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Foothill Community Day School in Newman, CA
(07-12 • Public • Alternative School)

Address
 890 Main St.
Newman, CA 95360
Telephone
(209) 862-2309
(make sure to verify first before calling)
Website
http://nclusd.k12.ca.us/foothill
Students
6
Classroom Teachers (FTE)
1.0
National School Lunch
Program (NSLP) Status
No
Free/reduced-price
lunch eligible students
4
School district
Newman-Crows Landing Unified
Charter school
No
Title I status
Title I targeted assistance school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Students & Teachers


Total enrollment:
Enrollment in 2016: 6
Enrollment in 2015: 12
Enrollment in 2014: 7
Enrollment in 2013: 11
Enrollment in 2012: 11
Enrollment in 2011: 26
Enrollment in 2010: 9
Enrollment in 2009: 12
Enrollment in 2008: 12
Enrollment in 2007: 13
Enrollment in 2006: 22
Enrollment in 2005: 11
Enrollment in 2004: 13

Foothill Community Day School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G09G10Total
All students2226
Female students - - 11
Male students2215
Hispanic students2226

Enrollment by grade:
7th grade enrollment: 2
9th grade enrollment: 2
10th grade enrollment: 2

Foothill Community Day School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 1 (16.7%)
Foothill Community Day School:

16.7%
State:

49.4%
Male enrollment: 5 (83.3%)
Foothill Community Day School:

83.3%
California:

49.6%

Foothill Community Day School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Hispanic enrollment: 6 (100.0%)
School:

100.0%
California:

46.0%

Foothill Community Day School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 4 (66.7%)
Here:

66.7%
California:

61.2%

Foothill Community Day School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 1

Number of FTE school counselors: 0.3
Number of FTE nurses: 0.3
Number of FTE psychologists: 0.3

Student/Teacher Ratio
School:

6.0
State:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $112,486
  • Full-time Equivalency Count of Teachers: 1 (Salary Expenditures: $60,572)
  • Full-time Equivalency Count of School Administration Staff: 0.3 (Salary Expenditures: $34,411)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $125
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $112,596
  • Salary Expenditures for Teachers: $60,572
  • Full-time Equivalency Count of School Administration Staff: 0.3 (Salary Expenditures: $34,411)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $22,639

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

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: 2 (all male)
  • Hispanic: 2

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

333.3
California:

84.3

Statewide Student Assessments


California High School Exit Exam:
Show data for

(State average from 2,305 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.
Math Mean Scale Score:

346
State:

370
Math Percentage Passed:

38%
California:

63%
Math Number Tested: 13
Math Number Passed: 5

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

    58%
    State:

    68%
  • Number Sense:

    52%
    California:

    65%
  • Algebra & Functions:

    58%
    State:

    66%
  • Measurement & Geometry:

    43%
    State:

    59%
  • Algebra 1:

    32%
    California:

    52%

California English Language Development Test:
Show data for

(State average from 9,791 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).

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

All Grades:
Student Count: 6
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

33.0%
California:

34.0%

Accountability


Adequate Yearly Progress:
Show data for

(State average from 9,842 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).

Foothill Community Day School - Adequate Yearly Progress status


ELA Participation Rate
School:

58.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic67
  • White67
  • SED50
  • With Disabilities100
  • Hispanic: 67% (tested 2 out of 3 enrolled)
  • White: 67% (tested 2 out of 3 enrolled)
  • Socioeconomic Disadvantaged: 50% (tested 3 out of 6 enrolled)
  • Students with Disabilities: 100% (tested 1 out of 1 enrolled)

Math Participation Rate
Foothill Community Day School:

58.0%
State:

96.1%

    Math Participation Rate

  • Hispanic67
  • White67
  • SED50
  • With Disabilities100
  • Hispanic: 67% (tested 2 out of 3 enrolled)
  • White: 67% (tested 2 out of 3 enrolled)
  • Socioeconomic Disadvantaged: 50% (tested 3 out of 6 enrolled)
  • Students with Disabilities: 100% (tested 1 out of 1 enrolled)

Health & Safety


Harassment & Bullying:
Show data for

(State average from 2,337 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.
Allegations of harassment or bullying on the basis of sex: 1
Allegations of harassment or bullying on the basis of sex per 1,000 students
Foothill Community Day School:

166.7
State:

7.8
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • Hispanic: 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2


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: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
Chronic Student Absenteeism per 1,000 students
Foothill Community Day School:

333.3
California:

172.7

Suspensions:
Show data for

(State average from 1,406 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
School days missed due to out-of-school suspension: 9 (male: 4, female: 5)
  • Hispanic: 9 (male: 4, female: 5)
  • Limited English Proficiency (LEP): 4 (all male)
Instances of out-of-school suspension (Students without disabilities): 4

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

666.7
California:

84.8
Students without disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

Expulsions:
Show data for

(State average from 1,805 schools)
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 without educational services: 2 (all male)
  • Hispanic: 2

Students without Disabilities who received an expulsion without educational services per 1,000 students
Foothill Community Day School:

333.3
State:

6.0

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

9-10th grade student enrollment in Algebra I: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
Percent of 9-10th grade students who passed
Here:

0.0%
State:

72.5%

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