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Sonoma County Alternative Education Programs School in Santa Rosa, CA
(KG-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 38
Address
 5340 Skylane Blvd.
Santa Rosa, CA 95403
Telephone
(707) 524-2876
(make sure to verify first before calling)
Website
http://www.scoe.org
City-data.com school rating
38
Students
100
Classroom Teachers (FTE)
7.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
48
Reduced-price lunch
eligible students
3
School district
Sonoma County Office of Education
Charter school
No
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Mark West Charter (2.1 miles):

81
San Miguel Elementary (2.1 miles):

68
Windsor High (2.3 miles):

64
Mark West Elementary (2.2 miles):

59
Windsor Creek Elementary (2.3 miles):

42
Sonoma County Alternative Education Programs School:

38
Windsor Middle (2.4 miles):

35
Sonoma County Court (0.0 miles):

26
Sonoma County Special Education (0.0 miles):

3
Sonoma County Alternative Education Programs School rating compared to average state, county and city schools ratings:
California:

46
Sonoma County:

50
Santa Rosa:

44
This School:

38

Students & Teachers


Total enrollment:
Enrollment in 2016: 100
Enrollment in 2015: 147
Enrollment in 2014: 215
Enrollment in 2013: 224
Enrollment in 2012: 200
Enrollment in 2011: 228
Enrollment in 2010: 221
Enrollment in 2009: 255
Enrollment in 2008: 319
Enrollment in 2007: 378
Enrollment in 2006: 380
Enrollment in 2005: 360
Enrollment in 2004: 451
Enrollment in 2003: 413

Sonoma County Alternative Education Programs School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG02G03G06G07G08G09G10G11G12Total
All students211156192144100
Female students2 - 1 - - 1592038
Male students - 1 - 15514122462
Asian students - - - - - - - 1 - 1
Hispanic students1 - 1 - 4213163269
Black students - - - - - 11 - 24
White students11 - 113441025
Two or More Races students - - - - - - 1 - - 1

Enrollment by grade:
2nd grade enrollment: 2
3rd grade enrollment: 1
6th grade enrollment: 1
7th grade enrollment: 1
8th grade enrollment: 5
9th grade enrollment: 6
10th grade enrollment: 19
11th grade enrollment: 21
12th grade enrollment: 44

Sonoma County Alternative Education Programs School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 38 (38.0%)
School:

38.0%
State:

49.4%
Male enrollment: 62 (62.0%)
Sonoma County Alternative Education Programs School:

62.0%
State:

49.6%

Sonoma County Alternative Education Programs School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Asian enrollment: 1 (1.0%)
School:

1.0%
California:

9.4%
Hispanic enrollment: 69 (69.0%)
Sonoma County Alternative Education Programs School:

69.0%
State:

46.0%
Black enrollment: 4 (4.0%)
Here:

4.0%
California:

6.1%
White enrollment: 25 (25.0%)
Sonoma County Alternative Education Programs School:

25.0%
California:

28.3%
Two or More Races enrollment: 1 (1.0%)
Here:

1.0%
State:

4.5%

Sonoma County Alternative Education Programs School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 51 (51.0%)
School:

51.0%
State:

61.2%
Free lunch eligible students: 48 (48.0%)
School:

48.0%
California:

52.8%
Reduced-price lunch eligible students: 3 (3.0%)
School:

3.0%
State:

8.6%

Sonoma County Alternative Education Programs School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 7

Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 3
Number of FTE nurses: 0.2
Number of FTE psychologists: 0.4

Student/Teacher Ratio
School:

14.3
State:

22.8

Sonoma County Alternative Education Programs School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $894,790
  • Full-time Equivalency Count of Teachers: 5.8 (Salary Expenditures: $478,111)
  • Full-time Equivalency Count of Instructional Aides: 1.3 (Salary Expenditures: $41,001)
  • Full-time Equivalency Count of Support Services Staff: 1.8 (Salary Expenditures: $134,698)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $249,870)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $397,489
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $957,277
  • Salary Expenditures for Teachers: $494,598
  • Full-time Equivalency Count of Instructional Aides: 1.3 (Salary Expenditures: $41,001)
  • Full-time Equivalency Count of Support Services Staff: 1.7 (Salary Expenditures: $125,807)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $249,870)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $485,352

