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Polaris High (Alternative) School in Anaheim, CA
(07-12 • Public • Alternative School)

City-data.com school rating (using weighted test average as compared to other schools in California) from 0 (worst) to 100 (best) is 19
Address
 1800 W. Ball Rd.
Anaheim, CA 92804
Telephone
(714) 220-3077
(make sure to verify first before calling)
Website
http://www.auhsd.us/polaris
City-data.com school rating
19
Students
204
Classroom Teachers (FTE)
7.9
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
105
Reduced-price lunch
eligible students
7
School district
Anaheim Union High
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Walt Disney (1.2 miles):

76
Loara High (0.4 miles):

40
Madison (James) Elementary (0.5 miles):

34
Barton (Clara) Elementary (0.5 miles):

33
Loara Elementary (1.0 miles):

32
Ball Junior High (0.8 miles):

21
Polaris High (Alternative) School:

19
Gilbert High (Continuation) (0.1 miles):

13
Palm Lane Elementary (0.5 miles):

9
Polaris High (Alternative) School rating compared to average state, county and city schools ratings:
California:

46
Orange County:

61
Anaheim:

41
Polaris High (Alternative) School:

19

Students & Teachers


Total enrollment:
Enrollment in 2016: 204
Enrollment in 2015: 268
Enrollment in 2014: 212
Enrollment in 2013: 161
Enrollment in 2012: 170
Enrollment in 2011: 166
Enrollment in 2010: 184
Enrollment in 2009: 180
Enrollment in 2008: 163
Enrollment in 2007: 327
Enrollment in 2006: 464
Enrollment in 2005: 634
Enrollment in 2004: 593
Enrollment in 2003: 653
Enrollment in 2002: 628
Enrollment in 2001: 953
Enrollment in 2000: 782
Enrollment in 1999: 607

Polaris High (Alternative) School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG08G09G10G11G12Total
All students592760103204
Female students18143561119
Male students4113254285
American Indian/Alaska Native students - - 3126
Asian students - - 1258
Hispanic students34193767130
Black students1 - 1125
White students143172348
Hawaiian Native/Pacific Islander students - - - - 11
Two or More Races students - 1 - 236

Enrollment by grade:
8th grade enrollment: 5
9th grade enrollment: 9
10th grade enrollment: 27
11th grade enrollment: 60
12th grade enrollment: 103

Polaris High (Alternative) School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 119 (58.3%)
School:

58.3%
California:

49.4%
Male enrollment: 85 (41.7%)
School:

41.7%
State:

49.6%

Polaris High (Alternative) School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 6 (2.9%)
Here:

2.9%
California:

1.0%
Asian enrollment: 8 (3.9%)
Here:

3.9%
California:

9.4%
Hispanic enrollment: 130 (63.7%)
Polaris High (Alternative) School:

63.7%
State:

46.0%
Black enrollment: 5 (2.5%)
Polaris High (Alternative) School:

2.5%
California:

6.1%
White enrollment: 48 (23.5%)
Polaris High (Alternative) School:

23.5%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.5%)
Here:

0.5%
California:

0.6%
Two or More Races enrollment: 6 (2.9%)
Polaris High (Alternative) School:

2.9%
State:

4.5%

Polaris High (Alternative) School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 112 (54.9%)
Here:

54.9%
California:

61.2%
Free lunch eligible students: 105 (51.5%)
Here:

51.5%
State:

52.8%
Reduced-price lunch eligible students: 7 (3.4%)
Here:

3.4%
State:

8.6%

Polaris High (Alternative) School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 7.9

Number of FTE teachers who were absent more than 10 school days during the school years: 4
Number of FTE psychologists: 1

Student/Teacher Ratio
Polaris High (Alternative) School:

25.9
California:

22.8

Polaris High (Alternative) School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $946,955
  • Full-time Equivalency Count of Teachers: 8 (Salary Expenditures: $946,955)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $64,867)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $22,649
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $64,867
  • Salary Expenditures for Teachers: $946,955
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $64,867)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $22,649

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic25
  • American Indian2
  • Asian2
  • White2
Students Enrolled in LEP Programs: 31 (male: 12, female: 19)
  • Hispanic: 25 (male: 8, female: 17)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all male)
  • White: 2 (all female)

Students with disabilities:
Show data for
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 Section 504: 8 (male: 6, female: 2)
  • Hispanic: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)

Retention:
Show data for

(State average from 682 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 12th grade

  • Hispanic52
  • Asian4
  • Black2
  • White10
  • LEP22
Total number of students retained in 12th grade: 68 (male: 30, female: 38)
  • Hispanic: 52 (male: 23, female: 29)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 22 (male: 8, female: 14)

Percent of 12th grade students retained
Here:

66.0%
State:

16.5%

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: 11 (male: 4, female: 7)
  • Hispanic: 5 (all female)
  • Asian: 2 (all male)
  • White: 4 (male: 2, female: 2)

