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Crescenta Valley High School in La Crescenta-Montrose, 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 94
Address
 2900 Comm Ave.
La Crescenta-Montrose, CA 91214
Telephone
(818) 249-5871
(make sure to verify first before calling)
City-data.com school rating
94
Students
2,670
Classroom Teachers (FTE)
90.7
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
328
Reduced-price lunch
eligible students
105
School district
Glendale 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:
Monte Vista Elementary (0.6 miles):

97
Anderson W. Clark Magnet High (1.1 miles):

96
Valley View Elementary (1.1 miles):

95
Crescenta Valley High School:

94
Rosemont Middle (0.4 miles):

93
Mountain Avenue Elementary (0.9 miles):

93
Abraham Lincoln Elementary (0.6 miles):

90
La Crescenta Elementary (0.2 miles):

85
Los Angeles County Online High (0.5 miles):

57
Crescenta Valley High School rating compared to average state, county and city schools ratings:
California:

46
Los Angeles County:

44
La Crescenta-Montrose:

87
Crescenta Valley High School:

94

Students & Teachers


Total enrollment:
Enrollment in 2016: 2,670
Enrollment in 2015: 2,693
Enrollment in 2014: 2,786
Enrollment in 2013: 2,886
Enrollment in 2012: 2,906
Enrollment in 2011: 2,904
Enrollment in 2010: 3,004
Enrollment in 2009: 2,996
Enrollment in 2008: 2,977
Enrollment in 2007: 3,003
Enrollment in 2006: 2,905
Enrollment in 2005: 2,916
Enrollment in 2004: 2,812
Enrollment in 2003: 2,639
Enrollment in 2002: 2,506
Enrollment in 2001: 2,413
Enrollment in 2000: 2,341
Enrollment in 1999: 2,355

Crescenta Valley High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)

GradeG09G10G11G12Total
All students6676576726742,670
Female students3333243313361,324
Male students3343333413381,346
American Indian/Alaska Native students2 - 226
Asian students207204193198802
Hispanic students808611482362
Black students347418
White students3653513533781,447
Hawaiian Native/Pacific Islander students11114
Two or More Races students9112931

Enrollment by grade:
9th grade enrollment: 667
10th grade enrollment: 657
11th grade enrollment: 672
12th grade enrollment: 674

Crescenta Valley High School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)

Female enrollment: 1,324 (49.6%)
Here:

49.6%
State:

49.4%
Male enrollment: 1,346 (50.4%)
Crescenta Valley High School:

50.4%
California:

49.6%

Crescenta Valley High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)

American Indian/Alaska Native enrollment: 6 (0.2%)
Here:

0.2%
State:

1.0%
Asian enrollment: 802 (30.0%)
Crescenta Valley High School:

30.0%
California:

9.4%
Hispanic enrollment: 362 (13.6%)
Crescenta Valley High School:

13.6%
California:

46.0%
Black enrollment: 18 (0.7%)
School:

0.7%
State:

6.1%
White enrollment: 1,447 (54.2%)
Here:

54.2%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 4 (0.1%)
School:

0.1%
State:

0.6%
Two or More Races enrollment: 31 (1.2%)
Crescenta Valley High School:

1.2%
State:

4.5%

Crescenta Valley High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)

Free/reduced-price lunch eligible students: 433 (16.2%)
Crescenta Valley High School:

16.2%
State:

61.2%
Free lunch eligible students: 328 (12.3%)
Here:

12.3%
California:

52.8%
Reduced-price lunch eligible students: 105 (3.9%)
Crescenta Valley High School:

3.9%
California:

8.6%

Crescenta Valley High School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 90.7

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 3
Number of FTE school counselors: 5
Number of FTE teachers who were absent more than 10 school days during the school years: 26
Number of FTE security guards: 3
Number of FTE nurses: 0
Number of FTE psychologists: 1.6

Student/Teacher Ratio
Here:

29.5
State:

22.8

Crescenta Valley High School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $9,182,843
  • Full-time Equivalency Count of Teachers: 85.4 (Salary Expenditures: $7,494,266)
  • Full-time Equivalency Count of Support Services Staff: 6.4 (Salary Expenditures: $576,963)
  • Full-time Equivalency Count of School Administration Staff: 17 (Salary Expenditures: $1,111,614)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $153,147
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $10,199,937
  • Salary Expenditures for Teachers: $8,221,920
  • Full-time Equivalency Count of Instructional Aides: 10.7 (Salary Expenditures: $289,439)
  • Full-time Equivalency Count of Support Services Staff: 6.4 (Salary Expenditures: $576,963)
  • Full-time Equivalency Count of School Administration Staff: 17 (Salary Expenditures: $1,111,641)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $15,314

