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Gorman Learning Center School in Redlands, CA
(KG-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 37
Address
 1826 Orange Tree Ln.
Redlands, CA 92374
Telephone
(909) 307-6312
(make sure to verify first before calling)
Website
http://www.gormanlc.org
City-data.com school rating
37
Students
2,236
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
574
Reduced-price lunch
eligible students
195
School district
Gorman Joint
Charter school
Yes
Title I status
Title I targeted assistance school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Grove (1.3 miles):

82
Redlands eAcademy (1.6 miles):

77
Bryn Mawr Elementary (1.9 miles):

76
Citrus Valley High (1.7 miles):

74
Mission Elementary (0.7 miles):

68
McKinley Elementary (2.2 miles):

64
Victoria Elementary (2.0 miles):

38
Gorman Learning Center School:

37
Orangewood High (Continuation) (1.5 miles):

18
Gorman Learning Center School rating compared to average state, county and city schools ratings:
California:

46
San Bernardino County:

36
Redlands:

66
Gorman Learning Center School:

37

Students & Teachers


Total enrollment:
Enrollment in 2016: 2,236
Enrollment in 2015: 1,947
Enrollment in 2014: 1,788
Enrollment in 2013: 1,641
Enrollment in 2012: 1,539
Enrollment in 2011: 1,415
Enrollment in 2010: 1,198
Enrollment in 2009: 971
Enrollment in 2008: 768
Enrollment in 2007: 2,001
Enrollment in 2006: 2,169
Enrollment in 2005: 1,926
Enrollment in 2004: 1,649
Enrollment in 2003: 1,486
Enrollment in 2002: 1,301
Enrollment in 2001: 1,203

Gorman Learning Center School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06G07G08G09G10G11G12Total
All students1571391491501541531511781721892002252192,236
Female students8673787974747797961091151521231,233
Male students716671718079748176808573961,003
American Indian/Alaska Native students1 - 1 - 121 - 2 - 1 - 110
Asian students1091013611758104106109
Hispanic students40393738404242616065657175675
Black students955114767471141191
White students827683758580849084901051201121,166
Hawaiian Native/Pacific Islander students1 - - 1 - - - - - - 1 - - 3
Two or More Races students14101312181111151417132014182

Enrollment by grade:
Kindergarten enrollment: 157
1st grade enrollment: 139
2nd grade enrollment: 149
3rd grade enrollment: 150
4th grade enrollment: 154
5th grade enrollment: 153
6th grade enrollment: 151
7th grade enrollment: 178
8th grade enrollment: 172
9th grade enrollment: 189
10th grade enrollment: 200
11th grade enrollment: 225
12th grade enrollment: 219

Gorman Learning Center School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 1,233 (55.1%)
Gorman Learning Center School:

55.1%
California:

49.4%
Male enrollment: 1,003 (44.9%)
School:

44.9%
State:

49.6%

Gorman Learning Center School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 10 (0.4%)
Here:

0.4%
State:

1.0%
Asian enrollment: 109 (4.9%)
School:

4.9%
State:

9.4%
Hispanic enrollment: 675 (30.2%)
School:

30.2%
California:

46.0%
Black enrollment: 91 (4.1%)
Gorman Learning Center School:

4.1%
California:

6.1%
White enrollment: 1,166 (52.1%)
School:

52.1%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 3 (0.1%)
Gorman Learning Center School:

0.1%
State:

0.6%
Two or More Races enrollment: 182 (8.1%)
Here:

8.1%
California:

4.5%

Gorman Learning Center School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 769 (34.4%)
School:

34.4%
State:

61.2%
Free lunch eligible students: 574 (25.7%)
Gorman Learning Center School:

25.7%
State:

52.8%
Reduced-price lunch eligible students: 195 (8.7%)
Here:

8.7%
California:

8.6%

Gorman Learning Center School - Lunch Program Eligibility


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $6,229,860
  • Full-time Equivalency Count of Teachers: 86.1 (Salary Expenditures: $5,580,943)
  • Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $245,000)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $403,917)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $265,429
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $0
  • Salary Expenditures for Teachers: $5,580,943
  • Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $245,000)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $403,917)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $318,722

