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Fairfield High School in Fairfield, CA
(09-12 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in California) from 0 (worst) to 100 (best) is 39
Address
 205 E. Atlantic Ave.
Fairfield, CA 94533
Telephone
(707) 438-3000
(make sure to verify first before calling)
Website
http://www.fsusd.org
City-data.com school rating
39
Students
1,443
Classroom Teachers (FTE)
60.8
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
798
Reduced-price lunch
eligible students
127
School district
Fairfield-Suisun Unified
Charter school
No
Title I status
Title I targeted assistance 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:
Public Safety Academy (0.4 miles):

89
Rolling Hills Elementary (1.2 miles):

56
Fairfield High School:

39
Laurel Creek Elementary (0.9 miles):

29
Grange Middle (1.1 miles):

24
Cleo Gordon Elementary (0.7 miles):

16
Weir Preparatory Academy (1.2 miles):

15
Anna Kyle Elementary (1.1 miles):

10
Sem Yeto Continuation High (0.0 miles):

5
Fairfield High School rating compared to average state, county and city schools ratings:
California:

46
Solano County:

39
Fairfield:

41
Fairfield High School:

39

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,443
Enrollment in 2015: 1,385
Enrollment in 2014: 1,383
Enrollment in 2013: 1,329
Enrollment in 2012: 1,502
Enrollment in 2011: 1,691
Enrollment in 2010: 1,710
Enrollment in 2009: 1,857
Enrollment in 2008: 1,943
Enrollment in 2007: 2,147
Enrollment in 2006: 2,248
Enrollment in 2005: 2,305
Enrollment in 2004: 2,448
Enrollment in 2003: 2,493
Enrollment in 2002: 2,706
Enrollment in 2001: 2,923
Enrollment in 2000: 2,876
Enrollment in 1999: 2,846

Fairfield High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG09G10G11G12Total
All students4103883782671,443
Female students203189185146723
Male students207199193121720
American Indian/Alaska Native students414 - 9
Asian students65445145205
Hispanic students17917615979593
Black students84728864308
White students46654830189
Hawaiian Native/Pacific Islander students1189331
Two or More Races students21221946108

Enrollment by grade:
9th grade enrollment: 410
10th grade enrollment: 388
11th grade enrollment: 378
12th grade enrollment: 267

Fairfield High School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 723 (50.1%)
Fairfield High School:

50.1%
State:

49.4%
Male enrollment: 720 (49.9%)
School:

49.9%
California:

49.6%

Fairfield High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 9 (0.6%)
School:

0.6%
California:

1.0%
Asian enrollment: 205 (14.2%)
Fairfield High School:

14.2%
State:

9.4%
Hispanic enrollment: 593 (41.1%)
Here:

41.1%
State:

46.0%
Black enrollment: 308 (21.3%)
Fairfield High School:

21.3%
State:

6.1%
White enrollment: 189 (13.1%)
Fairfield High School:

13.1%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 31 (2.1%)
School:

2.1%
California:

0.6%
Two or More Races enrollment: 108 (7.5%)
School:

7.5%
California:

4.5%

Fairfield High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 925 (64.1%)
Here:

64.1%
State:

61.2%
Free lunch eligible students: 798 (55.3%)
Here:

55.3%
State:

52.8%
Reduced-price lunch eligible students: 127 (8.8%)
Fairfield High School:

8.8%
California:

8.6%

Fairfield High School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 60.8

Number of FTE teachers in their first year of teaching: 16.4
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 33
Number of FTE security guards: 4.6
Number of FTE nurses: 0.6

Student/Teacher Ratio
Here:

23.7
State:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,630,501
  • Full-time Equivalency Count of Teachers: 50.4 (Salary Expenditures: $3,682,731)
  • Full-time Equivalency Count of Instructional Aides: 1.6 (Salary Expenditures: $35,205)
  • Full-time Equivalency Count of Support Services Staff: 6.8 (Salary Expenditures: $357,871)
  • Full-time Equivalency Count of School Administration Staff: 11.5 (Salary Expenditures: $554,694)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $534,177
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $5,404,701
  • Salary Expenditures for Teachers: $4,250,671
  • Full-time Equivalency Count of Instructional Aides: 13.6 (Salary Expenditures: $241,465)
  • Full-time Equivalency Count of Support Services Staff: 6.8 (Salary Expenditures: $357,871)
  • Full-time Equivalency Count of School Administration Staff: 11.5 (Salary Expenditures: $554,694)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $555,973

