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Renaissance High For The Arts School in Long Beach, CA
(09-12 • Public • Alternative School)

City-data.com school rating (using weighted test average as compared to other schools in California) from 0 (worst) to 100 (best) is 64
Address
 1400 E. 20th St.
Long Beach, CA 90806
Telephone
(562) 901-0168
(make sure to verify first before calling)
City-data.com school rating
64
Students
452
Classroom Teachers (FTE)
17.1
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
218
Reduced-price lunch
eligible students
45
School district
Long Beach Unified
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
Yes
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Renaissance High For The Arts School:

64
Polytechnic High (0.8 miles):

59
Chavez Elementary (0.8 miles):

39
Stevenson Elementary (0.4 miles):

33
Roosevelt Elementary (0.7 miles):

33
Jenny Oropeza Elementary (0.1 miles):

24
Washington Middle (0.6 miles):

24
Edison Elementary (0.6 miles):

20
Franklin Classical Middle (0.7 miles):

20
Renaissance High For The Arts School rating compared to average state, county and city schools ratings:
California:

46
Los Angeles County:

44
Long Beach:

47
Renaissance High For The Arts:

64

Students & Teachers


Total enrollment:
Enrollment in 2016: 452
Enrollment in 2015: 490
Enrollment in 2014: 500
Enrollment in 2013: 494
Enrollment in 2012: 487
Enrollment in 2011: 501
Enrollment in 2010: 472
Enrollment in 2009: 486
Enrollment in 2008: 476
Enrollment in 2007: 510
Enrollment in 2006: 497
Enrollment in 2005: 526
Enrollment in 2004: 535
Enrollment in 2003: 482
Enrollment in 2002: 416

Renaissance High For The Arts School - Historical enrollment


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

GradeG09G10G11G12Total
All students123103114112452
Female students91788287338
Male students32253225114
American Indian/Alaska Native students11 - - 2
Asian students12871037
Hispanic students59414454198
Black students27344032133
White students1813211466
Hawaiian Native/Pacific Islander students21115
Two or More Races students451111

Enrollment by grade:
9th grade enrollment: 123
10th grade enrollment: 103
11th grade enrollment: 114
12th grade enrollment: 112

Renaissance High For The Arts School - Historical enrollment by grade


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

Female enrollment: 338 (74.8%)
School:

74.8%
California:

49.4%
Male enrollment: 114 (25.2%)
School:

25.2%
State:

49.6%

Renaissance High For The Arts School - Historical enrollment by gender


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

American Indian/Alaska Native enrollment: 2 (0.4%)
Renaissance High For The Arts School:

0.4%
California:

1.0%
Asian enrollment: 37 (8.2%)
School:

8.2%
California:

9.4%
Hispanic enrollment: 198 (43.8%)
Renaissance High For The Arts School:

43.8%
California:

46.0%
Black enrollment: 133 (29.4%)
School:

29.4%
California:

6.1%
White enrollment: 66 (14.6%)
Renaissance High For The Arts School:

14.6%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 5 (1.1%)
Renaissance High For The Arts School:

1.1%
State:

0.6%
Two or More Races enrollment: 11 (2.4%)
Renaissance High For The Arts School:

2.4%
California:

4.5%

Renaissance High For The Arts School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 263 (58.2%)
Renaissance High For The Arts School:

58.2%
California:

61.2%
Free lunch eligible students: 218 (48.2%)
Here:

48.2%
State:

52.8%
Reduced-price lunch eligible students: 45 (10.0%)
Renaissance High For The Arts School:

10.0%
California:

8.6%

Renaissance High For The Arts School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 17.1

Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 9
Number of FTE sworn law enforcement officers: 0.3
Number of FTE security guards: 2.1
Number of FTE nurses: 0.2

Student/Teacher Ratio
School:

