Madera South High School in Madera, CA
(09-12 • Public • Regular School)
- Address
- 755 W. Pecan Ave.
Madera, CA 93637
- Telephone
- (559) 675-4450
(make sure to verify first before calling)
- Website
- http://www.madera.k12.ca.us
- City-data.com school rating
- 24
- Students
- 2,916
- Classroom Teachers (FTE)
- 118.4
- National School Lunch
Program (NSLP) Status - Yes, under Community Eligibility Option (CEO)
- Free lunch eligible students
- 2,205
- Reduced-price lunch
eligible students - 393
- School district
- Madera Unified
- Charter school
- No
- Title I status
- Title I schoolwide school
- Magnet School Indicator
- No
- Shared Time Indicator
- Missing
- Adult education offered
- No
Ratings
Madera High (1.0 miles): | 38 |
Thomas Jefferson Middle (1.5 miles): | 27 |
Furman (Duane E.) High (Independent Study Program) (0.5 miles): | 26 |
John Adams Elementary (1.4 miles): | 25 |
Madera South High School: | 24 |
Pioneer Technical Center (0.6 miles): | 16 |
Alpha Elementary (0.2 miles): | 11 |
James Madison Elementary (0.8 miles): | 6 |
Gould Educational Center (0.9 miles): | 2 |
California: | 46 |
Madera County: | 31 |
Madera: | 26 |
Madera South High School: | 24 |
Students & Teachers
Total enrollment:
Enrollment in 2015: 2,832
Enrollment in 2014: 2,652
Enrollment in 2013: 2,705
Enrollment in 2012: 2,737
Enrollment in 2011: 2,658
Enrollment in 2010: 2,701
Enrollment in 2009: 2,693
Enrollment in 2008: 2,108
Enrollment in 2007: 1,439
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 | 895 | 792 | 672 | 557 | 2,916 |
Female students | 436 | 375 | 318 | 284 | 1,413 |
Male students | 459 | 417 | 354 | 273 | 1,503 |
American Indian/Alaska Native students | 8 | 3 | 2 | 6 | 19 |
Asian students | 8 | 4 | 7 | 4 | 23 |
Hispanic students | 811 | 730 | 589 | 504 | 2,634 |
Black students | 25 | 19 | 23 | 12 | 79 |
White students | 41 | 33 | 49 | 30 | 153 |
Two or More Races students | 2 | 3 | 2 | 1 | 8 |
Enrollment by grade:
10th grade enrollment: 792
11th grade enrollment: 672
12th grade enrollment: 557
Madera South High School - Historical enrollment by grade
Enrollment by gender:
(State average from 12,430 schools)
Madera South High School: | 48.5% |
State: | 49.4% |
Madera South High School: | 51.5% |
State: | 49.6% |
Madera South High School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 12,430 schools)
Madera South High School: | 0.7% |
State: | 1.0% |
Here: | 0.8% |
California: | 9.4% |
Here: | 90.3% |
California: | 46.0% |
Here: | 2.7% |
California: | 6.1% |
Madera South High School: | 5.2% |
State: | 28.3% |
Here: | 0.3% |
State: | 4.5% |
Madera South High School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 10,111 schools)
Here: | 89.1% |
California: | 61.2% |
School: | 75.6% |
California: | 52.8% |
School: | 13.5% |
State: | 8.6% |
Madera South High School - Lunch Program Eligibility
Teachers and support:
(State average from 12,394 schools)
Number of FTE teachers in their first year of teaching: 21
Number of FTE teachers in their second year of teaching: 15
Number of FTE school counselors: 8
Number of FTE teachers who were absent more than 10 school days during the school years: 8
Number of FTE sworn law enforcement officers: 1
Number of FTE security guards: 7
Number of FTE nurses: 1
Number of FTE psychologists: 1.7
Student/Teacher Ratio
Madera South High School: | 24.6 |
California: | 22.8 |
Madera South High School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
- Full-time Equivalency Count of Teachers: 115 (Salary Expenditures: $7,286,455)
- Full-time Equivalency Count of Instructional Aides: 5.5 (Salary Expenditures: $243,042)
- Full-time Equivalency Count of Support Services Staff: 8.9 (Salary Expenditures: $888,845)
- Full-time Equivalency Count of School Administration Staff: 24.2 (Salary Expenditures: $1,142,278)
- Salary Expenditures for Teachers: $8,843,545
- Full-time Equivalency Count of Instructional Aides: 10.1 (Salary Expenditures: $376,875)
- Full-time Equivalency Count of Support Services Staff: 13.9 (Salary Expenditures: $1,400,200)
- Full-time Equivalency Count of School Administration Staff: 24.2 (Salary Expenditures: $1,142,278)
Limited English Proficiency:
- Hispanic436
- American Indian2
- Asian4
- Multirace2
- IDEA103
Students Enrolled in LEP Programs
- Hispanic: 436 (male: 266, female: 170)
- American Indian / Alaska Native: 2 (all female)
- Asian: 4 (male: 2, female: 2)
- Two or More Races: 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 103 (male: 68, female: 35)
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.
