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

Address
 1919 B St.
Marysville, CA 95901
Telephone
(530) 740-6400
(make sure to verify first before calling)
Website
http://www.mjusd.com
Students
46
Classroom Teachers (FTE)
2.5
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
39
School district
Marysville Joint Unified
Charter school
No
Title I status
Title I targeted assistance school
Magnet School Indicator
Yes
Shared Time Indicator
Missing
Adult education offered
No

Students & Teachers


Total enrollment:
Enrollment in 2016: 46

Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08G09G10G11G12Total
All students342178346
Female students - 1612111
Male students331566235
Asian students - - 1 - - - 1
Hispanic students23933121
Black students - - 21 - - 3
White students - 1924218
Hawaiian Native/Pacific Islander students - - - - 1 - 1
Two or More Races students1 - - 1 - - 2

Enrollment by grade:
7th grade enrollment: 3
8th grade enrollment: 4
9th grade enrollment: 21
10th grade enrollment: 7
11th grade enrollment: 8
12th grade enrollment: 3

Marysville Community Day School - Enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 11 (23.9%)
School:

23.9%
State:

49.4%
Male enrollment: 35 (76.1%)
School:

76.1%
State:

49.6%

Marysville Community Day School - Enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Asian enrollment: 1 (2.2%)
School:

2.2%
California:

9.4%
Hispanic enrollment: 21 (45.7%)
School:

45.7%
California:

46.0%
Black enrollment: 3 (6.5%)
Marysville Community Day School:

6.5%
California:

6.1%
White enrollment: 18 (39.1%)
Here:

39.1%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 1 (2.2%)
School:

2.2%
California:

0.6%
Two or More Races enrollment: 2 (4.3%)
Marysville Community Day School:

4.3%
State:

4.5%

Marysville Community Day School - Enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 39 (84.8%)
Marysville Community Day School:

84.8%
California:

61.2%
Free lunch eligible students: 39 (84.8%)
Marysville Community Day School:

84.8%
State:

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

0.0%
State:

8.6%

Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 2.5

Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 3

Student/Teacher Ratio
School:

18.4
State:

22.8

School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $297,727
  • Full-time Equivalency Count of Teachers: 6 (Salary Expenditures: $260,998)
  • Full-time Equivalency Count of Support Services Staff: 1.5 (Salary Expenditures: $85,289)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $107,374)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $19,853
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $229,392
  • Salary Expenditures for Teachers: $260,998
  • Full-time Equivalency Count of Instructional Aides: 1.4 (Salary Expenditures: $36,730)
  • Full-time Equivalency Count of Support Services Staff: 1.5 (Salary Expenditures: $85,289)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $107,374)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $26,875

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 9 (male: 7, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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: 11 (all male)
  • Hispanic: 7
  • White: 4

Retention:
Show data for

(State average from 709 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 9th grade: 4 (all male)
  • Black: 2
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 9th grade students retained
Marysville Community Day School:

19.0%
State:

24.2%
Total number of students retained in 10th grade: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 2 (all female)
  • White: 2 (all male)

Percent of 10th grade students retained
Here:

57.1%
State:

24.4%
Total number of students retained in 12th grade: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Percent of 12th grade students retained
School:

133.3%
California:

16.7%

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 students tested: 19
ELA students with scores: 19

Percentage Standard Met and Above:

0%
California:

49%

Standard Not Met: 94.7%
Standard Nearly Met: 5.3%
Standard Met: 0.0%
Standard Exceeded: 0.0%

All Grades:
94.7%
5.3%

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

Math students tested: 19
Math students with scores: 19

Percentage Standard Met and Above:

0%
California:

38%

Standard Not Met: 100.0%
Standard Nearly Met: 0.0%
Standard Met: 0.0%
Standard Exceeded: 0.0%

All Grades:
100.0%

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


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: 15, Needs Improvement - High Risk: 13.3%, Needs Improvement: 73.3%, Healthy Fitness Zone: 13.4%)
13.3%
73.3%
13.4%
Body Composition:
9th grade: (Students tested: 15, Needs Improvement - High Risk: 26.7%, Needs Improvement: 26.7%, Healthy Fitness Zone: 46.6%)
26.7%
26.7%
46.6%
Abdominal Strength:
9th grade: (Students tested: 15, Needs Improvement - High Risk: 60.0%, Needs Improvement: 40.0%, Healthy Fitness Zone: 0.0%)
60.0%
40.0%
Trunk Extension Strength:
9th grade: (Students tested: 15, Needs Improvement - High Risk: 93.3%, Needs Improvement: 6.7%, Healthy Fitness Zone: 0.0%)
93.3%
6.7%
Upper Body Strength:
9th grade: (Students tested: 15, Needs Improvement - High Risk: 73.3%, Needs Improvement: 26.7%, Healthy Fitness Zone: 0.0%)
73.3%
26.7%
Flexibility:
9th grade: (Students tested: 15, Needs Improvement - High Risk: 46.7%, Needs Improvement: 53.3%, Healthy Fitness Zone: 0.0%)
46.7%
53.3%

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).
All Grades:
Student Count: 10
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

30.0%
California:

34.0%
Grade 9:
Student Count: 8
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

25.0%
State:

33.0%
Listening Mean Scale Score:

579.1
State:

533.7
Reading Mean Scale Score:

549.4
California:

534.6
Speaking Mean Scale Score:

546.6
California:

515.1
Writing Mean Scale Score:

558.0
State:

513.2

Accountability


Adequate Yearly Progress:
Show data for

(State average from 9,753 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).

