Weber Institute School in Stockton, CA
(09-12 • Public • Alternative School)
- Address
- 302 W. Weber Ave.
Stockton, CA 95203
- Telephone
- (209) 933-7330
(make sure to verify first before calling)
- City-data.com school rating
- 37
- Students
- 430
- Classroom Teachers (FTE)
- 20.5
- National School Lunch
Program (NSLP) Status - No
- Free lunch eligible students
- 284
- Reduced-price lunch
eligible students - 38
- School district
- Stockton Unified
- Charter school
- No
- Title I status
- Title I schoolwide school
- Magnet School Indicator
- No
- Shared Time Indicator
- Missing
- Adult education offered
- No
Ratings
Stockton Collegiate International Secondary (0.5 miles): | 56 |
Stockton Collegiate International Elementary (0.5 miles): | 51 |
Weber Institute School: | 37 |
Aspire APEX Academy (0.7 miles): | 31 |
Spanos (Alex G.) Elementary (0.7 miles): | 13 |
Pittman Charter (0.9 miles): | 13 |
TEAM Charter (0.7 miles): | 10 |
Hazelton Elementary (0.8 miles): | 8 |
Stockton High (0.1 miles): | 3 |
California: | 46 |
San Joaquin County: | 36 |
Stockton: | 30 |
Weber Institute School: | 37 |
Students & Teachers
Total enrollment:
Enrollment in 2015: 387
Enrollment in 2014: 412
Enrollment in 2013: 399
Enrollment in 2012: 397
Enrollment in 2011: 414
Enrollment in 2010: 423
Enrollment in 2009: 383
Enrollment in 2008: 357
Enrollment in 2007: 433
Enrollment in 2006: 429
Enrollment in 2005: 391
Enrollment in 2004: 406
Enrollment in 2003: 468
Enrollment in 2002: 385
Enrollment in 2001: 241
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | G09 | G10 | G11 | G12 | Total |
---|---|---|---|---|---|
All students | 129 | 105 | 103 | 93 | 430 |
Female students | 58 | 59 | 34 | 46 | 197 |
Male students | 71 | 46 | 69 | 47 | 233 |
American Indian/Alaska Native students | 3 | 3 | - | - | 6 |
Asian students | 13 | 2 | 8 | 7 | 30 |
Hispanic students | 101 | 95 | 87 | 81 | 364 |
Black students | 6 | 2 | 2 | 2 | 12 |
White students | 5 | 3 | 6 | 3 | 17 |
Hawaiian Native/Pacific Islander students | 1 | - | - | - | 1 |
Enrollment by grade:
10th grade enrollment: 105
11th grade enrollment: 103
12th grade enrollment: 93
Weber Institute School - Historical enrollment by grade
Enrollment by gender:
(State average from 12,430 schools)
Weber Institute School: | 45.8% |
State: | 49.4% |
Weber Institute School: | 54.2% |
California: | 49.6% |
Weber Institute School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 12,430 schools)
Here: | 1.4% |
State: | 1.0% |
Weber Institute School: | 7.0% |
California: | 9.4% |
School: | 84.7% |
State: | 46.0% |
Weber Institute School: | 2.8% |
California: | 6.1% |
Here: | 4.0% |
California: | 28.3% |
School: | 0.2% |
State: | 0.6% |
Weber Institute School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 10,111 schools)
Here: | 74.9% |
State: | 61.2% |
Here: | 66.0% |
State: | 52.8% |
Here: | 8.8% |
State: | 8.6% |
Weber Institute School - Lunch Program Eligibility
Teachers and support:
(State average from 12,394 schools)
Number of FTE teachers in their first year of teaching: 0
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 1.8
Number of FTE teachers who were absent more than 10 school days during the school years: 11
Number of FTE sworn law enforcement officers: 0.6
Number of FTE security guards: 1
Number of FTE nurses: 1.1
Number of FTE psychologists: 0.6
Number of FTE social workers: 0.3
Student/Teacher Ratio
Weber Institute School: | 20.9 |
State: | 22.8 |
Weber Institute School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
- Full-time Equivalency Count of Teachers: 25.4 (Salary Expenditures: $2,181,200)
- Full-time Equivalency Count of Instructional Aides: 1.9 (Salary Expenditures: $58,193)
- Full-time Equivalency Count of Support Services Staff: 2.5 (Salary Expenditures: $121,056)
- Full-time Equivalency Count of School Administration Staff: 3.5 (Salary Expenditures: $190,999)
- Salary Expenditures for Teachers: $2,197,210
- Full-time Equivalency Count of Instructional Aides: 1.9 (Salary Expenditures: $58,193)
- Full-time Equivalency Count of Support Services Staff: 2.5 (Salary Expenditures: $121,056)
- Full-time Equivalency Count of School Administration Staff: 3.5 (Salary Expenditures: $190,999)
Limited English Proficiency:
- Hispanic: 64 (male: 38, female: 26)
- Asian: 7 (male: 2, female: 5)
- Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
Students with disabilities:
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.
