  • White92
  • Multirace88
  • SED90
  • LEP100
  • With Disabilities85
  • Hispanic: 100% (tested 38 out of 38 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 92% (tested 21 out of 23 enrolled)
  • Filipino: 100% (tested 1 out of 1 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 2 out of 2 enrolled)
  • Black: 75% (tested 3 out of 4 enrolled)
  • White: 92% (tested 177 out of 192 enrolled)
  • Two or More Races: 88% (tested 14 out of 16 enrolled)
  • Socioeconomic Disadvantaged: 90% (tested 25 out of 28 enrolled)
  • English Learners: 100% (tested 6 out of 6 enrolled)
  • Students with Disabilities: 85% (tested 28 out of 33 enrolled)

Math Participation Rate
Here:

93.0%
State:

96.1%

    Math Participation Rate

  • Hispanic100
  • American Indian100
  • Asian96
  • Filipino100
  • Native Hawaiian100
  • Black60
  • White93
  • Multirace88
  • SED93
  • LEP86
  • With Disabilities88
  • Hispanic: 100% (tested 38 out of 38 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 96% (tested 22 out of 23 enrolled)
  • Filipino: 100% (tested 1 out of 1 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 2 out of 2 enrolled)
  • Black: 60% (tested 3 out of 5 enrolled)
  • White: 93% (tested 178 out of 192 enrolled)
  • Two or More Races: 88% (tested 14 out of 16 enrolled)
  • Socioeconomic Disadvantaged: 93% (tested 26 out of 28 enrolled)
  • English Learners: 86% (tested 6 out of 7 enrolled)
  • Students with Disabilities: 88% (tested 29 out of 33 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.

Da Vinci Charter Academy School - ACT/SAT scores

Percent of graduates taking the ACT:

47.1%
State:

30.9%
ACT Composite scores greater or equal to 21:

81.6%
State:

48.7%
Number of graduates: 104
Number of graduates taking the ACT: 49

Average ACT composite score:

26.0
State:

19.8
Average ACT English score:

26.0
State:

19.6
Average ACT mathematics score:

26.0
California:

20.5
Average ACT reading score:

27.0
California:

20.5
Average ACT science score:

25.0
California:

19.9
Percent of graduates taking the SAT:

71.2%
State:

54.4%
SAT scores greater or equal to 1500:

79.7%
California:

36.3%
Number of graduates: 104
Number of graduates taking the SAT: 74

Average Total SAT Score:

1,714
State:

1,374
Average SAT mathematics score:

575
State:

464
Average SAT critical reading score:

587
California:

459
Average SAT writing score:

552
State:

451

    SAT or ACT Test Participation

  • Hispanic16
  • Asian7
  • Black2
  • White94
  • LEP4
SAT or ACT Test Participation: 119 (male: 66, female: 53)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 7 (male: 2, female: 5)
  • Black: 2 (all female)
  • White: 94 (male: 56, female: 38)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Advanced Placement:
Show data for

(State average from 1,204 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).

Da Vinci Charter Academy School - AP exams with scores at or above criteria

Number of students in Grades 11 and 12: 100
Number of students taking at least one AP exam: 63
Percent of students taking at least one AP exam:

63.0%
State:

94.1%
Number of AP exams with scores at or above 3: 58
Percent of AP exams with scores at or above 3:

78.4%
California:

46.6%

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.
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: 10


Total incidents per 1,000 students
Da Vinci Charter Academy School:

17.2
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.
Students without disabilities who were referred to a law enforcement agency or official: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • White: 2 (all female)

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Da Vinci Charter Academy School:

6.9
State:

21.3
Students without disabilities who received a school-related arrest: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • White: 2 (all female)

Students without disabilities who received a school-related arrest per 1,000 students
School:

6.9
State:

3.7
Students with disabilities who were referred to a law enforcement agency or official: 4 (all male)
  • American Indian / Alaska Native: 2
  • White: 2

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

6.9
California:

7.2
Students with disabilities who received a school-related arrest: 4 (all male)
  • American Indian / Alaska Native: 2
  • White: 2

