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California For The Deaf-Riverside School in Riverside, CA
(KG-12 • Public • Special Education School)

City-data.com school rating (using weighted test average as compared to other schools in California) from 0 (worst) to 100 (best) is 4
Address
 3044 Horace St.
Riverside, CA 92506
Telephone
(951) 248-7700
(make sure to verify first before calling)
Website
http://www.csdr-cde.ca.gov
City-data.com school rating
4
Students
345
Classroom Teachers (FTE)
62.0
National School Lunch
Program (NSLP) Status
Yes, under Provision 2
Free lunch eligible students
111
School district
California Sch for the Deaf-Riverside (State Special Schl)
Charter school
No
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Polytechnic High (0.8 miles):

55
Pachappa Elementary (1.0 miles):

51
Matthew Gage Middle (0.3 miles):

46
Washington Elementary (0.6 miles):

46
Summit View Independent Study (0.2 miles):

32
Victoria Elementary (0.3 miles):

31
Raincross High (Continuation) (0.2 miles):

21
Opportunity Program (0.2 miles):

13
California For The Deaf-Riverside School:

4
California For The Deaf-Riverside School rating compared to average state, county and city schools ratings:
California:

46
Riverside County:

40
Riverside:

38
California For The Deaf-Riverside:

4

Students & Teachers


Total enrollment:
Enrollment in 2016: 345
Enrollment in 2015: 355
Enrollment in 2014: 383
Enrollment in 2013: 385
Enrollment in 2012: 385
Enrollment in 2011: 362
Enrollment in 2010: 385
Enrollment in 2009: 413
Enrollment in 2008: 399
Enrollment in 2007: 385
Enrollment in 2006: 395
Enrollment in 2005: 441
Enrollment in 2004: 433
Enrollment in 2003: 430
Enrollment in 2002: 407
Enrollment in 2001: 427
Enrollment in 2000: 434
Enrollment in 1999: 477

California For The Deaf-Riverside School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06G07G08G09G10G11G12Total
All students16161514131823302030423969345
Female students10767781021913182231169
Male students69976101391117241738176
Asian students1 - - - - - - - 12 - 149
Hispanic students8116871111171020302742208
Black students - 111 - - 122132923
White students748557101067751091
Hawaiian Native/Pacific Islander students - - - - - - - - - - 1113
Two or More Races students - - - - 1 - 111 - 13311

Enrollment by grade:
Kindergarten enrollment: 16
1st grade enrollment: 16
2nd grade enrollment: 15
3rd grade enrollment: 14
4th grade enrollment: 13
5th grade enrollment: 18
6th grade enrollment: 23
7th grade enrollment: 30
8th grade enrollment: 20
9th grade enrollment: 30
10th grade enrollment: 42
11th grade enrollment: 39
12th grade enrollment: 69

California For The Deaf-Riverside School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 169 (49.0%)
California For The Deaf-Riverside School:

49.0%
California:

49.4%
Male enrollment: 176 (51.0%)
School:

51.0%
California:

49.6%

California For The Deaf-Riverside School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Asian enrollment: 9 (2.6%)
School:

2.6%
State:

9.4%
Hispanic enrollment: 208 (60.3%)
School:

60.3%
California:

46.0%
Black enrollment: 23 (6.7%)
California For The Deaf-Riverside School:

6.7%
California:

6.1%
White enrollment: 91 (26.4%)
Here:

26.4%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 3 (0.9%)
School:

0.9%
State:

0.6%
Two or More Races enrollment: 11 (3.2%)
Here:

3.2%
State:

4.5%

California For The Deaf-Riverside School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 111 (32.2%)
School:

32.2%
State:

61.2%
Free lunch eligible students: 111 (32.2%)
California For The Deaf-Riverside School:

32.2%
California:

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

0.0%
State:

8.6%

California For The Deaf-Riverside School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 62

Number of FTE teachers in their first year of teaching: 5
Number of FTE school counselors: 4
Number of FTE teachers who were absent more than 10 school days during the school years: 16
Number of FTE security guards: 5
Number of FTE nurses: 6
Number of FTE psychologists: 5
Number of FTE social workers: 2

Student/Teacher Ratio
School:

5.6
State:

22.8

California For The Deaf-Riverside School - Teachers (FTE) and pupil/teacher ratio