26.4
California:

22.8

Renaissance High For The Arts School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,670,753
  • Full-time Equivalency Count of Teachers: 17 (Salary Expenditures: $1,359,296)
  • Full-time Equivalency Count of Instructional Aides: 2.2 (Salary Expenditures: $90,135)
  • Full-time Equivalency Count of Support Services Staff: 1.2 (Salary Expenditures: $120,317)
  • Full-time Equivalency Count of School Administration Staff: 12.5 (Salary Expenditures: $713,589)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $276,328
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $988,295
  • Salary Expenditures for Teachers: $1,424,080
  • Full-time Equivalency Count of Instructional Aides: 3.9 (Salary Expenditures: $154,390)
  • Full-time Equivalency Count of Support Services Staff: 1.2 (Salary Expenditures: $120,317)
  • Full-time Equivalency Count of School Administration Staff: 14.1 (Salary Expenditures: $713,589)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $278,746

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic5
  • Asian2
  • White2
  • IDEA2
Students Enrolled in LEP Programs: 9 (male: 2, female: 7)
  • Hispanic: 5 (all female)
  • Asian: 2 (all male)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

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: 16 (male: 8, female: 8)
  • Black: 8 (male: 4, female: 4)
  • White: 8 (male: 4, female: 4)

Students with disabilities served under Section 504: 18 (male: 6, female: 12)
  • Hispanic: 7 (male: 2, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 2, female: 5)

Retention:
Show data for

(State average from 384 schools)

A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 9th grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

Percent of 9th grade students retained
Here:

3.3%
State:

20.8%

    Total number of students retained in 10th grade

  • Hispanic2
  • White2
  • Multirace2
  • LEP2
Total number of students retained in 10th grade: 6 (male: 2, female: 4)
  • Hispanic: 2 (all female)
  • White: 2 (all male)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)

Percent of 10th grade students retained
Renaissance High For The Arts School:

5.8%
California:

25.4%

Total number of students retained in 11th grade: 8 (male: 6, female: 2)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)

Percent of 11th grade students retained
Here:

7.0%
California:

16.0%


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

  • Hispanic28
  • Asian7
  • Black16
  • White16
  • Multirace2
  • IDEA2
Gifted and Talented Student Enrollment: 69 (male: 14, female: 55)
  • Hispanic: 28 (male: 5, female: 23)
  • Asian: 7 (male: 2, female: 5)
  • Black: 16 (male: 2, female: 14)
  • White: 16 (male: 5, female: 11)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

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

152.7
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

  • All68%
  • Males41%
  • Females78%
  • Black57%
  • Hispanic56%
ELA students tested: 77
ELA students with scores: 77

Percentage Standard Met and Above:

68%
California:

49%

Standard Not Met: 3.9%
Standard Nearly Met: 28.6%
Standard Met: 36.4%
Standard Exceeded: 31.2%

11th Grade: (Mean Scale Score: 2636.9, Students tested: 77, Standard Not Met: 3.9%, Nearly Met: 28.6%, Met: 36.4%, Exceeded: 31.2%)
3.9%
28.6%
36.4%
31.2%

Renaissance High For The Arts School - ELA Area Achievement Levels (all grades)


    Math Standard Met and Above

  • All20%
  • Males23%
  • Females19%
  • Black10%
  • Hispanic21%
Math students tested: 76
Math students with scores: 76

Percentage Standard Met and Above:

20%
California:

38%

Standard Not Met: 44.7%
Standard Nearly Met: 35.5%
Standard Met: 13.2%
Standard Exceeded: 6.6%

11th Grade: (Mean Scale Score: 2550.8, Students tested: 76, Standard Not Met: 44.7%, Nearly Met: 35.5%, Met: 13.2%, Exceeded: 6.6%)
44.7%
35.5%
13.2%
6.6%

Renaissance High For The Arts 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: 95
CST Science students with scores: 89

Percentage At Or Above Proficient:

33%
State:

54%

Percentage Far Below Basic: 7.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 12.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 48.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 24.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 9.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 333.8, Students tested: 95, Far Below Basic: 7.0%, Below Basic: 12.0%, Basic: 48.0%, Proficient: 24.0%, Advanced: 9.0%)
7.0%
12.0%
48.0%
24.0%
9.0%

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.

