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Capital City Independent Study School in Sacramento, CA
(KG-12 • Public • Alternative School)

City-data.com school rating (using weighted test average as compared to other schools in California) from 0 (worst) to 100 (best) is 16
Address
 7222 24th St.
Sacramento, CA 95823
Telephone
(916) 433-5187
(make sure to verify first before calling)
City-data.com school rating
16
Students
415
Classroom Teachers (FTE)
21.6
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
302
Reduced-price lunch
eligible students
28
School district
Sacramento City Unified
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
John Bidwell Elementary (0.8 miles):

35
Edward Kemble Elementary (0.6 miles):

30
Cesar Chavez Intermediate (0.7 miles):

26
Luther Burbank High (0.8 miles):

24
Capital City Independent Study School:

16
H. W. Harkness Elementary (0.8 miles):

10
Rosa Parks Elementary (0.4 miles):

9
Woodbine Elementary (0.7 miles):

9
John Morse Therapeutic Center (0.7 miles):

3
Capital City Independent Study School rating compared to average state, county and city schools ratings:
California:

46
Sacramento County:

41
Sacramento:

33
Capital City Independent Study:

16

Students & Teachers


Total enrollment:
Enrollment in 2016: 415
Enrollment in 2015: 475
Enrollment in 2014: 610
Enrollment in 2013: 742
Enrollment in 2012: 798
Enrollment in 2011: 732
Enrollment in 2010: 673
Enrollment in 2009: 443
Enrollment in 2008: 411
Enrollment in 2007: 483
Enrollment in 2006: 489
Enrollment in 2005: 507
Enrollment in 2004: 418
Enrollment in 2003: 512
Enrollment in 2002: 451
Enrollment in 2001: 593
Enrollment in 2000: 609
Enrollment in 1999: 541

Capital City Independent Study School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06G07G08G09G10G11G12Total
All students1644712181016194882188415
Female students - 121415887264498205
Male students1523311132812223890210
American Indian/Alaska Native students - - - - 1 - - - 1 - 1148
Asian students - 3 - 33910326771164
Hispanic students112 - 1244452644107201
Black students - 1 - - 1 - 32437123467
White students - - 21111 - 134122450
Hawaiian Native/Pacific Islander students - - - - - - - 11213210
Two or More Races students - 1 - - - - - - 3 - 23615

Enrollment by grade:
Kindergarten enrollment: 1
1st grade enrollment: 6
2nd grade enrollment: 4
3rd grade enrollment: 4
4th grade enrollment: 7
5th grade enrollment: 12
6th grade enrollment: 18
7th grade enrollment: 10
8th grade enrollment: 16
9th grade enrollment: 19
10th grade enrollment: 48
11th grade enrollment: 82
12th grade enrollment: 188

Capital City Independent Study School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 205 (49.4%)
Capital City Independent Study School:

49.4%
State:

49.4%
Male enrollment: 210 (50.6%)
Capital City Independent Study School:

50.6%
State:

49.6%

Capital City Independent Study School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 8 (1.9%)
Here:

1.9%
State:

1.0%
Asian enrollment: 64 (15.4%)
Capital City Independent Study School:

15.4%
State:

9.4%
Hispanic enrollment: 201 (48.4%)
Capital City Independent Study School:

48.4%
California:

46.0%
Black enrollment: 67 (16.1%)
Capital City Independent Study School:

16.1%
California:

6.1%
White enrollment: 50 (12.0%)
Capital City Independent Study School:

12.0%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 10 (2.4%)
Capital City Independent Study School:

2.4%
State:

0.6%
Two or More Races enrollment: 15 (3.6%)
Here:

3.6%
California:

4.5%

Capital City Independent Study School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 330 (79.5%)
Capital City Independent Study School:

79.5%
California:

61.2%
Free lunch eligible students: 302 (72.8%)
Here:

72.8%
California:

52.8%
Reduced-price lunch eligible students: 28 (6.7%)
School:

6.7%
California:

8.6%

Capital City Independent Study School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 21.6

Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 1.8
Number of FTE teachers who were absent more than 10 school days during the school years: 3

Student/Teacher Ratio
Capital City Independent Study School:

19.3
California:

22.8

Capital City Independent Study School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,195,882
  • Full-time Equivalency Count of Teachers: 21.8 (Salary Expenditures: $1,765,582)
  • Full-time Equivalency Count of Support Services Staff: 2.8 (Salary Expenditures: $163,835)
  • Full-time Equivalency Count of School Administration Staff: 4.4 (Salary Expenditures: $266,466)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $56,283

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic52
  • Asian16
  • Native Hawaiian2
  • Black7
  • White7
  • IDEA2
Students Enrolled in LEP Programs: 84 (male: 55, female: 29)
  • Hispanic: 52 (male: 29, female: 23)
  • Asian: 16 (male: 14, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (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: 8 (all male)
  • Hispanic: 4
  • White: 4
  • Limited English Proficiency (LEP): 4
Students with disabilities served under Section 504: 8 (male: 6, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Two or More Races: 2 (all male)

Retention:
Show data for

(State average from 1,901 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 1st grade: 2 (all male)
  • Asian: 2

Percent of 1st grade students retained
Here:

33.3%
California:

4.8%
Total number of students retained in 10th grade: 2 (all male)
  • White: 2

Percent of 10th grade students retained
School:

4.2%
California:

24.4%

    Total number of students retained in 12th grade

  • Hispanic61
  • American Indian2
  • Asian7
  • Native Hawaiian4
  • Black19
  • White10
  • Multirace2
  • LEP25
  • 5044
Total number of students retained in 12th grade: 105 (male: 46, female: 59)
  • Hispanic: 61 (male: 32, female: 29)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 7 (male: 2, female: 5)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 19 (male: 5, female: 14)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 25 (male: 14, female: 11)
  • Section 504: 4 (male: 2, female: 2)

Percent of 12th grade students retained
Here:

55.9%
California:

16.7%

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

  • All20%
  • Males13%
  • Females26%
  • Black13%
  • Asian24%
  • Hispanic24%
ELA students tested: 188
ELA students with scores: 188

Percentage Standard Met and Above:

20%
California:

49%

Standard Not Met: 46.3%
Standard Nearly Met: 34.0%
Standard Met: 16.5%
Standard Exceeded: 3.2%

All Grades:
46.3%
34.0%
16.5%
3.2%
3rd Grade: (Mean Scale Score: 2352.7, Students tested: 11, Standard Not Met: 72.7%, Nearly Met: 9.1%, Met: 18.2%, Exceeded: 0.0%)
72.7%
9.1%
18.2%
5th Grade: (Mean Scale Score: 2431.5, Students tested: 16, Standard Not Met: 62.5%, Nearly Met: 25.0%, Met: 12.5%, Exceeded: 0.0%)
62.5%
25.0%
12.5%
6th Grade: (Mean Scale Score: 2444.0, Students tested: 18, Standard Not Met: 61.1%, Nearly Met: 27.8%, Met: 11.1%, Exceeded: 0.0%)
61.1%
27.8%
11.1%
7th Grade: (Mean Scale Score: 2496.3, Students tested: 16, Standard Not Met: 37.5%, Nearly Met: 37.5%, Met: 25.0%, Exceeded: 0.0%)
37.5%
37.5%
25.0%
8th Grade: (Mean Scale Score: 2508.3, Students tested: 29, Standard Not Met: 41.4%, Nearly Met: 34.5%, Met: 24.1%, Exceeded: 0.0%)
41.4%
34.5%
24.1%
11th Grade: (Mean Scale Score: 2514.5, Students tested: 90, Standard Not Met: 40.0%, Nearly Met: 40.0%, Met: 14.4%, Exceeded: 5.6%)
40.0%
40.0%
14.4%
5.6%