Gifted and Talented Student Enrollment per 1,000 students
Polaris High (Alternative) School:

53.9
California:

84.3

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

  • All40%
  • Males38%
  • Females42%
  • Hispanic40%
ELA students tested: 47
ELA students with scores: 47

Percentage Standard Met and Above:

40%
California:

49%

Standard Not Met: 25.5%
Standard Nearly Met: 34.0%
Standard Met: 34.0%
Standard Exceeded: 6.4%

11th Grade: (Mean Scale Score: 2547.7, Students tested: 40, Standard Not Met: 27.5%, Nearly Met: 30.0%, Met: 35.0%, Exceeded: 7.5%)
27.5%
30.0%
35.0%
7.5%

Polaris High (Alternative) School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All6%
  • Males8%
  • Females4%
  • Hispanic12%
Math students tested: 51
Math students with scores: 51

Percentage Standard Met and Above:

6%
California:

38%

Standard Not Met: 74.5%
Standard Nearly Met: 19.6%
Standard Met: 5.9%
Standard Exceeded: 0.0%

11th Grade: (Mean Scale Score: 2478.5, Students tested: 43, Standard Not Met: 81.4%, Nearly Met: 11.6%, Met: 7.0%, Exceeded: 0.0%)
81.4%
11.6%
7.0%

Polaris High (Alternative) 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: 38
CST Science students with scores: 38

Percentage At Or Above Proficient:

32%
California:

54%

Percentage Far Below Basic: 13.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 16.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 39.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 32.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 0.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 318.1, Students tested: 38, Far Below Basic: 13.0%, Below Basic: 16.0%, Basic: 39.0%, Proficient: 32.0%, Advanced: 0.0%)
13.0%
16.0%
39.0%
32.0%

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.

Polaris High (Alternative) School - California High School Exit Exam results

2014-15 results for this school are based on 4 separate tests and combined using weighted average.

    Math Mean Scale Score

  • All321
  • Hispanic338
  • White371
Math Mean Scale Score:

321
State:

374
Math Percentage Passed:

33%
State:

68%
Math Number Tested: 107
Math Number Passed: 35

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

    54%
    State:

    69%
  • Number Sense:

    49%
    State:

    65%
  • Algebra & Functions:

    49%
    California:

    68%
  • Measurement & Geometry:

    42%
    State:

    64%
  • Algebra 1:

    36%
    State:

    58%

    ELA Mean Scale Score

  • All332
  • Hispanic233
  • White380
ELA Mean Scale Score:

332
California:

370
ELA Percentage Passed:

53%
California:

68%
ELA Number Tested: 78
ELA Number Passed: 41

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

    67%
    State:

    76%
  • Reading - Reading Comprehension:

    60%
    California:

    71%
  • Reading - Literary Responses and Analysis:

    68%
    State:

    75%
  • Writing - Writing Strategies:

    51%
    State:

    64%
  • Writing - Writing Conventions:

    57%
    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:
9th grade: (Students tested: 13, Needs Improvement - High Risk: 15.4%, Needs Improvement: 84.6%, Healthy Fitness Zone: 0.0%)
15.4%
84.6%
Body Composition:
9th grade: (Students tested: 13, Needs Improvement - High Risk: 46.2%, Needs Improvement: 38.5%, Healthy Fitness Zone: 15.3%)
46.2%
38.5%
15.3%
Abdominal Strength:
9th grade: (Students tested: 13, Needs Improvement - High Risk: 23.1%, Needs Improvement: 76.9%, Healthy Fitness Zone: 0.0%)
23.1%
76.9%
Trunk Extension Strength:
9th grade: (Students tested: 13, Needs Improvement - High Risk: 53.8%, Needs Improvement: 46.2%, Healthy Fitness Zone: 0.0%)
53.8%
46.2%
Upper Body Strength:
9th grade: (Students tested: 13, Needs Improvement - High Risk: 30.8%, Needs Improvement: 69.2%, Healthy Fitness Zone: 0.0%)
30.8%
69.2%
Flexibility:
9th grade: (Students tested: 13, Needs Improvement - High Risk: 84.6%, Needs Improvement: 15.4%, Healthy Fitness Zone: 0.0%)
84.6%
15.4%

California English Language Development Test:
Show data for

(State average from 9,882 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).

Polaris High (Alternative) School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 12
Number of students who met CELDT criterion: 8

Students who met CELDT criterion:

67.0%
State:

34.0%
Grade 12:
Student Count: 6
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

67.0%
California:

43.0%
Listening Mean Scale Score:

642.2
State:

566.5
Reading Mean Scale Score:

619.2
California:

570.2
Speaking Mean Scale Score:

609.2
State:

548.0
Writing Mean Scale Score:

613.2
California:

536.0

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).

