La Paz Intermediate School in Mission Viejo, CA
(07-08 • 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 86
- Address
- 25151 Pradera Dr.
Mission Viejo, CA 92691
- Telephone
- (949) 830-1720
(make sure to verify first before calling)
- City-data.com school rating
- 86
- Students
- 889
- Classroom Teachers (FTE)
- 33.9
- National School Lunch
Program (NSLP) Status - No
- Free lunch eligible students
- 154
- Reduced-price lunch
eligible students - 45
- School district
- Saddleback Valley Unified
- Charter school
- No
- Title I status
- Not a Title I school
- Magnet School Indicator
- No
- Shared Time Indicator
- Missing
- Adult education offered
- No
Ratings
This school rating compared to other nearby schools ratings:
De Portola Elementary (0.6 miles): | 94 |
Newhart Middle (0.9 miles): | 90 |
Valencia Elementary (0.9 miles): | 87 |
La Paz Intermediate School: | 86 |
Mission Viejo High (0.3 miles): | 80 |
Montevideo Elementary (1.0 miles): | 71 |
Del Cerro Elementary (1.0 miles): | 71 |
Cordillera Elementary (1.0 miles): | 68 |
Linda Vista Elementary (0.2 miles): | 27 |
La Paz Intermediate School rating compared to average state, county and city schools ratings:
California: | 46 |
Orange County: | 61 |
Mission Viejo: | 71 |
La Paz Intermediate School: | 86 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 889
Enrollment in 2015: 862
Enrollment in 2014: 969
Enrollment in 2013: 1,011
Enrollment in 2012: 995
Enrollment in 2011: 1,017
Enrollment in 2010: 1,079
Enrollment in 2009: 1,134
Enrollment in 2008: 1,112
Enrollment in 2007: 1,220
Enrollment in 2006: 1,267
Enrollment in 2005: 1,279
Enrollment in 2004: 1,288
Enrollment in 2003: 1,246
Enrollment in 2002: 1,196
Enrollment in 2001: 1,122
Enrollment in 2000: 1,068
Enrollment in 1999: 1,119
Enrollment in 2015: 862
Enrollment in 2014: 969
Enrollment in 2013: 1,011
Enrollment in 2012: 995
Enrollment in 2011: 1,017
Enrollment in 2010: 1,079
Enrollment in 2009: 1,134
Enrollment in 2008: 1,112
Enrollment in 2007: 1,220
Enrollment in 2006: 1,267
Enrollment in 2005: 1,279
Enrollment in 2004: 1,288
Enrollment in 2003: 1,246
Enrollment in 2002: 1,196
Enrollment in 2001: 1,122
Enrollment in 2000: 1,068
Enrollment in 1999: 1,119
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | G07 | G08 | Total |
---|---|---|---|
All students | 467 | 422 | 889 |
Female students | 231 | 203 | 434 |
Male students | 236 | 219 | 455 |
Asian students | 51 | 43 | 94 |
Hispanic students | 125 | 107 | 232 |
Black students | 5 | 4 | 9 |
White students | 249 | 236 | 485 |
Hawaiian Native/Pacific Islander students | 2 | 3 | 5 |
Two or More Races students | 35 | 29 | 64 |
Enrollment by grade:
7th grade enrollment: 467
8th grade enrollment: 422
8th grade enrollment: 422
La Paz Intermediate School - Historical enrollment by grade
Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 434 (48.8%)
School: | 48.8% |
California: | 49.4% |
Male enrollment: 455 (51.2%)
School: | 51.2% |
State: | 49.6% |
La Paz Intermediate School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 12,430 schools)
Asian enrollment: 94 (10.6%)
La Paz Intermediate School: | 10.6% |
State: | 9.4% |
Hispanic enrollment: 232 (26.1%)
School: | 26.1% |
California: | 46.0% |
Black enrollment: 9 (1.0%)
La Paz Intermediate School: | 1.0% |
State: | 6.1% |
White enrollment: 485 (54.6%)
School: | 54.6% |
State: | 28.3% |
Hawaiian Native/Pacific Islander enrollment: 5 (0.6%)
School: | 0.6% |
California: | 0.6% |
Two or More Races enrollment: 64 (7.2%)
School: | 7.2% |
State: | 4.5% |
La Paz Intermediate School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 199 (22.4%)
La Paz Intermediate School: | 22.4% |
State: | 61.2% |
Free lunch eligible students: 154 (17.3%)
Here: | 17.3% |
California: | 52.8% |
Reduced-price lunch eligible students: 45 (5.1%)
La Paz Intermediate School: | 5.1% |
California: | 8.6% |
La Paz Intermediate School - Lunch Program Eligibility
Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 33.9
Number of FTE teachers in their first year of teaching: 30
Number of FTE teachers in their second year of teaching: 1.5
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 13
Number of FTE nurses: 0.1
Number of FTE psychologists: 0.6
