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Fillmore Senior High School in Fillmore, 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 45
Address
 555 Central Ave.
Fillmore, CA 93015
Telephone
(805) 524-6100
(make sure to verify first before calling)
Website
http://fillmorehighschool.fillmoreusd.org
City-data.com school rating
45
Students
982
Classroom Teachers (FTE)
46.8
National School Lunch
Program (NSLP) Status
Yes, under Provision 2
Free lunch eligible students
575
Reduced-price lunch
eligible students
142
School district
Fillmore Unified
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Santa Clara Elementary (5.2 miles):

84
Fillmore Senior High School:

45
Fillmore Middle (0.1 miles):

23
Sierra High (0.1 miles):

20
Rio Vista Elementary (0.8 miles):

19
Piru Elementary (6.7 miles):

16
Heritage Valley Independent Study (0.1 miles):

15
San Cayetano Elementary (0.4 miles):

13
Mountain Vista (0.7 miles):

12
Fillmore Senior High School rating compared to average state, county and city schools ratings:
California:

46
Ventura County:

47
Fillmore:

21
Fillmore Senior High School:

45

Students & Teachers


Total enrollment:
Enrollment in 2016: 982
Enrollment in 2015: 985
Enrollment in 2014: 1,012
Enrollment in 2013: 1,034
Enrollment in 2012: 1,019
Enrollment in 2011: 1,072
Enrollment in 2010: 1,137
Enrollment in 2009: 1,112
Enrollment in 2008: 1,099
Enrollment in 2007: 1,089
Enrollment in 2006: 1,079
Enrollment in 2005: 1,086
Enrollment in 2004: 1,091
Enrollment in 2003: 1,071
Enrollment in 2002: 1,033
Enrollment in 2001: 1,000
Enrollment in 2000: 1,008
Enrollment in 1999: 1,037

Fillmore Senior High School - Historical enrollment


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

GradeG09G10G11G12UGTotal
All students2912622231979982
Female students1411251171054492
Male students150137106925490
American Indian/Alaska Native students1 - 11 - 3
Asian students - - 11 - 2
Hispanic students2592341961787874
Black students1 - 1 - - 2
White students29262216295
Two or More Races students1221 - 6

Enrollment by grade:
9th grade enrollment: 291
10th grade enrollment: 262
11th grade enrollment: 223
12th grade enrollment: 197
Ungraded enrollment: 9

Fillmore Senior High School - Historical enrollment by grade


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

Female enrollment: 492 (50.1%)
School:

50.1%
California:

49.4%
Male enrollment: 490 (49.9%)
School:

49.9%
California:

49.6%

Fillmore Senior High School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 3 (0.3%)
Fillmore Senior High School:

0.3%
California:

1.0%
Asian enrollment: 2 (0.2%)
School:

0.2%
State:

9.4%
Hispanic enrollment: 874 (89.0%)
Fillmore Senior High School:

89.0%
State:

46.0%
Black enrollment: 2 (0.2%)
School:

0.2%
State:

6.1%
White enrollment: 95 (9.7%)
Here:

9.7%
California:

28.3%
Two or More Races enrollment: 6 (0.6%)
School:

0.6%
California:

4.5%

Fillmore Senior High School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 717 (73.0%)
Here:

73.0%
California:

61.2%
Free lunch eligible students: 575 (58.6%)
Here:

58.6%
California:

52.8%
Reduced-price lunch eligible students: 142 (14.5%)
Fillmore Senior High School:

14.5%
State:

8.6%

Fillmore Senior High School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 46.8

Number of FTE teachers in their first year of teaching: 6
Number of FTE teachers in their second year of teaching: 5
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 24
Number of FTE sworn law enforcement officers: 1
Number of FTE security guards: 2
Number of FTE nurses: 1
Number of FTE psychologists: 1

Student/Teacher Ratio
School:

21.0
State:

22.8

Fillmore Senior High School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,874,571
  • Full-time Equivalency Count of Teachers: 38.2 (Salary Expenditures: $2,831,423)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $456,582)
  • Full-time Equivalency Count of School Administration Staff: 8.9 (Salary Expenditures: $608,134)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $705,175
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,392,697
  • Salary Expenditures for Teachers: $3,451,481
  • Full-time Equivalency Count of Instructional Aides: 9.9 (Salary Expenditures: $318,319)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $455,336)
  • Full-time Equivalency Count of School Administration Staff: 9.1 (Salary Expenditures: $619,042)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $766,315