Students with disabilities who received a school-related arrest per 1,000 students
Da Vinci Charter Academy School:

6.9
California:

1.0

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 religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. 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 religion constitutes religious harassment.
Allegations of harassment or bullying on the basis of sex: 2
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here:

3.4
California:

6.8
Students reported as harassed or bullied on the basis of sex: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • White: 2

Allegations of harassment or bullying on the basis of sexual orientation: 2
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
Here:

3.4
State:

1.5


Chronic Student Absenteeismt:
Show data for

(State average from 8,737 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic22
  • American Indian2
  • Asian7
  • Black4
  • White91
  • IDEA19
  • 50410
Chronic Student Absenteeism: 126 (male: 58, female: 68)
  • Hispanic: 22 (male: 11, female: 11)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 7 (male: 2, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 91 (male: 41, female: 50)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 11, female: 8)
  • Section 504: 10 (male: 8, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

216.1
California:

172.7

Suspensions:
Show data for

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

    School days missed due to out-of-school suspension

  • Hispanic3
  • American Indian5
  • Black2
  • White23
  • LEP1
  • IDEA7
  • 5041
School days missed due to out-of-school suspension: 33 (male: 30, female: 3)
  • Hispanic: 3 (male: 1, female: 2)
  • American Indian / Alaska Native: 5 (all male)
  • Black: 2 (all male)
  • White: 23 (male: 22, female: 1)
  • Limited English Proficiency (LEP): 1 (all female)
  • Individuals With Disabilities Education Act (IDEA): 7 (all male)
  • Section 504: 1 (all male)
Instances of out-of-school suspension (Students without disabilities): 16

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

27.4
State:

84.8
Students without disabilities receiving one or more in-school suspension: 7 (male: 5, female: 2)
  • White: 7 (male: 5, female: 2)

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

  • Hispanic4
  • American Indian2
  • White10
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 16 (male: 12, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • White: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Black: 2
Instances of out-of-school suspension (Students with disabilities): 3

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

5.1
State:

28.1
Instances of out-of-school suspension (Section 504 only): 1

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

1.7
California:

3.4
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • White: 2
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
  • Section 504: 2

Expulsions:
Show data for

(State average from 1,805 schools)
Expulsion with 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 providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students without Disabilities who received an expulsion with educational services: 2 (all male)
  • White: 2

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

3.4
California:

11.3

Classes & Courses


Algebra I:
Show data for

(State average from 1,382 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: 6
Number of Algebra I classes taught by certified teachers: 6

7th grade student enrollment in Algebra I: 14
7th grade studenst who passed Algebra I: 16
Percent of 7th grade students who passed
Da Vinci Charter Academy School:

100.0%
California:

107.7%

    8th grade student enrollment in Algebra I

  • Hispanic7
  • Asian10
  • Black2
  • White43
  • IDEA7
8th grade student enrollment in Algebra I: 62 (male: 38, female: 24)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 10 (male: 5, female: 5)
  • Black: 2 (all male)
  • White: 43 (male: 26, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

    8th grade studenst who passed Algebra I

  • Hispanic11
  • Asian8
  • White41
  • IDEA4
8th grade studenst who passed Algebra I: 60 (male: 36, female: 24)
  • Hispanic: 11 (male: 7, female: 4)
  • Asian: 8 (male: 4, female: 4)
  • White: 41 (male: 25, female: 16)
  • Individuals With Disabilities Education Act (IDEA): 4 (all male)
Percent of 8th grade students who passed
School:

96.8%
California:

85.6%

    9-10th grade student enrollment in Algebra I

  • Hispanic4
  • American Indian2
  • Asian4
  • Native Hawaiian2
  • Black4
  • White19
  • IDEA4
9-10th grade student enrollment in Algebra I: 35 (male: 18, female: 17)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 19 (male: 8, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
9-10th grade studenst who passed Algebra I: 18 (male: 4, female: 14)
  • Black: 4 (all female)
  • White: 14 (male: 4, female: 10)
Percent of 9-10th grade students who passed
Da Vinci Charter Academy School:

51.4%
California:

72.5%

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: 3
Number of Algebra II classes taught by certified teachers: 3

    Student Enrollment in Algebra II

  • Hispanic13
  • American Indian2
  • Asian7
  • Black2
  • White73
  • IDEA2
Student Enrollment in Algebra II: 97 (male: 53, female: 44)
  • Hispanic: 13 (male: 8, female: 5)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 7 (male: 5, female: 2)
  • Black: 2 (all female)
  • White: 73 (male: 38, female: 35)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Calculus:
Show data for
Calculus (college-preparatory) course topics include the study of derivatives, differentiation, integration, the definite and indefinite integral, and applications of calculus.Typically, students have previously attained knowledge of precalculus topics (some combination of trigonometry, elementary functions, analytic geometry, and math analysis).
Number of Calculus classes: 1
Number of Calculus classes taught by certified teachers: 1

Student Enrollment in Calculus: 34 (male: 21, female: 13)
  • Hispanic: 5 (all male)
  • Asian: 7 (male: 5, female: 2)
  • White: 22 (male: 11, female: 11)

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: 4
Number of Geometry classes taught by certified teachers: 4

8th grade students enrolled in Geometry: 14

    Student Enrollment in Geometry

  • Hispanic4
  • Asian2
  • Native Hawaiian2
  • White7
  • IDEA4
Student Enrollment in Geometry: 15 (male: 9, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • White: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Advanced Mathematics:
Show data for
Advanced mathematics (college-preparatory) courses cover the following topics: trigonometry, trigonometry/algebra, trigonometry / analytic geometry, trigonometry / math analysis, analytic geometry, math analysis, math analysis / analytic geometry, probability and statistics, and precalculus
Number of Advanced Mathematics classes: 3
Number of Advanced Mathematics classes taught by certified teachers: 3

    Student Enrollment in Advanced Mathematics

  • Hispanic4
  • American Indian2
  • Asian4
  • Black4
  • White52
  • IDEA2
Student Enrollment in Advanced Mathematics: 66 (male: 31, female: 35)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 52 (male: 23, female: 29)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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: 9
Number of Biology classes taught by certified teachers: 9

    Student Enrollment in Biology

  • Hispanic40
  • American Indian4
  • Asian19
  • Native Hawaiian4
  • Black7
  • White151
  • LEP16
  • IDEA22
Student Enrollment in Biology: 225 (male: 117, female: 108)
  • Hispanic: 40 (male: 20, female: 20)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 19 (male: 11, female: 8)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 7 (male: 2, female: 5)
  • White: 151 (male: 80, female: 71)
  • Limited English Proficiency (LEP): 16 (male: 8, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 17, female: 5)

Chemistry:
Show data for
Chemistry (college-preparatory) courses involve studying the composition, properties, and reactions of substances. These courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid / base and oxidation / reduction reactions; and atomic structure.Chemical formulas and equations and nuclear reactions are also studied.
Number of Chemistry classes: 3
Number of Chemistry classes taught by certified teachers: 3

    Student Enrollment in Chemistry

  • Hispanic13
  • Asian7
  • Black4
  • White61
  • LEP4
  • IDEA2
Student Enrollment in Chemistry: 85 (male: 50, female: 35)
  • Hispanic: 13 (male: 8, female: 5)
  • Asian: 7 (male: 5, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 61 (male: 35, female: 26)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Physics:
Show data for
Physics (college-preparatory) courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy.The study of physics includes examination of sound, light, and magnetic and electric phenomena.
Number of Physics classes: 4
Number of Physics classes taught by certified teachers: 4

    Student Enrollment in Physics

  • Hispanic5
  • Asian10
  • Black2
  • White37
  • LEP4
  • IDEA4
Student Enrollment in Physics: 54 (male: 41, female: 13)
  • Hispanic: 5 (all male)
  • Asian: 10 (male: 5, female: 5)
  • Black: 2 (all male)
  • White: 37 (male: 29, female: 8)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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