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New Community Day School in Watsonville, CA
(07-12 • 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 26
Address
 165 Harkins Slough Rd.
Watsonville, CA 95076
Telephone
(831) 761-6140
(make sure to verify first before calling)
City-data.com school rating
26
Students
30
Classroom Teachers (FTE)
3.8
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
26
Reduced-price lunch
eligible students
3
School district
Pajaro Valley 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:
Diamond Technology Institute (0.7 miles):

35
Pajaro Valley High (0.8 miles):

35
New Community Day School:

26
Rolling Hills Middle (0.8 miles):

18
Starlight Elementary (0.6 miles):

17
Cesar E. Chavez Middle (0.6 miles):

13
H. A. Hyde Elementary (0.9 miles):

11
Radcliff Elementary (0.9 miles):

9
Landmark Elementary (0.1 miles):

7
New Community Day School rating compared to average state, county and city schools ratings:
California:

46
Santa Cruz County:

49
Watsonville:

21
New Community Day School:

26

Students & Teachers


Total enrollment:
Enrollment in 2016: 30
Enrollment in 2015: 38
Enrollment in 2014: 46
Enrollment in 2013: 32
Enrollment in 2012: 56
Enrollment in 2011: 42
Enrollment in 2010: 24
Enrollment in 2009: 74
Enrollment in 2008: 76
Enrollment in 2007: 53
Enrollment in 2006: 51
Enrollment in 2005: 55
Enrollment in 2004: 50
Enrollment in 2003: 41
Enrollment in 2002: 39
Enrollment in 2001: 28
Enrollment in 2000: 23
Enrollment in 1999: 25

New Community Day School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG08G10G11G12Total
All students2491530
Female students116412
Male students1331118
Hispanic students2491530

Enrollment by grade:
8th grade enrollment: 2
10th grade enrollment: 4
11th grade enrollment: 9
12th grade enrollment: 15

New Community Day School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 12 (40.0%)
School:

40.0%
California:

49.4%
Male enrollment: 18 (60.0%)
New Community Day School:

60.0%
State:

49.6%

New Community Day School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Hispanic enrollment: 30 (100.0%)
New Community Day School:

100.0%
State:

46.0%

New Community Day School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 29 (96.7%)
New Community Day School:

96.7%
State:

61.2%
Free lunch eligible students: 26 (86.7%)
School:

86.7%
State:

52.8%
Reduced-price lunch eligible students: 3 (10.0%)
School:

10.0%
California:

8.6%

New Community Day School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 3.8

Number of FTE security guards: 1

Student/Teacher Ratio
Here:

7.8
State:

22.8

New Community Day School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $293,720
  • Full-time Equivalency Count of Teachers: 5 (Salary Expenditures: $272,102)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $92,568)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $148,652
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $457,238
  • Salary Expenditures for Teachers: $272,102
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $92,568)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $156,481

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 25 (male: 11, female: 14)
  • Hispanic: 25 (male: 11, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.
Students with disabilities served under IDEA: 11 (male: 7, female: 4)
  • Hispanic: 11 (male: 7, female: 4)
  • Limited English Proficiency (LEP): 4 (all male)

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: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

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

133.3
State:

93.6

Statewide Student Assessments


Smarter Balanced Summative Assessments:
Show data for

(State average from 10,455 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.
Math students tested: 12
Math students with scores: 12

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%

11th Grade: (Mean Scale Score: 2398.9, Students tested: 12, Standard Not Met: 100.0%, Nearly Met: 0.0%, Met: 0.0%, Exceeded: 0.0%)
100.0%

New Community Day School - Math Area Achievement Levels (all grades)


Paper-based CAASPP:
Show data for

(State average from 9,784 schools)
California Assessment of Student Performance and Progress (CAASPP) System includes paper-based tests:

California Standards Tests (CSTs) - The CSTs for science in grades five, eight, and ten are administered only to students in California public schools. All questions are multiple-choice. These tests were developed specifically to assess students' knowledge of the California content standards in science.

CST Science students tested: 12
CST Science students with scores: 9

Percentage At Or Above Proficient:

67%
State:

54%

Percentage Far Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 33.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 44.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 22.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 368.3, Students tested: 12, Far Below Basic: 0.0%, Below Basic: 0.0%, Basic: 33.0%, Proficient: 44.0%, Advanced: 22.0%)
33.0%
44.0%
22.0%

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.

