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Caroldale Learning Community School in Carson, CA
(KG-08 • 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 48
Address
 22424 Caroldale Ave.
Carson, CA 90745
Telephone
(310) 320-8570
(make sure to verify first before calling)
City-data.com school rating
48
Students
959
Classroom Teachers (FTE)
39.5
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
497
Reduced-price lunch
eligible students
154
School district
Los Angeles 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:
Academy of Medical Arts at Carson High (0.5 miles):

62
Carson Street Elementary (0.8 miles):

54
Two Hundred Thirty-Second Place (0.6 miles):

53
Caroldale Learning Community School:

48
Academies of Education and Empowerment at Carson High (0.5 miles):

34
Carson Senior High (0.5 miles):

33
Eagle Tree Continuation (0.5 miles):

29
Stephen M. White Middle (0.3 miles):

28
Dolores Street Elementary (0.6 miles):

28
Caroldale Learning Community School rating compared to average state, county and city schools ratings:
California:

46
Los Angeles County:

44
Carson:

36
Caroldale Learning Community:

48

Students & Teachers


Total enrollment:
Enrollment in 2016: 959
Enrollment in 2015: 980
Enrollment in 2014: 994
Enrollment in 2013: 969
Enrollment in 2012: 1,001
Enrollment in 2011: 964
Enrollment in 2010: 777
Enrollment in 2009: 990
Enrollment in 2008: 978
Enrollment in 2007: 1,051
Enrollment in 2006: 1,121
Enrollment in 2005: 1,106
Enrollment in 2004: 1,086
Enrollment in 2003: 1,047
Enrollment in 2002: 1,105
Enrollment in 2001: 1,120
Enrollment in 2000: 1,090
Enrollment in 1999: 1,121

Caroldale Learning Community School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06G07G08Total
All students1311249210910810210390100959
Female students576640544345554446450
Male students745852556557484654509
American Indian/Alaska Native students - - - 1 - - - - - 1
Asian students242327343431284040281
Hispanic students707143454744593439452
Black students158101412967990
White students755644 - 3438
Hawaiian Native/Pacific Islander students86376994557
Two or More Races students711425512340

Enrollment by grade:
Kindergarten enrollment: 131
1st grade enrollment: 124
2nd grade enrollment: 92
3rd grade enrollment: 109
4th grade enrollment: 108
5th grade enrollment: 102
6th grade enrollment: 103
7th grade enrollment: 90
8th grade enrollment: 100

Caroldale Learning Community School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 450 (46.9%)
Here:

46.9%
State:

49.4%
Male enrollment: 509 (53.1%)
Caroldale Learning Community School:

53.1%
California:

49.6%

Caroldale Learning Community School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 1 (0.1%)
Caroldale Learning Community School:

0.1%
State:

1.0%
Asian enrollment: 281 (29.3%)
School:

29.3%
State:

9.4%
Hispanic enrollment: 452 (47.1%)
Caroldale Learning Community School:

47.1%
California:

46.0%
Black enrollment: 90 (9.4%)
School:

9.4%
State:

6.1%
White enrollment: 38 (4.0%)
Here:

4.0%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 57 (5.9%)
Here:

5.9%
State:

0.6%
Two or More Races enrollment: 40 (4.2%)
Here:

4.2%
State:

4.5%

Caroldale Learning Community School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 651 (67.9%)
School:

67.9%
State:

61.2%
Free lunch eligible students: 497 (51.8%)
School:

51.8%
State:

52.8%
Reduced-price lunch eligible students: 154 (16.1%)
Caroldale Learning Community School:

16.1%
California:

8.6%

Caroldale Learning Community School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 39.5

Number of FTE school counselors: 2
Number of FTE psychologists: 2

Student/Teacher Ratio
School:

24.3
California:

22.8

Caroldale Learning Community School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,473,951
  • Full-time Equivalency Count of Teachers: 36.4 (Salary Expenditures: $2,941,321)
  • Full-time Equivalency Count of Instructional Aides: 0.5 (Salary Expenditures: $4,895)
  • Full-time Equivalency Count of Support Services Staff: 2.6 (Salary Expenditures: $276,988)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $250,747)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $170,170
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,561,303
  • Salary Expenditures for Teachers: $3,578,364
  • Full-time Equivalency Count of Instructional Aides: 9.1 (Salary Expenditures: $249,084)
  • Full-time Equivalency Count of Support Services Staff: 3.5 (Salary Expenditures: $438,594)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $295,260)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $196,780

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic73
  • Asian28
  • Native Hawaiian2
  • White2
  • Multirace2
  • IDEA13
Students Enrolled in LEP Programs: 107 (male: 65, female: 42)
  • Hispanic: 73 (male: 44, female: 29)
  • Asian: 28 (male: 17, female: 11)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 11, female: 2)

