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Lyndon B Johnson Daep School in Grand Prairie, TX
(06-12 • Public • Alternative School)

Address
 650 STONEWALL DR
Grand Prairie, TX 75052
Telephone
(972) 262-7244
(make sure to verify first before calling)
Website
http://www.gpisd.org/johnson
Students
108
Classroom Teachers (FTE)
37.6
Free lunch eligible students
80
Reduced-price lunch
eligible students
7
School district
GRAND PRAIRIE ISD
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Students & Teachers


Total enrollment:
Enrollment in 2016: 108
Enrollment in 2015: 121
Enrollment in 2014: 123
Enrollment in 2013: 94
Enrollment in 2012: 107
Enrollment in 2011: 143
Enrollment in 2010: 111
Enrollment in 2009: 161
Enrollment in 2008: 107
Enrollment in 2007: 138
Enrollment in 2006: 124
Enrollment in 2005: 109
Enrollment in 2004: 100
Enrollment in 2003: 118
Enrollment in 2002: 155
Enrollment in 2001: 126
Enrollment in 2000: 107
Enrollment in 1999: 141

Lyndon B Johnson Daep School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08G09G10G11G12Total
All students74203816158108
Female students214634 - 20
Male students5316321311888
American Indian/Alaska Native students - - 1 - - - - 1
Hispanic students431627159478
Black students31310 - 4223
White students - - - - 1225
Two or More Races students - - - 1 - - - 1

Enrollment by grade:
6th grade enrollment: 7
7th grade enrollment: 4
8th grade enrollment: 20
9th grade enrollment: 38
10th grade enrollment: 16
11th grade enrollment: 15
12th grade enrollment: 8

Lyndon B Johnson Daep School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 20 (18.5%)
Lyndon B Johnson Daep School:

18.5%
Texas:

49.0%
Male enrollment: 88 (81.5%)
School:

81.5%
Texas:

50.1%

Lyndon B Johnson Daep School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 1 (0.9%)
Lyndon B Johnson Daep School:

0.9%
Texas:

0.4%
Hispanic enrollment: 78 (72.2%)
School:

72.2%
Texas:

46.9%
Black enrollment: 23 (21.3%)
Lyndon B Johnson Daep School:

21.3%
Texas:

11.6%
White enrollment: 5 (4.6%)
School:

4.6%
Texas:

32.3%
Two or More Races enrollment: 1 (0.9%)
School:

0.9%
State:

2.1%

Lyndon B Johnson Daep School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 87 (80.6%)
Lyndon B Johnson Daep School:

80.6%
Texas:

61.6%
Free lunch eligible students: 80 (74.1%)
Lyndon B Johnson Daep School:

74.1%
State:

55.4%
Reduced-price lunch eligible students: 7 (6.5%)
Lyndon B Johnson Daep School:

6.5%
Texas:

6.2%

Lyndon B Johnson Daep School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 37.6

Number of FTE teachers in their first year of teaching: 3.3
Number of FTE teachers in their second year of teaching: 1.1
Number of FTE school counselors: 3.5
Number of FTE teachers who were absent more than 10 school days during the school years: 8.8
Number of FTE sworn law enforcement officers: 0.3
Number of FTE security guards: 0.1
Number of FTE nurses: 1

Student/Teacher Ratio
Lyndon B Johnson Daep School:

2.9
Texas:

15.6

Lyndon B Johnson Daep School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,130,999
  • Full-time Equivalency Count of Teachers: 37.5 (Salary Expenditures: $771,998)
  • Full-time Equivalency Count of Instructional Aides: 2.4 (Salary Expenditures: $66,867)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $137,063)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $176,650)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $35,753
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,366,048
  • Salary Expenditures for Teachers: $934,041
  • Full-time Equivalency Count of Instructional Aides: 4.4 (Salary Expenditures: $139,873)
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $137,063)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $176,650)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $35,753

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 31 (male: 23, female: 8)
  • Hispanic: 31 (male: 23, female: 8)
  • 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 (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: 17 (all male)
  • Hispanic: 13
  • Black: 4
  • Limited English Proficiency (LEP): 4
Students with disabilities served under Section 504: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 1,120 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 6th grade: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • Black: 2 (all male)
  • Section 504: 4 (male: 2, female: 2)

Percent of 6th grade students retained
Lyndon B Johnson Daep School:

57.1%
State:

6.3%
Total number of students retained in 7th grade: 4 (all male)
  • Hispanic: 2
  • Black: 2

Percent of 7th grade students retained
Lyndon B Johnson Daep School:

100.0%
State:

6.0%

    Total number of students retained in 9th grade

  • Hispanic10
  • Black2
  • LEP7
  • IDEA2
  • 5042
Total number of students retained in 9th grade: 12 (male: 10, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
  • Section 504: 2 (all female)

Percent of 9th grade students retained
Lyndon B Johnson Daep School:

31.6%
State:

18.3%

    Total number of students retained in 10th grade

  • Hispanic10
  • Black4
  • LEP2
  • IDEA2
Total number of students retained in 10th grade: 14 (male: 10, female: 4)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 10th grade students retained
Here:

87.5%
State:

15.1%

    Total number of students retained in 11th grade

  • Hispanic4
  • Black2
  • White2
  • LEP2
  • IDEA2
Total number of students retained in 11th grade: 8 (male: 6, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 11th grade students retained
Lyndon B Johnson Daep School:

53.3%
State:

14.9%
Total number of students retained in 12th grade: 2 (all male)
  • Black: 2

Percent of 12th grade students retained
School:

25.0%
State:

14.2%

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for
The State of Texas Assessments of Academic Readiness, or STAAR, is the state testing program that was implemented in the 2011-2012 school year. The Texas Education Agency (TEA), in collaboration with the Texas Higher Education Coordinating Board (THECB) and Texas educators, developed the STAAR program in response to requirements set forth by the 80th and 81st Texas legislatures. STAAR is an assessment program designed to measure the extent to which students have learned and are able to apply the knowledge and skills defined in the state - mandated curriculum standards, the Texas Essential Knowledge and Skills (TEKS). Every STAAR question is directly aligned to the TEKS currently implemented for the grade / subject or course being assessed. The STAAR program includes STAAR and STAAR Spanish.
8th Grade
Math students tested: 1
Math # Answer Documents Submitted: 1

Reading students tested: 1
Reading # Answer Documents Submitted: 1

Accountability


SAT/ACT:
Show data for
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

  • Hispanic31
  • Black10
  • White2
  • Multirace2
  • LEP10
  • IDEA2
SAT or ACT Test Participation: 45 (male: 29, female: 16)
  • Hispanic: 31 (male: 20, female: 11)
  • Black: 10 (male: 5, female: 5)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Advanced Placement:
Show data for
Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001.
Number of different AP courses provided by school: 1
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: No

Students Enrolled in at least one AP Course: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
Students Enrollment in Other Advanced Placement (AP) Subjects: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
Students who took no AP exams: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Health & Safety


Referrals and Arrests:
Show data for

(State average from 1,516 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: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

55.6
Texas:

17.4
Students without disabilities who received a school-related arrest: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

Students without disabilities who received a school-related arrest per 1,000 students
Here:

55.6
Texas:

13.1
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Black: 2

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

18.5
State:

5.4
Students with disabilities who received a school-related arrest: 2 (all male)
  • Black: 2

Students with disabilities who received a school-related arrest per 1,000 students
Lyndon B Johnson Daep School:

18.5
State:

4.1

Chronic Student Absenteeismt:
Show data for

(State average from 7,777 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

  • Hispanic94
  • Black31
  • White5
  • Multirace2
  • LEP22
  • IDEA25
  • 5044
Chronic Student Absenteeism: 132 (male: 101, female: 31)
  • Hispanic: 94 (male: 68, female: 26)
  • Black: 31 (male: 26, female: 5)
  • White: 5 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 22 (male: 17, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 25 (male: 23, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

1,222.2
Texas:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all female)
  • Hispanic: 2

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
School:

18.5
Texas:

7.2

Suspensions:
Show data for

(State average from 3,231 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

  • Hispanic313
  • Black100
  • White26
  • Multirace10
  • LEP85
  • IDEA100
  • 50415
School days missed due to out-of-school suspension: 449 (male: 334, female: 115)
  • Hispanic: 313 (male: 221, female: 92)
  • Black: 100 (male: 83, female: 17)
  • White: 26 (male: 20, female: 6)
  • Two or More Races: 10 (all male)
  • Limited English Proficiency (LEP): 85 (male: 58, female: 27)
  • Individuals With Disabilities Education Act (IDEA): 100 (male: 93, female: 7)
  • Section 504: 15 (male: 8, female: 7)
Instances of out-of-school suspension (Students without disabilities): 205

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Lyndon B Johnson Daep School:

1,898.1
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic97
  • Black43
  • White10
  • Multirace2
  • LEP31
Students without disabilities receiving one or more in-school suspension: 152 (male: 104, female: 48)
  • Hispanic: 97 (male: 62, female: 35)
  • Black: 43 (male: 32, female: 11)
  • White: 10 (male: 8, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 31 (male: 20, female: 11)

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

  • Hispanic55
  • Black16
  • White7
  • Multirace2
  • LEP22
Students without disabilities receiving only one out-of-school suspension: 80 (male: 59, female: 21)
  • Hispanic: 55 (male: 38, female: 17)
  • Black: 16 (male: 14, female: 2)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 22 (male: 20, female: 2)

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

  • Hispanic28
  • Black10
  • White4
  • Multirace2
  • LEP7
Students without disabilities receiving more than one out-of-school suspension: 44 (male: 29, female: 15)
  • Hispanic: 28 (male: 17, female: 11)
  • Black: 10 (male: 8, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
Instances of out-of-school suspension (Students with disabilities): 59

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

546.3
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 8

Instances of out-of-school suspension per 1,000 students (Section 504 only)
Lyndon B Johnson Daep School:

74.1
State:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic25
  • Black14
  • LEP8
  • 5047
Students with disabilities receiving one or more in-school suspension: 39 (male: 37, female: 2)
  • Hispanic: 25 (male: 23, female: 2)
  • Black: 14 (all male)
  • Limited English Proficiency (LEP): 8 (all male)
  • Section 504: 7 (male: 5, female: 2)

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

  • Hispanic5
  • Black5
  • White2
  • 5044
Students with disabilities receiving only one out-of-school suspension: 12 (all male)
  • Hispanic: 5
  • Black: 5
  • White: 2
  • Section 504: 4

    Students with disabilities receiving more than one out-of-school suspension

  • Hispanic13
  • Black5
  • LEP2
  • 5044
Students with disabilities receiving more than one out-of-school suspension: 18 (male: 16, female: 2)
  • Hispanic: 13 (male: 11, female: 2)
  • Black: 5 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 4 (male: 2, female: 2)

Expulsions:
Show data for

(State average from 1,623 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.

Expulsion without educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and not providing educational services to the child for the remainder of the school year or longer in accordance with local educational agency policy. Expulsion without services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students without Disabilities who received an expulsion with educational services: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)

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

55.6
State:

32.9

Transfers:
(State average from 1,202 schools)
Transfer to an alternative school for disciplinary reasons is a subset of expulsion with educational services. An alternative school is a public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside of the categories of regular education, special education, or vocational education.
Students without disabilities transferred to an alternative school for disciplinary reasons: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)

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

55.6
Texas:

49.7

Classes & Courses


Algebra I:
Show data for

(State average from 1,490 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: 5

9-10th grade student enrollment in Algebra I: 10 (male: 8, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
Percent of 9-10th grade students who passed
Here:

0.0%
Texas:

77.3%

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: 4


    Student Enrollment in Algebra II

  • Hispanic7
  • Black4
  • White2
  • LEP2
  • IDEA2
Student Enrollment in Algebra II: 13 (male: 9, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Calculus:
Show data for
Calculus (college-preparatory) course topics include the study of derivatives, differentiation, integration, the definite and indefinite integral, and applications of calculus.Typically, students have previously attained knowledge of precalculus topics (some combination of trigonometry, elementary functions, analytic geometry, and math analysis).
Number of Calculus classes: 1


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

Geometry:
Show data for
Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
Number of Geometry classes: 2
Number of Geometry classes taught by certified teachers: 2

Student Enrollment in Geometry: 7 (male: 5, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Biology:
Show data for
Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 6
Number of Biology classes taught by certified teachers: 6

    Student Enrollment in Biology

  • Hispanic13
  • Black2
  • LEP7
  • IDEA4
Student Enrollment in Biology: 15 (male: 10, female: 5)
  • Hispanic: 13 (male: 8, female: 5)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Chemistry:
Show data for
Chemistry (college-preparatory) courses involve studying the composition, properties, and reactions of substances. These courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid / base and oxidation / reduction reactions; and atomic structure.Chemical formulas and equations and nuclear reactions are also studied.
Number of Chemistry classes: 4
Number of Chemistry classes taught by certified teachers: 4

Student Enrollment in Chemistry: 5 (all male)
  • Hispanic: 5
  • Individuals With Disabilities Education Act (IDEA): 2

Physics:
Show data for
Physics (college-preparatory) courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy.The study of physics includes examination of sound, light, and magnetic and electric phenomena.
Number of Physics classes: 2
Number of Physics classes taught by certified teachers: 2

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

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