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Quartz Hill High School in Quartz Hill, 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 58
Address
 6040 W. Ave. L
Quartz Hill, CA 93536
Telephone
(661) 718-3100
(make sure to verify first before calling)
Website
http://www.qhhs.org
City-data.com school rating
58
Students
3,063
Classroom Teachers (FTE)
122.6
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
875
Reduced-price lunch
eligible students
193
School district
Antelope Valley Union High
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Academies of the Antelope Valley (0.3 miles):

69
Quartz Hill High School:

58
Joe Walker Middle (0.6 miles):

57
Onizuka Camp (0.8 miles):

51
Jarvis Camp (0.8 miles):

47
McNair Camp (0.8 miles):

33
Quartz Hill Elementary (1.7 miles):

31
Sundown Elementary (1.7 miles):

27
Smith Camp (0.8 miles):

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

46
Los Angeles County:

44
Quartz Hill:

53
Quartz Hill High School:

58

Students & Teachers


Total enrollment:
Enrollment in 2016: 3,063
Enrollment in 2015: 3,133
Enrollment in 2014: 3,135
Enrollment in 2013: 3,198
Enrollment in 2012: 3,146
Enrollment in 2011: 3,154
Enrollment in 2010: 3,118
Enrollment in 2009: 3,193
Enrollment in 2008: 3,392
Enrollment in 2007: 3,590
Enrollment in 2006: 3,692
Enrollment in 2005: 3,379
Enrollment in 2004: 3,237
Enrollment in 2003: 3,089
Enrollment in 2002: 2,841
Enrollment in 2001: 2,987
Enrollment in 2000: 2,764
Enrollment in 1999: 2,649

Quartz Hill High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG09G10G11G12Total
All students7978286837553,063
Female students3793833153481,425
Male students4184453684071,638
American Indian/Alaska Native students - 3249
Asian students34374849168
Hispanic students3173212412511,130
Black students73907291326
White students3153112843341,244
Hawaiian Native/Pacific Islander students - 2215
Two or More Races students58643425181

Enrollment by grade:
9th grade enrollment: 797
10th grade enrollment: 828
11th grade enrollment: 683
12th grade enrollment: 755

Quartz Hill High School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 1,425 (46.5%)
Here:

46.5%
California:

49.4%
Male enrollment: 1,638 (53.5%)
Quartz Hill High School:

53.5%
California:

49.6%

Quartz Hill High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 9 (0.3%)
School:

0.3%
California:

1.0%
Asian enrollment: 168 (5.5%)
Here:

5.5%
State:

9.4%
Hispanic enrollment: 1,130 (36.9%)
Here:

36.9%
State:

46.0%
Black enrollment: 326 (10.6%)
Here:

10.6%
California:

6.1%
White enrollment: 1,244 (40.6%)
Quartz Hill High School:

40.6%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 5 (0.2%)
Here:

0.2%
California:

0.6%
Two or More Races enrollment: 181 (5.9%)
Here:

5.9%
State:

4.5%

Quartz Hill High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 1,068 (34.9%)
Here:

34.9%
State:

61.2%
Free lunch eligible students: 875 (28.6%)
School:

28.6%
State:

52.8%
Reduced-price lunch eligible students: 193 (6.3%)
Quartz Hill High School:

6.3%
State:

8.6%

Quartz Hill High School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 122.6

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 7
Number of FTE teachers who were absent more than 10 school days during the school years: 30
Number of FTE sworn law enforcement officers: 1
Number of FTE security guards: 9
Number of FTE nurses: 0.6
Number of FTE psychologists: 2

Student/Teacher Ratio
Quartz Hill High School:

25.0
California:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $11,773,686
  • Full-time Equivalency Count of Teachers: 98.2 (Salary Expenditures: $8,467,215)
  • Full-time Equivalency Count of Instructional Aides: 0.8 (Salary Expenditures: $41,154)
  • Full-time Equivalency Count of Support Services Staff: 35.9 (Salary Expenditures: $2,229,497)
  • Full-time Equivalency Count of School Administration Staff: 15.5 (Salary Expenditures: $1,035,820)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $634,329
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $14,933,709
  • Salary Expenditures for Teachers: $10,381,465
  • Full-time Equivalency Count of Instructional Aides: 27.4 (Salary Expenditures: $1,286,927)
  • Full-time Equivalency Count of Support Services Staff: 35.9 (Salary Expenditures: $2,229,497)
  • Full-time Equivalency Count of School Administration Staff: 15.5 (Salary Expenditures: $1,035,820)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $1,052,227