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic55
  • Asian16
  • White2
  • IDEA13
Students Enrolled in LEP Programs: 73 (male: 36, female: 37)
  • Hispanic: 55 (male: 26, female: 29)
  • Asian: 16 (male: 8, female: 8)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)

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

  • Hispanic62
  • Asian8
  • Black44
  • White23
  • Multirace14
  • LEP20
Students with disabilities served under IDEA: 151 (male: 95, female: 56)
  • Hispanic: 62 (male: 43, female: 19)
  • Asian: 8 (male: 4, female: 4)
  • Black: 44 (male: 25, female: 19)
  • White: 23 (male: 13, female: 10)
  • Two or More Races: 14 (male: 10, female: 4)
  • Limited English Proficiency (LEP): 20 (male: 13, female: 7)

    Students with disabilities served under Section 504

  • Hispanic4
  • Asian4
  • Black7
  • White8
  • Multirace4
Students with disabilities served under Section 504: 27 (male: 19, female: 8)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 8 (all male)
  • Two or More Races: 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 709 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained

    Total number of students retained in 12th grade

  • Asian2
  • Multirace2
  • LEP2
  • IDEA2
Total number of students retained in 12th grade: 4 (all male)
  • Asian: 2
  • Two or More Races: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 12th grade students retained
Fairfield High School:

1.5%
State:

16.7%

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

  • Hispanic22
  • American Indian2
  • Asian19
  • Black7
  • White16
  • Multirace13
  • IDEA4
Gifted and Talented Student Enrollment: 79 (male: 39, female: 40)
  • Hispanic: 22 (male: 14, female: 8)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 19 (male: 8, female: 11)
  • Black: 7 (male: 2, female: 5)
  • White: 16 (male: 8, female: 8)
  • Two or More Races: 13 (male: 5, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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

54.7
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

  • All50%
  • Males53%
  • Females48%
  • Black29%
  • Filipino67%
  • Hispanic46%
  • White57%
  • Multirace55%
ELA students tested: 297
ELA students with scores: 295

Percentage Standard Met and Above:

50%
State:

49%

Standard Not Met: 22.4%
Standard Nearly Met: 27.5%
Standard Met: 37.0%
Standard Exceeded: 13.2%

11th Grade: (Mean Scale Score: 2570.8, Students tested: 297, Standard Not Met: 22.4%, Nearly Met: 27.5%, Met: 37.0%, Exceeded: 13.2%)
22.4%
27.5%
37.0%
13.2%

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

    Math Standard Met and Above

  • All17%
  • Males23%
  • Females12%
  • Black3%
  • Filipino33%
  • Hispanic14%
  • White20%
  • Multirace9%
Math students tested: 296
Math students with scores: 296

Percentage Standard Met and Above:

17%
California:

38%

Standard Not Met: 59.1%
Standard Nearly Met: 23.6%
Standard Met: 12.2%
Standard Exceeded: 5.1%

11th Grade: (Mean Scale Score: 2525.2, Students tested: 296, Standard Not Met: 59.1%, Nearly Met: 23.6%, Met: 12.2%, Exceeded: 5.1%)
59.1%
23.6%
12.2%
5.1%

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


California Alternate Assessments:
Show data for

(State average from 1,489 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 students tested: 14
ELA students with scores: 14

Percentage Level 3:

21%
California:

11%

Level 1: 7.0% The student showed limited understanding of core concepts.
Level 2: 71.0% The student showed foundational understanding of core concepts.
Level 3: 21.0% The student showed understanding of core concepts.

11th Grade: (Mean Scale Score: 954.2, Students tested: 14, Level1: 7.0%, Level 2: 71.0%, Level 3: 21.0%)
7.0%
71.0%
21.0%
Math students tested: 14
Math students with scores: 14

Percentage Level 3:

57%
California:

5%

Level 1: 21.0% The student showed limited understanding of core concepts.
Level 2: 21.0% The student showed foundational understanding of core concepts.
Level 3: 57.0% The student showed understanding of core concepts.

