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Las Lomas High School in Walnut Creek, 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 89
Address
 1460 S. Main St.
Walnut Creek, CA 94596
Telephone
(925) 280-3920
(make sure to verify first before calling)
Website
http://laslomas.acalanes.k12.ca.us
City-data.com school rating
89
Students
1,528
Classroom Teachers (FTE)
75.4
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
96
Reduced-price lunch
eligible students
35
School district
Acalanes Union High
Charter school
No
Title I status
Title I targeted assistance school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Alamo Elementary (2.1 miles):

99
Tice Creek (0.6 miles):

95
Parkmead Elementary (0.7 miles):

91
Walnut Heights Elementary (1.0 miles):

90
Las Lomas High School:

89
Walnut Creek Intermediate (1.3 miles):

88
Indian Valley Elementary (1.4 miles):

87
Murwood Elementary (0.6 miles):

86
Buena Vista Elementary (1.8 miles):

84
Las Lomas High School rating compared to average state, county and city schools ratings:
California:

46
Contra Costa County:

53
Walnut Creek:

89
Las Lomas High School:

89

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,528
Enrollment in 2015: 1,541
Enrollment in 2014: 1,548
Enrollment in 2013: 1,522
Enrollment in 2012: 1,482
Enrollment in 2011: 1,468
Enrollment in 2010: 1,454
Enrollment in 2009: 1,509
Enrollment in 2008: 1,424
Enrollment in 2007: 1,567
Enrollment in 2006: 1,636
Enrollment in 2005: 1,730
Enrollment in 2004: 1,677
Enrollment in 2003: 1,606
Enrollment in 2002: 1,498
Enrollment in 2001: 1,471
Enrollment in 2000: 1,461
Enrollment in 1999: 1,456

Las Lomas High School - Historical enrollment


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

GradeG09G10G11G12Total
All students3773943983591,528
Female students185215208158766
Male students192179190201762
American Indian/Alaska Native students - 3216
Asian students55687049242
Hispanic students52453231160
Black students8189843
White students2502422782431,013
Hawaiian Native/Pacific Islander students - 2125
Two or More Races students121662559

Enrollment by grade:
9th grade enrollment: 377
10th grade enrollment: 394
11th grade enrollment: 398
12th grade enrollment: 359

Las Lomas High School - Historical enrollment by grade


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

Female enrollment: 766 (50.1%)
Las Lomas High School:

50.1%
State:

49.4%
Male enrollment: 762 (49.9%)
Las Lomas High School:

49.9%
California:

49.6%

Las Lomas High School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 6 (0.4%)
Las Lomas High School:

0.4%
California:

1.0%
Asian enrollment: 242 (15.8%)
School:

15.8%
State:

9.4%
Hispanic enrollment: 160 (10.5%)
School:

10.5%
California:

46.0%
Black enrollment: 43 (2.8%)
School:

2.8%
State:

6.1%
White enrollment: 1,013 (66.3%)
Here:

66.3%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 5 (0.3%)
Las Lomas High School:

0.3%
California:

0.6%
Two or More Races enrollment: 59 (3.9%)
Las Lomas High School:

3.9%
State:

4.5%

Las Lomas High School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 131 (8.6%)
School:

8.6%
State:

61.2%
Free lunch eligible students: 96 (6.3%)
Here:

6.3%
California:

52.8%
Reduced-price lunch eligible students: 35 (2.3%)
Here:

2.3%
California:

8.6%

Las Lomas High School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 75.4

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 5
Number of FTE teachers who were absent more than 10 school days during the school years: 42
Number of FTE sworn law enforcement officers: 0.8
Number of FTE security guards: 2
Number of FTE nurses: 0.8
Number of FTE psychologists: 1

Student/Teacher Ratio
School:

20.3
California:

22.8

Las Lomas High School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $9,935,665
  • Full-time Equivalency Count of Teachers: 75.8 (Salary Expenditures: $6,786,613)
  • Full-time Equivalency Count of Instructional Aides: 0.8 (Salary Expenditures: $0)
  • Full-time Equivalency Count of Support Services Staff: 26.4 (Salary Expenditures: $1,560,739)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $465,283)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $1,375,472
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,234,987
  • Salary Expenditures for Teachers: $7,181,364
  • Full-time Equivalency Count of Instructional Aides: 1.8 (Salary Expenditures: $71,854)
  • Full-time Equivalency Count of Support Services Staff: 27.4 (Salary Expenditures: $1,672,850)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $490,283)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $1,435,172

