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John A. Rowland High School in Rowland Heights, CA
(09-12 • 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 80
Address
 2000 S. Otterbein St.
Rowland Heights, CA 91748
Telephone
(626) 965-3448
(make sure to verify first before calling)
City-data.com school rating
80
Students
2,221
Classroom Teachers (FTE)
83.4
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
906
Reduced-price lunch
eligible students
278
School district
Rowland Unified
Charter school
No
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:
Blandford Elementary (1.0 miles):

92
John A. Rowland High School:

80
Killian Elementary (0.2 miles):

75
Ybarra Academy for the Arts and Technology (0.9 miles):

75
Alvarado Intermediate (0.7 miles):

70
Shelyn Elementary (0.5 miles):

66
Telesis Academy of Science & Math (1.7 miles):

49
Jellick Elementary (1.1 miles):

36
Rowland Elementary (1.3 miles):

30
John A. Rowland High School rating compared to average state, county and city schools ratings:
California:

46
Los Angeles County:

44
Rowland Heights:

64
John A. Rowland High School:

80

Students & Teachers


Total enrollment:
Enrollment in 2016: 2,221
Enrollment in 2015: 2,329
Enrollment in 2014: 2,378
Enrollment in 2013: 2,372
Enrollment in 2012: 2,403
Enrollment in 2011: 2,383
Enrollment in 2010: 2,310
Enrollment in 2009: 2,372
Enrollment in 2008: 2,374
Enrollment in 2007: 2,481
Enrollment in 2006: 2,495
Enrollment in 2005: 2,457
Enrollment in 2004: 2,499
Enrollment in 2003: 2,511
Enrollment in 2002: 2,522
Enrollment in 2001: 2,540
Enrollment in 2000: 2,605
Enrollment in 1999: 2,603

John A. Rowland High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG09G10G11G12Total
All students5545935515232,221
Female students2662922732651,096
Male students2883012782581,125
American Indian/Alaska Native students1 - - - 1
Asian students2753132882791,155
Hispanic students238232223199892
Black students91010534
White students2124232997
Hawaiian Native/Pacific Islander students351211
Two or More Races students796931

Enrollment by grade:
9th grade enrollment: 554
10th grade enrollment: 593
11th grade enrollment: 551
12th grade enrollment: 523

John A. Rowland High School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 1,096 (49.3%)
School:

49.3%
California:

49.4%
Male enrollment: 1,125 (50.7%)
John A. Rowland High School:

50.7%
California:

49.6%

John A. Rowland High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 1 (0.0%)
School:

0.0%
State:

1.0%
Asian enrollment: 1,155 (52.0%)
John A. Rowland High School:

52.0%
California:

9.4%
Hispanic enrollment: 892 (40.2%)
School:

40.2%
State:

46.0%
Black enrollment: 34 (1.5%)
John A. Rowland High School:

1.5%
State:

6.1%
White enrollment: 97 (4.4%)
School:

4.4%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 11 (0.5%)
School:

0.5%
California:

0.6%
Two or More Races enrollment: 31 (1.4%)
John A. Rowland High School:

1.4%
State:

4.5%

John A. Rowland High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 1,184 (53.3%)
Here:

53.3%
California:

61.2%
Free lunch eligible students: 906 (40.8%)
Here:

40.8%
California:

52.8%
Reduced-price lunch eligible students: 278 (12.5%)
Here:

12.5%
California:

8.6%

John A. Rowland High School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 83.4

Number of FTE teachers in their first year of teaching: 1
Number of FTE school counselors: 5
Number of FTE teachers who were absent more than 10 school days during the school years: 18
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 0.3
Number of FTE psychologists: 2

Student/Teacher Ratio
Here:

26.6
State:

22.8

John A. Rowland High School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $9,983,004
  • Full-time Equivalency Count of Teachers: 84 (Salary Expenditures: $7,866,568)
  • Full-time Equivalency Count of Instructional Aides: 3.4 (Salary Expenditures: $141,263)
  • Full-time Equivalency Count of Support Services Staff: 10.8 (Salary Expenditures: $747,554)
  • Full-time Equivalency Count of School Administration Staff: 19.4 (Salary Expenditures: $1,227,619)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $1,421,468
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $292,484
  • Salary Expenditures for Teachers: $7,866,877
  • Full-time Equivalency Count of Instructional Aides: 6.8 (Salary Expenditures: $201,150)
  • Full-time Equivalency Count of Support Services Staff: 3.4 (Salary Expenditures: $91,026)
  • Full-time Equivalency Count of School Administration Staff: 19.4 (Salary Expenditures: $0)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $80,099