- Hispanic236
- American Indian4
- Black10
- White19
- LEP104
Students with disabilities served under IDEA
- Hispanic: 236 (male: 160, female: 76)
- American Indian / Alaska Native: 4 (all female)
- Black: 10 (all male)
- White: 19 (all male)
- Limited English Proficiency (LEP): 104 (male: 67, female: 37)
- Hispanic46
- American Indian4
- Black4
- White10
- Multirace2
Students with disabilities served under Section 504
- Hispanic: 46 (male: 23, female: 23)
- American Indian / Alaska Native: 4 (male: 2, female: 2)
- Black: 4 (male: 2, female: 2)
- White: 10 (male: 8, female: 2)
- Two or More Races: 2 (all female)
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.
- Hispanic247
- Asian7
- Black7
- White37
- Multirace2
- LEP4
- IDEA2
Gifted and Talented Student Enrollment
- Hispanic: 247 (male: 113, female: 134)
- Asian: 7 (male: 2, female: 5)
- Black: 7 (male: 2, female: 5)
- White: 37 (male: 17, female: 20)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 2 (all female)
Gifted and Talented Student Enrollment per 1,000 students
Madera South High School: | 102.9 |
California: | 93.6 |
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.
- Hispanic13
- American Indian2
- Asian2
- White4
Dual Enrollment
- Hispanic: 13 (male: 5, female: 8)
- American Indian / Alaska Native: 2 (all male)
- Asian: 2 (all female)
- White: 4 (male: 2, female: 2)
Dual Enrollment per 1,000 students
Madera South High School: | 7.2 |
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.
- All40%
- Males35%
- Females46%
- Black7%
- Hispanic40%
- White31%
ELA Standard Met and Above
ELA students with scores: 594
Percentage Standard Met and Above: | 40% |
State: | 49% |
Standard Not Met: 29.5%
Standard Nearly Met: 30.1%
Standard Met: 27.8%
Standard Exceeded: 12.6%
11th Grade: (Mean Scale Score: 2553.1, Students tested: 594, Standard Not Met: 29.5%, Nearly Met: 30.1%, Met: 27.8%, Exceeded: 12.6%)
Madera South High School - ELA Area Achievement Levels (all grades)
- All14%
- Males15%
- Females13%
- Hispanic13%
Math Standard Met and Above
Math students with scores: 592
Percentage Standard Met and Above: | 14% |
State: | 38% |
Standard Not Met: 59.6%
Standard Nearly Met: 26.5%
Standard Met: 11.8%
Standard Exceeded: 2.0%
11th Grade: (Mean Scale Score: 2516.5, Students tested: 592, Standard Not Met: 59.6%, Nearly Met: 26.5%, Met: 11.8%, Exceeded: 2.0%)
Madera South 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.
