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Loara High School in Anaheim, CA
(09-12 • 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 40
Address
 1765 W. Cerritos Ave.
Anaheim, CA 92804
Telephone
(714) 999-3677
(make sure to verify first before calling)
Website
http://www.auhsd.us/loara
City-data.com school rating
40
Students
2,303
Classroom Teachers (FTE)
85.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
1,436
Reduced-price lunch
eligible students
333
School district
Anaheim Union High
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Louis Lake Intermediate (1.0 miles):

62
Stoddard (Alexander J.) Elementary (0.9 miles):

43
Loara High School:

40
Madison (James) Elementary (0.3 miles):

34
Barton (Clara) Elementary (0.9 miles):

33
Ball Junior High (0.7 miles):

21
Polaris High (Alternative) (0.4 miles):

19
Gilbert High (Continuation) (0.4 miles):

13
Palm Lane Elementary (0.4 miles):

9
Loara High School rating compared to average state, county and city schools ratings:
California:

46
Orange County:

61
Anaheim:

41
Loara High School:

40

Students & Teachers


Total enrollment:
Enrollment in 2016: 2,303
Enrollment in 2015: 2,377
Enrollment in 2014: 2,481
Enrollment in 2013: 2,624
Enrollment in 2012: 2,741
Enrollment in 2011: 2,732
Enrollment in 2010: 2,686
Enrollment in 2009: 2,761
Enrollment in 2008: 2,411
Enrollment in 2007: 2,577
Enrollment in 2006: 2,394
Enrollment in 2005: 2,336
Enrollment in 2004: 2,213
Enrollment in 2003: 2,087
Enrollment in 2002: 2,132
Enrollment in 2001: 2,108
Enrollment in 2000: 2,105
Enrollment in 1999: 2,148

Loara High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG09G10G11G12Total
All students5855945725522,303
Female students2713062782851,140
Male students3142882942671,163
American Indian/Alaska Native students21126
Asian students77696366275
Hispanic students4494494414091,748
Black students914141249
White students37524055184
Hawaiian Native/Pacific Islander students534113
Two or More Races students669728

Enrollment by grade:
9th grade enrollment: 585
10th grade enrollment: 594
11th grade enrollment: 572
12th grade enrollment: 552

Loara High School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 1,140 (49.5%)
Here:

49.5%
State:

49.4%
Male enrollment: 1,163 (50.5%)
Here:

50.5%
State:

49.6%

Loara High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 6 (0.3%)
Here:

0.3%
California:

1.0%
Asian enrollment: 275 (11.9%)
Loara High School:

11.9%
State:

9.4%
Hispanic enrollment: 1,748 (75.9%)
Loara High School:

75.9%
California:

46.0%
Black enrollment: 49 (2.1%)
School:

2.1%
California:

6.1%
White enrollment: 184 (8.0%)
School:

8.0%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 13 (0.6%)
Here:

0.6%
State:

0.6%
Two or More Races enrollment: 28 (1.2%)
Loara High School:

1.2%
State:

4.5%

Loara High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 1,769 (76.8%)
School:

76.8%
State:

61.2%
Free lunch eligible students: 1,436 (62.4%)
Here:

62.4%
California:

52.8%
Reduced-price lunch eligible students: 333 (14.5%)
Loara High School:

14.5%
California:

8.6%

Loara High School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 85

Number of FTE teachers in their second year of teaching: 3
Number of FTE school counselors: 4
Number of FTE teachers who were absent more than 10 school days during the school years: 36
Number of FTE security guards: 3
Number of FTE psychologists: 1

Student/Teacher Ratio
Loara High School:

27.1
California:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $6,768,954
  • Full-time Equivalency Count of Teachers: 67 (Salary Expenditures: $6,768,954)
  • Full-time Equivalency Count of Instructional Aides: 13.9 (Salary Expenditures: $561,137)
  • Full-time Equivalency Count of Support Services Staff: 7 (Salary Expenditures: $490,989)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $536,167)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $1,376,396
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,588,293
  • Salary Expenditures for Teachers: $8,840,397
  • Full-time Equivalency Count of Instructional Aides: 13.9 (Salary Expenditures: $561,137)
  • Full-time Equivalency Count of Support Services Staff: 7 (Salary Expenditures: $490,989)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $536,167)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $1,409,980

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic463
  • American Indian2
  • Asian61
  • Native Hawaiian2
  • White22
  • Multirace7
  • IDEA181
Students Enrolled in LEP Programs: 557 (male: 301, female: 256)
  • Hispanic: 463 (male: 242, female: 221)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 61 (male: 38, female: 23)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • White: 22 (male: 17, female: 5)
  • Two or More Races: 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 181 (male: 116, female: 65)

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

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.

    Students with disabilities served under IDEA

  • Hispanic218
  • Asian13
  • Black4
  • White29
  • LEP179
Students with disabilities served under IDEA: 264 (male: 175, female: 89)
  • Hispanic: 218 (male: 133, female: 85)
  • Asian: 13 (all male)
  • Black: 4 (all male)
  • White: 29 (male: 25, female: 4)
  • Limited English Proficiency (LEP): 179 (male: 115, female: 64)
Students with disabilities served under Section 504: 8 (male: 6, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Black: 2 (all male)

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 12th grade

  • Hispanic2
  • White2
  • LEP2
  • IDEA2
Total number of students retained in 12th grade: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 12th grade students retained
Loara High School:

0.7%
State:

16.5%

Gifted and Talented:
Show data for

(State average from 5,551 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.

    Gifted and Talented Student Enrollment

  • Hispanic163
  • American Indian2
  • Asian64
  • Native Hawaiian2
  • Black7
  • White25
  • Multirace2
  • IDEA2
Gifted and Talented Student Enrollment: 265 (male: 147, female: 118)
  • Hispanic: 163 (male: 89, female: 74)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 64 (male: 35, female: 29)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 25 (male: 14, female: 11)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Gifted and Talented Student Enrollment per 1,000 students
Here:

115.1
State:

84.3

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

  • All51%
  • Males45%
  • Females56%
  • Asian74%
  • Hispanic44%
  • White54%
ELA students tested: 499
ELA students with scores: 497

Percentage Standard Met and Above:

51%
California:

49%

Standard Not Met: 22.7%
Standard Nearly Met: 26.4%
Standard Met: 31.8%
Standard Exceeded: 19.1%

11th Grade: (Mean Scale Score: 2581.0, Students tested: 499, Standard Not Met: 22.7%, Nearly Met: 26.4%, Met: 31.8%, Exceeded: 19.1%)
22.7%
26.4%
31.8%
19.1%

Loara High School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All21%
  • Males23%
  • Females19%
  • Asian53%
  • Hispanic14%
  • White24%
Math students tested: 499
Math students with scores: 499

Percentage Standard Met and Above:

21%
California:

38%

Standard Not Met: 51.5%
Standard Nearly Met: 27.9%
Standard Met: 13.4%
Standard Exceeded: 7.2%

11th Grade: (Mean Scale Score: 2537.6, Students tested: 499, Standard Not Met: 51.5%, Nearly Met: 27.9%, Met: 13.4%, Exceeded: 7.2%)
51.5%
27.9%
13.4%
7.2%

Loara High 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 students tested: 12
ELA students with scores: 12

Percentage Level 3:

17%
State:

15%

Level 1: 16.7% The student showed limited understanding of core concepts.
Level 2: 66.7% The student showed foundational understanding of core concepts.
Level 3: 16.7% The student showed understanding of core concepts.

11th Grade: (Mean Scale Score: 952.0, Students tested: 12, Level1: 16.7%, Level 2: 66.7%, Level 3: 16.7%)
16.7%
66.7%
16.7%
Math students tested: 12
Math students with scores: 12

Percentage Level 3:

0%
California:

6%

Level 1: 75.0% The student showed limited understanding of core concepts.
Level 2: 25.0% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.

