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Vine Street Community Day School in Porterville, CA
(07-12 • Public • Alternative School)

Address
 140 S. C St.
Porterville, CA 93257
Telephone
(559) 782-6650
(make sure to verify first before calling)
Students
20
Classroom Teachers (FTE)
1.5
National School Lunch
Program (NSLP) Status
Yes, under Community Eligibility Option (CEO)
Free lunch eligible students
20
School district
Porterville Unified
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Students & Teachers


Total enrollment:
Enrollment in 2016: 20
Enrollment in 2015: 20
Enrollment in 2014: 12
Enrollment in 2013: 10
Enrollment in 2012: 15
Enrollment in 2011: 24
Enrollment in 2010: 21
Enrollment in 2009: 38
Enrollment in 2008: 26
Enrollment in 2007: 37
Enrollment in 2006: 23
Enrollment in 2005: 25
Enrollment in 2004: 20
Enrollment in 2003: 21
Enrollment in 2002: 18
Enrollment in 2001: 23
Enrollment in 2000: 18
Enrollment in 1999: 6

Vine Street Community Day School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG08G09G10G11G12Total
All students2556220
Female students - 221 - 5
Male students2335215
Asian students - 1 - - - 1
Hispanic students2456219

Enrollment by grade:
8th grade enrollment: 2
9th grade enrollment: 5
10th grade enrollment: 5
11th grade enrollment: 6
12th grade enrollment: 2

Vine Street Community Day School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 5 (25.0%)
School:

25.0%
State:

49.4%
Male enrollment: 15 (75.0%)
Vine Street Community Day School:

75.0%
State:

49.6%

Vine Street Community Day School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Asian enrollment: 1 (5.0%)
Vine Street Community Day School:

5.0%
State:

9.4%
Hispanic enrollment: 19 (95.0%)
School:

95.0%
California:

46.0%

Vine Street Community Day School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 20 (100.0%)
Here:

100.0%
State:

61.2%
Free lunch eligible students: 20 (100.0%)
Vine Street Community Day School:

100.0%
State:

52.8%
Reduced-price lunch eligible students: 0 (0.0%)
School:

0.0%
State:

8.6%

Vine Street Community Day School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 1.5

Number of FTE school counselors: 0.3
Number of FTE sworn law enforcement officers: 0.1
Number of FTE nurses: 0.3
Number of FTE psychologists: 0.3
Number of FTE social workers: 0.1

Student/Teacher Ratio
Vine Street Community Day School:

13.3
California:

22.8

Vine Street Community Day School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $243,595
  • Full-time Equivalency Count of Teachers: 1 (Salary Expenditures: $104,524)
  • Full-time Equivalency Count of Instructional Aides: 0.8 (Salary Expenditures: $71,613)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $171,981)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $33,339

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

Statewide Student Assessments


California High School Exit Exam:
Show data for

(State average from 2,219 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.
Math Mean Scale Score:

344
State:

363
Math Percentage Passed:

21%
State:

58%
Math Number Tested: 14
Math Number Passed: 3

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

    69%
    State:

    66%
  • Number Sense:

    57%
    California:

    61%
  • Algebra & Functions:

    50%
    California:

    62%
  • Measurement & Geometry:

    35%
    California:

    56%
  • Algebra 1:

    30%
    California:

    50%
ELA Mean Scale Score:

333
California:

363
ELA Percentage Passed:

29%
State:

60%
ELA Number Tested: 17
ELA Number Passed: 5

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

    55%
    California:

    70%
  • Reading - Reading Comprehension:

    58%
    State:

    68%
  • Reading - Literary Responses and Analysis:

    54%
    California:

    68%
  • Writing - Writing Strategies:

    41%
    State:

    61%
  • Writing - Writing Conventions:

    47%
    State:

    65%

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).

Vine Street Community Day School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 4
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

50.0%
California:

34.0%

Accountability


Adequate Yearly Progress:
Show data for

(State average from 9,842 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).

Vine Street Community Day School - Adequate Yearly Progress status

Met all AYP Criteria: Yes
Number of AYP criteria met: 2
Number of AYP criteria possible: 2
(Note: The criteria includes only the participation rate and additional indicators.)

Met ELA Participation Rate: Yes
Met Math Participation Rate: Yes

Health & Safety


Chronic Student Absenteeismt:
Show data for

(State average from 8,737 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.
Chronic Student Absenteeism: 16 (male: 11, female: 5)
  • Hispanic: 16 (male: 11, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

800.0
California:

172.7

Suspensions:
Show data for

(State average from 1,406 schools)
Out-of-school suspension
  • 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).
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.
School days missed due to out-of-school suspension: 191 (male: 157, female: 34)
  • Hispanic: 191 (male: 157, female: 34)
  • Limited English Proficiency (LEP): 73 (male: 64, female: 9)
  • Individuals With Disabilities Education Act (IDEA): 20 (all male)
Instances of out-of-school suspension (Students without disabilities): 85

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
School:

4,250.0
State:

84.8
Students without disabilities receiving one or more in-school suspension: 19 (male: 14, female: 5)
  • Hispanic: 19 (male: 14, female: 5)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
Students without disabilities receiving only one out-of-school suspension: 7 (male: 2, female: 5)
  • Hispanic: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 7 (male: 5, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
Instances of out-of-school suspension (Students with disabilities): 11

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Vine Street Community Day School:

550.0
State:

28.1
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • Hispanic: 2
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2

Expulsions:
Show data for

(State average from 1,805 schools)
Expulsion with 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 providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.

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.
Students without Disabilities who received an expulsion with educational services: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Students without Disabilities who received an expulsion with educational services per 1,000 students
Vine Street Community Day School:

100.0
California:

10.5
Students without Disabilities who received an expulsion without educational services: 13 (male: 8, female: 5)
  • Hispanic: 13 (male: 8, female: 5)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

Students without Disabilities who received an expulsion without educational services per 1,000 students
Vine Street Community Day School:

650.0
State:

4.3
Students with Disabilities who received an expulsion with educational services: 2 (all male)
  • Hispanic: 2

Students with Disabilities who received an expulsion with educational services per 1,000 students
School:

100.0
State:

4.5
Students with Disabilities who received an expulsion without educational services: 2 (all male)
  • Hispanic: 2

Students with Disabilities who received an expulsion without educational services per 1,000 students
School:

100.0
State:

1.7

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: 3

7-8th grade student enrollment in Algebra I: 2 (all male)
  • Hispanic: 2
Percent of 7-8th grade students who passed
Here:

0.0%
California:

83.6%
9-10th grade student enrollment in Algebra I: 7 (male: 5, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
9-10th grade studenst who passed Algebra I: 4 (all male)
  • Hispanic: 4
Percent of 9-10th grade students who passed
Here:

57.1%
State:

65.4%
11-12th grade student enrollment in Algebra I: 4 (all male)
  • Hispanic: 2
  • Two or More Races: 2
Percent of 11-12th grade students who passed
Vine Street Community Day School:

0.0%
State:

62.4%

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