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic55
  • Asian10
  • Black2
  • White7
  • IDEA22
Students Enrolled in LEP Programs: 74 (male: 42, female: 32)
  • Hispanic: 55 (male: 29, female: 26)
  • Asian: 10 (male: 8, female: 2)
  • Black: 2 (all female)
  • White: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 14, 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

  • Hispanic146
  • Asian4
  • Black59
  • White113
  • Multirace20
  • LEP26
Students with disabilities served under IDEA: 342 (male: 236, female: 106)
  • Hispanic: 146 (male: 100, female: 46)
  • Asian: 4 (all male)
  • Black: 59 (male: 40, female: 19)
  • White: 113 (male: 79, female: 34)
  • Two or More Races: 20 (male: 13, female: 7)
  • Limited English Proficiency (LEP): 26 (male: 16, female: 10)

    Students with disabilities served under Section 504

  • Hispanic16
  • Asian2
  • Black7
  • White25
  • Multirace2
Students with disabilities served under Section 504: 52 (male: 31, female: 21)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 25 (male: 14, female: 11)
  • Two or More Races: 2 (all male)

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 10th grade: 2 (all female)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 10th grade students retained
Here:

0.2%
State:

24.4%

    Total number of students retained in 12th grade

  • Hispanic16
  • Asian2
  • Native Hawaiian2
  • Black13
  • White22
  • Multirace2
  • LEP4
  • IDEA40
Total number of students retained in 12th grade: 57 (male: 37, female: 20)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 13 (male: 8, female: 5)
  • White: 22 (male: 17, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 40 (male: 26, female: 14)

Percent of 12th grade students retained
School:

7.5%
California:

16.7%

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

  • Hispanic37
  • Asian16
  • Black4
  • White61
  • Multirace16
  • IDEA2
Gifted and Talented Student Enrollment: 134 (male: 67, female: 67)
  • Hispanic: 37 (male: 23, female: 14)
  • Asian: 16 (male: 8, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 61 (male: 29, female: 32)
  • Two or More Races: 16 (male: 5, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

43.7
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

  • All61%
  • Males55%
  • Females67%
  • Black30%
  • Hispanic48%
  • White61%
  • Multirace63%
ELA students tested: 703
ELA students with scores: 703

Percentage Standard Met and Above:

61%
California:

49%

Standard Not Met: 16.1%
Standard Nearly Met: 22.6%
Standard Met: 35.6%
Standard Exceeded: 25.8%

11th Grade: (Mean Scale Score: 2605.2, Students tested: 703, Standard Not Met: 16.1%, Nearly Met: 22.6%, Met: 35.6%, Exceeded: 25.8%)
16.1%
22.6%
35.6%
25.8%

Quartz Hill High School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All21%
  • Males20%
  • Females23%
  • Black2%
  • Hispanic11%
  • White16%
Math students tested: 700
Math students with scores: 700

Percentage Standard Met and Above:

21%
California:

38%

Standard Not Met: 49.9%
Standard Nearly Met: 28.9%
Standard Met: 15.0%
Standard Exceeded: 6.3%

11th Grade: (Mean Scale Score: 2544.6, Students tested: 700, Standard Not Met: 49.9%, Nearly Met: 28.9%, Met: 15.0%, Exceeded: 6.3%)
49.9%
28.9%
15.0%
6.3%

Quartz Hill 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.

California Modified Assessment (CMA) - The CMA for science was administered to eligible students in grades five, eight, and ten. The CMA is a standards-based test for students with an individualized education program who meet the eligibility criteria adopted by the State Board of Education. The Elementary and Secondary Education Act called for a range of assessments appropriate to students' abilities. The CMA provides an appropriate assessment for a small percentage of students allowing them to demonstrate their knowledge of skills in the California academic content standards for science.