Student/Teacher Ratio
Number of FTE teachers in their first year of teaching: 30
Number of FTE teachers in their second year of teaching: 1.5
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 13
Number of FTE nurses: 0.1
Number of FTE psychologists: 0.6
Student/Teacher Ratio
La Paz Intermediate School: | 26.2 |
California: | 22.8 |
La Paz Intermediate School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,229,487
- Full-time Equivalency Count of Teachers: 32.5 (Salary Expenditures: $2,663,309)
- Full-time Equivalency Count of Support Services Staff: 6.4 (Salary Expenditures: $335,268)
- Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $230,910)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $566,178
- Salary Expenditures for Teachers: $2,664,459
- Full-time Equivalency Count of Support Services Staff: 6.4 (Salary Expenditures: $335,268)
- Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $230,910)
Limited English Proficiency:
Show data for
- Hispanic73
- Asian7
- Native Hawaiian2
- Black2
- White7
- Multirace2
- IDEA31
Students Enrolled in LEP Programs
- Hispanic: 73 (male: 41, female: 32)
- Asian: 7 (male: 2, female: 5)
- Native Hawaiian / Pacific Islander: 2 (all female)
- Black: 2 (all female)
- White: 7 (male: 5, female: 2)
- Two or More Races: 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 (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.
- Hispanic41
- Asian4
- White47
- LEP32
Students with disabilities served under IDEA
- Hispanic: 41 (male: 28, female: 13)
- Asian: 4 (all male)
- White: 47 (male: 37, female: 10)
- Limited English Proficiency (LEP): 32 (male: 22, female: 10)
Gifted and Talented:
Show data for
(State average from 5,551 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.
- Hispanic10
- Asian31
- Black2
- White100
- Multirace13
- IDEA4
Gifted and Talented Student Enrollment
- Hispanic: 10 (male: 8, female: 2)
- Asian: 31 (male: 20, female: 11)
- Black: 2 (all female)
- White: 100 (male: 59, female: 41)
- Two or More Races: 13 (male: 8, female: 5)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Gifted and Talented Student Enrollment per 1,000 students
School: | 175.5 |
State: | 84.3 |
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.
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.
- All75%
- Males69%
- Females81%
- Hispanic40%
- White67%
ELA Standard Met and Above
ELA students with scores: 904
Percentage Standard Met and Above: | 75% |
State: | 49% |
Standard Not Met: 9.1%
Standard Nearly Met: 16.0%
Standard Met: 47.8%
Standard Exceeded: 27.1%
All Grades:
7th Grade: (Mean Scale Score: 2602.7, Students tested: 430, Standard Not Met: 8.6%, Nearly Met: 13.3%, Met: 47.2%, Exceeded: 30.9%)
8th Grade: (Mean Scale Score: 2608.1, Students tested: 474, Standard Not Met: 9.5%, Nearly Met: 18.6%, Met: 48.3%, Exceeded: 23.6%)
La Paz Intermediate School - ELA Area Achievement Levels (all grades)
- All58%
- Males57%
- Females59%
- Hispanic20%
- White58%
Math Standard Met and Above
Math students with scores: 907
Percentage Standard Met and Above: | 58% |
State: | 38% |
Standard Not Met: 17.3%
Standard Nearly Met: 24.5%
Standard Met: 23.4%
Standard Exceeded: 34.8%
All Grades:
7th Grade: (Mean Scale Score: 2585.1, Students tested: 432, Standard Not Met: 14.8%, Nearly Met: 25.9%, Met: 27.3%, Exceeded: 31.9%)
8th Grade: (Mean Scale Score: 2604.6, Students tested: 476, Standard Not Met: 19.6%, Nearly Met: 23.2%, Met: 19.8%, Exceeded: 37.5%)
La Paz Intermediate School - Math Area Achievement Levels (all grades)
California Alternate Assessments:
Show data for
(State average from 1,489 schools)
The new California Alternate Assessments (CAAs) are based on alternate achievement standards-called the Core Content Connectors-and linked to the Common Core State Standards. The CAAs are online tests for students with an individualized education program (IEP) that designates the use of an alternate assessment to measure student progress on alternate achievement standards. This alternate assessment is part of the California Assessment of Student Performance and Progress (CAASPP) System and replaces the California Alternate Performance Assessment (CAPA) for English language arts and mathematics.