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 served under IDEA

  • Hispanic221
  • Asian8
  • Black23
  • White98
  • Multirace14
  • LEP11
Students with disabilities served under IDEA: 364 (male: 185, female: 179)
  • Hispanic: 221 (male: 109, female: 112)
  • Asian: 8 (male: 4, female: 4)
  • Black: 23 (male: 13, female: 10)
  • White: 98 (male: 49, female: 49)
  • Two or More Races: 14 (male: 10, female: 4)
  • Limited English Proficiency (LEP): 11 (male: 4, female: 7)

Retention:
Show data for

(State average from 2,205 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 Kindergarten: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)

Percent of Kindergarten students retained
Here:

50.0%
California:

5.3%
Total number of students retained in 9th grade: 2 (all male)
  • White: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 9th grade students retained
California For The Deaf-Riverside School:

6.7%
California:

24.2%
Total number of students retained in 10th grade: 2 (all female)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 10th grade students retained
School:

4.8%
State:

24.4%

    Total number of students retained in 12th grade

  • Hispanic19
  • Asian4
  • Black4
  • White2
  • Multirace2
  • IDEA25
Total number of students retained in 12th grade: 31 (male: 17, female: 14)
  • Hispanic: 19 (male: 11, female: 8)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 25 (male: 14, female: 11)

Percent of 12th grade students retained
Here:

44.9%
California:

16.7%

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

  • All13%
  • Males14%
  • Females13%
  • Hispanic4%
ELA students tested: 127
ELA students with scores: 127

Percentage Standard Met and Above:

13%
California:

49%

Standard Not Met: 70.9%
Standard Nearly Met: 15.8%
Standard Met: 9.4%
Standard Exceeded: 3.9%

All Grades:
70.9%
15.8%
9.4%
3.9%
3rd Grade: (Mean Scale Score: 2313.5, Students tested: 15, Standard Not Met: 86.7%, Nearly Met: 6.7%, Met: 0.0%, Exceeded: 6.7%)
86.7%
6.7%
6.7%
4th Grade: (Mean Scale Score: 2360.1, Students tested: 14, Standard Not Met: 71.4%, Nearly Met: 7.1%, Met: 21.4%, Exceeded: 0.0%)
71.4%
7.1%
21.4%
5th Grade: (Mean Scale Score: 2339.9, Students tested: 11, Standard Not Met: 90.9%, Nearly Met: 0.0%, Met: 9.1%, Exceeded: 0.0%)
90.9%
9.1%
6th Grade: (Mean Scale Score: 2411.2, Students tested: 16, Standard Not Met: 68.8%, Nearly Met: 31.3%, Met: 0.0%, Exceeded: 0.0%)
68.8%
31.3%
7th Grade: (Mean Scale Score: 2438.3, Students tested: 14, Standard Not Met: 64.3%, Nearly Met: 28.6%, Met: 7.1%, Exceeded: 0.0%)
64.3%
28.6%
7.1%
8th Grade: (Mean Scale Score: 2486.5, Students tested: 20, Standard Not Met: 55.0%, Nearly Met: 10.0%, Met: 30.0%, Exceeded: 5.0%)
55.0%
10.0%
30.0%
5.0%
11th Grade: (Mean Scale Score: 2451.9, Students tested: 37, Standard Not Met: 70.3%, Nearly Met: 18.9%, Met: 2.7%, Exceeded: 8.1%)
70.3%
18.9%
2.7%
8.1%

California For The Deaf-Riverside School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All6%
  • Males7%
  • Females6%
Math students tested: 127
Math students with scores: 127

Percentage Standard Met and Above:

6%
State:

38%

Standard Not Met: 74.8%
Standard Nearly Met: 18.9%
Standard Met: 3.9%
Standard Exceeded: 2.4%

All Grades:
74.8%
18.9%
3.9%
2.4%
3rd Grade: (Mean Scale Score: 2343.7, Students tested: 15, Standard Not Met: 73.3%, Nearly Met: 13.3%, Met: 6.7%, Exceeded: 6.7%)
73.3%
13.3%
6.7%
6.7%
4th Grade: (Mean Scale Score: 2406.7, Students tested: 14, Standard Not Met: 42.9%, Nearly Met: 42.9%, Met: 14.3%, Exceeded: 0.0%)
42.9%
42.9%
14.3%
5th Grade: (Mean Scale Score: 2399.4, Students tested: 11, Standard Not Met: 81.8%, Nearly Met: 18.2%, Met: 0.0%, Exceeded: 0.0%)
81.8%
18.2%
6th Grade: (Mean Scale Score: 2393.9, Students tested: 16, Standard Not Met: 75.0%, Nearly Met: 25.0%, Met: 0.0%, Exceeded: 0.0%)
75.0%
25.0%
7th Grade: (Mean Scale Score: 2429.1, Students tested: 14, Standard Not Met: 78.6%, Nearly Met: 21.4%, Met: 0.0%, Exceeded: 0.0%)
78.6%
21.4%
8th Grade: (Mean Scale Score: 2432.2, Students tested: 20, Standard Not Met: 70.0%, Nearly Met: 20.0%, Met: 5.0%, Exceeded: 5.0%)
70.0%
20.0%
5.0%
5.0%
11th Grade: (Mean Scale Score: 2446.0, Students tested: 37, Standard Not Met: 86.5%, Nearly Met: 8.1%, Met: 2.7%, Exceeded: 2.7%)
86.5%
8.1%
2.7%
2.7%

