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Esperanza High (Continuation) School in Gridley, CA
(09-12 • Public • Alternative School)

Address
 581 Jackson St.
Gridley, CA 95948
Telephone
(530) 846-4383
(make sure to verify first before calling)
Website
http://www.gusd.org
Students
34
Classroom Teachers (FTE)
2.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
21
Reduced-price lunch
eligible students
3
School district
Gridley Unified
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Students & Teachers


Total enrollment:
Enrollment in 2016: 34
Enrollment in 2015: 19
Enrollment in 2014: 26
Enrollment in 2013: 28
Enrollment in 2012: 30
Enrollment in 2011: 36
Enrollment in 2010: 56
Enrollment in 2009: 68
Enrollment in 2008: 44
Enrollment in 2007: 81
Enrollment in 2006: 60
Enrollment in 2005: 51
Enrollment in 2004: 43
Enrollment in 2003: 38
Enrollment in 2002: 35
Enrollment in 2001: 33
Enrollment in 2000: 32
Enrollment in 1999: 34

Esperanza High (Continuation) School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG09G10G11G12Total
All students12112034
Female students - 14712
Male students1171322
Hispanic students1281021
White students - - 3710
Two or More Races students - - - 33

Enrollment by grade:
9th grade enrollment: 1
10th grade enrollment: 2
11th grade enrollment: 11
12th grade enrollment: 20

Esperanza High (Continuation) School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 12 (35.3%)
School:

35.3%
State:

49.4%
Male enrollment: 22 (64.7%)
School:

64.7%
California:

49.6%

Esperanza High (Continuation) School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Hispanic enrollment: 21 (61.8%)
Esperanza High (Continuation) School:

61.8%
California:

46.0%
White enrollment: 10 (29.4%)
Here:

29.4%
State:

28.3%
Two or More Races enrollment: 3 (8.8%)
Here:

8.8%
State:

4.5%

Esperanza High (Continuation) School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 24 (70.6%)
Here:

70.6%
State:

61.2%
Free lunch eligible students: 21 (61.8%)
Esperanza High (Continuation) School:

61.8%
California:

52.8%
Reduced-price lunch eligible students: 3 (8.8%)
Esperanza High (Continuation) School:

8.8%
State:

8.6%

Esperanza High (Continuation) School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 2

Number of FTE nurses: 0

Student/Teacher Ratio
Here:

17.0
California:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $270,906
  • Full-time Equivalency Count of Teachers: 2 (Salary Expenditures: $160,473)
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $67,412)
  • Full-time Equivalency Count of School Administration Staff: 0.3 (Salary Expenditures: $43,020)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $13,574

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 2 (all male)
  • Hispanic: 2

Students with disabilities:
Show data for
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 Section 504: 2 (all male)
  • Hispanic: 2

Statewide Student Assessments


Smarter Balanced Summative Assessments:
Show data for

(State average from 10,439 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 students tested: 12
ELA students with scores: 10

Percentage Standard Met and Above:

0%
California:

48%

Standard Not Met: 70.0%
Standard Nearly Met: 30.0%
Standard Met: 0.0%
Standard Exceeded: 0.0%

11th Grade: (Mean Scale Score: 2485.8, Students tested: 12, Standard Not Met: 70.0%, Nearly Met: 30.0%, Met: 0.0%, Exceeded: 0.0%)
70.0%
30.0%

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

Math students tested: 11
Math students with scores: 9

Percentage Standard Met and Above:

0%
California:

37%

Standard Not Met: 78.0%
Standard Nearly Met: 22.0%
Standard Met: 0.0%
Standard Exceeded: 0.0%

11th Grade: (Mean Scale Score: 2490.4, Students tested: 11, Standard Not Met: 78.0%, Nearly Met: 22.0%, Met: 0.0%, Exceeded: 0.0%)
78.0%
22.0%

Esperanza High (Continuation) School - Math Area Achievement Levels (all grades)