Capital City Independent Study School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All4%
  • Males6%
  • Females3%
  • Asian12%
  • Hispanic4%
Math students tested: 181
Math students with scores: 181

Percentage Standard Met and Above:

4%
State:

38%

Standard Not Met: 78.5%
Standard Nearly Met: 17.1%
Standard Met: 3.9%
Standard Exceeded: 0.6%

All Grades:
78.5%
17.1%
3.9%
0.6%
5th Grade: (Mean Scale Score: 2419.4, Students tested: 16, Standard Not Met: 81.3%, Nearly Met: 18.8%, Met: 0.0%, Exceeded: 0.0%)
81.3%
18.8%
6th Grade: (Mean Scale Score: 2423.3, Students tested: 18, Standard Not Met: 66.7%, Nearly Met: 33.3%, Met: 0.0%, Exceeded: 0.0%)
66.7%
33.3%
7th Grade: (Mean Scale Score: 2484.3, Students tested: 16, Standard Not Met: 56.3%, Nearly Met: 31.3%, Met: 6.3%, Exceeded: 6.3%)
56.3%
31.3%
6.3%
6.3%
8th Grade: (Mean Scale Score: 2447.7, Students tested: 28, Standard Not Met: 67.9%, Nearly Met: 28.6%, Met: 3.6%, Exceeded: 0.0%)
67.9%
28.6%
3.6%
11th Grade: (Mean Scale Score: 2460.2, Students tested: 86, Standard Not Met: 86.0%, Nearly Met: 9.3%, Met: 4.7%, Exceeded: 0.0%)
86.0%
9.3%
4.7%

Capital City Independent Study 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.

CST Science students tested: 12
CST Science students with scores: 12

Percentage At Or Above Proficient:

42%
State:

54%

Percentage Far Below Basic: 8.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 50.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 33.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 8.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 341.8, Students tested: 12, Far Below Basic: 8.0%, Below Basic: 0.0%, Basic: 50.0%, Proficient: 33.0%, Advanced: 8.0%)
8.0%
50.0%
33.0%
8.0%
CST Science students tested: 27
CST Science students with scores: 26

Percentage At Or Above Proficient:

4%
State:

54%

Percentage Far Below Basic: 58.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 19.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 19.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 0.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 4.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 252.7, Students tested: 27, Far Below Basic: 58.0%, Below Basic: 19.0%, Basic: 19.0%, Proficient: 0.0%, Advanced: 4.0%)
58.0%
19.0%
19.0%
4.0%
CST Science students tested: 84
CST Science students with scores: 81

Percentage At Or Above Proficient:

17%
California:

54%

Percentage Far Below Basic: 23.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 23.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 37.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 10.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 7.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 306.0, Students tested: 84, Far Below Basic: 23.0%, Below Basic: 23.0%, Basic: 37.0%, Proficient: 10.0%, Advanced: 7.0%)
23.0%
23.0%
37.0%
10.0%
7.0%

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.

Capital City Independent Study 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

  • All345
  • Hispanic343
  • Black347
Math Mean Scale Score:

345
State:

374
Math Percentage Passed:

38%
State:

68%
Math Number Tested: 253
Math Number Passed: 96

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

    58%
    State:

    69%
  • Number Sense:

    52%
    State:

    65%
  • Algebra & Functions:

    52%
    State:

    68%
  • Measurement & Geometry:

    48%
    California:

    64%
  • Algebra 1:

    35%
    California:

    58%

    ELA Mean Scale Score

  • All345
  • Hispanic343
  • Black340
  • White372
ELA Mean Scale Score:

345
State:

370
ELA Percentage Passed:

39%
California:

68%
ELA Number Tested: 275
ELA Number Passed: 107

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

    69%
    State:

    76%
  • Reading - Reading Comprehension:

    58%
    State:

    71%
  • Reading - Literary Responses and Analysis:

    64%
    State:

    75%
  • Writing - Writing Strategies:

    50%
    California:

    64%
  • Writing - Writing Conventions:

    57%
    State:

    69%

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).

