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Kings County Special Education School in Hanford, CA
(KG-12 • Public • Special Education School)

Address
 959 Katie Hammond Ln.
Hanford, CA 93230
Telephone
(559) 589-7092
(make sure to verify first before calling)
Website
http://www.kings.k12.ca.us
Students
272
Classroom Teachers (FTE)
26.5
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
140
Reduced-price lunch
eligible students
24
School district
Kings County Office of Education
Charter school
No
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Students & Teachers


Total enrollment:
Enrollment in 2016: 272
Enrollment in 2015: 267
Enrollment in 2014: 266
Enrollment in 2013: 256
Enrollment in 2012: 198
Enrollment in 2011: 208
Enrollment in 2010: 208
Enrollment in 2009: 239
Enrollment in 2008: 274
Enrollment in 2007: 255
Enrollment in 2006: 231
Enrollment in 2005: 224
Enrollment in 2004: 290
Enrollment in 2003: 295
Enrollment in 2002: 258
Enrollment in 2001: 234
Enrollment in 2000: 229
Enrollment in 1999: 210

Kings County Special Education School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06G07G08G09G10G11G12UGTotal
All students2122212611131122181918182032272
Female students769772455677101294
Male students14161219411717131311111020178
American Indian/Alaska Native students - - 1 - - - - 1 - 12 - - - 5
Asian students - 1 - 2 - - - - 1 - 1 - - 27
Hispanic students17141413785121398131222167
Black students11 - 2223311211 - 20
White students2548233538537866
Hawaiian Native/Pacific Islander students - - 2 - - - - - - - - - - - 2
Two or More Races students11 - 1 - - - 1 - - - 1 - - 5

Enrollment by grade:
Kindergarten enrollment: 21
1st grade enrollment: 22
2nd grade enrollment: 21
3rd grade enrollment: 26
4th grade enrollment: 11
5th grade enrollment: 13
6th grade enrollment: 11
7th grade enrollment: 22
8th grade enrollment: 18
9th grade enrollment: 19
10th grade enrollment: 18
11th grade enrollment: 18
12th grade enrollment: 20
Ungraded enrollment: 32

Kings County Special Education School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 94 (34.6%)
Here:

34.6%
State:

49.4%
Male enrollment: 178 (65.4%)
Here:

65.4%
California:

49.6%

Kings County Special Education School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 5 (1.8%)
Kings County Special Education School:

1.8%
California:

1.0%
Asian enrollment: 7 (2.6%)
Kings County Special Education School:

2.6%
State:

9.4%
Hispanic enrollment: 167 (61.4%)
Here:

61.4%
California:

46.0%
Black enrollment: 20 (7.4%)
Here:

7.4%
State:

6.1%
White enrollment: 66 (24.3%)
Kings County Special Education School:

24.3%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 2 (0.7%)
Here:

0.7%
California:

0.6%
Two or More Races enrollment: 5 (1.8%)
Here:

1.8%
State:

4.5%

Kings County Special Education School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 164 (60.3%)
Kings County Special Education School:

60.3%
State:

61.2%
Free lunch eligible students: 140 (51.5%)
Here:

51.5%
California:

52.8%
Reduced-price lunch eligible students: 24 (8.8%)
Here:

8.8%
California:

8.6%

Kings County Special Education School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 26.5

Number of FTE teachers in their first year of teaching: 5
Number of FTE teachers in their second year of teaching: 4
Number of FTE teachers who were absent more than 10 school days during the school years: 7
Number of FTE sworn law enforcement officers: 0.5
Number of FTE nurses: 2
Number of FTE psychologists: 2

Student/Teacher Ratio
School:

10.3
California:

22.8

Kings County Special Education School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,764,049
  • Full-time Equivalency Count of Teachers: 26 (Salary Expenditures: $1,499,781)
  • Full-time Equivalency Count of Instructional Aides: 72 (Salary Expenditures: $1,666,382)
  • Full-time Equivalency Count of Support Services Staff: 9.9 (Salary Expenditures: $597,886)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $694,219
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $471,131
  • Salary Expenditures for Teachers: $1,893,333
  • Full-time Equivalency Count of School Administration Staff: 6.3 (Salary Expenditures: $471,131)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $1,376,100

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 39 (male: 22, female: 17)
  • Hispanic: 37 (male: 20, female: 17)
  • Black: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 37 (male: 20, female: 17)

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

  • Hispanic167
  • American Indian4
  • Asian8
  • Black20
  • White71
  • LEP38
Students with disabilities served under IDEA: 270 (male: 179, female: 91)
  • Hispanic: 167 (male: 106, female: 61)
  • American Indian / Alaska Native: 4 (all male)
  • Asian: 8 (male: 4, female: 4)
  • Black: 20 (male: 13, female: 7)
  • White: 71 (male: 52, female: 19)
  • Limited English Proficiency (LEP): 38 (male: 22, female: 16)

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 students tested: 18
ELA students with scores: 18

