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Tracy (Wilbur) High (Continuation) School in Cerritos, CA
(09-12 • 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 12
Address
 12222 Cuesta Dr.
Cerritos, CA 90703
Telephone
(562) 229-7760
(make sure to verify first before calling)
City-data.com school rating
12
Students
336
Classroom Teachers (FTE)
17.6
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
221
Reduced-price lunch
eligible students
25
School district
ABC Unified
Charter school
No
Title I status
Title I targeted assistance eligible school-No program
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Wittmann (Helen) Elementary (0.8 miles):

94
Cerritos High (1.0 miles):

92
Elliott (William F) Elementary (0.9 miles):

85
Ross (Faye) Middle (0.6 miles):

70
Kennedy (John F.) Elementary (0.4 miles):

65
Juarez (Benito) Elementary (0.4 miles):

36
Niemes (John H.) Elementary (0.8 miles):

35
Arturo Sanchez Elementary (0.6 miles):

23
Tracy (Wilbur) High (Continuation) School:

12
Tracy (Wilbur) High (Continuation) School rating compared to average state, county and city schools ratings:
California:

46
Los Angeles County:

44
Cerritos:

77
This School:

12

Students & Teachers


Total enrollment:
Enrollment in 2016: 336
Enrollment in 2015: 362
Enrollment in 2014: 361
Enrollment in 2013: 413
Enrollment in 2012: 427
Enrollment in 2011: 476
Enrollment in 2010: 474
Enrollment in 2009: 450
Enrollment in 2008: 548
Enrollment in 2007: 496
Enrollment in 2006: 462
Enrollment in 2005: 519
Enrollment in 2004: 496
Enrollment in 2003: 437
Enrollment in 2002: 455
Enrollment in 2001: 430
Enrollment in 2000: 433
Enrollment in 1999: 441

Tracy (Wilbur) High (Continuation) School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG09G10G11G12Total
All students137123175336
Female students1134472130
Male students - 2479103206
American Indian/Alaska Native students - - 314
Asian students - 4111429
Hispanic students12486121232
Black students - 3111933
White students - 5121633
Hawaiian Native/Pacific Islander students - 1 - 23
Two or More Races students - - - 22

Enrollment by grade:
9th grade enrollment: 1
10th grade enrollment: 37
11th grade enrollment: 123
12th grade enrollment: 175

Tracy (Wilbur) High (Continuation) School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 130 (38.7%)
Tracy (Wilbur) High (Continuation) School:

38.7%
State:

49.4%
Male enrollment: 206 (61.3%)
School:

61.3%
State:

49.6%

Tracy (Wilbur) High (Continuation) School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 4 (1.2%)
School:

1.2%
California:

1.0%
Asian enrollment: 29 (8.6%)
School:

8.6%
California:

9.4%
Hispanic enrollment: 232 (69.0%)
Here:

69.0%
State:

46.0%
Black enrollment: 33 (9.8%)
School:

9.8%
California:

6.1%
White enrollment: 33 (9.8%)
Tracy (Wilbur) High (Continuation) School:

9.8%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 3 (0.9%)
Tracy (Wilbur) High (Continuation) School:

0.9%
California:

0.6%
Two or More Races enrollment: 2 (0.6%)
School:

0.6%
California:

4.5%

Tracy (Wilbur) High (Continuation) School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 246 (73.2%)
Here:

73.2%
State:

61.2%
Free lunch eligible students: 221 (65.8%)
Tracy (Wilbur) High (Continuation) School:

65.8%
California:

52.8%
Reduced-price lunch eligible students: 25 (7.4%)
Tracy (Wilbur) High (Continuation) School:

7.4%
California:

8.6%

Tracy (Wilbur) High (Continuation) School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 17.6

Number of FTE teachers who were absent more than 10 school days during the school years: 9
Number of FTE security guards: 3
Number of FTE nurses: 0.2
Number of FTE psychologists: 0.2

Student/Teacher Ratio
School:

19.1
California:

22.8

Tracy (Wilbur) High (Continuation) School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,753,959
  • Full-time Equivalency Count of Teachers: 15 (Salary Expenditures: $1,279,376)
  • Full-time Equivalency Count of Instructional Aides: 0.1 (Salary Expenditures: $2,764)
  • Full-time Equivalency Count of Support Services Staff: 4.5 (Salary Expenditures: $126,651)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $345,168)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $154,102
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $474,583
  • Salary Expenditures for Teachers: $1,279,376
  • Full-time Equivalency Count of Instructional Aides: 0.1 (Salary Expenditures: $2,764)
  • Full-time Equivalency Count of Support Services Staff: 4.5 (Salary Expenditures: $126,651)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $345,168)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $154,102

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 4 (male: 2, female: 2)
  • Asian: 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: 24 (male: 17, female: 7)
  • Hispanic: 20 (male: 13, female: 7)
  • White: 4 (all male)
  • Limited English Proficiency (LEP): 11 (male: 7, female: 4)

    Students with disabilities served under Section 504

  • Hispanic7
  • Asian4
  • Black4
  • White2
  • LEP2
Students with disabilities served under Section 504: 17 (male: 11, female: 6)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

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

  • Hispanic4
  • Asian4
  • White2
  • IDEA7
Gifted and Talented Student Enrollment: 10 (male: 6, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Gifted and Talented Student Enrollment per 1,000 students
Tracy (Wilbur) High (Continuation) School:

29.8
State:

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

  • All10%
  • Males9%
  • Females11%
  • Hispanic7%
ELA students tested: 122
ELA students with scores: 122

Percentage Standard Met and Above:

10%
State:

49%

Standard Not Met: 52.5%
Standard Nearly Met: 37.7%
Standard Met: 9.0%
Standard Exceeded: 0.8%

11th Grade: (Mean Scale Score: 2488.5, Students tested: 122, Standard Not Met: 52.5%, Nearly Met: 37.7%, Met: 9.0%, Exceeded: 0.8%)
52.5%
37.7%
9.0%
0.8%

Tracy (Wilbur) High (Continuation) School - ELA Area Achievement Levels (all grades)

Math students tested: 124
Math students with scores: 123

Percentage Standard Met and Above:

1%
State:

38%

Standard Not Met: 86.2%
Standard Nearly Met: 13.0%
Standard Met: 0.8%
Standard Exceeded: 0.0%

11th Grade: (Mean Scale Score: 2463.0, Students tested: 124, Standard Not Met: 86.2%, Nearly Met: 13.0%, Met: 0.8%, Exceeded: 0.0%)
86.2%
13.0%
0.8%

Tracy (Wilbur) High (Continuation) 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: 63
CST Science students with scores: 63

Percentage At Or Above Proficient:

10%
California:

54%

Percentage Far Below Basic: 26.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 37.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 27.0% 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: 3.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 292.3, Students tested: 63, Far Below Basic: 26.0%, Below Basic: 37.0%, Basic: 27.0%, Proficient: 6.0%, Advanced: 3.0%)
26.0%
37.0%
27.0%
6.0%
3.0%

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.

Tracy (Wilbur) High (Continuation) 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

  • All336
  • Hispanic337
  • Black317
Math Mean Scale Score:

336
State:

374
Math Percentage Passed:

26%
State:

68%
Math Number Tested: 244
Math Number Passed: 64

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

    52%
    State:

    69%
  • Number Sense:

    47%
    State:

    65%
  • Algebra & Functions:

    47%
    State:

    68%
  • Measurement & Geometry:

    39%
    State:

    64%
  • Algebra 1:

    32%
    State:

    58%

    ELA Mean Scale Score

  • All331
  • Hispanic341
  • Black334
ELA Mean Scale Score:

331
State:

370
ELA Percentage Passed:

37%
State:

68%
ELA Number Tested: 223
ELA Number Passed: 83

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

    65%
    State:

    76%
  • Reading - Reading Comprehension:

    55%
    State:

    71%
  • Reading - Literary Responses and Analysis:

    60%
    State:

    75%
  • Writing - Writing Strategies:

    45%
    State:

    64%
  • Writing - Writing Conventions:

    53%
    State:

    69%

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).

