Mission Community Day School in Corcoran, CA
(06-12 • Public • Alternative School)
- Address
- 1128 S. Dairy Ave.
Corcoran, CA 93212
- Telephone
- (559) 992-8885
(make sure to verify first before calling)
- Students
- 16
- Classroom Teachers (FTE)
- 0.3
- National School Lunch
Program (NSLP) Status - No
- Free lunch eligible students
- 11
- School district
- Corcoran Joint Unified
- Charter school
- No
- Title I status
- Not a Title I school
- Magnet School Indicator
- No
- Shared Time Indicator
- Missing
- Adult education offered
- No
Students & Teachers
Total enrollment:
Enrollment in 2016: 16
Enrollment in 2015: 21
Enrollment in 2014: 24
Enrollment in 2013: 10
Enrollment in 2012: 12
Enrollment in 2011: 11
Enrollment in 2015: 21
Enrollment in 2014: 24
Enrollment in 2013: 10
Enrollment in 2012: 12
Enrollment in 2011: 11
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
| Grade | G07 | G08 | G09 | G10 | G12 | Total |
|---|---|---|---|---|---|---|
| All students | 2 | 6 | 3 | 2 | 3 | 16 |
| Female students | - | 2 | 1 | - | 1 | 4 |
| Male students | 2 | 4 | 2 | 2 | 2 | 12 |
| Hispanic students | 2 | 6 | 3 | 2 | 3 | 16 |
Enrollment by grade:
7th grade enrollment: 2
8th grade enrollment: 6
9th grade enrollment: 3
10th grade enrollment: 2
12th grade enrollment: 3
8th grade enrollment: 6
9th grade enrollment: 3
10th grade enrollment: 2
12th grade enrollment: 3
Mission Community Day School - Historical enrollment by grade
Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 4 (25.0%)
| School: | 25.0% |
| California: | 49.4% |
Male enrollment: 12 (75.0%)
| Here: | 75.0% |
| California: | 49.6% |
Mission Community Day School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 12,430 schools)
Hispanic enrollment: 16 (100.0%)
| Here: | 100.0% |
| California: | 46.0% |
Mission Community Day School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 11 (68.8%)
| Here: | 68.8% |
| State: | 61.2% |
Free lunch eligible students: 11 (68.8%)
| Here: | 68.8% |
| State: | 52.8% |
Reduced-price lunch eligible students: 0 (0.0%)
| School: | 0.0% |
| State: | 8.6% |
Mission Community Day School - Lunch Program Eligibility
Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 0.3
Number of FTE school counselors: 0.3
Number of FTE nurses: 0.2
Number of FTE psychologists: 0.8
Student/Teacher Ratio
Number of FTE school counselors: 0.3
Number of FTE nurses: 0.2
Number of FTE psychologists: 0.8
Student/Teacher Ratio
| Mission Community Day School: | 64.0 |
| California: | 22.8 |
Mission Community Day School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $114,889
- Full-time Equivalency Count of Teachers: 2 (Salary Expenditures: $114,889)
- Full-time Equivalency Count of Instructional Aides: 1.4 (Salary Expenditures: $38,318)
- Full-time Equivalency Count of Support Services Staff: 0.3 (Salary Expenditures: $14,725)
- Full-time Equivalency Count of School Administration Staff: 2.7 (Salary Expenditures: $34,764)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $87,806
- Salary Expenditures for Teachers: $114,889
- Full-time Equivalency Count of Instructional Aides: 1.4 (Salary Expenditures: $38,318)
- Full-time Equivalency Count of Support Services Staff: 0.3 (Salary Expenditures: $14,725)
- Full-time Equivalency Count of School Administration Staff: 266 (Salary Expenditures: $34,763)
Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 4 (male: 2, female: 2)
- Hispanic: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
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.
Students with disabilities served under Section 504: 2 (all female)
- Hispanic: 2
Statewide Student Assessments
Smarter Balanced Summative Assessments:
Show data for
(State average from 10,420 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.
ELA students tested: 17
ELA students with scores: 12
Standard Not Met: 83.0%
Standard Nearly Met: 17.0%
Standard Met: 0.0%
Standard Exceeded: 0.0%
All Grades:
Math students tested: 18
Math students with scores: 10
Standard Not Met: 100.0%
Standard Nearly Met: 0.0%
Standard Met: 0.0%
Standard Exceeded: 0.0%
All Grades:
ELA students with scores: 12
| Percentage Standard Met and Above: | 0% |
| California: | 44% |
Standard Not Met: 83.0%
Standard Nearly Met: 17.0%
Standard Met: 0.0%
Standard Exceeded: 0.0%
All Grades:
Mission Community Day School - ELA Area Achievement Levels (all grades)
Math students tested: 18
Math students with scores: 10
| Percentage Standard Met and Above: | 0% |
| State: | 34% |
Standard Not Met: 100.0%
Standard Nearly Met: 0.0%
Standard Met: 0.0%
Standard Exceeded: 0.0%
All Grades:
Mission Community Day School - Math Area Achievement Levels (all grades)
California English Language Development Test:
Show data for
(State average from 9,882 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).
