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Desert Winds Continuation High School in Lancaster, CA
(09-12 • Public • Alternative School)

City-data.com school rating (using weighted test average as compared to other schools in California) from 0 (worst) to 100 (best) is 7
Address
 415 E. Kettering St.
Lancaster, CA 93535
Telephone
(661) 948-7555
(make sure to verify first before calling)
Website
http://www.dwhs.org
City-data.com school rating
7
Students
747
Classroom Teachers (FTE)
33.4
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
477
Reduced-price lunch
eligible students
25
School district
Antelope Valley Union High
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:
Antelope Valley High (0.3 miles):

21
El Dorado Elementary (0.7 miles):

13
Mariposa Elementary (1.4 miles):

12
Piute Middle (0.6 miles):

9
Desert Winds Continuation High School:

7
Life Source International Charter (1.1 miles):

6
Linda Verde Elementary (0.3 miles):

4
Lancaster Alternative and Virtual Academies (1.4 miles):

4
Joshua Elementary (1.4 miles):

3
Desert Winds Continuation High School rating compared to average state, county and city schools ratings:
California:

46
Los Angeles County:

44
Lancaster:

25
Desert Winds Continuation High:

7

Students & Teachers


Total enrollment:
Enrollment in 2016: 747
Enrollment in 2015: 771
Enrollment in 2014: 760
Enrollment in 2013: 1,277
Enrollment in 2012: 1,183
Enrollment in 2011: 955
Enrollment in 2010: 1,068
Enrollment in 2009: 1,031
Enrollment in 2008: 1,145
Enrollment in 2007: 1,020
Enrollment in 2006: 682
Enrollment in 2005: 887
Enrollment in 2004: 742
Enrollment in 2003: 727
Enrollment in 2002: 1,665
Enrollment in 2001: 1,574
Enrollment in 2000: 945
Enrollment in 1999: 987

Desert Winds Continuation High School - Historical enrollment


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

GradeG09G10G11G12Total
All students420326397747
Female students29140131282
Male students211186266465
American Indian/Alaska Native students - - - 44
Asian students - - 358
Hispanic students212153236403
Black students26120118246
White students - 2392768
Hawaiian Native/Pacific Islander students - - 1 - 1
Two or More Races students - - 10717

Enrollment by grade:
9th grade enrollment: 4
10th grade enrollment: 20
11th grade enrollment: 326
12th grade enrollment: 397

Desert Winds Continuation High School - Historical enrollment by grade


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

Female enrollment: 282 (37.8%)
School:

37.8%
State:

49.4%
Male enrollment: 465 (62.2%)
Here:

62.2%
California:

49.6%

Desert Winds Continuation High School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 4 (0.5%)
Desert Winds Continuation High School:

0.5%
California:

1.0%
Asian enrollment: 8 (1.1%)
Here:

1.1%
State:

9.4%
Hispanic enrollment: 403 (53.9%)
School:

53.9%
State:

46.0%
Black enrollment: 246 (32.9%)
Here:

32.9%
State:

6.1%
White enrollment: 68 (9.1%)
School:

9.1%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.1%)
Desert Winds Continuation High School:

0.1%
California:

0.6%
Two or More Races enrollment: 17 (2.3%)
Desert Winds Continuation High School:

2.3%
California:

4.5%

Desert Winds Continuation High School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 502 (67.2%)
Here:

67.2%
State:

61.2%
Free lunch eligible students: 477 (63.9%)
Here:

63.9%
State:

52.8%
Reduced-price lunch eligible students: 25 (3.3%)
Here:

3.3%
California:

8.6%

Desert Winds Continuation High School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 33.4

Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 9
Number of FTE sworn law enforcement officers: 0.3
Number of FTE security guards: 2
Number of FTE nurses: 0.4
Number of FTE psychologists: 1.4

Student/Teacher Ratio
Desert Winds Continuation High School:

22.4
State:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,114,232
  • Full-time Equivalency Count of Teachers: 13 (Salary Expenditures: $1,334,461)
  • Full-time Equivalency Count of Support Services Staff: 8.1 (Salary Expenditures: $478,049)
  • Full-time Equivalency Count of School Administration Staff: 3.8 (Salary Expenditures: $301,722)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $103,802
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,430,014
  • Salary Expenditures for Teachers: $1,584,161
  • Full-time Equivalency Count of Instructional Aides: 1.3 (Salary Expenditures: $66,082)
  • Full-time Equivalency Count of Support Services Staff: 8.1 (Salary Expenditures: $479,049)
  • Full-time Equivalency Count of School Administration Staff: 3.8 (Salary Expenditures: $301,722)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $180,255