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

  • Hispanic35
  • Asian16
  • Black7
  • White4
  • Multirace4
  • LEP10
Students with disabilities served under IDEA: 66 (male: 56, female: 10)
  • Hispanic: 35 (male: 25, female: 10)
  • Asian: 16 (all male)
  • Black: 7 (all male)
  • White: 4 (all male)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 10 (all male)
Students with disabilities served under Section 504: 27 (male: 18, female: 9)
  • Hispanic: 19 (male: 14, female: 5)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 2,659 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 Kindergarten: 4 (all male)
  • Hispanic: 2
  • Asian: 2
  • Limited English Proficiency (LEP): 2

Percent of Kindergarten students retained
School:

3.1%
State:

5.3%
Total number of students retained in 1st grade: 2 (all male)
  • Hispanic: 2

Percent of 1st grade students retained
Here:

1.6%
State:

4.8%

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

  • Hispanic43
  • Asian64
  • Native Hawaiian4
  • Black10
  • White4
  • Multirace4
  • IDEA2
Gifted and Talented Student Enrollment: 129 (male: 63, female: 66)
  • Hispanic: 43 (male: 23, female: 20)
  • Asian: 64 (male: 32, female: 32)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 10 (male: 2, female: 8)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

134.5
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

  • All43%
  • Males38%
  • Females48%
  • Black31%
  • Asian45%
  • Filipino57%
  • Hispanic28%
  • Native Hawaiian14%
  • White25%
  • Multirace28%
ELA students tested: 577
ELA students with scores: 577

Percentage Standard Met and Above:

43%
California:

49%

Standard Not Met: 27.9%
Standard Nearly Met: 29.5%
Standard Met: 29.1%
Standard Exceeded: 13.5%

All Grades:
27.9%
29.5%
29.1%
13.5%
3rd Grade: (Mean Scale Score: 2412.8, Students tested: 98, Standard Not Met: 32.6%, Nearly Met: 26.5%, Met: 26.5%, Exceeded: 14.3%)
32.6%
26.5%
26.5%
14.3%
4th Grade: (Mean Scale Score: 2442.9, Students tested: 107, Standard Not Met: 39.3%, Nearly Met: 25.2%, Met: 26.2%, Exceeded: 9.3%)
39.3%
25.2%
26.2%
9.3%
5th Grade: (Mean Scale Score: 2483.5, Students tested: 100, Standard Not Met: 35.0%, Nearly Met: 27.0%, Met: 22.0%, Exceeded: 16.0%)
35.0%
27.0%
22.0%
16.0%
6th Grade: (Mean Scale Score: 2526.2, Students tested: 82, Standard Not Met: 15.8%, Nearly Met: 37.8%, Met: 36.6%, Exceeded: 9.8%)
15.8%
37.8%
36.6%
9.8%
7th Grade: (Mean Scale Score: 2529.9, Students tested: 99, Standard Not Met: 29.3%, Nearly Met: 31.3%, Met: 27.3%, Exceeded: 12.1%)
29.3%
31.3%
27.3%
12.1%
8th Grade: (Mean Scale Score: 2582.8, Students tested: 91, Standard Not Met: 11.0%, Nearly Met: 30.8%, Met: 38.5%, Exceeded: 19.8%)
11.0%
30.8%
38.5%
19.8%

Caroldale Learning Community School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All39%
  • Males39%
  • Females40%
  • Black24%
  • Asian36%
  • Filipino51%
  • Hispanic24%
  • Native Hawaiian25%
  • White17%
  • Multirace39%
Math students tested: 581
Math students with scores: 581

Percentage Standard Met and Above:

39%
State:

38%

Standard Not Met: 32.2%
Standard Nearly Met: 28.7%
Standard Met: 19.4%
Standard Exceeded: 19.6%

All Grades:
32.2%
28.7%
19.4%
19.6%
3rd Grade: (Mean Scale Score: 2431.9, Students tested: 99, Standard Not Met: 26.3%, Nearly Met: 22.2%, Met: 33.3%, Exceeded: 18.2%)
26.3%
22.2%
33.3%
18.2%
4th Grade: (Mean Scale Score: 2451.4, Students tested: 109, Standard Not Met: 30.3%, Nearly Met: 40.4%, Met: 17.4%, Exceeded: 11.9%)
30.3%
40.4%
17.4%
11.9%
5th Grade: (Mean Scale Score: 2486.9, Students tested: 101, Standard Not Met: 40.6%, Nearly Met: 24.8%, Met: 13.9%, Exceeded: 20.8%)
40.6%
24.8%
13.9%
20.8%
6th Grade: (Mean Scale Score: 2509.7, Students tested: 82, Standard Not Met: 35.4%, Nearly Met: 30.5%, Met: 20.7%, Exceeded: 13.4%)
35.4%
30.5%
20.7%
13.4%
7th Grade: (Mean Scale Score: 2528.2, Students tested: 99, Standard Not Met: 36.4%, Nearly Met: 33.3%, Met: 11.1%, Exceeded: 19.2%)
36.4%
33.3%
11.1%
19.2%
8th Grade: (Mean Scale Score: 2598.6, Students tested: 91, Standard Not Met: 24.2%, Nearly Met: 19.8%, Met: 20.9%, Exceeded: 35.2%)
24.2%
19.8%
20.9%
35.2%