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic16
  • Asian19
  • Black4
  • White16
  • Multirace4
  • IDEA16
Students Enrolled in LEP Programs: 59 (male: 37, female: 22)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 19 (male: 11, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 16 (male: 14, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 8, female: 8)

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

  • Hispanic26
  • Asian11
  • Black8
  • White86
  • Multirace8
  • LEP20
Students with disabilities served under IDEA: 139 (male: 77, female: 62)
  • Hispanic: 26 (male: 10, female: 16)
  • Asian: 11 (male: 7, female: 4)
  • Black: 8 (male: 4, female: 4)
  • White: 86 (male: 52, female: 34)
  • Two or More Races: 8 (male: 4, female: 4)
  • Limited English Proficiency (LEP): 20 (male: 10, female: 10)

    Students with disabilities served under Section 504

  • Hispanic7
  • Asian2
  • Black2
  • White46
  • Multirace4
Students with disabilities served under Section 504: 61 (male: 37, female: 24)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 46 (male: 26, female: 20)
  • Two or More Races: 4 (male: 2, female: 2)

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 9th grade

  • Hispanic2
  • Asian2
  • Native Hawaiian2
  • White25
  • LEP4
  • IDEA10
  • 5042
Total number of students retained in 9th grade: 31 (male: 19, female: 12)
  • Hispanic: 2 (all female)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • White: 25 (male: 17, female: 8)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)
  • Section 504: 2 (all male)

Percent of 9th grade students retained
Here:

8.2%
State:

20.8%

    Total number of students retained in 10th grade

  • Hispanic4
  • American Indian2
  • Asian4
  • Black4
  • White16
  • Multirace2
  • LEP4
  • IDEA4
Total number of students retained in 10th grade: 32 (male: 21, female: 11)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 16 (male: 11, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Percent of 10th grade students retained
Here:

8.1%
California:

25.4%

    Total number of students retained in 11th grade

  • Hispanic7
  • American Indian2
  • Asian4
  • Black2
  • White22
  • LEP7
  • IDEA10
  • 5042
Total number of students retained in 11th grade: 37 (male: 20, female: 17)
  • Hispanic: 7 (male: 2, female: 5)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 22 (male: 14, female: 8)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)
  • Section 504: 2 (all male)

Percent of 11th grade students retained
School:

9.3%
State:

16.0%

    Total number of students retained in 12th grade

  • Hispanic4
  • Asian2
  • Black2
  • White7
  • Multirace2
  • LEP2
  • IDEA2
  • 5042
Total number of students retained in 12th grade: 17 (male: 11, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all female)
  • Black: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
  • Section 504: 2 (all male)

Percent of 12th grade students retained
School:

4.7%
California:

16.5%


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 and Talented Student Enrollment

  • Hispanic7
  • Asian28
  • Black2
  • White112
  • Multirace10
  • IDEA2
Gifted and Talented Student Enrollment: 159 (male: 86, female: 73)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 28 (male: 17, female: 11)
  • Black: 2 (all female)
  • White: 112 (male: 62, female: 50)
  • Two or More Races: 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Gifted and Talented Student Enrollment per 1,000 students
Here:

104.1
California:

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.

    ELA Standard Met and Above

  • All70%
  • Males61%
  • Females77%
  • Hispanic21%
  • White39%
ELA students tested: 364
ELA students with scores: 364

Percentage Standard Met and Above:

70%
State:

49%

Standard Not Met: 11.3%
Standard Nearly Met: 19.0%
Standard Met: 32.1%
Standard Exceeded: 37.6%

11th Grade: (Mean Scale Score: 2633.1, Students tested: 364, Standard Not Met: 11.3%, Nearly Met: 19.0%, Met: 32.1%, Exceeded: 37.6%)
11.3%
19.0%
32.1%
37.6%

Las Lomas High School - ELA Area Achievement Levels (all grades)


    Math Standard Met and Above

  • All52%
  • Males53%
  • Females51%
  • White40%
Math students tested: 352
Math students with scores: 352

Percentage Standard Met and Above:

52%
California:

38%

Standard Not Met: 22.4%
Standard Nearly Met: 25.9%
Standard Met: 29.0%
Standard Exceeded: 22.7%

11th Grade: (Mean Scale Score: 2625.5, Students tested: 352, Standard Not Met: 22.4%, Nearly Met: 25.9%, Met: 29.0%, Exceeded: 22.7%)
22.4%
25.9%
29.0%
22.7%

Las Lomas 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: 369
CST Science students with scores: 365

Percentage At Or Above Proficient:

78%
California:

54%

Percentage Far Below Basic: 4.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 2.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 16.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 31.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 47.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 393.7, Students tested: 369, Far Below Basic: 4.0%, Below Basic: 2.0%, Basic: 16.0%, Proficient: 31.0%, Advanced: 47.0%)
4.0%
2.0%
16.0%
31.0%
47.0%

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.

