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Citrus Hills Intermediate School in Corona, CA
(07-08 • 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 68
Address
 3211 S. Main St.
Corona, CA 92882
Telephone
(951) 736-4600
(make sure to verify first before calling)
Website
http://www.cnusd.k12.ca.us/ciis
City-data.com school rating
68
Students
1,230
Classroom Teachers (FTE)
50.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
252
Reduced-price lunch
eligible students
97
School district
Corona-Norco Unified
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Dwight D. Eisenhower Elementary (0.7 miles):

85
Susan B. Anthony Elementary (1.3 miles):

84
Orange Elementary (1.4 miles):

74
Santiago High (1.4 miles):

72
Citrus Hills Intermediate School:

68
Foothill Elementary (1.0 miles):

63
Vicentia Elementary (1.4 miles):

60
Lee V. Pollard High (1.0 miles):

16
Corona-Norco Alternative (1.0 miles):

14
Citrus Hills Intermediate School rating compared to average state, county and city schools ratings:
California:

46
Riverside County:

40
Corona:

57
Citrus Hills Intermediate School:

68

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,230
Enrollment in 2015: 1,160
Enrollment in 2014: 1,128
Enrollment in 2013: 1,267
Enrollment in 2012: 1,426
Enrollment in 2011: 1,487
Enrollment in 2010: 1,651
Enrollment in 2009: 1,664
Enrollment in 2008: 1,714
Enrollment in 2007: 1,723
Enrollment in 2006: 1,579
Enrollment in 2005: 1,544
Enrollment in 2004: 1,611
Enrollment in 2003: 1,875
Enrollment in 2002: 1,900
Enrollment in 2001: 1,733
Enrollment in 2000: 1,308

Citrus Hills Intermediate School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08Total
All students6146161,230
Female students307298605
Male students307318625
American Indian/Alaska Native students325
Asian students7284156
Hispanic students221210431
Black students452974
White students259276535
Hawaiian Native/Pacific Islander students358
Two or More Races students111021

Enrollment by grade:
7th grade enrollment: 614
8th grade enrollment: 616

Citrus Hills Intermediate School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 605 (49.2%)
School:

49.2%
California:

49.4%
Male enrollment: 625 (50.8%)
Citrus Hills Intermediate School:

50.8%
State:

49.6%

Citrus Hills Intermediate School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 5 (0.4%)
Citrus Hills Intermediate School:

0.4%
California:

1.0%
Asian enrollment: 156 (12.7%)
Here:

12.7%
California:

9.4%
Hispanic enrollment: 431 (35.0%)
School:

35.0%
California:

46.0%
Black enrollment: 74 (6.0%)
Here:

6.0%
California:

6.1%
White enrollment: 535 (43.5%)
Here:

43.5%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 8 (0.7%)
Citrus Hills Intermediate School:

0.7%
State:

0.6%
Two or More Races enrollment: 21 (1.7%)
Here:

1.7%
California:

4.5%

Citrus Hills Intermediate School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 349 (28.4%)
Here:

28.4%
California:

61.2%
Free lunch eligible students: 252 (20.5%)
Here:

20.5%
California:

52.8%
Reduced-price lunch eligible students: 97 (7.9%)
School:

7.9%
State:

8.6%

Citrus Hills Intermediate School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 50

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: 30
Number of FTE security guards: 1
Number of FTE nurses: 0.3
Number of FTE psychologists: 0.5

Student/Teacher Ratio
Here:

24.6
State:

22.8

Citrus Hills Intermediate School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $5,459,986
  • Full-time Equivalency Count of Teachers: 41 (Salary Expenditures: $4,232,234)
  • Full-time Equivalency Count of Instructional Aides: 1.9 (Salary Expenditures: $64,862)
  • Full-time Equivalency Count of Support Services Staff: 3.9 (Salary Expenditures: $275,734)
  • Full-time Equivalency Count of School Administration Staff: 7.9 (Salary Expenditures: $538,711)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $425,151
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $6,815,943
  • Salary Expenditures for Teachers: $5,123,434
  • Full-time Equivalency Count of Instructional Aides: 16.2 (Salary Expenditures: $508,108)
  • Full-time Equivalency Count of Support Services Staff: 7.7 (Salary Expenditures: $319,570)
  • Full-time Equivalency Count of School Administration Staff: 7.9 (Salary Expenditures: $538,711)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $44,200

