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King-Chavez Preparatory Academy School in San Diego, CA
(06-08 • 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 8
Address
 500 30th St.
San Diego, CA 92102
Telephone
(619) 744-3828
(make sure to verify first before calling)
Website
http://www.kingchavez.org
City-data.com school rating
8
Students
370
Classroom Teachers (FTE)
14.0
National School Lunch
Program (NSLP) Status
Yes, under Provision 2
Free lunch eligible students
344
Reduced-price lunch
eligible students
23
School district
San Diego Unified
Charter school
Yes
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:
Albert Einstein Academy Charter Middle (0.7 miles):

79
Albert Einstein Academy Charter Elementary (0.7 miles):

70
Golden Hill K-8 (0.6 miles):

28
King-Chavez Arts Academy (0.0 miles):

23
Logan K-8 (0.7 miles):

22
Kimbrough Elementary (0.3 miles):

20
King-Chavez Athletics Academy (0.0 miles):

18
Rodriguez Elementary (0.8 miles):

17
King-Chavez Preparatory Academy School:

8
King-Chavez Preparatory Academy School rating compared to average state, county and city schools ratings:
California:

46
San Diego County:

55
San Diego:

57
King-Chavez Preparatory Academy:

8

Students & Teachers


Total enrollment:
Enrollment in 2016: 370
Enrollment in 2015: 355
Enrollment in 2014: 358
Enrollment in 2013: 360
Enrollment in 2012: 356
Enrollment in 2011: 359
Enrollment in 2010: 347
Enrollment in 2009: 340
Enrollment in 2008: 209
Enrollment in 2007: 67

King-Chavez Preparatory Academy School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students123124123370
Female students586752177
Male students655771193
Hispanic students119120121360
Black students4318
White students - - 11
Two or More Races students - 1 - 1

Enrollment by grade:
6th grade enrollment: 123
7th grade enrollment: 124
8th grade enrollment: 123

King-Chavez Preparatory Academy School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 177 (47.8%)
King-Chavez Preparatory Academy School:

47.8%
State:

49.4%
Male enrollment: 193 (52.2%)
King-Chavez Preparatory Academy School:

52.2%
State:

49.6%

King-Chavez Preparatory Academy School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Hispanic enrollment: 360 (97.3%)
King-Chavez Preparatory Academy School:

97.3%
State:

46.0%
Black enrollment: 8 (2.2%)
Here:

2.2%
State:

6.1%
White enrollment: 1 (0.3%)
Here:

0.3%
California:

28.3%
Two or More Races enrollment: 1 (0.3%)
Here:

0.3%
California:

4.5%

King-Chavez Preparatory Academy School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 367 (99.2%)
King-Chavez Preparatory Academy School:

99.2%
State:

61.2%
Free lunch eligible students: 344 (93.0%)
King-Chavez Preparatory Academy School:

93.0%
State:

52.8%
Reduced-price lunch eligible students: 23 (6.2%)
Here:

6.2%
California:

8.6%

King-Chavez Preparatory Academy School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 14

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 1
Number of FTE nurses: 0.5
Number of FTE psychologists: 0.5
Number of FTE social workers: 2

Student/Teacher Ratio
School:

26.4
State:

22.8

King-Chavez Preparatory Academy School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,815,932
  • Full-time Equivalency Count of Teachers: 12 (Salary Expenditures: $534,000)
  • Full-time Equivalency Count of Instructional Aides: 4.5 (Salary Expenditures: $124,831)
  • Full-time Equivalency Count of Support Services Staff: 9.8 (Salary Expenditures: $312,728)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $174,000)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $1,884,432
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $647,313
  • Salary Expenditures for Teachers: $651,443
  • Full-time Equivalency Count of Instructional Aides: 4.5 (Salary Expenditures: $134,985)
  • Full-time Equivalency Count of Support Services Staff: 9.8 (Salary Expenditures: $332,328)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $180,000)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $1,904,432

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 151 (male: 86, female: 65)
  • Hispanic: 151 (male: 86, female: 65)
  • Individuals With Disabilities Education Act (IDEA): 43 (male: 26, female: 17)

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: 56 (male: 34, female: 22)
  • Hispanic: 56 (male: 34, female: 22)
  • Limited English Proficiency (LEP): 41 (male: 25, female: 16)

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

  • All17%
  • Males15%
  • Females18%
  • Hispanic17%
ELA students tested: 348
ELA students with scores: 348