CST Science students tested: 743
CST Science students with scores: 736

Percentage At Or Above Proficient:

51%
California:

54%

Percentage Far Below Basic: 8.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 9.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 32.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 32.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 19.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 350.4, Students tested: 743, Far Below Basic: 8.0%, Below Basic: 9.0%, Basic: 32.0%, Proficient: 32.0%, Advanced: 19.0%)
8.0%
9.0%
32.0%
32.0%
19.0%
CMA Science students tested: 20
CMA Science students with scores: 20

Percentage At Or Above Proficient:

10%
California:

38%

Percentage Far Below Basic: 20.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 35.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 35.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 10.0% 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: 290.7, Students tested: 20, Far Below Basic: 20.0%, Below Basic: 35.0%, Basic: 35.0%, Proficient: 10.0%, Advanced: 0.0%)
20.0%
35.0%
35.0%
10.0%

California High School Exit Exam:
Show data for

(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.

Quartz Hill 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

  • All381
  • Asian417
  • Filipino398
  • Hispanic377
  • Black341
  • White388
Math Mean Scale Score:

381
California:

374
Math Percentage Passed:

81%
California:

68%
Math Number Tested: 906
Math Number Passed: 730

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

    74%
    California:

    69%
  • Number Sense:

    70%
    State:

    65%
  • Algebra & Functions:

    73%
    State:

    68%
  • Measurement & Geometry:

    69%
    California:

    64%
  • Algebra 1:

    61%
    State:

    58%

    ELA Mean Scale Score

  • All381
  • Asian409
  • Filipino395
  • Hispanic376
  • Black363
  • White392
ELA Mean Scale Score:

381
State:

370
ELA Percentage Passed:

80%
California:

68%
ELA Number Tested: 942
ELA Number Passed: 758

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

    83%
    California:

    76%
  • Reading - Reading Comprehension:

    76%
    State:

    71%
  • Reading - Literary Responses and Analysis:

    81%
    State:

    75%
  • Writing - Writing Strategies:

    71%
    State:

    64%
  • Writing - Writing Conventions:

    75%
    California:

    69%

The Physical Fitness Test:
Show data for
The Physical Fitness Test (PFT) for students in California schools is the FITNESSGRAM. The main goal of the test is to help students in starting life-long habits of regular physical activity.
Aerobic Capacity:
9th grade: (Students tested: 767, Needs Improvement - High Risk: 66.8%, Needs Improvement: 21.5%, Healthy Fitness Zone: 11.7%)
66.8%
21.5%
11.7%
Body Composition:
9th grade: (Students tested: 767, Needs Improvement - High Risk: 69.5%, Needs Improvement: 17.3%, Healthy Fitness Zone: 13.2%)
69.5%
17.3%
13.2%
Abdominal Strength:
9th grade: (Students tested: 767, Needs Improvement - High Risk: 93.9%, Needs Improvement: 6.1%, Healthy Fitness Zone: 0.0%)
93.9%
6.1%
Trunk Extension Strength:
9th grade: (Students tested: 767, Needs Improvement - High Risk: 96.0%, Needs Improvement: 4.0%, Healthy Fitness Zone: 0.0%)
96.0%
4.0%
Upper Body Strength:
9th grade: (Students tested: 767, Needs Improvement - High Risk: 81.4%, Needs Improvement: 18.6%, Healthy Fitness Zone: 0.0%)
81.4%
18.6%
Flexibility:
9th grade: (Students tested: 767, Needs Improvement - High Risk: 88.8%, Needs Improvement: 11.2%, Healthy Fitness Zone: 0.0%)
88.8%
11.2%

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).

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

All Grades:
Student Count: 96
Number of students who met CELDT criterion: 44

Students who met CELDT criterion:

46.0%
California:

34.0%
Grade 9:
Student Count: 29
Number of students who met CELDT criterion: 13

Students who met CELDT criterion:

45.0%
California:

33.0%
Listening Mean Scale Score:

560.1
State:

533.7
Reading Mean Scale Score:

569.1
State:

534.6
Speaking Mean Scale Score:

554.3
State:

515.1
Writing Mean Scale Score:

541.7
California:

513.2
Grade 10:
Student Count: 25
Number of students who met CELDT criterion: 12

Students who met CELDT criterion:

48.0%
California:

36.0%
Listening Mean Scale Score:

556.3
State:

556.8
Reading Mean Scale Score:

574.1
State:

555.2
Speaking Mean Scale Score:

546.5
State:

533.6
Writing Mean Scale Score:

554.7
California:

530.8
Grade 11:
Student Count: 32
Number of students who met CELDT criterion: 18

Students who met CELDT criterion:

56.0%
California:

45.0%
Listening Mean Scale Score:

614.5
California:

575.6
Reading Mean Scale Score:

601.1
California:

573.9
Speaking Mean Scale Score:

591.3
California:

550.8
Writing Mean Scale Score:

574.5
California:

544.5
Grade 12:
Student Count: 10
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

10.0%
State:

44.0%
Listening Mean Scale Score:

493.8
State:

564.9
Reading Mean Scale Score:

522.8
State:

567.0
Speaking Mean Scale Score:

485.9
California:

544.2
Writing Mean Scale Score:

498.3
California:

532.5

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).

Quartz Hill High School - Adequate Yearly Progress status


ELA Participation Rate
Here:

100.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic100
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White100
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 226 out of 226 enrolled)
  • American Indian / Alaska Native: 100% (tested 2 out of 2 enrolled)
  • Asian: 100% (tested 30 out of 30 enrolled)
  • Filipino: 100% (tested 13 out of 13 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 63 out of 63 enrolled)
  • White: 100% (tested 273 out of 273 enrolled)
  • Two or More Races: 100% (tested 34 out of 34 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 230 out of 230 enrolled)
  • English Learners: 100% (tested 17 out of 17 enrolled)
  • Students with Disabilities: 100% (tested 53 out of 53 enrolled)

Math Participation Rate
School:

100.0%
State:

96.1%

    Math Participation Rate

  • Hispanic100
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White100
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 226 out of 226 enrolled)
  • American Indian / Alaska Native: 100% (tested 2 out of 2 enrolled)
  • Asian: 100% (tested 30 out of 30 enrolled)
  • Filipino: 100% (tested 13 out of 13 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 63 out of 63 enrolled)
  • White: 100% (tested 273 out of 273 enrolled)
  • Two or More Races: 100% (tested 34 out of 34 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 230 out of 230 enrolled)
  • English Learners: 100% (tested 17 out of 17 enrolled)
  • Students with Disabilities: 100% (tested 53 out of 53 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.

Quartz Hill High School - ACT/SAT scores

Percent of graduates taking the ACT:

12.1%
State:

30.9%
ACT Composite scores greater or equal to 21:

59.3%
State:

48.7%
Number of graduates: 755
Number of graduates taking the ACT: 91

Average ACT composite score:

22.0
State:

19.8
Average ACT English score:

22.0
California:

19.6
Average ACT mathematics score:

22.0
California:

20.5
Average ACT reading score:

23.0
California:

20.5
Average ACT science score:

22.0
California:

19.9
Percent of graduates taking the SAT:

40.4%
California:

54.4%
SAT scores greater or equal to 1500:

45.6%
California:

36.3%
Number of graduates: 755
Number of graduates taking the SAT: 305

Average Total SAT Score:

1,487
State:

1,374
Average SAT mathematics score:

497
California:

464
Average SAT critical reading score:

502
California:

459
Average SAT writing score:

488
State:

451

    SAT or ACT Test Participation

  • Hispanic103
  • American Indian2
  • Asian55
  • Black49
  • White151
  • Multirace13
  • LEP2
  • IDEA7
SAT or ACT Test Participation: 373 (male: 166, female: 207)
  • Hispanic: 103 (male: 44, female: 59)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 55 (male: 32, female: 23)
  • Black: 49 (male: 20, female: 29)
  • White: 151 (male: 65, female: 86)
  • Two or More Races: 13 (male: 5, female: 8)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Advanced Placement:
Show data for

(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).

Quartz Hill High School - AP exams with scores at or above criteria

Number of students in Grades 11 and 12: 703
Number of students taking at least one AP exam: 532
Percent of students taking at least one AP exam:

75.0%
California:

94.1%
Number of AP exams with scores at or above 3: 577
Percent of AP exams with scores at or above 3:

46.9%
State:

46.6%

IB Diploma Programme:
Show data for
The International Baccalaureate (IB) Diploma Programme, sponsored by the International Baccalaureate Organization, is designed as an academically challenging and balanced program of education with final examinations that prepares students, usually aged 16 to 19, for success at university and life beyond.The Programme is typically taught over two years.IB Diploma Programme students study six courses at higher level or standard level.Students must choose one subject from each of groups 1 to 5, thus ensuring breadth of experience in languages, social studies, the experimental sciences and mathematics. The sixth subject may be an arts subject chosen from group 6, or the student may choose another subject from groups 1 to 5. Additionally, IB Diploma Programme students must meet three core requirements : the extended essay, the theory of knowledge course, and a creativity / action / service experience.

