Keyes To Learning Charter School in Keyes, 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 69
- Address
- 5709 Ninth St.
Keyes, CA 95328
- Telephone
- (209) 634-6467
(make sure to verify first before calling)
- City-data.com school rating
- 69
- Students
- 336
- Classroom Teachers (FTE)
- 14.7
- National School Lunch
Program (NSLP) Status - No
- Free lunch eligible students
- 53
- Reduced-price lunch
eligible students - 32
- School district
- Keyes Union
- Charter school
- Yes
- Title I status
- Not a Title I school
- Magnet School Indicator
- No
- Shared Time Indicator
- Missing
- Adult education offered
- No
Ratings
This school rating compared to other nearby schools ratings:
| Walnut Elementary Education Center (2.7 miles): | 72 |
| Keyes To Learning Charter School: | 69 |
| John H. Pitman High (2.3 miles): | 63 |
| Whitmore Charter High (2.6 miles): | 61 |
| Whitmore Charter School of Art & Technology (2.6 miles): | 58 |
| Keyes Elementary (0.1 miles): | 42 |
| La Rosa Elementary (2.9 miles): | 37 |
| Barbara Spratling Middle (0.6 miles): | 31 |
| Cesar Chavez Junior High (3.0 miles): | 28 |
Keyes To Learning Charter School rating compared to average state, county and city schools ratings:
| California: | 46 |
| Stanislaus County: | 35 |
| Keyes: | 56 |
| Keyes To Learning Charter School: | 69 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 336
Enrollment in 2015: 348
Enrollment in 2014: 351
Enrollment in 2013: 328
Enrollment in 2012: 347
Enrollment in 2011: 329
Enrollment in 2010: 240
Enrollment in 2009: 231
Enrollment in 2008: 347
Enrollment in 2007: 325
Enrollment in 2006: 242
Enrollment in 2005: 228
Enrollment in 2004: 237
Enrollment in 2003: 274
Enrollment in 2002: 269
Enrollment in 2001: 288
Enrollment in 2000: 287
Enrollment in 1999: 237
Enrollment in 2015: 348
Enrollment in 2014: 351
Enrollment in 2013: 328
Enrollment in 2012: 347
Enrollment in 2011: 329
Enrollment in 2010: 240
Enrollment in 2009: 231
Enrollment in 2008: 347
Enrollment in 2007: 325
Enrollment in 2006: 242
Enrollment in 2005: 228
Enrollment in 2004: 237
Enrollment in 2003: 274
Enrollment in 2002: 269
Enrollment in 2001: 288
Enrollment in 2000: 287
Enrollment in 1999: 237
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
| Grade | KG | G01 | G02 | G03 | G04 | G05 | G06 | G07 | G08 | G09 | G10 | G11 | G12 | Total |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| All students | 39 | 27 | 29 | 28 | 29 | 27 | 28 | 23 | 19 | 25 | 23 | 18 | 21 | 336 |
| Female students | 19 | 8 | 14 | 10 | 13 | 13 | 14 | 14 | 11 | 14 | 13 | 9 | 13 | 165 |
| Male students | 20 | 19 | 15 | 18 | 16 | 14 | 14 | 9 | 8 | 11 | 10 | 9 | 8 | 171 |
| American Indian/Alaska Native students | - | - | - | - | - | - | - | - | - | 1 | 1 | - | - | 2 |
| Asian students | - | 1 | 2 | 1 | - | 1 | - | - | - | - | - | - | 1 | 6 |
| Hispanic students | 8 | 8 | 1 | 5 | 1 | 1 | 3 | 4 | 6 | 3 | 12 | 3 | 8 | 63 |
| Black students | 1 | - | - | - | - | - | - | - | - | - | - | - | - | 1 |
| White students | 29 | 18 | 25 | 21 | 26 | 24 | 23 | 19 | 12 | 21 | 10 | 14 | 11 | 253 |
| Hawaiian Native/Pacific Islander students | 1 | - | - | - | 1 | - | - | - | - | - | - | - | - | 2 |
| Two or More Races students | - | - | 1 | 1 | 1 | 1 | 2 | - | 1 | - | - | 1 | 1 | 9 |
Enrollment by grade:
Kindergarten enrollment: 39
1st grade enrollment: 27