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: 71 (male: 48, female: 23)
  • Hispanic: 23 (male: 16, female: 7)
  • White: 44 (male: 28, female: 16)
  • Two or More Races: 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic13
  • Black4
  • White40
  • Multirace4
Students with disabilities served under Section 504: 61 (male: 32, female: 29)
  • Hispanic: 13 (male: 8, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 40 (male: 20, female: 20)
  • Two or More Races: 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 1,006 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 3rd grade: 2 (all female)
  • Hispanic: 2

Percent of 3rd grade students retained
Gorman Learning Center School:

1.3%
California:

2.3%
Total number of students retained in 4th grade: 2 (all female)
  • White: 2

Percent of 4th grade students retained
Here:

1.3%
California:

1.6%

Dual Enrollment:
(State average from 525 schools)
This school has students in grades 9-12 enrolled in a dual enrollment / dual credit program
Dual enrollment/dual credit programs provide opportunities for high school students to take college-level courses offered by colleges, and earn concurrent credit toward a high school diploma and a college degree while still in high school.These programs are for high school - enrolled students who are academically prepared to enroll in college and are interested in taking on additional coursework.For example, students who want to study subjects not offered at their high school may seek supplemental education at colleges nearby.

    Dual Enrollment

  • Hispanic4
  • Asian4
  • Black4
  • White10
Dual Enrollment: 22 (male: 11, female: 11)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 5, female: 5)

Dual Enrollment per 1,000 students
Gorman Learning Center School:

9.8
California:

104.8

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

  • All37%
  • Males34%
  • Females39%
  • Black29%
  • Asian57%
  • Hispanic25%
  • White34%
  • Multirace22%
ELA students tested: 1,091
ELA students with scores: 1,086

Percentage Standard Met and Above:

37%
State:

49%

Standard Not Met: 32.5%
Standard Nearly Met: 30.4%
Standard Met: 26.9%
Standard Exceeded: 10.2%

All Grades:
32.5%
30.4%
26.9%
10.2%
3rd Grade: (Mean Scale Score: 2384.3, Students tested: 122, Standard Not Met: 41.8%, Nearly Met: 27.9%, Met: 18.9%, Exceeded: 11.5%)
41.8%
27.9%
18.9%
11.5%
4th Grade: (Mean Scale Score: 2430.3, Students tested: 136, Standard Not Met: 44.0%, Nearly Met: 23.1%, Met: 15.7%, Exceeded: 17.2%)
44.0%
23.1%
15.7%
17.2%
5th Grade: (Mean Scale Score: 2461.8, Students tested: 133, Standard Not Met: 40.6%, Nearly Met: 25.6%, Met: 23.3%, Exceeded: 10.5%)
40.6%
25.6%
23.3%
10.5%
6th Grade: (Mean Scale Score: 2491.7, Students tested: 153, Standard Not Met: 27.4%, Nearly Met: 42.5%, Met: 24.8%, Exceeded: 5.2%)
27.4%
42.5%
24.8%
5.2%
7th Grade: (Mean Scale Score: 2527.6, Students tested: 162, Standard Not Met: 31.1%, Nearly Met: 27.3%, Met: 32.3%, Exceeded: 9.3%)
31.1%
27.3%
32.3%
9.3%
8th Grade: (Mean Scale Score: 2538.6, Students tested: 183, Standard Not Met: 29.0%, Nearly Met: 35.0%, Met: 30.6%, Exceeded: 5.5%)
29.0%
35.0%
30.6%
5.5%
11th Grade: (Mean Scale Score: 2574.5, Students tested: 202, Standard Not Met: 22.0%, Nearly Met: 29.0%, Met: 35.5%, Exceeded: 13.5%)
22.0%
29.0%
35.5%
13.5%

Gorman Learning Center School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All20%
  • Males23%
  • Females17%
  • Black8%
  • Asian50%
  • Hispanic7%
  • White13%
  • Multirace12%
Math students tested: 1,079
Math students with scores: 1,079

Percentage Standard Met and Above:

20%
California:

38%

Standard Not Met: 49.9%
Standard Nearly Met: 30.4%
Standard Met: 13.7%
Standard Exceeded: 6.0%