Limited English Proficiency:
Show data for

Students Enrolled in LEP Programs: 96 (male: 55, female: 41)
  • Hispanic: 94 (male: 53, female: 41)
  • American Indian / Alaska Native: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 20, female: 11)

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: 145 (male: 89, female: 56)
  • Hispanic: 134 (male: 85, female: 49)
  • White: 11 (male: 4, female: 7)
  • Limited English Proficiency (LEP): 32 (male: 22, female: 10)

Students with disabilities served under Section 504: 29 (male: 19, female: 10)
  • Hispanic: 25 (male: 17, female: 8)
  • American Indian / Alaska Native: 2 (all female)
  • White: 2 (all male)

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

  • All50%
  • Males45%
  • Females55%
  • Hispanic44%
ELA students tested: 217
ELA students with scores: 217

Percentage Standard Met and Above:

50%
California:

49%

Standard Not Met: 18.9%
Standard Nearly Met: 31.3%
Standard Met: 33.6%
Standard Exceeded: 16.1%

11th Grade: (Mean Scale Score: 2583.2, Students tested: 217, Standard Not Met: 18.9%, Nearly Met: 31.3%, Met: 33.6%, Exceeded: 16.1%)
18.9%
31.3%
33.6%
16.1%

Fillmore Senior High School - ELA Area Achievement Levels (all grades)


    Math Standard Met and Above

  • All30%
  • Males26%
  • Females33%
  • Hispanic25%
Math students tested: 216
Math students with scores: 216

Percentage Standard Met and Above:

30%
California:

38%

Standard Not Met: 45.4%
Standard Nearly Met: 25.0%
Standard Met: 23.1%
Standard Exceeded: 6.5%

11th Grade: (Mean Scale Score: 2556.5, Students tested: 216, Standard Not Met: 45.4%, Nearly Met: 25.0%, Met: 23.1%, Exceeded: 6.5%)
45.4%
25.0%
23.1%
6.5%

Fillmore Senior 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: 235
CST Science students with scores: 233

Percentage At Or Above Proficient:

42%
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: 13.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 38.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 30.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 12.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 339.0, Students tested: 235, Far Below Basic: 7.0%, Below Basic: 13.0%, Basic: 38.0%, Proficient: 30.0%, Advanced: 12.0%)
7.0%
13.0%
38.0%
30.0%
12.0%

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.

Fillmore Senior 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

  • All367
  • Hispanic366
  • White390
Math Mean Scale Score:

367
California:

374
Math Percentage Passed:

68%
State:

68%
Math Number Tested: 270
Math Number Passed: 184

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

    68%
    California:

    69%
  • Number Sense:

    61%
    California:

    65%
  • Algebra & Functions:

    66%
    State:

    68%
  • Measurement & Geometry:

    62%
    State:

    64%
  • Algebra 1:

    55%
    State:

    58%

    ELA Mean Scale Score

  • All364
  • Hispanic362
  • White387
ELA Mean Scale Score:

364
State:

370
ELA Percentage Passed:

68%
California:

68%
ELA Number Tested: 301
ELA Number Passed: 204

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

    76%
    California:

    76%
  • Reading - Reading Comprehension:

    69%
    State:

    71%
  • Reading - Literary Responses and Analysis:

    72%
    State:

    75%
  • Writing - Writing Strategies:

    60%
    State:

    64%
  • Writing - Writing Conventions:

    65%
    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: 260, Needs Improvement - High Risk: 54.2%, Needs Improvement: 33.5%, Healthy Fitness Zone: 12.3%)
54.2%
33.5%
12.3%


Body Composition:
9th grade: (Students tested: 260, Needs Improvement - High Risk: 51.2%, Needs Improvement: 21.9%, Healthy Fitness Zone: 26.9%)
51.2%
21.9%
26.9%


Abdominal Strength:
9th grade: (Students tested: 260, Needs Improvement - High Risk: 78.5%, Needs Improvement: 21.5%, Healthy Fitness Zone: 0.0%)
78.5%
21.5%


