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San Diego Virtual School in Pine Valley, CA
(KG-12 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in California) from 0 (worst) to 100 (best) is 35
Address
 3291 Buckman Springs Rd.
Pine Valley, CA 91962
Telephone
(619) 713-7271
(make sure to verify first before calling)
City-data.com school rating
35
Students
391
Classroom Teachers (FTE)
21.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
220
Reduced-price lunch
eligible students
37
School district
Mountain Empire Unified
Charter school
Yes
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
The Heights Charter (16.9 miles):

78
Descanso Elementary (11.3 miles):

73
Pine Valley Middle (6.4 miles):

54
Clover Flat Elementary (12.3 miles):

44
County Collaborative Charter (0.0 miles):

35
San Diego Virtual School:

35
Mountain Empire High (0.1 miles):

34
Campo Elementary (6.2 miles):

12
Potrero Elementary (10.9 miles):

8
San Diego Virtual School rating compared to average state, county and city schools ratings:
California:

46
San Diego County:

55
Pine Valley:

40
San Diego Virtual School:

35

Students & Teachers


Total enrollment:
Enrollment in 2016: 391
Enrollment in 2015: 288
Enrollment in 2014: 196
Enrollment in 2013: 137
Enrollment in 2012: 70
Enrollment in 2011: 1

San Diego Virtual School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08G09G10G11G12Total
All students121030296090160391
Female students841418314779201
Male students461611294381190
American Indian/Alaska Native students - - - - - 145
Asian students - - 1133412
Hispanic students451714304282194
Black students411424824
White students2295233444119
Hawaiian Native/Pacific Islander students - - - - - 123
Two or More Races students2225251634

Enrollment by grade:
6th grade enrollment: 12
7th grade enrollment: 10
8th grade enrollment: 30
9th grade enrollment: 29
10th grade enrollment: 60
11th grade enrollment: 90
12th grade enrollment: 160

San Diego Virtual School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 201 (51.4%)
School:

51.4%
State:

49.4%
Male enrollment: 190 (48.6%)
San Diego Virtual School:

48.6%
State:

49.6%

San Diego Virtual School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 5 (1.3%)
San Diego Virtual School:

1.3%
State:

1.0%
Asian enrollment: 12 (3.1%)
San Diego Virtual School:

3.1%
State:

9.4%
Hispanic enrollment: 194 (49.6%)
Here:

49.6%
State:

46.0%
Black enrollment: 24 (6.1%)
Here:

6.1%
California:

6.1%
White enrollment: 119 (30.4%)
Here:

30.4%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 3 (0.8%)
Here:

0.8%
California:

0.6%
Two or More Races enrollment: 34 (8.7%)
Here:

8.7%
State:

4.5%

San Diego Virtual School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 257 (65.7%)
San Diego Virtual School:

65.7%
California:

61.2%
Free lunch eligible students: 220 (56.3%)
School:

56.3%
California:

52.8%
Reduced-price lunch eligible students: 37 (9.5%)
School:

9.5%
State:

8.6%

San Diego Virtual School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 21

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: 1

Student/Teacher Ratio
Here:

18.6
California:

22.8

San Diego Virtual School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,378,100
  • Full-time Equivalency Count of Teachers: 20 (Salary Expenditures: $2,152,135)
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $193,573)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $42,992)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $1,047,385
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $237,765
  • Salary Expenditures for Teachers: $2,152,135
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $193,573)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $42,992)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $1,047,385

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic31
  • Black2
  • White2
  • IDEA7
Students Enrolled in LEP Programs: 35 (male: 19, female: 16)
  • Hispanic: 31 (male: 17, female: 14)
  • Black: 2 (all male)
  • White: 2 (all female)
  • 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 (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: 27 (male: 17, female: 10)
  • Hispanic: 20 (male: 10, female: 10)
  • White: 7 (all male)
  • Limited English Proficiency (LEP): 4 (all male)
Students with disabilities served under Section 504: 11 (male: 7, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Two or More Races: 7 (male: 5, female: 2)

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

  • Hispanic13
  • American Indian2
  • Asian2
  • Black2
  • White10
Total number of students retained in 12th grade: 29 (male: 17, female: 12)
  • Hispanic: 13 (male: 5, female: 8)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 10 (male: 8, female: 2)

Percent of 12th grade students retained
Here:

18.1%
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

  • Hispanic28
  • Asian4
  • Native Hawaiian2
  • Black4
  • White19
Gifted and Talented Student Enrollment: 57 (male: 26, female: 31)
  • Hispanic: 28 (male: 17, female: 11)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 19 (male: 5, female: 14)

