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Reid High School in Long Beach, CA
(11-12 • Public • Alternative School)

City-data.com school rating (using weighted test average as compared to other schools in California) from 0 (worst) to 100 (best) is 12
Address
 2153 W. Hill St.
Long Beach, CA 90810
Telephone
(562) 989-2098
(make sure to verify first before calling)
Website
http://www.lbschools.net
City-data.com school rating
12
Students
161
Classroom Teachers (FTE)
8.5
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
117
Reduced-price lunch
eligible students
6
School district
Long Beach Unified
Charter school
No
Title I status
Title I schoolwide eligible school-No program
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Muir K-8 (1.2 miles):

53
Hudson K-8 (0.2 miles):

38
Garfield Elementary (0.4 miles):

38
Birney Elementary (1.5 miles):

31
Webster Elementary (1.4 miles):

27
Lafayette Elementary (1.4 miles):

27
Cabrillo High (0.3 miles):

25
Stephens Middle (0.8 miles):

19
Reid High School:

12
Reid High School rating compared to average state, county and city schools ratings:
California:

46
Los Angeles County:

44
Long Beach:

47
Reid High School:

12

Students & Teachers


Total enrollment:
Enrollment in 2016: 161
Enrollment in 2015: 288
Enrollment in 2014: 297
Enrollment in 2013: 340
Enrollment in 2012: 396
Enrollment in 2011: 409
Enrollment in 2010: 346
Enrollment in 2009: 334
Enrollment in 2008: 273
Enrollment in 2007: 334
Enrollment in 2006: 167
Enrollment in 2005: 462
Enrollment in 2004: 694
Enrollment in 2003: 642
Enrollment in 2002: 503
Enrollment in 2001: 625
Enrollment in 2000: 337
Enrollment in 1999: 457

Reid High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG11G12Total
All students38123161
Female students185371
Male students207090
American Indian/Alaska Native students1 - 1
Asian students167
Hispanic students2993122
Black students51823
White students - 44
Hawaiian Native/Pacific Islander students213
Two or More Races students - 11

Enrollment by grade:
11th grade enrollment: 38
12th grade enrollment: 123

Reid High School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 71 (44.1%)
Reid High School:

44.1%
California:

49.4%
Male enrollment: 90 (55.9%)
Here:

55.9%
State:

49.6%

Reid High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 1 (0.6%)
Here:

0.6%
California:

1.0%
Asian enrollment: 7 (4.3%)
School:

4.3%
California:

9.4%
Hispanic enrollment: 122 (75.8%)
Here:

75.8%
State:

46.0%
Black enrollment: 23 (14.3%)
Reid High School:

14.3%
California:

6.1%
White enrollment: 4 (2.5%)
Here:

2.5%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 3 (1.9%)
School:

1.9%
State:

0.6%
Two or More Races enrollment: 1 (0.6%)
Reid High School:

0.6%
California:

4.5%

Reid High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 123 (76.4%)
Here:

76.4%
California:

61.2%
Free lunch eligible students: 117 (72.7%)
School:

72.7%
State:

52.8%
Reduced-price lunch eligible students: 6 (3.7%)
Reid High School:

3.7%
State:

8.6%

Reid High School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 8.5

Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 1
Number of FTE sworn law enforcement officers: 0.3
Number of FTE security guards: 1.1

Student/Teacher Ratio
Reid High School:

18.9
California:

22.8

Reid High School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,388,891
  • Full-time Equivalency Count of Teachers: 8.9 (Salary Expenditures: $773,446)
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $207,446)
  • Full-time Equivalency Count of School Administration Staff: 6 (Salary Expenditures: $362,363)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $121,422
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $569,808
  • Salary Expenditures for Teachers: $863,417
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $207,446)
  • Full-time Equivalency Count of School Administration Staff: 6 (Salary Expenditures: $362,363)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $121,422

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 45 (male: 28, female: 17)
  • Hispanic: 43 (male: 26, female: 17)
  • Asian: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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: 4 (all male)
  • Hispanic: 4
  • Limited English Proficiency (LEP): 4

Retention:
Show data for

(State average from 682 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 11th grade

  • Hispanic37
  • Asian2
  • Native Hawaiian2
  • Black7
  • LEP22
  • 5042
Total number of students retained in 11th grade: 48 (male: 30, female: 18)
  • Hispanic: 37 (male: 26, female: 11)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 22 (male: 14, female: 8)
  • Section 504: 2 (all male)

Percent of 11th grade students retained
School:

126.3%
State:

16.0%

    Total number of students retained in 12th grade

  • Hispanic61
  • American Indian2
  • Asian7
  • Native Hawaiian2
  • Black13
  • White2
  • LEP22
  • 5042
Total number of students retained in 12th grade: 87 (male: 50, female: 37)
  • Hispanic: 61 (male: 38, female: 23)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 7 (male: 5, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 13 (male: 5, female: 8)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 22 (male: 14, female: 8)
  • Section 504: 2 (all female)

Percent of 12th grade students retained
School:

70.7%
California:

16.5%

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

  • All7%
  • Males6%
  • Females8%
  • Hispanic7%
ELA students tested: 94
ELA students with scores: 92

Percentage Standard Met and Above:

7%
State:

49%

Standard Not Met: 79.3%
Standard Nearly Met: 14.1%
Standard Met: 6.5%
Standard Exceeded: 0.0%

11th Grade: (Mean Scale Score: 2449.2, Students tested: 94, Standard Not Met: 79.3%, Nearly Met: 14.1%, Met: 6.5%, Exceeded: 0.0%)
79.3%
14.1%
6.5%

Reid High School - ELA Area Achievement Levels (all grades)

Math students tested: 94
Math students with scores: 94

Percentage Standard Met and Above:

0%
State:

38%

Standard Not Met: 92.5%
Standard Nearly Met: 7.5%
Standard Met: 0.0%
Standard Exceeded: 0.0%

11th Grade: (Mean Scale Score: 2425.4, Students tested: 94, Standard Not Met: 92.5%, Nearly Met: 7.5%, Met: 0.0%, Exceeded: 0.0%)
92.5%
7.5%

Reid High School - Math Area Achievement Levels (all grades)


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.

Reid High School - California High School Exit Exam results

2014-15 results for this school are based on 3 separate tests and combined using weighted average.

Math Mean Scale Score:

341
California:

374
Math Percentage Passed:

27%
State:

68%
Math Number Tested: 157
Math Number Passed: 43

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

    55%
    California:

    69%
  • Number Sense:

    49%
    State:

    65%
  • Algebra & Functions:

    48%
    State:

    68%
  • Measurement & Geometry:

    47%
    California:

    64%
  • Algebra 1:

    36%
    State:

    58%

    ELA Mean Scale Score

  • All346
  • Hispanic344
  • Black345
ELA Mean Scale Score:

346
State:

370
ELA Percentage Passed:

39%
California:

68%
ELA Number Tested: 163
ELA Number Passed: 64

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

    70%
    State:

    76%
  • Reading - Reading Comprehension:

    58%
    State:

    71%
  • Reading - Literary Responses and Analysis:

    64%
    California:

    75%
  • Writing - Writing Strategies:

    50%
    State:

    64%
  • Writing - Writing Conventions:

    58%
    State:

    69%

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).

Reid High School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 38
Number of students who met CELDT criterion: 13

Students who met CELDT criterion:

34.0%
State:

34.0%
Grade 11:
Student Count: 25
Number of students who met CELDT criterion: 8

Students who met CELDT criterion:

32.0%
California:

45.0%
Listening Mean Scale Score:

604.9
California:

575.6
Reading Mean Scale Score:

568.7
State:

573.9
Speaking Mean Scale Score:

570.1
State:

550.8
Writing Mean Scale Score:

548.5
California:

544.5
Grade 12:
Student Count: 13
Number of students who met CELDT criterion: 5

Students who met CELDT criterion:

38.0%
State:

44.0%
Listening Mean Scale Score:

622.9
State:

564.9
Reading Mean Scale Score:

589.2
California:

567.0
Speaking Mean Scale Score:

586.9
California:

544.2
Writing Mean Scale Score:

559.7
California:

532.5

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).

Reid High School - Adequate Yearly Progress status


ELA Participation Rate
School:

87.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic88
  • Filipino100
  • Native Hawaiian100
  • Black80
  • White100
  • SED89
  • LEP92
  • With Disabilities67
  • Hispanic: 88% (tested 61 out of 70 enrolled)
  • Filipino: 100% (tested 2 out of 2 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 3 out of 3 enrolled)
  • Black: 80% (tested 12 out of 15 enrolled)
  • White: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 89% (tested 74 out of 84 enrolled)
  • English Learners: 92% (tested 33 out of 36 enrolled)
  • Students with Disabilities: 67% (tested 4 out of 6 enrolled)

Math Participation Rate
Here:

89.0%
State:

96.1%

    Math Participation Rate

  • Hispanic89
  • Filipino100
  • Native Hawaiian100
  • Black87
  • White50
  • SED90
  • LEP89
  • With Disabilities50
  • Hispanic: 89% (tested 62 out of 70 enrolled)
  • Filipino: 100% (tested 2 out of 2 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 3 out of 3 enrolled)
  • Black: 87% (tested 13 out of 15 enrolled)
  • White: 50% (tested 1 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 90% (tested 75 out of 84 enrolled)
  • English Learners: 89% (tested 32 out of 36 enrolled)
  • Students with Disabilities: 50% (tested 3 out of 6 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

  • Hispanic52
  • Asian4
  • Native Hawaiian2
  • Black7
  • LEP22
  • IDEA4
SAT or ACT Test Participation: 65 (male: 33, female: 32)
  • Hispanic: 52 (male: 29, female: 23)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 22 (male: 17, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Health & Safety


Offenses:
(State average from 5,445 schools)
An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident

A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.