11th Grade: (Mean Scale Score: 964.0, Students tested: 14, Level1: 21.0%, Level 2: 21.0%, Level 3: 57.0%)
21.0%
21.0%
57.0%

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.

CST Science students tested: 344
CST Science students with scores: 341

Percentage At Or Above Proficient:

33%
California:

54%

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: 18.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 36.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 26.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 7.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 326.6, Students tested: 344, Far Below Basic: 13.0%, Below Basic: 18.0%, Basic: 36.0%, Proficient: 26.0%, Advanced: 7.0%)
13.0%
18.0%
36.0%
26.0%
7.0%

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.

Fairfield 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

  • All373
  • Asian396
  • Pacific Islander361
  • Filipino395
  • Hispanic371
  • Black365
  • White389
Math Mean Scale Score:

373
California:

374
Math Percentage Passed:

71%
State:

68%
Math Number Tested: 503
Math Number Passed: 355

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

    72%
    California:

    69%
  • Number Sense:

    65%
    California:

    65%
  • Algebra & Functions:

    71%
    State:

    68%
  • Measurement & Geometry:

    63%
    State:

    64%
  • Algebra 1:

    55%
    State:

    58%

    ELA Mean Scale Score

  • All367
  • Asian376
  • Pacific Islander352
  • Filipino382
  • Hispanic366
  • Black366
  • White386
ELA Mean Scale Score:

367
State:

370
ELA Percentage Passed:

71%
California:

68%
ELA Number Tested: 544
ELA Number Passed: 387

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

    78%
    State:

    76%
  • Reading - Reading Comprehension:

    72%
    California:

    71%
  • Reading - Literary Responses and Analysis:

    74%
    State:

    75%
  • Writing - Writing Strategies:

    63%
    State:

    64%
  • Writing - Writing Conventions:

    68%
    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:
9th grade: (Students tested: 387, Needs Improvement - High Risk: 23.5%, Needs Improvement: 63.8%, Healthy Fitness Zone: 12.7%)
23.5%
63.8%
12.7%
Body Composition:
9th grade: (Students tested: 387, Needs Improvement - High Risk: 51.2%, Needs Improvement: 18.9%, Healthy Fitness Zone: 29.9%)
51.2%
18.9%
29.9%
Abdominal Strength:
9th grade: (Students tested: 387, Needs Improvement - High Risk: 30.0%, Needs Improvement: 70.0%, Healthy Fitness Zone: 0.0%)
30.0%
70.0%
Trunk Extension Strength:
9th grade: (Students tested: 387, Needs Improvement - High Risk: 59.7%, Needs Improvement: 40.3%, Healthy Fitness Zone: 0.0%)
59.7%
40.3%
Upper Body Strength:
9th grade: (Students tested: 387, Needs Improvement - High Risk: 33.6%, Needs Improvement: 66.4%, Healthy Fitness Zone: 0.0%)
33.6%
66.4%
Flexibility:
9th grade: (Students tested: 387, Needs Improvement - High Risk: 67.4%, Needs Improvement: 32.6%, Healthy Fitness Zone: 0.0%)
67.4%
32.6%

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).

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

All Grades:
Student Count: 89
Number of students who met CELDT criterion: 18

Students who met CELDT criterion:

20.0%
State:

34.0%
Grade 9:
Student Count: 24
Number of students who met CELDT criterion: 6

Students who met CELDT criterion:

25.0%
State:

33.0%
Listening Mean Scale Score:

491.3
California:

533.7
Reading Mean Scale Score:

521.5
California:

534.6
Speaking Mean Scale Score:

519.2
California:

515.1
Writing Mean Scale Score:

503.4
State:

513.2
Grade 10:
Student Count: 27
Number of students who met CELDT criterion: 6

Students who met CELDT criterion:

22.0%
State:

36.0%
Listening Mean Scale Score:

517.2
California:

556.8
Reading Mean Scale Score:

536.2
California:

555.2
Speaking Mean Scale Score:

508.4
State:

533.6
Writing Mean Scale Score:

495.3
California:

530.8
Grade 11:
Student Count: 20
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

20.0%
State:

45.0%
Listening Mean Scale Score:

555.6
California:

575.6
Reading Mean Scale Score:

546.2
State:

573.9
Speaking Mean Scale Score:

502.5
California:

550.8
Writing Mean Scale Score:

515.2
State:

544.5
Grade 12:
Student Count: 18
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

11.0%
California:

44.0%
Listening Mean Scale Score:

477.4
State:

564.9
Reading Mean Scale Score:

526.1
State:

567.0
Speaking Mean Scale Score:

457.1
State:

544.2
Writing Mean Scale Score:

486.7
State:

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).

Fairfield High School - Adequate Yearly Progress status


ELA Participation Rate
Fairfield High School:

99.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic100
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black99
  • White98
  • Multirace100
  • SED99
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 137 out of 137 enrolled)
  • American Indian / Alaska Native: 100% (tested 4 out of 4 enrolled)
  • Asian: 100% (tested 17 out of 17 enrolled)
  • Filipino: 100% (tested 28 out of 28 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 8 out of 8 enrolled)
  • Black: 99% (tested 79 out of 80 enrolled)
  • White: 98% (tested 44 out of 45 enrolled)
  • Two or More Races: 100% (tested 20 out of 20 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 236 out of 238 enrolled)
  • English Learners: 100% (tested 32 out of 32 enrolled)
  • Students with Disabilities: 100% (tested 18 out of 18 enrolled)

Math Participation Rate
School:

99.0%
State:

96.1%

    Math Participation Rate

  • Hispanic100
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black99
  • White98
  • Multirace100
  • SED99
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 137 out of 137 enrolled)
  • American Indian / Alaska Native: 100% (tested 4 out of 4 enrolled)
  • Asian: 100% (tested 17 out of 17 enrolled)
  • Filipino: 100% (tested 28 out of 28 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 8 out of 8 enrolled)
  • Black: 99% (tested 79 out of 80 enrolled)
  • White: 98% (tested 44 out of 45 enrolled)
  • Two or More Races: 100% (tested 20 out of 20 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 236 out of 238 enrolled)
  • English Learners: 100% (tested 32 out of 32 enrolled)
  • Students with Disabilities: 100% (tested 18 out of 18 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.

Fairfield High School - ACT/SAT scores

Percent of graduates taking the ACT:

9.7%
State:

30.9%
ACT Composite scores greater or equal to 21:

23.1%
California:

48.7%
Number of graduates: 267
Number of graduates taking the ACT: 26

Average ACT composite score:

18.0
State:

19.8
Average ACT English score:

17.0
State:

19.6
Average ACT mathematics score:

19.0
California:

20.5
Average ACT reading score:

18.0
State:

20.5
Average ACT science score:

18.0
California:

19.9
Percent of graduates taking the SAT:

36.3%
State:

54.4%
SAT scores greater or equal to 1500:

23.7%
California:

36.3%
Number of graduates: 267
Number of graduates taking the SAT: 97

Average Total SAT Score:

1,318
State:

1,374
Average SAT mathematics score:

443
State:

464
Average SAT critical reading score:

443
California:

459
Average SAT writing score:

432
California:

451

    SAT or ACT Test Participation

  • Hispanic22
  • Asian22
  • Black31
  • White13
  • Multirace22
  • IDEA2
SAT or ACT Test Participation: 110 (male: 40, female: 70)
  • Hispanic: 22 (male: 8, female: 14)
  • Asian: 22 (male: 5, female: 17)
  • Black: 31 (male: 8, female: 23)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 22 (male: 11, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

Advanced Placement:
Show data for

(State average from 1,204 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).

Fairfield High School - AP exams with scores at or above criteria

Number of students in Grades 11 and 12: 329
Number of students taking at least one AP exam: 197
Percent of students taking at least one AP exam:

59.0%
California:

94.1%
Number of AP exams with scores at or above 3: 120
Percent of AP exams with scores at or above 3:

37.4%
State:

46.6%

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.