Polaris High (Alternative) School - Adequate Yearly Progress status


ELA Participation Rate
Polaris High (Alternative) School:

75.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic80
  • Asian67
  • Black75
  • White65
  • Multirace67
  • SED75
  • LEP75
  • With Disabilities100
  • Hispanic: 80% (tested 56 out of 70 enrolled)
  • Asian: 67% (tested 2 out of 3 enrolled)
  • Black: 75% (tested 3 out of 4 enrolled)
  • White: 65% (tested 11 out of 17 enrolled)
  • Two or More Races: 67% (tested 4 out of 6 enrolled)
  • Socioeconomic Disadvantaged: 75% (tested 57 out of 76 enrolled)
  • English Learners: 75% (tested 9 out of 12 enrolled)
  • Students with Disabilities: 100% (tested 2 out of 2 enrolled)

Math Participation Rate
School:

76.0%
State:

96.1%

    Math Participation Rate

  • Hispanic79
  • Asian100
  • Filipino100
  • Black100
  • White65
  • Multirace67
  • SED75
  • LEP67
  • With Disabilities100
  • Hispanic: 79% (tested 54 out of 69 enrolled)
  • Asian: 100% (tested 3 out of 3 enrolled)
  • Filipino: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 4 out of 4 enrolled)
  • White: 65% (tested 11 out of 17 enrolled)
  • Two or More Races: 67% (tested 4 out of 6 enrolled)
  • Socioeconomic Disadvantaged: 75% (tested 56 out of 75 enrolled)
  • English Learners: 67% (tested 8 out of 12 enrolled)
  • Students with Disabilities: 100% (tested 2 out of 2 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

  • Hispanic97
  • American Indian4
  • Asian10
  • Native Hawaiian7
  • Black7
  • White67
  • Multirace16
  • LEP31
  • IDEA4
SAT or ACT Test Participation: 208 (male: 95, female: 113)
  • Hispanic: 97 (male: 38, female: 59)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 10 (male: 5, female: 5)
  • Native Hawaiian / Pacific Islander: 7 (male: 2, female: 5)
  • Black: 7 (male: 2, female: 5)
  • White: 67 (male: 35, female: 32)
  • Two or More Races: 16 (male: 11, female: 5)
  • Limited English Proficiency (LEP): 31 (male: 11, female: 20)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Health & Safety


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: 2 (all male)
  • Hispanic: 2

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

9.8
State:

27.2

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: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
Chronic Student Absenteeism per 1,000 students
Polaris High (Alternative) School:

9.8
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: 11 (male: 10, female: 1)
  • Hispanic: 1 (all female)
  • Asian: 2 (all male)
  • Black: 8 (all male)
Instances of out-of-school suspension (Students without disabilities): 3

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

14.7
State:

84.8
Students without disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 2 (all female)
  • Asian: 2 (all male)
  • Black: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 1

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

4.9
California:

28.1

Transfers:
(State average from 692 schools)
Transfer to an alternative school for disciplinary reasons is a subset of expulsion with educational services. An alternative school is a public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside of the categories of regular education, special education, or vocational education.
Students without disabilities transferred to an alternative school for disciplinary reasons: 2 (all male)
  • Hispanic: 2

Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Here:

9.8
State:

9.7

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: 43

    9-10th grade student enrollment in Algebra I

  • Hispanic7
  • American Indian4
  • White4
  • Multirace2
  • LEP2
9-10th grade student enrollment in Algebra I: 17 (male: 6, female: 11)
  • Hispanic: 7 (male: 2, female: 5)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
Percent of 9-10th grade students who passed
School:

0.0%
California:

72.5%

    11-12th grade student enrollment in Algebra I

  • Hispanic22
  • Asian2
  • White7
  • Multirace4
  • LEP4
11-12th grade student enrollment in Algebra I: 35 (male: 14, female: 21)
  • Hispanic: 22 (male: 5, female: 17)
  • Asian: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Percent of 11-12th grade students who passed
Polaris High (Alternative) School:

0.0%
California:

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: 7
Student Enrollment in Algebra II: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

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
Student Enrollment in Calculus: 2 (all female)
  • Hispanic: 2

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: 18

    Student Enrollment in Geometry

  • Hispanic13
  • American Indian2
  • Asian2
  • Black2
  • White7
  • Multirace2
  • LEP7
Student Enrollment in Geometry: 28 (male: 13, female: 15)
  • Hispanic: 13 (male: 5, female: 8)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all male)
  • Black: 2 (all female)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)

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: 1
Student Enrollment in Advanced Mathematics: 2 (all male)
  • Asian: 2

Biology:
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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

    Student Enrollment in Biology

  • Hispanic13
  • American Indian2
  • Asian2
  • White5
  • Multirace2
  • LEP4
Student Enrollment in Biology: 24 (male: 8, female: 16)
  • Hispanic: 13 (male: 2, female: 11)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all male)
  • White: 5 (all female)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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