Bell Senior High School in Bell, CA
(09-12 • Public • Regular School)
- Address
- 4328 Bell Ave.
Bell, CA 90201
- Telephone
- (323) 832-4700
(make sure to verify first before calling)
- City-data.com school rating
- 37
- Students
- 3,049
- Classroom Teachers (FTE)
- 122.6
- National School Lunch
Program (NSLP) Status - Yes, under Community Eligibility Option (CEO)
- Free lunch eligible students
- 2,338
- Reduced-price lunch
eligible students - 389
- School district
- Los Angeles Unified
- Charter school
- No
- Title I status
- Title I schoolwide school
- Magnet School Indicator
- Yes
- Shared Time Indicator
- Missing
- Adult education offered
- No
Ratings
Magnolia Science Academy Bell (0.6 miles): | 37 |
Bell Senior High School: | 37 |
Maywood Academy High (0.6 miles): | 36 |
Nueva Vista Elementary (0.5 miles): | 33 |
Corona Avenue Elementary (0.4 miles): | 26 |
Jaime Escalante Elementary (0.4 miles): | 23 |
Teresa Hughes Elementary (0.6 miles): | 23 |
Orchard Academies 2B (0.6 miles): | 23 |
Orchard Academies 2C (0.6 miles): | 20 |
California: | 46 |
Los Angeles County: | 44 |
Bell: | 29 |
Bell Senior High School: | 37 |
Students & Teachers
Total enrollment:
Enrollment in 2015: 3,256
Enrollment in 2014: 3,430
Enrollment in 2013: 3,720
Enrollment in 2012: 4,290
Enrollment in 2011: 4,286
Enrollment in 2010: 4,301
Enrollment in 2009: 4,461
Enrollment in 2008: 4,309
Enrollment in 2007: 4,368
Enrollment in 2006: 4,737
Enrollment in 2005: 4,914
Enrollment in 2004: 4,855
Enrollment in 2003: 4,778
Enrollment in 2002: 4,735
Enrollment in 2001: 4,622
Enrollment in 2000: 4,598
Enrollment in 1999: 4,585
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 | 958 | 879 | 606 | 606 | 3,049 |
Female students | 420 | 425 | 280 | 305 | 1,430 |
Male students | 538 | 454 | 326 | 301 | 1,619 |
American Indian/Alaska Native students | - | 1 | - | - | 1 |
Asian students | 2 | 2 | - | 1 | 5 |
Hispanic students | 933 | 844 | 589 | 588 | 2,954 |
Black students | 2 | 2 | 1 | 1 | 6 |
White students | 19 | 26 | 14 | 14 | 73 |
Hawaiian Native/Pacific Islander students | - | - | - | 1 | 1 |
Two or More Races students | 2 | 4 | 2 | 1 | 9 |
Enrollment by grade:
10th grade enrollment: 879
11th grade enrollment: 606
12th grade enrollment: 606
Bell Senior High School - Historical enrollment by grade
Enrollment by gender:
(State average from 12,430 schools)
Bell Senior High School: | 46.9% |
State: | 49.4% |
Bell Senior High School: | 53.1% |
State: | 49.6% |
Bell Senior High School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 12,430 schools)
School: | 0.0% |
State: | 1.0% |
School: | 0.2% |
State: | 9.4% |
Bell Senior High School: | 96.9% |
California: | 46.0% |
Bell Senior High School: | 0.2% |
California: | 6.1% |
Bell Senior High School: | 2.4% |
California: | 28.3% |
Here: | 0.0% |
State: | 0.6% |
Bell Senior High School: | 0.3% |
State: | 4.5% |
Bell Senior High School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 10,111 schools)
Here: | 89.4% |
State: | 61.2% |
School: | 76.7% |
State: | 52.8% |
Here: | 12.8% |
California: | 8.6% |
Bell Senior High School - Lunch Program Eligibility
Teachers and support:
(State average from 12,394 schools)
Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 4
Number of FTE school counselors: 11
Number of FTE nurses: 2
Number of FTE psychologists: 3
Number of FTE social workers: 1
Student/Teacher Ratio
Bell Senior High School: | 24.9 |
California: | 22.8 |
Bell Senior High School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
- Full-time Equivalency Count of Teachers: 115.5 (Salary Expenditures: $9,031,997)
- Full-time Equivalency Count of Instructional Aides: 2 (Salary Expenditures: $168,645)