11th Grade: (Mean Scale Score: 940.0, Students tested: 12, Level1: 75.0%, Level 2: 25.0%, Level 3: 0.0%)
75.0%
25.0%

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.

California Modified Assessment (CMA) - The CMA for science was administered to eligible students in grades five, eight, and ten. The CMA is a standards-based test for students with an individualized education program who meet the eligibility criteria adopted by the State Board of Education. The Elementary and Secondary Education Act called for a range of assessments appropriate to students' abilities. The CMA provides an appropriate assessment for a small percentage of students allowing them to demonstrate their knowledge of skills in the California academic content standards for science.

CST Science students tested: 543
CST Science students with scores: 529

Percentage At Or Above Proficient:

44%
California:

54%

Percentage Far Below Basic: 7.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 12.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 37.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 29.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 15.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 343.7, Students tested: 543, Far Below Basic: 7.0%, Below Basic: 12.0%, Basic: 37.0%, Proficient: 29.0%, Advanced: 15.0%)
7.0%
12.0%
37.0%
29.0%
15.0%
CMA Science students tested: 13
CMA Science students with scores: 11

Percentage At Or Above Proficient:

9%
State:

38%

Percentage Far Below Basic: 37.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 27.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 27.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 9.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 0.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 277.7, Students tested: 13, Far Below Basic: 37.0%, Below Basic: 27.0%, Basic: 27.0%, Proficient: 9.0%, Advanced: 0.0%)
37.0%
27.0%
27.0%
9.0%

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.

Loara High School - California High School Exit Exam results

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

    Math Mean Scale Score

  • All369
  • Asian345
  • Filipino398
  • Hispanic366
  • Black360
  • White375
Math Mean Scale Score:

369
State:

374
Math Percentage Passed:

69%
California:

68%
Math Number Tested: 795
Math Number Passed: 550

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

    68%
    California:

    69%
  • Number Sense:

    62%
    State:

    65%
  • Algebra & Functions:

    68%
    State:

    68%
  • Measurement & Geometry:

    61%
    State:

    64%
  • Algebra 1:

    57%
    State:

    58%

    ELA Mean Scale Score

  • All365
  • Asian373
  • Filipino403
  • Hispanic362
  • Black374
  • White376
ELA Mean Scale Score:

365
State:

370
ELA Percentage Passed:

67%
California:

68%
ELA Number Tested: 842
ELA Number Passed: 562

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

    73%
    California:

    76%
  • Reading - Reading Comprehension:

    68%
    California:

    71%
  • Reading - Literary Responses and Analysis:

    74%
    State:

    75%
  • Writing - Writing Strategies:

    63%
    California:

    64%
  • Writing - Writing Conventions:

    68%
    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:
9th grade: (Students tested: 524, Needs Improvement - High Risk: 64.9%, Needs Improvement: 23.7%, Healthy Fitness Zone: 11.4%)
64.9%
23.7%
11.4%
Body Composition:
9th grade: (Students tested: 524, Needs Improvement - High Risk: 57.3%, Needs Improvement: 19.7%, Healthy Fitness Zone: 23.0%)
57.3%
19.7%
23.0%
Abdominal Strength:
9th grade: (Students tested: 524, Needs Improvement - High Risk: 77.1%, Needs Improvement: 22.9%, Healthy Fitness Zone: 0.0%)
77.1%
22.9%
Trunk Extension Strength:
9th grade: (Students tested: 524, Needs Improvement - High Risk: 76.3%, Needs Improvement: 23.7%, Healthy Fitness Zone: 0.0%)
76.3%
23.7%
Upper Body Strength:
9th grade: (Students tested: 524, Needs Improvement - High Risk: 57.1%, Needs Improvement: 42.9%, Healthy Fitness Zone: 0.0%)
57.1%
42.9%
Flexibility:
9th grade: (Students tested: 524, Needs Improvement - High Risk: 92.9%, Needs Improvement: 7.1%, Healthy Fitness Zone: 0.0%)
92.9%
7.1%

California English Language Development Test:
Show data for

(State average from 9,932 schools)
Students in kindergarten through grade twelve whose home language is not English are required by law to take an English skills test. In California, the test is called the California English Language Development Test (CELDT).