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic7
  • Asian52
  • Native Hawaiian2
  • White46
  • Multirace4
  • IDEA7
Students Enrolled in LEP Programs: 111 (male: 56, female: 55)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 52 (male: 26, female: 26)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • White: 46 (male: 26, female: 20)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, 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

  • Hispanic11
  • Asian20
  • Native Hawaiian11
  • White143
  • Multirace44
  • LEP4
Students with disabilities served under IDEA: 229 (male: 158, female: 71)
  • Hispanic: 11 (male: 7, female: 4)
  • Asian: 20 (male: 13, female: 7)
  • Native Hawaiian / Pacific Islander: 11 (male: 7, female: 4)
  • White: 143 (male: 91, female: 52)
  • Two or More Races: 44 (male: 40, female: 4)
  • Limited English Proficiency (LEP): 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic2
  • Asian7
  • Native Hawaiian2
  • White67
  • Multirace13
Students with disabilities served under Section 504: 91 (male: 52, female: 39)
  • Hispanic: 2 (all male)
  • Asian: 7 (male: 5, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • White: 67 (male: 38, female: 29)
  • Two or More Races: 13 (male: 5, female: 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

  • Hispanic4
  • American Indian2
  • Asian286
  • Native Hawaiian28
  • Black2
  • White391
  • Multirace52
  • IDEA7
Gifted and Talented Student Enrollment: 765 (male: 393, female: 372)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 286 (male: 149, female: 137)
  • Native Hawaiian / Pacific Islander: 28 (male: 14, female: 14)
  • Black: 2 (all female)
  • White: 391 (male: 203, female: 188)
  • Two or More Races: 52 (male: 23, female: 29)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

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

286.5
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

  • All85%
  • Males81%
  • Females88%
  • Asian97%
  • Hispanic63%
  • White67%
ELA students tested: 626
ELA students with scores: 626

Percentage Standard Met and Above:

85%
California:

49%

Standard Not Met: 4.5%
Standard Nearly Met: 11.0%
Standard Met: 28.9%
Standard Exceeded: 55.6%

11th Grade: (Mean Scale Score: 2679.5, Students tested: 626, Standard Not Met: 4.5%, Nearly Met: 11.0%, Met: 28.9%, Exceeded: 55.6%)
4.5%
11.0%
28.9%
55.6%

Crescenta Valley High School - ELA Area Achievement Levels (all grades)


    Math Standard Met and Above

  • All62%
  • Males60%
  • Females64%
  • Asian84%
  • Hispanic17%
  • White41%
Math students tested: 626
Math students with scores: 626

Percentage Standard Met and Above:

62%
California:

38%

Standard Not Met: 16.9%
Standard Nearly Met: 21.3%
Standard Met: 25.7%
Standard Exceeded: 36.1%

11th Grade: (Mean Scale Score: 2661.7, Students tested: 626, Standard Not Met: 16.9%, Nearly Met: 21.3%, Met: 25.7%, Exceeded: 36.1%)
16.9%
21.3%
25.7%
36.1%

Crescenta Valley 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.

CST Science students tested: 641
CST Science students with scores: 633

Percentage At Or Above Proficient:

68%
California:

54%

Percentage Far Below Basic: 7.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 5.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 20.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 29.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 38.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 376.5, Students tested: 641, Far Below Basic: 7.0%, Below Basic: 5.0%, Basic: 20.0%, Proficient: 29.0%, Advanced: 38.0%)
7.0%
5.0%
20.0%
29.0%
38.0%

California High School Exit Exam:
(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.

Crescenta Valley High School - California High School Exit Exam results

2014-15 results for this school are based on 3 separate tests and combined using weighted average.

