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Summit Public : Tahoma School in San Jose, CA
(09-12 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in California) from 0 (worst) to 100 (best) is 75
Address
 285 Blossom Hill Rd.
San Jose, CA 95123
Telephone
(408) 729-1981
(make sure to verify first before calling)
Website
http://www.summitps.org
City-data.com school rating
75
Students
275
Classroom Teachers (FTE)
13.3
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
82
Reduced-price lunch
eligible students
52
School district
Santa Clara County Office of Education
Charter school
Yes
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Summit Public : Tahoma School:

75
Oak Ridge Elementary (0.9 miles):

64
Oak Grove High (0.0 miles):

55
Hayes Elementary (0.7 miles):

50
Anderson (Alex) Elementary (0.7 miles):

46
Davis (Caroline) Intermediate (1.0 miles):

41
Miner (George) Elementary (0.4 miles):

24
Calero High (0.9 miles):

23
The Academy (1.0 miles):

17
Summit Public : Tahoma School rating compared to average state, county and city schools ratings:
California:

46
Santa Clara County:

64
San Jose:

55
Summit Public : Tahoma School:

75

Students & Teachers


Total enrollment:
Enrollment in 2016: 275
Enrollment in 2015: 326
Enrollment in 2014: 277
Enrollment in 2013: 198
Enrollment in 2012: 104

Summit Public : Tahoma School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG09G10G11G12Total
All students91535774275
Female students43353340151
Male students48182434124
American Indian/Alaska Native students2 - - - 2
Asian students1413131151
Hispanic students22283851139
Black students4 - 127
White students2583642
Hawaiian Native/Pacific Islander students1 - - - 1
Two or More Races students2342433

Enrollment by grade:
9th grade enrollment: 91
10th grade enrollment: 53
11th grade enrollment: 57
12th grade enrollment: 74

Summit Public : Tahoma School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 151 (54.9%)
School:

54.9%
California:

49.4%
Male enrollment: 124 (45.1%)
Here:

45.1%
California:

49.6%

Summit Public : Tahoma School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 2 (0.7%)
Summit Public : Tahoma School:

0.7%
State:

1.0%
Asian enrollment: 51 (18.5%)
School:

18.5%
State:

9.4%
Hispanic enrollment: 139 (50.5%)
Here:

50.5%
State:

46.0%
Black enrollment: 7 (2.5%)
Summit Public : Tahoma School:

2.5%
State:

6.1%
White enrollment: 42 (15.3%)
Here:

15.3%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.4%)
Summit Public : Tahoma School:

0.4%
California:

0.6%
Two or More Races enrollment: 33 (12.0%)
Here:

12.0%
California:

4.5%

Summit Public : Tahoma School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 134 (48.7%)
Here:

48.7%
State:

61.2%
Free lunch eligible students: 82 (29.8%)
Summit Public : Tahoma School:

29.8%
State:

52.8%
Reduced-price lunch eligible students: 52 (18.9%)
Summit Public : Tahoma School:

18.9%
State:

8.6%

Summit Public : Tahoma School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 13.3


Student/Teacher Ratio
Here:

20.7
State:

22.8

Summit Public : Tahoma School - Teachers (FTE) and pupil/teacher ratio


Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 16 (male: 8, female: 8)
  • Hispanic: 16 (male: 8, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 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: 17 (male: 7, female: 10)
  • Hispanic: 17 (male: 7, female: 10)
Students with disabilities served under Section 504: 2 (all female)
  • Asian: 2

Retention:
Show data for

(State average from 337 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 9th grade: 2 (all female)
  • Hispanic: 2

Percent of 9th grade students retained
School:

2.2%
California:

20.8%

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

  • All82%
  • Males79%
  • Females85%
  • Hispanic65%
ELA students tested: 57
ELA students with scores: 57

Percentage Standard Met and Above:

82%
California:

49%

Standard Not Met: 7.0%
Standard Nearly Met: 10.5%
Standard Met: 22.8%
Standard Exceeded: 59.6%

