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Pace Academy School in Redding, CA
(KG-08 • Public • Alternative School)

Address
 3200 Adams Ln.
Redding, CA 96002
Telephone
(530) 224-4236
(make sure to verify first before calling)
Website
http://www.eesd.net
Students
29
Classroom Teachers (FTE)
3.0
National School Lunch
Program (NSLP) Status
Yes, under Provision 2
Free lunch eligible students
20
Reduced-price lunch
eligible students
3
School district
Enterprise Elementary
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Students & Teachers


Total enrollment:
Enrollment in 2016: 29
Enrollment in 2015: 26
Enrollment in 2014: 26
Enrollment in 2013: 17
Enrollment in 2012: 11
Enrollment in 2011: 18
Enrollment in 2010: 24
Enrollment in 2009: 24
Enrollment in 2008: 22
Enrollment in 2007: 14
Enrollment in 2006: 18
Enrollment in 2005: 17
Enrollment in 2004: 13
Enrollment in 2003: 23
Enrollment in 2002: 21
Enrollment in 2001: 22
Enrollment in 2000: 20
Enrollment in 1999: 18

Pace Academy School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG01G02G03G04G05G06G07G08Total
All students3334541629
Female students - - 11 - - - - 2
Male students3323541627
American Indian/Alaska Native students - - - - - 1 - 23
Hispanic students - 11 - - - - - 2
White students2222221215
Two or More Races students1 - - 231 - 29

Enrollment by grade:
1st grade enrollment: 3
2nd grade enrollment: 3
3rd grade enrollment: 3
4th grade enrollment: 4
5th grade enrollment: 5
6th grade enrollment: 4
7th grade enrollment: 1
8th grade enrollment: 6

Pace Academy School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 2 (6.9%)
School:

6.9%
California:

49.4%
Male enrollment: 27 (93.1%)
Pace Academy School:

93.1%
State:

49.6%

Pace Academy School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 3 (10.3%)
School:

10.3%
California:

1.0%
Hispanic enrollment: 2 (6.9%)
Pace Academy School:

6.9%
California:

46.0%
White enrollment: 15 (51.7%)
Pace Academy School:

51.7%
State:

28.3%
Two or More Races enrollment: 9 (31.0%)
School:

31.0%
State:

4.5%

Pace Academy School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 23 (79.3%)
Here:

79.3%
State:

61.2%
Free lunch eligible students: 20 (69.0%)
Pace Academy School:

69.0%
California:

52.8%
Reduced-price lunch eligible students: 3 (10.3%)
School:

10.3%
California:

8.6%

Pace Academy School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 3


Student/Teacher Ratio
Pace Academy School:

9.7
State:

22.8

Pace Academy School - Teachers (FTE) and pupil/teacher ratio


Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 2 (all male)
  • Hispanic: 2

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

  • All13%
  • Males8%
  • White20%
ELA students tested: 45
ELA students with scores: 45

Percentage Standard Met and Above:

13%
California:

49%

Standard Not Met: 60.0%
Standard Nearly Met: 26.7%
Standard Met: 13.3%
Standard Exceeded: 0.0%

All Grades:
60.0%
26.7%
13.3%

Pace Academy School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All5%
  • Males3%
  • White7%
Math students tested: 44
Math students with scores: 44

Percentage Standard Met and Above:

5%
California:

38%

Standard Not Met: 68.2%
Standard Nearly Met: 27.3%
Standard Met: 4.5%
Standard Exceeded: 0.0%

All Grades:
68.2%
27.3%
4.5%

Pace Academy School - Math Area Achievement Levels (all grades)

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).

Pace Academy School - Adequate Yearly Progress status


ELA Participation Rate
School:

90.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic50
  • American Indian75
  • Black100
  • White93
  • Multirace100
  • SED87
  • LEP100
  • With Disabilities88
  • Hispanic: 50% (tested 1 out of 2 enrolled)
  • American Indian / Alaska Native: 75% (tested 3 out of 4 enrolled)
  • Black: 100% (tested 2 out of 2 enrolled)
  • White: 93% (tested 24 out of 26 enrolled)
  • Two or More Races: 100% (tested 3 out of 3 enrolled)
  • Socioeconomic Disadvantaged: 87% (tested 25 out of 29 enrolled)
  • English Learners: 100% (tested 1 out of 1 enrolled)
  • Students with Disabilities: 88% (tested 7 out of 8 enrolled)

Math Participation Rate
Pace Academy School:

87.0%
California:

96.1%

    Math Participation Rate

  • Hispanic50
  • American Indian75
  • Black100
  • White89
  • Multirace100
  • SED83
  • LEP100
  • With Disabilities88
  • Hispanic: 50% (tested 1 out of 2 enrolled)
  • American Indian / Alaska Native: 75% (tested 3 out of 4 enrolled)
  • Black: 100% (tested 2 out of 2 enrolled)
  • White: 89% (tested 23 out of 26 enrolled)
  • Two or More Races: 100% (tested 3 out of 3 enrolled)
  • Socioeconomic Disadvantaged: 83% (tested 24 out of 29 enrolled)
  • English Learners: 100% (tested 1 out of 1 enrolled)
  • Students with Disabilities: 88% (tested 7 out of 8 enrolled)

Health & Safety


Chronic Student Absenteeismt:
Show data for

(State average from 8,415 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: 2 (all male)
  • White: 2
Chronic Student Absenteeism per 1,000 students
Here:

69.0
State:

178.2

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).
Students without disabilities receiving only one out-of-school suspension: 14 (male: 12, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • White: 10 (male: 8, female: 2)
  • Two or More Races: 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 6 (male: 4, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)

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