2nd grade enrollment: 29
3rd grade enrollment: 28
4th grade enrollment: 29
5th grade enrollment: 27
6th grade enrollment: 28
7th grade enrollment: 23
8th grade enrollment: 19
9th grade enrollment: 25
10th grade enrollment: 23
11th grade enrollment: 18
12th grade enrollment: 21
1st grade enrollment: 27
2nd grade enrollment: 29
3rd grade enrollment: 28
4th grade enrollment: 29
5th grade enrollment: 27
6th grade enrollment: 28
7th grade enrollment: 23
8th grade enrollment: 19
9th grade enrollment: 25
10th grade enrollment: 23
11th grade enrollment: 18
12th grade enrollment: 21
Keyes To Learning Charter School - Historical enrollment by grade
Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 165 (49.1%)
| Keyes To Learning Charter School: | 49.1% |
| State: | 49.4% |
Male enrollment: 171 (50.9%)
| Here: | 50.9% |
| California: | 49.6% |
Keyes To Learning Charter School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 2 (0.6%)
| Keyes To Learning Charter School: | 0.6% |
| State: | 1.0% |
Asian enrollment: 6 (1.8%)
| Keyes To Learning Charter School: | 1.8% |
| California: | 9.4% |
Hispanic enrollment: 63 (18.8%)
| Keyes To Learning Charter School: | 18.8% |
| State: | 46.0% |
Black enrollment: 1 (0.3%)
| School: | 0.3% |
| California: | 6.1% |
White enrollment: 253 (75.3%)
| Keyes To Learning Charter School: | 75.3% |
| State: | 28.3% |
Hawaiian Native/Pacific Islander enrollment: 2 (0.6%)
| Here: | 0.6% |
| State: | 0.6% |
Two or More Races enrollment: 9 (2.7%)
| School: | 2.7% |
| State: | 4.5% |
Keyes To Learning Charter School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 85 (25.3%)
| Here: | 25.3% |
| State: | 61.2% |
Free lunch eligible students: 53 (15.8%)
| School: | 15.8% |
| California: | 52.8% |
Reduced-price lunch eligible students: 32 (9.5%)
| School: | 9.5% |
| State: | 8.6% |
Keyes To Learning Charter School - Lunch Program Eligibility
Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 14.7
Number of FTE nurses: 0.3
Student/Teacher Ratio
Number of FTE nurses: 0.3
Student/Teacher Ratio
| Here: | 22.9 |
| California: | 22.8 |
Keyes To Learning Charter School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,185,427
- Full-time Equivalency Count of Teachers: 14.1 (Salary Expenditures: $906,200)
- Full-time Equivalency Count of Instructional Aides: 0.8 (Salary Expenditures: $19,556)
- Full-time Equivalency Count of Support Services Staff: 1.5 (Salary Expenditures: $44,730)
- Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $214,942)
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 (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: 4 (all female)
Students with disabilities served under Section 504: 2 (all female)
- White: 4
Students with disabilities served under Section 504: 2 (all female)
- White: 2
Retention:
Show data for
(State average from 2,205 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 Kindergarten: 6 (male: 4, female: 2)
Percent of Kindergarten students retained
- Hispanic: 4 (male: 2, female: 2)
- White: 2 (all male)
Percent of Kindergarten students retained
| Here: | 15.4% |
| State: | 5.3% |
Statewide Student Assessments
Smarter Balanced Summative Assessments:
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(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.
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.