California For The Deaf-Riverside School - Math Area Achievement Levels (all grades)


California Alternate Assessments:
Show data for

(State average from 1,579 schools)
The new California Alternate Assessments (CAAs) are based on alternate achievement standards-called the Core Content Connectors-and linked to the Common Core State Standards. The CAAs are online tests for students with an individualized education program (IEP) that designates the use of an alternate assessment to measure student progress on alternate achievement standards. This alternate assessment is part of the California Assessment of Student Performance and Progress (CAASPP) System and replaces the California Alternate Performance Assessment (CAPA) for English language arts and mathematics.

    ELA Percentage Level 3

  • All20%
  • Males18%
  • Females23%
  • Hispanic24%
ELA students tested: 51
ELA students with scores: 51

Percentage Level 3:

20%
State:

15%

Level 1: 41.2% The student showed limited understanding of core concepts.
Level 2: 39.2% The student showed foundational understanding of core concepts.
Level 3: 19.6% The student showed understanding of core concepts.

All Grades:
41.2%
39.2%
19.6%
7th Grade: (Mean Scale Score: 730.4, Students tested: 11, Level1: 81.8%, Level 2: 18.2%, Level 3: 0.0%)
81.8%
18.2%
11th Grade: (Mean Scale Score: 956.8, Students tested: 14, Level1: 7.1%, Level 2: 42.9%, Level 3: 50.0%)
7.1%
42.9%
50.0%

    Math Percentage Level 3

  • All20%
  • Males18%
  • Females23%
  • Hispanic24%
Math students tested: 51
Math students with scores: 51

Percentage Level 3:

20%
State:

6%

Level 1: 23.5% The student showed limited understanding of core concepts.
Level 2: 56.9% The student showed foundational understanding of core concepts.
Level 3: 19.6% The student showed understanding of core concepts.

All Grades:
23.5%
56.9%
19.6%
7th Grade: (Mean Scale Score: 735.6, Students tested: 11, Level1: 45.5%, Level 2: 18.2%, Level 3: 36.4%)
45.5%
18.2%
36.4%
11th Grade: (Mean Scale Score: 953.9, Students tested: 14, Level1: 21.4%, Level 2: 50.0%, Level 3: 28.6%)
21.4%
50.0%
28.6%

Paper-based CAASPP:
Show data for

(State average from 2,345 schools)
California Assessment of Student Performance and Progress (CAASPP) System includes paper-based tests:

California Modified Assessment (CMA) - The CMA for science was administered to eligible students in grades five, eight, and ten. The CMA is a standards-based test for students with an individualized education program who meet the eligibility criteria adopted by the State Board of Education. The Elementary and Secondary Education Act called for a range of assessments appropriate to students' abilities. The CMA provides an appropriate assessment for a small percentage of students allowing them to demonstrate their knowledge of skills in the California academic content standards for science.

CMA Science students tested: 23
CMA Science students with scores: 23

Percentage At Or Above Proficient:

9%
California:

38%

Percentage Far Below Basic: 13.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 48.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 30.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 9.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 0.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 290.2, Students tested: 23, Far Below Basic: 13.0%, Below Basic: 48.0%, Basic: 30.0%, Proficient: 9.0%, Advanced: 0.0%)
13.0%
48.0%
30.0%
9.0%

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.

California For The Deaf-Riverside School - California High School Exit Exam results

2014-15 results for this school are based on 5 separate tests and combined using weighted average.