    Math Mean Scale Score

  • All411
  • Asian437
  • Filipino409
  • Hispanic398
  • White415
Math Mean Scale Score:

411
California:

374
Math Percentage Passed:

95%
State:

68%
Math Number Tested: 664
Math Number Passed: 632

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

    87%
    State:

    69%
  • Number Sense:

    86%
    State:

    65%
  • Algebra & Functions:

    87%
    California:

    68%
  • Measurement & Geometry:

    85%
    California:

    64%
  • Algebra 1:

    80%
    State:

    58%

    ELA Mean Scale Score

  • All409
  • Asian420
  • Filipino409
  • Hispanic397
  • White408
ELA Mean Scale Score:

409
State:

370
ELA Percentage Passed:

92%
California:

68%
ELA Number Tested: 701
ELA Number Passed: 647

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

    90%
    California:

    76%
  • Reading - Reading Comprehension:

    86%
    State:

    71%
  • Reading - Literary Responses and Analysis:

    86%
    California:

    75%
  • Writing - Writing Strategies:

    81%
    State:

    64%
  • Writing - Writing Conventions:

    82%
    California:

    69%

The Physical Fitness Test:
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: 548, Needs Improvement - High Risk: 62.6%, Needs Improvement: 31.8%, Healthy Fitness Zone: 5.6%)
62.6%
31.8%
5.6%


Body Composition:
9th grade: (Students tested: 548, Needs Improvement - High Risk: 67.3%, Needs Improvement: 25.9%, Healthy Fitness Zone: 6.8%)
67.3%
25.9%
6.8%


Abdominal Strength:
9th grade: (Students tested: 548, Needs Improvement - High Risk: 90.3%, Needs Improvement: 9.7%, Healthy Fitness Zone: 0.0%)
90.3%
9.7%


Trunk Extension Strength:
9th grade: (Students tested: 548, Needs Improvement - High Risk: 83.4%, Needs Improvement: 16.6%, Healthy Fitness Zone: 0.0%)
83.4%
16.6%


Upper Body Strength:
9th grade: (Students tested: 548, Needs Improvement - High Risk: 90.1%, Needs Improvement: 9.9%, Healthy Fitness Zone: 0.0%)
90.1%
9.9%


Flexibility:
9th grade: (Students tested: 548, Needs Improvement - High Risk: 93.8%, Needs Improvement: 6.2%, Healthy Fitness Zone: 0.0%)
93.8%
6.2%


California English Language Development Test:
(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).

Crescenta Valley High School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 116
Number of students who met CELDT criterion: 70

Students who met CELDT criterion:

60.0%
State:

34.0%

Grade 9:
Student Count: 35
Number of students who met CELDT criterion: 19

Students who met CELDT criterion:

54.0%
State:

33.0%
Listening Mean Scale Score:

554.8
State:

533.7
Reading Mean Scale Score:

564.6
State:

534.6
Speaking Mean Scale Score:

523.0
California:

515.1
Writing Mean Scale Score:

530.3
State:

513.2

Grade 10:
Student Count: 25
Number of students who met CELDT criterion: 15

Students who met CELDT criterion:

60.0%
California:

36.0%
Listening Mean Scale Score:

623.0
State:

556.8
Reading Mean Scale Score:

585.9
State:

555.2
Speaking Mean Scale Score:

560.5
California:

533.6
Writing Mean Scale Score:

560.2
California:

530.8

Grade 11:
Student Count: 30
Number of students who met CELDT criterion: 20

Students who met CELDT criterion:

67.0%
State:

45.0%
Listening Mean Scale Score:

610.1
State:

575.6
Reading Mean Scale Score:

607.7
State:

573.9
Speaking Mean Scale Score:

573.8
State:

550.8
Writing Mean Scale Score:

578.2
California:

544.5

Grade 12:
Student Count: 26
Number of students who met CELDT criterion: 16

Students who met CELDT criterion:

62.0%
California:

44.0%
Listening Mean Scale Score:

613.8
State:

564.9
Reading Mean Scale Score:

601.4
State:

567.0
Speaking Mean Scale Score:

524.1
State:

544.2
Writing Mean Scale Score:

578.6
State:

532.5

Accountability


Adequate Yearly Progress:
(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).

Crescenta Valley High School - Adequate Yearly Progress status


ELA Participation Rate
Here:

98.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic99
  • American Indian100
  • Asian99
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White96
  • Multirace100
  • SED95
  • LEP94
  • With Disabilities95
  • Hispanic: 99% (tested 102 out of 103 enrolled)
  • American Indian / Alaska Native: 100% (tested 2 out of 2 enrolled)
  • Asian: 99% (tested 165 out of 167 enrolled)
  • Filipino: 100% (tested 28 out of 28 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 7 out of 7 enrolled)
  • White: 96% (tested 325 out of 338 enrolled)
  • Two or More Races: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 95% (tested 138 out of 145 enrolled)
  • English Learners: 94% (tested 54 out of 58 enrolled)
  • Students with Disabilities: 95% (tested 55 out of 58 enrolled)


Math Participation Rate
Crescenta Valley High School:

97.0%
State:

96.1%

    Math Participation Rate

  • Hispanic99
  • American Indian100
  • Asian99
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White96
  • Multirace100
  • SED95
  • LEP91
  • With Disabilities95
  • Hispanic: 99% (tested 104 out of 105 enrolled)
  • American Indian / Alaska Native: 100% (tested 2 out of 2 enrolled)
  • Asian: 99% (tested 165 out of 167 enrolled)
  • Filipino: 100% (tested 28 out of 28 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 7 out of 7 enrolled)
  • White: 96% (tested 325 out of 340 enrolled)
  • Two or More Races: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 95% (tested 141 out of 148 enrolled)
  • English Learners: 91% (tested 55 out of 61 enrolled)
  • Students with Disabilities: 95% (tested 55 out of 58 enrolled)


SAT/ACT:
(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.

Crescenta Valley High School - ACT/SAT scores

Percent of graduates taking the ACT:

34.1%
California:

30.9%
ACT Composite scores greater or equal to 21:

87.0%
California:

48.7%
Number of graduates: 674
Number of graduates taking the ACT: 230

Average ACT composite score:

26.0
California:

19.8
Average ACT English score:

27.0
California:

19.6
Average ACT mathematics score:

27.0
State:

20.5
Average ACT reading score:

27.0
California:

20.5
Average ACT science score:

26.0
State:

19.9

Percent of graduates taking the SAT:

63.4%
California:

54.4%
SAT scores greater or equal to 1500:

76.1%
California:

36.3%
Number of graduates: 674
Number of graduates taking the SAT: 427

Average Total SAT Score:

1,724
State:

1,374
Average SAT mathematics score:

595
State:

464
Average SAT critical reading score:

560
California:

459
Average SAT writing score:

569
California:

451

    SAT or ACT Test Participation

  • Hispanic10
  • American Indian2
  • Asian88
  • Native Hawaiian16
  • Black2
  • White163
  • Multirace25
  • LEP7
  • IDEA13
SAT or ACT Test Participation: 306 (male: 129, female: 177)
  • Hispanic: 10 (male: 5, female: 5)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 88 (male: 32, female: 56)
  • Native Hawaiian / Pacific Islander: 16 (male: 11, female: 5)
  • Black: 2 (all male)
  • White: 163 (male: 71, female: 92)
  • Two or More Races: 25 (male: 8, female: 17)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)

Advanced Placement:
(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).

Crescenta Valley High School - AP exams with scores at or above criteria

Number of students in Grades 11 and 12: 653
Number of students taking at least one AP exam: 994
Percent of students taking at least one AP exam:

152.0%
California:

94.1%
Number of AP exams with scores at or above 3: 1638
Percent of AP exams with scores at or above 3:

77.6%
State:

46.6%

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.

Sexual assault is an incident that includes threatened rape, fondling, indecent liberties, or child molestation. Both male and female students can be victims of sexual assault. Classification of these incidents should take into consideration the age and developmentally appropriate behavior of the offender(s)

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 sexual assault (other than rape): 1

Incidents of physical attack or fight without a weapon: 18


Total incidents per 1,000 students
School:

7.1
California:

60.8

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: 12 (all male)
  • Hispanic: 2
  • Asian: 2
  • White: 8

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

4.5
California:

21.3

    Students with disabilities who were referred to a law enforcement agency or official

  • Hispanic2
  • Asian5
  • White16
  • LEP8
  • 5042
Students with disabilities who were referred to a law enforcement agency or official: 23 (male: 21, female: 2)
  • Hispanic: 2 (all male)
  • Asian: 5 (all male)
  • White: 16 (male: 14, female: 2)
  • Limited English Proficiency (LEP): 8 (all male)
  • Section 504: 2 (all male)

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Crescenta Valley High School:

8.6
California:

7.2


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

  • Hispanic16
  • Asian43
  • Native Hawaiian7
  • Black4
  • White199
  • Multirace46
  • LEP16
  • IDEA49
  • 50422
Chronic Student Absenteeism: 315 (male: 153, female: 162)
  • Hispanic: 16 (male: 5, female: 11)
  • Asian: 43 (male: 17, female: 26)
  • Native Hawaiian / Pacific Islander: 7 (male: 5, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 199 (male: 101, female: 98)
  • Two or More Races: 46 (male: 23, female: 23)
  • Limited English Proficiency (LEP): 16 (male: 8, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 49 (male: 32, female: 17)
  • Section 504: 22 (male: 8, female: 14)
Chronic Student Absenteeism per 1,000 students
School:

118.0
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).
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.