- All60%
- Males53%
- Females66%
- Hispanic45%
- White48%
ELA Standard Met and Above
ELA students with scores: 191
| Percentage Standard Met and Above: | 60% |
| California: | 49% |
Standard Not Met: 16.8%
Standard Nearly Met: 23.6%
Standard Met: 40.3%
Standard Exceeded: 19.4%
All Grades:
3rd Grade: (Mean Scale Score: 2422.0, Students tested: 29, Standard Not Met: 24.1%, Nearly Met: 31.0%, Met: 20.7%, Exceeded: 24.1%)
4th Grade: (Mean Scale Score: 2487.6, Students tested: 26, Standard Not Met: 26.9%, Nearly Met: 7.7%, Met: 38.5%, Exceeded: 26.9%)
5th Grade: (Mean Scale Score: 2516.1, Students tested: 29, Standard Not Met: 20.7%, Nearly Met: 20.7%, Met: 34.5%, Exceeded: 24.1%)
6th Grade: (Mean Scale Score: 2560.4, Students tested: 32, Standard Not Met: 6.3%, Nearly Met: 28.1%, Met: 43.8%, Exceeded: 21.9%)
7th Grade: (Mean Scale Score: 2550.9, Students tested: 26, Standard Not Met: 19.2%, Nearly Met: 30.8%, Met: 38.5%, Exceeded: 11.5%)
8th Grade: (Mean Scale Score: 2590.7, Students tested: 29, Standard Not Met: 6.9%, Nearly Met: 17.2%, Met: 62.1%, Exceeded: 13.8%)
11th Grade: (Mean Scale Score: 2585.0, Students tested: 20, Standard Not Met: 15.0%, Nearly Met: 30.0%, Met: 45.0%, Exceeded: 10.0%)
Keyes To Learning Charter School - ELA Area Achievement Levels (all grades)
- All46%
- Males51%
- Females40%
- White39%
Math Standard Met and Above
Math students with scores: 191
| Percentage Standard Met and Above: | 46% |
| State: | 38% |
Standard Not Met: 20.9%
Standard Nearly Met: 33.5%
Standard Met: 31.4%
Standard Exceeded: 14.1%
All Grades:
3rd Grade: (Mean Scale Score: 2437.1, Students tested: 29, Standard Not Met: 13.8%, Nearly Met: 41.4%, Met: 31.0%, Exceeded: 13.8%)
4th Grade: (Mean Scale Score: 2496.7, Students tested: 26, Standard Not Met: 7.7%, Nearly Met: 38.5%, Met: 38.5%, Exceeded: 15.4%)
5th Grade: (Mean Scale Score: 2514.9, Students tested: 29, Standard Not Met: 17.2%, Nearly Met: 37.9%, Met: 27.6%, Exceeded: 17.2%)
6th Grade: (Mean Scale Score: 2548.0, Students tested: 32, Standard Not Met: 21.9%, Nearly Met: 31.3%, Met: 25.0%, Exceeded: 21.9%)
7th Grade: (Mean Scale Score: 2534.2, Students tested: 26, Standard Not Met: 30.8%, Nearly Met: 34.6%, Met: 23.1%, Exceeded: 11.5%)
8th Grade: (Mean Scale Score: 2567.9, Students tested: 29, Standard Not Met: 17.2%, Nearly Met: 24.1%, Met: 44.8%, Exceeded: 13.8%)
11th Grade: (Mean Scale Score: 2547.7, Students tested: 20, Standard Not Met: 45.0%, Nearly Met: 25.0%, Met: 30.0%, Exceeded: 0.0%)
Keyes To Learning Charter School - Math Area Achievement Levels (all grades)
Paper-based CAASPP:
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(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 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: 28
CST Science students with scores: 28
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: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 32.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 39.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 25.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
5th Grade: (Mean Scale Score: 370.8, Students tested: 28, Far Below Basic: 4.0%, Below Basic: 0.0%, Basic: 32.0%, Proficient: 39.0%, Advanced: 25.0%)
CST Science students tested: 19
CST Science students with scores: 19
Percentage Far Below Basic: 11.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 26.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 32.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 32.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
8th Grade: (Mean Scale Score: 362.8, Students tested: 19, Far Below Basic: 11.0%, Below Basic: 0.0%, Basic: 26.0%, Proficient: 32.0%, Advanced: 32.0%)
CST Science students tested: 19
CST Science students with scores: 19
Percentage Far Below Basic: 5.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 16.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 37.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 32.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 11.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