Rape refers to forced sexual intercourse (vaginal, anal, or oral penetration). This includes sodomy and penetration with a foreign object. Both male and female students can be victims of rape. Rape is not defined as a physical attack or fight

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)

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.
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 rape or attempted rape: 1
Incidents of sexual assault (other than rape): 3

Incidents of robbery without a weapon: 2

Incidents of physical attack or fight without a weapon: 4


Total incidents per 1,000 students
Here:

6.9
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 without disabilities who were referred to a law enforcement agency or official

  • Hispanic5
  • Asian2
  • Native Hawaiian2
  • Black7
  • Multirace2
  • LEP2
Students without disabilities who were referred to a law enforcement agency or official: 18 (male: 13, female: 5)
  • Hispanic: 5 (all male)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

12.5
California:

21.3
Students without disabilities who received a school-related arrest: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)

Students without disabilities who received a school-related arrest per 1,000 students
Here:

4.2
California:

3.7
Students with disabilities who were referred to a law enforcement agency or official: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

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

4.2
California:

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

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

1.4
California:

1.0

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

  • Hispanic133
  • American Indian2
  • Asian28
  • Native Hawaiian4
  • Black100
  • White34
  • Multirace22
  • LEP31
  • IDEA43
  • 50410
Chronic Student Absenteeism: 323 (male: 152, female: 171)
  • Hispanic: 133 (male: 65, female: 68)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 28 (male: 14, female: 14)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 100 (male: 44, female: 56)
  • White: 34 (male: 17, female: 17)
  • Two or More Races: 22 (male: 8, female: 14)
  • Limited English Proficiency (LEP): 31 (male: 14, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 43 (male: 29, female: 14)
  • Section 504: 10 (male: 5, female: 5)
Chronic Student Absenteeism per 1,000 students
School:

223.8
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

  • Hispanic507
  • American Indian16
  • Asian35
  • Native Hawaiian53
  • Black526
  • White89
  • Multirace55
  • LEP148
  • IDEA245
  • 50441
School days missed due to out-of-school suspension: 1,281 (male: 743, female: 538)
  • Hispanic: 507 (male: 310, female: 197)
  • American Indian / Alaska Native: 16 (all male)
  • Asian: 35 (male: 30, female: 5)
  • Native Hawaiian / Pacific Islander: 53 (male: 34, female: 19)
  • Black: 526 (male: 248, female: 278)
  • White: 89 (male: 68, female: 21)
  • Two or More Races: 55 (male: 37, female: 18)
  • Limited English Proficiency (LEP): 148 (male: 67, female: 81)
  • Individuals With Disabilities Education Act (IDEA): 245 (male: 132, female: 113)
  • Section 504: 41 (all male)
Instances of out-of-school suspension (Students without disabilities): 307

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

212.8
California:

84.8

    Students without disabilities receiving one or more in-school suspension

  • Hispanic100
  • American Indian2
  • Asian28
  • Native Hawaiian2
  • Black91
  • White25
  • Multirace13
  • LEP19
Students without disabilities receiving one or more in-school suspension: 261 (male: 150, female: 111)
  • Hispanic: 100 (male: 59, female: 41)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 28 (male: 20, female: 8)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 91 (male: 47, female: 44)
  • White: 25 (male: 17, female: 8)
  • Two or More Races: 13 (male: 5, female: 8)
  • Limited English Proficiency (LEP): 19 (male: 11, female: 8)

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

  • Hispanic34
  • Asian7
  • Native Hawaiian4
  • Black40
  • White10
  • Multirace4
  • LEP4
Students without disabilities receiving only one out-of-school suspension: 99 (male: 54, female: 45)
  • Hispanic: 34 (male: 20, female: 14)
  • Asian: 7 (male: 5, female: 2)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 40 (male: 20, female: 20)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

  • Hispanic31
  • American Indian2
  • Native Hawaiian2
  • Black25
  • White7
  • Multirace4
  • LEP7
Students without disabilities receiving more than one out-of-school suspension: 71 (male: 39, female: 32)
  • Hispanic: 31 (male: 17, female: 14)
  • American Indian / Alaska Native: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 25 (male: 11, female: 14)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
Instances of out-of-school suspension (Students with disabilities): 77