CST Science students with scores: 656
Percentage At Or Above Proficient: | 39% |
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: 39.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 30.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 9.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
10th Grade: (Mean Scale Score: 335.3, Students tested: 706, Far Below Basic: 8.0%, Below Basic: 14.0%, Basic: 39.0%, Proficient: 30.0%, Advanced: 9.0%)
CMA Science students tested: 15
CMA Science students with scores: 12
Percentage At Or Above Proficient: | 8% |
State: | 38% |
Percentage Far Below Basic: 17.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 17.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 58.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 0.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 8.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
10th Grade: (Mean Scale Score: 308.2, Students tested: 15, Far Below Basic: 17.0%, Below Basic: 17.0%, Basic: 58.0%, Proficient: 0.0%, Advanced: 8.0%)
California High School Exit Exam:
(State average from 2,357 schools)
Madera South High School - California High School Exit Exam results
- All365
- Hispanic364
- Black369
- White376
Math Mean Scale Score
Math Mean Scale Score: | 365 |
State: | 374 |
Math Percentage Passed: | 66% |
State: | 68% |
Math Number Passed: 624
Math Percent Correct compared to California average:
Probability & Statistics: 66% California: 69% Number Sense: 59% State: 65% Algebra & Functions: 66% California: 68% Measurement & Geometry: 60% California: 64% Algebra 1: 53% California: 58%
- All361
- Hispanic359
- Black377
- White375
ELA Mean Scale Score
ELA Mean Scale Score: | 361 |
State: | 370 |
ELA Percentage Passed: | 66% |
State: | 68% |
ELA Number Passed: 646
ELA Percent Correct compared to California average:
Reading - Word Analysis: 72% State: 76% Reading - Reading Comprehension: 68% California: 71% Reading - Literary Responses and Analysis: 73% State: 75% Writing - Writing Strategies: 63% California: 64% Writing - Writing Conventions: 67% State: 69%
The Physical Fitness Test:
9th grade: (Students tested: 929, Needs Improvement - High Risk: 58.0%, Needs Improvement: 26.8%, Healthy Fitness Zone: 15.2%)
Body Composition:
9th grade: (Students tested: 929, Needs Improvement - High Risk: 61.4%, Needs Improvement: 30.5%, Healthy Fitness Zone: 8.1%)
Abdominal Strength:
9th grade: (Students tested: 929, Needs Improvement - High Risk: 57.5%, Needs Improvement: 42.5%, Healthy Fitness Zone: 0.0%)
Trunk Extension Strength:
9th grade: (Students tested: 929, Needs Improvement - High Risk: 74.0%, Needs Improvement: 26.0%, Healthy Fitness Zone: 0.0%)
Upper Body Strength:
9th grade: (Students tested: 929, Needs Improvement - High Risk: 43.9%, Needs Improvement: 56.1%, Healthy Fitness Zone: 0.0%)
Flexibility:
9th grade: (Students tested: 929, Needs Improvement - High Risk: 59.2%, Needs Improvement: 40.8%, Healthy Fitness Zone: 0.0%)
California English Language Development Test:
(State average from 9,932 schools)
Madera South High School - students who met CELDT criterion (all grades)
Student Count: 372
Number of students who met CELDT criterion: 103
Students who met CELDT criterion: | 28.0% |
State: | 34.0% |
Grade 9:
Student Count: 120
Number of students who met CELDT criterion: 24
Students who met CELDT criterion: | 20.0% |
State: | 33.0% |
Listening Mean Scale Score: | 548.5 |
State: | 533.7 |
Reading Mean Scale Score: | 529.1 |
California: | 534.6 |
Speaking Mean Scale Score: | 538.5 |
California: | 515.1 |
Writing Mean Scale Score: | 532.9 |
California: | 513.2 |
Grade 10:
Student Count: 128
Number of students who met CELDT criterion: 24
Students who met CELDT criterion: | 19.0% |
California: | 36.0% |
Listening Mean Scale Score: | 554.6 |
State: | 556.8 |
Reading Mean Scale Score: | 546.1 |
California: | 555.2 |
Speaking Mean Scale Score: | 533.1 |
California: | 533.6 |
Writing Mean Scale Score: | 537.4 |