Renaissance High For The Arts School - California High School Exit Exam results

    Math Mean Scale Score

  • All384
  • Hispanic384
  • Black373
  • White399
Math Mean Scale Score:

384
State:

374
Math Percentage Passed:

92%
State:

68%
Math Number Tested: 119
Math Number Passed: 109

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

    78%
    California:

    69%
  • Number Sense:

    71%
    State:

    65%
  • Algebra & Functions:

    78%
    State:

    68%
  • Measurement & Geometry:

    70%
    State:

    64%
  • Algebra 1:

    67%
    State:

    58%

    ELA Mean Scale Score

  • All397
  • Hispanic395
  • Black391
  • White412
ELA Mean Scale Score:

397
California:

370
ELA Percentage Passed:

97%
State:

68%
ELA Number Tested: 118
ELA Number Passed: 114

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

    89%
    State:

    76%
  • Reading - Reading Comprehension:

    86%
    California:

    71%
  • Reading - Literary Responses and Analysis:

    86%
    California:

    75%
  • Writing - Writing Strategies:

    76%
    California:

    64%
  • Writing - Writing Conventions:

    80%
    California:

    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: 112, Needs Improvement - High Risk: 58.0%, Needs Improvement: 28.6%, Healthy Fitness Zone: 13.4%)
58.0%
28.6%
13.4%


Body Composition:
9th grade: (Students tested: 112, Needs Improvement - High Risk: 70.5%, Needs Improvement: 12.5%, Healthy Fitness Zone: 17.0%)
70.5%
12.5%
17.0%


Abdominal Strength:
9th grade: (Students tested: 112, Needs Improvement - High Risk: 55.4%, Needs Improvement: 44.6%, Healthy Fitness Zone: 0.0%)
55.4%
44.6%


Trunk Extension Strength:
9th grade: (Students tested: 112, Needs Improvement - High Risk: 96.4%, Needs Improvement: 3.6%, Healthy Fitness Zone: 0.0%)
96.4%
3.6%


Upper Body Strength:
9th grade: (Students tested: 112, Needs Improvement - High Risk: 73.2%, Needs Improvement: 26.8%, Healthy Fitness Zone: 0.0%)
73.2%
26.8%


Flexibility:
9th grade: (Students tested: 112, Needs Improvement - High Risk: 92.9%, Needs Improvement: 7.1%, Healthy Fitness Zone: 0.0%)
92.9%
7.1%


California English Language Development Test:
(State average from 9,932 schools)

Students in kindergarten through grade twelve whose home language is not English are required by law to take an English skills test. In California, the test is called the California English Language Development Test (CELDT).

Renaissance High For The Arts School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 9
Number of students who met CELDT criterion: 5

Students who met CELDT criterion:

56.0%
State:

34.0%

Grade 9:
Student Count: 6
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

67.0%
State:

33.0%
Listening Mean Scale Score:

590.2
State:

533.7
Reading Mean Scale Score:

584.0
State:

534.6
Speaking Mean Scale Score:

566.8
State:

515.1
Writing Mean Scale Score:

539.2
California:

513.2

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).

Renaissance High For The Arts School - Adequate Yearly Progress status


ELA Participation Rate
School:

100.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic100
  • Asian100
  • Filipino100
  • Black100
  • White100
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 42 out of 42 enrolled)
  • Asian: 100% (tested 5 out of 5 enrolled)
  • Filipino: 100% (tested 2 out of 2 enrolled)
  • Black: 100% (tested 35 out of 35 enrolled)
  • White: 100% (tested 19 out of 19 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 58 out of 58 enrolled)
  • English Learners: 100% (tested 5 out of 5 enrolled)
  • Students with Disabilities: 100% (tested 6 out of 6 enrolled)


Math Participation Rate
School:

100.0%
State:

96.1%

    Math Participation Rate

  • Hispanic100
  • Asian100
  • Filipino100
  • Black100
  • White100
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 42 out of 42 enrolled)
  • Asian: 100% (tested 5 out of 5 enrolled)
  • Filipino: 100% (tested 2 out of 2 enrolled)
  • Black: 100% (tested 35 out of 35 enrolled)
  • White: 100% (tested 19 out of 19 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 58 out of 58 enrolled)
  • English Learners: 100% (tested 5 out of 5 enrolled)
  • Students with Disabilities: 100% (tested 6 out of 6 enrolled)