Capital City Independent Study School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 15
Number of students who met CELDT criterion: 9

Students who met CELDT criterion:

60.0%
State:

34.0%
Grade 6:
Student Count: 4
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

50.0%
California:

39.0%
Listening Mean Scale Score:

581.3
State:

532.4
Reading Mean Scale Score:

488.0
California:

518.5
Speaking Mean Scale Score:

626.0
State:

518.5
Writing Mean Scale Score:

520.3
State:

522.0

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).

Capital City Independent Study School - Adequate Yearly Progress status


ELA Participation Rate
Capital City Independent Study School:

71.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic68
  • American Indian100
  • Asian88
  • Native Hawaiian75
  • Black77
  • White55
  • Multirace88
  • SED74
  • LEP88
  • With Disabilities89
  • Hispanic: 68% (tested 61 out of 90 enrolled)
  • American Indian / Alaska Native: 100% (tested 4 out of 4 enrolled)
  • Asian: 88% (tested 28 out of 32 enrolled)
  • Native Hawaiian / Pacific Islander: 75% (tested 6 out of 8 enrolled)
  • Black: 77% (tested 29 out of 38 enrolled)
  • White: 55% (tested 20 out of 37 enrolled)
  • Two or More Races: 88% (tested 7 out of 8 enrolled)
  • Socioeconomic Disadvantaged: 74% (tested 111 out of 149 enrolled)
  • English Learners: 88% (tested 34 out of 39 enrolled)
  • Students with Disabilities: 89% (tested 8 out of 9 enrolled)

Math Participation Rate
Capital City Independent Study School:

70.0%
California:

96.1%

    Math Participation Rate

  • Hispanic66
  • American Indian100
  • Asian85
  • Native Hawaiian75
  • Black77
  • White55
  • Multirace88
  • SED72
  • LEP83
  • With Disabilities100
  • Hispanic: 66% (tested 59 out of 90 enrolled)
  • American Indian / Alaska Native: 100% (tested 4 out of 4 enrolled)
  • Asian: 85% (tested 27 out of 32 enrolled)
  • Native Hawaiian / Pacific Islander: 75% (tested 6 out of 8 enrolled)
  • Black: 77% (tested 29 out of 38 enrolled)
  • White: 55% (tested 20 out of 37 enrolled)
  • Two or More Races: 88% (tested 7 out of 8 enrolled)
  • Socioeconomic Disadvantaged: 72% (tested 108 out of 149 enrolled)
  • English Learners: 83% (tested 32 out of 39 enrolled)
  • Students with Disabilities: 100% (tested 9 out of 9 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.
SAT or ACT Test Participation: 6 (male: 2, female: 4)
  • Hispanic: 2 (all male)
  • Asian: 2 (all female)
  • Black: 2 (all female)

Health & Safety


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

  • Hispanic94
  • American Indian4
  • Asian13
  • Native Hawaiian2
  • Black34
  • White19
  • Multirace4
  • LEP28
  • 5044
Chronic Student Absenteeism: 170 (male: 80, female: 90)
  • Hispanic: 94 (male: 41, female: 53)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 13 (male: 8, female: 5)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 34 (male: 14, female: 20)
  • White: 19 (male: 11, female: 8)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 28 (male: 14, female: 14)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Capital City Independent Study School:

409.6
State:

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).
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

  • Hispanic79
  • American Indian2
  • Asian5
  • Native Hawaiian2
  • Black40
  • White22
  • Multirace4
  • LEP40
Students without disabilities receiving one or more in-school suspension: 154 (male: 93, female: 61)
  • Hispanic: 79 (male: 50, female: 29)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 5 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 40 (male: 20, female: 20)
  • White: 22 (male: 14, female: 8)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 40 (male: 26, female: 14)