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic34
  • Asian2
  • Black2
  • IDEA5
Students Enrolled in LEP Programs: 38 (male: 17, female: 21)
  • Hispanic: 34 (male: 17, female: 17)
  • Asian: 2 (all female)
  • Black: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)

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: 30 (male: 23, female: 7)
  • Hispanic: 23 (male: 16, female: 7)
  • White: 7 (all male)
  • Limited English Proficiency (LEP): 4 (all male)

Retention:
Show data for

(State average from 709 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: 18 (male: 10, female: 8)
  • Hispanic: 13 (male: 5, female: 8)
  • White: 5 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Percent of 12th grade students retained
Here:

40.9%
State:

16.7%

Dual Enrollment:
(State average from 525 schools)
This school has students in grades 9-12 enrolled in a dual enrollment / dual credit program
Dual enrollment/dual credit programs provide opportunities for high school students to take college-level courses offered by colleges, and earn concurrent credit toward a high school diploma and a college degree while still in high school.These programs are for high school - enrolled students who are academically prepared to enroll in college and are interested in taking on additional coursework.For example, students who want to study subjects not offered at their high school may seek supplemental education at colleges nearby.

    Dual Enrollment

  • Hispanic10
  • White5
  • LEP4
  • IDEA2
Dual Enrollment: 15 (male: 13, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • White: 5 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

Dual Enrollment per 1,000 students
School:

150.0
State:

104.8

Statewide Student Assessments


Smarter Balanced Summative Assessments:
Show data for

(State average from 10,463 schools)
Smarter Balanced Summative Assessments (SB) is one of the online summative assessments - part of California Assessment of Student Performance and Progress (CAASPP) System.

The summative assessments are comprehensive, end-of-year assessments of grade-level learning that measure progress toward college and career readiness. Each test in English language arts/literacy (ELA) and mathematics is comprised of two parts: (1) a computer-adaptive test and (2) a performance task, administered within a selected testing window available at 66 percent of the instructional year for grades three through eight, and grade eleven.

The summative assessments are aligned with the Common Core State Standards (CCSS) for ELA and mathematics. The tests capitalize on the strengths of computer adaptive testing efficient and precise measurement across the full range of achievement and timely turnaround of results.
ELA students tested: 20
ELA students with scores: 20

Percentage Standard Met and Above:

0%
State:

49%

Standard Not Met: 65.0%
Standard Nearly Met: 35.0%
Standard Met: 0.0%
Standard Exceeded: 0.0%

11th Grade: (Mean Scale Score: 2463.8, Students tested: 12, Standard Not Met: 50.0%, Nearly Met: 50.0%, Met: 0.0%, Exceeded: 0.0%)
50.0%
50.0%

Sonoma County Alternative Education Programs School - ELA Area Achievement Levels (all grades)

Math students tested: 18
Math students with scores: 18

Percentage Standard Met and Above:

0%
California:

38%

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

All Grades:
100.0%

Sonoma County Alternative Education Programs 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: 16
CST Science students with scores: 14

Percentage At Or Above Proficient:

7%
State:

54%

Percentage Far Below Basic: 86.0% 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: 7.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 7.0% 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.

8th Grade: (Mean Scale Score: 223.1, Students tested: 16, Far Below Basic: 86.0%, Below Basic: 0.0%, Basic: 7.0%, Proficient: 7.0%, Advanced: 0.0%)
86.0%
7.0%
7.0%
CST Science students tested: 24
CST Science students with scores: 19

Percentage At Or Above Proficient:

16%
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: 32.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 21.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 16.0% 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: 286.5, Students tested: 24, Far Below Basic: 31.0%, Below Basic: 32.0%, Basic: 21.0%, Proficient: 16.0%, Advanced: 0.0%)
31.0%
32.0%
21.0%
16.0%

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.