Percentage Standard Met and Above:

17%
State:

49%

Standard Not Met: 55.8%
Standard Nearly Met: 27.6%
Standard Met: 13.8%
Standard Exceeded: 2.9%

All Grades:
55.8%
27.6%
13.8%
2.9%
6th Grade: (Mean Scale Score: 2444.8, Students tested: 113, Standard Not Met: 61.1%, Nearly Met: 24.8%, Met: 8.8%, Exceeded: 5.3%)
61.1%
24.8%
8.8%
5.3%
7th Grade: (Mean Scale Score: 2470.8, Students tested: 116, Standard Not Met: 56.0%, Nearly Met: 27.6%, Met: 13.8%, Exceeded: 2.6%)
56.0%
27.6%
13.8%
2.6%
8th Grade: (Mean Scale Score: 2489.4, Students tested: 119, Standard Not Met: 50.4%, Nearly Met: 30.3%, Met: 18.5%, Exceeded: 0.8%)
50.4%
30.3%
18.5%
0.8%

King-Chavez Preparatory Academy School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All11%
  • Males12%
  • Females10%
  • Hispanic11%
Math students tested: 348
Math students with scores: 348

Percentage Standard Met and Above:

11%
State:

38%

Standard Not Met: 62.1%
Standard Nearly Met: 26.7%
Standard Met: 8.1%
Standard Exceeded: 3.2%

All Grades:
62.1%
26.7%
8.1%
3.2%
6th Grade: (Mean Scale Score: 2443.1, Students tested: 113, Standard Not Met: 67.3%, Nearly Met: 25.7%, Met: 3.5%, Exceeded: 3.5%)
67.3%
25.7%
3.5%
3.5%
7th Grade: (Mean Scale Score: 2462.1, Students tested: 116, Standard Not Met: 60.3%, Nearly Met: 28.4%, Met: 9.5%, Exceeded: 1.7%)
60.3%
28.4%
9.5%
1.7%
8th Grade: (Mean Scale Score: 2484.1, Students tested: 119, Standard Not Met: 58.8%, Nearly Met: 26.1%, Met: 10.9%, Exceeded: 4.2%)
58.8%
26.1%
10.9%
4.2%

King-Chavez Preparatory Academy 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: 117
CST Science students with scores: 117

Percentage At Or Above Proficient:

30%
California:

54%

Percentage Far Below Basic: 11.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 16.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 43.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 21.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 9.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 329.6, Students tested: 117, Far Below Basic: 11.0%, Below Basic: 16.0%, Basic: 43.0%, Proficient: 21.0%, Advanced: 9.0%)
11.0%
16.0%
43.0%
21.0%
9.0%

The Physical Fitness Test:
Show data for
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:
7th grade: (Students tested: 113, Needs Improvement - High Risk: 36.3%, Needs Improvement: 41.6%, Healthy Fitness Zone: 22.1%)
36.3%
41.6%
22.1%
Body Composition:
7th grade: (Students tested: 113, Needs Improvement - High Risk: 57.5%, Needs Improvement: 38.1%, Healthy Fitness Zone: 4.4%)
57.5%
38.1%
4.4%
Abdominal Strength:
7th grade: (Students tested: 113, Needs Improvement - High Risk: 77.9%, Needs Improvement: 22.1%, Healthy Fitness Zone: 0.0%)
77.9%
22.1%
Trunk Extension Strength:
7th grade: (Students tested: 113, Needs Improvement - High Risk: 95.6%, Needs Improvement: 4.4%, Healthy Fitness Zone: 0.0%)
95.6%
4.4%
Upper Body Strength:
7th grade: (Students tested: 113, Needs Improvement - High Risk: 57.5%, Needs Improvement: 42.5%, Healthy Fitness Zone: 0.0%)
57.5%
42.5%
Flexibility:
7th grade: (Students tested: 113, Needs Improvement - High Risk: 80.5%, Needs Improvement: 19.5%, Healthy Fitness Zone: 0.0%)
80.5%
19.5%

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).