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic70
  • Asian127
  • White4
  • IDEA19
Students Enrolled in LEP Programs: 201 (male: 114, female: 87)
  • Hispanic: 70 (male: 44, female: 26)
  • Asian: 127 (male: 68, female: 59)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 11, female: 8)

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

  • Hispanic95
  • Asian41
  • Black4
  • White11
  • Multirace4
  • LEP20
Students with disabilities served under IDEA: 155 (male: 107, female: 48)
  • Hispanic: 95 (male: 61, female: 34)
  • Asian: 41 (male: 31, female: 10)
  • Black: 4 (all male)
  • White: 11 (male: 7, female: 4)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 20 (male: 13, female: 7)

    Students with disabilities served under Section 504

  • Hispanic4
  • Asian2
  • Black2
  • White4
  • Multirace2
Students with disabilities served under Section 504: 14 (male: 8, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)

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

  • Hispanic73
  • Asian283
  • Native Hawaiian2
  • Black2
  • White19
  • Multirace7
Gifted and Talented Student Enrollment: 386 (male: 182, female: 204)
  • Hispanic: 73 (male: 29, female: 44)
  • Asian: 283 (male: 143, female: 140)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 2 (all female)
  • White: 19 (male: 8, female: 11)
  • Two or More Races: 7 (male: 2, female: 5)

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

173.8
California:

84.3

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

  • All75%
  • Males73%
  • Females78%
  • Asian74%
  • Filipino69%
  • Hispanic61%
ELA students tested: 551
ELA students with scores: 550

Percentage Standard Met and Above:

75%
State:

49%

Standard Not Met: 9.6%
Standard Nearly Met: 15.1%
Standard Met: 32.5%
Standard Exceeded: 42.7%

11th Grade: (Mean Scale Score: 2645.8, Students tested: 551, Standard Not Met: 9.6%, Nearly Met: 15.1%, Met: 32.5%, Exceeded: 42.7%)
9.6%
15.1%
32.5%
42.7%

John A. Rowland High School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All49%
  • Males52%
  • Females47%
  • Asian58%
  • Filipino25%
  • Hispanic24%
Math students tested: 552
Math students with scores: 552

Percentage Standard Met and Above:

49%
State:

38%

Standard Not Met: 25.9%
Standard Nearly Met: 24.6%
Standard Met: 26.4%
Standard Exceeded: 23.0%

11th Grade: (Mean Scale Score: 2618.5, Students tested: 552, Standard Not Met: 25.9%, Nearly Met: 24.6%, Met: 26.4%, Exceeded: 23.0%)
25.9%
24.6%
26.4%
23.0%

John A. Rowland High 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.

California Modified Assessment (CMA) - The CMA for science was administered to eligible students in grades five, eight, and ten. The CMA is a standards-based test for students with an individualized education program who meet the eligibility criteria adopted by the State Board of Education. The Elementary and Secondary Education Act called for a range of assessments appropriate to students' abilities. The CMA provides an appropriate assessment for a small percentage of students allowing them to demonstrate their knowledge of skills in the California academic content standards for science.

CST Science students tested: 561
CST Science students with scores: 557

Percentage At Or Above Proficient:

60%
California:

54%

Percentage Far Below Basic: 5.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 8.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 27.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 28.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 32.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 370.0, Students tested: 561, Far Below Basic: 5.0%, Below Basic: 8.0%, Basic: 27.0%, Proficient: 28.0%, Advanced: 32.0%)
5.0%
8.0%
27.0%
28.0%
32.0%
CMA Science students tested: 18
CMA Science students with scores: 18

Percentage At Or Above Proficient:

33%
State:

38%

Percentage Far Below Basic: 6.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 17.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 44.0% 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: 11.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 334.8, Students tested: 18, Far Below Basic: 6.0%, Below Basic: 17.0%, Basic: 44.0%, Proficient: 22.0%, Advanced: 11.0%)
6.0%
17.0%
44.0%
22.0%
11.0%

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.