Percentage Standard Met and Above:

0%
State:

49%

Standard Not Met: 94.4%
Standard Nearly Met: 5.6%
Standard Met: 0.0%
Standard Exceeded: 0.0%

All Grades:
94.4%
5.6%

Kings County Special Education School - ELA Area Achievement Levels (all grades)

Math students tested: 15
Math students with scores: 15

Percentage Standard Met and Above:

0%
California:

38%

Standard Not Met: 100.0%
Standard Nearly Met: 0.0%
Standard Met: 0.0%
Standard Exceeded: 0.0%

All Grades:
100.0%

Kings County Special Education School - Math Area Achievement Levels (all grades)


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

  • All6%
  • Males8%
  • Females3%
  • Hispanic4%
ELA students tested: 95
ELA students with scores: 95

Percentage Level 3:

6%
California:

15%

Level 1: 65.3% The student showed limited understanding of core concepts.
Level 2: 28.4% The student showed foundational understanding of core concepts.
Level 3: 6.3% The student showed understanding of core concepts.

All Grades:
65.3%
28.4%
6.3%
3rd Grade: (Mean Scale Score: 321.4, Students tested: 18, Level1: 72.2%, Level 2: 27.8%, Level 3: 0.0%)
72.2%
27.8%
4th Grade: (Mean Scale Score: 427.8, Students tested: 18, Level1: 77.8%, Level 2: 11.1%, Level 3: 11.1%)
77.8%
11.1%
11.1%
8th Grade: (Mean Scale Score: 834.8, Students tested: 20, Level1: 50.0%, Level 2: 50.0%, Level 3: 0.0%)
50.0%
50.0%
11th Grade: (Mean Scale Score: 928.5, Students tested: 12, Level1: 75.0%, Level 2: 16.7%, Level 3: 8.3%)
75.0%
16.7%
8.3%

    Math Percentage Level 3

  • All3%
  • Males5%
  • Hispanic4%
Math students tested: 95
Math students with scores: 95

Percentage Level 3:

3%
California:

6%

Level 1: 81.0% The student showed limited understanding of core concepts.
Level 2: 15.8% The student showed foundational understanding of core concepts.
Level 3: 3.2% The student showed understanding of core concepts.

All Grades:
81.0%
15.8%
3.2%
3rd Grade: (Mean Scale Score: 316.9, Students tested: 18, Level1: 94.4%, Level 2: 5.6%, Level 3: 0.0%)
94.4%
5.6%
4th Grade: (Mean Scale Score: 426.1, Students tested: 18, Level1: 77.8%, Level 2: 22.2%, Level 3: 0.0%)
77.8%
22.2%
8th Grade: (Mean Scale Score: 826.1, Students tested: 20, Level1: 80.0%, Level 2: 15.0%, Level 3: 5.0%)
80.0%
15.0%
5.0%
11th Grade: (Mean Scale Score: 923.6, Students tested: 12, Level1: 91.7%, Level 2: 8.3%, Level 3: 0.0%)
91.7%
8.3%

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 English-Language Arts students tested: 36
CAPA English-Language Arts students with scores: 36

Percentage At Or Above Proficient:

94%
California:

82%
CAPA Mathematics students tested: 36
CAPA Mathematics students with scores: 36

Percentage At Or Above Proficient:

81%
California:

68%

California High School Exit Exam:
Show data for

(State average from 2,322 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.

Kings County Special Education School - California High School Exit Exam results

ELA Mean Scale Score:

305
California:

369
ELA Percentage Passed:

7%
State:

65%
ELA Number Tested: 14
ELA Number Passed: 1

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

    40%
    State:

    74%
  • Reading - Reading Comprehension:

    34%
    State:

    71%
  • Reading - Literary Responses and Analysis:

    41%
    California:

    72%
  • Writing - Writing Strategies:

    33%
    California:

    64%
  • Writing - Writing Conventions:

    29%
    California:

    68%

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: 13, Needs Improvement - High Risk: 0.0%, Needs Improvement: 84.6%, Healthy Fitness Zone: 15.4%)
84.6%
15.4%
9th grade: (Students tested: 18, Needs Improvement - High Risk: 5.6%, Needs Improvement: 88.9%, Healthy Fitness Zone: 5.5%)
5.6%
88.9%
5.5%
Body Composition:
5th grade: (Students tested: 13, Needs Improvement - High Risk: 30.8%, Needs Improvement: 15.4%, Healthy Fitness Zone: 53.8%)
30.8%
15.4%
53.8%
9th grade: (Students tested: 18, Needs Improvement - High Risk: 55.6%, Needs Improvement: 16.7%, Healthy Fitness Zone: 27.7%)
55.6%
16.7%
27.7%
Abdominal Strength:
5th grade: (Students tested: 13, Needs Improvement - High Risk: 7.7%, Needs Improvement: 92.3%, Healthy Fitness Zone: 0.0%)
7.7%
92.3%
9th grade: (Students tested: 18, Needs Improvement - High Risk: 5.6%, Needs Improvement: 94.4%, Healthy Fitness Zone: 0.0%)
5.6%
94.4%
Trunk Extension Strength:
5th grade: (Students tested: 13, Needs Improvement - High Risk: 23.1%, Needs Improvement: 76.9%, Healthy Fitness Zone: 0.0%)
23.1%
76.9%
9th grade: (Students tested: 18, Needs Improvement - High Risk: 16.7%, Needs Improvement: 83.3%, Healthy Fitness Zone: 0.0%)
16.7%
83.3%
Upper Body Strength:
5th grade: (Students tested: 13, Needs Improvement - High Risk: 7.7%, Needs Improvement: 92.3%, Healthy Fitness Zone: 0.0%)
7.7%
92.3%
9th grade: (Students tested: 18, Needs Improvement - High Risk: 11.1%, Needs Improvement: 88.9%, Healthy Fitness Zone: 0.0%)
11.1%
88.9%
Flexibility:
5th grade: (Students tested: 13, Needs Improvement - High Risk: 46.2%, Needs Improvement: 53.8%, Healthy Fitness Zone: 0.0%)
46.2%
53.8%
9th grade: (Students tested: 18, Needs Improvement - High Risk: 38.9%, Needs Improvement: 61.1%, Healthy Fitness Zone: 0.0%)
38.9%
61.1%

California English Language Development Test:
Show data for

(State average from 9,882 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: 42
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

2.0%
State:

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).

Kings County Special Education School - Adequate Yearly Progress status


ELA Participation Rate
Kings County Special Education School:

71.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic75
  • Black84
  • White59
  • Multirace100
  • SED89
  • LEP100
  • With Disabilities74
  • Hispanic: 75% (tested 9 out of 12 enrolled)
  • Black: 84% (tested 5 out of 6 enrolled)
  • White: 59% (tested 7 out of 12 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 89% (tested 16 out of 18 enrolled)
  • English Learners: 100% (tested 4 out of 4 enrolled)
  • Students with Disabilities: 74% (tested 22 out of 30 enrolled)

Math Participation Rate
Kings County Special Education School:

71.0%
State:

96.1%

    Math Participation Rate

  • Hispanic75
  • Black84
  • White59
  • Multirace100
  • SED89
  • LEP100
  • With Disabilities74
  • Hispanic: 75% (tested 9 out of 12 enrolled)
  • Black: 84% (tested 5 out of 6 enrolled)
  • White: 59% (tested 7 out of 12 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 89% (tested 16 out of 18 enrolled)
  • English Learners: 100% (tested 4 out of 4 enrolled)
  • Students with Disabilities: 74% (tested 22 out of 30 enrolled)

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.
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: 13


Total incidents per 1,000 students
Here:

47.8
California:

60.8

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.
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:

7.4
State:

7.8
Students reported as harassed or bullied on the basis of sex: 2 (all male)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • Black: 2
  • Individuals With Disabilities Education Act (IDEA): 2


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

  • American Indian2
  • Asian2
  • Black4
  • White28
  • IDEA34
Chronic Student Absenteeism: 36 (male: 18, female: 18)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 28 (male: 14, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 34 (male: 17, female: 17)
Chronic Student Absenteeism per 1,000 students
Here:

132.4
California:

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: 68 (male: 61, female: 7)
  • Hispanic: 44 (all male)
  • Black: 2 (all female)
  • White: 22 (male: 17, female: 5)

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

250.0
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).

    School days missed due to out-of-school suspension

  • American Indian4
  • Black16
  • White49
  • IDEA69
School days missed due to out-of-school suspension: 69 (male: 57, female: 12)
  • American Indian / Alaska Native: 4 (all male)
  • Black: 16 (male: 14, female: 2)
  • White: 49 (male: 39, female: 10)
  • Individuals With Disabilities Education Act (IDEA): 69 (male: 57, female: 12)
Instances of out-of-school suspension (Students with disabilities): 69

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

253.7
State:

28.1
Students with disabilities receiving only one out-of-school suspension: 11 (male: 7, female: 4)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 5, female: 2)
Students with disabilities receiving more than one out-of-school suspension: 17 (male: 15, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 2 (all male)
  • White: 13 (male: 11, female: 2)

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: 2
Number of Algebra I classes taught by certified teachers: 2

9-10th grade student enrollment in Algebra I: 9 (male: 7, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
9-10th grade studenst who passed Algebra I: 4 (all male)
  • White: 4
  • Individuals With Disabilities Education Act (IDEA): 4
Percent of 9-10th grade students who passed
Kings County Special Education School:

44.4%
State:

72.5%
11-12th grade student enrollment in Algebra I: 6 (male: 2, female: 4)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Percent of 11-12th grade students who passed
Kings County Special Education School:

0.0%
State:

62.0%

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

Student Enrollment in Biology: 9 (male: 4, female: 5)
  • Black: 2 (all male)
  • White: 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)

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