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Hope School in Buena Park, CA
(07-12 • Public • Special Education School)

Address
 7901 Knott Ave.
Buena Park, CA 90620
Telephone
(714) 220-4198
(make sure to verify first before calling)
Website
http://www.auhsd.us/hope
Students
233
Classroom Teachers (FTE)
24.9
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
100
Reduced-price lunch
eligible students
25
School district
Anaheim Union High
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
Yes

Students & Teachers


Total enrollment:
Enrollment in 2016: 233
Enrollment in 2015: 309
Enrollment in 2014: 326
Enrollment in 2013: 304
Enrollment in 2012: 229
Enrollment in 2011: 245
Enrollment in 2010: 241
Enrollment in 2009: 273
Enrollment in 2008: 250
Enrollment in 2007: 272
Enrollment in 2006: 276
Enrollment in 2005: 280
Enrollment in 2004: 262
Enrollment in 2003: 254
Enrollment in 2002: 252
Enrollment in 2001: 221
Enrollment in 2000: 211
Enrollment in 1999: 185

Hope School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08G09G10G11G12UGTotal
All students251728181723105233
Female students116117764492
Male students14111711101761141
American Indian/Alaska Native students - - - - - - 22
Asian students6614 - - 2037
Hispanic students128206121443115
Black students - 11 - - 259
White students6255563160
Hawaiian Native/Pacific Islander students - - 12 - - 25
Two or More Races students1 - - 1 - 125

Enrollment by grade:
7th grade enrollment: 25
8th grade enrollment: 17
9th grade enrollment: 28
10th grade enrollment: 18
11th grade enrollment: 17
12th grade enrollment: 23
Ungraded enrollment: 105

Hope School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 92 (39.5%)
Hope School:

39.5%
California:

49.4%
Male enrollment: 141 (60.5%)
School:

60.5%
California:

49.6%

Hope School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 2 (0.9%)
Here:

0.9%
State:

1.0%
Asian enrollment: 37 (15.9%)
Here:

15.9%
California:

9.4%
Hispanic enrollment: 115 (49.4%)
School:

49.4%
California:

46.0%
Black enrollment: 9 (3.9%)
Hope School:

3.9%
State:

6.1%
White enrollment: 60 (25.8%)
Hope School:

25.8%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 5 (2.1%)
School:

2.1%
California:

0.6%
Two or More Races enrollment: 5 (2.1%)
Here:

2.1%
California:

4.5%

Hope School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 125 (53.6%)
School:

53.6%
California:

61.2%
Free lunch eligible students: 100 (42.9%)
School:

42.9%
California:

52.8%
Reduced-price lunch eligible students: 25 (10.7%)
Here:

10.7%
California:

8.6%

Hope School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 24.9

Number of FTE teachers in their first year of teaching: 6
Number of FTE teachers who were absent more than 10 school days during the school years: 6
Number of FTE security guards: 1
Number of FTE nurses: 2
Number of FTE psychologists: 1

Student/Teacher Ratio
Hope School:

9.4
State:

22.8

Hope School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $11,437
  • Full-time Equivalency Count of Teachers: 0.3 (Salary Expenditures: $11,437)
  • Full-time Equivalency Count of Instructional Aides: 66 (Salary Expenditures: $3,210,685)
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $97,504)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $246,767)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $337,547
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,554,956
  • Salary Expenditures for Teachers: $2,185,759
  • Full-time Equivalency Count of Instructional Aides: 65 (Salary Expenditures: $3,210,685)
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $97,504)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $246,767)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $338,439

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic61
  • Asian22
  • Native Hawaiian4
  • White4
  • Multirace2
  • IDEA88
Students Enrolled in LEP Programs: 93 (male: 52, female: 41)
  • Hispanic: 61 (male: 32, female: 29)
  • Asian: 22 (male: 14, female: 8)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 88 (male: 50, female: 38)

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

    Students with disabilities served under IDEA

  • Hispanic104
  • Asian32
  • Native Hawaiian4
  • Black7
  • White56
  • Multirace8
  • LEP86
Students with disabilities served under IDEA: 211 (male: 129, female: 82)
  • Hispanic: 104 (male: 58, female: 46)
  • Asian: 32 (male: 22, female: 10)
  • Native Hawaiian / Pacific Islander: 4 (all male)
  • Black: 7 (all male)
  • White: 56 (male: 34, female: 22)
  • Two or More Races: 8 (male: 4, female: 4)
  • Limited English Proficiency (LEP): 86 (male: 49, female: 37)

Statewide Student Assessments


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

  • All2%
  • Males2%
  • Hispanic4%
ELA students tested: 64
ELA students with scores: 64

Percentage Level 3:

2%
State:

15%

Level 1: 89.1% The student showed limited understanding of core concepts.
Level 2: 9.4% The student showed foundational understanding of core concepts.
Level 3: 1.6% The student showed understanding of core concepts.

