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East Hills Academy School in Chula Vista, CA
(07-12 • Public • Special Education School)

Address
 1791 Rock Mountain Rd.
Chula Vista, CA 91913
Telephone
(619) 656-2490
(make sure to verify first before calling)
Website
http://www.sweetwaterschools.org/
Students
90
Classroom Teachers (FTE)
11.6
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
43
Reduced-price lunch
eligible students
15
School district
Sweetwater Union High
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Students & Teachers


Total enrollment:
Enrollment in 2016: 90
Enrollment in 2015: 82
Enrollment in 2014: 73
Enrollment in 2013: 73
Enrollment in 2012: 67
Enrollment in 2011: 58
Enrollment in 2010: 55
Enrollment in 2009: 19
Enrollment in 2008: 3

East Hills Academy School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08G09G10G11G12Total
All students5121912142890
Female students23413821
Male students391511112069
Asian students11311310
Hispanic students38157111660
Black students1 - - 1 - 35
White students - 21 - 249
Two or More Races students - 1 - 3 - 26

Enrollment by grade:
7th grade enrollment: 5
8th grade enrollment: 12
9th grade enrollment: 19
10th grade enrollment: 12
11th grade enrollment: 14
12th grade enrollment: 28

East Hills Academy School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 21 (23.3%)
School:

23.3%
California:

49.4%
Male enrollment: 69 (76.7%)
Here:

76.7%
State:

49.6%

East Hills Academy School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Asian enrollment: 10 (11.1%)
School:

11.1%
State:

9.4%
Hispanic enrollment: 60 (66.7%)
East Hills Academy School:

66.7%
State:

46.0%
Black enrollment: 5 (5.6%)
Here:

5.6%
State:

6.1%
White enrollment: 9 (10.0%)
Here:

10.0%
State:

28.3%
Two or More Races enrollment: 6 (6.7%)
East Hills Academy School:

6.7%
California:

4.5%

East Hills Academy School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 58 (64.4%)
East Hills Academy School:

64.4%
State:

61.2%
Free lunch eligible students: 43 (47.8%)
School:

47.8%
California:

52.8%
Reduced-price lunch eligible students: 15 (16.7%)
Here:

16.7%
State:

8.6%

East Hills Academy School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 11.6

Number of FTE teachers who were absent more than 10 school days during the school years: 6
Number of FTE psychologists: 1

Student/Teacher Ratio
East Hills Academy School:

7.8
California:

22.8

East Hills Academy School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,296,969
  • Full-time Equivalency Count of Teachers: 11.8 (Salary Expenditures: $953,053)
  • Full-time Equivalency Count of Instructional Aides: 23.7 (Salary Expenditures: $959,806)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $116,464)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $184,566)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $44,623
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,308,216
  • Salary Expenditures for Teachers: $953,053
  • Full-time Equivalency Count of Instructional Aides: 23.7 (Salary Expenditures: $959,806)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $116,464)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $184,566)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $55,927

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 served under IDEA

  • Hispanic56
  • Asian7
  • Black8
  • White10
  • Multirace4
  • LEP32
Students with disabilities served under IDEA: 85 (male: 74, female: 11)
  • Hispanic: 56 (male: 49, female: 7)
  • Asian: 7 (all male)
  • Black: 8 (male: 4, female: 4)
  • White: 10 (all male)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 32 (male: 25, female: 7)

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

  • Hispanic2
  • Asian2
  • LEP2
  • IDEA5
Gifted and Talented Student Enrollment: 4 (all male)
  • Hispanic: 2
  • Asian: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 5

Gifted and Talented Student Enrollment per 1,000 students
East Hills Academy School:

44.4
California:

84.3

Statewide Student Assessments


Smarter Balanced Summative Assessments:
Show data for

(State average from 10,439 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: 15
ELA students with scores: 15

Percentage Standard Met and Above:

20%
State:

48%

Standard Not Met: 67.0%
Standard Nearly Met: 13.0%
Standard Met: 20.0%
Standard Exceeded: 0.0%

All Grades:
67.0%
13.0%
20.0%

East Hills Academy School - ELA Area Achievement Levels (all grades)

Math students tested: 15
Math students with scores: 15

Percentage Standard Met and Above:

0%
California:

37%

Standard Not Met: 80.0%
Standard Nearly Met: 20.0%
Standard Met: 0.0%
Standard Exceeded: 0.0%

All Grades:
80.0%
20.0%

East Hills Academy School - Math Area Achievement Levels (all grades)


California Alternate Assessments:
Show data for

(State average from 1,579 schools)
The new California Alternate Assessments (CAAs) are based on alternate achievement standards-called the Core Content Connectors-and linked to the Common Core State Standards. The CAAs are online tests for students with an individualized education program (IEP) that designates the use of an alternate assessment to measure student progress on alternate achievement standards. This alternate assessment is part of the California Assessment of Student Performance and Progress (CAASPP) System and replaces the California Alternate Performance Assessment (CAPA) for English language arts and mathematics.
ELA students tested: 15
ELA students with scores: 15

Percentage Level 3:

13%
California:

15%

Level 1: 53.3% The student showed limited understanding of core concepts.
Level 2: 33.3% The student showed foundational understanding of core concepts.
Level 3: 13.3% The student showed understanding of core concepts.