ELA students tested: 11
ELA students with scores: 11
Level 1: 55.0% The student showed limited understanding of core concepts.
Level 2: 45.0% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.
All Grades:
Math students tested: 11
Math students with scores: 11
Level 1: 64.0% The student showed limited understanding of core concepts.
Level 2: 36.0% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.
All Grades:
ELA students with scores: 11
Percentage Level 3: | 0% |
California: | 11% |
Level 1: 55.0% The student showed limited understanding of core concepts.
Level 2: 45.0% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.
All Grades:
Math students tested: 11
Math students with scores: 11
Percentage Level 3: | 0% |
State: | 5% |
Level 1: 64.0% The student showed limited understanding of core concepts.
Level 2: 36.0% The student showed foundational understanding of core concepts.
Level 3: 0.0% The student showed understanding of core concepts.
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.
California Modified Assessment (CMA) - The CMA for science was administered to eligible students in grades five, eight, and ten. The CMA is a standards-based test for students with an individualized education program who meet the eligibility criteria adopted by the State Board of Education. The Elementary and Secondary Education Act called for a range of assessments appropriate to students' abilities. The CMA provides an appropriate assessment for a small percentage of students allowing them to demonstrate their knowledge of skills in the California academic content standards for science.
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.
California Modified Assessment (CMA) - The CMA for science was administered to eligible students in grades five, eight, and ten. The CMA is a standards-based test for students with an individualized education program who meet the eligibility criteria adopted by the State Board of Education. The Elementary and Secondary Education Act called for a range of assessments appropriate to students' abilities. The CMA provides an appropriate assessment for a small percentage of students allowing them to demonstrate their knowledge of skills in the California academic content standards for science.
CST Science students tested: 408
CST Science students with scores: 408
Percentage Far Below Basic: 2.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 3.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 11.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 23.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 62.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
8th Grade: (Mean Scale Score: 431.5, Students tested: 408, Far Below Basic: 2.0%, Below Basic: 3.0%, Basic: 11.0%, Proficient: 23.0%, Advanced: 62.0%)
CST Science students with scores: 408
Percentage At Or Above Proficient: | 84% |
California: | 54% |
Percentage Far Below Basic: 2.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 3.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 11.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 23.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 62.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
8th Grade: (Mean Scale Score: 431.5, Students tested: 408, Far Below Basic: 2.0%, Below Basic: 3.0%, Basic: 11.0%, Proficient: 23.0%, Advanced: 62.0%)
The Physical Fitness Test:
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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: 434, Needs Improvement - High Risk: 79.5%, Needs Improvement: 12.2%, Healthy Fitness Zone: 8.3%)
Body Composition:
7th grade: (Students tested: 434, Needs Improvement - High Risk: 73.0%, Needs Improvement: 12.7%, Healthy Fitness Zone: 14.3%)
Abdominal Strength:
7th grade: (Students tested: 434, Needs Improvement - High Risk: 87.3%, Needs Improvement: 12.7%, Healthy Fitness Zone: 0.0%)
Trunk Extension Strength:
7th grade: (Students tested: 434, Needs Improvement - High Risk: 96.1%, Needs Improvement: 3.9%, Healthy Fitness Zone: 0.0%)
Upper Body Strength:
7th grade: (Students tested: 434, Needs Improvement - High Risk: 83.9%, Needs Improvement: 16.1%, Healthy Fitness Zone: 0.0%)
Flexibility:
7th grade: (Students tested: 434, Needs Improvement - High Risk: 84.6%, Needs Improvement: 15.4%, Healthy Fitness Zone: 0.0%)
7th grade: (Students tested: 434, Needs Improvement - High Risk: 79.5%, Needs Improvement: 12.2%, Healthy Fitness Zone: 8.3%)
Body Composition:
7th grade: (Students tested: 434, Needs Improvement - High Risk: 73.0%, Needs Improvement: 12.7%, Healthy Fitness Zone: 14.3%)
Abdominal Strength:
7th grade: (Students tested: 434, Needs Improvement - High Risk: 87.3%, Needs Improvement: 12.7%, Healthy Fitness Zone: 0.0%)
Trunk Extension Strength:
7th grade: (Students tested: 434, Needs Improvement - High Risk: 96.1%, Needs Improvement: 3.9%, Healthy Fitness Zone: 0.0%)
Upper Body Strength:
7th grade: (Students tested: 434, Needs Improvement - High Risk: 83.9%, Needs Improvement: 16.1%, Healthy Fitness Zone: 0.0%)
Flexibility:
7th grade: (Students tested: 434, Needs Improvement - High Risk: 84.6%, Needs Improvement: 15.4%, Healthy Fitness Zone: 0.0%)
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).