SAT/ACT:
(State average from 9,846 schools)

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

Renaissance High For The Arts School - ACT/SAT scores

Percent of graduates taking the SAT:

67.9%
California:

54.4%
SAT scores greater or equal to 1500:

36.8%
State:

36.3%
Number of graduates: 112
Number of graduates taking the SAT: 76

Average Total SAT Score:

1,440
California:

1,374
Average SAT mathematics score:

465
State:

464
Average SAT critical reading score:

489
California:

459
Average SAT writing score:

486
State:

451

    SAT or ACT Test Participation

  • Hispanic61
  • Asian13
  • Native Hawaiian2
  • Black34
  • White22
  • Multirace2
  • IDEA7
SAT or ACT Test Participation: 134 (male: 35, female: 99)
  • Hispanic: 61 (male: 11, female: 50)
  • Asian: 13 (male: 5, female: 8)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 34 (male: 8, female: 26)
  • White: 22 (male: 11, female: 11)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Advanced Placement:
(State average from 1,204 schools)

Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001. Statistics are based on test results of the Standardized Testing and Reporting (STAR) Program, the California High School Exit Examination (CAHSEE), and the California Alternate Performance Assessment (CAPA).

Renaissance High For The Arts School - AP exams with scores at or above criteria

Number of students in Grades 11 and 12: 104
Number of students taking at least one AP exam: 136
Percent of students taking at least one AP exam:

130.0%
California:

94.1%
Number of AP exams with scores at or above 3: 65
Percent of AP exams with scores at or above 3:

30.2%
State:

46.6%

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.

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 robbery without a weapon: 2

Incidents of threats of physical attack without a weapon: 2


Total incidents per 1,000 students
Here:

8.8
State:

60.8

Harassment & Bullying:
Show data for

(State average from 2,337 schools)

An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of disability constitutes disability harassment.
Allegations of harassment or bullying on the basis of disability: 1
Allegations of harassment or bullying on the basis of disability per 1,000 students
Renaissance High For The Arts School:

2.2
California:

1.1

Students disciplined for bullying or harassment on the basis of disability: 2 (all female)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2



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

  • Hispanic52
  • Asian7
  • Native Hawaiian2
  • Black22
  • White19
  • Multirace2
  • LEP2
  • IDEA7
  • 5042
Chronic Student Absenteeism: 104 (male: 22, female: 82)
  • Hispanic: 52 (male: 11, female: 41)
  • Asian: 7 (male: 2, female: 5)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 22 (male: 2, female: 20)
  • White: 19 (male: 5, female: 14)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)
  • Section 504: 2 (all female)
Chronic Student Absenteeism per 1,000 students
Renaissance High For The Arts School:

230.1
California:

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

  • Hispanic13
  • Asian3
  • Black6
  • White17
  • LEP3
  • IDEA11
School days missed due to out-of-school suspension: 39 (male: 10, female: 29)
  • Hispanic: 13 (all female)
  • Asian: 3 (all female)
  • Black: 6 (male: 1, female: 5)
  • White: 17 (male: 9, female: 8)
  • Limited English Proficiency (LEP): 3 (all female)
  • Individuals With Disabilities Education Act (IDEA): 11 (all female)

Instances of out-of-school suspension (Students without disabilities): 10

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Renaissance High For The Arts School:

22.1
State:

84.8
Students without disabilities receiving one or more in-school suspension: 2 (all male)
  • Hispanic: 2

Students without disabilities receiving only one out-of-school suspension: 8 (male: 2, female: 6)
  • Hispanic: 2 (all female)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)

Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2

Instances of out-of-school suspension (Students with disabilities): 4

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

8.8
California:

28.1

Students with disabilities receiving only one out-of-school suspension: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Students with disabilities receiving more than one out-of-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: 5
Number of Algebra I classes taught by certified teachers: 5