    School days missed due to out-of-school suspension

  • Hispanic21
  • American Indian3
  • Asian23
  • Native Hawaiian6
  • White30
  • LEP11
  • IDEA31
School days missed due to out-of-school suspension: 83 (male: 69, female: 14)
  • Hispanic: 21 (male: 14, female: 7)
  • American Indian / Alaska Native: 3 (all female)
  • Asian: 23 (male: 22, female: 1)
  • Native Hawaiian / Pacific Islander: 6 (all male)
  • White: 30 (male: 27, female: 3)
  • Limited English Proficiency (LEP): 11 (all male)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 30, female: 1)

Instances of out-of-school suspension (Students without disabilities): 21

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

7.9
State:

84.8

    Students without disabilities receiving one or more in-school suspension

  • Asian4
  • Native Hawaiian2
  • White10
  • LEP2
Students without disabilities receiving one or more in-school suspension: 16 (male: 12, female: 4)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • White: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

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

  • Hispanic7
  • American Indian2
  • Asian7
  • White19
  • LEP5
Students without disabilities receiving only one out-of-school suspension: 35 (male: 27, female: 8)
  • Hispanic: 7 (male: 5, female: 2)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 7 (male: 5, female: 2)
  • White: 19 (male: 17, female: 2)
  • Limited English Proficiency (LEP): 5 (all male)

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

  • Asian2
  • Native Hawaiian2
  • White2
  • LEP2
Students without disabilities receiving more than one out-of-school suspension: 6 (all male)
  • Asian: 2
  • Native Hawaiian / Pacific Islander: 2
  • White: 2
  • Limited English Proficiency (LEP): 2

Instances of out-of-school suspension (Students with disabilities): 13

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Crescenta Valley High School:

4.9
State:

28.1
Students with disabilities receiving one or more in-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2

Students with disabilities receiving only one out-of-school suspension: 11 (male: 9, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • White: 5 (all male)

Students with disabilities receiving more than one out-of-school suspension: 6 (all male)
  • Hispanic: 2
  • Asian: 2
  • 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: 10
Number of Algebra I classes taught by certified teachers: 10


    9-10th grade student enrollment in Algebra I

  • Hispanic64
  • Asian34
  • Native Hawaiian16
  • Black2
  • White208
  • Multirace46
  • LEP22
  • IDEA34
9-10th grade student enrollment in Algebra I: 370 (male: 186, female: 184)
  • Hispanic: 64 (male: 29, female: 35)
  • Asian: 34 (male: 11, female: 23)
  • Native Hawaiian / Pacific Islander: 16 (male: 11, female: 5)
  • Black: 2 (all male)
  • White: 208 (male: 107, female: 101)
  • Two or More Races: 46 (male: 26, female: 20)
  • Limited English Proficiency (LEP): 22 (male: 11, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 34 (male: 20, female: 14)

    9-10th grade studenst who passed Algebra I

  • Hispanic20
  • Asian26
  • Native Hawaiian14
  • White170
  • Multirace44
  • LEP17
  • IDEA32
9-10th grade studenst who passed Algebra I: 274 (male: 134, female: 140)
  • Hispanic: 20 (male: 4, female: 16)
  • Asian: 26 (male: 10, female: 16)
  • Native Hawaiian / Pacific Islander: 14 (male: 10, female: 4)
  • White: 170 (male: 85, female: 85)
  • Two or More Races: 44 (male: 25, female: 19)
  • Limited English Proficiency (LEP): 17 (male: 7, female: 10)
  • Individuals With Disabilities Education Act (IDEA): 32 (male: 19, female: 13)
Percent of 9-10th grade students who passed
Here:

74.1%
California:

72.5%

    11-12th grade student enrollment in Algebra I

  • Hispanic2
  • Asian4
  • White7
  • LEP4
11-12th grade student enrollment in Algebra I: 13 (male: 7, female: 6)
  • Hispanic: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
11-12th studenst who passed Algebra I: 8 (male: 4, female: 4)
  • White: 8 (male: 4, female: 4)
  • Limited English Proficiency (LEP): 4 (all female)
Percent of 11-12th grade students who passed
Crescenta Valley High School:

61.5%
State:

62.0%


Algebra II:
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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: 13
Number of Algebra II classes taught by certified teachers: 13

