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New Day Academy School in Termo, CA
(KG-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 62
Address
 709-855 Termo Grasshopper Rd.
Termo, CA 96123
Telephone
(530) 233-3861
(make sure to verify first before calling)
Website
http://www.newdayacademy.net
City-data.com school rating
62
Students
335
Classroom Teachers (FTE)
11.5
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
113
Reduced-price lunch
eligible students
72
School district
Ravendale-Termo Elementary
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:
New Day Academy School:

62
New Day Academy School rating compared to average state and city schools ratings:
California:

46
Termo:

62
New Day Academy School:

62

Students & Teachers


Total enrollment:
Enrollment in 2016: 335
Enrollment in 2015: 303
Enrollment in 2014: 313
Enrollment in 2013: 282
Enrollment in 2012: 277
Enrollment in 2011: 207
Enrollment in 2010: 158

New Day Academy School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06G07G08G09G10G11G12Total
All students27312223362025272323303018335
Female students11171114161113131515151715183
Male students161411920912148815133152
American Indian/Alaska Native students3 - 3111311111 - 17
Asian students - - - - - - 1 - 3 - 1 - - 5
Hispanic students523463323413241
Black students - - - - - - - - 11 - 1 - 3
White students15261518261615231415232415245
Two or More Races students431 - 3 - 311241124

Enrollment by grade:
Kindergarten enrollment: 27
1st grade enrollment: 31
2nd grade enrollment: 22
3rd grade enrollment: 23
4th grade enrollment: 36
5th grade enrollment: 20
6th grade enrollment: 25
7th grade enrollment: 27
8th grade enrollment: 23
9th grade enrollment: 23
10th grade enrollment: 30
11th grade enrollment: 30
12th grade enrollment: 18

New Day Academy School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 183 (54.6%)
School:

54.6%
State:

49.4%
Male enrollment: 152 (45.4%)
School:

45.4%
California:

49.6%

New Day Academy School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 17 (5.1%)
New Day Academy School:

5.1%
State:

1.0%
Asian enrollment: 5 (1.5%)
Here:

1.5%
California:

9.4%
Hispanic enrollment: 41 (12.2%)
New Day Academy School:

12.2%
California:

46.0%
Black enrollment: 3 (0.9%)
School:

0.9%
California:

6.1%
White enrollment: 245 (73.1%)
New Day Academy School:

73.1%
California:

28.3%
Two or More Races enrollment: 24 (7.2%)
School:

7.2%
State:

4.5%

New Day Academy School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 185 (55.2%)
New Day Academy School:

55.2%
California:

61.2%
Free lunch eligible students: 113 (33.7%)
New Day Academy School:

33.7%
California:

52.8%
Reduced-price lunch eligible students: 72 (21.5%)
Here:

21.5%
State:

8.6%

New Day Academy School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 11.5

Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 1

Student/Teacher Ratio
New Day Academy School:

29.2
State:

22.8

New Day Academy School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,322,977
  • Full-time Equivalency Count of Teachers: 13.9 (Salary Expenditures: $900,465)
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $81,650)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $120,908)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $455,933

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 2 (all male)
  • Hispanic: 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: 48 (male: 29, female: 19)
  • White: 44 (male: 25, female: 19)
  • Two or More Races: 4 (all male)
Students with disabilities served under Section 504: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 2,285 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 12th grade: 4 (all male)
  • White: 2
  • Two or More Races: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 12th grade students retained
New Day Academy School:

22.2%
State:

16.7%

Dual Enrollment:
(State average from 525 schools)
This school has students in grades 9-12 enrolled in a dual enrollment / dual credit program
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.

    Dual Enrollment

  • Hispanic4
  • Asian2
  • White25
  • Multirace2
  • IDEA2
Dual Enrollment: 33 (male: 13, female: 20)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all female)
  • White: 25 (male: 11, female: 14)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Dual Enrollment per 1,000 students
School:

98.5
California:

104.8

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

  • All65%
  • Males61%
  • Females69%
  • White57%
ELA students tested: 121
ELA students with scores: 121

Percentage Standard Met and Above:

65%
State:

49%

Standard Not Met: 13.2%
Standard Nearly Met: 21.5%
Standard Met: 33.1%
Standard Exceeded: 32.2%