King-Chavez Preparatory Academy School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 152
Number of students who met CELDT criterion: 52

Students who met CELDT criterion:

34.0%
California:

34.0%
Grade 6:
Student Count: 53
Number of students who met CELDT criterion: 13

Students who met CELDT criterion:

25.0%
State:

39.0%
Listening Mean Scale Score:

535.0
State:

532.4
Reading Mean Scale Score:

511.6
State:

518.5
Speaking Mean Scale Score:

518.7
State:

518.5
Writing Mean Scale Score:

518.4
California:

522.0
Grade 7:
Student Count: 58
Number of students who met CELDT criterion: 21

Students who met CELDT criterion:

36.0%
State:

48.0%
Listening Mean Scale Score:

566.8
California:

547.6
Reading Mean Scale Score:

532.4
California:

534.4
Speaking Mean Scale Score:

539.8
State:

529.9
Writing Mean Scale Score:

547.1
California:

530.2
Grade 8:
Student Count: 41
Number of students who met CELDT criterion: 18

Students who met CELDT criterion:

44.0%
State:

47.0%
Listening Mean Scale Score:

557.9
State:

556.2
Reading Mean Scale Score:

552.9
California:

547.2
Speaking Mean Scale Score:

511.5
State:

536.1
Writing Mean Scale Score:

547.0
State:

537.0

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).

King-Chavez Preparatory Academy School - Adequate Yearly Progress status


ELA Participation Rate
Here:

99.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic99
  • Black100
  • White100
  • SED99
  • LEP100
  • With Disabilities100
  • Hispanic: 99% (tested 351 out of 353 enrolled)
  • Black: 100% (tested 4 out of 4 enrolled)
  • White: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 354 out of 356 enrolled)
  • English Learners: 100% (tested 323 out of 324 enrolled)
  • Students with Disabilities: 100% (tested 58 out of 58 enrolled)

Math Participation Rate
King-Chavez Preparatory Academy School:

99.0%
State:

96.1%

    Math Participation Rate

  • Hispanic99
  • Black100
  • White100
  • SED99
  • LEP100
  • With Disabilities100
  • Hispanic: 99% (tested 351 out of 353 enrolled)
  • Black: 100% (tested 4 out of 4 enrolled)
  • White: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 354 out of 356 enrolled)
  • English Learners: 100% (tested 323 out of 324 enrolled)
  • Students with Disabilities: 100% (tested 58 out of 58 enrolled)

Health & Safety


Harassment & Bullying:
Show data for

(State average from 2,337 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.
Allegations of harassment or bullying on the basis of sex: 15
Allegations of harassment or bullying on the basis of sex per 1,000 students
School:

40.5
California:

7.8
Students reported as harassed or bullied on the basis of sex: 7 (male: 2, female: 5)
  • Hispanic: 7 (male: 2, female: 5)
Students disciplined for bullying or harassment on the basis of sex: 7 (male: 5, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Allegations of harassment or bullying on the basis of race, color, or national origin: 15
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
School:

40.5
California:

4.4
Students reported as harassed or bullied on the basis of race, color, or national origin: 7 (male: 5, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 10 (male: 8, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 5 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)


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
  • Black4
  • LEP43
  • IDEA4
Chronic Student Absenteeism: 104 (male: 55, female: 49)
  • Hispanic: 100 (male: 53, female: 47)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 43 (male: 26, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

281.1
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

  • Hispanic5
  • Black1
  • LEP3
  • IDEA1
School days missed due to out-of-school suspension: 6 (male: 5, female: 1)
  • Hispanic: 5 (all male)
  • Black: 1 (all female)
  • Limited English Proficiency (LEP): 3 (all male)
  • Individuals With Disabilities Education Act (IDEA): 1 (all male)
Instances of out-of-school suspension (Students without disabilities): 3

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

8.1
State:

84.8
Students without disabilities receiving one or more in-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 7 (male: 5, female: 2)
  • Hispanic: 5 (all male)
  • Black: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 1

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

2.7
California:

28.1
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 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.
Students without Disabilities who received an expulsion with educational services: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

10.8
State:

10.5
Students with Disabilities who received an expulsion with educational services: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Students with Disabilities who received an expulsion with educational services per 1,000 students
King-Chavez Preparatory Academy School:

5.4
State:

4.5

Classes & Courses


Algebra I:
Show data for

(State average from 1,382 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: 4

    7-8th grade student enrollment in Algebra I

  • Hispanic109
  • Black4
  • LEP17
  • IDEA5
7-8th grade student enrollment in Algebra I: 113 (male: 55, female: 58)
  • Hispanic: 109 (male: 53, female: 56)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 17 (all male)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)
Percent of 7-8th grade students who passed
King-Chavez Preparatory Academy School:

0.0%
State:

83.6%

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