    Student Enrollment in Algebra II

  • Hispanic85
  • American Indian2
  • Asian184
  • Native Hawaiian31
  • Black4
  • White340
  • Multirace70
  • LEP34
  • IDEA55
Student Enrollment in Algebra II: 716 (male: 375, female: 341)
  • Hispanic: 85 (male: 44, female: 41)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 184 (male: 95, female: 89)
  • Native Hawaiian / Pacific Islander: 31 (male: 14, female: 17)
  • Black: 4 (male: 2, female: 2)
  • White: 340 (male: 185, female: 155)
  • Two or More Races: 70 (male: 35, female: 35)
  • Limited English Proficiency (LEP): 34 (male: 20, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 55 (male: 41, female: 14)

Calculus:
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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: 7
Number of Calculus classes taught by certified teachers: 7

    Student Enrollment in Calculus

  • Hispanic7
  • Asian130
  • Native Hawaiian7
  • Black2
  • White85
  • Multirace232
  • LEP2
  • IDEA4
Student Enrollment in Calculus: 463 (male: 253, female: 210)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 130 (male: 71, female: 59)
  • Native Hawaiian / Pacific Islander: 7 (male: 5, female: 2)
  • Black: 2 (all female)
  • White: 85 (male: 47, female: 38)
  • Two or More Races: 232 (male: 128, female: 104)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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: 20
Number of Geometry classes taught by certified teachers: 20

    Student Enrollment in Geometry

  • Hispanic82
  • Asian97
  • Native Hawaiian25
  • Black4
  • White340
  • Multirace73
  • LEP34
  • IDEA67
Student Enrollment in Geometry: 621 (male: 318, female: 303)
  • Hispanic: 82 (male: 44, female: 38)
  • Asian: 97 (male: 53, female: 44)
  • Native Hawaiian / Pacific Islander: 25 (male: 8, female: 17)
  • Black: 4 (male: 2, female: 2)
  • White: 340 (male: 173, female: 167)
  • Two or More Races: 73 (male: 38, female: 35)
  • Limited English Proficiency (LEP): 34 (male: 20, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 67 (male: 38, female: 29)

Advanced Mathematics:
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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: 29
Number of Advanced Mathematics classes taught by certified teachers: 29

    Student Enrollment in Advanced Mathematics

  • Hispanic82
  • American Indian2
  • Asian391
  • Native Hawaiian40
  • Black7
  • White457
  • Multirace55
  • LEP16
  • IDEA13
Student Enrollment in Advanced Mathematics: 1,034 (male: 489, female: 545)
  • Hispanic: 82 (male: 38, female: 44)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 391 (male: 188, female: 203)
  • Native Hawaiian / Pacific Islander: 40 (male: 20, female: 20)
  • Black: 7 (male: 2, female: 5)
  • White: 457 (male: 218, female: 239)
  • Two or More Races: 55 (male: 23, female: 32)
  • Limited English Proficiency (LEP): 16 (male: 8, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)

Biology:
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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: 21
Number of Biology classes taught by certified teachers: 21

    Student Enrollment in Biology

  • Hispanic31
  • American Indian2
  • Asian214
  • Native Hawaiian2
  • Black4
  • White427
  • Multirace61
  • LEP37
  • IDEA40
Student Enrollment in Biology: 741 (male: 374, female: 367)
  • Hispanic: 31 (male: 8, female: 23)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 214 (male: 92, female: 122)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 427 (male: 233, female: 194)
  • Two or More Races: 61 (male: 35, female: 26)
  • Limited English Proficiency (LEP): 37 (male: 20, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 40 (male: 29, female: 11)

Chemistry:
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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: 18
Number of Chemistry classes taught by certified teachers: 18

    Student Enrollment in Chemistry

  • Hispanic16
  • American Indian2
  • Asian202
  • Native Hawaiian2
  • Black4
  • White313
  • Multirace61
  • LEP34
  • IDEA19
Student Enrollment in Chemistry: 600 (male: 315, female: 285)
  • Hispanic: 16 (male: 8, female: 8)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 202 (male: 113, female: 89)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 313 (male: 158, female: 155)
  • Two or More Races: 61 (male: 32, female: 29)
  • Limited English Proficiency (LEP): 34 (male: 17, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 14, female: 5)

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

  • Hispanic5
  • Asian61
  • Black2
  • White94
  • Multirace7
  • LEP7
  • IDEA7
Student Enrollment in Physics: 169 (male: 107, female: 62)
  • Hispanic: 5 (all male)
  • Asian: 61 (male: 32, female: 29)
  • Black: 2 (all female)
  • White: 94 (male: 65, female: 29)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

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