Math Mean Scale Score:

244
California:

374
Math Percentage Passed:

9%
State:

68%
Math Number Tested: 77
Math Number Passed: 7

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

    26%
    California:

    69%
  • Number Sense:

    30%
    California:

    65%
  • Algebra & Functions:

    32%
    State:

    68%
  • Measurement & Geometry:

    28%
    State:

    64%
  • Algebra 1:

    24%
    State:

    58%
ELA Mean Scale Score:

309
California:

370
ELA Percentage Passed:

3%
California:

68%
ELA Number Tested: 100
ELA Number Passed: 3

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

    49%
    State:

    76%
  • Reading - Reading Comprehension:

    39%
    California:

    71%
  • Reading - Literary Responses and Analysis:

    40%
    California:

    75%
  • Writing - Writing Strategies:

    33%
    California:

    64%
  • Writing - Writing Conventions:

    36%
    California:

    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: 15, Needs Improvement - High Risk: 53.3%, Needs Improvement: 33.3%, Healthy Fitness Zone: 13.4%)
53.3%
33.3%
13.4%
7th grade: (Students tested: 24, Needs Improvement - High Risk: 70.8%, Needs Improvement: 25.0%, Healthy Fitness Zone: 4.2%)
70.8%
25.0%
4.2%
9th grade: (Students tested: 26, Needs Improvement - High Risk: 57.7%, Needs Improvement: 26.9%, Healthy Fitness Zone: 15.4%)
57.7%
26.9%
15.4%
Body Composition:
5th grade: (Students tested: 15, Needs Improvement - High Risk: 60.0%, Needs Improvement: 26.7%, Healthy Fitness Zone: 13.3%)
60.0%
26.7%
13.3%
7th grade: (Students tested: 24, Needs Improvement - High Risk: 87.5%, Needs Improvement: 8.3%, Healthy Fitness Zone: 4.2%)
87.5%
8.3%
4.2%
9th grade: (Students tested: 26, Needs Improvement - High Risk: 76.9%, Needs Improvement: 7.7%, Healthy Fitness Zone: 15.4%)
76.9%
7.7%
15.4%
Abdominal Strength:
5th grade: (Students tested: 15, Needs Improvement - High Risk: 60.0%, Needs Improvement: 40.0%, Healthy Fitness Zone: 0.0%)
60.0%
40.0%
7th grade: (Students tested: 24, Needs Improvement - High Risk: 66.7%, Needs Improvement: 33.3%, Healthy Fitness Zone: 0.0%)
66.7%
33.3%
9th grade: (Students tested: 26, Needs Improvement - High Risk: 61.5%, Needs Improvement: 38.5%, Healthy Fitness Zone: 0.0%)
61.5%
38.5%
Trunk Extension Strength:
5th grade: (Students tested: 15, Needs Improvement - High Risk: 20.0%, Needs Improvement: 80.0%, Healthy Fitness Zone: 0.0%)
20.0%
80.0%
7th grade: (Students tested: 24, Needs Improvement - High Risk: 66.7%, Needs Improvement: 33.3%, Healthy Fitness Zone: 0.0%)
66.7%
33.3%
9th grade: (Students tested: 26, Needs Improvement - High Risk: 88.5%, Needs Improvement: 11.5%, Healthy Fitness Zone: 0.0%)
88.5%
11.5%
Upper Body Strength:
5th grade: (Students tested: 15, Needs Improvement - High Risk: 53.3%, Needs Improvement: 46.7%, Healthy Fitness Zone: 0.0%)
53.3%
46.7%
7th grade: (Students tested: 24, Needs Improvement - High Risk: 41.7%, Needs Improvement: 58.3%, Healthy Fitness Zone: 0.0%)
41.7%
58.3%
9th grade: (Students tested: 26, Needs Improvement - High Risk: 34.6%, Needs Improvement: 65.4%, Healthy Fitness Zone: 0.0%)
34.6%
65.4%
Flexibility:
5th grade: (Students tested: 15, Needs Improvement - High Risk: 93.3%, Needs Improvement: 6.7%, Healthy Fitness Zone: 0.0%)
93.3%
6.7%
7th grade: (Students tested: 24, Needs Improvement - High Risk: 83.3%, Needs Improvement: 16.7%, Healthy Fitness Zone: 0.0%)
83.3%
16.7%
9th grade: (Students tested: 26, Needs Improvement - High Risk: 88.5%, Needs Improvement: 11.5%, Healthy Fitness Zone: 0.0%)
88.5%
11.5%

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).