Las Lomas High School - California High School Exit Exam results

2014-15 results for this school are based on 4 separate tests and combined using weighted average.

    Math Mean Scale Score

  • All403
  • Asian418
  • Filipino406
  • Hispanic387
  • White400
Math Mean Scale Score:

403
State:

374
Math Percentage Passed:

91%
California:

68%
Math Number Tested: 432
Math Number Passed: 394

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

    82%
    State:

    69%
  • Number Sense:

    80%
    California:

    65%
  • Algebra & Functions:

    85%
    California:

    68%
  • Measurement & Geometry:

    79%
    State:

    64%
  • Algebra 1:

    76%
    State:

    58%

    ELA Mean Scale Score

  • All395
  • Asian398
  • Filipino402
  • Hispanic389
  • White400
ELA Mean Scale Score:

395
State:

370
ELA Percentage Passed:

89%
California:

68%
ELA Number Tested: 448
ELA Number Passed: 399

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

    88%
    State:

    76%
  • Reading - Reading Comprehension:

    84%
    State:

    71%
  • Reading - Literary Responses and Analysis:

    84%
    California:

    75%
  • Writing - Writing Strategies:

    77%
    State:

    64%
  • Writing - Writing Conventions:

    81%
    State:

    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: 387, Needs Improvement - High Risk: 91.2%, Needs Improvement: 5.4%, Healthy Fitness Zone: 3.4%)
91.2%
5.4%
3.4%


Body Composition:
9th grade: (Students tested: 387, Needs Improvement - High Risk: 81.7%, Needs Improvement: 11.9%, Healthy Fitness Zone: 6.4%)
81.7%
11.9%
6.4%


Abdominal Strength:
9th grade: (Students tested: 387, Needs Improvement - High Risk: 80.6%, Needs Improvement: 19.4%, Healthy Fitness Zone: 0.0%)
80.6%
19.4%


Trunk Extension Strength:
9th grade: (Students tested: 387, Needs Improvement - High Risk: 96.6%, Needs Improvement: 3.4%, Healthy Fitness Zone: 0.0%)
96.6%
3.4%


Upper Body Strength:
9th grade: (Students tested: 387, Needs Improvement - High Risk: 83.7%, Needs Improvement: 16.3%, Healthy Fitness Zone: 0.0%)
83.7%
16.3%


Flexibility:
9th grade: (Students tested: 387, Needs Improvement - High Risk: 92.5%, Needs Improvement: 7.5%, Healthy Fitness Zone: 0.0%)
92.5%
7.5%


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).

Las Lomas High School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 80
Number of students who met CELDT criterion: 44

Students who met CELDT criterion:

55.0%
State:

34.0%

Grade 9:
Student Count: 23
Number of students who met CELDT criterion: 8

Students who met CELDT criterion:

35.0%
California:

33.0%
Listening Mean Scale Score:

561.0
State:

533.7
Reading Mean Scale Score:

571.7
State:

534.6
Speaking Mean Scale Score:

536.6
California:

515.1
Writing Mean Scale Score:

558.5
State:

513.2

Grade 10:
Student Count: 22
Number of students who met CELDT criterion: 11

Students who met CELDT criterion:

50.0%
California:

36.0%
Listening Mean Scale Score:

551.1
California:

556.8
Reading Mean Scale Score:

562.6
State:

555.2
Speaking Mean Scale Score:

536.0
California:

533.6
Writing Mean Scale Score:

557.5
State:

530.8

Grade 11:
Student Count: 21
Number of students who met CELDT criterion: 18

Students who met CELDT criterion:

86.0%
California:

45.0%
Listening Mean Scale Score:

634.2
California:

575.6
Reading Mean Scale Score:

627.5
State:

573.9
Speaking Mean Scale Score:

601.7
State:

550.8
Writing Mean Scale Score:

597.8
California:

544.5

Grade 12:
Student Count: 14
Number of students who met CELDT criterion: 7

Students who met CELDT criterion:

50.0%
State:

44.0%
Listening Mean Scale Score:

581.0
State:

564.9
Reading Mean Scale Score:

605.0
California:

567.0
Speaking Mean Scale Score:

571.4
State:

544.2
Writing Mean Scale Score:

575.8
California:

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).