10th Grade: (Mean Scale Score: 337.2, Students tested: 19, Far Below Basic: 5.0%, Below Basic: 16.0%, Basic: 37.0%, Proficient: 32.0%, Advanced: 11.0%)
CST Science students with scores: 28
| Percentage At Or Above Proficient: | 64% |
| State: | 54% |
Percentage Far Below Basic: 4.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 32.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 39.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 25.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
5th Grade: (Mean Scale Score: 370.8, Students tested: 28, Far Below Basic: 4.0%, Below Basic: 0.0%, Basic: 32.0%, Proficient: 39.0%, Advanced: 25.0%)
CST Science students tested: 19
CST Science students with scores: 19
| Percentage At Or Above Proficient: | 63% |
| State: | 54% |
Percentage Far Below Basic: 11.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 26.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 32.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 32.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
8th Grade: (Mean Scale Score: 362.8, Students tested: 19, Far Below Basic: 11.0%, Below Basic: 0.0%, Basic: 26.0%, Proficient: 32.0%, Advanced: 32.0%)
CST Science students tested: 19
CST Science students with scores: 19
| Percentage At Or Above Proficient: | 42% |
| State: | 54% |
Percentage Far Below Basic: 5.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 16.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 37.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 32.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 11.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
10th Grade: (Mean Scale Score: 337.2, Students tested: 19, Far Below Basic: 5.0%, Below Basic: 16.0%, Basic: 37.0%, Proficient: 32.0%, Advanced: 11.0%)
California High School Exit Exam:
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(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.
Keyes To Learning Charter School - California High School Exit Exam results
| Math Mean Scale Score: | 386 |
| State: | 374 |
| Math Percentage Passed: | 94% |
| California: | 68% |
Math Number Passed: 17
Math Percent Correct compared to California average:
Probability & Statistics: 79% State: 69% Number Sense: 69% State: 65% Algebra & Functions: 78% State: 68% Measurement & Geometry: 75% California: 64% Algebra 1: 64% State: 58%
| ELA Mean Scale Score: | 401 |
| State: | 370 |
| ELA Percentage Passed: | 100% |
| California: | 68% |
ELA Number Passed: 17
ELA Percent Correct compared to California average:
Reading - Word Analysis: 91% State: 76% Reading - Reading Comprehension: 88% California: 71% Reading - Literary Responses and Analysis: 92% State: 75% Writing - Writing Strategies: 80% California: 64% Writing - Writing Conventions: 81% State: 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: 31, Needs Improvement - High Risk: 64.5%, Needs Improvement: 32.3%, Healthy Fitness Zone: 3.2%)
Body Composition:
5th grade: (Students tested: 31, Needs Improvement - High Risk: 67.7%, Needs Improvement: 19.4%, Healthy Fitness Zone: 12.9%)
Abdominal Strength:
5th grade: (Students tested: 31, Needs Improvement - High Risk: 90.3%, Needs Improvement: 9.7%, Healthy Fitness Zone: 0.0%)
Trunk Extension Strength:
5th grade: (Students tested: 31, Needs Improvement - High Risk: 100.0%, Needs Improvement: 0.0%, Healthy Fitness Zone: 0.0%)
Upper Body Strength:
5th grade: (Students tested: 31, Needs Improvement - High Risk: 80.6%, Needs Improvement: 19.4%, Healthy Fitness Zone: 0.0%)
Flexibility:
5th grade: (Students tested: 31, Needs Improvement - High Risk: 80.6%, Needs Improvement: 19.4%, Healthy Fitness Zone: 0.0%)
5th grade: (Students tested: 31, Needs Improvement - High Risk: 64.5%, Needs Improvement: 32.3%, Healthy Fitness Zone: 3.2%)
7th grade: (Students tested: 28, Needs Improvement - High Risk: 42.9%, Needs Improvement: 50.0%, Healthy Fitness Zone: 7.1%)