11th Grade: (Mean Scale Score: 2675.5, Students tested: 57, Standard Not Met: 7.0%, Nearly Met: 10.5%, Met: 22.8%, Exceeded: 59.6%)
7.0%
10.5%
22.8%
59.6%

Summit Public : Tahoma School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All46%
  • Males46%
  • Females45%
  • Hispanic12%
Math students tested: 57
Math students with scores: 57

Percentage Standard Met and Above:

46%
State:

38%

Standard Not Met: 28.1%
Standard Nearly Met: 26.3%
Standard Met: 28.1%
Standard Exceeded: 17.5%

11th Grade: (Mean Scale Score: 2604.6, Students tested: 57, Standard Not Met: 28.1%, Nearly Met: 26.3%, Met: 28.1%, Exceeded: 17.5%)
28.1%
26.3%
28.1%
17.5%

Summit Public : Tahoma 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: 54
CST Science students with scores: 54

Percentage At Or Above Proficient:

61%
State:

54%

Percentage Far Below Basic: 4.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 4.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 31.0% 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: 31.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 373.7, Students tested: 54, Far Below Basic: 4.0%, Below Basic: 4.0%, Basic: 31.0%, Proficient: 30.0%, Advanced: 31.0%)
4.0%
4.0%
31.0%
30.0%
31.0%

California High School Exit Exam:
Show data for

(State average from 2,322 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.

Summit Public : Tahoma School - California High School Exit Exam results

Math Mean Scale Score:

394
California:

374
Math Percentage Passed:

88%
California:

68%
Math Number Tested: 86
Math Number Passed: 76

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

    82%
    California:

    69%
  • Number Sense:

    75%
    California:

    65%
  • Algebra & Functions:

    80%
    California:

    68%
  • Measurement & Geometry:

    77%
    California:

    64%
  • Algebra 1:

    68%
    State:

    58%
ELA Mean Scale Score:

399
State:

370
ELA Percentage Passed:

96%
California:

68%
ELA Number Tested: 83
ELA Number Passed: 80

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

    89%
    California:

    76%
  • Reading - Reading Comprehension:

    85%
    California:

    71%
  • Reading - Literary Responses and Analysis:

    89%
    California:

    75%
  • Writing - Writing Strategies:

    78%
    State:

    64%
  • Writing - Writing Conventions:

    85%
    State:

    69%

The Physical Fitness Test:
Show data for
The Physical Fitness Test (PFT) for students in California schools is the FITNESSGRAM. The main goal of the test is to help students in starting life-long habits of regular physical activity.
Aerobic Capacity:
9th grade: (Students tested: 80, Needs Improvement - High Risk: 78.8%, Needs Improvement: 10.0%, Healthy Fitness Zone: 11.2%)
78.8%
10.0%
11.2%
Body Composition:
9th grade: (Students tested: 80, Needs Improvement - High Risk: 67.5%, Needs Improvement: 17.5%, Healthy Fitness Zone: 15.0%)
67.5%
17.5%
15.0%
Abdominal Strength:
9th grade: (Students tested: 80, Needs Improvement - High Risk: 77.5%, Needs Improvement: 22.5%, Healthy Fitness Zone: 0.0%)
77.5%
22.5%
Trunk Extension Strength:
9th grade: (Students tested: 80, Needs Improvement - High Risk: 95.0%, Needs Improvement: 5.0%, Healthy Fitness Zone: 0.0%)
95.0%
5.0%
Upper Body Strength:
9th grade: (Students tested: 80, Needs Improvement - High Risk: 51.2%, Needs Improvement: 48.8%, Healthy Fitness Zone: 0.0%)
51.2%
48.8%
Flexibility:
9th grade: (Students tested: 80, Needs Improvement - High Risk: 0.0%, Needs Improvement: 100.0%, Healthy Fitness Zone: 0.0%)
100.0%

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).

