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Maricopa High School in Maricopa, 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 19
Address
 955 Stanislaus St.
Maricopa, CA 93252
Telephone
(661) 769-8231
(make sure to verify first before calling)
City-data.com school rating
19
Students
81
Classroom Teachers (FTE)
8.3
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
64
Reduced-price lunch
eligible students
5
School district
Maricopa 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:
Parkview Elementary (6.9 miles):

53
Conley Elementary (6.1 miles):

45
Taft Primary (6.8 miles):

31
Taft Union High (7.1 miles):

31
Lincoln Junior High (7.1 miles):

25
Roosevelt Elementary (7.1 miles):

23
Maricopa High School:

19
Maricopa Middle (0.0 miles):

15
Maricopa Elementary (0.0 miles):

9
Maricopa High School rating compared to average state, county and city schools ratings:
California:

46
Kern County:

32
Maricopa:

17
Maricopa High School:

19

Students & Teachers


Total enrollment:
Enrollment in 2016: 81
Enrollment in 2015: 86
Enrollment in 2014: 75
Enrollment in 2013: 73
Enrollment in 2012: 75
Enrollment in 2011: 98
Enrollment in 2010: 100
Enrollment in 2009: 117
Enrollment in 2008: 117
Enrollment in 2007: 108
Enrollment in 2006: 105
Enrollment in 2005: 119
Enrollment in 2004: 97
Enrollment in 2003: 96
Enrollment in 2002: 103
Enrollment in 2001: 110
Enrollment in 2000: 111
Enrollment in 1999: 106

Maricopa High School - Historical enrollment


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

GradeG09G10G11G12Total
All students1725192081
Female students8156837
Male students910131244
American Indian/Alaska Native students - - - 11
Hispanic students4106323
White students1215131555
Two or More Races students1 - - 12

Enrollment by grade:
9th grade enrollment: 17
10th grade enrollment: 25
11th grade enrollment: 19
12th grade enrollment: 20

Maricopa High School - Historical enrollment by grade


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

Female enrollment: 37 (45.7%)
Maricopa High School:

45.7%
State:

49.4%
Male enrollment: 44 (54.3%)
Maricopa High School:

54.3%
State:

49.6%

Maricopa High School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 1 (1.2%)
Maricopa High School:

1.2%
State:

1.0%
Hispanic enrollment: 23 (28.4%)
Maricopa High School:

28.4%
California:

46.0%
White enrollment: 55 (67.9%)
Maricopa High School:

67.9%
State:

28.3%
Two or More Races enrollment: 2 (2.5%)
Maricopa High School:

2.5%
California:

4.5%

Maricopa High School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 69 (85.2%)
Maricopa High School:

85.2%
California:

61.2%
Free lunch eligible students: 64 (79.0%)
Maricopa High School:

79.0%
California:

52.8%
Reduced-price lunch eligible students: 5 (6.2%)
School:

6.2%
California:

8.6%

Maricopa High School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 8.3

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 0.3
Number of FTE nurses: 0
Number of FTE psychologists: 0.2

Student/Teacher Ratio
Maricopa High School:

9.8
State:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,236,897
  • Full-time Equivalency Count of Teachers: 10 (Salary Expenditures: $979,766)
  • Full-time Equivalency Count of Instructional Aides: 1.4 (Salary Expenditures: $14,763)
  • Full-time Equivalency Count of Support Services Staff: 3.5 (Salary Expenditures: $161,606)
  • Full-time Equivalency Count of School Administration Staff: 0.4 (Salary Expenditures: $80,763)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $319,795
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $232,029
  • Salary Expenditures for Teachers: $983,792
  • Full-time Equivalency Count of Instructional Aides: 1.4 (Salary Expenditures: $16,593)
  • Full-time Equivalency Count of Support Services Staff: 3.5 (Salary Expenditures: $134,672)
  • Full-time Equivalency Count of School Administration Staff: 0.4 (Salary Expenditures: $80,763)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $342,038

Limited English Proficiency:
Show data for

Students Enrolled in LEP Programs: 10 (male: 8, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Students with disabilities:
Show data for

Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (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: 11 (male: 4, female: 7)
  • White: 11 (male: 4, female: 7)

Students with disabilities served under Section 504: 2 (all female)
  • White: 2

Retention:
Show data for

(State average from 709 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 12th grade: 2 (all male)
  • Hispanic: 2

Percent of 12th grade students retained
Here:

10.0%
State:

16.7%

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

  • All12%
  • Females21%
  • White7%
ELA students tested: 25
ELA students with scores: 25

