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John Finney High (Continuation) School in Vallejo, 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 11
Address
 233 Hobbs Ave.
Vallejo, CA 94589
Telephone
(707) 556-8670
(make sure to verify first before calling)
City-data.com school rating
11
Students
182
Classroom Teachers (FTE)
10.1
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
112
Reduced-price lunch
eligible students
4
School district
Vallejo City Unified
Charter school
No
Title I status
Title I targeted assistance eligible school-No program
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
MIT Academy (1.2 miles):

60
Mare Island Technology Academy (1.2 miles):

41
Vallejo High (1.2 miles):

22
Dan Mini Elementary (1.3 miles):

21
Elsa Widenmann Elementary (1.0 miles):

13
Johnston Cooper Elementary (0.6 miles):

11
Solano Middle (1.5 miles):

11
John Finney High (Continuation) School:

11
Loma Vista Environmental Science Academy (1.3 miles):

10
John Finney High (Continuation) School rating compared to average state, county and city schools ratings:
California:

46
Solano County:

39
Vallejo:

22
John Finney High (Continuation):

11

Students & Teachers


Total enrollment:
Enrollment in 2016: 182
Enrollment in 2015: 184
Enrollment in 2014: 188
Enrollment in 2013: 145
Enrollment in 2012: 167
Enrollment in 2011: 175
Enrollment in 2010: 145
Enrollment in 2009: 173
Enrollment in 2008: 212
Enrollment in 2007: 188
Enrollment in 2006: 210
Enrollment in 2005: 238
Enrollment in 2004: 232
Enrollment in 2003: 262
Enrollment in 2002: 265
Enrollment in 2001: 282
Enrollment in 2000: 276
Enrollment in 1999: 268

John Finney High (Continuation) School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG09G10G11G12Total
All students1127153182
Female students - - 106777
Male students111786105
American Indian/Alaska Native students - - - 22
Asian students - - 3811
Hispanic students1 - 136175
Black students - - 95968
White students - 121417
Hawaiian Native/Pacific Islander students - - - 55
Two or More Races students - - - 44

Enrollment by grade:
9th grade enrollment: 1
10th grade enrollment: 1
11th grade enrollment: 27
12th grade enrollment: 153

John Finney High (Continuation) School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 77 (42.3%)
School:

42.3%
State:

49.4%
Male enrollment: 105 (57.7%)
School:

57.7%
State:

49.6%

John Finney High (Continuation) School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 2 (1.1%)
John Finney High (Continuation) School:

1.1%
California:

1.0%
Asian enrollment: 11 (6.0%)
School:

6.0%
State:

9.4%
Hispanic enrollment: 75 (41.2%)
John Finney High (Continuation) School:

41.2%
State:

46.0%
Black enrollment: 68 (37.4%)
Here:

37.4%
California:

6.1%
White enrollment: 17 (9.3%)
John Finney High (Continuation) School:

9.3%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 5 (2.7%)
John Finney High (Continuation) School:

2.7%
State:

0.6%
Two or More Races enrollment: 4 (2.2%)
School:

2.2%
State:

4.5%

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


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 116 (63.7%)
School:

63.7%
State:

61.2%
Free lunch eligible students: 112 (61.5%)
John Finney High (Continuation) School:

61.5%
State:

52.8%
Reduced-price lunch eligible students: 4 (2.2%)
School:

2.2%
State:

8.6%

John Finney High (Continuation) School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 10.1

Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 4
Number of FTE security guards: 2
Number of FTE nurses: 0.1
Number of FTE psychologists: 0.1

Student/Teacher Ratio
Here:

17.9
State:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $904,828
  • Full-time Equivalency Count of Teachers: 10 (Salary Expenditures: $713,160)
  • Full-time Equivalency Count of Support Services Staff: 1.5 (Salary Expenditures: $79,799)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $111,869)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $40,802

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 19 (male: 14, female: 5)
  • Hispanic: 19 (male: 14, female: 5)
  • 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 served under IDEA: 8 (all male)
  • Hispanic: 4
  • Black: 4
  • Limited English Proficiency (LEP): 4

Retention:
Show data for

(State average from 682 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: 2 (all female)
  • Black: 2

Percent of 11th grade students retained
School:

7.4%
State:

15.5%

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

  • All3%
  • Males3%
  • Females4%
  • Hispanic13%
ELA students tested: 61
ELA students with scores: 60

Percentage Standard Met and Above:

3%
State:

49%

Standard Not Met: 83.3%
Standard Nearly Met: 13.3%
Standard Met: 3.3%
Standard Exceeded: 0.0%

11th Grade: (Mean Scale Score: 2439.6, Students tested: 61, Standard Not Met: 83.3%, Nearly Met: 13.3%, Met: 3.3%, Exceeded: 0.0%)
83.3%
13.3%
3.3%

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

Math students tested: 58
Math students with scores: 58

Percentage Standard Met and Above:

0%
California:

38%

Standard Not Met: 96.5%
Standard Nearly Met: 3.5%
Standard Met: 0.0%
Standard Exceeded: 0.0%

11th Grade: (Mean Scale Score: 2403.9, Students tested: 58, Standard Not Met: 96.5%, Nearly Met: 3.5%, Met: 0.0%, Exceeded: 0.0%)
96.5%
3.5%

John Finney 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.