- Hispanic: 20 (male: 16, female: 4)
- Black: 4 (all male)
- Limited English Proficiency (LEP): 8 (male: 4, female: 4)
Students with disabilities served under Section 504: 4 (all male)
- Hispanic: 2
- Black: 2
Statewide Student Assessments
Smarter Balanced Summative Assessments:
(State average from 10,463 schools)
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.
- All49%
- Males48%
- Females51%
- Hispanic48%
ELA Standard Met and Above
ELA students with scores: 99
Percentage Standard Met and Above: | 49% |
California: | 49% |
Standard Not Met: 18.2%
Standard Nearly Met: 32.3%
Standard Met: 35.4%
Standard Exceeded: 14.1%
11th Grade: (Mean Scale Score: 2579.2, Students tested: 99, Standard Not Met: 18.2%, Nearly Met: 32.3%, Met: 35.4%, Exceeded: 14.1%)
Weber Institute School - ELA Area Achievement Levels (all grades)
- All18%
- Males23%
- Females15%
- Hispanic18%
Math Standard Met and Above
Math students with scores: 99
Percentage Standard Met and Above: | 18% |
State: | 38% |
Standard Not Met: 46.5%
Standard Nearly Met: 35.4%
Standard Met: 14.1%
Standard Exceeded: 4.0%
11th Grade: (Mean Scale Score: 2548.0, Students tested: 99, Standard Not Met: 46.5%, Nearly Met: 35.4%, Met: 14.1%, Exceeded: 4.0%)
Weber Institute School - Math Area Achievement Levels (all grades)
Paper-based CAASPP:
(State average from 9,784 schools)
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 with scores: 104
Percentage At Or Above Proficient: | 35% |
State: | 54% |
Percentage Far Below Basic: 8.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 14.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 43.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 21.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 13.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
10th Grade: (Mean Scale Score: 340.9, Students tested: 104, Far Below Basic: 8.0%, Below Basic: 14.0%, Basic: 43.0%, Proficient: 21.0%, Advanced: 13.0%)
California High School Exit Exam:
(State average from 2,357 schools)
Weber Institute School - California High School Exit Exam results
Math Mean Scale Score: | 375 |
State: | 374 |
Math Percentage Passed: | 76% |
State: | 68% |
Math Number Passed: 102
Math Percent Correct compared to California average:
Probability & Statistics: 75% State: 69% Number Sense: 65% California: 65% Algebra & Functions: 69% California: 68% Measurement & Geometry: 67% California: 64% Algebra 1: 60% State: 58%
ELA Mean Scale Score: | 369 |
California: | 370 |
ELA Percentage Passed: | 78% |
California: | 68% |
ELA Number Passed: 108
ELA Percent Correct compared to California average:
Reading - Word Analysis: 77% California: 76% Reading - Reading Comprehension: 73% State: 71% Reading - Literary Responses and Analysis: 76% California: 75% Writing - Writing Strategies: 65% California: 64% Writing - Writing Conventions: 69% California: 69%
The Physical Fitness Test:
9th grade: (Students tested: 101, Needs Improvement - High Risk: 48.5%, Needs Improvement: 25.7%, Healthy Fitness Zone: 25.8%)
Body Composition:
9th grade: (Students tested: 101, Needs Improvement - High Risk: 49.5%, Needs Improvement: 23.8%, Healthy Fitness Zone: 26.7%)
Abdominal Strength:
9th grade: (Students tested: 101, Needs Improvement - High Risk: 64.4%, Needs Improvement: 35.6%, Healthy Fitness Zone: 0.0%)
Trunk Extension Strength:
9th grade: (Students tested: 101, Needs Improvement - High Risk: 97.0%, Needs Improvement: 3.0%, Healthy Fitness Zone: 0.0%)
Upper Body Strength:
9th grade: (Students tested: 101, Needs Improvement - High Risk: 67.3%, Needs Improvement: 32.7%, Healthy Fitness Zone: 0.0%)
Flexibility:
9th grade: (Students tested: 101, Needs Improvement - High Risk: 82.2%, Needs Improvement: 17.8%, Healthy Fitness Zone: 0.0%)
California English Language Development Test:
(State average from 9,932 schools)
Weber Institute School - students who met CELDT criterion (all grades)
Student Count: 51
Number of students who met CELDT criterion: 36
Students who met CELDT criterion: | 71.0% |
California: | 34.0% |
Grade 9:
Student Count: 12
Number of students who met CELDT criterion: 9
Students who met CELDT criterion: | 75.0% |
California: | 33.0% |
Listening Mean Scale Score: | 632.3 |
State: | 533.7 |
Reading Mean Scale Score: | 597.2 |
State: | 534.6 |
Speaking Mean Scale Score: | 565.8 |
California: | 515.1 |
Writing Mean Scale Score: | 578.6 |
State: | 513.2 |
Grade 10:
Student Count: 19
Number of students who met CELDT criterion: 15
Students who met CELDT criterion: | 79.0% |
State: | 36.0% |
Listening Mean Scale Score: | 626.6 |
California: | 556.8 |
Reading Mean Scale Score: | 617.9 |
California: | 555.2 |
Speaking Mean Scale Score: | 607.3 |
California: | 533.6 |
Writing Mean Scale Score: | 603.0 |
California: | 530.8 |
Grade 11:
Student Count: 12
Number of students who met CELDT criterion: 5
Students who met CELDT criterion: | 42.0% |
State: | 45.0% |
Listening Mean Scale Score: | 615.7 |
California: | 575.6 |
Reading Mean Scale Score: | 597.5 |
State: | 573.9 |
Speaking Mean Scale Score: | 590.1 |
California: | 550.8 |
Writing Mean Scale Score: | 580.3 |
California: | 544.5 |
Grade 12:
Student Count: 8
Number of students who met CELDT criterion: 7
Students who met CELDT criterion: | 88.0% |
California: | 44.0% |
Listening Mean Scale Score: | 670.0 |
California: | 564.9 |
Reading Mean Scale Score: | 635.5 |
California: | 567.0 |
Speaking Mean Scale Score: | 619.9 |
California: | 544.2 |
Writing Mean Scale Score: | 609.1 |
State: | 532.5 |
Accountability
Adequate Yearly Progress:
(State average from 9,846 schools)
Weber Institute School - Adequate Yearly Progress status
ELA Participation Rate
School: | 100.0% |
California: | 96.3% |
- Hispanic100
- Asian100
- Filipino100
- Black100
- White100
- SED100
- LEP100
- With Disabilities100
ELA Participation Rate
- Hispanic: 100% (tested 82 out of 82 enrolled)
- Asian: 100% (tested 5 out of 5 enrolled)
- Filipino: 100% (tested 3 out of 3 enrolled)
- Black: 100% (tested 1 out of 1 enrolled)
- White: 100% (tested 6 out of 6 enrolled)
- Socioeconomic Disadvantaged: 100% (tested 85 out of 85 enrolled)
- English Learners: 100% (tested 21 out of 21 enrolled)
- Students with Disabilities: 100% (tested 7 out of 7 enrolled)
Math Participation Rate
Weber Institute School: | 100.0% |
California: | 96.1% |
- Hispanic100
- Asian100
- Filipino100
- Black100
- White100
- SED100
- LEP100
- With Disabilities100
Math Participation Rate
- Hispanic: 100% (tested 82 out of 82 enrolled)
- Asian: 100% (tested 5 out of 5 enrolled)
- Filipino: 100% (tested 3 out of 3 enrolled)
- Black: 100% (tested 1 out of 1 enrolled)
- White: 100% (tested 6 out of 6 enrolled)
- Socioeconomic Disadvantaged: 100% (tested 85 out of 85 enrolled)
- English Learners: 100% (tested 21 out of 21 enrolled)
- Students with Disabilities: 100% (tested 7 out of 7 enrolled)
SAT/ACT:
(State average from 9,846 schools)
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.