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic37
  • Asian10
  • Black2
  • White2
  • IDEA28
Students Enrolled in LEP Programs: 51 (male: 31, female: 20)
  • Hispanic: 37 (male: 26, female: 11)
  • Asian: 10 (male: 5, female: 5)
  • Black: 2 (all female)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 28 (male: 20, female: 8)

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

  • Hispanic77
  • Asian14
  • Native Hawaiian4
  • Black17
  • White68
Students with disabilities served under IDEA: 180 (male: 118, female: 62)
  • Hispanic: 77 (male: 52, female: 25)
  • Asian: 14 (male: 10, female: 4)
  • Native Hawaiian / Pacific Islander: 4 (all female)
  • Black: 17 (male: 10, female: 7)
  • White: 68 (male: 46, female: 22)

Retention:
Show data for

(State average from 207 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 7th grade: 2 (all female)
  • Asian: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 7th grade students retained
Here:

0.3%
California:

5.2%
Total number of students retained in 8th grade: 2 (all female)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 8th grade students retained
Here:

0.3%
California:

3.1%

Gifted and Talented:
Show data for

(State average from 5,551 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.

    Gifted and Talented Student Enrollment

  • Hispanic13
  • Asian13
  • Black2
  • White40
Gifted and Talented Student Enrollment: 68 (male: 35, female: 33)
  • Hispanic: 13 (male: 8, female: 5)
  • Asian: 13 (male: 8, female: 5)
  • Black: 2 (all male)
  • White: 40 (male: 17, female: 23)

Gifted and Talented Student Enrollment per 1,000 students
Here:

55.3
State:

84.3

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

  • All62%
  • Males55%
  • Females69%
  • Black36%
  • Asian78%
  • Hispanic46%
  • White55%
ELA students tested: 1,182
ELA students with scores: 1,182

Percentage Standard Met and Above:

62%
California:

49%

Standard Not Met: 14.6%
Standard Nearly Met: 23.5%
Standard Met: 43.1%
Standard Exceeded: 18.8%

All Grades:
14.6%
23.5%
43.1%
18.8%
7th Grade: (Mean Scale Score: 2571.5, Students tested: 588, Standard Not Met: 15.3%, Nearly Met: 21.6%, Met: 42.9%, Exceeded: 20.2%)
15.3%
21.6%
42.9%
20.2%
8th Grade: (Mean Scale Score: 2584.2, Students tested: 594, Standard Not Met: 13.8%, Nearly Met: 25.4%, Met: 43.4%, Exceeded: 17.3%)
13.8%
25.4%
43.4%
17.3%

Citrus Hills Intermediate School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All43%
  • Males42%
  • Females44%
  • Black23%
  • Asian69%
  • Hispanic27%
  • White33%
Math students tested: 1,186
Math students with scores: 1,185

Percentage Standard Met and Above:

43%
California:

38%

Standard Not Met: 27.7%
Standard Nearly Met: 29.4%
Standard Met: 21.3%
Standard Exceeded: 21.7%

All Grades:
27.7%
29.4%
21.3%
21.7%
7th Grade: (Mean Scale Score: 2549.5, Students tested: 590, Standard Not Met: 23.6%, Nearly Met: 32.2%, Met: 22.5%, Exceeded: 21.7%)
23.6%
32.2%
22.5%
21.7%
8th Grade: (Mean Scale Score: 2561.1, Students tested: 596, Standard Not Met: 31.8%, Nearly Met: 26.6%, Met: 20.0%, Exceeded: 21.7%)
31.8%
26.6%
20.0%
21.7%

Citrus Hills Intermediate 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

  • All7%
  • Males11%
  • Hispanic14%
ELA students tested: 27
ELA students with scores: 27

Percentage Level 3:

7%
State:

15%

Level 1: 33.3% The student showed limited understanding of core concepts.
Level 2: 59.3% The student showed foundational understanding of core concepts.
Level 3: 7.4% The student showed understanding of core concepts.