California High School Exit Exam:
Show data for

(State average from 2,357 schools)
Beginning with the Class of 2006, students in California public schools were required to pass the California High School Exit Examination (CAHSEE) to demonstrate competency in grade-level skills in reading, writing, and mathematics to earn a high school diploma. The content of the CAHSEE was based on content standards in English-language arts and mathematics that were adopted by the State Board of Education (SBE) in 2003. In 2010, the SBE adopted the Common Core State Standards in English language arts and mathematics. The CAHSEE has been repealed. Assembly Bill 830 was chaptered into law by Governor Brown on October 10, 2017. This law eliminates the CAHSEE and removes it as a condition of receiving a diploma of graduation or a condition of graduation from high school.

Esperanza High (Continuation) School - California High School Exit Exam results

ELA Mean Scale Score:

344
California:

368
ELA Percentage Passed:

45%
California:

66%
ELA Number Tested: 11
ELA Number Passed: 5

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

    61%
    California:

    72%
  • Reading - Reading Comprehension:

    56%
    California:

    71%
  • Reading - Literary Responses and Analysis:

    68%
    State:

    73%
  • Writing - Writing Strategies:

    46%
    California:

    64%
  • Writing - Writing Conventions:

    59%
    California:

    70%

California English Language Development Test:
Show data for

(State average from 9,625 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).
All Grades:
Student Count: 5
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

60.0%
California:

31.0%
Grade 11:
Student Count: 5
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

60.0%
California:

40.0%
Listening Mean Scale Score:

598.4
State:

575.1
Reading Mean Scale Score:

613.8
California:

579.2
Speaking Mean Scale Score:

615.4
State:

570.4
Writing Mean Scale Score:

585.2
State:

557.7

Accountability


Adequate Yearly Progress:
Show data for

(State average from 9,846 schools)
Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001. Statistics are based on test results of the Standardized Testing and Reporting (STAR) Program, the California High School Exit Examination (CAHSEE), and the California Alternate Performance Assessment (CAPA).

Esperanza High (Continuation) School - Adequate Yearly Progress status


ELA Participation Rate
School:

77.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic72
  • Black100
  • White75
  • SED80
  • LEP100
  • With Disabilities100
  • Hispanic: 72% (tested 5 out of 7 enrolled)
  • Black: 100% (tested 2 out of 2 enrolled)
  • White: 75% (tested 3 out of 4 enrolled)
  • Socioeconomic Disadvantaged: 80% (tested 8 out of 10 enrolled)
  • English Learners: 100% (tested 3 out of 3 enrolled)
  • Students with Disabilities: 100% (tested 2 out of 2 enrolled)

Math Participation Rate
Here:

70.0%
State:

96.1%

    Math Participation Rate

  • Hispanic43
  • Black100
  • White100
  • SED80
  • LEP67
  • With Disabilities100
  • Hispanic: 43% (tested 3 out of 7 enrolled)
  • Black: 100% (tested 2 out of 2 enrolled)
  • White: 100% (tested 4 out of 4 enrolled)
  • Socioeconomic Disadvantaged: 80% (tested 8 out of 10 enrolled)
  • English Learners: 67% (tested 2 out of 3 enrolled)
  • Students with Disabilities: 100% (tested 2 out of 2 enrolled)

Health & Safety


Chronic Student Absenteeismt:
Show data for

(State average from 8,737 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.
Chronic Student Absenteeism: 13 (male: 6, female: 7)
  • Hispanic: 7 (male: 2, female: 5)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
Chronic Student Absenteeism per 1,000 students
Here:

382.4
State:

172.7

Suspensions:
Show data for

(State average from 1,406 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.
Students without disabilities receiving one or more in-school suspension: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
Students without disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2

Classes & Courses


Algebra I:
Show data for

(State average from 744 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: 2
Number of Algebra I classes taught by certified teachers: 2

11-12th grade student enrollment in Algebra I: 9 (male: 7, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Percent of 11-12th grade students who passed
Esperanza High (Continuation) School:

0.0%
State:

62.0%

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