California For The Deaf-Riverside School - Adequate Yearly Progress status


ELA Participation Rate
Here:

98.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic99
  • Native Hawaiian100
  • Black100
  • White100
  • Multirace80
  • SED100
  • LEP100
  • With Disabilities98
  • Hispanic: 99% (tested 57 out of 58 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 2 out of 2 enrolled)
  • White: 100% (tested 39 out of 39 enrolled)
  • Two or More Races: 80% (tested 4 out of 5 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 28 out of 28 enrolled)
  • English Learners: 100% (tested 5 out of 5 enrolled)
  • Students with Disabilities: 98% (tested 103 out of 105 enrolled)

Math Participation Rate
School:

96.0%
California:

96.1%

    Math Participation Rate

  • Hispanic97
  • Native Hawaiian100
  • Black100
  • White98
  • Multirace80
  • SED100
  • LEP84
  • With Disabilities96
  • Hispanic: 97% (tested 57 out of 59 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 2 out of 2 enrolled)
  • White: 98% (tested 38 out of 39 enrolled)
  • Two or More Races: 80% (tested 4 out of 5 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 28 out of 28 enrolled)
  • English Learners: 84% (tested 5 out of 6 enrolled)
  • Students with Disabilities: 96% (tested 102 out of 106 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.

California For The Deaf-Riverside School - ACT/SAT scores

Percent of graduates taking the ACT:

44.9%
California:

30.9%
ACT Composite scores greater or equal to 21:

9.7%
State:

48.7%
Number of graduates: 69
Number of graduates taking the ACT: 31

Average ACT composite score:

13.0
State:

19.8
Average ACT English score:

12.0
California:

19.6
Average ACT mathematics score:

16.0
California:

20.5
Average ACT reading score:

13.0
State:

20.5
Average ACT science score:

14.0
State:

19.9

    SAT or ACT Test Participation

  • Hispanic16
  • Asian2
  • Native Hawaiian2
  • Black7
  • White10
  • IDEA40
SAT or ACT Test Participation: 37 (male: 18, female: 19)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 2 (all female)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 7 (male: 5, female: 2)
  • White: 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 40 (male: 20, female: 20)

Advanced Placement:
Show data for
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).
Number of different AP courses provided by school: 5
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: No

Students Enrolled in at least one AP Course: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)
Student Enrollment in Advanced Placement (AP) Mathematics: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2
Students Enrollment in Other Advanced Placement (AP) Subjects: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)
Students who took no AP exams: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)

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.

Sexual assault is an incident that includes threatened rape, fondling, indecent liberties, or child molestation. Both male and female students can be victims of sexual assault. Classification of these incidents should take into consideration the age and developmentally appropriate behavior of the offender(s)

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 sexual assault (other than rape): 1

Incidents of physical attack or fight without a weapon: 33

Incidents of threats of physical attack without a weapon: 4


Total incidents per 1,000 students
California For The Deaf-Riverside School:

110.1
California:

60.8

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 with disabilities who were referred to a law enforcement agency or official

  • Hispanic28
  • Black4
  • White7
  • Multirace2
  • LEP2
Students with disabilities who were referred to a law enforcement agency or official: 41 (male: 23, female: 18)
  • Hispanic: 28 (male: 14, female: 14)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

118.8
State:

7.2
Students with disabilities who received a school-related arrest: 2 (all female)
  • Hispanic: 2

Students with disabilities who received a school-related arrest per 1,000 students
School:

5.8
California:

1.0

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 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.

Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. 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 disability constitutes disability harassment.

Harassment or bullying on the basis of religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. 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 religion constitutes religious harassment.
Allegations of harassment or bullying on the basis of race, color, or national origin: 2
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
California For The Deaf-Riverside School:

5.8
State:

3.0
Students reported as harassed or bullied on the basis of race, color, or national origin: 4 (all male)
  • Hispanic: 2
  • Black: 2
  • Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Allegations of harassment or bullying on the basis of disability: 1
Allegations of harassment or bullying on the basis of disability per 1,000 students
California For The Deaf-Riverside School:

2.9
State:

1.1
Students reported as harassed or bullied on the basis of disability: 2 (all male)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of disability: 2 (all male)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Allegations of harassment or bullying on the basis of sexual orientation: 2
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
School:

5.8
State:

1.5


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

  • Hispanic82
  • Asian4
  • Native Hawaiian4
  • Black7
  • White31
  • Multirace7
  • LEP4
  • IDEA130
Chronic Student Absenteeism: 135 (male: 60, female: 75)
  • Hispanic: 82 (male: 35, female: 47)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 31 (male: 11, female: 20)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 130 (male: 59, female: 71)
Chronic Student Absenteeism per 1,000 students
California For The Deaf-Riverside School:

391.3
State:

172.7

Restraint and Seclusion:
Show data for

(State average from 741 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.