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

145.8
State:

93.6

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

  • All50%
  • Males47%
  • Females53%
  • Hispanic40%
  • White69%
ELA students tested: 132
ELA students with scores: 132

Percentage Standard Met and Above:

50%
California:

49%

Standard Not Met: 22.0%
Standard Nearly Met: 28.0%
Standard Met: 33.3%
Standard Exceeded: 16.7%

All Grades:
22.0%
28.0%
33.3%
16.7%
7th Grade: (Mean Scale Score: 2526.2, Students tested: 20, Standard Not Met: 30.0%, Nearly Met: 20.0%, Met: 45.0%, Exceeded: 5.0%)
30.0%
20.0%
45.0%
5.0%
8th Grade: (Mean Scale Score: 2550.7, Students tested: 23, Standard Not Met: 21.7%, Nearly Met: 43.5%, Met: 21.7%, Exceeded: 13.0%)
21.7%
43.5%
21.7%
13.0%
11th Grade: (Mean Scale Score: 2595.0, Students tested: 81, Standard Not Met: 18.5%, Nearly Met: 25.9%, Met: 33.3%, Exceeded: 22.2%)
18.5%
25.9%
33.3%
22.2%

San Diego Virtual School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All15%
  • Males12%
  • Females18%
  • Hispanic12%
  • White18%
Math students tested: 127
Math students with scores: 127

Percentage Standard Met and Above:

15%
State:

38%

Standard Not Met: 59.8%
Standard Nearly Met: 25.2%
Standard Met: 9.4%
Standard Exceeded: 5.5%

All Grades:
59.8%
25.2%
9.4%
5.5%
7th Grade: (Mean Scale Score: 2490.6, Students tested: 19, Standard Not Met: 47.4%, Nearly Met: 31.6%, Met: 15.8%, Exceeded: 5.3%)
47.4%
31.6%
15.8%
5.3%
8th Grade: (Mean Scale Score: 2486.5, Students tested: 24, Standard Not Met: 70.8%, Nearly Met: 8.3%, Met: 12.5%, Exceeded: 8.3%)
70.8%
8.3%
12.5%
8.3%
11th Grade: (Mean Scale Score: 2513.7, Students tested: 76, Standard Not Met: 61.8%, Nearly Met: 26.3%, Met: 6.6%, Exceeded: 5.3%)
61.8%
26.3%
6.6%
5.3%

San Diego Virtual 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: 33
CST Science students with scores: 33

Percentage At Or Above Proficient:

18%
California:

54%

Percentage Far Below Basic: 31.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 33.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 18.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 15.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 3.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 292.8, Students tested: 33, Far Below Basic: 31.0%, Below Basic: 33.0%, Basic: 18.0%, Proficient: 15.0%, Advanced: 3.0%)
31.0%
33.0%
18.0%
15.0%
3.0%
CST Science students tested: 77
CST Science students with scores: 77

Percentage At Or Above Proficient:

36%
California:

54%

Percentage Far Below Basic: 11.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 22.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 31.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 22.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 14.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 333.4, Students tested: 77, Far Below Basic: 11.0%, Below Basic: 22.0%, Basic: 31.0%, Proficient: 22.0%, Advanced: 14.0%)
11.0%
22.0%
31.0%
22.0%
14.0%

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.

San Diego Virtual 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

  • All363
  • Hispanic356
  • White381
Math Mean Scale Score:

363
State:

374
Math Percentage Passed:

62%
California:

68%
Math Number Tested: 108
Math Number Passed: 67

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

    69%
    California:

    69%
  • Number Sense:

    61%
    State:

    65%
  • Algebra & Functions:

    64%
    State:

    68%
  • Measurement & Geometry:

    58%
    California:

    64%
  • Algebra 1:

    45%
    State:

    58%

    ELA Mean Scale Score

  • All371
  • Hispanic308
  • White393
ELA Mean Scale Score:

371
California:

370
ELA Percentage Passed:

71%
State:

68%
ELA Number Tested: 108
ELA Number Passed: 77

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

    79%
    California:

    76%
  • Reading - Reading Comprehension:

    73%
    California:

    71%
  • Reading - Literary Responses and Analysis:

    79%
    State:

    75%
  • Writing - Writing Strategies:

    66%
    California:

    64%
  • Writing - Writing Conventions:

    70%
    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: 12, Needs Improvement - High Risk: 16.7%, Needs Improvement: 75.0%, Healthy Fitness Zone: 8.3%)
16.7%
75.0%
8.3%
Body Composition:
9th grade: (Students tested: 12, Needs Improvement - High Risk: 58.3%, Needs Improvement: 16.7%, Healthy Fitness Zone: 25.0%)
58.3%
16.7%
25.0%
Abdominal Strength:
9th grade: (Students tested: 12, Needs Improvement - High Risk: 41.7%, Needs Improvement: 58.3%, Healthy Fitness Zone: 0.0%)
41.7%
58.3%
Trunk Extension Strength:
9th grade: (Students tested: 12, Needs Improvement - High Risk: 91.7%, Needs Improvement: 8.3%, Healthy Fitness Zone: 0.0%)
91.7%
8.3%
Upper Body Strength:
9th grade: (Students tested: 12, Needs Improvement - High Risk: 66.7%, Needs Improvement: 33.3%, Healthy Fitness Zone: 0.0%)
66.7%
33.3%
Flexibility:
9th grade: (Students tested: 12, Needs Improvement - High Risk: 91.7%, Needs Improvement: 8.3%, Healthy Fitness Zone: 0.0%)
91.7%
8.3%

California English Language Development Test:
Show data for

(State average from 9,882 schools)
Students in kindergarten through grade twelve whose home language is not English are required by law to take an English skills test. In California, the test is called the California English Language Development Test (CELDT).
All Grades:
Student Count: 27
Number of students who met CELDT criterion: 14

Students who met CELDT criterion:

52.0%
California:

34.0%
Grade 8:
Student Count: 7
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

43.0%
California:

49.0%
Listening Mean Scale Score:

582.3
California:

562.4
Reading Mean Scale Score:

567.0
State:

552.0
Speaking Mean Scale Score:

575.6
State:

539.5
Writing Mean Scale Score:

559.9
California:

541.2
Grade 10:
Student Count: 4
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

50.0%
California:

39.0%
Listening Mean Scale Score:

609.5
California:

565.3
Reading Mean Scale Score:

604.5
California:

563.1
Speaking Mean Scale Score:

587.5
State:

541.6
Writing Mean Scale Score:

591.3
State:

537.7
Grade 11:
Student Count: 7
Number of students who met CELDT criterion: 5

Students who met CELDT criterion:

71.0%
California:

45.0%
Listening Mean Scale Score:

556.3
State:

577.3
Reading Mean Scale Score:

605.1
California:

577.4
Speaking Mean Scale Score:

561.7
California:

552.9
Writing Mean Scale Score:

604.9
State:

546.3
Grade 12:
Student Count: 8
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

50.0%
California:

43.0%
Listening Mean Scale Score:

622.4
California:

566.5
Reading Mean Scale Score:

607.1
State:

570.2
Speaking Mean Scale Score:

575.0
State:

548.0
Writing Mean Scale Score:

558.1
State:

536.0

Accountability


Adequate Yearly Progress:
Show data for

(State average from 9,846 schools)
Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001. Statistics are based on test results of the Standardized Testing and Reporting (STAR) Program, the California High School Exit Examination (CAHSEE), and the California Alternate Performance Assessment (CAPA).

San Diego Virtual School - Adequate Yearly Progress status


ELA Participation Rate
School:

73.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic72
  • Asian100
  • Filipino50
  • Native Hawaiian100
  • Black84
  • White74
  • Multirace80
  • SED70
  • LEP71
  • With Disabilities64
  • Hispanic: 72% (tested 78 out of 109 enrolled)
  • Asian: 100% (tested 3 out of 3 enrolled)
  • Filipino: 50% (tested 1 out of 2 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 84% (tested 10 out of 12 enrolled)
  • White: 74% (tested 42 out of 57 enrolled)
  • Two or More Races: 80% (tested 12 out of 15 enrolled)
  • Socioeconomic Disadvantaged: 70% (tested 95 out of 135 enrolled)
  • English Learners: 71% (tested 29 out of 41 enrolled)
  • Students with Disabilities: 64% (tested 16 out of 25 enrolled)

Math Participation Rate
San Diego Virtual School:

73.0%
State:

96.1%

    Math Participation Rate

  • Hispanic71
  • Asian100
  • Filipino50
  • Black84
  • White78
  • Multirace80
  • SED70
  • LEP74
  • With Disabilities60
  • Hispanic: 71% (tested 77 out of 109 enrolled)
  • Asian: 100% (tested 3 out of 3 enrolled)
  • Filipino: 50% (tested 1 out of 2 enrolled)
  • Black: 84% (tested 10 out of 12 enrolled)
  • White: 78% (tested 44 out of 57 enrolled)
  • Two or More Races: 80% (tested 12 out of 15 enrolled)
  • Socioeconomic Disadvantaged: 70% (tested 94 out of 135 enrolled)
  • English Learners: 74% (tested 30 out of 41 enrolled)
  • Students with Disabilities: 60% (tested 15 out of 25 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