Loara High School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 572
Number of students who met CELDT criterion: 211

Students who met CELDT criterion:

37.0%
State:

34.0%
Grade 9:
Student Count: 149
Number of students who met CELDT criterion: 35

Students who met CELDT criterion:

23.0%
California:

33.0%
Listening Mean Scale Score:

534.5
State:

533.7
Reading Mean Scale Score:

525.1
California:

534.6
Speaking Mean Scale Score:

503.8
State:

515.1
Writing Mean Scale Score:

514.8
California:

513.2
Grade 10:
Student Count: 166
Number of students who met CELDT criterion: 62

Students who met CELDT criterion:

37.0%
State:

36.0%
Listening Mean Scale Score:

545.0
California:

556.8
Reading Mean Scale Score:

544.6
California:

555.2
Speaking Mean Scale Score:

503.3
State:

533.6
Writing Mean Scale Score:

523.5
California:

530.8
Grade 11:
Student Count: 144
Number of students who met CELDT criterion: 62

Students who met CELDT criterion:

43.0%
California:

45.0%
Listening Mean Scale Score:

565.3
California:

575.6
Reading Mean Scale Score:

558.5
California:

573.9
Speaking Mean Scale Score:

535.1
California:

550.8
Writing Mean Scale Score:

538.1
California:

544.5
Grade 12:
Student Count: 113
Number of students who met CELDT criterion: 52

Students who met CELDT criterion:

46.0%
State:

44.0%
Listening Mean Scale Score:

578.7
State:

564.9
Reading Mean Scale Score:

568.2
State:

567.0
Speaking Mean Scale Score:

546.4
State:

544.2
Writing Mean Scale Score:

548.7
California:

532.5

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).

Loara High School - Adequate Yearly Progress status


ELA Participation Rate
Loara High School:

98.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic98
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black93
  • White98
  • Multirace100
  • SED97
  • LEP94
  • With Disabilities91
  • Hispanic: 98% (tested 399 out of 409 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 43 out of 43 enrolled)
  • Filipino: 100% (tested 19 out of 19 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 4 out of 4 enrolled)
  • Black: 93% (tested 12 out of 13 enrolled)
  • White: 98% (tested 34 out of 35 enrolled)
  • Two or More Races: 100% (tested 10 out of 10 enrolled)
  • Socioeconomic Disadvantaged: 97% (tested 436 out of 448 enrolled)
  • English Learners: 94% (tested 137 out of 145 enrolled)
  • Students with Disabilities: 91% (tested 46 out of 51 enrolled)

Math Participation Rate
Here:

96.0%
California:

96.1%

    Math Participation Rate

  • Hispanic96
  • American Indian100
  • Asian98
  • Filipino100
  • Native Hawaiian100
  • Black85
  • White98
  • Multirace100
  • SED96
  • LEP95
  • With Disabilities91
  • Hispanic: 96% (tested 395 out of 410 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 98% (tested 42 out of 43 enrolled)
  • Filipino: 100% (tested 19 out of 19 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 4 out of 4 enrolled)
  • Black: 85% (tested 11 out of 13 enrolled)
  • White: 98% (tested 34 out of 35 enrolled)
  • Two or More Races: 100% (tested 10 out of 10 enrolled)
  • Socioeconomic Disadvantaged: 96% (tested 430 out of 449 enrolled)
  • English Learners: 95% (tested 138 out of 146 enrolled)
  • Students with Disabilities: 91% (tested 46 out of 51 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.