Weber Institute School - ACT/SAT scores
Percent of graduates taking the ACT: | 17.2% |
California: | 30.9% |
ACT Composite scores greater or equal to 21: | 18.8% |
California: | 48.7% |
Number of graduates taking the ACT: 16
Average ACT composite score: | 18.0 |
State: | 19.8 |
Average ACT English score: | 17.0 |
State: | 19.6 |
Average ACT mathematics score: | 18.0 |
California: | 20.5 |
Average ACT reading score: | 19.0 |
State: | 20.5 |
Average ACT science score: | 18.0 |
State: | 19.9 |
Percent of graduates taking the SAT: | 41.9% |
State: | 54.4% |
SAT scores greater or equal to 1500: | 5.1% |
California: | 36.3% |
Number of graduates taking the SAT: 39
Average Total SAT Score: | 1,242 |
State: | 1,374 |
Average SAT mathematics score: | 429 |
California: | 464 |
Average SAT critical reading score: | 421 |
State: | 459 |
Average SAT writing score: | 392 |
State: | 451 |
- Hispanic28
- Asian4
- White4
- LEP2
- IDEA4
SAT or ACT Test Participation
- Hispanic: 28 (male: 17, female: 11)
- Asian: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Health & Safety
Offenses:
(State average from 5,445 schools)
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.
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
School: | 4.7 |
State: | 60.8 |
Harassment & Bullying:
(State average from 2,337 schools)
Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.
Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.
Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of disability constitutes disability harassment.
Weber Institute School: | 4.7 |
California: | 7.8 |
- Hispanic: 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
- Hispanic: 2
Allegations of harassment or bullying on the basis of race, color, or national origin: 2
Weber Institute School: | 4.7 |
State: | 4.4 |
- Hispanic: 2
- Black: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
- Hispanic: 2
Allegations of harassment or bullying on the basis of disability: 2
School: | 4.7 |
State: | 1.0 |
- Hispanic: 2
- Black: 2
Students disciplined for bullying or harassment on the basis of disability: 2 (all male)
- Hispanic: 2
Chronic Student Absenteeismt:
(State average from 8,737 schools)
- Hispanic61
- American Indian2
- Asian7
- Black4
- White4
- LEP16
- IDEA2
- 5042
Chronic Student Absenteeism
- Hispanic: 61 (male: 23, female: 38)
- American Indian / Alaska Native: 2 (all male)
- Asian: 7 (male: 2, female: 5)
- Black: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 16 (male: 5, female: 11)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
- Section 504: 2 (all male)
Here: | 181.4 |
State: | 172.7 |
Suspensions:
(State average from 1,406 schools)
- 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).