Tracy (Wilbur) High (Continuation) School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 63
Number of students who met CELDT criterion: 42

Students who met CELDT criterion:

67.0%
California:

34.0%
Grade 11:
Student Count: 26
Number of students who met CELDT criterion: 20

Students who met CELDT criterion:

77.0%
California:

45.0%
Listening Mean Scale Score:

663.3
State:

575.6
Reading Mean Scale Score:

633.5
California:

573.9
Speaking Mean Scale Score:

577.7
State:

550.8
Writing Mean Scale Score:

592.0
State:

544.5
Grade 12:
Student Count: 34
Number of students who met CELDT criterion: 22

Students who met CELDT criterion:

65.0%
California:

44.0%
Listening Mean Scale Score:

619.6
California:

564.9
Reading Mean Scale Score:

623.6
State:

567.0
Speaking Mean Scale Score:

570.2
California:

544.2
Writing Mean Scale Score:

571.4
State:

532.5

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).

Tracy (Wilbur) High (Continuation) School - Adequate Yearly Progress status


ELA Participation Rate
School:

94.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic93
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black96
  • White93
  • Multirace100
  • SED92
  • LEP89
  • With Disabilities88
  • Hispanic: 93% (tested 106 out of 114 enrolled)
  • American Indian / Alaska Native: 100% (tested 3 out of 3 enrolled)
  • Asian: 100% (tested 8 out of 8 enrolled)
  • Filipino: 100% (tested 6 out of 6 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 96% (tested 21 out of 22 enrolled)
  • White: 93% (tested 13 out of 14 enrolled)
  • Two or More Races: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 92% (tested 118 out of 128 enrolled)
  • English Learners: 89% (tested 40 out of 45 enrolled)
  • Students with Disabilities: 88% (tested 21 out of 24 enrolled)

Math Participation Rate
School:

94.0%
California:

96.1%

    Math Participation Rate

  • Hispanic92
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White93
  • Multirace100
  • SED92
  • LEP89
  • With Disabilities88
  • Hispanic: 92% (tested 105 out of 114 enrolled)
  • American Indian / Alaska Native: 100% (tested 3 out of 3 enrolled)
  • Asian: 100% (tested 8 out of 8 enrolled)
  • Filipino: 100% (tested 6 out of 6 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 22 out of 22 enrolled)
  • White: 93% (tested 13 out of 14 enrolled)
  • Two or More Races: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 92% (tested 118 out of 128 enrolled)
  • English Learners: 89% (tested 40 out of 45 enrolled)
  • Students with Disabilities: 88% (tested 21 out of 24 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.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
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: 14

Incidents of threats of physical attack without a weapon: 69


Total incidents per 1,000 students
School:

247.0
State:

60.8

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

  • Hispanic94
  • American Indian2
  • Asian4
  • Black13
  • White13
  • Multirace2
  • LEP28
  • IDEA28
  • 5045
Chronic Student Absenteeism: 128 (male: 59, female: 69)
  • Hispanic: 94 (male: 41, female: 53)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Black: 13 (male: 5, female: 8)
  • White: 13 (male: 11, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 28 (male: 14, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 28 (male: 17, female: 11)
  • Section 504: 5 (all male)
Chronic Student Absenteeism per 1,000 students
Here:

381.0
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

  • Hispanic161
  • American Indian3
  • Asian25
  • Black28
  • White17
  • LEP70
  • IDEA107
School days missed due to out-of-school suspension: 234 (male: 209, female: 25)
  • Hispanic: 161 (male: 139, female: 22)
  • American Indian / Alaska Native: 3 (all female)
  • Asian: 25 (all male)
  • Black: 28 (all male)
  • White: 17 (all male)
  • Limited English Proficiency (LEP): 70 (male: 67, female: 3)
  • Individuals With Disabilities Education Act (IDEA): 107 (male: 102, female: 5)
Instances of out-of-school suspension (Students without disabilities): 11