All Grades:
49.9%
30.4%
13.7%
6.0%
3rd Grade: (Mean Scale Score: 2381.7, Students tested: 121, Standard Not Met: 45.5%, Nearly Met: 30.6%, Met: 18.2%, Exceeded: 5.8%)
45.5%
30.6%
18.2%
5.8%
4th Grade: (Mean Scale Score: 2431.9, Students tested: 133, Standard Not Met: 40.6%, Nearly Met: 32.3%, Met: 20.3%, Exceeded: 6.8%)
40.6%
32.3%
20.3%
6.8%
5th Grade: (Mean Scale Score: 2454.3, Students tested: 132, Standard Not Met: 50.0%, Nearly Met: 28.0%, Met: 14.4%, Exceeded: 7.6%)
50.0%
28.0%
14.4%
7.6%
6th Grade: (Mean Scale Score: 2478.2, Students tested: 152, Standard Not Met: 42.1%, Nearly Met: 42.1%, Met: 11.2%, Exceeded: 4.6%)
42.1%
42.1%
11.2%
4.6%
7th Grade: (Mean Scale Score: 2505.8, Students tested: 159, Standard Not Met: 42.8%, Nearly Met: 31.4%, Met: 13.2%, Exceeded: 12.6%)
42.8%
31.4%
13.2%
12.6%
8th Grade: (Mean Scale Score: 2496.8, Students tested: 182, Standard Not Met: 56.6%, Nearly Met: 29.7%, Met: 9.3%, Exceeded: 4.4%)
56.6%
29.7%
9.3%
4.4%
11th Grade: (Mean Scale Score: 2510.1, Students tested: 200, Standard Not Met: 64.0%, Nearly Met: 21.5%, Met: 12.5%, Exceeded: 2.0%)
64.0%
21.5%
12.5%
2.0%

Gorman Learning Center School - Math Area Achievement Levels (all grades)


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.

CST Science students tested: 129
CST Science students with scores: 129

Percentage At Or Above Proficient:

40%
State:

54%

Percentage Far Below Basic: 6.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 9.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 45.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 28.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 12.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 345.1, Students tested: 129, Far Below Basic: 6.0%, Below Basic: 9.0%, Basic: 45.0%, Proficient: 28.0%, Advanced: 12.0%)
6.0%
9.0%
45.0%
28.0%
12.0%
CST Science students tested: 148
CST Science students with scores: 148

Percentage At Or Above Proficient:

43%
State:

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: 26.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 24.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 19.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 342.0, Students tested: 148, Far Below Basic: 13.0%, Below Basic: 18.0%, Basic: 26.0%, Proficient: 24.0%, Advanced: 19.0%)
13.0%
18.0%
26.0%
24.0%
19.0%
CST Science students tested: 199
CST Science students with scores: 199

Percentage At Or Above Proficient:

44%
California:

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: 12.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 40.0% 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: 17.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 345.1, Students tested: 199, Far Below Basic: 4.0%, Below Basic: 12.0%, Basic: 40.0%, Proficient: 27.0%, Advanced: 17.0%)
4.0%
12.0%
40.0%
27.0%
17.0%

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.

Gorman Learning Center School - California High School Exit Exam results

2014-15 results for this school are based on 4 separate tests and combined using weighted average.

    Math Mean Scale Score

  • All369
  • Hispanic360
  • White375
Math Mean Scale Score:

369
California:

374
Math Percentage Passed:

68%
State:

68%
Math Number Tested: 323
Math Number Passed: 221

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

    72%
    State:

    69%
  • Number Sense:

    63%
    State:

    65%
  • Algebra & Functions:

    66%
    State:

    68%
  • Measurement & Geometry:

    63%
    California:

    64%
  • Algebra 1:

    51%
    California:

    58%

    ELA Mean Scale Score

  • All379
  • Hispanic369
  • White366
ELA Mean Scale Score:

379
California:

370
ELA Percentage Passed:

78%
California:

68%
ELA Number Tested: 289
ELA Number Passed: 226

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

    82%
    State:

    76%
  • Reading - Reading Comprehension:

    75%
    California:

    71%
  • Reading - Literary Responses and Analysis:

    79%
    State:

    75%
  • Writing - Writing Strategies:

    67%
    California:

    64%
  • Writing - Writing Conventions:

    74%
    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: 102, Needs Improvement - High Risk: 68.6%, Needs Improvement: 31.4%, Healthy Fitness Zone: 0.0%)
68.6%
31.4%
7th grade: (Students tested: 97, Needs Improvement - High Risk: 69.1%, Needs Improvement: 24.7%, Healthy Fitness Zone: 6.2%)
69.1%
24.7%
6.2%
9th grade: (Students tested: 107, Needs Improvement - High Risk: 48.6%, Needs Improvement: 44.9%, Healthy Fitness Zone: 6.5%)
48.6%
44.9%
6.5%
Body Composition:
5th grade: (Students tested: 102, Needs Improvement - High Risk: 71.6%, Needs Improvement: 19.6%, Healthy Fitness Zone: 8.8%)
71.6%
19.6%
8.8%
7th grade: (Students tested: 97, Needs Improvement - High Risk: 76.3%, Needs Improvement: 11.3%, Healthy Fitness Zone: 12.4%)
76.3%
11.3%
12.4%
9th grade: (Students tested: 107, Needs Improvement - High Risk: 71.0%, Needs Improvement: 17.8%, Healthy Fitness Zone: 11.2%)
71.0%
17.8%
11.2%
Abdominal Strength:
5th grade: (Students tested: 102, Needs Improvement - High Risk: 81.4%, Needs Improvement: 18.6%, Healthy Fitness Zone: 0.0%)
81.4%
18.6%
7th grade: (Students tested: 97, Needs Improvement - High Risk: 78.4%, Needs Improvement: 21.6%, Healthy Fitness Zone: 0.0%)
78.4%
21.6%
9th grade: (Students tested: 107, Needs Improvement - High Risk: 76.6%, Needs Improvement: 23.4%, Healthy Fitness Zone: 0.0%)
76.6%
23.4%
Trunk Extension Strength:
5th grade: (Students tested: 102, Needs Improvement - High Risk: 94.1%, Needs Improvement: 5.9%, Healthy Fitness Zone: 0.0%)
94.1%
5.9%
7th grade: (Students tested: 97, Needs Improvement - High Risk: 93.8%, Needs Improvement: 6.2%, Healthy Fitness Zone: 0.0%)
93.8%
6.2%
9th grade: (Students tested: 107, Needs Improvement - High Risk: 92.5%, Needs Improvement: 7.5%, Healthy Fitness Zone: 0.0%)
92.5%
7.5%
Upper Body Strength:
5th grade: (Students tested: 102, Needs Improvement - High Risk: 81.4%, Needs Improvement: 18.6%, Healthy Fitness Zone: 0.0%)
81.4%
18.6%
7th grade: (Students tested: 97, Needs Improvement - High Risk: 79.4%, Needs Improvement: 20.6%, Healthy Fitness Zone: 0.0%)
79.4%
20.6%
9th grade: (Students tested: 107, Needs Improvement - High Risk: 77.6%, Needs Improvement: 22.4%, Healthy Fitness Zone: 0.0%)
77.6%
22.4%
Flexibility:
5th grade: (Students tested: 102, Needs Improvement - High Risk: 78.4%, Needs Improvement: 21.6%, Healthy Fitness Zone: 0.0%)
78.4%
21.6%
7th grade: (Students tested: 97, Needs Improvement - High Risk: 90.7%, Needs Improvement: 9.3%, Healthy Fitness Zone: 0.0%)
90.7%
9.3%
9th grade: (Students tested: 107, Needs Improvement - High Risk: 79.4%, Needs Improvement: 20.6%, Healthy Fitness Zone: 0.0%)
79.4%
20.6%

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).

Gorman Learning Center School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 33
Number of students who met CELDT criterion: 11

Students who met CELDT criterion:

33.0%
State:

34.0%
Grade 1:
Student Count: 4
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

25.0%
California:

44.0%
Listening Mean Scale Score:

444.0
California:

439.9
Reading Mean Scale Score:

315.5
State:

383.8
Speaking Mean Scale Score:

443.8
California:

446.4
Writing Mean Scale Score:

344.8
State:

386.5
Grade 6:
Student Count: 5
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

40.0%
California:

39.0%
Listening Mean Scale Score:

478.6
State:

532.4
Reading Mean Scale Score:

479.2
State:

518.5
Speaking Mean Scale Score:

514.2
State:

518.5
Writing Mean Scale Score:

527.6
California:

522.0

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).

