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Independence High (Alternative) School in Roseville, CA
(09-12 • Public • Alternative School)

City-data.com school rating (using weighted test average as compared to other schools in California) from 0 (worst) to 100 (best) is 38
Address
 125 Berry St.
Roseville, CA 95678
Telephone
(916) 786-0793
(make sure to verify first before calling)
City-data.com school rating
38
Students
159
Classroom Teachers (FTE)
10.4
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
32
Reduced-price lunch
eligible students
4
School district
Roseville Joint Union High
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:
Catheryn Gates Elementary (1.2 miles):

85
John Adams Academy (0.5 miles):

78
Roseville High (0.1 miles):

71
Antelope Creek Elementary (1.4 miles):

68
Ferris Spanger Elementary (0.5 miles):

54
Independence High (Alternative) School:

38
George Cirby Elementary (1.6 miles):

30
Bradford Woodbridge Fundamental Elementary (0.9 miles):

22
Adelante High (Continuation) (0.5 miles):

17
Independence High (Alternative) School rating compared to average state, county and city schools ratings:
California:

46
Placer County:

69
Roseville:

71
Independence High (Alternative):

38

Students & Teachers


Total enrollment:
Enrollment in 2016: 159
Enrollment in 2015: 167
Enrollment in 2014: 177
Enrollment in 2013: 154
Enrollment in 2012: 173
Enrollment in 2011: 214
Enrollment in 2010: 249
Enrollment in 2009: 239
Enrollment in 2008: 235
Enrollment in 2007: 277
Enrollment in 2006: 311
Enrollment in 2005: 346
Enrollment in 2004: 403
Enrollment in 2003: 360
Enrollment in 2002: 349
Enrollment in 2001: 334
Enrollment in 2000: 347
Enrollment in 1999: 399

Independence High (Alternative) School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG09G10G11G12Total
All students8233989159
Female students616194889
Male students27204170
Asian students - 1 - 45
Hispanic students3491935
Black students - - 112
White students5172657105
Two or More Races students - 13812

Enrollment by grade:
9th grade enrollment: 8
10th grade enrollment: 23
11th grade enrollment: 39
12th grade enrollment: 89

Independence High (Alternative) School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 89 (56.0%)
School:

56.0%
California:

49.4%
Male enrollment: 70 (44.0%)
Independence High (Alternative) School:

44.0%
California:

49.6%

Independence High (Alternative) School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Asian enrollment: 5 (3.1%)
Here:

3.1%
State:

9.4%
Hispanic enrollment: 35 (22.0%)
Independence High (Alternative) School:

22.0%
State:

46.0%
Black enrollment: 2 (1.3%)
School:

1.3%
State:

6.1%
White enrollment: 105 (66.0%)
Here:

66.0%
California:

28.3%
Two or More Races enrollment: 12 (7.5%)
Here:

7.5%
California:

4.5%

Independence High (Alternative) School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 36 (22.6%)
Here:

22.6%
California:

61.2%
Free lunch eligible students: 32 (20.1%)
School:

20.1%
California:

52.8%
Reduced-price lunch eligible students: 4 (2.5%)
School:

2.5%
State:

8.6%

Independence High (Alternative) School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 10.4

Number of FTE teachers in their first year of teaching: 0.7
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 2

Student/Teacher Ratio
School:

15.3
California:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,305,153
  • Full-time Equivalency Count of Teachers: 9 (Salary Expenditures: $895,833)
  • Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $261,714)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $143,053)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $109,285
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $409,320
  • Salary Expenditures for Teachers: $895,833
  • Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $261,714)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $143,053)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $110,207

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 2 (all female)
  • Hispanic: 2

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 Section 504: 5 (all female)
  • White: 5

Retention:
Show data for

(State average from 682 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 11th grade: 13 (male: 9, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)

Percent of 11th grade students retained
Independence High (Alternative) School:

33.3%
California:

16.0%

    Total number of students retained in 12th grade

  • Hispanic10
  • Asian2
  • White25
  • Multirace4
  • LEP2
  • IDEA2
  • 5044
Total number of students retained in 12th grade: 41 (male: 23, female: 18)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 2 (all male)
  • White: 25 (male: 14, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
  • Section 504: 4 (male: 2, female: 2)

Percent of 12th grade students retained
Here:

46.1%
State:

16.5%

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

  • All57%
  • Males44%
  • Females67%
  • White67%
ELA students tested: 77
ELA students with scores: 77

Percentage Standard Met and Above:

57%
California:

49%

Standard Not Met: 14.3%
Standard Nearly Met: 28.6%
Standard Met: 45.5%
Standard Exceeded: 11.7%

11th Grade: (Mean Scale Score: 2585.4, Students tested: 77, Standard Not Met: 14.3%, Nearly Met: 28.6%, Met: 45.5%, Exceeded: 11.7%)
14.3%
28.6%
45.5%
11.7%

Independence High (Alternative) School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All6%
  • Males6%
  • Females7%
Math students tested: 77
Math students with scores: 77

Percentage Standard Met and Above:

6%
State:

38%

Standard Not Met: 61.0%
Standard Nearly Met: 32.5%
Standard Met: 6.5%
Standard Exceeded: 0.0%

11th Grade: (Mean Scale Score: 2509.6, Students tested: 77, Standard Not Met: 61.0%, Nearly Met: 32.5%, Met: 6.5%, Exceeded: 0.0%)
61.0%
32.5%
6.5%

Independence High (Alternative) 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: 48
CST Science students with scores: 44

Percentage At Or Above Proficient:

41%
California:

54%

Percentage Far Below Basic: 20.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 5.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 34.0% 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: 14.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 335.1, Students tested: 48, Far Below Basic: 20.0%, Below Basic: 5.0%, Basic: 34.0%, Proficient: 27.0%, Advanced: 14.0%)
20.0%
5.0%
34.0%
27.0%
14.0%

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.

Independence High (Alternative) School - California High School Exit Exam results

2014-15 results for this school are based on 2 separate tests and combined using weighted average.

Math Mean Scale Score:

378
State:

374
Math Percentage Passed:

81%
State:

68%
Math Number Tested: 42
Math Number Passed: 34

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

    74%
    California:

    69%
  • Number Sense:

    70%
    California:

    65%
  • Algebra & Functions:

    73%
    State:

    68%
  • Measurement & Geometry:

    69%
    California:

    64%
  • Algebra 1:

    57%
    California:

    58%
ELA Mean Scale Score:

386
State:

370
ELA Percentage Passed:

90%
State:

68%
ELA Number Tested: 39
ELA Number Passed: 35

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

    88%
    California:

    76%
  • Reading - Reading Comprehension:

    79%
    State:

    71%
  • Reading - Literary Responses and Analysis:

    86%
    State:

    75%
  • Writing - Writing Strategies:

    70%
    State:

    64%
  • Writing - Writing Conventions:

    73%
    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: 11, Needs Improvement - High Risk: 81.8%, Needs Improvement: 9.1%, Healthy Fitness Zone: 9.1%)
81.8%
9.1%
9.1%
Body Composition:
9th grade: (Students tested: 11, Needs Improvement - High Risk: 72.7%, Needs Improvement: 18.2%, Healthy Fitness Zone: 9.1%)
72.7%
18.2%
9.1%
Abdominal Strength:
9th grade: (Students tested: 11, Needs Improvement - High Risk: 81.8%, Needs Improvement: 18.2%, Healthy Fitness Zone: 0.0%)
81.8%
18.2%
Trunk Extension Strength:
9th grade: (Students tested: 11, Needs Improvement - High Risk: 81.8%, Needs Improvement: 18.2%, Healthy Fitness Zone: 0.0%)
81.8%
18.2%
Upper Body Strength:
9th grade: (Students tested: 11, Needs Improvement - High Risk: 54.5%, Needs Improvement: 45.5%, Healthy Fitness Zone: 0.0%)
54.5%
45.5%
Flexibility:
9th grade: (Students tested: 11, Needs Improvement - High Risk: 45.5%, Needs Improvement: 54.5%, Healthy Fitness Zone: 0.0%)
45.5%
54.5%

California English Language Development Test:
Show data for

(State average from 9,754 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).
All Grades:
Student Count: 10
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

40.0%
State:

34.0%
Grade 12:
Student Count: 5
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

60.0%
State:

50.0%
Listening Mean Scale Score:

663.4
California:

590.0
Reading Mean Scale Score:

628.0
State:

581.1
Speaking Mean Scale Score:

609.0
State:

565.5
Writing Mean Scale Score:

555.4
State:

562.3

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).

Independence High (Alternative) School - Adequate Yearly Progress status


ELA Participation Rate
Here:

89.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic80
  • Asian100
  • Black100
  • White90
  • Multirace100
  • SED89
  • With Disabilities80
  • Hispanic: 80% (tested 12 out of 15 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 3 out of 3 enrolled)
  • White: 90% (tested 49 out of 55 enrolled)
  • Two or More Races: 100% (tested 6 out of 6 enrolled)
  • Socioeconomic Disadvantaged: 89% (tested 16 out of 18 enrolled)
  • Students with Disabilities: 80% (tested 4 out of 5 enrolled)

Math Participation Rate
School:

88.0%
State:

96.1%

    Math Participation Rate

  • Hispanic80
  • Asian100
  • Black100
  • White88
  • Multirace100
  • SED85
  • With Disabilities80
  • Hispanic: 80% (tested 12 out of 15 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 3 out of 3 enrolled)
  • White: 88% (tested 49 out of 56 enrolled)
  • Two or More Races: 100% (tested 6 out of 6 enrolled)
  • Socioeconomic Disadvantaged: 85% (tested 16 out of 19 enrolled)
  • Students with Disabilities: 80% (tested 4 out of 5 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: 13 (all female)
  • Hispanic: 2
  • White: 11

Advanced Placement:
Show data for

(State average from 900 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 different AP courses provided by school: 6
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: YES

    Students Enrolled in at least one AP Course

  • Asian2
  • White4
  • Multirace2
  • LEP2
Students Enrolled in at least one AP Course: 8 (male: 2, female: 6)
  • Asian: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
Students Enrollment in Other Advanced Placement (AP) Subjects: 4 (all female)
  • White: 2
  • Two or More Races: 2

    Students who took one or more AP exams

  • Asian2
  • White4
  • Multirace2
  • LEP2
Students who took one or more AP exams: 8 (male: 2, female: 6)
  • Asian: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
Percent students who received a qualifying score on one or more AP exams
Here:

0.0%
California:

53.8%

Health & Safety


Harassment & Bullying:
Show data for

(State average from 2,337 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.