9th grade: (Students tested: 15, Needs Improvement - High Risk: 13.3%, Needs Improvement: 60.0%, Healthy Fitness Zone: 26.7%)
Body Composition:
5th grade: (Students tested: 31, Needs Improvement - High Risk: 67.7%, Needs Improvement: 19.4%, Healthy Fitness Zone: 12.9%)
7th grade: (Students tested: 28, Needs Improvement - High Risk: 60.7%, Needs Improvement: 17.9%, Healthy Fitness Zone: 21.4%)
9th grade: (Students tested: 15, Needs Improvement - High Risk: 33.3%, Needs Improvement: 26.7%, Healthy Fitness Zone: 40.0%)
Abdominal Strength:
5th grade: (Students tested: 31, Needs Improvement - High Risk: 90.3%, Needs Improvement: 9.7%, Healthy Fitness Zone: 0.0%)
7th grade: (Students tested: 28, Needs Improvement - High Risk: 82.1%, Needs Improvement: 17.9%, Healthy Fitness Zone: 0.0%)
9th grade: (Students tested: 15, Needs Improvement - High Risk: 80.0%, Needs Improvement: 20.0%, Healthy Fitness Zone: 0.0%)
Trunk Extension Strength:
5th grade: (Students tested: 31, Needs Improvement - High Risk: 100.0%, Needs Improvement: 0.0%, Healthy Fitness Zone: 0.0%)
7th grade: (Students tested: 28, Needs Improvement - High Risk: 100.0%, Needs Improvement: 0.0%, Healthy Fitness Zone: 0.0%)
9th grade: (Students tested: 15, Needs Improvement - High Risk: 100.0%, Needs Improvement: 0.0%, Healthy Fitness Zone: 0.0%)
Upper Body Strength:
5th grade: (Students tested: 31, Needs Improvement - High Risk: 80.6%, Needs Improvement: 19.4%, Healthy Fitness Zone: 0.0%)
7th grade: (Students tested: 28, Needs Improvement - High Risk: 92.9%, Needs Improvement: 7.1%, Healthy Fitness Zone: 0.0%)
9th grade: (Students tested: 15, Needs Improvement - High Risk: 46.7%, Needs Improvement: 53.3%, Healthy Fitness Zone: 0.0%)
Flexibility:
5th grade: (Students tested: 31, Needs Improvement - High Risk: 80.6%, Needs Improvement: 19.4%, Healthy Fitness Zone: 0.0%)
7th grade: (Students tested: 28, Needs Improvement - High Risk: 78.6%, Needs Improvement: 21.4%, Healthy Fitness Zone: 0.0%)
9th grade: (Students tested: 15, Needs Improvement - High Risk: 80.0%, Needs Improvement: 20.0%, Healthy Fitness Zone: 0.0%)
California English Language Development Test:
Show data for
(State average from 9,835 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).
Keyes To Learning Charter School - students who met CELDT criterion (all grades)
All Grades:
Student Count: 6
Number of students who met CELDT criterion: 4
Student Count: 6
Number of students who met CELDT criterion: 4
| Students who met CELDT criterion: | 67.0% |
| California: | 34.0% |
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).
Keyes To Learning Charter School - Adequate Yearly Progress status
ELA Participation Rate
| School: | 94.0% |
| State: | 96.3% |
- Hispanic96
- Asian100
- Native Hawaiian100
- White93
- Multirace100
- SED100
- LEP100
- With Disabilities75
ELA Participation Rate
- Hispanic: 96% (tested 24 out of 25 enrolled)
- Asian: 100% (tested 2 out of 2 enrolled)
- Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
- White: 93% (tested 132 out of 142 enrolled)
- Two or More Races: 100% (tested 6 out of 6 enrolled)
- Socioeconomic Disadvantaged: 100% (tested 41 out of 41 enrolled)
- English Learners: 100% (tested 4 out of 4 enrolled)
- Students with Disabilities: 75% (tested 3 out of 4 enrolled)
Math Participation Rate
| School: | 94.0% |
| State: | 96.1% |
- Hispanic96
- Asian100
- Native Hawaiian100
- White93
- Multirace100
- SED100
- LEP100
- With Disabilities75
Math Participation Rate
- Hispanic: 96% (tested 24 out of 25 enrolled)
- Asian: 100% (tested 2 out of 2 enrolled)
- Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
- White: 93% (tested 132 out of 142 enrolled)
- Two or More Races: 100% (tested 6 out of 6 enrolled)
- Socioeconomic Disadvantaged: 100% (tested 41 out of 41 enrolled)
- English Learners: 100% (tested 4 out of 4 enrolled)
- Students with Disabilities: 75% (tested 3 out of 4 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.