Trunk Extension Strength:
9th grade: (Students tested: 260, Needs Improvement - High Risk: 91.2%, Needs Improvement: 8.8%, Healthy Fitness Zone: 0.0%)
91.2%
8.8%


Upper Body Strength:
9th grade: (Students tested: 260, Needs Improvement - High Risk: 63.1%, Needs Improvement: 36.9%, Healthy Fitness Zone: 0.0%)
63.1%
36.9%


Flexibility:
9th grade: (Students tested: 260, Needs Improvement - High Risk: 76.5%, Needs Improvement: 23.5%, Healthy Fitness Zone: 0.0%)
76.5%
23.5%


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).

Fillmore Senior High School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 70
Number of students who met CELDT criterion: 27

Students who met CELDT criterion:

39.0%
State:

34.0%

Grade 9:
Student Count: 19
Number of students who met CELDT criterion: 6

Students who met CELDT criterion:

32.0%
State:

33.0%
Listening Mean Scale Score:

536.3
California:

533.7
Reading Mean Scale Score:

528.4
California:

534.6
Speaking Mean Scale Score:

486.8
State:

515.1
Writing Mean Scale Score:

519.8
California:

513.2

Grade 10:
Student Count: 17
Number of students who met CELDT criterion: 8

Students who met CELDT criterion:

47.0%
State:

36.0%
Listening Mean Scale Score:

560.9
State:

556.8
Reading Mean Scale Score:

551.5
California:

555.2
Speaking Mean Scale Score:

541.6
California:

533.6
Writing Mean Scale Score:

576.3
State:

530.8

Grade 11:
Student Count: 21
Number of students who met CELDT criterion: 9

Students who met CELDT criterion:

43.0%
California:

45.0%
Listening Mean Scale Score:

542.3
State:

575.6
Reading Mean Scale Score:

555.1
State:

573.9
Speaking Mean Scale Score:

490.0
California:

550.8
Writing Mean Scale Score:

510.6
State:

544.5

Grade 12:
Student Count: 13
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

31.0%
State:

44.0%
Listening Mean Scale Score:

593.2
State:

564.9
Reading Mean Scale Score:

543.6
State:

567.0
Speaking Mean Scale Score:

540.8
California:

544.2
Writing Mean Scale Score:

518.5
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).

Fillmore Senior High School - Adequate Yearly Progress status


ELA Participation Rate
Fillmore Senior High School:

99.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic99
  • American Indian100
  • Asian100
  • Black100
  • White96
  • Multirace100
  • SED99
  • LEP100
  • With Disabilities96
  • Hispanic: 99% (tested 175 out of 176 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 1 out of 1 enrolled)
  • White: 96% (tested 21 out of 22 enrolled)
  • Two or More Races: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 144 out of 145 enrolled)
  • English Learners: 100% (tested 45 out of 45 enrolled)
  • Students with Disabilities: 96% (tested 24 out of 25 enrolled)


Math Participation Rate
Here:

99.0%
State:

96.1%

    Math Participation Rate

  • Hispanic99
  • American Indian100
  • Asian100
  • Black100
  • White96
  • Multirace100
  • SED99
  • LEP100
  • With Disabilities96
  • Hispanic: 99% (tested 174 out of 176 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 1 out of 1 enrolled)
  • White: 96% (tested 21 out of 22 enrolled)
  • Two or More Races: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 144 out of 145 enrolled)
  • English Learners: 100% (tested 45 out of 45 enrolled)
  • Students with Disabilities: 96% (tested 24 out of 25 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.