Caroldale Learning Community 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: 103
CST Science students with scores: 103

Percentage At Or Above Proficient:

39%
California:

54%

Percentage Far Below Basic: 10.0% 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: 43.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 31.0% 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: 335.8, Students tested: 103, Far Below Basic: 10.0%, Below Basic: 8.0%, Basic: 43.0%, Proficient: 31.0%, Advanced: 8.0%)
10.0%
8.0%
43.0%
31.0%
8.0%
CST Science students tested: 98
CST Science students with scores: 98

Percentage At Or Above Proficient:

60%
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: 13.0% 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: 24.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 36.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 373.6, Students tested: 98, Far Below Basic: 8.0%, Below Basic: 13.0%, Basic: 19.0%, Proficient: 24.0%, Advanced: 36.0%)
8.0%
13.0%
19.0%
24.0%
36.0%

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:
5th grade: (Students tested: 108, Needs Improvement - High Risk: 71.3%, Needs Improvement: 17.6%, Healthy Fitness Zone: 11.1%)
71.3%
17.6%
11.1%
7th grade: (Students tested: 98, Needs Improvement - High Risk: 52.0%, Needs Improvement: 37.8%, Healthy Fitness Zone: 10.2%)
52.0%
37.8%
10.2%
Body Composition:
5th grade: (Students tested: 108, Needs Improvement - High Risk: 49.1%, Needs Improvement: 25.0%, Healthy Fitness Zone: 25.9%)
49.1%
25.0%
25.9%
7th grade: (Students tested: 98, Needs Improvement - High Risk: 57.1%, Needs Improvement: 24.5%, Healthy Fitness Zone: 18.4%)
57.1%
24.5%
18.4%
Abdominal Strength:
5th grade: (Students tested: 108, Needs Improvement - High Risk: 56.5%, Needs Improvement: 43.5%, Healthy Fitness Zone: 0.0%)
56.5%
43.5%
7th grade: (Students tested: 98, Needs Improvement - High Risk: 62.2%, Needs Improvement: 37.8%, Healthy Fitness Zone: 0.0%)
62.2%
37.8%
Trunk Extension Strength:
5th grade: (Students tested: 108, Needs Improvement - High Risk: 88.0%, Needs Improvement: 12.0%, Healthy Fitness Zone: 0.0%)
88.0%
12.0%
7th grade: (Students tested: 98, Needs Improvement - High Risk: 93.9%, Needs Improvement: 6.1%, Healthy Fitness Zone: 0.0%)
93.9%
6.1%
Upper Body Strength:
5th grade: (Students tested: 108, Needs Improvement - High Risk: 58.3%, Needs Improvement: 41.7%, Healthy Fitness Zone: 0.0%)
58.3%
41.7%
7th grade: (Students tested: 98, Needs Improvement - High Risk: 64.3%, Needs Improvement: 35.7%, Healthy Fitness Zone: 0.0%)
64.3%
35.7%
Flexibility:
5th grade: (Students tested: 108, Needs Improvement - High Risk: 72.2%, Needs Improvement: 27.8%, Healthy Fitness Zone: 0.0%)
72.2%
27.8%
7th grade: (Students tested: 98, Needs Improvement - High Risk: 93.9%, Needs Improvement: 6.1%, Healthy Fitness Zone: 0.0%)
93.9%
6.1%

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).

Caroldale Learning Community School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 117
Number of students who met CELDT criterion: 49

Students who met CELDT criterion:

42.0%
State:

34.0%
Kindergarten:
Student Count: 30
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

13.0%
State:

13.0%
Listening Mean Scale Score:

369.8
State:

364.6
Reading Mean Scale Score:

274.4
California:

276.6
Speaking Mean Scale Score:

394.1
State:

375.9
Writing Mean Scale Score:

278.1
State:

286.0
Grade 1:
Student Count: 15
Number of students who met CELDT criterion: 10

Students who met CELDT criterion:

67.0%
State:

44.0%
Listening Mean Scale Score:

473.9
State:

439.9
Reading Mean Scale Score:

409.7
State:

383.8
Speaking Mean Scale Score:

454.3
State:

446.4
Writing Mean Scale Score:

421.7
California:

386.5
Grade 2:
Student Count: 19
Number of students who met CELDT criterion: 6

Students who met CELDT criterion:

32.0%
California:

27.0%
Listening Mean Scale Score:

501.6
California:

477.2
Reading Mean Scale Score:

456.7
California:

440.5
Speaking Mean Scale Score:

459.5
State:

483.0
Writing Mean Scale Score:

485.6
State:

456.4
Grade 3:
Student Count: 13
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

15.0%
California:

26.0%
Listening Mean Scale Score:

443.0
California:

475.9
Reading Mean Scale Score:

456.1
California:

459.6
Speaking Mean Scale Score:

498.4
State:

491.7
Writing Mean Scale Score:

476.5
California:

478.6
Grade 4:
Student Count: 17
Number of students who met CELDT criterion: 11

Students who met CELDT criterion:

65.0%
California:

37.0%
Listening Mean Scale Score:

519.5
California:

509.2
Reading Mean Scale Score:

529.9
California:

490.7
Speaking Mean Scale Score:

591.8
California:

515.2
Writing Mean Scale Score:

522.3
State:

502.2
Grade 5:
Student Count: 13
Number of students who met CELDT criterion: 10

Students who met CELDT criterion:

77.0%
State:

48.0%
Listening Mean Scale Score:

565.9
California:

533.7
Reading Mean Scale Score:

567.0
State:

514.0
Speaking Mean Scale Score:

577.3
State:

530.0
Writing Mean Scale Score:

572.2
California:

519.1
Grade 7:
Student Count: 7
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

57.0%
State:

48.0%
Listening Mean Scale Score:

591.6
State:

547.6
Reading Mean Scale Score:

561.7
State:

534.4
Speaking Mean Scale Score:

543.7
State:

529.9
Writing Mean Scale Score:

555.7
California:

530.2

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).

Caroldale Learning Community School - Adequate Yearly Progress status


ELA Participation Rate
School:

100.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic100
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White100
  • Multirace100
  • SED100
  • LEP97
  • With Disabilities100
  • Hispanic: 100% (tested 263 out of 263 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 15 out of 15 enrolled)
  • Filipino: 100% (tested 179 out of 179 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 40 out of 40 enrolled)
  • Black: 100% (tested 55 out of 55 enrolled)
  • White: 100% (tested 20 out of 20 enrolled)
  • Two or More Races: 100% (tested 26 out of 26 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 394 out of 394 enrolled)
  • English Learners: 97% (tested 105 out of 108 enrolled)
  • Students with Disabilities: 100% (tested 51 out of 51 enrolled)

Math Participation Rate
School:

100.0%
State:

96.1%

    Math Participation Rate

  • Hispanic100
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White100
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 263 out of 263 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 15 out of 15 enrolled)
  • Filipino: 100% (tested 179 out of 179 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 40 out of 40 enrolled)
  • Black: 100% (tested 55 out of 55 enrolled)
  • White: 100% (tested 20 out of 20 enrolled)
  • Two or More Races: 100% (tested 26 out of 26 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 393 out of 393 enrolled)
  • English Learners: 100% (tested 109 out of 109 enrolled)
  • Students with Disabilities: 100% (tested 51 out of 51 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)
  • Asian: 2

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

2.1
State:

27.2

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

  • Hispanic70
  • Asian19
  • Native Hawaiian28
  • Black16
  • White5
  • Multirace13
  • LEP10
  • IDEA16
  • 5047
Chronic Student Absenteeism: 151 (male: 96, female: 55)
  • Hispanic: 70 (male: 47, female: 23)
  • Asian: 19 (male: 11, female: 8)
  • Native Hawaiian / Pacific Islander: 28 (male: 14, female: 14)
  • Black: 16 (male: 8, female: 8)
  • White: 5 (all male)
  • Two or More Races: 13 (male: 11, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 11, female: 5)
  • Section 504: 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
Caroldale Learning Community School:

157.5
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).
School days missed due to out-of-school suspension: 2 (all male)
  • Hispanic: 2
Instances of out-of-school suspension (Students without disabilities): 2

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

2.1
State:

84.8
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2

Classes & Courses


Algebra I:
Show data for

(State average from 1,382 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.

    8th grade student enrollment in Algebra I

  • Hispanic13
  • Asian25
  • Native Hawaiian2
  • Black4
  • Multirace2
8th grade student enrollment in Algebra I: 46 (male: 17, female: 29)
  • Hispanic: 13 (male: 5, female: 8)
  • Asian: 25 (male: 8, female: 17)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
8th grade studenst who passed Algebra I: 31 (male: 11, female: 20)
  • Hispanic: 8 (male: 4, female: 4)
  • Asian: 23 (male: 7, female: 16)
Percent of 8th grade students who passed
Here:

67.4%
California:

85.6%

Geometry:
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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


Student Enrollment in Geometry: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)

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