Loara High School - ACT/SAT scores

Percent of graduates taking the ACT:

12.9%
State:

30.9%
ACT Composite scores greater or equal to 21:

36.6%
State:

48.7%
Number of graduates: 552
Number of graduates taking the ACT: 71

Average ACT composite score:

18.0
State:

19.8
Average ACT English score:

18.0
State:

19.6
Average ACT mathematics score:

19.0
California:

20.5
Average ACT reading score:

19.0
State:

20.5
Average ACT science score:

19.0
State:

19.9
Percent of graduates taking the SAT:

33.2%
California:

54.4%
SAT scores greater or equal to 1500:

23.5%
State:

36.3%
Number of graduates: 552
Number of graduates taking the SAT: 183

Average Total SAT Score:

1,334
State:

1,374
Average SAT mathematics score:

458
State:

464
Average SAT critical reading score:

442
California:

459
Average SAT writing score:

434
California:

451

    SAT or ACT Test Participation

  • Hispanic109
  • American Indian2
  • Asian28
  • Black2
  • White4
  • Multirace4
  • LEP10
  • IDEA4
SAT or ACT Test Participation: 149 (male: 58, female: 91)
  • Hispanic: 109 (male: 35, female: 74)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 28 (male: 17, female: 11)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Advanced Placement:
Show data for

(State average from 1,204 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).

Loara High School - AP exams with scores at or above criteria

Number of students in Grades 11 and 12: 532
Number of students taking at least one AP exam: 367
Percent of students taking at least one AP exam:

68.0%
California:

94.1%
Number of AP exams with scores at or above 3: 300
Percent of AP exams with scores at or above 3:

42.2%
California:

46.6%

Health & Safety


Referrals and Arrests:
Show data for

(State average from 2,295 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Black: 2

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

0.9
California:

7.9

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 race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. 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 race, color, or national origin constitutes racial 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
Here:

0.9
California:

6.8


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

  • Hispanic316
  • American Indian2
  • Asian13
  • Native Hawaiian2
  • Black16
  • White40
  • Multirace4
  • LEP115
  • IDEA73
  • 5042
Chronic Student Absenteeism: 393 (male: 192, female: 201)
  • Hispanic: 316 (male: 146, female: 170)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 13 (male: 5, female: 8)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 16 (male: 8, female: 8)
  • White: 40 (male: 29, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 115 (male: 62, female: 53)
  • Individuals With Disabilities Education Act (IDEA): 73 (male: 44, female: 29)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
Loara High School:

170.6
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).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.

    School days missed due to out-of-school suspension

  • Hispanic389
  • American Indian7
  • Asian12
  • Native Hawaiian3
  • Black7
  • White21
  • Multirace5
  • LEP168
  • IDEA103
School days missed due to out-of-school suspension: 444 (male: 322, female: 122)
  • Hispanic: 389 (male: 277, female: 112)
  • American Indian / Alaska Native: 7 (all male)
  • Asian: 12 (male: 4, female: 8)
  • Native Hawaiian / Pacific Islander: 3 (male: 1, female: 2)
  • Black: 7 (all male)
  • White: 21 (all male)
  • Two or More Races: 5 (all male)
  • Limited English Proficiency (LEP): 168 (male: 121, female: 47)
  • Individuals With Disabilities Education Act (IDEA): 103 (male: 84, female: 19)
Instances of out-of-school suspension (Students without disabilities): 98

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Here:

42.6
State:

84.8

    Students without disabilities receiving only one out-of-school suspension

  • Hispanic58
  • Asian4
  • Native Hawaiian4
  • Black2
  • White2
  • LEP22
Students without disabilities receiving only one out-of-school suspension: 70 (male: 46, female: 24)
  • Hispanic: 58 (male: 38, female: 20)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 22 (male: 14, female: 8)
Students without disabilities receiving more than one out-of-school suspension: 12 (male: 10, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 30

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Loara High School:

13.0
State:

28.1

    Students with disabilities receiving only one out-of-school suspension

  • Hispanic16
  • Asian2
  • White2
  • Multirace2
  • LEP10
Students with disabilities receiving only one out-of-school suspension: 22 (male: 17, female: 5)
  • Hispanic: 16 (male: 11, female: 5)
  • Asian: 2 (all male)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)
Students with disabilities receiving more than one out-of-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

Expulsions:
Show data for

(State average from 1,805 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.