Summit Public : Tahoma School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 24
Number of students who met CELDT criterion: 17

Students who met CELDT criterion:

71.0%
State:

34.0%
Grade 9:
Student Count: 10
Number of students who met CELDT criterion: 6

Students who met CELDT criterion:

60.0%
State:

33.0%
Listening Mean Scale Score:

618.2
California:

533.7
Reading Mean Scale Score:

589.6
State:

534.6
Speaking Mean Scale Score:

591.6
State:

515.1
Writing Mean Scale Score:

581.5
California:

513.2
Grade 10:
Student Count: 7
Number of students who met CELDT criterion: 6

Students who met CELDT criterion:

86.0%
California:

36.0%
Listening Mean Scale Score:

675.4
State:

556.8
Reading Mean Scale Score:

635.4
California:

555.2
Speaking Mean Scale Score:

634.4
State:

533.6
Writing Mean Scale Score:

591.0
State:

530.8
Grade 11:
Student Count: 6
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

67.0%
State:

45.0%
Listening Mean Scale Score:

573.3
California:

575.6
Reading Mean Scale Score:

643.2
State:

573.9
Speaking Mean Scale Score:

598.7
State:

550.8
Writing Mean Scale Score:

542.5
State:

544.5

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).

Summit Public : Tahoma School - Adequate Yearly Progress status


ELA Participation Rate
School:

97.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic100
  • Asian100
  • Filipino100
  • White67
  • Multirace100
  • SED97
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 37 out of 37 enrolled)
  • Asian: 100% (tested 7 out of 7 enrolled)
  • Filipino: 100% (tested 6 out of 6 enrolled)
  • White: 67% (tested 2 out of 3 enrolled)
  • Two or More Races: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 97% (tested 27 out of 28 enrolled)
  • English Learners: 100% (tested 7 out of 7 enrolled)
  • Students with Disabilities: 100% (tested 8 out of 8 enrolled)

Math Participation Rate
School:

97.0%
State:

96.1%

    Math Participation Rate

  • Hispanic100
  • Asian100
  • Filipino100
  • White67
  • Multirace100
  • SED97
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 37 out of 37 enrolled)
  • Asian: 100% (tested 7 out of 7 enrolled)
  • Filipino: 100% (tested 6 out of 6 enrolled)
  • White: 67% (tested 2 out of 3 enrolled)
  • Two or More Races: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 97% (tested 27 out of 28 enrolled)
  • English Learners: 100% (tested 7 out of 7 enrolled)
  • Students with Disabilities: 100% (tested 8 out of 8 enrolled)

SAT/ACT:
Show data for

(State average from 9,846 schools)
The ACT Test (ACT) is a nationally recognized assessment used to indicate college readiness.
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.
Percent of graduates taking the ACT:

89.2%
State:

30.9%
ACT Composite scores greater or equal to 21:

39.4%
California:

48.7%
Number of graduates: 74
Number of graduates taking the ACT: 66

Average ACT composite score:

20.0
State:

19.8
Average ACT English score:

20.0
State:

19.6
Average ACT mathematics score:

19.0
State:

20.5
Average ACT reading score:

21.0
State:

20.5
Average ACT science score:

20.0
California:

19.9
Percent of graduates taking the SAT:

98.6%
California:

54.4%
SAT scores greater or equal to 1500:

30.1%
California:

36.3%
Number of graduates: 74
Number of graduates taking the SAT: 73

Average Total SAT Score:

1,400
State:

1,374
Average SAT mathematics score:

458
California:

464
Average SAT critical reading score:

477
California:

459
Average SAT writing score:

465
California:

451

Advanced Placement:
Show data for

(State average from 1,204 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).