    IB Student Enrollment

  • Hispanic7
  • Asian31
  • Black7
  • White25
  • Multirace2
IB Student Enrollment: 72 (male: 43, female: 29)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 31 (male: 17, female: 14)
  • Black: 7 (male: 2, female: 5)
  • White: 25 (male: 17, female: 8)
  • Two or More Races: 2 (all male)

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.

Firearm or explosive device refers to any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage

Sexual assault is an incident that includes threatened rape, fondling, indecent liberties, or child molestation. Both male and female students can be victims of sexual assault. Classification of these incidents should take into consideration the age and developmentally appropriate behavior of the offender(s)

Robbery is taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or assault.

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 sexual assault (other than rape): 1

Incidents of robbery without a weapon: 2

Incidents of physical attack or fight without a weapon: 9

Incidents of threats of physical attack without a weapon: 60

Incidents of possession of a firearm or explosive device: 3


Total incidents per 1,000 students
School:

24.5
California:

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

  • Hispanic139
  • American Indian4
  • Asian13
  • Native Hawaiian2
  • Black37
  • White157
  • Multirace19
  • LEP16
  • IDEA85
  • 50413
Chronic Student Absenteeism: 371 (male: 191, female: 180)
  • Hispanic: 139 (male: 71, female: 68)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 13 (male: 5, female: 8)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 37 (male: 20, female: 17)
  • White: 157 (male: 83, female: 74)
  • Two or More Races: 19 (male: 8, female: 11)
  • Limited English Proficiency (LEP): 16 (male: 8, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 85 (male: 53, female: 32)
  • Section 504: 13 (male: 8, female: 5)
Chronic Student Absenteeism per 1,000 students
School:

121.1
State:

172.7

Restraint and Seclusion:
Show data for

(State average from 741 schools)
Mechanical restraint refers to the use of any device or equipment to restrict a student's freedom of movement. The term does not include devices implemented by trained school personnel, or utilized by a student that have been prescribed by an appropriate medical or related services professional and are used for the specific and approved purposes for which such devices were designed, such as:
  • Adaptive devices or mechanical supports used to achieve proper body position, balance, or alignment to allow greater freedom of mobility than would be possible without the use of such devices or mechanical supports;
  • Vehicle safety restraints when used as intended during the transport of a student in a moving vehicle;
  • Restraints for medical immobilization; or Orthopedically prescribed devices that permit a student to participate in activities without risk of harm.
Total Number of students with disabilities (IDEA) subjected to mechanical restraint: 2 (all male)
  • Black: 2

Students with disabilities (IDEA) subjected to mechanical restraint per 1,000 students
School:

0.7
State:

0.4

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

  • Hispanic326
  • American Indian8
  • Asian26
  • Native Hawaiian8
  • Black254
  • White195
  • Multirace83
  • LEP42
  • IDEA250
  • 50420
School days missed due to out-of-school suspension: 900 (male: 624, female: 276)
  • Hispanic: 326 (male: 220, female: 106)
  • American Indian / Alaska Native: 8 (all male)
  • Asian: 26 (male: 21, female: 5)
  • Native Hawaiian / Pacific Islander: 8 (all male)
  • Black: 254 (male: 167, female: 87)
  • White: 195 (male: 132, female: 63)
  • Two or More Races: 83 (male: 68, female: 15)
  • Limited English Proficiency (LEP): 42 (male: 34, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 250 (male: 200, female: 50)
  • Section 504: 20 (male: 15, female: 5)
Instances of out-of-school suspension (Students without disabilities): 169

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

55.2
California:

84.8

    Students without disabilities receiving one or more in-school suspension

  • Hispanic13
  • Black10
  • White7
  • Multirace4
  • LEP2
Students without disabilities receiving one or more in-school suspension: 34 (male: 26, female: 8)
  • Hispanic: 13 (male: 11, female: 2)
  • Black: 10 (male: 8, female: 2)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