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic91
  • Asian2
  • White2
  • IDEA5
Students Enrolled in LEP Programs: 95 (male: 65, female: 30)
  • Hispanic: 91 (male: 65, female: 26)
  • Asian: 2 (all female)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)

Students with disabilities:
Show data for

Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 31 (male: 20, female: 11)
  • Hispanic: 14 (male: 10, female: 4)
  • Black: 17 (male: 10, female: 7)
  • Limited English Proficiency (LEP): 4 (all male)

Students with disabilities served under Section 504: 2 (all male)
  • Hispanic: 2

Retention:
Show data for

(State average from 709 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 11th grade: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)

Percent of 11th grade students retained
Here:

1.2%
California:

15.5%

    Total number of students retained in 12th grade

  • Hispanic43
  • Black16
  • White2
  • Multirace4
  • LEP4
  • IDEA7
Total number of students retained in 12th grade: 65 (male: 41, female: 24)
  • Hispanic: 43 (male: 29, female: 14)
  • Black: 16 (male: 8, female: 8)
  • White: 2 (all male)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Percent of 12th grade students retained
Desert Winds Continuation High School:

16.4%
California:

16.7%

Statewide Student Assessments


Smarter Balanced Summative Assessments:
Show data for

(State average from 10,463 schools)

Smarter Balanced Summative Assessments (SB) is one of the online summative assessments - part of California Assessment of Student Performance and Progress (CAASPP) System.

The summative assessments are comprehensive, end-of-year assessments of grade-level learning that measure progress toward college and career readiness. Each test in English language arts/literacy (ELA) and mathematics is comprised of two parts: (1) a computer-adaptive test and (2) a performance task, administered within a selected testing window available at 66 percent of the instructional year for grades three through eight, and grade eleven.

The summative assessments are aligned with the Common Core State Standards (CCSS) for ELA and mathematics. The tests capitalize on the strengths of computer adaptive testing efficient and precise measurement across the full range of achievement and timely turnaround of results.

    ELA Standard Met and Above

  • All13%
  • Males15%
  • Females9%
  • Black6%
  • Hispanic16%
  • White20%
  • Multirace8%
ELA students tested: 416
ELA students with scores: 415

Percentage Standard Met and Above:

13%
State:

49%

Standard Not Met: 53.0%
Standard Nearly Met: 34.0%
Standard Met: 12.3%
Standard Exceeded: 0.7%

11th Grade: (Mean Scale Score: 2485.5, Students tested: 416, Standard Not Met: 53.0%, Nearly Met: 34.0%, Met: 12.3%, Exceeded: 0.7%)
53.0%
34.0%
12.3%
0.7%

Desert Winds Continuation High School - ELA Area Achievement Levels (all grades)


    Math Standard Met and Above

  • All1%
  • Males1%
  • Females1%
  • Hispanic2%
  • White7%
Math students tested: 413
Math students with scores: 413

Percentage Standard Met and Above:

1%
State:

38%

Standard Not Met: 94.7%
Standard Nearly Met: 4.4%
Standard Met: 1.0%
Standard Exceeded: 0.0%

11th Grade: (Mean Scale Score: 2425.1, Students tested: 413, Standard Not Met: 94.7%, Nearly Met: 4.4%, Met: 1.0%, Exceeded: 0.0%)
94.7%
4.4%
1.0%

Desert Winds Continuation 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: 77
CST Science students with scores: 71

Percentage At Or Above Proficient:

3%
California:

54%

Percentage Far Below Basic: 42.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 24.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 31.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 3.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 0.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 278.8, Students tested: 77, Far Below Basic: 42.0%, Below Basic: 24.0%, Basic: 31.0%, Proficient: 3.0%, Advanced: 0.0%)
42.0%
24.0%
31.0%
3.0%

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 Winds Continuation High School - California High School Exit Exam results

2014-15 results for this school are based on 4 separate tests and combined using weighted average.