All Grades:
53.3%
33.3%
13.3%
Math students tested: 15
Math students with scores: 15

Percentage Level 3:

7%
California:

6%

Level 1: 66.7% The student showed limited understanding of core concepts.
Level 2: 26.7% The student showed foundational understanding of core concepts.
Level 3: 6.7% The student showed understanding of core concepts.

All Grades:
66.7%
26.7%
6.7%

Paper-based CAASPP:
Show data for

(State average from 2,000 schools)
California Assessment of Student Performance and Progress (CAASPP) System includes paper-based tests:

California Modified Assessment (CMA) - The CMA for science was administered to eligible students in grades five, eight, and ten. The CMA is a standards-based test for students with an individualized education program who meet the eligibility criteria adopted by the State Board of Education. The Elementary and Secondary Education Act called for a range of assessments appropriate to students' abilities. The CMA provides an appropriate assessment for a small percentage of students allowing them to demonstrate their knowledge of skills in the California academic content standards for science.

CMA Science students tested: 16
CMA Science students with scores: 16

Percentage At Or Above Proficient:

38%
State:

38%

Percentage Far Below Basic: 5.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 13.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 44.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 6.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 31.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 365.6, Students tested: 16, Far Below Basic: 5.0%, Below Basic: 13.0%, Basic: 44.0%, Proficient: 6.0%, Advanced: 31.0%)
5.0%
13.0%
44.0%
6.0%
31.0%

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: 19, Needs Improvement - High Risk: 42.1%, Needs Improvement: 42.1%, Healthy Fitness Zone: 15.8%)
42.1%
42.1%
15.8%
Body Composition:
9th grade: (Students tested: 19, Needs Improvement - High Risk: 47.4%, Needs Improvement: 10.5%, Healthy Fitness Zone: 42.1%)
47.4%
10.5%
42.1%
Abdominal Strength:
9th grade: (Students tested: 19, Needs Improvement - High Risk: 52.6%, Needs Improvement: 47.4%, Healthy Fitness Zone: 0.0%)
52.6%
47.4%
Trunk Extension Strength:
9th grade: (Students tested: 19, Needs Improvement - High Risk: 84.2%, Needs Improvement: 15.8%, Healthy Fitness Zone: 0.0%)
84.2%
15.8%
Upper Body Strength:
9th grade: (Students tested: 19, Needs Improvement - High Risk: 36.8%, Needs Improvement: 63.2%, Healthy Fitness Zone: 0.0%)
36.8%
63.2%
Flexibility:
9th grade: (Students tested: 19, Needs Improvement - High Risk: 68.4%, Needs Improvement: 31.6%, Healthy Fitness Zone: 0.0%)
68.4%
31.6%

California English Language Development Test:
Show data for

(State average from 9,791 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).

East Hills Academy School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 17
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

6.0%
State:

34.0%

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).

East Hills Academy School - Adequate Yearly Progress status


ELA Participation Rate
Here:

100.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic100
  • White100
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 10 out of 10 enrolled)
  • White: 100% (tested 3 out of 3 enrolled)
  • Two or More Races: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 10 out of 10 enrolled)
  • English Learners: 100% (tested 2 out of 2 enrolled)
  • Students with Disabilities: 100% (tested 15 out of 15 enrolled)

Math Participation Rate
School:

100.0%
California:

96.1%

    Math Participation Rate

  • Hispanic100
  • White100
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 10 out of 10 enrolled)
  • White: 100% (tested 3 out of 3 enrolled)
  • Two or More Races: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 10 out of 10 enrolled)
  • English Learners: 100% (tested 2 out of 2 enrolled)
  • Students with Disabilities: 100% (tested 15 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: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2

Health & Safety


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

  • Hispanic13
  • Asian2
  • Black2
  • White5
  • Multirace2
  • LEP8
  • IDEA19
Chronic Student Absenteeism: 24 (male: 20, female: 4)
  • Hispanic: 13 (male: 11, female: 2)
  • Asian: 2 (all male)
  • Black: 2 (all female)
  • White: 5 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 8 (all male)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 17, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

266.7
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

  • Hispanic5
  • Asian1
  • White2
  • LEP4
  • IDEA8
School days missed due to out-of-school suspension: 8 (all male)
  • Hispanic: 5
  • Asian: 1
  • White: 2
  • Limited English Proficiency (LEP): 4
  • Individuals With Disabilities Education Act (IDEA): 8
Instances of out-of-school suspension (Students with disabilities): 4

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

44.4
State:

28.1
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Limited English Proficiency (LEP): 2

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

  • Hispanic2
  • Asian2
  • White2
  • LEP2
Students with disabilities receiving more than one out-of-school suspension: 6 (all male)
  • Hispanic: 2
  • Asian: 2
  • White: 2
  • Limited English Proficiency (LEP): 2

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: 6

    9-10th grade student enrollment in Algebra I

  • Hispanic10
  • Asian2
  • Multirace2
  • LEP5
  • IDEA13
9-10th grade student enrollment in Algebra I: 14 (male: 12, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • Asian: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 5 (all male)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 11, female: 2)
9-10th grade studenst who passed Algebra I: 7 (all male)
  • Hispanic: 7
  • Limited English Proficiency (LEP): 4
  • Individuals With Disabilities Education Act (IDEA): 10
Percent of 9-10th grade students who passed
Here:

50.0%
State:

65.4%
11-12th grade student enrollment in Algebra I: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Percent of 11-12th grade students who passed
School:

0.0%
California:

62.4%

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