    Total Number of students with disabilities (IDEA) subjected to physical restraint

  • Hispanic7
  • White5
  • Multirace2
  • LEP2
Total Number of students with disabilities (IDEA) subjected to physical restraint: 14 (male: 12, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 5 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
School:

40.6
State:

11.7

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

  • Hispanic83
  • Black16
  • White42
  • Multirace5
  • LEP16
  • IDEA146
School days missed due to out-of-school suspension: 146 (male: 66, female: 80)
  • Hispanic: 83 (male: 40, female: 43)
  • Black: 16 (male: 15, female: 1)
  • White: 42 (male: 6, female: 36)
  • Two or More Races: 5 (all male)
  • Limited English Proficiency (LEP): 16 (male: 6, female: 10)
  • Individuals With Disabilities Education Act (IDEA): 146 (male: 66, female: 80)
Instances of out-of-school suspension (Students with disabilities): 72

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

208.7
California:

28.1

    Students with disabilities receiving one or more in-school suspension

  • Hispanic25
  • Black7
  • White7
  • Multirace2
  • LEP4
Students with disabilities receiving one or more in-school suspension: 41 (male: 29, female: 12)
  • Hispanic: 25 (male: 17, female: 8)
  • Black: 7 (male: 5, female: 2)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Students with disabilities receiving only one out-of-school suspension: 22 (male: 7, female: 15)
  • Hispanic: 16 (male: 5, female: 11)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all female)

    Students with disabilities receiving more than one out-of-school suspension

  • Hispanic7
  • Black2
  • White7
  • Multirace2
  • LEP4
Students with disabilities receiving more than one out-of-school suspension: 18 (male: 14, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Classes & Courses


Algebra I:
Show data for

(State average from 1,144 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: 9

    9-10th grade student enrollment in Algebra I

  • Hispanic10
  • Black2
  • White4
  • Multirace2
  • LEP2
  • IDEA22
9-10th grade student enrollment in Algebra I: 18 (male: 9, female: 9)
  • Hispanic: 10 (male: 5, female: 5)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 11, female: 11)
9-10th grade studenst who passed Algebra I: 22 (male: 11, female: 11)
  • Hispanic: 14 (male: 7, female: 7)
  • White: 8 (male: 4, female: 4)
  • Individuals With Disabilities Education Act (IDEA): 20 (male: 10, female: 10)
Percent of 9-10th grade students who passed
School:

100.0%
State:

72.5%

    11-12th grade student enrollment in Algebra I

  • Hispanic4
  • Asian2
  • White2
  • Multirace2
  • LEP2
  • IDEA10
11-12th grade student enrollment in Algebra I: 10 (male: 4, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all female)
  • White: 2 (all female)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)
11-12th studenst who passed Algebra I: 4 (all male)
  • Hispanic: 4
  • Individuals With Disabilities Education Act (IDEA): 8
Percent of 11-12th grade students who passed
Here:

40.0%
California:

62.0%

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: 3

    Student Enrollment in Algebra II

  • Hispanic10
  • White4
  • Multirace2
  • IDEA13
Student Enrollment in Algebra II: 16 (male: 6, female: 10)
  • Hispanic: 10 (male: 2, female: 8)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 5, female: 8)

Calculus:
Show data for
Calculus (college-preparatory) course topics include the study of derivatives, differentiation, integration, the definite and indefinite integral, and applications of calculus.Typically, students have previously attained knowledge of precalculus topics (some combination of trigonometry, elementary functions, analytic geometry, and math analysis).
Number of Calculus classes: 2
Student Enrollment in Calculus: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

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: 8

    Student Enrollment in Geometry

  • Hispanic28
  • Native Hawaiian4
  • Black2
  • White7
  • Multirace2
  • IDEA40
Student Enrollment in Geometry: 43 (male: 26, female: 17)
  • Hispanic: 28 (male: 17, female: 11)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 40 (male: 26, female: 14)

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: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, 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: 3

    Student Enrollment in Biology

  • Hispanic4
  • Black2
  • White7
  • Multirace2
  • IDEA16
Student Enrollment in Biology: 15 (male: 7, female: 8)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all female)
  • 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: 2
Student Enrollment in Chemistry: 14 (male: 7, female: 7)
  • Hispanic: 10 (male: 5, female: 5)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)

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