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Campo High (Continuation) School in Campo, CA
(09-12 • Public • Alternative School)

Address
 31360 Highway 94
Campo, CA 91906
Telephone
(619) 478-2735
(make sure to verify first before calling)
Students
17
Classroom Teachers (FTE)
2.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
11
Reduced-price lunch
eligible students
3
School district
Mountain Empire Unified
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: 17
Enrollment in 2015: 20
Enrollment in 2014: 23
Enrollment in 2013: 28
Enrollment in 2012: 33
Enrollment in 2011: 36
Enrollment in 2010: 18
Enrollment in 2009: 1
Enrollment in 2008: 3
Enrollment in 2007: 9
Enrollment in 2006: 6
Enrollment in 2005: 4
Enrollment in 2004: 6
Enrollment in 2003: 7
Enrollment in 2002: 18
Enrollment in 2001: 38
Enrollment in 2000: 28
Enrollment in 1999: 22

Campo High (Continuation) School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG09G10G11G12Total
All students215917
Female students - - 358
Male students21249
Hispanic students114713
White students1 - 124

Enrollment by grade:
9th grade enrollment: 2
10th grade enrollment: 1
11th grade enrollment: 5
12th grade enrollment: 9

Campo High (Continuation) School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 8 (47.1%)
Here:

47.1%
California:

49.4%
Male enrollment: 9 (52.9%)
Campo High (Continuation) School:

52.9%
California:

49.6%

Campo High (Continuation) School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Hispanic enrollment: 13 (76.5%)
Here:

76.5%
California:

46.0%
White enrollment: 4 (23.5%)
Campo High (Continuation) School:

23.5%
California:

28.3%

Campo High (Continuation) School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 14 (82.4%)
Here:

82.4%
State:

61.2%
Free lunch eligible students: 11 (64.7%)
Here:

64.7%
California:

52.8%
Reduced-price lunch eligible students: 3 (17.6%)
School:

17.6%
State:

8.6%

Campo High (Continuation) School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 2

Number of FTE teachers who were absent more than 10 school days during the school years: 2

Student/Teacher Ratio
Campo High (Continuation) School:

8.5
State:

22.8

Campo High (Continuation) School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $364,957
  • Full-time Equivalency Count of Teachers: 2 (Salary Expenditures: $84,699)
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $21,225)
  • Full-time Equivalency Count of School Administration Staff: 0.3 (Salary Expenditures: $87,919)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $16,708
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $148,300
  • Salary Expenditures for Teachers: $257,868
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $21,284)
  • Full-time Equivalency Count of School Administration Staff: 0.3 (Salary Expenditures: $87,919)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $16,708

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 7 (male: 5, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Statewide Student Assessments


California High School Exit Exam:
Show data for

(State average from 2,333 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.

Campo High (Continuation) School - California High School Exit Exam results

ELA Mean Scale Score:

342
State:

368
ELA Percentage Passed:

42%
State:

65%
ELA Number Tested: 12
ELA Number Passed: 5

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

    76%
    California:

    74%
  • Reading - Reading Comprehension:

    63%
    California:

    70%
  • Reading - Literary Responses and Analysis:

    65%
    California:

    74%
  • Writing - Writing Strategies:

    49%
    California:

    63%
  • Writing - Writing Conventions:

    58%
    California:

    68%

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).

Campo High (Continuation) School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 5
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

60.0%
State:

34.0%

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).

Campo High (Continuation) School - Adequate Yearly Progress status


ELA Participation Rate
School:

67.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic67
  • SED67
  • LEP100
  • With Disabilities100
  • Hispanic: 67% (tested 2 out of 3 enrolled)
  • Socioeconomic Disadvantaged: 67% (tested 2 out of 3 enrolled)
  • English Learners: 100% (tested 1 out of 1 enrolled)
  • Students with Disabilities: 100% (tested 1 out of 1 enrolled)

Math Participation Rate
Here:

67.0%
California:

96.1%

    Math Participation Rate

  • Hispanic67
  • SED67
  • LEP100
  • With Disabilities100
  • Hispanic: 67% (tested 2 out of 3 enrolled)
  • Socioeconomic Disadvantaged: 67% (tested 2 out of 3 enrolled)
  • English Learners: 100% (tested 1 out of 1 enrolled)
  • Students with Disabilities: 100% (tested 1 out of 1 enrolled)

Health & Safety


Referrals and Arrests:
Show data for

(State average from 2,295 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • American Indian / Alaska Native: 2

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

117.6
State:

27.2

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).
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.
Students without disabilities receiving one or more in-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2

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: 7

9-10th grade student enrollment in Algebra I: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
Percent of 9-10th grade students who passed
Campo High (Continuation) School:

0.0%
State:

65.4%

    11-12th grade student enrollment in Algebra I

  • Hispanic5
  • Black2
  • White4
  • LEP5
11-12th grade student enrollment in Algebra I: 11 (male: 2, female: 9)
  • Hispanic: 5 (all female)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 5 (all female)
Percent of 11-12th grade students who passed
Campo High (Continuation) School:

0.0%
State:

62.4%

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: 1


Student Enrollment in Algebra II: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 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: 1
Number of Geometry classes taught by certified teachers: 1

Student Enrollment in Geometry: 2 (all male)
  • White: 2

Biology:
Show data for
Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 5
Student Enrollment in Biology: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 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: 1


Student Enrollment in Chemistry: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

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