New Community Day School - California High School Exit Exam results

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

Math Mean Scale Score:

332
State:

374
Math Percentage Passed:

30%
State:

68%
Math Number Tested: 30
Math Number Passed: 9

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

    48%
    State:

    69%
  • Number Sense:

    48%
    State:

    65%
  • Algebra & Functions:

    44%
    State:

    68%
  • Measurement & Geometry:

    40%
    State:

    64%
  • Algebra 1:

    28%
    State:

    58%
ELA Mean Scale Score:

208
California:

370
ELA Percentage Passed:

13%
State:

68%
ELA Number Tested: 24
ELA Number Passed: 3

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

    41%
    California:

    76%
  • Reading - Reading Comprehension:

    33%
    California:

    71%
  • Reading - Literary Responses and Analysis:

    35%
    California:

    75%
  • Writing - Writing Strategies:

    23%
    California:

    64%
  • Writing - Writing Conventions:

    31%
    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).

New Community Day School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 24
Number of students who met CELDT criterion: 9

Students who met CELDT criterion:

38.0%
State:

34.0%
Grade 8:
Student Count: 8
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

25.0%
State:

47.0%
Listening Mean Scale Score:

581.0
State:

556.2
Reading Mean Scale Score:

544.6
California:

547.2
Speaking Mean Scale Score:

550.9
California:

536.1
Writing Mean Scale Score:

589.6
California:

537.0
Grade 11:
Student Count: 5
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

20.0%
California:

45.0%
Listening Mean Scale Score:

567.4
State:

575.6
Reading Mean Scale Score:

550.2
California:

573.9
Speaking Mean Scale Score:

550.4
State:

550.8
Writing Mean Scale Score:

555.8
California:

544.5
Grade 12:
Student Count: 8
Number of students who met CELDT criterion: 5

Students who met CELDT criterion:

63.0%
California:

44.0%
Listening Mean Scale Score:

682.0
California:

564.9
Reading Mean Scale Score:

616.6
State:

567.0
Speaking Mean Scale Score:

599.0
State:

544.2
Writing Mean Scale Score:

598.9
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).

New Community Day School - Adequate Yearly Progress status

Met all AYP Criteria: Yes
Number of AYP criteria met: 2
Number of AYP criteria possible: 2
(Note: The criteria includes only the participation rate and additional indicators.)

Met ELA Participation Rate: Yes

ELA Participation Rate
School:

62.0%
California:

95.2%

    ELA Participation Rate

  • Hispanic62
  • SED60
  • LEP55
  • With Disabilities40
  • Hispanic: 62% (tested 13 out of 21 enrolled)
  • Socioeconomic Disadvantaged: 60% (tested 12 out of 20 enrolled)
  • English Learners: 55% (tested 6 out of 11 enrolled)
  • Students with Disabilities: 40% (tested 2 out of 5 enrolled)
Met Math Participation Rate: Yes

Math Participation Rate
Here:

48.0%
State:

94.9%

    Math Participation Rate

  • Hispanic48
  • SED50
  • LEP42
  • With Disabilities20
  • Hispanic: 48% (tested 10 out of 21 enrolled)
  • Socioeconomic Disadvantaged: 50% (tested 10 out of 20 enrolled)
  • English Learners: 42% (tested 5 out of 12 enrolled)
  • Students with Disabilities: 20% (tested 1 out of 5 enrolled)

SAT/ACT:
Show data for

(State average from 9,846 schools)
The ACT Test (ACT) is a nationally recognized assessment used to indicate college readiness.
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.
SAT or ACT Test Participation: 22 (male: 11, female: 11)
  • Hispanic: 22 (male: 11, female: 11)
  • Limited English Proficiency (LEP): 13 (male: 5, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Health & Safety


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: 31 (male: 17, female: 14)
  • Hispanic: 31 (male: 17, female: 14)
  • Limited English Proficiency (LEP): 25 (male: 11, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

1,033.3
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: 35 (male: 29, female: 6)
  • Hispanic: 35 (male: 29, female: 6)
  • Limited English Proficiency (LEP): 29 (male: 24, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)
Instances of out-of-school suspension (Students without disabilities): 8

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
New Community Day School:

266.7
California:

84.8
Students without disabilities receiving only one out-of-school suspension: 13 (male: 11, female: 2)
  • Hispanic: 13 (male: 11, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 7 (male: 5, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
Instances of out-of-school suspension (Students with disabilities): 1

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

33.3
California:

28.1
Students with disabilities receiving one or more in-school suspension: 5 (all male)
  • Hispanic: 5
  • Limited English Proficiency (LEP): 2
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 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: 1

9-10th grade student enrollment in Algebra I: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
Percent of 9-10th grade students who passed
New Community Day School:

0.0%
California:

65.4%
11-12th grade student enrollment in Algebra I: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
11-12th studenst who passed Algebra I: 4 (all female)
  • Hispanic: 4
Percent of 11-12th grade students who passed
School:

100.0%
State:

62.4%

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