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Desert Sands Charter School in Lancaster, 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 16
Address
 44130 20th St. W.
Lancaster, CA 93534
Telephone
(661) 942-3357
(make sure to verify first before calling)
Website
http://www.dschs.org
City-data.com school rating
16
Students
1,931
Classroom Teachers (FTE)
72.6
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
1,437
Reduced-price lunch
eligible students
192
School district
Antelope Valley Union High
Charter school
Yes
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
SOAR High (Students On Academic Rise) (1.3 miles):

91
John and Jacquelyn Miller Elementary (0.9 miles):

32
Amargosa Creek Middle (0.9 miles):

29
Sunnydale Elementary (0.6 miles):

18
Desert Sands Charter School:

16
Monte Vista Elementary (1.2 miles):

15
Desert View Elementary (1.8 miles):

12
Sierra Elementary (1.1 miles):

6
Lancaster Alternative and Virtual Academies (1.1 miles):

4
Desert Sands Charter School rating compared to average state, county and city schools ratings:
California:

46
Los Angeles County:

44
Lancaster:

25
Desert Sands Charter School:

16

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,931
Enrollment in 2015: 1,990
Enrollment in 2014: 1,392
Enrollment in 2013: 1,098
Enrollment in 2012: 1,784
Enrollment in 2011: 2,205
Enrollment in 2010: 1,867
Enrollment in 2009: 1,888
Enrollment in 2008: 1,449
Enrollment in 2007: 1,385
Enrollment in 2006: 1,073
Enrollment in 2005: 1,163
Enrollment in 2004: 599
Enrollment in 2003: 755
Enrollment in 2002: 30

Desert Sands Charter School - Historical enrollment


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

GradeG09G10G11G12UGTotal
All students512084261182641,931
Female students33123226602311,015
Male students188520058033916
American Indian/Alaska Native students1244 - 11
Asian students - 3319 - 25
Hispanic students24125242751321,174
Black students7337418815317
White students18297216114294
Hawaiian Native/Pacific Islander students - - 410 - 14
Two or More Races students1162749396

Enrollment by grade:
9th grade enrollment: 51
10th grade enrollment: 208
11th grade enrollment: 426
12th grade enrollment: 1,182
Ungraded enrollment: 64

Desert Sands Charter School - Historical enrollment by grade


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

Female enrollment: 1,015 (52.6%)
School:

52.6%
California:

49.4%
Male enrollment: 916 (47.4%)
School:

47.4%
California:

49.6%

Desert Sands Charter School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 11 (0.6%)
Here:

0.6%
State:

1.0%
Asian enrollment: 25 (1.3%)
School:

1.3%
State:

9.4%
Hispanic enrollment: 1,174 (60.8%)
Here:

60.8%
California:

46.0%
Black enrollment: 317 (16.4%)
Desert Sands Charter School:

16.4%
State:

6.1%
White enrollment: 294 (15.2%)
School:

15.2%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 14 (0.7%)
School:

0.7%
California:

0.6%
Two or More Races enrollment: 96 (5.0%)
Here:

5.0%
California:

4.5%

Desert Sands Charter School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 1,629 (84.4%)
Here:

84.4%
State:

61.2%
Free lunch eligible students: 1,437 (74.4%)
Desert Sands Charter School:

74.4%
California:

52.8%
Reduced-price lunch eligible students: 192 (9.9%)
School:

9.9%
California:

8.6%

Desert Sands Charter School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 72.6

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 6
Number of FTE school counselors: 6
Number of FTE psychologists: 0.5

Student/Teacher Ratio
Desert Sands Charter School:

26.6
California:

22.8

Desert Sands Charter School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $11,582,349
  • Full-time Equivalency Count of Teachers: 102 (Salary Expenditures: $5,936,410)
  • Full-time Equivalency Count of Instructional Aides: 22 (Salary Expenditures: $832,263)
  • Full-time Equivalency Count of Support Services Staff: 49 (Salary Expenditures: $2,311,765)
  • Full-time Equivalency Count of School Administration Staff: 28 (Salary Expenditures: $2,501,911)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $7,367,370
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $12,746,044
  • Salary Expenditures for Teachers: $6,881,025
  • Full-time Equivalency Count of Instructional Aides: 22 (Salary Expenditures: $832,263)
  • Full-time Equivalency Count of Support Services Staff: 55 (Salary Expenditures: $2,489,931)
  • Full-time Equivalency Count of School Administration Staff: 29 (Salary Expenditures: $2,544,459)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $7,567,543

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic235
  • Asian5
  • White4
  • Multirace4
  • IDEA46
Students Enrolled in LEP Programs: 248 (male: 122, female: 126)
  • Hispanic: 235 (male: 113, female: 122)
  • Asian: 5 (all male)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 46 (male: 23, female: 23)