Percentage Standard Met and Above:

12%
State:

49%

Standard Not Met: 28.0%
Standard Nearly Met: 60.0%
Standard Met: 12.0%
Standard Exceeded: 0.0%

11th Grade: (Mean Scale Score: 2523.6, Students tested: 25, Standard Not Met: 28.0%, Nearly Met: 60.0%, Met: 12.0%, Exceeded: 0.0%)
28.0%
60.0%
12.0%

Maricopa High School - ELA Area Achievement Levels (all grades)


Math students tested: 25
Math students with scores: 25

Percentage Standard Met and Above:

0%
California:

38%

Standard Not Met: 92.0%
Standard Nearly Met: 8.0%
Standard Met: 0.0%
Standard Exceeded: 0.0%

11th Grade: (Mean Scale Score: 2453.4, Students tested: 25, Standard Not Met: 92.0%, Nearly Met: 8.0%, Met: 0.0%, Exceeded: 0.0%)
92.0%
8.0%

Maricopa 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: 25
CST Science students with scores: 25

Percentage At Or Above Proficient:

0%
State:

54%

Percentage Far Below Basic: 32.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 28.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 40.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 0.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 0.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 284.3, Students tested: 25, Far Below Basic: 32.0%, Below Basic: 28.0%, Basic: 40.0%, Proficient: 0.0%, Advanced: 0.0%)
32.0%
28.0%
40.0%

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.

Maricopa High School - California High School Exit Exam results

2014-15 results for this school are based on 2 separate tests and combined using weighted average.

Math Mean Scale Score:

355
State:

374
Math Percentage Passed:

47%
State:

68%
Math Number Tested: 30
Math Number Passed: 14

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

    63%
    State:

    69%
  • Number Sense:

    57%
    California:

    65%
  • Algebra & Functions:

    54%
    State:

    68%
  • Measurement & Geometry:

    52%
    State:

    64%
  • Algebra 1:

    44%
    California:

    58%

ELA Mean Scale Score:

359
California:

370
ELA Percentage Passed:

59%
California:

68%
ELA Number Tested: 32
ELA Number Passed: 19

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

    76%
    State:

    76%
  • Reading - Reading Comprehension:

    66%
    State:

    71%
  • Reading - Literary Responses and Analysis:

    70%
    California:

    75%
  • Writing - Writing Strategies:

    59%
    California:

    64%
  • Writing - Writing Conventions:

    62%
    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: 17, Needs Improvement - High Risk: 41.2%, Needs Improvement: 29.4%, Healthy Fitness Zone: 29.4%)
41.2%
29.4%
29.4%


Body Composition:
9th grade: (Students tested: 17, Needs Improvement - High Risk: 35.3%, Needs Improvement: 35.3%, Healthy Fitness Zone: 29.4%)
35.3%
35.3%
29.4%


Abdominal Strength:
9th grade: (Students tested: 17, Needs Improvement - High Risk: 100.0%, Needs Improvement: 0.0%, Healthy Fitness Zone: 0.0%)
100.0%


Trunk Extension Strength:
9th grade: (Students tested: 17, Needs Improvement - High Risk: 100.0%, Needs Improvement: 0.0%, Healthy Fitness Zone: 0.0%)
100.0%


Upper Body Strength:
9th grade: (Students tested: 17, Needs Improvement - High Risk: 76.5%, Needs Improvement: 23.5%, Healthy Fitness Zone: 0.0%)
76.5%
23.5%


Flexibility:
9th grade: (Students tested: 17, Needs Improvement - High Risk: 94.1%, Needs Improvement: 5.9%, Healthy Fitness Zone: 0.0%)
94.1%
5.9%


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).

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

All Grades:
Student Count: 12
Number of students who met CELDT criterion: 5

Students who met CELDT criterion:

42.0%
State:

34.0%

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

Students who met CELDT criterion:

60.0%
California:

45.0%
Listening Mean Scale Score:

617.4
State:

575.6
Reading Mean Scale Score:

622.2
State:

573.9
Speaking Mean Scale Score:

595.6
State:

550.8
Writing Mean Scale Score:

570.4
State:

544.5

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).