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

  • Hispanic43
  • Asian2
  • Black16
  • White31
  • Multirace7
  • LEP4
Students without disabilities receiving only one out-of-school suspension: 99 (male: 67, female: 32)
  • Hispanic: 43 (male: 29, female: 14)
  • Asian: 2 (all male)
  • Black: 16 (male: 11, female: 5)
  • White: 31 (male: 20, female: 11)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

  • Hispanic7
  • American Indian2
  • Asian4
  • Black10
  • White4
  • Multirace4
  • LEP4
Students without disabilities receiving more than one out-of-school suspension: 31 (male: 18, female: 13)
  • Hispanic: 7 (male: 5, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 4 (male: 2, female: 2)
  • Black: 10 (male: 5, female: 5)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 69

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

22.5
State:

28.1
Instances of out-of-school suspension (Section 504 only): 4

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

1.3
State:

3.4

    Students with disabilities receiving one or more in-school suspension

  • Hispanic7
  • Native Hawaiian2
  • Black16
  • White5
  • Multirace2
Students with disabilities receiving one or more in-school suspension: 32 (male: 25, female: 7)
  • Hispanic: 7 (male: 5, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 16 (male: 11, female: 5)
  • White: 5 (all male)
  • Two or More Races: 2 (all male)

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

  • Hispanic13
  • Native Hawaiian2
  • Black10
  • White5
  • Multirace2
  • LEP2
  • 5044
Students with disabilities receiving only one out-of-school suspension: 32 (male: 25, female: 7)
  • Hispanic: 13 (male: 8, female: 5)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 10 (male: 8, female: 2)
  • White: 5 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 4 (male: 2, female: 2)

    Students with disabilities receiving more than one out-of-school suspension

  • Hispanic4
  • Black7
  • White2
  • Multirace2
  • LEP2
  • 5042
Students with disabilities receiving more than one out-of-school suspension: 15 (male: 11, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 2 (all male)

Expulsions:
Show data for

(State average from 1,805 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.

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.

Expulsion under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis

    Students without Disabilities who received an expulsion with educational services

  • Hispanic5
  • Black4
  • White2
  • Multirace2
Students without Disabilities who received an expulsion with educational services: 13 (male: 11, female: 2)
  • Hispanic: 5 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)

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

4.2
California:

10.5
Students without Disabilities who received an expulsion under zero tolerance policies: 6 (all male)
  • Hispanic: 2
  • White: 2
  • Two or More Races: 2

Students without Disabilities who received an expulsion under zero tolerance policies per 1,000 students
Here:

2.0
State:

2.6
Students with Disabilities who received an expulsion with educational services: 2 (all male)
  • Black: 2

Students with Disabilities who received an expulsion with educational services per 1,000 students
Quartz Hill High School:

0.7
California:

4.5

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: 36

    9-10th grade student enrollment in Algebra I

  • Hispanic241
  • American Indian2
  • Asian4
  • Black61
  • White199
  • Multirace37
  • LEP25
  • IDEA31
9-10th grade student enrollment in Algebra I: 544 (male: 297, female: 247)
  • Hispanic: 241 (male: 131, female: 110)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 4 (male: 2, female: 2)
  • Black: 61 (male: 32, female: 29)
  • White: 199 (male: 110, female: 89)
  • Two or More Races: 37 (male: 20, female: 17)
  • Limited English Proficiency (LEP): 25 (male: 14, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 17, female: 14)

    9-10th grade studenst who passed Algebra I

  • Hispanic191
  • Asian4
  • Black41
  • White173
  • Multirace23
  • LEP14
  • IDEA26
9-10th grade studenst who passed Algebra I: 432 (male: 220, female: 212)
  • Hispanic: 191 (male: 100, female: 91)
  • Asian: 4 (all female)
  • Black: 41 (male: 19, female: 22)
  • White: 173 (male: 91, female: 82)
  • Two or More Races: 23 (male: 10, female: 13)
  • Limited English Proficiency (LEP): 14 (male: 7, female: 7)
  • Individuals With Disabilities Education Act (IDEA): 26 (male: 13, female: 13)
Percent of 9-10th grade students who passed
Quartz Hill High School:

79.4%
California:

72.5%

    11-12th grade student enrollment in Algebra I

  • Hispanic7
  • Black2
  • White4
  • Multirace2
  • IDEA4
11-12th grade student enrollment in Algebra I: 15 (male: 9, female: 6)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
11-12th studenst who passed Algebra I: 4 (all male)
  • Hispanic: 4
Percent of 11-12th grade students who passed
Quartz Hill High School:

26.7%
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: 24

    Student Enrollment in Algebra II

  • Hispanic187
  • American Indian4
  • Asian13
  • Black43
  • White184
  • Multirace16
  • LEP10
  • IDEA10
Student Enrollment in Algebra II: 447 (male: 249, female: 198)
  • Hispanic: 187 (male: 104, female: 83)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 13 (male: 11, female: 2)
  • Black: 43 (male: 29, female: 14)
  • White: 184 (male: 95, female: 89)
  • Two or More Races: 16 (male: 8, female: 8)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)

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: 10

    Student Enrollment in Calculus

  • Hispanic85
  • Asian55
  • Black22
  • White130
  • Multirace13
  • IDEA2
Student Enrollment in Calculus: 305 (male: 139, female: 166)
  • Hispanic: 85 (male: 38, female: 47)
  • Asian: 55 (male: 26, female: 29)
  • Black: 22 (male: 8, female: 14)
  • White: 130 (male: 62, female: 68)
  • Two or More Races: 13 (male: 5, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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: 38

    Student Enrollment in Geometry

  • Hispanic244
  • American Indian4
  • Asian25
  • Native Hawaiian2
  • Black64
  • White241
  • Multirace55
  • LEP19
  • IDEA40
Student Enrollment in Geometry: 635 (male: 323, female: 312)
  • Hispanic: 244 (male: 125, female: 119)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 25 (male: 11, female: 14)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 64 (male: 32, female: 32)
  • White: 241 (male: 125, female: 116)
  • Two or More Races: 55 (male: 26, female: 29)
  • Limited English Proficiency (LEP): 19 (male: 11, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 40 (male: 29, female: 11)

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: 22

    Student Enrollment in Advanced Mathematics

  • Hispanic142
  • American Indian4
  • Asian58
  • Native Hawaiian2
  • Black37
  • White226
  • Multirace34
  • LEP4
  • IDEA10
Student Enrollment in Advanced Mathematics: 503 (male: 267, female: 236)
  • Hispanic: 142 (male: 83, female: 59)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 58 (male: 29, female: 29)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 37 (male: 17, female: 20)
  • White: 226 (male: 122, female: 104)
  • Two or More Races: 34 (male: 14, female: 20)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, 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: 37

    Student Enrollment in Biology

  • Hispanic388
  • American Indian2
  • Asian79
  • Native Hawaiian2
  • Black100
  • White394
  • Multirace67
  • LEP28
  • IDEA55
Student Enrollment in Biology: 1,032 (male: 536, female: 496)
  • Hispanic: 388 (male: 200, female: 188)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 79 (male: 44, female: 35)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 100 (male: 53, female: 47)
  • White: 394 (male: 206, female: 188)
  • Two or More Races: 67 (male: 29, female: 38)
  • Limited English Proficiency (LEP): 28 (male: 17, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 55 (male: 38, 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

    Student Enrollment in Chemistry

  • Hispanic268
  • American Indian4
  • Asian40
  • Native Hawaiian2
  • Black73
  • White283
  • Multirace49
  • LEP16
  • IDEA16
Student Enrollment in Chemistry: 719 (male: 365, female: 354)
  • Hispanic: 268 (male: 146, female: 122)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 40 (male: 17, female: 23)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 73 (male: 29, female: 44)
  • White: 283 (male: 143, female: 140)
  • Two or More Races: 49 (male: 26, female: 23)
  • Limited English Proficiency (LEP): 16 (male: 8, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 14, female: 2)

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: 2

    Student Enrollment in Physics

  • Hispanic16
  • Asian5
  • Black4
  • White31
  • Multirace4
  • LEP2
Student Enrollment in Physics: 60 (male: 40, female: 20)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 5 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 31 (male: 23, female: 8)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

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