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

32.7
State:

84.8
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • Asian: 2

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

  • Hispanic4
  • Asian2
  • Black2
  • White2
  • LEP4
Students without disabilities receiving more than one out-of-school suspension: 10 (male: 8, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 13

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

38.7
State:

28.1

    Students with disabilities receiving only one out-of-school suspension

  • Hispanic2
  • American Indian2
  • Black2
  • LEP2
Students with disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Students with disabilities receiving more than one out-of-school suspension: 10 (male: 8, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • 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: 4
Number of Algebra I classes taught by certified teachers: 4

    9-10th grade student enrollment in Algebra I

  • Hispanic43
  • Asian2
  • Native Hawaiian4
  • Black2
  • White4
  • LEP22
  • IDEA4
9-10th grade student enrollment in Algebra I: 55 (male: 34, female: 21)
  • Hispanic: 43 (male: 26, female: 17)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 22 (male: 14, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
9-10th grade studenst who passed Algebra I: 42 (male: 29, female: 13)
  • Hispanic: 38 (male: 25, female: 13)
  • Black: 4 (all male)
  • Limited English Proficiency (LEP): 17 (male: 10, female: 7)
Percent of 9-10th grade students who passed
School:

76.4%
State:

72.5%

    11-12th grade student enrollment in Algebra I

  • Hispanic115
  • American Indian2
  • Asian16
  • Black19
  • White7
  • Multirace2
  • LEP37
  • IDEA16
11-12th grade student enrollment in Algebra I: 161 (male: 82, female: 79)
  • Hispanic: 115 (male: 56, female: 59)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 16 (male: 11, female: 5)
  • Black: 19 (male: 11, female: 8)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 37 (male: 20, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 8, female: 8)

    11-12th studenst who passed Algebra I

  • Hispanic107
  • Asian11
  • Black17
  • White8
  • LEP32
  • IDEA8
11-12th studenst who passed Algebra I: 143 (male: 76, female: 67)
  • Hispanic: 107 (male: 55, female: 52)
  • Asian: 11 (male: 7, female: 4)
  • Black: 17 (male: 10, female: 7)
  • White: 8 (male: 4, female: 4)
  • Limited English Proficiency (LEP): 32 (male: 16, female: 16)
  • Individuals With Disabilities Education Act (IDEA): 8 (male: 4, female: 4)
Percent of 11-12th grade students who passed
Here:

88.8%
State:

62.0%

Algebra II:
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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


Student Enrollment in Algebra II: 6 (all male)
  • Asian: 2
  • Black: 2
  • White: 2

Geometry:
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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: 7
Number of Geometry classes taught by certified teachers: 2

    Student Enrollment in Geometry

  • Hispanic31
  • Asian4
  • Native Hawaiian2
  • Black4
  • White4
  • LEP5
Student Enrollment in Geometry: 45 (male: 26, female: 19)
  • Hispanic: 31 (male: 20, female: 11)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 5 (all female)

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: 5
Number of Biology classes taught by certified teachers: 5

    Student Enrollment in Biology

  • Hispanic76
  • American Indian2
  • Asian10
  • Native Hawaiian4
  • Black13
  • White7
  • LEP22
  • IDEA7
Student Enrollment in Biology: 112 (male: 64, female: 48)
  • Hispanic: 76 (male: 41, female: 35)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 10 (male: 8, female: 2)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 13 (male: 8, female: 5)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 22 (male: 14, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)

Chemistry:
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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: 1
Number of Chemistry classes taught by certified teachers: 1

Student Enrollment in Chemistry: 4 (all male)
  • Hispanic: 2
  • Black: 2

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