Maricopa High School - Adequate Yearly Progress status


ELA Participation Rate
Here:

100.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic100
  • White100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 7 out of 7 enrolled)
  • White: 100% (tested 12 out of 12 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 13 out of 13 enrolled)
  • English Learners: 100% (tested 1 out of 1 enrolled)
  • Students with Disabilities: 100% (tested 4 out of 4 enrolled)


Math Participation Rate
Maricopa High School:

95.0%
California:

96.1%

    Math Participation Rate

  • Hispanic100
  • White92
  • SED93
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 7 out of 7 enrolled)
  • White: 92% (tested 11 out of 12 enrolled)
  • Socioeconomic Disadvantaged: 93% (tested 12 out of 13 enrolled)
  • English Learners: 100% (tested 1 out of 1 enrolled)
  • Students with Disabilities: 100% (tested 4 out of 4 enrolled)


SAT/ACT:
Show data for

(State average from 9,846 schools)

The ACT Test (ACT) is a nationally recognized assessment used to indicate college readiness.
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.
SAT or ACT Test Participation: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Health & Safety


Offenses:
(State average from 5,445 schools)

An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident

A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of physical attack or fight without a weapon: 9

Incidents of threats of physical attack without a weapon: 2


Total incidents per 1,000 students
School:

135.8
State:

60.8

Referrals and Arrests:
Show data for

(State average from 2,295 schools)

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

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

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

24.7
State:

21.3


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

  • Hispanic2
  • White10
  • LEP2
  • IDEA4
Chronic Student Absenteeism: 12 (male: 7, female: 5)
  • Hispanic: 2 (all male)
  • White: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

148.1
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: 6 (all male)
  • Hispanic: 5
  • White: 1

Instances of out-of-school suspension (Students without disabilities): 2

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

24.7
California:

84.8
Students without disabilities receiving one or more in-school suspension: 18 (male: 10, female: 8)
  • Hispanic: 2 (all male)
  • White: 16 (male: 8, female: 8)
  • Limited English Proficiency (LEP): 2 (all male)

Students without disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2

Students with disabilities receiving one or more in-school suspension: 2 (all female)
  • White: 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: 2
Number of Algebra I classes taught by certified teachers: 2


    9-10th grade student enrollment in Algebra I

  • Hispanic10
  • White10
  • LEP7
  • IDEA2
9-10th grade student enrollment in Algebra I: 20 (male: 7, female: 13)
  • Hispanic: 10 (male: 5, female: 5)
  • White: 10 (male: 2, female: 8)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

    9-10th grade studenst who passed Algebra I

  • Hispanic8
  • White11
  • LEP4
  • IDEA4
9-10th grade studenst who passed Algebra I: 19 (male: 8, female: 11)
  • Hispanic: 8 (male: 4, female: 4)
  • White: 11 (male: 4, female: 7)
  • Limited English Proficiency (LEP): 4 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (all female)
Percent of 9-10th grade students who passed
School:

95.0%
California:

72.5%

11-12th grade student enrollment in Algebra I: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)
Percent of 11-12th grade students who passed
Here:

0.0%
State:

62.0%


Algebra II:
Show data for

Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 1
Number of Algebra II classes taught by certified teachers: 1

Student Enrollment in Algebra II: 11 (male: 7, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

Calculus:
Show data for

Calculus (college-preparatory) course topics include the study of derivatives, differentiation, integration, the definite and indefinite integral, and applications of calculus.Typically, students have previously attained knowledge of precalculus topics (some combination of trigonometry, elementary functions, analytic geometry, and math analysis).
Number of Calculus classes: 1


Student Enrollment in Calculus: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • White: 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: 3
Number of Geometry classes taught by certified teachers: 3

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

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: 1
Number of Advanced Mathematics classes taught by certified teachers: 1

Student Enrollment in Advanced Mathematics: 2 (all female)
  • White: 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: 1
Number of Biology classes taught by certified teachers: 1

    Student Enrollment in Biology

  • Hispanic10
  • White13
  • LEP4
  • IDEA2
Student Enrollment in Biology: 23 (male: 10, female: 13)
  • Hispanic: 10 (male: 5, female: 5)
  • White: 13 (male: 5, female: 8)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

Chemistry:
Show data for

Chemistry (college-preparatory) courses involve studying the composition, properties, and reactions of substances. These courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid / base and oxidation / reduction reactions; and atomic structure.Chemical formulas and equations and nuclear reactions are also studied.
Number of Chemistry classes: 1
Number of Chemistry classes taught by certified teachers: 1

Student Enrollment in Chemistry: 11 (male: 7, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

Physics:
Show data for

Physics (college-preparatory) courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy.The study of physics includes examination of sound, light, and magnetic and electric phenomena.
Number of Physics classes: 1
Number of Physics classes taught by certified teachers: 1

Student Enrollment in Physics: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

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