Harassment or bullying on the basis of religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of religion constitutes religious harassment.
Allegations of harassment or bullying on the basis of sex: 2
Allegations of harassment or bullying on the basis of sex per 1,000 students
School:

12.6
State:

6.8
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • White: 2

Allegations of harassment or bullying on the basis of sexual orientation: 2
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
Independence High (Alternative) School:

12.6
California:

1.5


Chronic Student Absenteeismt:
Show data for

(State average from 8,737 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.
Chronic Student Absenteeism: 2 (all female)
  • Hispanic: 2
Chronic Student Absenteeism per 1,000 students
School:

12.6
State:

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).

    School days missed due to out-of-school suspension

  • Hispanic14
  • American Indian2
  • Asian5
  • Native Hawaiian3
  • White36
School days missed due to out-of-school suspension: 60 (male: 44, female: 16)
  • Hispanic: 14 (male: 10, female: 4)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 5 (male: 4, female: 1)
  • Native Hawaiian / Pacific Islander: 3 (male: 2, female: 1)
  • White: 36 (male: 28, female: 8)
Students without disabilities receiving only one out-of-school suspension: 8 (male: 2, female: 6)
  • Asian: 2 (all female)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • White: 4 (male: 2, female: 2)

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

  • Hispanic16
  • American Indian2
  • Asian5
  • Native Hawaiian2
  • White31
Students without disabilities receiving more than one out-of-school suspension: 56 (male: 44, female: 12)
  • Hispanic: 16 (male: 11, female: 5)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 5 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • White: 31 (male: 26, female: 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: 4
Number of Algebra I classes taught by certified teachers: 4

    9-10th grade student enrollment in Algebra I

  • Hispanic5
  • Asian2
  • White7
  • Multirace2
9-10th grade student enrollment in Algebra I: 16 (male: 2, female: 14)
  • Hispanic: 5 (all female)
  • Asian: 2 (all female)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all female)
Percent of 9-10th grade students who passed
Independence High (Alternative) School:

0.0%
California:

72.5%
11-12th grade student enrollment in Algebra I: 12 (male: 6, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
Percent of 11-12th grade students who passed
Independence High (Alternative) School:

0.0%
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
Number of Algebra II classes taught by certified teachers: 3

    Student Enrollment in Algebra II

  • Hispanic5
  • Asian4
  • White13
  • Multirace2
Student Enrollment in Algebra II: 24 (male: 10, female: 14)
  • Hispanic: 5 (all female)
  • Asian: 4 (male: 2, female: 2)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 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: 5
Number of Geometry classes taught by certified teachers: 5

    Student Enrollment in Geometry

  • Hispanic10
  • Black2
  • White28
  • Multirace4
  • IDEA2
Student Enrollment in Geometry: 44 (male: 17, female: 27)
  • Hispanic: 10 (male: 2, female: 8)
  • Black: 2 (all male)
  • White: 28 (male: 11, female: 17)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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: 2
Number of Advanced Mathematics classes taught by certified teachers: 2

Student Enrollment in Advanced Mathematics: 12 (male: 10, female: 2)
  • Hispanic: 2 (all male)
  • White: 10 (male: 8, female: 2)

Biology:
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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: 4
Number of Biology classes taught by certified teachers: 4

    Student Enrollment in Biology

  • Hispanic16
  • Asian2
  • Native Hawaiian2
  • Black4
  • White64
  • Multirace2
  • LEP2
Student Enrollment in Biology: 90 (male: 37, female: 53)
  • Hispanic: 16 (male: 5, female: 11)
  • Asian: 2 (all female)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 64 (male: 26, female: 38)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)

Chemistry:
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Chemistry (college-preparatory) courses involve studying the composition, properties, and reactions of substances. These courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid / base and oxidation / reduction reactions; and atomic structure.Chemical formulas and equations and nuclear reactions are also studied.
Number of Chemistry classes: 2
Number of Chemistry classes taught by certified teachers: 2

    Student Enrollment in Chemistry

  • Hispanic4
  • Asian2
  • Native Hawaiian2
  • White28
Student Enrollment in Chemistry: 36 (male: 18, female: 18)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all female)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • White: 28 (male: 14, female: 14)

Physics:
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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: 2
Number of Physics classes taught by certified teachers: 2

Student Enrollment in Physics: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

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