All Grades:
33.3%
59.3%
7.4%
7th Grade: (Mean Scale Score: 747.1, Students tested: 11, Level1: 27.3%, Level 2: 72.7%, Level 3: 0.0%)
27.3%
72.7%
8th Grade: (Mean Scale Score: 842.6, Students tested: 16, Level1: 37.5%, Level 2: 50.0%, Level 3: 12.5%)
37.5%
50.0%
12.5%
Math students tested: 26
Math students with scores: 26

Percentage Level 3:

0%
California:

6%

Level 1: 65.4% The student showed limited understanding of core concepts.
Level 2: 34.6% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.

All Grades:
65.4%
34.6%
7th Grade: (Mean Scale Score: 744.0, Students tested: 11, Level1: 63.6%, Level 2: 36.4%, Level 3: 0.0%)
63.6%
36.4%
8th Grade: (Mean Scale Score: 835.5, Students tested: 15, Level1: 66.7%, Level 2: 33.3%, Level 3: 0.0%)
66.7%
33.3%

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.

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.

California Alternate Performance Assessment (CAPA) - Students with significant cognitive disabilities who are unable to take the Smarter Balanced Field Test even with designated supports and accommodations participated in the CAASPP system by taking the CAPA. The CAPA is an individually administered performance assessment with all tasks linked to the California ELA, mathematics, and science content standards.

CST Science students tested: 564
CST Science students with scores: 561

Percentage At Or Above Proficient:

71%
State:

54%

Percentage Far Below Basic: 4.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 7.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 18.0% 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: 39.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 391.8, Students tested: 564, Far Below Basic: 4.0%, Below Basic: 7.0%, Basic: 18.0%, Proficient: 32.0%, Advanced: 39.0%)
4.0%
7.0%
18.0%
32.0%
39.0%
CAPA Science students tested: 15
CAPA Science students with scores: 15

Percentage At Or Above Proficient:

93%
State:

67%

Percentage Far Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 7.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 27.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 67.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

: (Mean Scale Score: 44.0, Students tested: 15, Far Below Basic: 0.0%, Below Basic: 0.0%, Basic: 7.0%, Proficient: 27.0%, Advanced: 67.0%)
7.0%
27.0%
67.0%
CMA Science students tested: 22
CMA Science students with scores: 20

Percentage At Or Above Proficient:

20%
California:

38%

Percentage Far Below Basic: 10.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 20.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 50.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 10.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 10.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 319.0, Students tested: 22, Far Below Basic: 10.0%, Below Basic: 20.0%, Basic: 50.0%, Proficient: 10.0%, Advanced: 10.0%)
10.0%
20.0%
50.0%
10.0%
10.0%

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:
7th grade: (Students tested: 596, Needs Improvement - High Risk: 80.0%, Needs Improvement: 14.1%, Healthy Fitness Zone: 5.9%)
80.0%
14.1%
5.9%
Body Composition:
7th grade: (Students tested: 596, Needs Improvement - High Risk: 72.0%, Needs Improvement: 15.9%, Healthy Fitness Zone: 12.1%)
72.0%
15.9%
12.1%
Abdominal Strength:
7th grade: (Students tested: 596, Needs Improvement - High Risk: 85.2%, Needs Improvement: 14.8%, Healthy Fitness Zone: 0.0%)
85.2%
14.8%
Trunk Extension Strength:
7th grade: (Students tested: 596, Needs Improvement - High Risk: 77.7%, Needs Improvement: 22.3%, Healthy Fitness Zone: 0.0%)
77.7%
22.3%
Upper Body Strength:
7th grade: (Students tested: 596, Needs Improvement - High Risk: 63.9%, Needs Improvement: 36.1%, Healthy Fitness Zone: 0.0%)
63.9%
36.1%
Flexibility:
7th grade: (Students tested: 596, Needs Improvement - High Risk: 89.3%, Needs Improvement: 10.7%, Healthy Fitness Zone: 0.0%)
89.3%
10.7%

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).