- Full-time Equivalency Count of Support Services Staff: 13.2 (Salary Expenditures: $1,744,988)
- Full-time Equivalency Count of School Administration Staff: 15 (Salary Expenditures: $1,361,767)
- Salary Expenditures for Teachers: $11,195,707
- Full-time Equivalency Count of Instructional Aides: 30.7 (Salary Expenditures: $1,007,952)
- Full-time Equivalency Count of Support Services Staff: 22 (Salary Expenditures: $2,901,952)
- Full-time Equivalency Count of School Administration Staff: 15 (Salary Expenditures: $1,362,700)
Limited English Proficiency:
- Hispanic: 385 (male: 236, female: 149)
- White: 13 (male: 8, female: 5)
- Individuals With Disabilities Education Act (IDEA): 151 (male: 104, female: 47)
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: 281 (male: 199, female: 82)
- White: 8 (male: 4, female: 4)
- Limited English Proficiency (LEP): 155 (male: 106, female: 49)
Students with disabilities served under Section 504: 15 (male: 10, female: 5)
- Hispanic: 13 (male: 8, female: 5)
- White: 2 (all male)
Retention:
(State average from 709 schools)
- Hispanic127
- Black2
- White7
- LEP31
- IDEA19
Total number of students retained in 9th grade
- Hispanic: 127 (male: 98, female: 29)
- Black: 2 (all male)
- White: 7 (male: 5, female: 2)
- Limited English Proficiency (LEP): 31 (male: 26, female: 5)
- Individuals With Disabilities Education Act (IDEA): 19 (male: 17, female: 2)
Percent of 9th grade students retained
School: | 14.2% |
State: | 24.2% |
- Hispanic79
- Black2
- LEP16
- IDEA10
Total number of students retained in 10th grade
- Hispanic: 79 (male: 47, female: 32)
- Black: 2 (all male)
- Limited English Proficiency (LEP): 16 (male: 11, female: 5)
- Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)
Percent of 10th grade students retained
Here: | 9.2% |
State: | 24.4% |
- Hispanic106
- White2
- LEP19
- IDEA13
Total number of students retained in 11th grade
- Hispanic: 106 (male: 80, female: 26)
- White: 2 (all male)
- Limited English Proficiency (LEP): 19 (male: 14, female: 5)
- Individuals With Disabilities Education Act (IDEA): 13 (male: 11, female: 2)
Percent of 11th grade students retained
School: | 17.8% |
State: | 15.5% |
Total number of students retained in 12th grade: 10 (male: 8, female: 2)
- Hispanic: 10 (male: 8, female: 2)
- Limited English Proficiency (LEP): 7 (male: 5, female: 2)
- Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)
Percent of 12th grade students retained
School: | 1.7% |
State: | 16.7% |
Gifted and Talented:
(State average from 5,551 schools)
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.
- Hispanic547
- American Indian2
- Asian4
- White10
- LEP2
- IDEA5
Gifted and Talented Student Enrollment
- Hispanic: 547 (male: 287, female: 260)
- American Indian / Alaska Native: 2 (all male)
- Asian: 4 (male: 2, female: 2)
- White: 10 (male: 5, female: 5)
- Limited English Proficiency (LEP): 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 5 (all male)
Gifted and Talented Student Enrollment per 1,000 students
Here: | 184.7 |
State: | 84.3 |
Dual Enrollment:
(State average from 525 schools)
Dual enrollment/dual credit programs provide opportunities for high school students to take college-level courses offered by colleges, and earn concurrent credit toward a high school diploma and a college degree while still in high school.These programs are for high school - enrolled students who are academically prepared to enroll in college and are interested in taking on additional coursework.For example, students who want to study subjects not offered at their high school may seek supplemental education at colleges nearby.
- Hispanic: 2
Dual Enrollment per 1,000 students
Here: | 0.7 |
State: | 104.8 |
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.