All Grades:
13.2%
21.5%
33.1%
32.2%
3rd Grade: (Mean Scale Score: 2441.0, Students tested: 19, Standard Not Met: 15.8%, Nearly Met: 31.6%, Met: 31.6%, Exceeded: 21.1%)
15.8%
31.6%
31.6%
21.1%
4th Grade: (Mean Scale Score: 2490.2, Students tested: 13, Standard Not Met: 15.4%, Nearly Met: 38.5%, Met: 0.0%, Exceeded: 46.1%)
15.4%
38.5%
46.1%
5th Grade: (Mean Scale Score: 2505.0, Students tested: 28, Standard Not Met: 25.0%, Nearly Met: 14.3%, Met: 35.7%, Exceeded: 25.0%)
25.0%
14.3%
35.7%
25.0%
7th Grade: (Mean Scale Score: 2624.6, Students tested: 17, Standard Not Met: 5.9%, Nearly Met: 11.8%, Met: 35.3%, Exceeded: 47.1%)
5.9%
11.8%
35.3%
47.1%
8th Grade: (Mean Scale Score: 2619.7, Students tested: 18, Standard Not Met: 5.6%, Nearly Met: 16.7%, Met: 61.1%, Exceeded: 16.7%)
5.6%
16.7%
61.1%
16.7%
11th Grade: (Mean Scale Score: 2625.7, Students tested: 17, Standard Not Met: 5.9%, Nearly Met: 29.4%, Met: 23.5%, Exceeded: 41.2%)
5.9%
29.4%
23.5%
41.2%

New Day Academy School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All39%
  • Males37%
  • Females41%
  • White29%
Math students tested: 121
Math students with scores: 121

Percentage Standard Met and Above:

39%
California:

38%

Standard Not Met: 29.8%
Standard Nearly Met: 31.4%
Standard Met: 24.8%
Standard Exceeded: 14.1%

All Grades:
29.8%
31.4%
24.8%
14.1%
3rd Grade: (Mean Scale Score: 2425.1, Students tested: 19, Standard Not Met: 26.3%, Nearly Met: 31.6%, Met: 36.8%, Exceeded: 5.3%)
26.3%
31.6%
36.8%
5.3%
4th Grade: (Mean Scale Score: 2474.4, Students tested: 13, Standard Not Met: 38.5%, Nearly Met: 23.1%, Met: 7.7%, Exceeded: 30.8%)
38.5%
23.1%
7.7%
30.8%
5th Grade: (Mean Scale Score: 2477.0, Students tested: 28, Standard Not Met: 39.3%, Nearly Met: 25.0%, Met: 25.0%, Exceeded: 10.7%)
39.3%
25.0%
25.0%
10.7%
7th Grade: (Mean Scale Score: 2552.8, Students tested: 17, Standard Not Met: 11.8%, Nearly Met: 47.1%, Met: 23.5%, Exceeded: 17.6%)
11.8%
47.1%
23.5%
17.6%
8th Grade: (Mean Scale Score: 2553.3, Students tested: 18, Standard Not Met: 27.8%, Nearly Met: 27.8%, Met: 33.3%, Exceeded: 11.1%)
27.8%
27.8%
33.3%
11.1%
11th Grade: (Mean Scale Score: 2581.6, Students tested: 17, Standard Not Met: 35.3%, Nearly Met: 29.4%, Met: 23.5%, Exceeded: 11.8%)
35.3%
29.4%
23.5%
11.8%

New Day Academy 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: 14
CST Science students with scores: 14

Percentage At Or Above Proficient:

71%
California:

54%

Percentage Far Below Basic: 1.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 7.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 21.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 64.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 7.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 364.3, Students tested: 14, Far Below Basic: 1.0%, Below Basic: 7.0%, Basic: 21.0%, Proficient: 64.0%, Advanced: 7.0%)
1.0%
7.0%
21.0%
64.0%
7.0%
CST Science students tested: 22
CST Science students with scores: 22

Percentage At Or Above Proficient:

45%
State:

54%

Percentage Far Below Basic: 14.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 5.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 36.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 32.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 14.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 354.2, Students tested: 22, Far Below Basic: 14.0%, Below Basic: 5.0%, Basic: 36.0%, Proficient: 32.0%, Advanced: 14.0%)
14.0%
5.0%
36.0%
32.0%
14.0%
CST Science students tested: 31
CST Science students with scores: 31

Percentage At Or Above Proficient:

65%
California:

54%

Percentage Far Below Basic: 3.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 3.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 29.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 32.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 32.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 377.6, Students tested: 31, Far Below Basic: 3.0%, Below Basic: 3.0%, Basic: 29.0%, Proficient: 32.0%, Advanced: 32.0%)
3.0%
3.0%
29.0%
32.0%
32.0%

California High School Exit Exam:
Show data for

(State average from 2,357 schools)
Beginning with the Class of 2006, students in California public schools were required to pass the California High School Exit Examination (CAHSEE) to demonstrate competency in grade-level skills in reading, writing, and mathematics to earn a high school diploma. The content of the CAHSEE was based on content standards in English-language arts and mathematics that were adopted by the State Board of Education (SBE) in 2003. In 2010, the SBE adopted the Common Core State Standards in English language arts and mathematics. The CAHSEE has been repealed. Assembly Bill 830 was chaptered into law by Governor Brown on October 10, 2017. This law eliminates the CAHSEE and removes it as a condition of receiving a diploma of graduation or a condition of graduation from high school.