All Grades:
89.1%
9.4%
1.6%
7th Grade: (Mean Scale Score: 714.0, Students tested: 24, Level1: 100.0%, Level 2: 0.0%, Level 3: 0.0%)
100.0%
8th Grade: (Mean Scale Score: 810.5, Students tested: 24, Level1: 87.5%, Level 2: 12.5%, Level 3: 0.0%)
87.5%
12.5%
11th Grade: (Mean Scale Score: 924.5, Students tested: 16, Level1: 75.0%, Level 2: 18.8%, Level 3: 6.3%)
75.0%
18.8%
6.3%

    Math Percentage Level 3

  • All2%
  • Males2%
  • Hispanic4%
Math students tested: 65
Math students with scores: 65

Percentage Level 3:

2%
State:

6%

Level 1: 93.8% The student showed limited understanding of core concepts.
Level 2: 4.6% The student showed foundational understanding of core concepts.
Level 3: 1.5% The student showed understanding of core concepts.

All Grades:
93.8%
4.6%
1.5%
7th Grade: (Mean Scale Score: 712.2, Students tested: 25, Level1: 96.0%, Level 2: 4.0%, Level 3: 0.0%)
96.0%
4.0%
8th Grade: (Mean Scale Score: 808.4, Students tested: 24, Level1: 95.8%, Level 2: 4.2%, Level 3: 0.0%)
95.8%
4.2%
11th Grade: (Mean Scale Score: 921.3, Students tested: 16, Level1: 87.5%, Level 2: 6.3%, Level 3: 6.3%)
87.5%
6.3%
6.3%

Paper-based CAASPP:
Show data for

(State average from 1,311 schools)
California Assessment of Student Performance and Progress (CAASPP) System includes paper-based tests:

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.

CAPA Science students tested: 32
CAPA Science students with scores: 32

Percentage At Or Above Proficient:

72%
California:

67%

Percentage Far Below Basic: 9.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 3.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 16.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 22.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 50.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

: (Mean Scale Score: 38.6, Students tested: 32, Far Below Basic: 9.0%, Below Basic: 3.0%, Basic: 16.0%, Proficient: 22.0%, Advanced: 50.0%)
9.0%
3.0%
16.0%
22.0%
50.0%

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: 12, Needs Improvement - High Risk: 0.0%, Needs Improvement: 100.0%, Healthy Fitness Zone: 0.0%)
100.0%
9th grade: (Students tested: 18, Needs Improvement - High Risk: 0.0%, Needs Improvement: 100.0%, Healthy Fitness Zone: 0.0%)
100.0%
Body Composition:
7th grade: (Students tested: 12, Needs Improvement - High Risk: 58.3%, Needs Improvement: 16.7%, Healthy Fitness Zone: 25.0%)
58.3%
16.7%
25.0%
9th grade: (Students tested: 18, Needs Improvement - High Risk: 50.0%, Needs Improvement: 27.8%, Healthy Fitness Zone: 22.2%)
50.0%
27.8%
22.2%
Abdominal Strength:
7th grade: (Students tested: 12, Needs Improvement - High Risk: 0.0%, Needs Improvement: 100.0%, Healthy Fitness Zone: 0.0%)
100.0%
9th grade: (Students tested: 18, Needs Improvement - High Risk: 0.0%, Needs Improvement: 100.0%, Healthy Fitness Zone: 0.0%)
100.0%
Trunk Extension Strength:
7th grade: (Students tested: 12, Needs Improvement - High Risk: 0.0%, Needs Improvement: 100.0%, Healthy Fitness Zone: 0.0%)
100.0%
9th grade: (Students tested: 18, Needs Improvement - High Risk: 0.0%, Needs Improvement: 100.0%, Healthy Fitness Zone: 0.0%)
100.0%
Upper Body Strength:
7th grade: (Students tested: 12, Needs Improvement - High Risk: 0.0%, Needs Improvement: 100.0%, Healthy Fitness Zone: 0.0%)
100.0%
9th grade: (Students tested: 18, Needs Improvement - High Risk: 0.0%, Needs Improvement: 100.0%, Healthy Fitness Zone: 0.0%)
100.0%
Flexibility:
7th grade: (Students tested: 12, Needs Improvement - High Risk: 25.0%, Needs Improvement: 75.0%, Healthy Fitness Zone: 0.0%)
25.0%
75.0%
9th grade: (Students tested: 18, Needs Improvement - High Risk: 33.3%, Needs Improvement: 66.7%, Healthy Fitness Zone: 0.0%)
33.3%
66.7%