- All65%
- Males59%
- Females70%
- Hispanic66%
- White45%
ELA Standard Met and Above
ELA students with scores: 628
Percentage Standard Met and Above: | 65% |
State: | 49% |
Standard Not Met: 13.4%
Standard Nearly Met: 21.8%
Standard Met: 37.1%
Standard Exceeded: 27.7%
11th Grade: (Mean Scale Score: 2611.9, Students tested: 629, Standard Not Met: 13.4%, Nearly Met: 21.8%, Met: 37.1%, Exceeded: 27.7%)
Bell Senior High School - ELA Area Achievement Levels (all grades)
- All33%
- Males31%
- Females35%
- Hispanic33%
- White22%
Math Standard Met and Above
Math students with scores: 613
Percentage Standard Met and Above: | 33% |
State: | 38% |
Standard Not Met: 38.3%
Standard Nearly Met: 28.9%
Standard Met: 24.3%
Standard Exceeded: 8.5%
11th Grade: (Mean Scale Score: 2574.9, Students tested: 614, Standard Not Met: 38.3%, Nearly Met: 28.9%, Met: 24.3%, Exceeded: 8.5%)
Bell Senior High 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.
California Modified Assessment (CMA) - The CMA for science was administered to eligible students in grades five, eight, and ten. The CMA is a standards-based test for students with an individualized education program who meet the eligibility criteria adopted by the State Board of Education. The Elementary and Secondary Education Act called for a range of assessments appropriate to students' abilities. The CMA provides an appropriate assessment for a small percentage of students allowing them to demonstrate their knowledge of skills in the California academic content standards for science.
Standards-based Tests in Spanish (STS) - The STS consists of multiple-choice tests in Spanish that assess RLA in grades two through eleven. Local education agencies had the option of administering the STS for RLA to the Spanish-speaking English learners (ELs) in grades two through eleven who either were receiving instruction in Spanish or had been enrolled in school in the United States for less than 12 months when testing began.
STS Reading-Language Arts students with scores: 12
Percentage At Or Above Proficient: | 25% |
State: | 21% |
Percentage Far Below Basic: 16.7% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 25.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 33.3% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 8.3% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 16.7% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
9th Grade: (Mean Scale Score: 319.7, Students tested: 12, Far Below Basic: 16.7%, Below Basic: 25.0%, Basic: 33.3%, Proficient: 8.3%, Advanced: 16.7%)
California High School Exit Exam:
(State average from 2,357 schools)
Bell Senior High School - California High School Exit Exam results
Math Mean Scale Score: | 365 |
State: | 374 |
Math Percentage Passed: | 58% |
State: | 68% |
Math Number Passed: 595
Math Percent Correct compared to California average:
Probability & Statistics: 66% State: 69% Number Sense: 60% State: 65% Algebra & Functions: 62% California: 68% Measurement & Geometry: 57% State: 64% Algebra 1: 54% State: 58%
ELA Mean Scale Score: | 352 |
California: | 370 |
ELA Percentage Passed: | 50% |
State: | 68% |
ELA Number Passed: 629
ELA Percent Correct compared to California average:
Reading - Word Analysis: 67% State: 76% Reading - Reading Comprehension: 62% California: 71% Reading - Literary Responses and Analysis: 65% State: 75% Writing - Writing Strategies: 55% State: 64% Writing - Writing Conventions: 61% State: 69%
The Physical Fitness Test:
9th grade: (Students tested: 803, Needs Improvement - High Risk: 44.5%, Needs Improvement: 45.2%, Healthy Fitness Zone: 10.3%)
Body Composition:
9th grade: (Students tested: 803, Needs Improvement - High Risk: 53.5%, Needs Improvement: 23.0%, Healthy Fitness Zone: 23.5%)
