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Milor Continuation High School in Rialto, CA
(09-12 • Public • Alternative School)

City-data.com school rating (using weighted test average as compared to other schools in California) from 0 (worst) to 100 (best) is 27
Address
 266 W. Randall
Rialto, CA 92376
Telephone
(909) 820-7785
(make sure to verify first before calling)
Website
http://mhs-rialto-ca.schoolloop.com/
City-data.com school rating
27
Students
245
Classroom Teachers (FTE)
13.6
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
165
Reduced-price lunch
eligible students
21
School district
Rialto Unified
Charter school
No
Title I status
Title I targeted assistance school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Ruth Grimes Elementary (1.2 miles):

46
Samuel W. Simpson Elementary (0.4 miles):

42
Georgia Morris Elementary (0.9 miles):

28
Zupanic High (0.0 miles):

27
Joe Baca (1.0 miles):

27
Milor Continuation High School:

27
Sam V. Curtis Elementary (0.6 miles):

24
Boyd Elementary (0.7 miles):

22
William G. Jehue Middle (1.0 miles):

18
Milor Continuation High School rating compared to average state, county and city schools ratings:
California:

46
San Bernardino County:

36
Rialto:

26
Milor Continuation High School:

27

Students & Teachers


Total enrollment:
Enrollment in 2016: 245
Enrollment in 2015: 263
Enrollment in 2014: 289
Enrollment in 2013: 321
Enrollment in 2012: 345
Enrollment in 2011: 350
Enrollment in 2010: 330
Enrollment in 2009: 267
Enrollment in 2008: 247
Enrollment in 2007: 347
Enrollment in 2006: 361
Enrollment in 2005: 360
Enrollment in 2004: 276
Enrollment in 2003: 368
Enrollment in 2002: 328
Enrollment in 2001: 291
Enrollment in 2000: 270
Enrollment in 1999: 246

Milor Continuation High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG10G11G12Total
All students232211245
Female students1136377
Male students119148168
Asian students - - 33
Hispanic students228174204
Black students - 12223
White students - 3912
Hawaiian Native/Pacific Islander students - - 11
Two or More Races students - - 22

Enrollment by grade:
10th grade enrollment: 2
11th grade enrollment: 32
12th grade enrollment: 211

Milor Continuation High School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 77 (31.4%)
Here:

31.4%
California:

49.4%
Male enrollment: 168 (68.6%)
School:

68.6%
State:

49.6%

Milor Continuation High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Asian enrollment: 3 (1.2%)
Milor Continuation High School:

1.2%
California:

9.4%
Hispanic enrollment: 204 (83.3%)
Here:

83.3%
State:

46.0%
Black enrollment: 23 (9.4%)
Milor Continuation High School:

9.4%
California:

6.1%
White enrollment: 12 (4.9%)
School:

4.9%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.4%)
Here:

0.4%
California:

0.6%
Two or More Races enrollment: 2 (0.8%)
Here:

0.8%
State:

4.5%

Milor Continuation High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 186 (75.9%)
Milor Continuation High School:

75.9%
California:

61.2%
Free lunch eligible students: 165 (67.3%)
School:

67.3%
California:

52.8%
Reduced-price lunch eligible students: 21 (8.6%)
Here:

8.6%
State:

8.6%

Milor Continuation High School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 13.6

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 8
Number of FTE sworn law enforcement officers: 1
Number of FTE security guards: 2
Number of FTE nurses: 1

Student/Teacher Ratio
School:

18.0
California:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,831,761
  • Full-time Equivalency Count of Teachers: 15 (Salary Expenditures: $1,736,180)
  • Full-time Equivalency Count of Instructional Aides: 8.1 (Salary Expenditures: $132,284)
  • Full-time Equivalency Count of Support Services Staff: 11.9 (Salary Expenditures: $576,689)
  • Full-time Equivalency Count of School Administration Staff: 6.5 (Salary Expenditures: $386,709)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $166,276
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,836,764
  • Salary Expenditures for Teachers: $1,741,183
  • Full-time Equivalency Count of Instructional Aides: 7.1 (Salary Expenditures: $132,284)
  • Full-time Equivalency Count of Support Services Staff: 12.9 (Salary Expenditures: $576,689)
  • Full-time Equivalency Count of School Administration Staff: 7 (Salary Expenditures: $386,709)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $210,374

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 81 (male: 55, female: 26)
  • Hispanic: 79 (male: 53, female: 26)
  • Asian: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 11, female: 8)

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

  • Hispanic35
  • Black11
  • White4
  • LEP20
Students with disabilities served under IDEA: 50 (male: 29, female: 21)
  • Hispanic: 35 (male: 22, female: 13)
  • Black: 11 (male: 7, female: 4)
  • White: 4 (all female)
  • Limited English Proficiency (LEP): 20 (male: 10, female: 10)
Students with disabilities served under Section 504: 2 (all male)
  • White: 2