Robbery is taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or assault.

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of robbery without a weapon: 3

Incidents of physical attack or fight without a weapon: 15

Incidents of threats of physical attack without a weapon: 26


Total incidents per 1,000 students
Reid High School:

273.3
State:

60.8

Harassment & Bullying:
Show data for

(State average from 2,337 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.
Allegations of harassment or bullying on the basis of sex: 1
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here:

6.2
California:

6.8
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • Black: 2

Allegations of harassment or bullying on the basis of race, color, or national origin: 3
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Reid High School:

18.6
State:

3.0
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 4 (all male)
  • Hispanic: 2
  • White: 2


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

  • Hispanic95
  • American Indian4
  • Asian1
  • Native Hawaiian5
  • Black31
  • White6
  • LEP28
  • IDEA6
School days missed due to out-of-school suspension: 142 (male: 104, female: 38)
  • Hispanic: 95 (male: 72, female: 23)
  • American Indian / Alaska Native: 4 (all male)
  • Asian: 1 (all male)
  • Native Hawaiian / Pacific Islander: 5 (all female)
  • Black: 31 (male: 21, female: 10)
  • White: 6 (all male)
  • Limited English Proficiency (LEP): 28 (male: 25, female: 3)
  • Individuals With Disabilities Education Act (IDEA): 6 (male: 3, female: 3)
Instances of out-of-school suspension (Students without disabilities): 72

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

447.2
California:

84.8
Students without disabilities receiving one or more in-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

    Students without disabilities receiving only one out-of-school suspension

  • Hispanic16
  • Asian2
  • Native Hawaiian2
  • Black10
  • White2
  • LEP10
Students without disabilities receiving only one out-of-school suspension: 32 (male: 20, female: 12)
  • Hispanic: 16 (male: 11, female: 5)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 10 (male: 5, female: 5)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)

    Students without disabilities receiving more than one out-of-school suspension

  • Hispanic13
  • American Indian2
  • Black2
  • White2
  • LEP2
Students without disabilities receiving more than one out-of-school suspension: 19 (male: 17, female: 2)
  • Hispanic: 13 (male: 11, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 4

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

24.8
California:

28.1
Instances of out-of-school suspension (Section 504 only): 1

Instances of out-of-school suspension per 1,000 students (Section 504 only)
School:

6.2
State:

3.4
Students with disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Black: 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.
Students without Disabilities who received an expulsion with educational services: 2 (all male)
  • Black: 2

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

12.4
California:

10.5

Classes & Courses


Algebra I:
Show data for

(State average from 744 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: 2
Number of Algebra I classes taught by certified teachers: 2

    11-12th grade student enrollment in Algebra I

  • Hispanic31
  • Asian4
  • Black7
  • White2
  • LEP4
  • IDEA4
11-12th grade student enrollment in Algebra I: 44 (male: 23, female: 21)
  • Hispanic: 31 (male: 17, female: 14)
  • Asian: 4 (male: 2, female: 2)
  • Black: 7 (male: 2, female: 5)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

    11-12th studenst who passed Algebra I

  • Hispanic29
  • Black4
  • LEP4
  • IDEA4
11-12th studenst who passed Algebra I: 33 (male: 16, female: 17)
  • Hispanic: 29 (male: 16, female: 13)
  • Black: 4 (all female)
  • Limited English Proficiency (LEP): 4 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (all male)
Percent of 11-12th grade students who passed
Reid High School:

75.0%
California:

62.0%

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: 1
Number of Geometry classes taught by certified teachers: 1

    Student Enrollment in Geometry

  • Hispanic19
  • Asian2
  • Native Hawaiian2
  • Black4
  • LEP7
Student Enrollment in Geometry: 27 (male: 12, female: 15)
  • Hispanic: 19 (male: 8, female: 11)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)

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: 1
Number of Biology classes taught by certified teachers: 1

    Student Enrollment in Biology

  • Hispanic22
  • Asian2
  • Black2
  • LEP10
  • IDEA2
Student Enrollment in Biology: 26 (male: 18, female: 8)
  • Hispanic: 22 (male: 14, female: 8)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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