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: 7 (male: 2, female: 5)
- White: 7 (male: 2, female: 5)
- Individuals With Disabilities Education Act (IDEA): 2 (all female)
Health & Safety
Offenses:
(State average from 5,445 schools)
An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident
A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.
Robbery is taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or assault.
A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.
Robbery is taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or assault.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No
Incidents of robbery without a weapon: 1
Total incidents per 1,000 students
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No
Incidents of robbery without a weapon: 1
Total incidents per 1,000 students
| Here: | 3.0 |
| California: | 60.8 |
Suspensions:
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(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: 3 (all male)
Instances of out-of-school suspension (Students without disabilities): 1
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
- White: 3
Instances of out-of-school suspension (Students without disabilities): 1
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
| Keyes To Learning Charter School: | 3.0 |
| California: | 84.8 |
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
- White: 2
Classes & Courses
Algebra I:
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(State average from 1,382 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
Number of Algebra I classes: 2
Number of Algebra I classes taught by certified teachers: 2
9-10th grade student enrollment in Algebra I: 20 (male: 8, female: 12)
Number of Algebra I classes taught by certified teachers: 2
9-10th grade student enrollment in Algebra I: 20 (male: 8, female: 12)
- American Indian / Alaska Native: 2 (all female)
- Asian: 2 (all female)
- White: 16 (male: 8, female: 8)
- White: 14 (male: 7, female: 7)
Percent of 9-10th grade students who passed
| Here: | 70.0% |
| California: | 72.5% |
Algebra II:
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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: 1
Number of Algebra II classes taught by certified teachers: 1
Student Enrollment in Algebra II: 15 (male: 5, female: 10)
Number of Algebra II classes taught by certified teachers: 1
Student Enrollment in Algebra II: 15 (male: 5, female: 10)
- Hispanic: 2 (all female)
- White: 13 (male: 5, female: 8)
Geometry:
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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: 1
Number of Geometry classes taught by certified teachers: 1
Student Enrollment in Geometry: 14 (male: 7, female: 7)
Number of Geometry classes taught by certified teachers: 1
Student Enrollment in Geometry: 14 (male: 7, female: 7)
- Hispanic: 4 (male: 2, female: 2)
- White: 10 (male: 5, female: 5)
Advanced Mathematics:
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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: 1
Number of Advanced Mathematics classes taught by certified teachers: 1
Student Enrollment in Advanced Mathematics: 4 (all female)
Number of Advanced Mathematics classes taught by certified teachers: 1
Student Enrollment in Advanced Mathematics: 4 (all female)
- Asian: 2
- Two or More Races: 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: 7
Number of Biology classes taught by certified teachers: 1
Student Enrollment in Biology: 9 (male: 5, female: 4)
Number of Biology classes taught by certified teachers: 1
Student Enrollment in Biology: 9 (male: 5, female: 4)
- Hispanic: 2 (all female)
- White: 7 (male: 5, female: 2)
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: 10
Number of Chemistry classes taught by certified teachers: 1
Student Enrollment in Chemistry: 11 (male: 4, female: 7)
Number of Chemistry classes taught by certified teachers: 1
Student Enrollment in Chemistry: 11 (male: 4, female: 7)
- Hispanic: 4 (male: 2, female: 2)
- White: 7 (male: 2, female: 5)
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