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

  • Hispanic10
  • Asian2
  • Native Hawaiian2
  • White2
  • LEP2
Gifted and Talented Student Enrollment: 16 (male: 10, female: 6)
  • Hispanic: 10 (male: 8, female: 2)
  • Asian: 2 (all female)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

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

65.3
California:

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

  • All2%
  • Males2%
  • Hispanic2%
ELA students tested: 66
ELA students with scores: 66

Percentage Standard Met and Above:

2%
State:

49%

Standard Not Met: 89.4%
Standard Nearly Met: 9.1%
Standard Met: 1.5%
Standard Exceeded: 0.0%

11th Grade: (Mean Scale Score: 2417.5, Students tested: 66, Standard Not Met: 89.4%, Nearly Met: 9.1%, Met: 1.5%, Exceeded: 0.0%)
89.4%
9.1%
1.5%

Milor Continuation High School - ELA Area Achievement Levels (all grades)

Math students tested: 69
Math students with scores: 69

Percentage Standard Met and Above:

0%
State:

38%

Standard Not Met: 98.5%
Standard Nearly Met: 1.4%
Standard Met: 0.0%
Standard Exceeded: 0.0%

11th Grade: (Mean Scale Score: 2408.8, Students tested: 69, Standard Not Met: 98.5%, Nearly Met: 1.4%, Met: 0.0%, Exceeded: 0.0%)
98.5%
1.4%

Milor Continuation High School - Math Area Achievement Levels (all grades)


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.

Milor Continuation 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:

337
State:

374
Math Percentage Passed:

23%
California:

68%
Math Number Tested: 162
Math Number Passed: 37

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

    55%
    California:

    69%
  • Number Sense:

    44%
    California:

    65%
  • Algebra & Functions:

    48%
    California:

    68%
  • Measurement & Geometry:

    41%
    California:

    64%
  • Algebra 1:

    35%
    State:

    58%
ELA Mean Scale Score:

337
California:

370
ELA Percentage Passed:

28%
State:

68%
ELA Number Tested: 171
ELA Number Passed: 48

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

    66%
    State:

    76%
  • Reading - Reading Comprehension:

    54%
    California:

    71%
  • Reading - Literary Responses and Analysis:

    59%
    California:

    75%
  • Writing - Writing Strategies:

    42%
    State:

    64%
  • Writing - Writing Conventions:

    52%
    California:

    69%

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).

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

All Grades:
Student Count: 62
Number of students who met CELDT criterion: 44

Students who met CELDT criterion:

71.0%
California:

34.0%
Grade 11:
Student Count: 9
Number of students who met CELDT criterion: 6

Students who met CELDT criterion:

67.0%
California:

45.0%
Listening Mean Scale Score:

645.6
California:

575.6
Reading Mean Scale Score:

601.8
California:

573.9
Speaking Mean Scale Score:

629.8
California:

550.8
Writing Mean Scale Score:

566.1
California:

544.5
Grade 12:
Student Count: 52
Number of students who met CELDT criterion: 37

Students who met CELDT criterion:

71.0%
State:

44.0%
Listening Mean Scale Score:

612.3
California:

564.9
Reading Mean Scale Score:

620.3
State:

567.0
Speaking Mean Scale Score:

627.6
State:

544.2
Writing Mean Scale Score:

594.6
State:

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).

Milor Continuation High School - Adequate Yearly Progress status


ELA Participation Rate
Milor Continuation High School:

96.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic95
  • Native Hawaiian100
  • Black100
  • White100
  • SED96
  • LEP93
  • With Disabilities100
  • Hispanic: 95% (tested 68 out of 72 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 11 out of 11 enrolled)
  • White: 100% (tested 3 out of 3 enrolled)
  • Socioeconomic Disadvantaged: 96% (tested 70 out of 73 enrolled)
  • English Learners: 93% (tested 25 out of 27 enrolled)
  • Students with Disabilities: 100% (tested 7 out of 7 enrolled)

Math Participation Rate
Here:

98.0%
California:

96.1%

    Math Participation Rate

  • Hispanic98
  • Native Hawaiian100
  • Black100
  • White100
  • SED98
  • LEP97
  • With Disabilities100
  • Hispanic: 98% (tested 70 out of 72 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 10 out of 10 enrolled)
  • White: 100% (tested 3 out of 3 enrolled)
  • Socioeconomic Disadvantaged: 98% (tested 70 out of 72 enrolled)
  • English Learners: 97% (tested 26 out of 27 enrolled)
  • Students with Disabilities: 100% (tested 7 out of 7 enrolled)

SAT/ACT:
Show data for

(State average from 9,846 schools)
The ACT Test (ACT) is a nationally recognized assessment used to indicate college readiness.
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.
SAT or ACT Test Participation: 4 (all male)
  • Hispanic: 2
  • Black: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Health & Safety


Harassment & Bullying:
Show data for

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

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

Harassment or bullying on the basis of 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.

Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. 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 disability constitutes disability harassment.
Allegations of harassment or bullying on the basis of sex: 1
Allegations of harassment or bullying on the basis of sex per 1,000 students
School:

4.1
State:

6.8
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Allegations of harassment or bullying on the basis of race, color, or national origin: 1
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Milor Continuation High School:

4.1
State:

3.0
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Allegations of harassment or bullying on the basis of disability: 1
Allegations of harassment or bullying on the basis of disability per 1,000 students
Here:

4.1
State:

1.1
Students disciplined for bullying or harassment on the basis of disability: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 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

  • Hispanic79
  • Asian2
  • Native Hawaiian2
  • Black13
  • White4
  • Multirace2
  • LEP31
  • IDEA10
  • 5042
Chronic Student Absenteeism: 102 (male: 54, female: 48)
  • Hispanic: 79 (male: 47, female: 32)
  • Asian: 2 (all female)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 13 (male: 5, female: 8)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 31 (male: 20, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
School:

416.3
California:

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

  • Hispanic133
  • Asian8
  • Black50
  • White20
  • Multirace2
  • LEP48
  • IDEA15
School days missed due to out-of-school suspension: 213 (male: 141, female: 72)
  • Hispanic: 133 (male: 89, female: 44)
  • Asian: 8 (all female)
  • Black: 50 (male: 32, female: 18)
  • White: 20 (male: 18, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 48 (male: 40, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 15 (male: 10, female: 5)
Instances of out-of-school suspension (Students without disabilities): 58

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

236.7
State:

84.8

    Students without disabilities receiving one or more in-school suspension

  • Hispanic28
  • Black7
  • White4
  • Multirace2
  • LEP11
Students without disabilities receiving one or more in-school suspension: 41 (male: 30, female: 11)
  • Hispanic: 28 (male: 23, female: 5)
  • Black: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 11 (all male)

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

  • Hispanic31
  • Black7
  • Multirace2
  • LEP13
Students without disabilities receiving only one out-of-school suspension: 40 (male: 27, female: 13)
  • Hispanic: 31 (male: 20, female: 11)
  • Black: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 13 (male: 11, female: 2)

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

  • Hispanic4
  • Asian2
  • Black4
  • White2
  • LEP2
Students without disabilities receiving more than one out-of-school suspension: 12 (male: 6, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 5

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

20.4
California:

28.1
Instances of out-of-school suspension (Section 504 only): 2

Instances of out-of-school suspension per 1,000 students (Section 504 only)
Here:

8.2
State:

3.4
Students with disabilities receiving one or more in-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Students with disabilities receiving only one out-of-school suspension: 6 (male: 2, female: 4)
  • Hispanic: 2 (all female)
  • Black: 2 (all male)
  • White: 2 (all female)
Students with disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • White: 2 (all female)

Expulsions:
Show data for

(State average from 1,805 schools)
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 without educational services: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)

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

16.3
California:

4.3

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: 7
Number of Algebra I classes taught by certified teachers: 7

    11-12th grade student enrollment in Algebra I

  • Hispanic70
  • Black10
  • White7
  • LEP31
  • IDEA28
11-12th grade student enrollment in Algebra I: 87 (male: 60, female: 27)
  • Hispanic: 70 (male: 50, female: 20)
  • Black: 10 (male: 5, female: 5)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 31 (male: 23, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 28 (male: 17, female: 11)

    11-12th studenst who passed Algebra I

  • Hispanic50
  • Black4
  • LEP19
  • IDEA4
11-12th studenst who passed Algebra I: 54 (male: 41, female: 13)
  • Hispanic: 50 (male: 37, female: 13)
  • Black: 4 (all male)
  • Limited English Proficiency (LEP): 19 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (all male)
Percent of 11-12th grade students who passed
School:

62.1%
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: 1
Number of Algebra II classes taught by certified teachers: 1

Student Enrollment in Algebra II: 18 (male: 13, female: 5)
  • Hispanic: 16 (male: 11, female: 5)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Calculus:
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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: 1
Number of Calculus classes taught by certified teachers: 1

Student Enrollment in Calculus: 2 (all male)
  • Hispanic: 2

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

    Student Enrollment in Geometry

  • Hispanic79
  • Asian2
  • Black10
  • White7
  • Multirace2
  • LEP28
  • IDEA13
Student Enrollment in Geometry: 100 (male: 66, female: 34)
  • Hispanic: 79 (male: 59, female: 20)
  • Asian: 2 (all female)
  • Black: 10 (male: 5, female: 5)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 28 (male: 17, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)

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: 5
Number of Biology classes taught by certified teachers: 5

    Student Enrollment in Biology

  • Hispanic85
  • Asian2
  • Native Hawaiian2
  • Black5
  • White4
  • Multirace2
  • LEP28
  • IDEA5
Student Enrollment in Biology: 100 (male: 71, female: 29)
  • Hispanic: 85 (male: 62, female: 23)
  • Asian: 2 (all female)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 5 (all male)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 28 (male: 23, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)

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