John A. Rowland High School - California High School Exit Exam results

2014-15 results for this school are based on 5 separate tests and combined using weighted average.

    Math Mean Scale Score

  • All395
  • Asian397
  • Filipino421
  • Hispanic367
  • Black386
  • White410
Math Mean Scale Score:

395
State:

374
Math Percentage Passed:

84%
California:

68%
Math Number Tested: 655
Math Number Passed: 552

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

    77%
    State:

    69%
  • Number Sense:

    76%
    California:

    65%
  • Algebra & Functions:

    80%
    California:

    68%
  • Measurement & Geometry:

    76%
    State:

    64%
  • Algebra 1:

    73%
    State:

    58%

    ELA Mean Scale Score

  • All379
  • Asian378
  • Filipino411
  • Hispanic378
  • Black384
  • White410
ELA Mean Scale Score:

379
California:

370
ELA Percentage Passed:

73%
California:

68%
ELA Number Tested: 790
ELA Number Passed: 577

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

    76%
    California:

    76%
  • Reading - Reading Comprehension:

    74%
    California:

    71%
  • Reading - Literary Responses and Analysis:

    78%
    State:

    75%
  • Writing - Writing Strategies:

    68%
    State:

    64%
  • Writing - Writing Conventions:

    75%
    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: 479, Needs Improvement - High Risk: 58.7%, Needs Improvement: 30.3%, Healthy Fitness Zone: 11.0%)
58.7%
30.3%
11.0%
Body Composition:
9th grade: (Students tested: 479, Needs Improvement - High Risk: 69.3%, Needs Improvement: 14.4%, Healthy Fitness Zone: 16.3%)
69.3%
14.4%
16.3%
Abdominal Strength:
9th grade: (Students tested: 479, Needs Improvement - High Risk: 87.3%, Needs Improvement: 12.7%, Healthy Fitness Zone: 0.0%)
87.3%
12.7%
Trunk Extension Strength:
9th grade: (Students tested: 479, Needs Improvement - High Risk: 96.9%, Needs Improvement: 3.1%, Healthy Fitness Zone: 0.0%)
96.9%
3.1%
Upper Body Strength:
9th grade: (Students tested: 479, Needs Improvement - High Risk: 80.8%, Needs Improvement: 19.2%, Healthy Fitness Zone: 0.0%)
80.8%
19.2%
Flexibility:
9th grade: (Students tested: 479, Needs Improvement - High Risk: 85.0%, Needs Improvement: 15.0%, Healthy Fitness Zone: 0.0%)
85.0%
15.0%

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).

John A. Rowland High School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 278
Number of students who met CELDT criterion: 67

Students who met CELDT criterion:

24.0%
California:

34.0%
Grade 9:
Student Count: 59
Number of students who met CELDT criterion: 5

Students who met CELDT criterion:

8.0%
State:

33.0%
Listening Mean Scale Score:

440.9
State:

533.7
Reading Mean Scale Score:

513.9
State:

534.6
Speaking Mean Scale Score:

433.7
California:

515.1
Writing Mean Scale Score:

508.3
California:

513.2
Grade 10:
Student Count: 62
Number of students who met CELDT criterion: 16

Students who met CELDT criterion:

26.0%
State:

36.0%
Listening Mean Scale Score:

508.5
California:

556.8
Reading Mean Scale Score:

546.6
State:

555.2
Speaking Mean Scale Score:

485.0
California:

533.6
Writing Mean Scale Score:

522.8
State:

530.8
Grade 11:
Student Count: 95
Number of students who met CELDT criterion: 30

Students who met CELDT criterion:

32.0%
California:

45.0%
Listening Mean Scale Score:

549.6
California:

575.6
Reading Mean Scale Score:

564.5
California:

573.9
Speaking Mean Scale Score:

502.3
California:

550.8
Writing Mean Scale Score:

548.5
California:

544.5
Grade 12:
Student Count: 62
Number of students who met CELDT criterion: 16

Students who met CELDT criterion:

26.0%
California:

44.0%
Listening Mean Scale Score:

521.9
California:

564.9
Reading Mean Scale Score:

542.0
California:

567.0
Speaking Mean Scale Score:

498.1
California:

544.2
Writing Mean Scale Score:

525.0
California:

532.5

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).