State: | 530.8 |
Grade 11:
Student Count: 75
Number of students who met CELDT criterion: 37
Students who met CELDT criterion: | 49.0% |
California: | 45.0% |
Listening Mean Scale Score: | 598.3 |
California: | 575.6 |
Reading Mean Scale Score: | 566.4 |
State: | 573.9 |
Speaking Mean Scale Score: | 547.6 |
State: | 550.8 |
Writing Mean Scale Score: | 557.2 |
California: | 544.5 |
Grade 12:
Student Count: 49
Number of students who met CELDT criterion: 18
Students who met CELDT criterion: | 37.0% |
California: | 44.0% |
Listening Mean Scale Score: | 561.1 |
State: | 564.9 |
Reading Mean Scale Score: | 556.7 |
California: | 567.0 |
Speaking Mean Scale Score: | 548.0 |
California: | 544.2 |
Writing Mean Scale Score: | 541.8 |
California: | 532.5 |
Accountability
Adequate Yearly Progress:
(State average from 9,846 schools)
Madera South High School - Adequate Yearly Progress status
ELA Participation Rate
School: | 98.0% |
State: | 96.3% |
- Hispanic98
- American Indian100
- Asian100
- Filipino100
- Black100
- White100
- SED98
- LEP98
- With Disabilities94
ELA Participation Rate
- Hispanic: 98% (tested 512 out of 524 enrolled)
- American Indian / Alaska Native: 100% (tested 4 out of 4 enrolled)
- Asian: 100% (tested 5 out of 5 enrolled)
- Filipino: 100% (tested 2 out of 2 enrolled)
- Black: 100% (tested 20 out of 20 enrolled)
- White: 100% (tested 40 out of 40 enrolled)
- Socioeconomic Disadvantaged: 98% (tested 516 out of 528 enrolled)
- English Learners: 98% (tested 127 out of 130 enrolled)
- Students with Disabilities: 94% (tested 46 out of 49 enrolled)
Math Participation Rate
Here: | 99.0% |
State: | 96.1% |
- Hispanic99
- American Indian100
- Asian100
- Filipino100
- Black100
- White100
- SED99
- LEP96
- With Disabilities92
Math Participation Rate
- Hispanic: 99% (tested 519 out of 526 enrolled)
- American Indian / Alaska Native: 100% (tested 4 out of 4 enrolled)
- Asian: 100% (tested 5 out of 5 enrolled)
- Filipino: 100% (tested 2 out of 2 enrolled)
- Black: 100% (tested 20 out of 20 enrolled)
- White: 100% (tested 40 out of 40 enrolled)
- Socioeconomic Disadvantaged: 99% (tested 523 out of 530 enrolled)
- English Learners: 96% (tested 127 out of 132 enrolled)
- Students with Disabilities: 92% (tested 45 out of 49 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.
Madera South High School - ACT/SAT scores
Percent of graduates taking the ACT: | 22.4% |
California: | 30.9% |
ACT Composite scores greater or equal to 21: | 28.0% |
State: | 48.7% |
Number of graduates taking the ACT: 125
Average ACT composite score: | 17.0 |
State: | 19.8 |
Average ACT English score: | 17.0 |
California: | 19.6 |
Average ACT mathematics score: | 18.0 |
California: | 20.5 |
Average ACT reading score: | 18.0 |
State: | 20.5 |
Average ACT science score: | 18.0 |
State: | 19.9 |
Percent of graduates taking the SAT: | 45.2% |
California: | 54.4% |
SAT scores greater or equal to 1500: | 9.1% |
California: | 36.3% |
Number of graduates taking the SAT: 252
Average Total SAT Score: | 1,231 |
State: | 1,374 |
Average SAT mathematics score: | 414 |
State: | 464 |
Average SAT critical reading score: | 414 |
State: | 459 |
Average SAT writing score: | 403 |
State: | 451 |
- Hispanic361
- American Indian4
- Asian7
- Black7
- White22
- Multirace2
- LEP4
- IDEA2
SAT or ACT Test Participation
- Hispanic: 361 (male: 131, female: 230)
- American Indian / Alaska Native: 4 (male: 2, female: 2)
- Asian: 7 (male: 2, female: 5)
- Black: 7 (male: 5, female: 2)
- White: 22 (male: 8, female: 14)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Advanced Placement:
(State average from 1,204 schools)
Madera South High School - AP exams with scores at or above criteria
Number of students taking at least one AP exam: 293
Percent of students taking at least one AP exam: | 50.0% |
California: | 94.1% |
Percent of AP exams with scores at or above 3: | 30.0% |
State: | 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.