Las Lomas High School - Adequate Yearly Progress status


ELA Participation Rate
Las Lomas High School:

87.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic90
  • American Indian100
  • Asian96
  • Filipino95
  • Native Hawaiian100
  • Black89
  • White85
  • Multirace88
  • SED92
  • LEP100
  • With Disabilities77
  • Hispanic: 90% (tested 26 out of 29 enrolled)
  • American Indian / Alaska Native: 100% (tested 2 out of 2 enrolled)
  • Asian: 96% (tested 46 out of 48 enrolled)
  • Filipino: 95% (tested 17 out of 18 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 89% (tested 8 out of 9 enrolled)
  • White: 85% (tested 226 out of 266 enrolled)
  • Two or More Races: 88% (tested 7 out of 8 enrolled)
  • Socioeconomic Disadvantaged: 92% (tested 33 out of 36 enrolled)
  • English Learners: 100% (tested 28 out of 28 enrolled)
  • Students with Disabilities: 77% (tested 29 out of 38 enrolled)


Math Participation Rate
School:

87.0%
California:

96.1%

    Math Participation Rate

  • Hispanic97
  • American Indian100
  • Asian96
  • Filipino95
  • Native Hawaiian100
  • Black89
  • White84
  • Multirace88
  • SED90
  • LEP100
  • With Disabilities74
  • Hispanic: 97% (tested 28 out of 29 enrolled)
  • American Indian / Alaska Native: 100% (tested 2 out of 2 enrolled)
  • Asian: 96% (tested 47 out of 49 enrolled)
  • Filipino: 95% (tested 17 out of 18 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 89% (tested 8 out of 9 enrolled)
  • White: 84% (tested 223 out of 266 enrolled)
  • Two or More Races: 88% (tested 7 out of 8 enrolled)
  • Socioeconomic Disadvantaged: 90% (tested 33 out of 37 enrolled)
  • English Learners: 100% (tested 29 out of 29 enrolled)
  • Students with Disabilities: 74% (tested 28 out of 38 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.

Las Lomas High School - ACT/SAT scores

Percent of graduates taking the ACT:

44.6%
California:

30.9%
ACT Composite scores greater or equal to 21:

89.4%
State:

48.7%
Number of graduates: 359
Number of graduates taking the ACT: 160

Average ACT composite score:

26.0
State:

19.8
Average ACT English score:

26.0
State:

19.6
Average ACT mathematics score:

26.0
State:

20.5
Average ACT reading score:

27.0
State:

20.5
Average ACT science score:

25.0
California:

19.9

Percent of graduates taking the SAT:

64.9%
California:

54.4%
SAT scores greater or equal to 1500:

77.3%
State:

36.3%
Number of graduates: 359
Number of graduates taking the SAT: 233

Average Total SAT Score:

1,705
California:

1,374
Average SAT mathematics score:

577
State:

464
Average SAT critical reading score:

575
State:

459
Average SAT writing score:

553
State:

451

    SAT or ACT Test Participation

  • Hispanic22
  • American Indian2
  • Asian76
  • Black10
  • White316
  • Multirace19
  • LEP7
  • IDEA10
SAT or ACT Test Participation: 445 (male: 214, female: 231)
  • Hispanic: 22 (male: 11, female: 11)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 76 (male: 32, female: 44)
  • Black: 10 (male: 5, female: 5)
  • White: 316 (male: 161, female: 155)
  • Two or More Races: 19 (male: 5, female: 14)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)

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).

Las Lomas High School - AP exams with scores at or above criteria

Number of students in Grades 11 and 12: 383
Number of students taking at least one AP exam: 462
Percent of students taking at least one AP exam:

120.0%
California:

94.1%
Number of AP exams with scores at or above 3: 739
Percent of AP exams with scores at or above 3:

85.9%
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: 12 (male: 10, female: 2)
  • Hispanic: 2 (all male)
  • White: 10 (male: 8, female: 2)

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

7.9
State:

27.2

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

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

1.3
California:

7.9


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: 4
Allegations of harassment or bullying on the basis of sex per 1,000 students
School:

2.6
State:

7.8
Students reported as harassed or bullied on the basis of sex: 2 (all male)
  • White: 2

Students disciplined for bullying or harassment on the basis of sex: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Section 504: 2 (all female)


Allegations of harassment or bullying on the basis of race, color, or national origin: 3
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
School:

2.0
California:

4.4

    Students disciplined for bullying or harassment on the basis of race, color, or national origin

  • Hispanic2
  • Asian2
  • White2
  • LEP2
  • 5042
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 6 (male: 2, female: 4)
  • Hispanic: 2 (all female)
  • Asian: 2 (all male)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 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

  • Hispanic25
  • Asian19
  • Native Hawaiian2
  • Black10
  • White127
  • Multirace22
  • LEP19
  • IDEA46
  • 50413
Chronic Student Absenteeism: 205 (male: 96, female: 109)
  • Hispanic: 25 (male: 11, female: 14)
  • Asian: 19 (male: 11, female: 8)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 10 (male: 2, female: 8)
  • White: 127 (male: 56, female: 71)
  • Two or More Races: 22 (male: 14, female: 8)
  • Limited English Proficiency (LEP): 19 (male: 11, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 46 (male: 23, female: 23)
  • Section 504: 13 (male: 5, female: 8)
Chronic Student Absenteeism per 1,000 students
School:

134.2
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

  • Hispanic17
  • Black23
  • White47
  • Multirace7
  • LEP6
  • IDEA8
  • 5042
School days missed due to out-of-school suspension: 94 (male: 60, female: 34)
  • Hispanic: 17 (male: 5, female: 12)
  • Black: 23 (male: 17, female: 6)
  • White: 47 (male: 31, female: 16)
  • Two or More Races: 7 (all male)
  • Limited English Proficiency (LEP): 6 (male: 4, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 8 (male: 5, female: 3)
  • Section 504: 2 (all male)

Instances of out-of-school suspension (Students without disabilities): 21

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

13.7
California:

84.8
Students without disabilities receiving one or more in-school suspension: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

    Students without disabilities receiving only one out-of-school suspension

  • Hispanic2
  • Black2
  • White13
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 17 (male: 11, female: 6)
  • Hispanic: 2 (all female)
  • Black: 2 (all female)
  • White: 13 (male: 11, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

    Students without disabilities receiving more than one out-of-school suspension

  • Hispanic2
  • Black2
  • White2
  • Multirace2
Students without disabilities receiving more than one out-of-school suspension: 8 (male: 6, female: 2)
  • Hispanic: 2 (all female)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)

Instances of out-of-school suspension (Students with disabilities): 8

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

5.2
State:

28.1
Instances of out-of-school suspension (Section 504 only): 2

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

1.3
California:

3.4

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

  • Hispanic4
  • White4
  • LEP4
  • 5042
Students with disabilities receiving only one out-of-school suspension: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 2 (all male)

Students with disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)


Expulsions:
Show data for

(State average from 1,805 schools)

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.
Students with Disabilities who received an expulsion without educational services: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Section 504: 2 (all male)

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

3.9
State:

1.2

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: 12
Number of Algebra I classes taught by certified teachers: 12


    9-10th grade student enrollment in Algebra I

  • Hispanic52
  • Asian28
  • Native Hawaiian2
  • Black7
  • White193
  • Multirace13
  • LEP16
  • IDEA40
9-10th grade student enrollment in Algebra I: 295 (male: 153, female: 142)
  • Hispanic: 52 (male: 26, female: 26)
  • Asian: 28 (male: 20, female: 8)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 7 (male: 2, female: 5)
  • White: 193 (male: 98, female: 95)
  • Two or More Races: 13 (male: 5, female: 8)
  • Limited English Proficiency (LEP): 16 (male: 11, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 40 (male: 23, female: 17)

    9-10th grade studenst who passed Algebra I

  • Hispanic47
  • Asian26
  • Black4
  • White173
  • Multirace11
  • LEP14
  • IDEA32
9-10th grade studenst who passed Algebra I: 261 (male: 130, female: 131)
  • Hispanic: 47 (male: 22, female: 25)
  • Asian: 26 (male: 19, female: 7)
  • Black: 4 (all female)
  • White: 173 (male: 85, female: 88)
  • Two or More Races: 11 (male: 4, female: 7)
  • Limited English Proficiency (LEP): 14 (male: 7, female: 7)
  • Individuals With Disabilities Education Act (IDEA): 32 (male: 19, female: 13)
Percent of 9-10th grade students who passed
School:

88.5%
State:

72.5%

    11-12th grade student enrollment in Algebra I

  • Hispanic2
  • American Indian2
  • Black2
  • White4
  • LEP2
  • IDEA4
11-12th grade student enrollment in Algebra I: 10 (male: 4, female: 6)
  • Hispanic: 2 (all male)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
11-12th studenst who passed Algebra I: 4 (all male)
  • White: 4
  • Individuals With Disabilities Education Act (IDEA): 4
Percent of 11-12th grade students who passed
School:

40.0%
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: 18
Number of Algebra II classes taught by certified teachers: 18

    Student Enrollment in Algebra II

  • Hispanic34
  • American Indian4
  • Asian70
  • Native Hawaiian2
  • Black7
  • White250
  • Multirace13
  • LEP19
  • IDEA22
Student Enrollment in Algebra II: 380 (male: 170, female: 210)
  • Hispanic: 34 (male: 14, female: 20)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 70 (male: 32, female: 38)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 7 (male: 2, female: 5)
  • White: 250 (male: 113, female: 137)
  • Two or More Races: 13 (male: 5, female: 8)
  • Limited English Proficiency (LEP): 19 (male: 11, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 11, female: 11)

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: 6
Number of Calculus classes taught by certified teachers: 6

    Student Enrollment in Calculus

  • Hispanic10
  • Asian31
  • Black4
  • White112
  • Multirace13
  • LEP4
  • IDEA4
Student Enrollment in Calculus: 170 (male: 106, female: 64)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 31 (male: 20, female: 11)
  • Black: 4 (male: 2, female: 2)
  • White: 112 (male: 71, female: 41)
  • Two or More Races: 13 (male: 8, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, 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: 11
Number of Geometry classes taught by certified teachers: 11

    Student Enrollment in Geometry

  • Hispanic25
  • American Indian4
  • Asian43
  • Black10
  • White169
  • Multirace10
  • LEP10
  • IDEA31
Student Enrollment in Geometry: 261 (male: 126, female: 135)
  • Hispanic: 25 (male: 14, female: 11)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 43 (male: 20, female: 23)
  • Black: 10 (male: 2, female: 8)
  • White: 169 (male: 80, female: 89)
  • Two or More Races: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 17, female: 14)

Advanced Mathematics:
Show data for

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: 11
Number of Advanced Mathematics classes taught by certified teachers: 11

    Student Enrollment in Advanced Mathematics

  • Hispanic16
  • Asian61
  • Native Hawaiian2
  • Black10
  • White214
  • Multirace10
  • LEP4
  • IDEA4
Student Enrollment in Advanced Mathematics: 313 (male: 156, female: 157)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 61 (male: 23, female: 38)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 10 (male: 5, female: 5)
  • White: 214 (male: 116, female: 98)
  • Two or More Races: 10 (male: 2, female: 8)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 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: 29
Number of Biology classes taught by certified teachers: 29

    Student Enrollment in Biology

  • Hispanic67
  • American Indian2
  • Asian109
  • Native Hawaiian2
  • Black22
  • White430
  • Multirace25
  • LEP25
  • IDEA52
Student Enrollment in Biology: 657 (male: 299, female: 358)
  • Hispanic: 67 (male: 32, female: 35)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 109 (male: 50, female: 59)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 22 (male: 8, female: 14)
  • White: 430 (male: 194, female: 236)
  • Two or More Races: 25 (male: 11, female: 14)
  • Limited English Proficiency (LEP): 25 (male: 17, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 52 (male: 35, female: 17)

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: 25
Number of Chemistry classes taught by certified teachers: 25

    Student Enrollment in Chemistry

  • Hispanic46
  • American Indian4
  • Asian88
  • Native Hawaiian2
  • Black13
  • White361
  • Multirace22
  • LEP13
  • IDEA40
Student Enrollment in Chemistry: 536 (male: 260, female: 276)
  • Hispanic: 46 (male: 20, female: 26)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 88 (male: 35, female: 53)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 13 (male: 5, female: 8)
  • White: 361 (male: 185, female: 176)
  • Two or More Races: 22 (male: 11, female: 11)
  • Limited English Proficiency (LEP): 13 (male: 8, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 40 (male: 17, female: 23)

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: 6
Number of Physics classes taught by certified teachers: 6

    Student Enrollment in Physics

  • Hispanic10
  • Asian25
  • Black2
  • White100
  • Multirace4
  • LEP2
  • IDEA2
Student Enrollment in Physics: 141 (male: 94, female: 47)
  • Hispanic: 10 (male: 8, female: 2)
  • Asian: 25 (male: 14, female: 11)
  • Black: 2 (all male)
  • White: 100 (male: 68, female: 32)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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