Sonoma County Alternative Education Programs School - California High School Exit Exam results

2014-15 results for this school are based on 3 separate tests and combined using weighted average.

Math Mean Scale Score:

351
California:

374
Math Percentage Passed:

48%
State:

68%
Math Number Tested: 48
Math Number Passed: 23

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

    61%
    California:

    69%
  • Number Sense:

    56%
    State:

    65%
  • Algebra & Functions:

    56%
    California:

    68%
  • Measurement & Geometry:

    52%
    State:

    64%
  • Algebra 1:

    40%
    California:

    58%
ELA Mean Scale Score:

352
State:

370
ELA Percentage Passed:

49%
California:

68%
ELA Number Tested: 55
ELA Number Passed: 27

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

    73%
    State:

    76%
  • Reading - Reading Comprehension:

    61%
    State:

    71%
  • Reading - Literary Responses and Analysis:

    67%
    State:

    75%
  • Writing - Writing Strategies:

    51%
    California:

    64%
  • Writing - Writing Conventions:

    60%
    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: 17, Needs Improvement - High Risk: 0.0%, Needs Improvement: 88.2%, Healthy Fitness Zone: 11.8%)
88.2%
11.8%
Body Composition:
9th grade: (Students tested: 17, Needs Improvement - High Risk: 52.9%, Needs Improvement: 41.2%, Healthy Fitness Zone: 5.9%)
52.9%
41.2%
5.9%
Abdominal Strength:
9th grade: (Students tested: 17, Needs Improvement - High Risk: 17.6%, Needs Improvement: 82.4%, Healthy Fitness Zone: 0.0%)
17.6%
82.4%
Trunk Extension Strength:
9th grade: (Students tested: 17, Needs Improvement - High Risk: 70.6%, Needs Improvement: 29.4%, Healthy Fitness Zone: 0.0%)
70.6%
29.4%
Upper Body Strength:
9th grade: (Students tested: 17, Needs Improvement - High Risk: 17.6%, Needs Improvement: 82.4%, Healthy Fitness Zone: 0.0%)
17.6%
82.4%
Flexibility:
9th grade: (Students tested: 17, Needs Improvement - High Risk: 52.9%, Needs Improvement: 47.1%, Healthy Fitness Zone: 0.0%)
52.9%
47.1%

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).

Sonoma County Alternative Education Programs School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 25
Number of students who met CELDT criterion: 9

Students who met CELDT criterion:

36.0%
State:

34.0%
Grade 9:
Student Count: 8
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

38.0%
State:

33.0%
Listening Mean Scale Score:

583.5
State:

533.7
Reading Mean Scale Score:

564.3
California:

534.6
Speaking Mean Scale Score:

540.0
State:

515.1
Writing Mean Scale Score:

612.4
California:

513.2
Grade 10:
Student Count: 4
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

25.0%
State:

36.0%
Listening Mean Scale Score:

571.3
California:

556.8
Reading Mean Scale Score:

582.5
State:

555.2
Speaking Mean Scale Score:

547.3
California:

533.6
Writing Mean Scale Score:

587.5
State:

530.8
Grade 11:
Student Count: 8
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

38.0%
State:

45.0%
Listening Mean Scale Score:

623.9
California:

575.6
Reading Mean Scale Score:

573.9
State:

573.9
Speaking Mean Scale Score:

593.3
State:

550.8
Writing Mean Scale Score:

568.3
California:

544.5

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).

Sonoma County Alternative Education Programs School - Adequate Yearly Progress status


ELA Participation Rate
School:

54.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic56
  • American Indian100
  • Filipino100
  • White37
  • Multirace50
  • SED56
  • LEP61
  • With Disabilities72
  • Hispanic: 56% (tested 19 out of 34 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Filipino: 100% (tested 1 out of 1 enrolled)
  • White: 37% (tested 4 out of 11 enrolled)
  • Two or More Races: 50% (tested 1 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 56% (tested 21 out of 38 enrolled)
  • English Learners: 61% (tested 14 out of 23 enrolled)
  • Students with Disabilities: 72% (tested 5 out of 7 enrolled)