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

  • Hispanic131
  • Black53
  • White53
  • Multirace20
  • LEP47
Students with disabilities served under IDEA: 257 (male: 142, female: 115)
  • Hispanic: 131 (male: 70, female: 61)
  • Black: 53 (male: 28, female: 25)
  • White: 53 (male: 31, female: 22)
  • Two or More Races: 20 (male: 13, female: 7)
  • Limited English Proficiency (LEP): 47 (male: 25, female: 22)

Students with disabilities served under Section 504: 11 (male: 5, female: 6)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all female)
  • White: 2 (all female)

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

  • All26%
  • Males29%
  • Females24%
  • Black25%
  • Hispanic23%
  • White21%
  • Multirace31%
ELA students tested: 356
ELA students with scores: 355

Percentage Standard Met and Above:

26%
State:

49%

Standard Not Met: 37.5%
Standard Nearly Met: 36.1%
Standard Met: 24.2%
Standard Exceeded: 2.3%

11th Grade: (Mean Scale Score: 2522.3, Students tested: 356, Standard Not Met: 37.5%, Nearly Met: 36.1%, Met: 24.2%, Exceeded: 2.3%)
37.5%
36.1%
24.2%
2.3%

Desert Sands Charter School - ELA Area Achievement Levels (all grades)


    Math Standard Met and Above

  • All1%
  • Males3%
  • Females1%
  • Black2%
  • Hispanic1%
  • Multirace8%
Math students tested: 352
Math students with scores: 352

Percentage Standard Met and Above:

1%
California:

38%

Standard Not Met: 87.2%
Standard Nearly Met: 11.4%
Standard Met: 1.4%
Standard Exceeded: 0.0%

11th Grade: (Mean Scale Score: 2460.2, Students tested: 352, Standard Not Met: 87.2%, Nearly Met: 11.4%, Met: 1.4%, Exceeded: 0.0%)
87.2%
11.4%
1.4%

Desert Sands Charter 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: 386
CST Science students with scores: 366

Percentage At Or Above Proficient:

17%
California:

54%

Percentage Far Below Basic: 20.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 28.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 35.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 15.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 2.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 305.4, Students tested: 386, Far Below Basic: 20.0%, Below Basic: 28.0%, Basic: 35.0%, Proficient: 15.0%, Advanced: 2.0%)
20.0%
28.0%
35.0%
15.0%
2.0%

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.

Desert Sands Charter School - California High School Exit Exam results

2014-15 results for this school are based on 6 separate tests and combined using weighted average.

    Math Mean Scale Score

  • All342
  • Hispanic340
  • Black340
  • White352
Math Mean Scale Score:

342
California:

374
Math Percentage Passed:

34%
State:

68%
Math Number Tested: 850
Math Number Passed: 286

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

    57%
    State:

    69%
  • Number Sense:

    49%
    California:

    65%
  • Algebra & Functions:

    51%
    State:

    68%
  • Measurement & Geometry:

    44%
    State:

    64%
  • Algebra 1:

    36%
    State:

    58%

    ELA Mean Scale Score

  • All349
  • Hispanic344
  • Black325
  • White346
ELA Mean Scale Score:

349
California:

370
ELA Percentage Passed:

48%
California:

68%
ELA Number Tested: 750
ELA Number Passed: 360

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

    70%
    State:

    76%
  • Reading - Reading Comprehension:

    60%
    California:

    71%
  • Reading - Literary Responses and Analysis:

    68%
    State:

    75%
  • Writing - Writing Strategies:

    52%
    California:

    64%
  • Writing - Writing Conventions:

    59%
    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: 445, Needs Improvement - High Risk: 6.7%, Needs Improvement: 24.7%, Healthy Fitness Zone: 68.6%)
6.7%
24.7%
68.6%


Body Composition:
9th grade: (Students tested: 445, Needs Improvement - High Risk: 45.2%, Needs Improvement: 17.8%, Healthy Fitness Zone: 37.0%)
45.2%
17.8%
37.0%


Abdominal Strength:
9th grade: (Students tested: 445, Needs Improvement - High Risk: 49.4%, Needs Improvement: 50.6%, Healthy Fitness Zone: 0.0%)
49.4%
50.6%


Trunk Extension Strength:
9th grade: (Students tested: 445, Needs Improvement - High Risk: 87.6%, Needs Improvement: 12.4%, Healthy Fitness Zone: 0.0%)
87.6%
12.4%


Upper Body Strength:
9th grade: (Students tested: 445, Needs Improvement - High Risk: 31.5%, Needs Improvement: 68.5%, Healthy Fitness Zone: 0.0%)
31.5%
68.5%


Flexibility:
9th grade: (Students tested: 445, Needs Improvement - High Risk: 46.5%, Needs Improvement: 53.5%, Healthy Fitness Zone: 0.0%)
46.5%
53.5%


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).