Summit Public : Tahoma School - AP exams with scores at or above criteria

Number of students in Grades 11 and 12: 54
Number of students taking at least one AP exam: 122
Percent of students taking at least one AP exam:

225.0%
State:

94.1%
Number of AP exams with scores at or above 3: 50
Percent of AP exams with scores at or above 3:

22.7%
State:

46.6%

Health & Safety


Referrals and Arrests:
Show data for

(State average from 2,295 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 2 (all female)
  • White: 2

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

7.3
California:

27.2

Suspensions:
Show data for

(State average from 1,406 schools)
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.
Students without disabilities receiving one or more in-school suspension: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • Hispanic: 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

    9-10th grade student enrollment in Algebra I

  • Hispanic79
  • Asian13
  • Black2
  • White4
  • Multirace4
  • LEP10
  • IDEA16
9-10th grade student enrollment in Algebra I: 102 (male: 46, female: 56)
  • Hispanic: 79 (male: 35, female: 44)
  • Asian: 13 (male: 5, female: 8)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 8, female: 8)

    9-10th grade studenst who passed Algebra I

  • Hispanic56
  • Asian14
  • Multirace4
  • LEP8
  • IDEA4
9-10th grade studenst who passed Algebra I: 74 (male: 36, female: 38)
  • Hispanic: 56 (male: 25, female: 31)
  • Asian: 14 (male: 7, female: 7)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 8 (male: 4, female: 4)
  • Individuals With Disabilities Education Act (IDEA): 4 (all male)
Percent of 9-10th grade students who passed
School:

72.5%
California:

65.4%

Algebra II:
Show data for
Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 4


    Student Enrollment in Algebra II

  • Hispanic67
  • Asian13
  • Black2
  • White10
  • Multirace7
  • LEP10
  • IDEA19
Student Enrollment in Algebra II: 99 (male: 47, female: 52)
  • Hispanic: 67 (male: 29, female: 38)
  • Asian: 13 (male: 8, female: 5)
  • Black: 2 (all female)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 11, female: 8)

Geometry:
Show data for
Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
Number of Geometry classes: 4


    Student Enrollment in Geometry

  • Hispanic67
  • Asian16
  • Black2
  • White10
  • Multirace7
  • LEP4
  • IDEA10
Student Enrollment in Geometry: 102 (male: 50, female: 52)
  • Hispanic: 67 (male: 29, female: 38)
  • Asian: 16 (male: 11, female: 5)
  • Black: 2 (all female)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)

Advanced Mathematics:
Show data for
Advanced mathematics (college-preparatory) courses cover the following topics: trigonometry, trigonometry/algebra, trigonometry / analytic geometry, trigonometry / math analysis, analytic geometry, math analysis, math analysis / analytic geometry, probability and statistics, and precalculus
Number of Advanced Mathematics classes: 4


    Student Enrollment in Advanced Mathematics

  • Hispanic43
  • Asian19
  • Black4
  • White10
  • LEP4
  • IDEA7
Student Enrollment in Advanced Mathematics: 76 (male: 44, female: 32)
  • Hispanic: 43 (male: 23, female: 20)
  • Asian: 19 (male: 11, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Biology:
Show data for
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: 4


    Student Enrollment in Biology

  • Hispanic79
  • Asian13
  • Black2
  • White4
  • Multirace4
  • LEP10
  • IDEA16
Student Enrollment in Biology: 102 (male: 46, female: 56)
  • Hispanic: 79 (male: 35, female: 44)
  • Asian: 13 (male: 5, female: 8)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 8, female: 8)

Chemistry:
Show data for
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: 4


    Student Enrollment in Chemistry

  • Hispanic43
  • Asian16
  • Black4
  • White10
  • LEP4
  • IDEA7
Student Enrollment in Chemistry: 73 (male: 41, female: 32)
  • Hispanic: 43 (male: 23, female: 20)
  • Asian: 16 (male: 8, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Physics:
Show data for
Physics (college-preparatory) courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy.The study of physics includes examination of sound, light, and magnetic and electric phenomena.
Number of Physics classes: 4


    Student Enrollment in Physics

  • Hispanic67
  • Asian16
  • Black2
  • White10
  • Multirace7
  • LEP10
  • IDEA19
Student Enrollment in Physics: 102 (male: 50, female: 52)
  • Hispanic: 67 (male: 29, female: 38)
  • Asian: 16 (male: 11, female: 5)
  • Black: 2 (all female)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 11, female: 8)

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