Fillmore Senior High School - ACT/SAT scores

Percent of graduates taking the ACT:

15.2%
California:

30.9%
ACT Composite scores greater or equal to 21:

50.0%
California:

48.7%
Number of graduates: 197
Number of graduates taking the ACT: 30

Average ACT composite score:

20.0
California:

19.8
Average ACT English score:

19.0
California:

19.6
Average ACT mathematics score:

22.0
State:

20.5
Average ACT reading score:

20.0
California:

20.5
Average ACT science score:

20.0
California:

19.9

Percent of graduates taking the SAT:

34.5%
California:

54.4%
SAT scores greater or equal to 1500:

29.4%
State:

36.3%
Number of graduates: 197
Number of graduates taking the SAT: 68

Average Total SAT Score:

1,389
California:

1,374
Average SAT mathematics score:

486
State:

464
Average SAT critical reading score:

460
State:

459
Average SAT writing score:

443
California:

451

    SAT or ACT Test Participation

  • Hispanic91
  • White13
  • LEP2
  • IDEA4
SAT or ACT Test Participation: 104 (male: 43, female: 61)
  • Hispanic: 91 (male: 35, female: 56)
  • White: 13 (male: 8, female: 5)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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).

Fillmore Senior High School - AP exams with scores at or above criteria

Number of students in Grades 11 and 12: 213
Number of students taking at least one AP exam: 254
Percent of students taking at least one AP exam:

119.0%
State:

94.1%
Number of AP exams with scores at or above 3: 157
Percent of AP exams with scores at or above 3:

37.7%
State:

46.6%

Health & Safety


Referrals and Arrests:
Show data for

(State average from 2,295 schools)

Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.

    Students without disabilities who were referred to a law enforcement agency or official

  • Hispanic5
  • White2
  • Multirace2
  • LEP5
Students without disabilities who were referred to a law enforcement agency or official: 9 (all male)
  • Hispanic: 5
  • White: 2
  • Two or More Races: 2
  • Limited English Proficiency (LEP): 5

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

9.2
California:

27.2

Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

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

2.0
State:

7.9


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

  • Hispanic100
  • White10
  • LEP22
  • IDEA25
  • 5044
Chronic Student Absenteeism: 110 (male: 55, female: 55)
  • Hispanic: 100 (male: 50, female: 50)
  • White: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 22 (male: 14, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 25 (male: 17, female: 8)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Fillmore Senior High School:

112.0
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.

    School days missed due to out-of-school suspension

  • Hispanic317
  • White13
  • LEP74
  • IDEA123
  • 5041
School days missed due to out-of-school suspension: 330 (male: 258, female: 72)
  • Hispanic: 317 (male: 250, female: 67)
  • White: 13 (male: 8, female: 5)
  • Limited English Proficiency (LEP): 74 (male: 71, female: 3)
  • Individuals With Disabilities Education Act (IDEA): 123 (male: 113, female: 10)
  • Section 504: 1 (all male)

Instances of out-of-school suspension (Students without disabilities): 58

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

59.1
California:

84.8
Students without disabilities receiving one or more in-school suspension: 7 (male: 5, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

Students without disabilities receiving only one out-of-school suspension: 26 (male: 16, female: 10)
  • Hispanic: 22 (male: 14, female: 8)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

Students without disabilities receiving more than one out-of-school suspension: 15 (male: 13, female: 2)
  • Hispanic: 13 (male: 11, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 5 (all male)

Instances of out-of-school suspension (Students with disabilities): 37

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

37.7
State:

28.1
Instances of out-of-school suspension (Section 504 only): 1

Instances of out-of-school suspension per 1,000 students (Section 504 only)
School:

1.0
State:

3.4

    Students with disabilities receiving only one out-of-school suspension

  • Hispanic7
  • White2
  • LEP2
  • 5042
Students with disabilities receiving only one out-of-school suspension: 9 (male: 7, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 2 (all male)

Students with disabilities receiving more than one out-of-school suspension: 10 (male: 8, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 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.

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.

Expulsion under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis
Students without Disabilities who received an expulsion with educational services: 7 (male: 5, female: 2)
  • Hispanic: 7 (male: 5, female: 2)

Students without Disabilities who received an expulsion with educational services per 1,000 students
Here:

7.1
California:

10.5

Students without Disabilities who received an expulsion without educational services: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

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

4.1
State:

4.3

Students with Disabilities who received an expulsion without educational services: 2 (all male)
  • Hispanic: 2

Students with Disabilities who received an expulsion without educational services per 1,000 students
Fillmore Senior High School:

2.0
California:

1.7


Transfers:
(State average from 692 schools)

Transfer to an alternative school for disciplinary reasons is a subset of expulsion with educational services. An alternative school is a public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside of the categories of regular education, special education, or vocational education.
Students without disabilities transferred to an alternative school for disciplinary reasons: 7 (male: 5, female: 2)
  • Hispanic: 7 (male: 5, female: 2)

Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Here:

7.1
California:

9.7

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: 14
Number of Algebra I classes taught by certified teachers: 14


    9-10th grade student enrollment in Algebra I

  • Hispanic283
  • American Indian2
  • White25
  • LEP31
  • IDEA13
9-10th grade student enrollment in Algebra I: 310 (male: 159, female: 151)
  • Hispanic: 283 (male: 143, female: 140)
  • American Indian / Alaska Native: 2 (all male)
  • White: 25 (male: 14, female: 11)
  • Limited English Proficiency (LEP): 31 (male: 23, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)

    9-10th grade studenst who passed Algebra I

  • Hispanic206
  • White20
  • LEP11
  • IDEA11
9-10th grade studenst who passed Algebra I: 226 (male: 107, female: 119)
  • Hispanic: 206 (male: 97, female: 109)
  • White: 20 (male: 10, female: 10)
  • Limited English Proficiency (LEP): 11 (male: 4, female: 7)
  • Individuals With Disabilities Education Act (IDEA): 11 (male: 7, female: 4)
Percent of 9-10th grade students who passed
School:

72.9%
California:

72.5%

    11-12th grade student enrollment in Algebra I

  • Hispanic28
  • American Indian2
  • White2
  • LEP4
  • IDEA2
11-12th grade student enrollment in Algebra I: 32 (male: 16, female: 16)
  • Hispanic: 28 (male: 14, female: 14)
  • American Indian / Alaska Native: 2 (all female)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
11-12th studenst who passed Algebra I: 23 (male: 13, female: 10)
  • Hispanic: 23 (male: 13, female: 10)
Percent of 11-12th grade students who passed
School:

71.9%
State:

62.0%


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: 7
Number of Algebra II classes taught by certified teachers: 7

    Student Enrollment in Algebra II

  • Hispanic199
  • Asian2
  • White19
  • LEP10
  • IDEA7
Student Enrollment in Algebra II: 220 (male: 96, female: 124)
  • Hispanic: 199 (male: 83, female: 116)
  • Asian: 2 (all male)
  • White: 19 (male: 11, female: 8)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Calculus:
Show data for

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: 1
Number of Calculus classes taught by certified teachers: 1

Student Enrollment in Calculus: 14 (male: 10, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 7 (male: 5, female: 2)

Geometry:
Show data for

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: 3
Number of Geometry classes taught by certified teachers: 3

    Student Enrollment in Geometry

  • Hispanic31
  • White4
  • LEP4
  • IDEA16
Student Enrollment in Geometry: 35 (male: 22, female: 13)
  • Hispanic: 31 (male: 20, female: 11)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 11, female: 5)

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: 3
Number of Advanced Mathematics classes taught by certified teachers: 3

Student Enrollment in Advanced Mathematics: 83 (male: 31, female: 52)
  • Hispanic: 70 (male: 26, female: 44)
  • White: 13 (male: 5, female: 8)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Biology:
Show data for

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: 10
Number of Biology classes taught by certified teachers: 10

    Student Enrollment in Biology

  • Hispanic271
  • American Indian2
  • White34
  • LEP25
  • IDEA31
Student Enrollment in Biology: 307 (male: 159, female: 148)
  • Hispanic: 271 (male: 140, female: 131)
  • American Indian / Alaska Native: 2 (all male)
  • White: 34 (male: 17, female: 17)
  • Limited English Proficiency (LEP): 25 (male: 20, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 17, female: 14)

Chemistry:
Show data for

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: 4
Number of Chemistry classes taught by certified teachers: 4

    Student Enrollment in Chemistry

  • Hispanic82
  • White22
  • LEP2
  • IDEA2
Student Enrollment in Chemistry: 104 (male: 49, female: 55)
  • Hispanic: 82 (male: 38, female: 44)
  • White: 22 (male: 11, female: 11)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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: 2
Number of Physics classes taught by certified teachers: 2

Student Enrollment in Physics: 29 (male: 16, female: 13)
  • Hispanic: 25 (male: 14, female: 11)
  • White: 4 (male: 2, female: 2)

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