John A. Rowland High School - Adequate Yearly Progress status


ELA Participation Rate
John A. Rowland High School:

99.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic99
  • Asian98
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White96
  • Multirace100
  • SED99
  • LEP100
  • With Disabilities100
  • Hispanic: 99% (tested 205 out of 207 enrolled)
  • Asian: 98% (tested 225 out of 229 enrolled)
  • Filipino: 100% (tested 50 out of 50 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 9 out of 9 enrolled)
  • White: 96% (tested 21 out of 22 enrolled)
  • Two or More Races: 100% (tested 6 out of 6 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 292 out of 296 enrolled)
  • English Learners: 100% (tested 88 out of 88 enrolled)
  • Students with Disabilities: 100% (tested 38 out of 38 enrolled)

Math Participation Rate
School:

99.0%
California:

96.1%

    Math Participation Rate

  • Hispanic100
  • Asian99
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White96
  • Multirace100
  • SED99
  • LEP99
  • With Disabilities100
  • Hispanic: 100% (tested 207 out of 208 enrolled)
  • Asian: 99% (tested 230 out of 232 enrolled)
  • Filipino: 100% (tested 50 out of 50 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 9 out of 9 enrolled)
  • White: 96% (tested 22 out of 23 enrolled)
  • Two or More Races: 100% (tested 6 out of 6 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 298 out of 300 enrolled)
  • English Learners: 99% (tested 92 out of 93 enrolled)
  • Students with Disabilities: 100% (tested 38 out of 38 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.

John A. Rowland High School - ACT/SAT scores

Percent of graduates taking the ACT:

18.0%
California:

30.9%
ACT Composite scores greater or equal to 21:

72.3%
California:

48.7%
Number of graduates: 523
Number of graduates taking the ACT: 94

Average ACT composite score:

24.0
California:

19.8
Average ACT English score:

25.0
California:

19.6
Average ACT mathematics score:

26.0
State:

20.5
Average ACT reading score:

24.0
California:

20.5
Average ACT science score:

24.0
California:

19.9
Percent of graduates taking the SAT:

51.8%
State:

54.4%
SAT scores greater or equal to 1500:

60.1%
California:

36.3%
Number of graduates: 523
Number of graduates taking the SAT: 271

Average Total SAT Score:

1,621
California:

1,374
Average SAT mathematics score:

572
State:

464
Average SAT critical reading score:

523
State:

459
Average SAT writing score:

526
State:

451

    SAT or ACT Test Participation

  • Hispanic85
  • Asian346
  • Black4
  • White13
  • Multirace7
  • LEP10
  • IDEA7
SAT or ACT Test Participation: 455 (male: 187, female: 268)
  • Hispanic: 85 (male: 32, female: 53)
  • Asian: 346 (male: 146, female: 200)
  • Black: 4 (male: 2, female: 2)
  • White: 13 (male: 5, female: 8)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 10 (male: 2, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Advanced Placement:
Show data for

(State average from 1,204 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).

John A. Rowland High School - AP exams with scores at or above criteria

Number of students in Grades 11 and 12: 547
Number of students taking at least one AP exam: 523
Percent of students taking at least one AP exam:

95.0%
State:

94.1%
Number of AP exams with scores at or above 3: 664
Percent of AP exams with scores at or above 3:

70.6%
California:

46.6%

IB Diploma Programme:
Show data for
The International Baccalaureate (IB) Diploma Programme, sponsored by the International Baccalaureate Organization, is designed as an academically challenging and balanced program of education with final examinations that prepares students, usually aged 16 to 19, for success at university and life beyond.The Programme is typically taught over two years.IB Diploma Programme students study six courses at higher level or standard level.Students must choose one subject from each of groups 1 to 5, thus ensuring breadth of experience in languages, social studies, the experimental sciences and mathematics. The sixth subject may be an arts subject chosen from group 6, or the student may choose another subject from groups 1 to 5. Additionally, IB Diploma Programme students must meet three core requirements : the extended essay, the theory of knowledge course, and a creativity / action / service experience.
IB Student Enrollment: 34 (male: 13, female: 21)
  • Hispanic: 2 (all female)
  • Asian: 28 (male: 11, female: 17)
  • White: 4 (male: 2, female: 2)

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.