ELA Participation Rate
Marysville Community Day School:

74.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic50
  • American Indian67
  • Black100
  • White86
  • SED75
  • LEP100
  • With Disabilities75
  • Hispanic: 50% (tested 2 out of 4 enrolled)
  • American Indian / Alaska Native: 67% (tested 2 out of 3 enrolled)
  • Black: 100% (tested 1 out of 1 enrolled)
  • White: 86% (tested 6 out of 7 enrolled)
  • Socioeconomic Disadvantaged: 75% (tested 9 out of 12 enrolled)
  • English Learners: 100% (tested 2 out of 2 enrolled)
  • Students with Disabilities: 75% (tested 3 out of 4 enrolled)

Math Participation Rate
School:

79.0%
California:

96.1%

    Math Participation Rate

  • Hispanic50
  • American Indian67
  • Black100
  • White100
  • SED82
  • LEP100
  • With Disabilities75
  • Hispanic: 50% (tested 2 out of 4 enrolled)
  • American Indian / Alaska Native: 67% (tested 2 out of 3 enrolled)
  • Black: 100% (tested 1 out of 1 enrolled)
  • White: 100% (tested 6 out of 6 enrolled)
  • Socioeconomic Disadvantaged: 82% (tested 9 out of 11 enrolled)
  • English Learners: 100% (tested 2 out of 2 enrolled)
  • Students with Disabilities: 75% (tested 3 out of 4 enrolled)

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

  • Hispanic4
  • American Indian2
  • Black2
  • White7
  • LEP2
  • IDEA4
Chronic Student Absenteeism: 15 (male: 11, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Marysville Community Day School:

326.1
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).

    School days missed due to out-of-school suspension

  • Hispanic92
  • American Indian29
  • Native Hawaiian6
  • Black37
  • White113
  • Multirace5
  • LEP5
  • IDEA8
School days missed due to out-of-school suspension: 282 (male: 244, female: 38)
  • Hispanic: 92 (male: 73, female: 19)
  • American Indian / Alaska Native: 29 (male: 24, female: 5)
  • Native Hawaiian / Pacific Islander: 6 (all male)
  • Black: 37 (all male)
  • White: 113 (male: 99, female: 14)
  • Two or More Races: 5 (all male)
  • Limited English Proficiency (LEP): 5 (male: 3, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 8 (male: 6, female: 2)
Instances of out-of-school suspension (Students without disabilities): 45

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

978.3
State:

84.8

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

  • Hispanic7
  • American Indian4
  • Black2
  • White7
  • Multirace2
  • LEP4
Students without disabilities receiving only one out-of-school suspension: 22 (male: 16, female: 6)
  • Hispanic: 7 (male: 5, female: 2)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

  • Hispanic7
  • American Indian4
  • Native Hawaiian2
  • Black5
  • White7
  • LEP2
Students without disabilities receiving more than one out-of-school suspension: 25 (male: 19, female: 6)
  • Hispanic: 7 (male: 5, female: 2)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 5 (all male)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 8

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

173.9
State:

28.1
Students with disabilities receiving only one out-of-school suspension: 2 (all female)
  • Hispanic: 2
Students with disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 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

  • Hispanic13
  • American Indian4
  • Native Hawaiian2
  • Black8
  • White13
  • Multirace2
  • LEP4
Students without Disabilities who received an expulsion with educational services: 42 (male: 33, female: 9)
  • Hispanic: 13 (male: 8, female: 5)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 8 (all male)
  • White: 13 (male: 11, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

913.0
State:

10.5
Students with Disabilities who received an expulsion with educational services: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all male)

Students with Disabilities who received an expulsion with educational services per 1,000 students
School:

130.4
California:

4.5

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: 2 (all female)
  • Hispanic: 2
Percent of 9-10th grade students who passed
Marysville Community Day School:

0.0%
California:

72.5%
11-12th grade student enrollment in Algebra I: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
11-12th studenst who passed Algebra I: 4 (all male)
  • Hispanic: 4
  • Individuals With Disabilities Education Act (IDEA): 4
Percent of 11-12th grade students who passed
School:

100.0%
State:

62.0%

Algebra II:
Show data for
Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 1
Number of Algebra II classes taught by certified teachers: 1

Student Enrollment in Algebra II: 2 (all male)
  • White: 2

Biology:
Show data for
Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 1
Number of Biology classes taught by certified teachers: 1

    Student Enrollment in Biology

  • Hispanic7
  • Native Hawaiian2
  • Black2
  • White7
  • LEP2
  • IDEA4
Student Enrollment in Biology: 18 (male: 14, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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