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

53.4
State:

28.1
Instances of out-of-school suspension (Section 504 only): 15

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

10.4
State:

3.4

    Students with disabilities receiving one or more in-school suspension

  • Hispanic11
  • Asian2
  • Native Hawaiian2
  • Black16
  • White7
  • Multirace4
  • LEP2
  • 5048
Students with disabilities receiving one or more in-school suspension: 42 (male: 30, female: 12)
  • Hispanic: 11 (all male)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 16 (male: 8, female: 8)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 8 (all male)

    Students with disabilities receiving only one out-of-school suspension

  • Hispanic10
  • Native Hawaiian2
  • Black10
  • White2
  • Multirace4
  • LEP2
  • 5042
Students with disabilities receiving only one out-of-school suspension: 28 (male: 19, female: 9)
  • Hispanic: 10 (male: 8, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 10 (male: 5, female: 5)
  • White: 2 (all male)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 2 (all male)

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

  • Hispanic7
  • Asian2
  • Native Hawaiian2
  • Black7
  • LEP4
  • 5045
Students with disabilities receiving more than one out-of-school suspension: 18 (male: 9, female: 9)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 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

  • Hispanic7
  • Asian2
  • Native Hawaiian2
  • Black4
  • LEP4
Students without Disabilities who received an expulsion with educational services: 15 (male: 11, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

10.4
California:

10.5

    Students with Disabilities who received an expulsion with educational services

  • Hispanic13
  • Asian2
  • Native Hawaiian4
  • Black16
  • White2
  • Multirace4
  • LEP7
Students with Disabilities who received an expulsion with educational services: 41 (male: 27, female: 14)
  • Hispanic: 13 (male: 11, female: 2)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 16 (male: 8, female: 8)
  • White: 2 (all male)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

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

28.4
California:

4.5

Classes & Courses


Algebra I:
Show data for

(State average from 1,182 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: 18

    9-10th grade student enrollment in Algebra I

  • Hispanic157
  • American Indian4
  • Asian25
  • Native Hawaiian13
  • Black94
  • White37
  • Multirace16
  • LEP37
  • IDEA43
9-10th grade student enrollment in Algebra I: 346 (male: 197, female: 149)
  • Hispanic: 157 (male: 92, female: 65)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 25 (male: 14, female: 11)
  • Native Hawaiian / Pacific Islander: 13 (male: 8, female: 5)
  • Black: 94 (male: 53, female: 41)
  • White: 37 (male: 20, female: 17)
  • Two or More Races: 16 (male: 8, female: 8)
  • Limited English Proficiency (LEP): 37 (male: 17, female: 20)
  • Individuals With Disabilities Education Act (IDEA): 43 (male: 29, female: 14)

    9-10th grade studenst who passed Algebra I

  • Hispanic71
  • Asian17
  • Native Hawaiian4
  • Black47
  • White17
  • Multirace11
  • LEP20
  • IDEA14
9-10th grade studenst who passed Algebra I: 167 (male: 81, female: 86)
  • Hispanic: 71 (male: 34, female: 37)
  • Asian: 17 (male: 10, female: 7)
  • Native Hawaiian / Pacific Islander: 4 (all male)
  • Black: 47 (male: 22, female: 25)
  • White: 17 (male: 7, female: 10)
  • Two or More Races: 11 (male: 4, female: 7)
  • Limited English Proficiency (LEP): 20 (male: 10, female: 10)
  • Individuals With Disabilities Education Act (IDEA): 14 (male: 7, female: 7)
Percent of 9-10th grade students who passed
Fairfield High School:

48.3%
State:

65.4%

    11-12th grade student enrollment in Algebra I

  • Hispanic7
  • Asian2
  • Black7
  • White2
  • Multirace2
  • LEP4
  • IDEA2
11-12th grade student enrollment in Algebra I: 20 (male: 16, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
Percent of 11-12th grade students who passed
Here:

0.0%
California:

62.4%

Algebra II:
Show data for
Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 8


    Student Enrollment in Algebra II

  • Hispanic76
  • Asian34
  • Native Hawaiian4
  • Black43
  • White40
  • Multirace46
  • LEP2
  • IDEA7
Student Enrollment in Algebra II: 243 (male: 117, female: 126)
  • Hispanic: 76 (male: 35, female: 41)
  • Asian: 34 (male: 14, female: 20)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 43 (male: 20, female: 23)
  • White: 40 (male: 20, female: 20)
  • Two or More Races: 46 (male: 26, female: 20)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