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

  • Hispanic43
  • American Indian2
  • Asian4
  • Native Hawaiian7
  • Black4
  • White13
  • Multirace2
  • LEP28
Students without disabilities receiving only one out-of-school suspension: 75 (male: 32, female: 43)
  • Hispanic: 43 (male: 14, female: 29)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 7 (male: 2, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 28 (male: 8, female: 20)

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

  • Hispanic103
  • American Indian4
  • Asian13
  • Native Hawaiian2
  • Black52
  • White22
  • Multirace7
  • LEP46
Students without disabilities receiving more than one out-of-school suspension: 203 (male: 131, female: 72)
  • Hispanic: 103 (male: 68, female: 35)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 13 (male: 11, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 52 (male: 29, female: 23)
  • White: 22 (male: 14, female: 8)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 46 (male: 35, female: 11)
Students with disabilities receiving one or more in-school suspension: 4 (all female)
  • Asian: 2
  • Black: 2
Students with disabilities receiving only one out-of-school suspension: 4 (all female)
  • Asian: 2
  • Black: 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: 9

    9-10th grade student enrollment in Algebra I

  • Hispanic7
  • Black2
  • White4
  • LEP4
9-10th grade student enrollment in Algebra I: 13 (male: 6, female: 7)
  • Hispanic: 7 (male: 2, female: 5)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
9-10th grade studenst who passed Algebra I: 12 (male: 8, female: 4)
  • Hispanic: 8 (male: 4, female: 4)
  • White: 4 (all male)
  • Limited English Proficiency (LEP): 4 (all female)
Percent of 9-10th grade students who passed
Capital City Independent Study School:

92.3%
State:

65.4%

    11-12th grade student enrollment in Algebra I

  • Hispanic10
  • Asian5
  • Black4
  • White4
  • Multirace2
  • LEP5
11-12th grade student enrollment in Algebra I: 25 (male: 11, female: 14)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 5 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 5 (all female)

    11-12th studenst who passed Algebra I

  • Hispanic11
  • Asian4
  • Black4
  • LEP4
11-12th studenst who passed Algebra I: 19 (male: 4, female: 15)
  • Hispanic: 11 (male: 4, female: 7)
  • Asian: 4 (all female)
  • Black: 4 (all female)
  • Limited English Proficiency (LEP): 4 (all female)
Percent of 11-12th grade students who passed
Capital City Independent Study School:

76.0%
California:

62.4%

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: 7


    Student Enrollment in Geometry

  • Hispanic55
  • American Indian2
  • Asian10
  • Native Hawaiian2
  • Black31
  • White13
  • Multirace4
  • LEP31
  • IDEA2
Student Enrollment in Geometry: 117 (male: 54, female: 63)
  • Hispanic: 55 (male: 26, female: 29)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 10 (male: 8, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 31 (male: 11, female: 20)
  • White: 13 (male: 5, female: 8)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 31 (male: 14, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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: 7


    Student Enrollment in Advanced Mathematics

  • Hispanic19
  • American Indian2
  • Asian4
  • Black13
  • White4
  • Multirace2
  • LEP10
Student Enrollment in Advanced Mathematics: 44 (male: 25, female: 19)
  • Hispanic: 19 (male: 11, female: 8)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Black: 13 (male: 8, female: 5)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)

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: 4


    Student Enrollment in Biology

  • Hispanic97
  • American Indian2
  • Asian4
  • Native Hawaiian10
  • Black37
  • White28
  • Multirace4
  • LEP46
Student Enrollment in Biology: 182 (male: 95, female: 87)
  • Hispanic: 97 (male: 47, female: 50)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 10 (male: 5, female: 5)
  • Black: 37 (male: 23, female: 14)
  • White: 28 (male: 14, female: 14)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 46 (male: 29, female: 17)

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