Gorman Learning Center School - Adequate Yearly Progress status


ELA Participation Rate
School:

80.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic85
  • American Indian88
  • Asian94
  • Filipino100
  • Native Hawaiian67
  • Black82
  • White75
  • Multirace83
  • SED82
  • LEP93
  • With Disabilities64
  • Hispanic: 85% (tested 346 out of 406 enrolled)
  • American Indian / Alaska Native: 88% (tested 7 out of 8 enrolled)
  • Asian: 94% (tested 44 out of 47 enrolled)
  • Filipino: 100% (tested 17 out of 17 enrolled)
  • Native Hawaiian / Pacific Islander: 67% (tested 2 out of 3 enrolled)
  • Black: 82% (tested 35 out of 43 enrolled)
  • White: 75% (tested 505 out of 672 enrolled)
  • Two or More Races: 83% (tested 58 out of 70 enrolled)
  • Socioeconomic Disadvantaged: 82% (tested 377 out of 460 enrolled)
  • English Learners: 93% (tested 38 out of 41 enrolled)
  • Students with Disabilities: 64% (tested 38 out of 60 enrolled)

Math Participation Rate
Gorman Learning Center School:

80.0%
State:

96.1%

    Math Participation Rate

  • Hispanic86
  • American Indian88
  • Asian94
  • Filipino100
  • Native Hawaiian67
  • Black80
  • White75
  • Multirace83
  • SED82
  • LEP93
  • With Disabilities64
  • Hispanic: 86% (tested 348 out of 406 enrolled)
  • American Indian / Alaska Native: 88% (tested 7 out of 8 enrolled)
  • Asian: 94% (tested 44 out of 47 enrolled)
  • Filipino: 100% (tested 17 out of 17 enrolled)
  • Native Hawaiian / Pacific Islander: 67% (tested 2 out of 3 enrolled)
  • Black: 80% (tested 34 out of 43 enrolled)
  • White: 75% (tested 503 out of 671 enrolled)
  • Two or More Races: 83% (tested 58 out of 70 enrolled)
  • Socioeconomic Disadvantaged: 82% (tested 377 out of 460 enrolled)
  • English Learners: 93% (tested 38 out of 41 enrolled)
  • Students with Disabilities: 64% (tested 38 out of 60 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.

Gorman Learning Center School - ACT/SAT scores

Percent of graduates taking the ACT:

7.8%
California:

30.9%
ACT Composite scores greater or equal to 21:

52.9%
California:

48.7%
Number of graduates: 219
Number of graduates taking the ACT: 17

Average ACT composite score:

22.0
State:

19.8
Average ACT English score:

22.0
California:

19.6
Average ACT mathematics score:

21.0
State:

20.5
Average ACT reading score:

23.0
California:

20.5
Average ACT science score:

22.0
California:

19.9
Percent of graduates taking the SAT:

16.4%
State:

54.4%
SAT scores greater or equal to 1500:

44.4%
State:

36.3%
Number of graduates: 219
Number of graduates taking the SAT: 36

Average Total SAT Score:

1,472
State:

1,374
Average SAT mathematics score:

484
State:

464
Average SAT critical reading score:

507
California:

459
Average SAT writing score:

481
California:

451
SAT or ACT Test Participation: 10 (all female)
  • Asian: 2
  • White: 8

Advanced Placement:
Show data for

(State average from 1,202 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).
Number of students in Grades 11 and 12: 207
Number of students taking at least one AP exam: 14
Percent of students taking at least one AP exam:

6.0%
State:

94.1%
Number of AP exams with scores at or above 3: 0.0
Percent of AP exams with scores at or above 3:

0.0%
California:

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.

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 physical attack or fight without a weapon: 5

Incidents of threats of physical attack without a weapon: 4


Total incidents per 1,000 students
Gorman Learning Center School:

4.0
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: 2 (all male)
  • White: 2
  • Section 504: 2

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Gorman Learning Center School:

0.9
California:

7.2

Suspensions:
Show data for

(State average from 1,406 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.
Instances of out-of-school suspension (Students without disabilities): 2

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

0.9
State:

84.8
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
  • Limited English Proficiency (LEP): 2
Instances of out-of-school suspension (Students with disabilities): 1

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

0.4
California:

28.1
Instances of out-of-school suspension (Section 504 only): 2

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

0.9
California:

3.4
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • White: 2
  • Limited English Proficiency (LEP): 2
  • Section 504: 2
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
  • Limited English Proficiency (LEP): 2
  • Section 504: 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2
  • Limited English Proficiency (LEP): 2
  • Section 504: 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: 5
7th grade student enrollment in Algebra I: 5
7th grade studenst who passed Algebra I: 7
Percent of 7th grade students who passed
School:

100.0%
State:

107.7%

    8th grade student enrollment in Algebra I

  • Hispanic2
  • Asian2
  • Black2
  • White13
  • Multirace5
  • IDEA4
8th grade student enrollment in Algebra I: 24 (male: 20, female: 4)
  • Hispanic: 2 (all male)
  • Asian: 2 (all female)
  • Black: 2 (all male)
  • White: 13 (male: 11, female: 2)
  • Two or More Races: 5 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
8th grade studenst who passed Algebra I: 18 (male: 14, female: 4)
  • White: 14 (male: 10, female: 4)
  • Two or More Races: 4 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (all male)
Percent of 8th grade students who passed
Gorman Learning Center School:

75.0%
State:

85.6%

    9-10th grade student enrollment in Algebra I

  • Hispanic40
  • Asian2
  • Native Hawaiian2
  • Black4
  • White49
  • Multirace10
  • IDEA4
9-10th grade student enrollment in Algebra I: 107 (male: 46, female: 61)
  • Hispanic: 40 (male: 11, female: 29)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 49 (male: 23, female: 26)
  • Two or More Races: 10 (male: 8, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

    9-10th grade studenst who passed Algebra I

  • Hispanic41
  • Black4
  • White47
  • Multirace11
  • IDEA4
9-10th grade studenst who passed Algebra I: 103 (male: 46, female: 57)
  • Hispanic: 41 (male: 13, female: 28)
  • Black: 4 (all male)
  • White: 47 (male: 22, female: 25)
  • Two or More Races: 11 (male: 7, female: 4)
  • Individuals With Disabilities Education Act (IDEA): 4 (all male)
Percent of 9-10th grade students who passed
Gorman Learning Center School:

96.3%
California:

72.5%
11-12th grade student enrollment in Algebra I: 11 (male: 7, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)
11-12th studenst who passed Algebra I: 12 (male: 8, female: 4)
  • Hispanic: 8 (male: 4, female: 4)
  • White: 4 (all male)
Percent of 11-12th grade students who passed
School:

100.0%
State:

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

  • Hispanic31
  • Asian4
  • Black4
  • White61
  • Multirace4
Student Enrollment in Algebra II: 104 (male: 37, female: 67)
  • Hispanic: 31 (male: 11, female: 20)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 61 (male: 20, female: 41)
  • Two or More Races: 4 (male: 2, 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: 2
Student Enrollment in Calculus: 6 (male: 2, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all female)

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: 2

    Student Enrollment in Geometry

  • Hispanic43
  • American Indian2
  • Asian4
  • Black4
  • White55
  • Multirace10
  • IDEA7
Student Enrollment in Geometry: 118 (male: 46, female: 72)
  • Hispanic: 43 (male: 20, female: 23)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 55 (male: 20, female: 35)
  • Two or More Races: 10 (male: 2, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)

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: 4
Student Enrollment in Advanced Mathematics: 6 (male: 2, female: 4)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)

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: 6

    Student Enrollment in Biology

  • Hispanic76
  • American Indian2
  • Asian7
  • Native Hawaiian2
  • Black4
  • White106
  • Multirace16
  • IDEA13
Student Enrollment in Biology: 213 (male: 85, female: 128)
  • Hispanic: 76 (male: 29, female: 47)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 7 (male: 5, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 106 (male: 44, female: 62)
  • Two or More Races: 16 (male: 5, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)

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: 5

    Student Enrollment in Chemistry

  • Hispanic61
  • American Indian2
  • Asian10
  • Black4
  • White94
  • Multirace13
  • IDEA7
Student Enrollment in Chemistry: 184 (male: 67, female: 117)
  • Hispanic: 61 (male: 23, female: 38)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 10 (male: 5, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 94 (male: 32, female: 62)
  • Two or More Races: 13 (male: 5, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)

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: 3

    Student Enrollment in Physics

  • Hispanic43
  • American Indian2
  • Asian4
  • Black4
  • White58
  • Multirace10
  • IDEA7
Student Enrollment in Physics: 121 (male: 46, female: 75)
  • Hispanic: 43 (male: 20, female: 23)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 58 (male: 20, female: 38)
  • Two or More Races: 10 (male: 2, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)

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