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No
Incidents of robbery with a weapon: 2
Incidents of robbery without a weapon: 29
Total incidents per 1,000 students
School: | 10.6 |
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: 2
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
School: | 0.7 |
California: | 21.3 |
Chronic Student Absenteeismt:
(State average from 8,737 schools)
- Hispanic451
- American Indian4
- Asian2
- Black16
- White37
- Multirace2
- LEP88
- IDEA103
- 50422
Chronic Student Absenteeism
- Hispanic: 451 (male: 215, female: 236)
- American Indian / Alaska Native: 4 (male: 2, female: 2)
- Asian: 2 (all female)
- Black: 16 (male: 5, female: 11)
- White: 37 (male: 20, female: 17)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 88 (male: 47, female: 41)
- Individuals With Disabilities Education Act (IDEA): 103 (male: 65, female: 38)
- Section 504: 22 (male: 8, female: 14)
Here: | 175.6 |
California: | 172.7 |
Restraint and Seclusion:
(State average from 741 schools)
- Hispanic: 10 (male: 5, female: 5)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Non-IDEA students subjected to physical restraint per 1,000 students
Madera South High School: | 3.4 |
California: | 1.2 |
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all male)
- Hispanic: 2
- Limited English Proficiency (LEP): 2
Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
Madera South High School: | 0.7 |
State: | 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).
- Hispanic1,303
- American Indian16
- Black107
- White55
- LEP421
- IDEA412
- 50440
School days missed due to out-of-school suspension
- Hispanic: 1,303 (male: 928, female: 375)
- American Indian / Alaska Native: 16 (male: 10, female: 6)
- Black: 107 (male: 68, female: 39)
- White: 55 (male: 44, female: 11)
- Limited English Proficiency (LEP): 421 (male: 312, female: 109)
- Individuals With Disabilities Education Act (IDEA): 412 (male: 326, female: 86)
- Section 504: 40 (male: 30, female: 10)
Instances of out-of-school suspension (Students without disabilities): 322
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Madera South High School: | 110.4 |
California: | 84.8 |
- Hispanic: 7 (male: 5, female: 2)
- Hispanic127
- American Indian2
- Black7
- White7
- LEP34
Students without disabilities receiving only one out-of-school suspension
- Hispanic: 127 (male: 89, female: 38)
- American Indian / Alaska Native: 2 (all male)
- Black: 7 (male: 2, female: 5)
- White: 7 (male: 5, female: 2)
- Limited English Proficiency (LEP): 34 (male: 23, female: 11)
- Hispanic52
- American Indian2
- Black4
- White2
- LEP16
Students without disabilities receiving more than one out-of-school suspension
- Hispanic: 52 (male: 35, female: 17)
- American Indian / Alaska Native: 2 (all male)
- Black: 4 (male: 2, female: 2)
- White: 2 (all male)
- Limited English Proficiency (LEP): 16 (male: 11, female: 5)
Instances of out-of-school suspension (Students with disabilities): 152
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
School: | 52.1 |
State: | 28.1 |
Instances of out-of-school suspension per 1,000 students (Section 504 only)
Here: | 4.8 |
California: | 3.4 |
- Hispanic: 2
- White: 2
- Limited English Proficiency (LEP): 2
- Hispanic28
- Black2
- LEP16
- 50410
Students with disabilities receiving only one out-of-school suspension
- Hispanic: 28 (male: 20, female: 8)
- Black: 2 (all female)