La Paz Intermediate School - students who met CELDT criterion (all grades)
All Grades:
Student Count: 98
Number of students who met CELDT criterion: 69
Grade 7:
Student Count: 46
Number of students who met CELDT criterion: 32
Grade 8:
Student Count: 52
Number of students who met CELDT criterion: 37
Student Count: 98
Number of students who met CELDT criterion: 69
Students who met CELDT criterion: | 70.0% |
State: | 34.0% |
Grade 7:
Student Count: 46
Number of students who met CELDT criterion: 32
Students who met CELDT criterion: | 70.0% |
California: | 48.0% |
Listening Mean Scale Score: | 601.3 |
California: | 547.6 |
Reading Mean Scale Score: | 571.2 |
California: | 534.4 |
Speaking Mean Scale Score: | 586.4 |
State: | 529.9 |
Writing Mean Scale Score: | 563.5 |
State: | 530.2 |
Grade 8:
Student Count: 52
Number of students who met CELDT criterion: 37
Students who met CELDT criterion: | 71.0% |
California: | 47.0% |
Listening Mean Scale Score: | 582.2 |
State: | 556.2 |
Reading Mean Scale Score: | 576.5 |
State: | 547.2 |
Speaking Mean Scale Score: | 571.5 |
California: | 536.1 |
Writing Mean Scale Score: | 552.0 |
California: | 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).
La Paz Intermediate School - Adequate Yearly Progress status
ELA Participation Rate
Here: | 100.0% |
State: | 96.3% |
- Hispanic100
- Asian100
- Filipino97
- Native Hawaiian100
- Black100
- White100
- Multirace100
- SED100
- LEP100
- With Disabilities99
ELA Participation Rate
- Hispanic: 100% (tested 224 out of 224 enrolled)
- Asian: 100% (tested 68 out of 68 enrolled)
- Filipino: 97% (tested 25 out of 26 enrolled)
- Native Hawaiian / Pacific Islander: 100% (tested 4 out of 4 enrolled)
- Black: 100% (tested 10 out of 10 enrolled)
- White: 100% (tested 484 out of 486 enrolled)
- Two or More Races: 100% (tested 61 out of 61 enrolled)
- Socioeconomic Disadvantaged: 100% (tested 206 out of 206 enrolled)
- English Learners: 100% (tested 138 out of 138 enrolled)
- Students with Disabilities: 99% (tested 110 out of 111 enrolled)
Math Participation Rate
La Paz Intermediate School: | 100.0% |
State: | 96.1% |
- Hispanic100
- Asian100
- Filipino97
- Native Hawaiian100
- Black100
- White99
- Multirace100
- SED100
- LEP100
- With Disabilities99
Math Participation Rate
- Hispanic: 100% (tested 228 out of 228 enrolled)
- Asian: 100% (tested 70 out of 70 enrolled)
- Filipino: 97% (tested 26 out of 27 enrolled)
- Native Hawaiian / Pacific Islander: 100% (tested 4 out of 4 enrolled)
- Black: 100% (tested 10 out of 10 enrolled)
- White: 99% (tested 482 out of 485 enrolled)
- Two or More Races: 100% (tested 61 out of 61 enrolled)
- Socioeconomic Disadvantaged: 100% (tested 210 out of 211 enrolled)
- English Learners: 100% (tested 145 out of 145 enrolled)
- Students with Disabilities: 99% (tested 110 out of 111 enrolled)
Health & Safety
Chronic Student Absenteeismt:
Show data for
(State average from 8,737 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.