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).

Hope School - Adequate Yearly Progress status

Met all AYP Criteria: No
Number of AYP criteria possible: 3
(Note: The criteria includes only the participation rate and additional indicators.)

Attendance rate (calculated by using average daily attendance data) : 89
Met Attendance rate Target: No

Met ELA Participation Rate: No

ELA Participation Rate
School:

56.0%
State:

95.2%

    ELA Participation Rate

  • Hispanic59
  • Asian20
  • Filipino100
  • Black67
  • White62
  • SED68
  • LEP63
  • With Disabilities56
  • Hispanic: 59% (tested 24 out of 41 enrolled)
  • Asian: 20% (tested 1 out of 5 enrolled)
  • Filipino: 100% (tested 1 out of 1 enrolled)
  • Black: 67% (tested 2 out of 3 enrolled)
  • White: 62% (tested 8 out of 13 enrolled)
  • Socioeconomic Disadvantaged: 68% (tested 27 out of 40 enrolled)
  • English Learners: 63% (tested 17 out of 27 enrolled)
  • Students with Disabilities: 56% (tested 36 out of 65 enrolled)
Met Math Participation Rate: No

Math Participation Rate
School:

51.0%
California:

94.9%

    Math Participation Rate

  • Hispanic52
  • Asian20
  • Filipino100
  • Black67
  • White62
  • SED60
  • LEP52
  • With Disabilities51
  • Hispanic: 52% (tested 21 out of 41 enrolled)
  • Asian: 20% (tested 1 out of 5 enrolled)
  • Filipino: 100% (tested 1 out of 1 enrolled)
  • Black: 67% (tested 2 out of 3 enrolled)
  • White: 62% (tested 8 out of 13 enrolled)
  • Socioeconomic Disadvantaged: 60% (tested 24 out of 40 enrolled)
  • English Learners: 52% (tested 14 out of 27 enrolled)
  • Students with Disabilities: 51% (tested 33 out of 65 enrolled)

SAT/ACT:
Show data for

(State average from 9,846 schools)
The ACT Test (ACT) is a nationally recognized assessment used to indicate college readiness.
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.

    SAT or ACT Test Participation

  • Hispanic112
  • American Indian2
  • Asian25
  • Native Hawaiian19
  • Black10
  • White58
  • Multirace10
  • LEP103
  • IDEA233
SAT or ACT Test Participation: 236 (male: 152, female: 84)
  • Hispanic: 112 (male: 65, female: 47)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 25 (male: 17, female: 8)
  • Native Hawaiian / Pacific Islander: 19 (male: 11, female: 8)
  • Black: 10 (male: 5, female: 5)
  • White: 58 (male: 44, female: 14)
  • Two or More Races: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 103 (male: 62, female: 41)
  • Individuals With Disabilities Education Act (IDEA): 233 (male: 151, female: 82)

Health & Safety


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

  • Hispanic64
  • American Indian2
  • Asian13
  • Native Hawaiian2
  • Black4
  • White22
  • Multirace4
  • LEP43
  • IDEA103
Chronic Student Absenteeism: 111 (male: 62, female: 49)
  • Hispanic: 64 (male: 32, female: 32)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 13 (male: 8, female: 5)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 22 (male: 14, female: 8)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 43 (male: 23, female: 20)
  • Individuals With Disabilities Education Act (IDEA): 103 (male: 59, female: 44)
Chronic Student Absenteeism per 1,000 students
Here:

476.4
State:

172.7

Restraint and Seclusion:
Show data for

(State average from 741 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all male)
  • Hispanic: 2

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

8.6
California:

11.7

Suspensions:
Show data for

(State average from 1,406 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

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