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: 1


    Student Enrollment in Calculus

  • Hispanic4
  • Asian7
  • White7
  • Multirace7
Student Enrollment in Calculus: 25 (male: 11, female: 14)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 7 (male: 2, female: 5)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 7 (male: 5, female: 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: 5


    Student Enrollment in Geometry

  • Hispanic58
  • American Indian2
  • Asian19
  • Native Hawaiian4
  • Black28
  • White19
  • Multirace19
  • LEP10
  • IDEA7
Student Enrollment in Geometry: 149 (male: 66, female: 83)
  • Hispanic: 58 (male: 23, female: 35)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 19 (male: 8, female: 11)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 28 (male: 14, female: 14)
  • White: 19 (male: 11, female: 8)
  • Two or More Races: 19 (male: 8, female: 11)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

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: 38
Number of Advanced Mathematics classes taught by certified teachers: 36

    Student Enrollment in Advanced Mathematics

  • Hispanic550
  • American Indian10
  • Asian187
  • Native Hawaiian31
  • Black280
  • White163
  • Multirace97
  • LEP91
  • IDEA103
Student Enrollment in Advanced Mathematics: 1,318 (male: 653, female: 665)
  • Hispanic: 550 (male: 275, female: 275)
  • American Indian / Alaska Native: 10 (male: 5, female: 5)
  • Asian: 187 (male: 92, female: 95)
  • Native Hawaiian / Pacific Islander: 31 (male: 20, female: 11)
  • Black: 280 (male: 125, female: 155)
  • White: 163 (male: 86, female: 77)
  • Two or More Races: 97 (male: 50, female: 47)
  • Limited English Proficiency (LEP): 91 (male: 47, female: 44)
  • Individuals With Disabilities Education Act (IDEA): 103 (male: 65, female: 38)

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: 10
Number of Biology classes taught by certified teachers: 10

    Student Enrollment in Biology

  • Hispanic157
  • American Indian2
  • Asian40
  • Native Hawaiian7
  • Black70
  • White58
  • Multirace22
  • LEP31
  • IDEA31
Student Enrollment in Biology: 356 (male: 176, female: 180)
  • Hispanic: 157 (male: 77, female: 80)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 40 (male: 17, female: 23)
  • Native Hawaiian / Pacific Islander: 7 (male: 5, female: 2)
  • Black: 70 (male: 32, female: 38)
  • White: 58 (male: 32, female: 26)
  • Two or More Races: 22 (male: 11, female: 11)
  • Limited English Proficiency (LEP): 31 (male: 14, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 23, 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: 4
Number of Chemistry classes taught by certified teachers: 2

    Student Enrollment in Chemistry

  • Hispanic46
  • American Indian2
  • Asian31
  • Black22
  • White22
  • Multirace7
  • IDEA2
Student Enrollment in Chemistry: 130 (male: 52, female: 78)
  • Hispanic: 46 (male: 14, female: 32)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 31 (male: 14, female: 17)
  • Black: 22 (male: 11, female: 11)
  • White: 22 (male: 8, female: 14)
  • Two or More Races: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

Physics:
Show data for
Physics (college-preparatory) courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy.The study of physics includes examination of sound, light, and magnetic and electric phenomena.
Number of Physics classes: 7
Number of Physics classes taught by certified teachers: 7

    Student Enrollment in Physics

  • Hispanic67
  • American Indian4
  • Asian43
  • Native Hawaiian7
  • Black43
  • White28
  • Multirace13
  • LEP4
  • IDEA10
Student Enrollment in Physics: 205 (male: 104, female: 101)
  • Hispanic: 67 (male: 35, female: 32)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 43 (male: 23, female: 20)
  • Native Hawaiian / Pacific Islander: 7 (male: 5, female: 2)
  • Black: 43 (male: 17, female: 26)
  • White: 28 (male: 14, female: 14)
  • Two or More Races: 13 (male: 8, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)

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