Expulsion without educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and not providing educational services to the child for the remainder of the school year or longer in accordance with local educational agency policy. Expulsion without services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students without Disabilities who received an expulsion with educational services: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

Students without Disabilities who received an expulsion with educational services per 1,000 students
School:

1.7
State:

10.5
Students with Disabilities who received an expulsion with educational services: 2 (all male)
  • Hispanic: 2

Students with Disabilities who received an expulsion with educational services per 1,000 students
Loara High School:

0.9
California:

4.5

Transfers:
(State average from 692 schools)
Transfer to an alternative school for disciplinary reasons is a subset of expulsion with educational services. An alternative school is a public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside of the categories of regular education, special education, or vocational education.
Students without disabilities transferred to an alternative school for disciplinary reasons: 2 (all male)
  • Hispanic: 2

Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Loara High School:

0.9
California:

9.7
Students with disabilities transferred to an alternative school for disciplinary reasons: 2 (all male)
  • Black: 2

Students with disabilities transferred to an alternative school for disciplinary reasons
Loara High School:

0.9
State:

1.6

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: 20

    9-10th grade student enrollment in Algebra I

  • Hispanic460
  • American Indian2
  • Asian73
  • Native Hawaiian4
  • Black7
  • White37
  • Multirace7
  • LEP163
  • IDEA61
9-10th grade student enrollment in Algebra I: 590 (male: 311, female: 279)
  • Hispanic: 460 (male: 230, female: 230)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 73 (male: 44, female: 29)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 37 (male: 23, female: 14)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 163 (male: 89, female: 74)
  • Individuals With Disabilities Education Act (IDEA): 61 (male: 38, female: 23)

    9-10th grade studenst who passed Algebra I

  • Hispanic311
  • Asian71
  • Native Hawaiian4
  • White26
  • LEP98
  • IDEA44
9-10th grade studenst who passed Algebra I: 412 (male: 201, female: 211)
  • Hispanic: 311 (male: 145, female: 166)
  • Asian: 71 (male: 43, female: 28)
  • Native Hawaiian / Pacific Islander: 4 (all female)
  • White: 26 (male: 13, female: 13)
  • Limited English Proficiency (LEP): 98 (male: 52, female: 46)
  • Individuals With Disabilities Education Act (IDEA): 44 (male: 25, female: 19)
Percent of 9-10th grade students who passed
Here:

69.8%
California:

72.5%

    11-12th grade student enrollment in Algebra I

  • Hispanic31
  • Asian2
  • Black4
  • White4
  • Multirace2
  • LEP25
  • IDEA34
11-12th grade student enrollment in Algebra I: 43 (male: 28, female: 15)
  • Hispanic: 31 (male: 20, female: 11)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 25 (male: 20, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 34 (male: 26, female: 8)
11-12th studenst who passed Algebra I: 14 (male: 10, female: 4)
  • Hispanic: 14 (male: 10, female: 4)
  • Limited English Proficiency (LEP): 11 (male: 7, female: 4)
  • Individuals With Disabilities Education Act (IDEA): 14 (male: 10, female: 4)
Percent of 11-12th grade students who passed
Here:

32.6%
California:

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: 11

    Student Enrollment in Algebra II

  • Hispanic310
  • Asian46
  • Native Hawaiian2
  • Black10
  • White40
  • Multirace7
  • LEP52
  • IDEA10
Student Enrollment in Algebra II: 415 (male: 184, female: 231)
  • Hispanic: 310 (male: 137, female: 173)
  • Asian: 46 (male: 26, female: 20)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 10 (male: 2, female: 8)
  • White: 40 (male: 17, female: 23)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 52 (male: 23, female: 29)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)

