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Hesperia Community Day School in Hesperia, CA
(07-12 • Public • Alternative School)

Address
 16527 1/2 Lemon St.
Hesperia, CA 92345
Telephone
(760) 244-1771
(make sure to verify first before calling)
Students
15
Classroom Teachers (FTE)
2.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
11
School district
Hesperia Unified
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: 15
Enrollment in 2015: 13
Enrollment in 2014: 32
Enrollment in 2013: 20
Enrollment in 2012: 28
Enrollment in 2011: 39
Enrollment in 2010: 41
Enrollment in 2009: 41
Enrollment in 2008: 33
Enrollment in 2007: 25
Enrollment in 2006: 17
Enrollment in 2005: 17
Enrollment in 2004: 23
Enrollment in 2003: 10
Enrollment in 2002: 11
Enrollment in 2001: 9
Enrollment in 2000: 9

Hesperia Community Day School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08G09G10G11G12Total
All students16232115
Female students - 211 - 15
Male students14122 - 10
Hispanic students1311118
Black students - - - 11 - 2
White students - 311 - - 5

Enrollment by grade:
7th grade enrollment: 1
8th grade enrollment: 6
9th grade enrollment: 2
10th grade enrollment: 3
11th grade enrollment: 2
12th grade enrollment: 1

Hesperia Community Day School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 5 (33.3%)
Here:

33.3%
State:

49.4%
Male enrollment: 10 (66.7%)
Hesperia Community Day School:

66.7%
California:

49.6%

Hesperia Community Day School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Hispanic enrollment: 8 (53.3%)
School:

53.3%
State:

46.0%
Black enrollment: 2 (13.3%)
Hesperia Community Day School:

13.3%
California:

6.1%
White enrollment: 5 (33.3%)
Hesperia Community Day School:

33.3%
State:

28.3%

Hesperia Community Day School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 11 (73.3%)
Hesperia Community Day School:

73.3%
California:

61.2%
Free lunch eligible students: 11 (73.3%)
Here:

73.3%
California:

52.8%
Reduced-price lunch eligible students: 0 (0.0%)
Hesperia Community Day School:

0.0%
California:

8.6%

Hesperia Community Day School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 2

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

Student/Teacher Ratio
Hesperia Community Day School:

7.5
State:

22.8

Hesperia Community Day School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $377,774
  • Full-time Equivalency Count of Teachers: 2 (Salary Expenditures: $208,945)
  • Full-time Equivalency Count of Support Services Staff: 0.5 (Salary Expenditures: $0)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $6,690
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $99,373
  • Salary Expenditures for Teachers: $208,945
  • Full-time Equivalency Count of Instructional Aides: 4 (Salary Expenditures: $99,373)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $8,231

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

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: 14
ELA students with scores: 14

Percentage Standard Met and Above:

0%
State:

49%

Standard Not Met: 64.3%
Standard Nearly Met: 35.7%
Standard Met: 0.0%
Standard Exceeded: 0.0%

All Grades:
64.3%
35.7%

Hesperia Community Day School - ELA Area Achievement Levels (all grades)

Math students tested: 14
Math students with scores: 14

Percentage Standard Met and Above:

0%
California:

38%

Standard Not Met: 85.7%
Standard Nearly Met: 14.3%
Standard Met: 0.0%
Standard Exceeded: 0.0%

All Grades:
85.7%
14.3%

Hesperia Community Day School - Math Area Achievement Levels (all grades)


California English Language Development Test:
Show data for

(State average from 9,625 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).
All Grades:
Student Count: 9
Number of students who met CELDT criterion: 6

Students who met CELDT criterion:

67.0%
California:

31.0%
Grade 9:
Student Count: 4
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

50.0%
State:

33.0%
Listening Mean Scale Score:

591.3
State:

546.6
Reading Mean Scale Score:

541.8
California:

551.5
Speaking Mean Scale Score:

567.3
California:

550.7
Writing Mean Scale Score:

564.3
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).

Hesperia Community Day School - Adequate Yearly Progress status


ELA Participation Rate
Hesperia Community Day School:

67.0%
State:

96.3%
  • Hispanic: 86% (tested 6 out of 7 enrolled)
  • Socioeconomic Disadvantaged: 86% (tested 6 out of 7 enrolled)
  • English Learners: 100% (tested 2 out of 2 enrolled)

Math Participation Rate
Hesperia Community Day School:

75.0%
State:

96.1%
  • Hispanic: 86% (tested 6 out of 7 enrolled)
  • Socioeconomic Disadvantaged: 86% (tested 6 out of 7 enrolled)
  • English Learners: 100% (tested 2 out of 2 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.
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: 2


Total incidents per 1,000 students
Hesperia Community Day School:

133.3
California:

60.8

Chronic Student Absenteeismt:
Show data for

(State average from 8,415 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

  • Hispanic16
  • Black7
  • White2
  • LEP4
Chronic Student Absenteeism: 25 (male: 21, female: 4)
  • Hispanic: 16 (male: 14, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Hesperia Community Day School:

1,666.7
California:

178.2

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).

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

  • Hispanic7
  • Black4
  • White2
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 13 (male: 9, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

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

  • Hispanic13
  • Black7
  • White5
  • LEP7
Students without disabilities receiving more than one out-of-school suspension: 25 (male: 21, female: 4)
  • Hispanic: 13 (male: 11, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 5 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 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: 2

9-10th grade student enrollment in Algebra I: 4 (all male)
  • Hispanic: 2
  • White: 2
Percent of 9-10th grade students who passed
School:

0.0%
State:

65.4%

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: 2


Student Enrollment in Geometry: 2 (all male)
  • Hispanic: 2

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