New Day Academy School - California High School Exit Exam results

Math Mean Scale Score:

391
State:

374
Math Percentage Passed:

80%
State:

68%
Math Number Tested: 25
Math Number Passed: 20

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

    78%
    State:

    69%
  • Number Sense:

    77%
    State:

    65%
  • Algebra & Functions:

    74%
    California:

    68%
  • Measurement & Geometry:

    75%
    State:

    64%
  • Algebra 1:

    62%
    State:

    58%
ELA Mean Scale Score:

391
California:

370
ELA Percentage Passed:

88%
California:

68%
ELA Number Tested: 24
ELA Number Passed: 21

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

    85%
    California:

    76%
  • Reading - Reading Comprehension:

    81%
    State:

    71%
  • Reading - Literary Responses and Analysis:

    83%
    California:

    75%
  • Writing - Writing Strategies:

    76%
    State:

    64%
  • Writing - Writing Conventions:

    79%
    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:
5th grade: (Students tested: 29, Needs Improvement - High Risk: 69.0%, Needs Improvement: 31.0%, Healthy Fitness Zone: 0.0%)
69.0%
31.0%
7th grade: (Students tested: 19, Needs Improvement - High Risk: 52.6%, Needs Improvement: 36.8%, Healthy Fitness Zone: 10.6%)
52.6%
36.8%
10.6%
9th grade: (Students tested: 25, Needs Improvement - High Risk: 56.0%, Needs Improvement: 40.0%, Healthy Fitness Zone: 4.0%)
56.0%
40.0%
4.0%
Body Composition:
5th grade: (Students tested: 29, Needs Improvement - High Risk: 82.8%, Needs Improvement: 10.3%, Healthy Fitness Zone: 6.9%)
82.8%
10.3%
6.9%
7th grade: (Students tested: 19, Needs Improvement - High Risk: 78.9%, Needs Improvement: 10.5%, Healthy Fitness Zone: 10.6%)
78.9%
10.5%
10.6%
9th grade: (Students tested: 25, Needs Improvement - High Risk: 76.0%, Needs Improvement: 16.0%, Healthy Fitness Zone: 8.0%)
76.0%
16.0%
8.0%
Abdominal Strength:
5th grade: (Students tested: 29, Needs Improvement - High Risk: 86.2%, Needs Improvement: 13.8%, Healthy Fitness Zone: 0.0%)
86.2%
13.8%
7th grade: (Students tested: 19, Needs Improvement - High Risk: 68.4%, Needs Improvement: 31.6%, Healthy Fitness Zone: 0.0%)
68.4%
31.6%
9th grade: (Students tested: 25, Needs Improvement - High Risk: 64.0%, Needs Improvement: 36.0%, Healthy Fitness Zone: 0.0%)
64.0%
36.0%
Trunk Extension Strength:
5th grade: (Students tested: 29, Needs Improvement - High Risk: 82.8%, Needs Improvement: 17.2%, Healthy Fitness Zone: 0.0%)
82.8%
17.2%
7th grade: (Students tested: 19, Needs Improvement - High Risk: 84.2%, Needs Improvement: 15.8%, Healthy Fitness Zone: 0.0%)
84.2%
15.8%
9th grade: (Students tested: 25, Needs Improvement - High Risk: 72.0%, Needs Improvement: 28.0%, Healthy Fitness Zone: 0.0%)
72.0%
28.0%
Upper Body Strength:
5th grade: (Students tested: 29, Needs Improvement - High Risk: 79.3%, Needs Improvement: 20.7%, Healthy Fitness Zone: 0.0%)
79.3%
20.7%
7th grade: (Students tested: 19, Needs Improvement - High Risk: 78.9%, Needs Improvement: 21.1%, Healthy Fitness Zone: 0.0%)
78.9%
21.1%
9th grade: (Students tested: 25, Needs Improvement - High Risk: 60.0%, Needs Improvement: 40.0%, Healthy Fitness Zone: 0.0%)
60.0%
40.0%
Flexibility:
5th grade: (Students tested: 29, Needs Improvement - High Risk: 65.5%, Needs Improvement: 34.5%, Healthy Fitness Zone: 0.0%)
65.5%
34.5%
7th grade: (Students tested: 19, Needs Improvement - High Risk: 89.5%, Needs Improvement: 10.5%, Healthy Fitness Zone: 0.0%)
89.5%
10.5%
9th grade: (Students tested: 25, Needs Improvement - High Risk: 76.0%, Needs Improvement: 24.0%, Healthy Fitness Zone: 0.0%)
76.0%
24.0%

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).