Calculus:
Show data for
Calculus (college-preparatory) course topics include the study of derivatives, differentiation, integration, the definite and indefinite integral, and applications of calculus.Typically, students have previously attained knowledge of precalculus topics (some combination of trigonometry, elementary functions, analytic geometry, and math analysis).
Number of Calculus classes: 6

    Student Enrollment in Calculus

  • Hispanic115
  • American Indian2
  • Asian61
  • Native Hawaiian2
  • Black2
  • White13
  • Multirace7
  • LEP5
  • IDEA4
Student Enrollment in Calculus: 202 (male: 84, female: 118)
  • Hispanic: 115 (male: 38, female: 77)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 61 (male: 32, female: 29)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 2 (all male)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 5 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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: 20

    Student Enrollment in Geometry

  • Hispanic583
  • American Indian4
  • Asian40
  • Native Hawaiian4
  • Black16
  • White61
  • Multirace10
  • LEP226
  • IDEA82
Student Enrollment in Geometry: 718 (male: 362, female: 356)
  • Hispanic: 583 (male: 287, female: 296)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 40 (male: 20, female: 20)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 16 (male: 11, female: 5)
  • White: 61 (male: 35, female: 26)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 226 (male: 116, female: 110)
  • Individuals With Disabilities Education Act (IDEA): 82 (male: 50, female: 32)

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: 5

    Student Enrollment in Advanced Mathematics

  • Hispanic94
  • Asian22
  • Native Hawaiian2
  • Black5
  • White7
  • Multirace10
  • LEP5
  • IDEA2
Student Enrollment in Advanced Mathematics: 140 (male: 74, female: 66)
  • Hispanic: 94 (male: 53, female: 41)
  • Asian: 22 (male: 11, female: 11)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 5 (all female)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 5 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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: 18

    Student Enrollment in Biology

  • Hispanic454
  • Asian91
  • Native Hawaiian2
  • Black13
  • White52
  • Multirace10
  • LEP154
  • IDEA43
Student Enrollment in Biology: 622 (male: 310, female: 312)
  • Hispanic: 454 (male: 221, female: 233)
  • Asian: 91 (male: 44, female: 47)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 13 (male: 8, female: 5)
  • White: 52 (male: 32, female: 20)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 154 (male: 83, female: 71)
  • Individuals With Disabilities Education Act (IDEA): 43 (male: 29, female: 14)

Chemistry:
Show data for
Chemistry (college-preparatory) courses involve studying the composition, properties, and reactions of substances. These courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid / base and oxidation / reduction reactions; and atomic structure.Chemical formulas and equations and nuclear reactions are also studied.
Number of Chemistry classes: 14

    Student Enrollment in Chemistry

  • Hispanic394
  • American Indian2
  • Asian58
  • Native Hawaiian4
  • Black16
  • White37
  • Multirace10
  • LEP109
  • IDEA31
Student Enrollment in Chemistry: 521 (male: 251, female: 270)
  • Hispanic: 394 (male: 185, female: 209)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 58 (male: 29, female: 29)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 16 (male: 5, female: 11)
  • White: 37 (male: 23, female: 14)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 109 (male: 53, female: 56)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 17, female: 14)

Physics:
Show data for
Physics (college-preparatory) courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy.The study of physics includes examination of sound, light, and magnetic and electric phenomena.
Number of Physics classes: 5

    Student Enrollment in Physics

  • Hispanic115
  • American Indian2
  • Asian31
  • Native Hawaiian2
  • White19
  • Multirace7
  • LEP10
  • IDEA7
Student Enrollment in Physics: 176 (male: 85, female: 91)
  • Hispanic: 115 (male: 47, female: 68)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 31 (male: 23, female: 8)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • White: 19 (male: 11, female: 8)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

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