- Limited English Proficiency (LEP): 16 (male: 11, female: 5)
- Section 504: 10 (male: 8, female: 2)
- Hispanic31
- American Indian2
- Black5
- White4
- LEP13
- 5042
Students with disabilities receiving more than one out-of-school suspension
- Hispanic: 31 (male: 23, female: 8)
- American Indian / Alaska Native: 2 (all female)
- Black: 5 (all male)
- White: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 13 (male: 11, female: 2)
- Section 504: 2 (all male)
Expulsions:
(State average from 1,805 schools)
- Hispanic28
- Black4
- White2
- LEP7
Students without Disabilities who received an expulsion with educational services
- Hispanic: 28 (male: 20, female: 8)
- Black: 4 (male: 2, female: 2)
- White: 2 (all male)
- Limited English Proficiency (LEP): 7 (male: 5, female: 2)
Students without Disabilities who received an expulsion with educational services per 1,000 students
Here: | 11.7 |
State: | 10.5 |
- Hispanic13
- Black2
- White2
- LEP7
Students with Disabilities who received an expulsion with educational services
- Hispanic: 13 (male: 11, female: 2)
- Black: 2 (all male)
- White: 2 (all male)
- Limited English Proficiency (LEP): 7 (male: 5, female: 2)
Students with Disabilities who received an expulsion with educational services per 1,000 students
School: | 5.8 |
State: | 4.5 |
Transfers:
(State average from 692 schools)
- Hispanic28
- Black4
- White2
- LEP7
Students without disabilities transferred to an alternative school for disciplinary reasons
- Hispanic: 28 (male: 20, female: 8)
- Black: 4 (male: 2, female: 2)
- White: 2 (all male)
- Limited English Proficiency (LEP): 7 (male: 5, female: 2)
Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Here: | 11.7 |
State: | 9.7 |
- Hispanic13
- Black2
- White2
- LEP7
Students with disabilities transferred to an alternative school for disciplinary reasons
- Hispanic: 13 (male: 11, female: 2)
- Black: 2 (all male)
- White: 2 (all male)
- Limited English Proficiency (LEP): 7 (male: 5, female: 2)
Students with disabilities transferred to an alternative school for disciplinary reasons
Here: | 5.8 |
State: | 1.6 |
Classes & Courses
Algebra I:
(State average from 1,182 schools)
Number of Algebra I classes taught by certified teachers: 21
- Hispanic676
- American Indian7
- Asian7
- Black16
- White34
- Multirace2
- LEP145
- IDEA46
9-10th grade student enrollment in Algebra I
- Hispanic: 676 (male: 350, female: 326)
- American Indian / Alaska Native: 7 (male: 5, female: 2)
- Asian: 7 (male: 2, female: 5)
- Black: 16 (male: 5, female: 11)
- White: 34 (male: 20, female: 14)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 145 (male: 86, female: 59)
- Individuals With Disabilities Education Act (IDEA): 46 (male: 29, female: 17)
- Hispanic602
- American Indian4
- Asian8
- Black17
- White29
- LEP122
- IDEA44
9-10th grade studenst who passed Algebra I
- Hispanic: 602 (male: 298, female: 304)
- American Indian / Alaska Native: 4 (all male)
- Asian: 8 (male: 4, female: 4)
- Black: 17 (male: 4, female: 13)
- White: 29 (male: 19, female: 10)
- Limited English Proficiency (LEP): 122 (male: 70, female: 52)
- Individuals With Disabilities Education Act (IDEA): 44 (male: 28, female: 16)
School: | 88.9% |
State: | 72.5% |
- Hispanic10
- White2
- LEP5
- IDEA2
11-12th grade student enrollment in Algebra I
- Hispanic: 10 (male: 8, female: 2)
- White: 2 (all male)
- Limited English Proficiency (LEP): 5 (all male)
- Individuals With Disabilities Education Act (IDEA): 2 (all female)