Desert Sands Charter School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 287
Number of students who met CELDT criterion: 147

Students who met CELDT criterion:

51.0%
California:

34.0%

Grade 9:
Student Count: 117
Number of students who met CELDT criterion: 54

Students who met CELDT criterion:

46.0%
State:

33.0%
Listening Mean Scale Score:

577.7
State:

533.7
Reading Mean Scale Score:

574.0
California:

534.6
Speaking Mean Scale Score:

568.8
State:

515.1
Writing Mean Scale Score:

564.9
California:

513.2

Grade 10:
Student Count: 88
Number of students who met CELDT criterion: 49

Students who met CELDT criterion:

56.0%
State:

36.0%
Listening Mean Scale Score:

607.9
California:

556.8
Reading Mean Scale Score:

589.8
California:

555.2
Speaking Mean Scale Score:

582.6
State:

533.6
Writing Mean Scale Score:

580.0
State:

530.8

Grade 11:
Student Count: 56
Number of students who met CELDT criterion: 30

Students who met CELDT criterion:

54.0%
California:

45.0%
Listening Mean Scale Score:

608.8
California:

575.6
Reading Mean Scale Score:

606.8
State:

573.9
Speaking Mean Scale Score:

578.8
State:

550.8
Writing Mean Scale Score:

587.0
California:

544.5

Grade 12:
Student Count: 26
Number of students who met CELDT criterion: 14

Students who met CELDT criterion:

54.0%
California:

44.0%
Listening Mean Scale Score:

610.0
California:

564.9
Reading Mean Scale Score:

616.1
California:

567.0
Speaking Mean Scale Score:

601.0
State:

544.2
Writing Mean Scale Score:

584.9
California:

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).

Desert Sands Charter School - Adequate Yearly Progress status


ELA Participation Rate
Here:

92.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic92
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black94
  • White91
  • Multirace100
  • SED92
  • LEP91
  • With Disabilities87
  • Hispanic: 92% (tested 318 out of 347 enrolled)
  • American Indian / Alaska Native: 100% (tested 3 out of 3 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • Filipino: 100% (tested 4 out of 4 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 3 out of 3 enrolled)
  • Black: 94% (tested 87 out of 93 enrolled)
  • White: 91% (tested 90 out of 99 enrolled)
  • Two or More Races: 100% (tested 23 out of 23 enrolled)
  • Socioeconomic Disadvantaged: 92% (tested 452 out of 492 enrolled)
  • English Learners: 91% (tested 107 out of 117 enrolled)
  • Students with Disabilities: 87% (tested 65 out of 75 enrolled)


Math Participation Rate
School:

91.0%
California:

96.1%

    Math Participation Rate

  • Hispanic91
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian67
  • Black95
  • White88
  • Multirace100
  • SED91
  • LEP90
  • With Disabilities82
  • Hispanic: 91% (tested 316 out of 347 enrolled)
  • American Indian / Alaska Native: 100% (tested 3 out of 3 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • Filipino: 100% (tested 4 out of 4 enrolled)
  • Native Hawaiian / Pacific Islander: 67% (tested 2 out of 3 enrolled)
  • Black: 95% (tested 88 out of 93 enrolled)
  • White: 88% (tested 87 out of 99 enrolled)
  • Two or More Races: 100% (tested 23 out of 23 enrolled)
  • Socioeconomic Disadvantaged: 91% (tested 449 out of 492 enrolled)
  • English Learners: 90% (tested 106 out of 118 enrolled)
  • Students with Disabilities: 82% (tested 61 out of 75 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

  • Hispanic5
  • Asian2
  • Black4
  • White4
  • Multirace2
SAT or ACT Test Participation: 17 (male: 6, female: 11)
  • Hispanic: 5 (all female)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)

Health & Safety


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

  • Hispanic5
  • Native Hawaiian5
  • Black5
  • White5
School days missed due to out-of-school suspension: 20 (male: 15, female: 5)
  • Hispanic: 5 (all male)
  • Native Hawaiian / Pacific Islander: 5 (all male)
  • Black: 5 (all female)
  • White: 5 (all male)

Instances of out-of-school suspension (Students without disabilities): 4

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

  • Hispanic2
  • Native Hawaiian2
  • Black2
  • White2
Students without disabilities receiving only one out-of-school suspension: 8 (male: 6, female: 2)
  • Hispanic: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 2 (all female)
  • White: 2 (all male)


Expulsions:
Show data for

(State average from 1,805 schools)

Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students without Disabilities who received an expulsion with educational services: 2 (all male)
  • Black: 2

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

1.0
State:

11.3

Classes & Courses


Algebra I:
Show data for

(State average from 435 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.