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.
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 physical attack or fight without a weapon: 30


Total incidents per 1,000 students
John A. Rowland High School:

13.5
State:

60.8

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.

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. 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. Bullying on the basis of race, color, or national origin constitutes racial harassment.

Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. 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. Bullying on the basis of disability constitutes disability harassment.

Harassment or bullying on the basis of religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. 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. Bullying on the basis of religion constitutes religious harassment.

Harassment or bullying on the basis of sexual orientation refers to intimidation or abusive behavior toward a student based on actual or perceived sexual orientation. 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. Bullying on the basis of sexual orientation constitutes sexual orientation harassment.
Allegations of harassment or bullying on the basis of sex: 3
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here:

1.4
California:

6.8
Students reported as harassed or bullied on the basis of sex: 5 (all male)
  • Hispanic: 5
  • Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of sex: 5 (all male)
  • Hispanic: 5
  • Individuals With Disabilities Education Act (IDEA): 2

Allegations of harassment or bullying on the basis of race, color, or national origin: 3
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Here:

1.4
State:

3.0
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all male)
  • Hispanic: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 5 (all male)
  • Hispanic: 5
  • Individuals With Disabilities Education Act (IDEA): 2

Allegations of harassment or bullying on the basis of disability: 3
Allegations of harassment or bullying on the basis of disability per 1,000 students
John A. Rowland High School:

1.4
State:

1.1
Students reported as harassed or bullied on the basis of disability: 2 (all male)
  • Hispanic: 2
Students disciplined for bullying or harassment on the basis of disability: 5 (all male)
  • Hispanic: 5
  • Individuals With Disabilities Education Act (IDEA): 2

Allegations of harassment or bullying on the basis of sexual orientation: 3
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
Here:

1.4
State:

1.5

Allegations of harassment or bullying on the basis of religion: 3
Allegations of harassment or bullying on the basis of religion per 1,000 students
John A. Rowland High School:

1.4
State:

0.7


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

  • Hispanic145
  • American Indian2
  • Asian52
  • Black4
  • White13
  • Multirace7
  • LEP31
  • IDEA43
  • 5042
Chronic Student Absenteeism: 223 (male: 99, female: 124)
  • Hispanic: 145 (male: 59, female: 86)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 52 (male: 26, female: 26)
  • Black: 4 (male: 2, female: 2)
  • White: 13 (male: 5, female: 8)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 31 (male: 17, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 43 (male: 23, female: 20)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
John A. Rowland High School:

100.4
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: 1 (all male)
  • American Indian / Alaska Native: 1
  • Individuals With Disabilities Education Act (IDEA): 1

Expulsions:
Show data for

(State average from 1,805 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.
Students without Disabilities who received an expulsion with educational services: 9 (male: 5, female: 4)
  • Hispanic: 2 (all female)
  • Asian: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

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

4.1
California:

10.5
Students with Disabilities who received an expulsion with educational services: 2 (all male)
  • Hispanic: 2

Students with Disabilities who received an expulsion with educational services per 1,000 students
School:

0.9
California:

4.5

Transfers:
(State average from 692 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: 2 (all female)
  • Hispanic: 2

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

0.9
State:

9.7

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: 15
Number of Algebra I classes taught by certified teachers: 10

    9-10th grade student enrollment in Algebra I

  • Hispanic211
  • American Indian2
  • Asian94
  • Black5
  • White16
  • Multirace4
  • LEP49
  • IDEA37
9-10th grade student enrollment in Algebra I: 332 (male: 177, female: 155)
  • Hispanic: 211 (male: 110, female: 101)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 94 (male: 53, female: 41)
  • Black: 5 (all male)
  • White: 16 (male: 5, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 49 (male: 32, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 37 (male: 26, female: 11)

    9-10th grade studenst who passed Algebra I

  • Hispanic122
  • Asian80
  • White11
  • LEP23
  • IDEA23
9-10th grade studenst who passed Algebra I: 213 (male: 111, female: 102)
  • Hispanic: 122 (male: 64, female: 58)
  • Asian: 80 (male: 43, female: 37)
  • White: 11 (male: 4, female: 7)
  • Limited English Proficiency (LEP): 23 (male: 16, female: 7)
  • Individuals With Disabilities Education Act (IDEA): 23 (male: 16, female: 7)
Percent of 9-10th grade students who passed
John A. Rowland High School:

64.2%
State:

72.5%

    11-12th grade student enrollment in Algebra I

  • Hispanic13
  • Asian2
  • White4
  • LEP4
  • IDEA2
11-12th grade student enrollment in Algebra I: 19 (male: 7, female: 12)
  • Hispanic: 13 (male: 5, female: 8)
  • Asian: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)
Percent of 11-12th grade students who passed
School:

0.0%
State:

62.0%

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: 12
Number of Algebra II classes taught by certified teachers: 12

    Student Enrollment in Algebra II

  • Hispanic157
  • Asian241
  • Native Hawaiian4
  • Black7
  • White13
  • Multirace7
  • LEP43
  • IDEA4
Student Enrollment in Algebra II: 429 (male: 207, female: 222)
  • Hispanic: 157 (male: 71, female: 86)
  • Asian: 241 (male: 119, female: 122)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 43 (male: 20, female: 23)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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: 4
Number of Calculus classes taught by certified teachers: 4

    Student Enrollment in Calculus

  • Hispanic10
  • Asian100
  • White4
  • LEP4
Student Enrollment in Calculus: 114 (male: 63, female: 51)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 100 (male: 56, female: 44)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 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: 10
Number of Geometry classes taught by certified teachers: 9

    Student Enrollment in Geometry

  • Hispanic163
  • Asian106
  • Native Hawaiian2
  • Black7
  • White13
  • Multirace4
  • LEP61
  • IDEA25
Student Enrollment in Geometry: 295 (male: 160, female: 135)
  • Hispanic: 163 (male: 89, female: 74)
  • Asian: 106 (male: 59, female: 47)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 7 (male: 2, female: 5)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 61 (male: 35, female: 26)
  • Individuals With Disabilities Education Act (IDEA): 25 (male: 17, female: 8)

Advanced Mathematics:
Show data for
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: 12
Number of Advanced Mathematics classes taught by certified teachers: 12

    Student Enrollment in Advanced Mathematics

  • Hispanic46
  • Asian322
  • Native Hawaiian2
  • Black2
  • White10
  • Multirace7
  • LEP13
  • IDEA2
Student Enrollment in Advanced Mathematics: 389 (male: 197, female: 192)
  • Hispanic: 46 (male: 26, female: 20)
  • Asian: 322 (male: 164, female: 158)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 2 (all female)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 13 (male: 5, female: 8)
  • 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: 28
Number of Biology classes taught by certified teachers: 23

    Student Enrollment in Biology

  • Hispanic262
  • Asian442
  • Native Hawaiian4
  • Black10
  • White22
  • Multirace10
  • LEP73
  • IDEA31
Student Enrollment in Biology: 750 (male: 363, female: 387)
  • Hispanic: 262 (male: 119, female: 143)
  • Asian: 442 (male: 224, female: 218)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 10 (male: 2, female: 8)
  • White: 22 (male: 14, female: 8)
  • Two or More Races: 10 (male: 2, female: 8)
  • Limited English Proficiency (LEP): 73 (male: 41, female: 32)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 17, female: 14)

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: 12
Number of Chemistry classes taught by certified teachers: 12

    Student Enrollment in Chemistry

  • Hispanic118
  • Asian262
  • Native Hawaiian4
  • Black10
  • White16
  • Multirace7
  • LEP10
  • IDEA7
Student Enrollment in Chemistry: 417 (male: 210, female: 207)
  • Hispanic: 118 (male: 53, female: 65)
  • Asian: 262 (male: 140, female: 122)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 10 (male: 5, female: 5)
  • White: 16 (male: 5, female: 11)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 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: 5
Number of Physics classes taught by certified teachers: 5

    Student Enrollment in Physics

  • Hispanic19
  • Asian103
  • White2
  • Multirace2
Student Enrollment in Physics: 126 (male: 77, female: 49)
  • Hispanic: 19 (male: 14, female: 5)
  • Asian: 103 (male: 59, female: 44)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)

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