- Hispanic22
- Asian7
- Native Hawaiian2
- Black4
- White34
- Multirace4
- LEP7
- IDEA25
Chronic Student Absenteeism
- Hispanic: 22 (male: 14, female: 8)
- Asian: 7 (male: 5, female: 2)
- Native Hawaiian / Pacific Islander: 2 (all female)
- Black: 4 (male: 2, female: 2)
- White: 34 (male: 17, female: 17)
- Two or More Races: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 7 (male: 5, female: 2)
- Individuals With Disabilities Education Act (IDEA): 25 (male: 17, female: 8)
Chronic Student Absenteeism per 1,000 students
Here: | 82.1 |
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).
- Hispanic38
- Asian1
- Native Hawaiian2
- Black1
- White39
- LEP16
- IDEA30
School days missed due to out-of-school suspension
- Hispanic: 38 (male: 23, female: 15)
- Asian: 1 (all male)
- Native Hawaiian / Pacific Islander: 2 (all female)
- Black: 1 (all male)
- White: 39 (male: 25, female: 14)
- Limited English Proficiency (LEP): 16 (male: 14, female: 2)
- Individuals With Disabilities Education Act (IDEA): 30 (male: 15, female: 15)
Instances of out-of-school suspension (Students without disabilities): 16
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Here: | 18.0 |
California: | 84.8 |
- Hispanic10
- Asian5
- Native Hawaiian2
- Black2
- White16
- Multirace2
- LEP7
Students without disabilities receiving one or more in-school suspension
- Hispanic: 10 (male: 5, female: 5)
- Asian: 5 (all male)
- Native Hawaiian / Pacific Islander: 2 (all female)
- Black: 2 (all female)
- White: 16 (male: 11, female: 5)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 7 (male: 2, female: 5)
- Hispanic7
- Asian2
- Native Hawaiian2
- Black2
- White7
- LEP4
Students without disabilities receiving only one out-of-school suspension
- Hispanic: 7 (male: 5, female: 2)
- Asian: 2 (all male)
- Native Hawaiian / Pacific Islander: 2 (all female)
- Black: 2 (all male)
- White: 7 (male: 5, female: 2)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 14
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
La Paz Intermediate School: | 15.7 |
State: | 28.1 |
- Hispanic: 4 (male: 2, female: 2)
- White: 8 (all male)
- Limited English Proficiency (LEP): 2 (all male)
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
- Hispanic: 2
- White: 2
- Limited English Proficiency (LEP): 2
Students with disabilities receiving more than one out-of-school suspension: 6 (male: 2, female: 4)
- Hispanic: 2 (all female)
- White: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
Classes & Courses
Algebra I:
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(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.
7th grade student enrollment in Algebra I: 5
7th grade studenst who passed Algebra I: 4
8th grade student enrollment in Algebra I: 153 (male: 79, female: 74)8th grade studenst who passed Algebra I: 152 (male: 76, female: 76)
7th grade studenst who passed Algebra I: 4
Percent of 7th grade students who passed
Here: | 80.0% |
State: | 107.7% |
- Hispanic16
- Asian25
- Black2
- White94
- Multirace16
- LEP2
- IDEA4
8th grade student enrollment in Algebra I
- Hispanic: 16 (male: 11, female: 5)
- Asian: 25 (male: 14, female: 11)
- Black: 2 (all male)
- White: 94 (male: 47, female: 47)
- Two or More Races: 16 (male: 5, female: 11)
- Limited English Proficiency (LEP): 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
- Hispanic17
- Asian23
- White95
- Multirace17
- IDEA4
8th grade studenst who passed Algebra I
- Hispanic: 17 (male: 10, female: 7)
- Asian: 23 (male: 13, female: 10)
- White: 95 (male: 46, female: 49)
- Two or More Races: 17 (male: 7, female: 10)
- Individuals With Disabilities Education Act (IDEA): 4 (all male)
Percent of 8th grade students who passed
La Paz Intermediate School: | 99.3% |
California: | 85.6% |
Geometry:
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Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
Number of Geometry classes: 2
Student Enrollment in Geometry: 69 (male: 46, female: 23)
- Hispanic4
- Asian16
- Black2
- White43
- Multirace4
- IDEA2
Student Enrollment in Geometry
- Hispanic: 4 (male: 2, female: 2)
- Asian: 16 (male: 11, female: 5)
- Black: 2 (all male)
- White: 43 (male: 29, female: 14)
- Two or More Races: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
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