    Math Mean Scale Score

  • All334
  • Hispanic335
  • Black333
  • White342
Math Mean Scale Score:

334
State:

374
Math Percentage Passed:

22%
State:

68%
Math Number Tested: 666
Math Number Passed: 148

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

    52%
    California:

    69%
  • Number Sense:

    45%
    California:

    65%
  • Algebra & Functions:

    44%
    State:

    68%
  • Measurement & Geometry:

    40%
    State:

    64%
  • Algebra 1:

    32%
    California:

    58%

    ELA Mean Scale Score

  • All333
  • Hispanic338
  • Black327
  • White341
ELA Mean Scale Score:

333
State:

370
ELA Percentage Passed:

29%
California:

68%
ELA Number Tested: 625
ELA Number Passed: 179

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

    64%
    State:

    76%
  • Reading - Reading Comprehension:

    51%
    State:

    71%
  • Reading - Literary Responses and Analysis:

    59%
    California:

    75%
  • Writing - Writing Strategies:

    43%
    State:

    64%
  • Writing - Writing Conventions:

    49%
    California:

    69%

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

All Grades:
Student Count: 63
Number of students who met CELDT criterion: 24

Students who met CELDT criterion:

38.0%
State:

34.0%

Grade 11:
Student Count: 32
Number of students who met CELDT criterion: 11

Students who met CELDT criterion:

34.0%
State:

45.0%
Listening Mean Scale Score:

610.4
California:

575.6
Reading Mean Scale Score:

594.4
State:

573.9
Speaking Mean Scale Score:

588.2
California:

550.8
Writing Mean Scale Score:

554.0
California:

544.5

Grade 12:
Student Count: 30
Number of students who met CELDT criterion: 13

Students who met CELDT criterion:

43.0%
California:

44.0%
Listening Mean Scale Score:

592.0
State:

564.9
Reading Mean Scale Score:

596.2
State:

567.0
Speaking Mean Scale Score:

592.5
State:

544.2
Writing Mean Scale Score:

556.6
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).

Desert Winds Continuation High School - Adequate Yearly Progress status


ELA Participation Rate
Here:

95.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic92
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black96
  • White100
  • Multirace90
  • SED94
  • LEP94
  • With Disabilities92
  • Hispanic: 92% (tested 170 out of 184 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • Filipino: 100% (tested 2 out of 2 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 96% (tested 155 out of 161 enrolled)
  • White: 100% (tested 47 out of 47 enrolled)
  • Two or More Races: 90% (tested 18 out of 20 enrolled)
  • Socioeconomic Disadvantaged: 94% (tested 311 out of 332 enrolled)
  • English Learners: 94% (tested 40 out of 43 enrolled)
  • Students with Disabilities: 92% (tested 21 out of 23 enrolled)


Math Participation Rate
Here:

94.0%
California:

96.1%

    Math Participation Rate

  • Hispanic92
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black94
  • White100
  • Multirace90
  • SED92
  • LEP91
  • With Disabilities92
  • Hispanic: 92% (tested 169 out of 184 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • Filipino: 100% (tested 2 out of 2 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 94% (tested 151 out of 161 enrolled)
  • White: 100% (tested 47 out of 47 enrolled)
  • Two or More Races: 90% (tested 18 out of 20 enrolled)
  • Socioeconomic Disadvantaged: 92% (tested 306 out of 332 enrolled)
  • English Learners: 91% (tested 39 out of 43 enrolled)
  • Students with Disabilities: 92% (tested 21 out of 23 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: 8 (male: 2, female: 6)
  • Hispanic: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all female)

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.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
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 threats of physical attack without a weapon: 29


Total incidents per 1,000 students
Desert Winds Continuation High School:

40.2
State:

60.8

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

  • Hispanic286
  • American Indian4
  • Asian4
  • Native Hawaiian2
  • Black241
  • White61
  • Multirace28
  • LEP67
  • IDEA46
  • 5042
Chronic Student Absenteeism: 626 (male: 351, female: 275)
  • Hispanic: 286 (male: 167, female: 119)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 241 (male: 125, female: 116)
  • White: 61 (male: 38, female: 23)
  • Two or More Races: 28 (male: 17, female: 11)
  • Limited English Proficiency (LEP): 67 (male: 41, female: 26)
  • Individuals With Disabilities Education Act (IDEA): 46 (male: 32, female: 14)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
Here:

838.0
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

  • Hispanic60
  • American Indian5
  • Asian3
  • Black144
  • White16
  • Multirace11
  • LEP20
  • IDEA53
School days missed due to out-of-school suspension: 239 (male: 148, female: 91)
  • Hispanic: 60 (male: 50, female: 10)
  • American Indian / Alaska Native: 5 (all female)
  • Asian: 3 (all female)
  • Black: 144 (male: 79, female: 65)
  • White: 16 (male: 13, female: 3)
  • Two or More Races: 11 (male: 6, female: 5)
  • Limited English Proficiency (LEP): 20 (all male)
  • Individuals With Disabilities Education Act (IDEA): 53 (male: 30, female: 23)

Instances of out-of-school suspension (Students without disabilities): 61

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

81.7
California:

84.8
Students without disabilities receiving one or more in-school suspension: 2 (all female)
  • Black: 2

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

  • Hispanic8
  • American Indian2
  • Asian2
  • Black22
  • White7
  • Multirace4
  • LEP5
Students without disabilities receiving only one out-of-school suspension: 45 (male: 26, female: 19)
  • Hispanic: 8 (all male)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all female)
  • Black: 22 (male: 11, female: 11)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 5 (all male)

Students without disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)

Instances of out-of-school suspension (Students with disabilities): 16

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Here:

21.4
California:

28.1

Students with disabilities receiving only one out-of-school suspension: 9 (male: 7, female: 2)
  • Hispanic: 2 (all male)
  • Black: 7 (male: 5, female: 2)

Students with disabilities receiving more than one out-of-school suspension: 6 (male: 2, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all female)


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.

Expulsion without 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 not providing educational services to the child for the remainder of the school year or longer in accordance with local educational agency policy. Expulsion without 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)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Students without Disabilities who received an expulsion with educational services per 1,000 students
Desert Winds Continuation High School:

2.7
State:

10.5

Students with Disabilities who received an expulsion with educational services: 2 (all male)
  • Black: 2

Students with Disabilities who received an expulsion with educational services per 1,000 students
Here:

2.7
State:

4.5

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: 18
Number of Algebra I classes taught by certified teachers: 18


    11-12th grade student enrollment in Algebra I

  • Hispanic64
  • Black49
  • White7
  • LEP22
  • IDEA7
11-12th grade student enrollment in Algebra I: 120 (male: 69, female: 51)
  • Hispanic: 64 (male: 38, female: 26)
  • Black: 49 (male: 26, female: 23)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 22 (male: 17, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

    11-12th studenst who passed Algebra I

  • Hispanic41
  • Black23
  • White4
  • LEP14
  • IDEA4
11-12th studenst who passed Algebra I: 68 (male: 45, female: 23)
  • Hispanic: 41 (male: 25, female: 16)
  • Black: 23 (male: 16, female: 7)
  • White: 4 (all male)
  • Limited English Proficiency (LEP): 14 (male: 10, female: 4)
  • Individuals With Disabilities Education Act (IDEA): 4 (all male)
Percent of 11-12th grade students who passed
Desert Winds Continuation High School:

56.7%
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: 4
Number of Algebra II classes taught by certified teachers: 4

    Student Enrollment in Algebra II

  • Hispanic19
  • Black10
  • White2
  • Multirace2
  • LEP4
  • IDEA2
Student Enrollment in Algebra II: 33 (male: 23, female: 10)
  • Hispanic: 19 (male: 14, female: 5)
  • Black: 10 (male: 5, female: 5)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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: 11
Number of Geometry classes taught by certified teachers: 11

    Student Enrollment in Geometry

  • Hispanic37
  • American Indian2
  • Asian2
  • Black19
  • White4
  • Multirace4
  • LEP7
Student Enrollment in Geometry: 68 (male: 46, female: 22)
  • Hispanic: 37 (male: 26, female: 11)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all male)
  • Black: 19 (male: 14, female: 5)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

Advanced Mathematics:
Show data for

Advanced mathematics (college-preparatory) courses cover the following topics: trigonometry, trigonometry/algebra, trigonometry / analytic geometry, trigonometry / math analysis, analytic geometry, math analysis, math analysis / analytic geometry, probability and statistics, and precalculus
Number of Advanced Mathematics classes: 1


Student Enrollment in Advanced Mathematics: 2 (all female)
  • Hispanic: 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: 3
Number of Biology classes taught by certified teachers: 3

Student Enrollment in Biology: 2 (all male)
  • Hispanic: 2

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