  • Hispanic4
  • Asian2
  • White2
  • Multirace2
SAT or ACT Test Participation: 10 (male: 2, female: 8)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all female)
  • White: 2 (all female)
  • Two or More Races: 2 (all female)

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

  • Hispanic19
  • American Indian2
  • Asian2
  • Native Hawaiian4
  • Black2
  • White2
Chronic Student Absenteeism: 31 (male: 12, female: 19)
  • Hispanic: 19 (male: 8, female: 11)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all female)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 2 (all female)
Chronic Student Absenteeism per 1,000 students
School:

79.3
State:

172.7

Classes & Courses


Algebra I:
Show data for

(State average from 1,144 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: 5
8th grade student enrollment in Algebra I: 2 (all male)
  • Black: 2
Percent of 8th grade students who passed
Here:

0.0%
State:

85.6%

    9-10th grade student enrollment in Algebra I

  • Hispanic55
  • American Indian2
  • Asian4
  • Native Hawaiian2
  • Black7
  • White28
  • Multirace10
  • LEP10
  • IDEA7
9-10th grade student enrollment in Algebra I: 108 (male: 52, female: 56)
  • Hispanic: 55 (male: 23, female: 32)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 7 (male: 2, female: 5)
  • White: 28 (male: 20, female: 8)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
9-10th grade studenst who passed Algebra I: 37 (male: 17, female: 20)
  • Hispanic: 23 (male: 7, female: 16)
  • White: 14 (male: 10, female: 4)
Percent of 9-10th grade students who passed
San Diego Virtual School:

34.3%
California:

72.5%

    11-12th grade student enrollment in Algebra I

  • Hispanic58
  • American Indian4
  • Asian4
  • Native Hawaiian2
  • Black4
  • White28
  • Multirace10
  • LEP16
  • IDEA10
11-12th grade student enrollment in Algebra I: 110 (male: 54, female: 56)
  • Hispanic: 58 (male: 26, female: 32)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 28 (male: 17, female: 11)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 16 (male: 8, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)
11-12th studenst who passed Algebra I: 12 (male: 8, female: 4)
  • Hispanic: 8 (male: 4, female: 4)
  • White: 4 (all male)
Percent of 11-12th grade students who passed
San Diego Virtual School:

10.9%
State:

62.0%

Algebra II:
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Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 3

    Student Enrollment in Algebra II

  • Hispanic16
  • Asian2
  • Black2
  • White7
  • LEP2
Student Enrollment in Algebra II: 27 (male: 9, female: 18)
  • Hispanic: 16 (male: 5, female: 11)
  • Asian: 2 (all female)
  • Black: 2 (all male)
  • White: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 2 (all male)

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: 3
Student Enrollment in Calculus: 8 (male: 4, female: 4)
  • Black: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 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: 3

    Student Enrollment in Geometry

  • Hispanic10
  • Asian2
  • Black2
  • White13
  • Multirace4
  • IDEA2
Student Enrollment in Geometry: 31 (male: 18, female: 13)
  • Hispanic: 10 (male: 8, female: 2)
  • Asian: 2 (all female)
  • Black: 2 (all female)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Advanced Mathematics:
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Advanced mathematics (college-preparatory) courses cover the following topics: trigonometry, trigonometry/algebra, trigonometry / analytic geometry, trigonometry / math analysis, analytic geometry, math analysis, math analysis / analytic geometry, probability and statistics, and precalculus
Number of Advanced Mathematics classes: 3
Student Enrollment in Advanced Mathematics: 6 (male: 4, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)

Biology:
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Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 1

    Student Enrollment in Biology

  • Hispanic43
  • American Indian2
  • Asian4
  • Black4
  • White28
  • Multirace7
  • LEP10
  • IDEA7
Student Enrollment in Biology: 88 (male: 48, female: 40)
  • Hispanic: 43 (male: 20, female: 23)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 28 (male: 20, female: 8)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)

Chemistry:
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Chemistry (college-preparatory) courses involve studying the composition, properties, and reactions of substances. These courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid / base and oxidation / reduction reactions; and atomic structure.Chemical formulas and equations and nuclear reactions are also studied.
Number of Chemistry classes: 1
Student Enrollment in Chemistry: 13 (male: 4, female: 9)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all female)
  • White: 7 (male: 2, female: 5)

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