Citrus Hills Intermediate School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 85
Number of students who met CELDT criterion: 46

Students who met CELDT criterion:

54.0%
California:

34.0%
Grade 7:
Student Count: 51
Number of students who met CELDT criterion: 34

Students who met CELDT criterion:

67.0%
California:

48.0%
Listening Mean Scale Score:

575.2
State:

547.6
Reading Mean Scale Score:

572.6
California:

534.4
Speaking Mean Scale Score:

580.8
California:

529.9
Writing Mean Scale Score:

551.2
California:

530.2
Grade 8:
Student Count: 34
Number of students who met CELDT criterion: 12

Students who met CELDT criterion:

35.0%
California:

47.0%
Listening Mean Scale Score:

496.9
State:

556.2
Reading Mean Scale Score:

499.8
California:

547.2
Speaking Mean Scale Score:

512.6
California:

536.1
Writing Mean Scale Score:

473.5
State:

537.0

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).

Citrus Hills Intermediate School - Adequate Yearly Progress status


ELA Participation Rate
Here:

100.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic99
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White100
  • Multirace100
  • SED99
  • LEP99
  • With Disabilities100
  • Hispanic: 99% (tested 408 out of 411 enrolled)
  • American Indian / Alaska Native: 100% (tested 5 out of 5 enrolled)
  • Asian: 100% (tested 114 out of 114 enrolled)
  • Filipino: 100% (tested 33 out of 33 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 7 out of 7 enrolled)
  • Black: 100% (tested 68 out of 68 enrolled)
  • White: 100% (tested 520 out of 522 enrolled)
  • Two or More Races: 100% (tested 13 out of 13 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 342 out of 347 enrolled)
  • English Learners: 99% (tested 94 out of 95 enrolled)
  • Students with Disabilities: 100% (tested 154 out of 154 enrolled)

Math Participation Rate
Here:

99.0%
California:

96.1%

    Math Participation Rate

  • Hispanic100
  • American Indian100
  • Asian99
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White99
  • Multirace100
  • SED99
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 414 out of 416 enrolled)
  • American Indian / Alaska Native: 100% (tested 5 out of 5 enrolled)
  • Asian: 99% (tested 114 out of 115 enrolled)
  • Filipino: 100% (tested 33 out of 33 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 7 out of 7 enrolled)
  • Black: 100% (tested 68 out of 68 enrolled)
  • White: 99% (tested 519 out of 522 enrolled)
  • Two or More Races: 100% (tested 13 out of 13 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 348 out of 352 enrolled)
  • English Learners: 100% (tested 101 out of 101 enrolled)
  • Students with Disabilities: 100% (tested 154 out of 154 enrolled)

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: 5

Incidents of physical attack or fight without a weapon: 1

Incidents of threats of physical attack without a weapon: 34


Total incidents per 1,000 students
School:

32.5
State:

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 without disabilities who were referred to a law enforcement agency or official: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Citrus Hills Intermediate School:

3.3
California:

21.3
Students with disabilities who were referred to a law enforcement agency or official: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • White: 2 (all male)

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

3.3
California:

7.2

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.