Math Participation Rate
School:

54.0%
California:

96.1%

    Math Participation Rate

  • Hispanic56
  • American Indian100
  • Filipino100
  • White37
  • Multirace50
  • SED56
  • LEP61
  • With Disabilities72
  • Hispanic: 56% (tested 19 out of 34 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Filipino: 100% (tested 1 out of 1 enrolled)
  • White: 37% (tested 4 out of 11 enrolled)
  • Two or More Races: 50% (tested 1 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 56% (tested 21 out of 38 enrolled)
  • English Learners: 61% (tested 14 out of 23 enrolled)
  • Students with Disabilities: 72% (tested 5 out of 7 enrolled)

Health & Safety


Offenses:
(State average from 5,445 schools)
An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident

A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.

Robbery is taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or assault.

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of robbery without a weapon: 1

Incidents of physical attack or fight without a weapon: 15

Incidents of threats of physical attack without a weapon: 3


Total incidents per 1,000 students
Here:

190.0
State:

60.8

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 without disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Hispanic: 2

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Sonoma County Alternative Education Programs School:

20.0
California:

21.3

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

  • Hispanic46
  • Asian4
  • Black4
  • White16
  • LEP28
  • IDEA4
Chronic Student Absenteeism: 70 (male: 44, female: 26)
  • Hispanic: 46 (male: 26, female: 20)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 16 (male: 14, female: 2)
  • Limited English Proficiency (LEP): 28 (male: 14, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

700.0
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

  • Hispanic29
  • Asian2
  • Native Hawaiian3
  • Black12
  • White16
  • LEP9
  • IDEA28
School days missed due to out-of-school suspension: 62 (male: 42, female: 20)
  • Hispanic: 29 (male: 17, female: 12)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 3 (all male)
  • Black: 12 (male: 8, female: 4)
  • White: 16 (male: 12, female: 4)
  • Limited English Proficiency (LEP): 9 (male: 5, female: 4)
  • Individuals With Disabilities Education Act (IDEA): 28 (male: 18, female: 10)
Instances of out-of-school suspension (Students without disabilities): 2

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

20.0
State:

84.8

    Students without disabilities receiving one or more in-school suspension

  • Hispanic16
  • Black2
  • White5
  • LEP7
Students without disabilities receiving one or more in-school suspension: 23 (male: 18, female: 5)
  • Hispanic: 16 (male: 11, female: 5)
  • Black: 2 (all male)
  • White: 5 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
Students without disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

  • Hispanic10
  • Black2
  • White2
  • LEP4
Students without disabilities receiving more than one out-of-school suspension: 14 (male: 12, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 4

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

40.0
State:

28.1
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
Students with disabilities receiving only one out-of-school suspension: 14 (male: 7, female: 7)
  • Hispanic: 10 (male: 5, female: 5)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
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)

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: 5
Number of Algebra I classes taught by certified teachers: 1

    9-10th grade student enrollment in Algebra I

  • Hispanic25
  • Black4
  • White13
  • LEP10
  • IDEA10
9-10th grade student enrollment in Algebra I: 42 (male: 27, female: 15)
  • Hispanic: 25 (male: 17, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 13 (male: 8, female: 5)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)
Percent of 9-10th grade students who passed
School:

0.0%
State:

72.5%

    11-12th grade student enrollment in Algebra I

  • Hispanic16
  • Asian2
  • Black2
  • White10
  • LEP7
  • IDEA7
11-12th grade student enrollment in Algebra I: 30 (male: 17, female: 13)
  • Hispanic: 16 (male: 5, female: 11)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
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
Here:

40.0%
State:

62.0%

Biology:
Show data for
Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 5

    Student Enrollment in Biology

  • Hispanic43
  • Asian4
  • Native Hawaiian2
  • Black4
  • White16
  • LEP28
  • IDEA8
Student Enrollment in Biology: 69 (male: 43, female: 26)
  • Hispanic: 43 (male: 23, female: 20)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 16 (male: 14, female: 2)
  • Limited English Proficiency (LEP): 28 (male: 14, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 8 (all male)

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