All Grades:
Student Count: 6
Number of students who met CELDT criterion: 1
Student Count: 6
Number of students who met CELDT criterion: 1
| Students who met CELDT criterion: | 17.0% |
| California: | 34.0% |
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).
Mission Community Day School - Adequate Yearly Progress status
Met all AYP Criteria: Yes
Number of AYP criteria met: 2
Number of AYP criteria possible: 2
(Note: The criteria includes only the participation rate and additional indicators.)
Met ELA Participation Rate: Yes
ELA Participation Rate
Met Math Participation Rate: Yes
Math Participation Rate
Number of AYP criteria met: 2
Number of AYP criteria possible: 2
(Note: The criteria includes only the participation rate and additional indicators.)
Met ELA Participation Rate: Yes
ELA Participation Rate
| Mission Community Day School: | 58.0% |
| California: | 95.2% |
- Hispanic62
- Black50
- SED55
- LEP75
- With Disabilities67
ELA Participation Rate
- Hispanic: 62% (tested 11 out of 18 enrolled)
- Black: 50% (tested 1 out of 2 enrolled)
- Socioeconomic Disadvantaged: 55% (tested 11 out of 20 enrolled)
- English Learners: 75% (tested 3 out of 4 enrolled)
- Students with Disabilities: 67% (tested 4 out of 6 enrolled)
Met Math Participation Rate: Yes
Math Participation Rate
| School: | 43.0% |
| State: | 94.9% |
- Hispanic45
- Black50
- SED40
- LEP25
- With Disabilities50
Math Participation Rate
- Hispanic: 45% (tested 8 out of 18 enrolled)
- Black: 50% (tested 1 out of 2 enrolled)
- Socioeconomic Disadvantaged: 40% (tested 8 out of 20 enrolled)
- English Learners: 25% (tested 1 out of 4 enrolled)
- Students with Disabilities: 50% (tested 3 out of 6 enrolled)
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 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.
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: 22
Total incidents per 1,000 students
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: 22
Total incidents per 1,000 students
| School: | 1,375.0 |
| State: | 60.8 |
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: 16 (male: 11, female: 5)
- Hispanic: 16 (male: 11, female: 5)
- Limited English Proficiency (LEP): 2 (all female)
Chronic Student Absenteeism per 1,000 students
| Mission Community Day School: | 1,000.0 |
| 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).
School days missed due to out-of-school suspension: 89 (male: 62, female: 27)
Instances of out-of-school suspension (Students without disabilities): 65
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Students without disabilities receiving more than one out-of-school suspension: 13 (male: 8, female: 5)
Instances of out-of-school suspension (Students with disabilities): 15
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
- Hispanic: 89 (male: 62, female: 27)
- Limited English Proficiency (LEP): 15 (all male)
- Individuals With Disabilities Education Act (IDEA): 6 (all male)
Instances of out-of-school suspension (Students without disabilities): 65
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
| School: | 4,062.5 |
| State: | 84.8 |
Students without disabilities receiving more than one out-of-school suspension: 13 (male: 8, female: 5)
- Hispanic: 13 (male: 8, female: 5)
Instances of out-of-school suspension (Students with disabilities): 15
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
| Here: | 937.5 |
| California: | 28.1 |
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
- Hispanic: 2
- Limited English Proficiency (LEP): 2
Classes & Courses
Algebra I:
Show data for
(State average from 435 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.
9-10th grade student enrollment in Algebra I: 109-10th grade studenst who passed Algebra I: 10
11-12th grade student enrollment in Algebra I: 511-12th studenst who passed Algebra I: 4
- Hispanic: 10
- Limited English Proficiency (LEP): 2
- Individuals With Disabilities Education Act (IDEA): 2
- Hispanic10
- American Indian2
- Asian2
- Native Hawaiian2
- Black2
- White2
- Multirace2
- LEP2
- IDEA2
9-10th grade studenst who passed Algebra I
- Hispanic: 10
- American Indian / Alaska Native: 2
- Asian: 2
- Native Hawaiian / Pacific Islander: 2
- Black: 2
- White: 2
- Two or More Races: 2
- Limited English Proficiency (LEP): 2
- Individuals With Disabilities Education Act (IDEA): 2
Percent of 9-10th grade students who passed
| School: | 100.0% |
| California: | 82.0% |
11-12th grade student enrollment in Algebra I: 5
- Hispanic: 5
- Hispanic4
- American Indian2
- Asian2
- Native Hawaiian2
- Black2
- White2
- Multirace2
- LEP2
- IDEA2
11-12th studenst who passed Algebra I
- Hispanic: 4
- American Indian / Alaska Native: 2
- Asian: 2
- Native Hawaiian / Pacific Islander: 2
- Black: 2
- White: 2
- Two or More Races: 2
- Limited English Proficiency (LEP): 2
- Individuals With Disabilities Education Act (IDEA): 2
Percent of 11-12th grade students who passed
| Mission Community Day School: | 80.0% |
| State: | 73.9% |
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