- Hispanic: 6 (male: 3, female: 3)
- Asian: 3 (all female)
- Limited English Proficiency (LEP): 2 (all female)
Instances of out-of-school suspension (Students without disabilities): 5
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
School: | 11.6 |
State: | 84.8 |
- Hispanic: 2
Students without disabilities receiving only one out-of-school suspension: 6 (male: 2, female: 4)
- Hispanic: 4 (male: 2, female: 2)
- Asian: 2 (all female)
- Limited English Proficiency (LEP): 2 (all female)
Classes & Courses
Algebra I:
(State average from 1,144 schools)
Number of Algebra I classes taught by certified teachers: 10
- Hispanic136
- American Indian4
- Asian7
- Native Hawaiian4
- Black7
- White4
- LEP28
- IDEA10
9-10th grade student enrollment in Algebra I
- Hispanic: 136 (male: 74, female: 62)
- American Indian / Alaska Native: 4 (male: 2, female: 2)
- Asian: 7 (male: 2, female: 5)
- Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
- Black: 7 (male: 5, female: 2)
- White: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 28 (male: 14, female: 14)
- Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)
- Hispanic110
- Native Hawaiian4
- Black4
- LEP20
- IDEA4
9-10th grade studenst who passed Algebra I
- Hispanic: 110 (male: 64, female: 46)
- Native Hawaiian / Pacific Islander: 4 (all female)
- Black: 4 (all female)
- Limited English Proficiency (LEP): 20 (male: 13, female: 7)
- Individuals With Disabilities Education Act (IDEA): 4 (all male)
Weber Institute School: | 72.8% |
California: | 72.5% |
- Hispanic70
- Asian4
- Native Hawaiian2
- Black2
- White4
- LEP16
- IDEA2
11-12th grade student enrollment in Algebra I
- Hispanic: 70 (male: 41, female: 29)
- Asian: 4 (male: 2, female: 2)
- Native Hawaiian / Pacific Islander: 2 (all male)
- Black: 2 (all male)
- White: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 16 (male: 8, female: 8)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
- Hispanic: 59 (male: 31, female: 28)
- Asian: 4 (all female)
- Limited English Proficiency (LEP): 11 (male: 4, female: 7)
Weber Institute School: | 76.8% |
California: | 62.0% |
Geometry:
Number of Geometry classes taught by certified teachers: 3
- Hispanic79
- American Indian2
- Asian7
- Black2
- White5
- LEP19
- IDEA7
Student Enrollment in Geometry
- Hispanic: 79 (male: 35, female: 44)
- American Indian / Alaska Native: 2 (all female)
- Asian: 7 (male: 2, female: 5)
- Black: 2 (all female)
- White: 5 (all male)
- Limited English Proficiency (LEP): 19 (male: 11, female: 8)
- Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
Advanced Mathematics:
Number of Advanced Mathematics classes taught by certified teachers: 2
- Hispanic34
- Asian4
- Native Hawaiian2
- White2
- LEP4
- IDEA2
Student Enrollment in Advanced Mathematics
- Hispanic: 34 (male: 23, female: 11)
- Asian: 4 (male: 2, female: 2)
- Native Hawaiian / Pacific Islander: 2 (all male)
- White: 2 (all male)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Biology:
Number of Biology classes taught by certified teachers: 6
- Hispanic124
- American Indian2
- Asian4
- Black4
- White7
- LEP28
- IDEA5
Student Enrollment in Biology
- Hispanic: 124 (male: 65, female: 59)
- American Indian / Alaska Native: 2 (all female)
- Asian: 4 (male: 2, female: 2)
- Black: 4 (male: 2, female: 2)
- White: 7 (male: 5, female: 2)
- Limited English Proficiency (LEP): 28 (male: 17, female: 11)
- Individuals With Disabilities Education Act (IDEA): 5 (all male)
Physics:
Number of Physics classes taught by certified teachers: 2
- Hispanic46
- Asian7
- Native Hawaiian2
- White2
- LEP4
- IDEA2
Student Enrollment in Physics
- Hispanic: 46 (male: 26, female: 20)
- Asian: 7 (male: 2, female: 5)
- Native Hawaiian / Pacific Islander: 2 (all male)
- White: 2 (all male)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Comments
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