Abdominal Strength:
9th grade: (Students tested: 803, Needs Improvement - High Risk: 77.7%, Needs Improvement: 22.3%, Healthy Fitness Zone: 0.0%)
Trunk Extension Strength:
9th grade: (Students tested: 803, Needs Improvement - High Risk: 88.5%, Needs Improvement: 11.5%, Healthy Fitness Zone: 0.0%)
Upper Body Strength:
9th grade: (Students tested: 803, Needs Improvement - High Risk: 51.1%, Needs Improvement: 48.9%, Healthy Fitness Zone: 0.0%)
Flexibility:
9th grade: (Students tested: 803, Needs Improvement - High Risk: 82.8%, Needs Improvement: 17.2%, Healthy Fitness Zone: 0.0%)
California English Language Development Test:
(State average from 9,932 schools)
Bell Senior High School - students who met CELDT criterion (all grades)
Student Count: 423
Number of students who met CELDT criterion: 129
Students who met CELDT criterion: | 30.0% |
State: | 34.0% |
Grade 9:
Student Count: 121
Number of students who met CELDT criterion: 29
Students who met CELDT criterion: | 24.0% |
California: | 33.0% |
Listening Mean Scale Score: | 510.9 |
California: | 533.7 |
Reading Mean Scale Score: | 519.8 |
California: | 534.6 |
Speaking Mean Scale Score: | 472.6 |
State: | 515.1 |
Writing Mean Scale Score: | 483.1 |
California: | 513.2 |
Grade 10:
Student Count: 146
Number of students who met CELDT criterion: 31
Students who met CELDT criterion: | 21.0% |
State: | 36.0% |
Listening Mean Scale Score: | 539.4 |
State: | 556.8 |
Reading Mean Scale Score: | 547.3 |
State: | 555.2 |
Speaking Mean Scale Score: | 513.0 |
California: | 533.6 |
Writing Mean Scale Score: | 515.1 |
State: | 530.8 |
Grade 11:
Student Count: 102
Number of students who met CELDT criterion: 43
Students who met CELDT criterion: | 42.0% |
State: | 45.0% |
Listening Mean Scale Score: | 584.9 |
State: | 575.6 |
Reading Mean Scale Score: | 573.5 |
California: | 573.9 |
Speaking Mean Scale Score: | 568.6 |
State: | 550.8 |
Writing Mean Scale Score: | 548.4 |
California: | 544.5 |
Grade 12:
Student Count: 54
Number of students who met CELDT criterion: 26
Students who met CELDT criterion: | 48.0% |
California: | 44.0% |
Listening Mean Scale Score: | 563.6 |
State: | 564.9 |
Reading Mean Scale Score: | 560.6 |
California: | 567.0 |
Speaking Mean Scale Score: | 547.1 |
State: | 544.2 |
Writing Mean Scale Score: | 529.2 |
California: | 532.5 |
Accountability
Adequate Yearly Progress:
(State average from 9,846 schools)
Bell Senior High School - Adequate Yearly Progress status
ELA Participation Rate
School: | 93.0% |
California: | 96.3% |
- Hispanic93
- American Indian100
- Asian100
- Black100
- White84
- SED93
- LEP89
- With Disabilities89
ELA Participation Rate
- Hispanic: 93% (tested 517 out of 554 enrolled)
- American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
- Asian: 100% (tested 1 out of 1 enrolled)
- Black: 100% (tested 1 out of 1 enrolled)
- White: 84% (tested 15 out of 18 enrolled)
- Socioeconomic Disadvantaged: 93% (tested 487 out of 524 enrolled)
- English Learners: 89% (tested 116 out of 130 enrolled)
- Students with Disabilities: 89% (tested 37 out of 42 enrolled)
Math Participation Rate
Bell Senior High School: | 92.0% |
State: | 96.1% |
- Hispanic93
- American Indian100
- Asian100
- Black100
- White84
- SED92
- LEP89
- With Disabilities86
Math Participation Rate
- Hispanic: 93% (tested 513 out of 554 enrolled)
- American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
- Asian: 100% (tested 1 out of 1 enrolled)
- Black: 100% (tested 1 out of 1 enrolled)
- White: 84% (tested 15 out of 18 enrolled)
- Socioeconomic Disadvantaged: 92% (tested 483 out of 524 enrolled)
- English Learners: 89% (tested 116 out of 130 enrolled)
- Students with Disabilities: 86% (tested 36 out of 42 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.