John Finney High (Continuation) 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

  • All329
  • Hispanic330
  • Black325
Math Mean Scale Score:

329
State:

374
Math Percentage Passed:

14%
California:

68%
Math Number Tested: 161
Math Number Passed: 23

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

    45%
    California:

    69%
  • Number Sense:

    45%
    California:

    65%
  • Algebra & Functions:

    42%
    State:

    68%
  • Measurement & Geometry:

    34%
    California:

    64%
  • Algebra 1:

    29%
    State:

    58%

    ELA Mean Scale Score

  • All329
  • Hispanic292
  • Black329
ELA Mean Scale Score:

329
California:

370
ELA Percentage Passed:

25%
California:

68%
ELA Number Tested: 155
ELA Number Passed: 39

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

    59%
    State:

    76%
  • Reading - Reading Comprehension:

    50%
    State:

    71%
  • Reading - Literary Responses and Analysis:

    54%
    State:

    75%
  • Writing - Writing Strategies:

    41%
    State:

    64%
  • Writing - Writing Conventions:

    52%
    State:

    69%

California English Language Development Test:
Show data for

(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).

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

All Grades:
Student Count: 30
Number of students who met CELDT criterion: 10

Students who met CELDT criterion:

33.0%
State:

34.0%
Grade 11:
Student Count: 5
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

60.0%
State:

45.0%
Listening Mean Scale Score:

635.8
State:

575.6
Reading Mean Scale Score:

616.6
California:

573.9
Speaking Mean Scale Score:

588.2
California:

550.8
Writing Mean Scale Score:

581.8
California:

544.5
Grade 12:
Student Count: 25
Number of students who met CELDT criterion: 7

Students who met CELDT criterion:

28.0%
California:

44.0%
Listening Mean Scale Score:

600.6
California:

564.9
Reading Mean Scale Score:

559.3
California:

567.0
Speaking Mean Scale Score:

591.0
California:

544.2
Writing Mean Scale Score:

552.5
California:

532.5

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).

John Finney High (Continuation) School - Adequate Yearly Progress status


ELA Participation Rate
John Finney High (Continuation) School:

86.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic86
  • Filipino78
  • Black87
  • White86
  • Multirace100
  • SED92
  • LEP95
  • With Disabilities100
  • Hispanic: 86% (tested 36 out of 42 enrolled)
  • Filipino: 78% (tested 7 out of 9 enrolled)
  • Black: 87% (tested 19 out of 22 enrolled)
  • White: 86% (tested 6 out of 7 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 92% (tested 44 out of 48 enrolled)
  • English Learners: 95% (tested 17 out of 18 enrolled)
  • Students with Disabilities: 100% (tested 11 out of 11 enrolled)

Math Participation Rate
John Finney High (Continuation) School:

84.0%
California:

96.1%

    Math Participation Rate

  • Hispanic84
  • Filipino89
  • Black82
  • White86
  • Multirace100
  • SED88
  • LEP95
  • With Disabilities91
  • Hispanic: 84% (tested 35 out of 42 enrolled)
  • Filipino: 89% (tested 8 out of 9 enrolled)
  • Black: 82% (tested 18 out of 22 enrolled)
  • White: 86% (tested 6 out of 7 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 88% (tested 42 out of 48 enrolled)
  • English Learners: 95% (tested 17 out of 18 enrolled)
  • Students with Disabilities: 91% (tested 10 out of 11 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: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)

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

Firearm or explosive device refers to any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage
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 possession of a firearm or explosive device: 2


Total incidents per 1,000 students
School:

11.0
California:

60.8

Referrals and Arrests:
Show data for

(State average from 2,295 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 9 (male: 7, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 2 (all male)

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
John Finney High (Continuation) School:

49.5
California:

21.3
Students without disabilities who received a school-related arrest: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)

Students without disabilities who received a school-related arrest per 1,000 students
School:

22.0
California:

3.7
Students with disabilities who were referred to a law enforcement agency or official: 2 (all female)
  • Black: 2

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
John Finney High (Continuation) School:

11.0
California:

7.2

Chronic Student Absenteeismt:
Show data for

(State average from 8,737 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic34
  • American Indian2
  • Native Hawaiian2
  • Black40
  • White4
  • LEP10
  • IDEA10
Chronic Student Absenteeism: 82 (male: 35, female: 47)
  • Hispanic: 34 (male: 17, female: 17)
  • American Indian / Alaska Native: 2 (all female)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 40 (male: 14, female: 26)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)
Chronic Student Absenteeism per 1,000 students
John Finney High (Continuation) School:

450.5
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).
School days missed due to out-of-school suspension: 18 (male: 13, female: 5)
  • Hispanic: 6 (all male)
  • Black: 12 (male: 7, female: 5)
Instances of out-of-school suspension (Students without disabilities): 1

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

5.5
California:

84.8
Students without disabilities receiving only one out-of-school suspension: 12 (male: 10, female: 2)
  • Hispanic: 2 (all male)
  • Black: 10 (male: 8, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 2 (all female)
  • Black: 2

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 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 with Disabilities who received an expulsion with educational services

  • Hispanic2
  • Black2
  • White2
  • LEP2
Students with Disabilities who received an expulsion with educational services: 6 (all male)
  • Hispanic: 2
  • Black: 2
  • White: 2
  • Limited English Proficiency (LEP): 2

Students with Disabilities who received an expulsion with educational services per 1,000 students
John Finney High (Continuation) School:

33.0
California:

4.5

    Students with Disabilities who received an expulsion under zero tolerance policies

  • Hispanic2
  • Black2
  • White2
  • LEP2
Students with Disabilities who received an expulsion under zero tolerance policies: 6 (all male)
  • Hispanic: 2
  • Black: 2
  • White: 2
  • Limited English Proficiency (LEP): 2

Students with Disabilities who received an expulsion under zero tolerance policies per 1,000 students
John Finney High (Continuation) School:

33.0
State:

0.6

Classes & Courses


Algebra I:
Show data for

(State average from 1,144 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

    9-10th grade student enrollment in Algebra I

  • Hispanic2
  • Native Hawaiian2
  • Black40
  • White7
  • LEP13
9-10th grade student enrollment in Algebra I: 51 (male: 24, female: 27)
  • Hispanic: 2 (all female)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 40 (male: 17, female: 23)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 13 (male: 8, female: 5)
9-10th grade studenst who passed Algebra I: 45 (male: 23, female: 22)
  • Black: 38 (male: 16, female: 22)
  • White: 7 (all male)
  • Limited English Proficiency (LEP): 11 (male: 7, female: 4)
Percent of 9-10th grade students who passed
Here:

88.2%
State:

72.5%

    11-12th grade student enrollment in Algebra I

  • Hispanic40
  • American Indian2
  • Native Hawaiian2
  • Black37
  • White7
  • LEP13
11-12th grade student enrollment in Algebra I: 88 (male: 44, female: 44)
  • Hispanic: 40 (male: 23, female: 17)
  • American Indian / Alaska Native: 2 (all female)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 37 (male: 14, female: 23)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 13 (male: 8, female: 5)

    11-12th studenst who passed Algebra I

  • Hispanic38
  • Black38
  • White4
  • LEP4
11-12th studenst who passed Algebra I: 80 (male: 42, female: 38)
  • Hispanic: 38 (male: 22, female: 16)
  • Black: 38 (male: 16, female: 22)
  • White: 4 (all male)
  • Limited English Proficiency (LEP): 4 (all female)
Percent of 11-12th grade students who passed
Here:

90.9%
California:

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: 5

    Student Enrollment in Algebra II

  • Hispanic46
  • Asian2
  • Native Hawaiian2
  • Black46
  • White7
  • LEP16
Student Enrollment in Algebra II: 103 (male: 58, female: 45)
  • Hispanic: 46 (male: 29, female: 17)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 46 (male: 20, female: 26)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 16 (male: 11, female: 5)

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

    Student Enrollment in Geometry

  • Hispanic61
  • Asian2
  • Native Hawaiian2
  • Black49
  • White13
  • LEP19
Student Enrollment in Geometry: 127 (male: 76, female: 51)
  • Hispanic: 61 (male: 41, female: 20)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 49 (male: 23, female: 26)
  • White: 13 (male: 8, female: 5)
  • Limited English Proficiency (LEP): 19 (male: 14, female: 5)

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

    Student Enrollment in Biology

  • Hispanic37
  • American Indian2
  • Native Hawaiian2
  • Black43
  • White7
  • LEP13
Student Enrollment in Biology: 91 (male: 50, female: 41)
  • Hispanic: 37 (male: 26, female: 11)
  • American Indian / Alaska Native: 2 (all female)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 43 (male: 20, female: 23)
  • White: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 13 (male: 8, female: 5)

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: 1
Student Enrollment in Chemistry: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

    Student Enrollment in Physics

  • Hispanic49
  • American Indian2
  • Asian2
  • Black43
  • White7
  • LEP13
Student Enrollment in Physics: 103 (male: 56, female: 47)
  • Hispanic: 49 (male: 29, female: 20)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all male)
  • Black: 43 (male: 20, female: 23)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 13 (male: 8, female: 5)

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