    9-10th grade student enrollment in Algebra I

  • Hispanic85
  • American Indian7
  • Native Hawaiian2
  • Black34
  • White40
  • LEP82
  • IDEA79
9-10th grade student enrollment in Algebra I: 168
  • Hispanic: 85
  • American Indian / Alaska Native: 7
  • Native Hawaiian / Pacific Islander: 2
  • Black: 34
  • White: 40
  • Limited English Proficiency (LEP): 82
  • Individuals With Disabilities Education Act (IDEA): 79

    9-10th grade studenst who passed Algebra I

  • Hispanic47
  • American Indian4
  • Asian2
  • Native Hawaiian2
  • Black14
  • White29
  • Multirace8
  • LEP20
  • IDEA17
9-10th grade studenst who passed Algebra I: 102
  • Hispanic: 47
  • American Indian / Alaska Native: 4
  • Asian: 2
  • Native Hawaiian / Pacific Islander: 2
  • Black: 14
  • White: 29
  • Two or More Races: 8
  • Limited English Proficiency (LEP): 20
  • Individuals With Disabilities Education Act (IDEA): 17
Percent of 9-10th grade students who passed
Desert Sands Charter School:

60.7%
State:

82.0%

    11-12th grade student enrollment in Algebra I

  • Hispanic64
  • American Indian4
  • Native Hawaiian2
  • Black22
  • White40
  • LEP40
  • IDEA31
11-12th grade student enrollment in Algebra I: 132
  • Hispanic: 64
  • American Indian / Alaska Native: 4
  • Native Hawaiian / Pacific Islander: 2
  • Black: 22
  • White: 40
  • Limited English Proficiency (LEP): 40
  • Individuals With Disabilities Education Act (IDEA): 31

    11-12th studenst who passed Algebra I

  • Hispanic41
  • American Indian2
  • Asian2
  • Native Hawaiian2
  • Black20
  • White23
  • Multirace4
  • LEP11
  • IDEA8
11-12th studenst who passed Algebra I: 88
  • Hispanic: 41
  • American Indian / Alaska Native: 2
  • Asian: 2
  • Native Hawaiian / Pacific Islander: 2
  • Black: 20
  • White: 23
  • Two or More Races: 4
  • Limited English Proficiency (LEP): 11
  • Individuals With Disabilities Education Act (IDEA): 8
Percent of 11-12th grade students who passed
Desert Sands Charter School:

66.7%
California:

73.9%


Algebra II:
Show data for

Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 6


    Student Enrollment in Algebra II

  • Hispanic118
  • American Indian7
  • Asian2
  • Native Hawaiian2
  • Black49
  • White52
  • Multirace2
  • LEP25
  • IDEA40
Student Enrollment in Algebra II: 232
  • Hispanic: 118
  • American Indian / Alaska Native: 7
  • Asian: 2
  • Native Hawaiian / Pacific Islander: 2
  • Black: 49
  • White: 52
  • Two or More Races: 2
  • Limited English Proficiency (LEP): 25
  • Individuals With Disabilities Education Act (IDEA): 40

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: 6


    Student Enrollment in Geometry

  • Hispanic85
  • American Indian4
  • Native Hawaiian4
  • Black31
  • White49
  • LEP61
  • IDEA82
Student Enrollment in Geometry: 173
  • Hispanic: 85
  • American Indian / Alaska Native: 4
  • Native Hawaiian / Pacific Islander: 4
  • Black: 31
  • White: 49
  • Limited English Proficiency (LEP): 61
  • Individuals With Disabilities Education Act (IDEA): 82

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: 1


Student Enrollment in Advanced Mathematics: 6
  • Hispanic: 4
  • White: 2

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: 7


    Student Enrollment in Biology

  • Hispanic88
  • American Indian7
  • Native Hawaiian4
  • Black49
  • White70
  • LEP85
  • IDEA130
Student Enrollment in Biology: 218
  • Hispanic: 88
  • American Indian / Alaska Native: 7
  • Native Hawaiian / Pacific Islander: 4
  • Black: 49
  • White: 70
  • Limited English Proficiency (LEP): 85
  • Individuals With Disabilities Education Act (IDEA): 130

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: 1


    Student Enrollment in Chemistry

  • Hispanic7
  • American Indian2
  • Native Hawaiian2
  • Black2
  • White7
  • Multirace2
  • IDEA2
Student Enrollment in Chemistry: 22
  • Hispanic: 7
  • American Indian / Alaska Native: 2
  • Native Hawaiian / Pacific Islander: 2
  • Black: 2
  • White: 7
  • Two or More Races: 2
  • Individuals With Disabilities Education Act (IDEA): 2

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