Bell Senior High School - ACT/SAT scores
Percent of graduates taking the ACT: | 46.9% |
State: | 30.9% |
ACT Composite scores greater or equal to 21: | 21.8% |
State: | 48.7% |
Number of graduates taking the ACT: 284
Average ACT composite score: | 17.0 |
State: | 19.8 |
Average ACT English score: | 16.0 |
State: | 19.6 |
Average ACT mathematics score: | 18.0 |
State: | 20.5 |
Average ACT reading score: | 18.0 |
California: | 20.5 |
Average ACT science score: | 18.0 |
State: | 19.9 |
Percent of graduates taking the SAT: | 64.9% |
State: | 54.4% |
SAT scores greater or equal to 1500: | 17.1% |
California: | 36.3% |
Number of graduates taking the SAT: 393
Average Total SAT Score: | 1,252 |
California: | 1,374 |
Average SAT mathematics score: | 428 |
California: | 464 |
Average SAT critical reading score: | 407 |
State: | 459 |
Average SAT writing score: | 417 |
California: | 451 |
- Hispanic640
- Asian2
- Native Hawaiian2
- Black2
- White19
- Multirace2
- LEP16
- IDEA13
SAT or ACT Test Participation
- Hispanic: 640 (male: 290, female: 350)
- Asian: 2 (all female)
- Native Hawaiian / Pacific Islander: 2 (all female)
- Black: 2 (all male)
- White: 19 (male: 11, female: 8)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 16 (male: 8, female: 8)
- Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)
Advanced Placement:
(State average from 1,204 schools)
Bell Senior High School - AP exams with scores at or above criteria
Number of students taking at least one AP exam: 724
Percent of students taking at least one AP exam: | 148.0% |
State: | 94.1% |
Percent of AP exams with scores at or above 3: | 26.6% |
California: | 46.6% |
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.
Robbery is taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or assault.
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.
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No
Incidents of robbery without a weapon: 1
Incidents of physical attack or fight without a weapon: 1
Incidents of threats of physical attack with a weapon: 1
Total incidents per 1,000 students
School: | 1.0 |
California: | 60.8 |
Referrals and Arrests:
(State average from 2,295 schools)
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.
- Hispanic: 130 (male: 92, female: 38)
- White: 4 (male: 2, female: 2)
- Two or More Races: 7 (male: 5, female: 2)
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Bell Senior High School: | 46.2 |
California: | 21.3 |
Students with disabilities who were referred to a law enforcement agency or official: 19 (male: 14, female: 5)
- Hispanic: 19 (male: 14, female: 5)
Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Bell Senior High School: | 6.2 |
California: | 7.2 |
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.
Bell Senior High School: | 3.0 |
California: | 6.8 |
- Hispanic: 10 (male: 2, female: 8)
- Limited English Proficiency (LEP): 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 2 (all female)
Chronic Student Absenteeismt:
(State average from 8,737 schools)
- Hispanic472
- Black2
- White16
- LEP85
- IDEA91
- 5044
Chronic Student Absenteeism
- Hispanic: 472 (male: 224, female: 248)
- Black: 2 (all male)
- White: 16 (male: 8, female: 8)
- Limited English Proficiency (LEP): 85 (male: 47, female: 38)
- Individuals With Disabilities Education Act (IDEA): 91 (male: 59, female: 32)
- Section 504: 4 (male: 2, female: 2)
Bell Senior High School: | 160.7 |
California: | 172.7 |
Restraint and Seclusion:
(State average from 741 schools)
- Hispanic: 2
- Limited English Proficiency (LEP): 2
Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
Bell Senior High School: | 0.7 |
California: | 8.5 |
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: 19 (male: 18, female: 1)
- Two or More Races: 10 (all male)
- Individuals With Disabilities Education Act (IDEA): 12 (all male)
Instances of out-of-school suspension (Students without disabilities): 9
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Bell Senior High School: | 3.0 |
State: | 84.8 |
Students without disabilities receiving only one out-of-school suspension: 7 (male: 5, female: 2)
- Hispanic: 7 (male: 5, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
- Two or More Races: 2
Instances of out-of-school suspension (Students with disabilities): 4
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Bell Senior High School: | 1.3 |
California: | 28.1 |
Students with disabilities receiving only one out-of-school suspension: 5 (all male)
- Hispanic: 5
Expulsions:
(State average from 1,805 schools)
Expulsion without 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 not providing educational services to the child for the remainder of the school year or longer in accordance with local educational agency policy. Expulsion without services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Expulsion under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis
- Hispanic: 4 (male: 2, female: 2)
Students without Disabilities who received an expulsion with educational services per 1,000 students
Bell Senior High School: | 1.3 |
California: | 10.5 |
Students without Disabilities who received an expulsion under zero tolerance policies: 4 (male: 2, female: 2)
- Hispanic: 4 (male: 2, female: 2)
Students without Disabilities who received an expulsion under zero tolerance policies per 1,000 students
School: | 1.3 |
State: | 2.6 |
Transfers:
(State average from 692 schools)
- Hispanic: 4 (male: 2, female: 2)
Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Bell Senior High School: | 1.3 |
State: | 9.7 |
Classes & Courses
Algebra I:
(State average from 1,182 schools)
Number of Algebra I classes taught by certified teachers: 29
- Hispanic718
- Black2
- White19
- Multirace2
- LEP127
- IDEA73
9-10th grade student enrollment in Algebra I
- Hispanic: 718 (male: 407, female: 311)
- Black: 2 (all female)
- White: 19 (male: 11, female: 8)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 127 (male: 74, female: 53)
- Individuals With Disabilities Education Act (IDEA): 73 (male: 47, female: 26)
- Hispanic524
- White14
- LEP74
- IDEA41
9-10th grade studenst who passed Algebra I
- Hispanic: 524 (male: 277, female: 247)
- White: 14 (male: 10, female: 4)
- Limited English Proficiency (LEP): 74 (male: 40, female: 34)
- Individuals With Disabilities Education Act (IDEA): 41 (male: 25, female: 16)
Bell Senior High School: | 72.6% |
State: | 72.5% |
11-12th grade student enrollment in Algebra I: 6 (male: 2, female: 4)
- Hispanic: 4 (male: 2, female: 2)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Bell Senior High School: | 0.0% |
State: | 62.0% |
Algebra II:
Number of Algebra II classes taught by certified teachers: 31
- Hispanic895
- American Indian2
- Asian4
- Black2
- White16
- Multirace4
- LEP85
- IDEA34
Student Enrollment in Algebra II
- Hispanic: 895 (male: 458, female: 437)
- American Indian / Alaska Native: 2 (all male)
- Asian: 4 (male: 2, female: 2)
- Black: 2 (all male)
- White: 16 (male: 8, female: 8)
- Two or More Races: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 85 (male: 41, female: 44)
- Individuals With Disabilities Education Act (IDEA): 34 (male: 23, female: 11)
Calculus:
Number of Calculus classes taught by certified teachers: 4
Student Enrollment in Calculus: 86 (male: 46, female: 40)
- Hispanic: 82 (male: 44, female: 38)
- White: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Geometry:
Number of Geometry classes taught by certified teachers: 21
- Hispanic679
- Black2
- White22
- Multirace2
- LEP151
- IDEA106
Student Enrollment in Geometry
- Hispanic: 679 (male: 389, female: 290)
- Black: 2 (all male)
- White: 22 (male: 8, female: 14)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 151 (male: 104, female: 47)
- Individuals With Disabilities Education Act (IDEA): 106 (male: 77, female: 29)
Advanced Mathematics:
Number of Advanced Mathematics classes taught by certified teachers: 14
- Hispanic400
- Asian2
- Native Hawaiian2
- White10
- Multirace2
- LEP4
- IDEA2
Student Enrollment in Advanced Mathematics
- Hispanic: 400 (male: 176, female: 224)
- Asian: 2 (all female)
- Native Hawaiian / Pacific Islander: 2 (all female)
- White: 10 (male: 5, female: 5)
- Two or More Races: 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: 44
- Hispanic1,432
- Asian2
- Black4
- White46
- Multirace4
- LEP184
- IDEA130
Student Enrollment in Biology
- Hispanic: 1,432 (male: 767, female: 665)
- Asian: 2 (all male)
- Black: 4 (male: 2, female: 2)
- White: 46 (male: 26, female: 20)
- Two or More Races: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 184 (male: 110, female: 74)
- Individuals With Disabilities Education Act (IDEA): 130 (male: 89, female: 41)
Chemistry:
Number of Chemistry classes taught by certified teachers: 25
- Hispanic850
- American Indian2
- Asian2
- Black2
- White13
- Multirace4
- LEP100
- IDEA70
Student Enrollment in Chemistry
- Hispanic: 850 (male: 452, female: 398)
- American Indian / Alaska Native: 2 (all male)
- Asian: 2 (all female)
- Black: 2 (all male)
- White: 13 (male: 5, female: 8)
- Two or More Races: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 100 (male: 59, female: 41)
- Individuals With Disabilities Education Act (IDEA): 70 (male: 47, female: 23)
Physics:
Number of Physics classes taught by certified teachers: 3
- Hispanic97
- Asian2
- White2
- IDEA2
Student Enrollment in Physics
- Hispanic: 97 (male: 44, female: 53)
- Asian: 2 (all female)
- White: 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
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