    9-10th grade student enrollment in Algebra I

  • Hispanic55
  • American Indian2
  • Asian7
  • Native Hawaiian2
  • Black28
  • White13
  • Multirace7
  • LEP7
  • IDEA7
9-10th grade student enrollment in Algebra I: 114 (male: 27, female: 87)
  • Hispanic: 55 (male: 11, female: 44)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 7 (male: 2, female: 5)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 28 (male: 8, female: 20)
  • White: 13 (male: 2, female: 11)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)

    9-10th grade studenst who passed Algebra I

  • Hispanic29
  • Asian8
  • Black14
  • White7
  • Multirace4
9-10th grade studenst who passed Algebra I: 62 (male: 15, female: 47)
  • Hispanic: 29 (male: 7, female: 22)
  • Asian: 8 (male: 4, female: 4)
  • Black: 14 (male: 4, female: 10)
  • White: 7 (all female)
  • Two or More Races: 4 (all female)
Percent of 9-10th grade students who passed
Renaissance High For The Arts School:

54.4%
State:

72.5%

11-12th grade student enrollment in Algebra I: 2 (all female)
  • Hispanic: 2
Percent of 11-12th grade students who passed
Here:

0.0%
California:

62.0%


Algebra II:
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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: 4
Number of Algebra II classes taught by certified teachers: 4

    Student Enrollment in Algebra II

  • Hispanic46
  • Asian7
  • Black28
  • White16
  • Multirace2
  • IDEA4
Student Enrollment in Algebra II: 99 (male: 26, female: 73)
  • Hispanic: 46 (male: 11, female: 35)
  • Asian: 7 (male: 2, female: 5)
  • Black: 28 (male: 5, female: 23)
  • White: 16 (male: 8, female: 8)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Geometry:
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Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
Number of Geometry classes: 4
Number of Geometry classes taught by certified teachers: 4

    Student Enrollment in Geometry

  • Hispanic43
  • American Indian2
  • Asian10
  • Native Hawaiian4
  • Black40
  • White13
  • Multirace2
  • LEP2
  • IDEA7
Student Enrollment in Geometry: 114 (male: 30, female: 84)
  • Hispanic: 43 (male: 11, female: 32)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 10 (male: 2, female: 8)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 40 (male: 8, female: 32)
  • White: 13 (male: 5, female: 8)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Advanced Mathematics:
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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: 3
Number of Advanced Mathematics classes taught by certified teachers: 3

    Student Enrollment in Advanced Mathematics

  • Hispanic7
  • Asian7
  • Black4
  • White4
Student Enrollment in Advanced Mathematics: 22 (male: 8, female: 14)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 7 (male: 2, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Biology:
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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: 5
Number of Biology classes taught by certified teachers: 5

    Student Enrollment in Biology

  • Hispanic67
  • American Indian2
  • Asian13
  • Native Hawaiian4
  • Black25
  • White19
  • Multirace5
  • LEP4
  • IDEA7
Student Enrollment in Biology: 135 (male: 34, female: 101)
  • Hispanic: 67 (male: 17, female: 50)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 13 (male: 5, female: 8)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 25 (male: 5, female: 20)
  • White: 19 (male: 5, female: 14)
  • Two or More Races: 5 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)

Chemistry:
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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: 3
Number of Chemistry classes taught by certified teachers: 3

    Student Enrollment in Chemistry

  • Hispanic43
  • Asian4
  • Black43
  • White13
  • Multirace2
  • IDEA7
Student Enrollment in Chemistry: 105 (male: 32, female: 73)
  • Hispanic: 43 (male: 11, female: 32)
  • Asian: 4 (male: 2, female: 2)
  • Black: 43 (male: 11, female: 32)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Physics:
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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

  • Hispanic10
  • Asian4
  • Black5
  • White7
Student Enrollment in Physics: 26 (male: 6, female: 20)
  • Hispanic: 10 (male: 2, female: 8)
  • Asian: 4 (male: 2, female: 2)
  • Black: 5 (all female)
  • White: 7 (male: 2, female: 5)

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