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.
Allegations of harassment or bullying on the basis of sex: 7
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here:

5.7
California:

6.8
Students reported as harassed or bullied on the basis of sex: 10 (male: 6, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)

    Students disciplined for bullying or harassment on the basis of sex

  • Hispanic2
  • Asian2
  • Black2
  • White7
Students disciplined for bullying or harassment on the basis of sex: 13 (male: 11, female: 2)
  • Hispanic: 2 (all male)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 7 (male: 5, female: 2)

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

0.8
California:

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

Allegations of harassment or bullying on the basis of disability: 3
Allegations of harassment or bullying on the basis of disability per 1,000 students
Citrus Hills Intermediate School:

2.4
State:

1.1
Students reported as harassed or bullied on the basis of disability: 4 (all male)
  • Hispanic: 2
  • White: 2
Students disciplined for bullying or harassment on the basis of disability: 4 (all male)
  • Hispanic: 2
  • White: 2


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

  • Hispanic40
  • Asian4
  • Native Hawaiian4
  • Black7
  • White58
  • Multirace2
  • LEP4
  • IDEA31
Chronic Student Absenteeism: 115 (male: 63, female: 52)
  • Hispanic: 40 (male: 23, female: 17)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 7 (male: 2, female: 5)
  • White: 58 (male: 32, female: 26)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 17, female: 14)
Chronic Student Absenteeism per 1,000 students
Here:

93.5
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

  • Hispanic60
  • Asian6
  • Native Hawaiian3
  • Black21
  • White102
  • LEP9
  • IDEA70
School days missed due to out-of-school suspension: 192 (male: 157, female: 35)
  • Hispanic: 60 (male: 39, female: 21)
  • Asian: 6 (all male)
  • Native Hawaiian / Pacific Islander: 3 (all male)
  • Black: 21 (male: 15, female: 6)
  • White: 102 (male: 94, female: 8)
  • Limited English Proficiency (LEP): 9 (male: 3, female: 6)
  • Individuals With Disabilities Education Act (IDEA): 70 (male: 51, female: 19)
Instances of out-of-school suspension (Students without disabilities): 63

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

51.2
California:

84.8

    Students without disabilities receiving one or more in-school suspension

  • Hispanic10
  • Asian2
  • Native Hawaiian2
  • Black4
  • White22
  • LEP2
Students without disabilities receiving one or more in-school suspension: 40 (male: 31, female: 9)
  • Hispanic: 10 (male: 8, female: 2)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 22 (male: 17, female: 5)
  • Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 14 (male: 8, female: 6)
  • Hispanic: 2 (all female)
  • Black: 2 (all female)
  • White: 10 (male: 8, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 18 (all male)
  • Hispanic: 2
  • Asian: 2
  • White: 14
Instances of out-of-school suspension (Students with disabilities): 23

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

18.7
State:

28.1

    Students with disabilities receiving one or more in-school suspension

  • Hispanic5
  • Asian2
  • Black2
  • White4
Students with disabilities receiving one or more in-school suspension: 13 (male: 11, female: 2)
  • Hispanic: 5 (all male)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
Students with disabilities receiving only one out-of-school suspension: 10 (male: 6, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • White: 4 (male: 2, female: 2)
Students with disabilities receiving more than one out-of-school suspension: 16 (male: 12, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 5 (all male)

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)
  • Hispanic: 2

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

1.6
State:

10.5

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.

    8th grade student enrollment in Algebra I

  • Hispanic22
  • Asian25
  • Native Hawaiian4
  • Black2
  • White58
8th grade student enrollment in Algebra I: 111 (male: 55, female: 56)
  • Hispanic: 22 (male: 8, female: 14)
  • Asian: 25 (male: 14, female: 11)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 58 (male: 29, female: 29)
8th grade studenst who passed Algebra I: 102 (male: 48, female: 54)
  • Hispanic: 20 (male: 7, female: 13)
  • Asian: 23 (male: 13, female: 10)
  • White: 59 (male: 28, female: 31)
Percent of 8th grade students who passed
School:

91.9%
California:

85.6%

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


    Student Enrollment in Geometry

  • Hispanic25
  • American Indian2
  • Asian19
  • Black4
  • White46
Student Enrollment in Geometry: 96 (male: 52, female: 44)
  • Hispanic: 25 (male: 14, female: 11)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 19 (male: 11, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 46 (male: 23, female: 23)

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