School: | 0.0% |
California: | 62.0% |
Algebra II:
Number of Algebra II classes taught by certified teachers: 11
- Hispanic340
- American Indian4
- Asian4
- Black7
- White25
- LEP22
- IDEA8
Student Enrollment in Algebra II
- Hispanic: 340 (male: 149, female: 191)
- American Indian / Alaska Native: 4 (male: 2, female: 2)
- Asian: 4 (male: 2, female: 2)
- Black: 7 (male: 2, female: 5)
- White: 25 (male: 14, female: 11)
- Limited English Proficiency (LEP): 22 (male: 11, female: 11)
- Individuals With Disabilities Education Act (IDEA): 8 (all male)
Calculus:
Number of Calculus classes taught by certified teachers: 3
- Hispanic67
- American Indian4
- Asian2
- Black4
- White7
Student Enrollment in Calculus
- Hispanic: 67 (male: 35, female: 32)
- American Indian / Alaska Native: 4 (male: 2, female: 2)
- Asian: 2 (all female)
- Black: 4 (male: 2, female: 2)
- White: 7 (male: 2, female: 5)
Geometry:
Number of Geometry classes taught by certified teachers: 17
- Hispanic553
- American Indian4
- Asian2
- Black22
- White22
- Multirace4
- LEP100
- IDEA31
Student Enrollment in Geometry
- Hispanic: 553 (male: 293, female: 260)
- American Indian / Alaska Native: 4 (male: 2, female: 2)
- Asian: 2 (all female)
- Black: 22 (male: 14, female: 8)
- White: 22 (male: 11, female: 11)
- Two or More Races: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 100 (male: 62, female: 38)
- Individuals With Disabilities Education Act (IDEA): 31 (male: 23, female: 8)
Advanced Mathematics:
Number of Advanced Mathematics classes taught by certified teachers: 17
- Hispanic511
- American Indian2
- Asian7
- Black16
- White34
- Multirace4
- LEP40
- IDEA8
Student Enrollment in Advanced Mathematics
- Hispanic: 511 (male: 254, female: 257)
- American Indian / Alaska Native: 2 (all female)
- Asian: 7 (male: 5, female: 2)
- Black: 16 (male: 8, female: 8)
- White: 34 (male: 14, female: 20)
- Two or More Races: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 40 (male: 26, female: 14)
- Individuals With Disabilities Education Act (IDEA): 8 (all male)
Biology:
Number of Biology classes taught by certified teachers: 22
- Hispanic715
- American Indian10
- Asian7
- Black25
- White31
- Multirace4
- LEP109
- IDEA61
Student Enrollment in Biology
- Hispanic: 715 (male: 296, female: 419)
- American Indian / Alaska Native: 10 (male: 2, female: 8)
- Asian: 7 (male: 2, female: 5)
- Black: 25 (male: 14, female: 11)
- White: 31 (male: 14, female: 17)
- Two or More Races: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 109 (male: 59, female: 50)
- Individuals With Disabilities Education Act (IDEA): 61 (male: 41, female: 20)
Chemistry:
Number of Chemistry classes taught by certified teachers: 13
- Hispanic349
- American Indian4
- Asian7
- Black13
- White22
- Multirace2
- LEP16
- IDEA8
Student Enrollment in Chemistry
- Hispanic: 349 (male: 146, female: 203)
- American Indian / Alaska Native: 4 (male: 2, female: 2)
- Asian: 7 (male: 5, female: 2)
- Black: 13 (male: 5, female: 8)
- White: 22 (male: 8, female: 14)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 16 (male: 8, female: 8)
- Individuals With Disabilities Education Act (IDEA): 8 (all male)
Physics:
Number of Physics classes taught by certified teachers: 2
Student Enrollment in Physics: 41 (male: 30, female: 11)
- Hispanic: 37 (male: 26, female: 11)
- Asian: 2 (all male)
- Black: 2 (all male)
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