New Day Academy School - Adequate Yearly Progress status


ELA Participation Rate
Here:

98.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic100
  • American Indian100
  • Asian100
  • Filipino100
  • Black100
  • White98
  • Multirace91
  • SED99
  • LEP100
  • With Disabilities97
  • Hispanic: 100% (tested 22 out of 22 enrolled)
  • American Indian / Alaska Native: 100% (tested 3 out of 3 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • Filipino: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 1 out of 1 enrolled)
  • White: 98% (tested 125 out of 127 enrolled)
  • Two or More Races: 91% (tested 10 out of 11 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 83 out of 84 enrolled)
  • English Learners: 100% (tested 3 out of 3 enrolled)
  • Students with Disabilities: 97% (tested 25 out of 26 enrolled)

Math Participation Rate
School:

98.0%
California:

96.1%

    Math Participation Rate

  • Hispanic100
  • American Indian100
  • Asian100
  • Filipino100
  • Black100
  • White98
  • Multirace91
  • SED99
  • LEP100
  • With Disabilities97
  • Hispanic: 100% (tested 22 out of 22 enrolled)
  • American Indian / Alaska Native: 100% (tested 3 out of 3 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • Filipino: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 1 out of 1 enrolled)
  • White: 98% (tested 125 out of 127 enrolled)
  • Two or More Races: 91% (tested 10 out of 11 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 83 out of 84 enrolled)
  • English Learners: 100% (tested 3 out of 3 enrolled)
  • Students with Disabilities: 97% (tested 25 out of 26 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.
SAT or ACT Test Participation: 6 (male: 2, female: 4)
  • Hispanic: 2 (all female)
  • White: 4 (male: 2, female: 2)

Classes & Courses


Algebra I:
Show data for

(State average from 1,382 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

    7-8th grade student enrollment in Algebra I

  • Hispanic2
  • Black4
  • White16
  • Multirace4
7-8th grade student enrollment in Algebra I: 26 (male: 9, female: 17)
  • Hispanic: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 16 (male: 5, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)
7-8th grade studenst who passed Algebra I: 4 (all female)
  • White: 4
Percent of 7-8th grade students who passed
New Day Academy School:

15.4%
State:

83.6%

    9-10th grade student enrollment in Algebra I

  • Hispanic2
  • Black4
  • White16
  • Multirace4
9-10th grade student enrollment in Algebra I: 26 (male: 9, female: 17)
  • Hispanic: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 16 (male: 5, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)
9-10th grade studenst who passed Algebra I: 18 (male: 4, female: 14)
  • Hispanic: 4 (all female)
  • White: 14 (male: 4, female: 10)
Percent of 9-10th grade students who passed
New Day Academy School:

69.2%
State:

65.4%

    11-12th grade student enrollment in Algebra I

  • Hispanic2
  • Black2
  • White2
  • Multirace2
11-12th grade student enrollment in Algebra I: 8 (male: 2, female: 6)
  • Hispanic: 2 (all female)
  • Black: 2 (all female)
  • White: 2 (all female)
  • Two or More Races: 2 (all male)
Percent of 11-12th grade students who passed
Here:

0.0%
California:

62.4%

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: 2


Student Enrollment in Algebra II: 16 (male: 7, female: 9)
  • Hispanic: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 5, female: 5)

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: 2


Student Enrollment in Geometry: 20 (male: 11, female: 9)
  • Hispanic: 2 (all female)
  • White: 16 (male: 11, female: 5)
  • Two or More Races: 2 (all female)

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: 1


Student Enrollment in Advanced Mathematics: 2 (all female)
  • White: 2

Biology:
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Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 2


    Student Enrollment in Biology

  • Black2
  • White16
  • Multirace2
  • IDEA2
Student Enrollment in Biology: 20 (male: 10, female: 10)
  • Black: 2 (all male)
  • White: 16 (male: 8, female: 8)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Chemistry:
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Chemistry (college-preparatory) courses involve studying the composition, properties, and reactions of substances. These courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid / base and oxidation / reduction reactions; and atomic structure.Chemical formulas and equations and nuclear reactions are also studied.
Number of Chemistry classes: 2


Student Enrollment in Chemistry: 14 (male: 7, female: 7)
  • Hispanic: 2 (all female)
  • Black: 2 (all male)
  • White: 10 (male: 5, female: 5)

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