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Richland Continuation High School in Orange, CA
(11-12 • 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 18
Address
 615 N. Lemon St.
Orange, CA 92867
Telephone
(714) 997-6167
(make sure to verify first before calling)
Website
http://www.orangeusd.k12.ca.us/schools/special/richland/index.asp
City-data.com school rating
18
Students
308
Classroom Teachers (FTE)
20.6
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
176
Reduced-price lunch
eligible students
14
School district
Orange Unified
Charter school
No
Title I status
Title I targeted assistance eligible school-No program
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Palmyra Elementary (1.2 miles):

44
West Orange Elementary (1.0 miles):

42
Orange High (0.4 miles):

37
Portola Middle (0.9 miles):

31
Yorba Middle (0.8 miles):

30
Sycamore Elementary (0.8 miles):

29
California Elementary (1.0 miles):

21
Cambridge Elementary (0.7 miles):

19
Richland Continuation High School:

18
Richland Continuation High School rating compared to average state, county and city schools ratings:
California:

46
Orange County:

61
Orange:

41
Richland Continuation High School:

18

Students & Teachers


Total enrollment:
Enrollment in 2016: 308
Enrollment in 2015: 284
Enrollment in 2014: 295
Enrollment in 2013: 357
Enrollment in 2012: 341
Enrollment in 2011: 367
Enrollment in 2010: 338
Enrollment in 2009: 385
Enrollment in 2008: 354
Enrollment in 2007: 333
Enrollment in 2006: 373
Enrollment in 2005: 411
Enrollment in 2004: 488
Enrollment in 2003: 338
Enrollment in 2002: 395
Enrollment in 2001: 270
Enrollment in 2000: 285
Enrollment in 1999: 556

Richland Continuation High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG10G11G12Total
All students3139166308
Female students15158110
Male students288108198
American Indian/Alaska Native students - - 11
Asian students - 246
Hispanic students - 120139259
Black students - 213
White students2121832
Hawaiian Native/Pacific Islander students - - 11
Two or More Races students1326

Enrollment by grade:
10th grade enrollment: 3
11th grade enrollment: 139
12th grade enrollment: 166

Richland Continuation High School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 110 (35.7%)
Here:

35.7%
State:

49.4%
Male enrollment: 198 (64.3%)
Here:

64.3%
State:

49.6%

Richland Continuation High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 1 (0.3%)
Here:

0.3%
California:

1.0%
Asian enrollment: 6 (1.9%)
Here:

1.9%
California:

9.4%
Hispanic enrollment: 259 (84.1%)
Richland Continuation High School:

84.1%
California:

46.0%
Black enrollment: 3 (1.0%)
Richland Continuation High School:

1.0%
California:

6.1%
White enrollment: 32 (10.4%)
School:

10.4%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.3%)
Richland Continuation High School:

0.3%
State:

0.6%
Two or More Races enrollment: 6 (1.9%)
Richland Continuation High School:

1.9%
State:

4.5%

Richland Continuation High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 190 (61.7%)
Richland Continuation High School:

61.7%
California:

61.2%
Free lunch eligible students: 176 (57.1%)
Richland Continuation High School:

57.1%
State:

52.8%
Reduced-price lunch eligible students: 14 (4.5%)
Here:

4.5%
California:

8.6%

Richland Continuation High School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 20.6

Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 1.4
Number of FTE teachers who were absent more than 10 school days during the school years: 6
Number of FTE security guards: 1.9
Number of FTE nurses: 0.2
Number of FTE psychologists: 1

Student/Teacher Ratio
School:

14.9
California:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,426,039
  • Full-time Equivalency Count of Teachers: 18 (Salary Expenditures: $990,253)
  • Full-time Equivalency Count of Support Services Staff: 2.3 (Salary Expenditures: $139,987)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $289,171)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $31,879

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic85
  • Asian2
  • Native Hawaiian2
  • IDEA10
Students Enrolled in LEP Programs: 89 (male: 52, female: 37)
  • Hispanic: 85 (male: 50, female: 35)
  • Asian: 2 (all female)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)

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: 22 (male: 14, female: 8)
  • Hispanic: 14 (male: 10, female: 4)
  • White: 8 (male: 4, female: 4)
  • Limited English Proficiency (LEP): 8 (male: 4, female: 4)
Students with disabilities served under Section 504: 6 (all male)
  • Hispanic: 2
  • Asian: 2
  • Black: 2

Retention:
Show data for

(State average from 682 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 12th grade: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 12th grade students retained
Here:

1.2%
California:

16.5%

Gifted and Talented:
Show data for

(State average from 5,551 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.
Gifted and Talented Student Enrollment: 6 (male: 2, female: 4)
  • Hispanic: 2 (all female)
  • Asian: 4 (male: 2, female: 2)

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

19.5
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

  • All7%
  • Males8%
  • Females6%
  • Hispanic7%
ELA students tested: 145
ELA students with scores: 145

Percentage Standard Met and Above:

7%
State:

49%

Standard Not Met: 59.3%
Standard Nearly Met: 33.8%
Standard Met: 5.5%
Standard Exceeded: 1.4%

11th Grade: (Mean Scale Score: 2467.5, Students tested: 145, Standard Not Met: 59.3%, Nearly Met: 33.8%, Met: 5.5%, Exceeded: 1.4%)
59.3%
33.8%
5.5%
1.4%

Richland Continuation High School - ELA Area Achievement Levels (all grades)

Math students tested: 132
Math students with scores: 132

Percentage Standard Met and Above:

0%
State:

38%

Standard Not Met: 97.0%
Standard Nearly Met: 3.0%
Standard Met: 0.0%
Standard Exceeded: 0.0%

11th Grade: (Mean Scale Score: 2420.1, Students tested: 132, Standard Not Met: 97.0%, Nearly Met: 3.0%, Met: 0.0%, Exceeded: 0.0%)
97.0%
3.0%

Richland Continuation High School - Math Area Achievement Levels (all grades)


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.

Richland Continuation High School - California High School Exit Exam results

2014-15 results for this school are based on 3 separate tests and combined using weighted average.

    Math Mean Scale Score

  • All333
  • Hispanic332
  • White341
Math Mean Scale Score:

333
California:

374
Math Percentage Passed:

20%
California:

68%
Math Number Tested: 201
Math Number Passed: 40

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

    50%
    California:

    69%
  • Number Sense:

    45%
    State:

    65%
  • Algebra & Functions:

    43%
    State:

    68%
  • Measurement & Geometry:

    39%
    State:

    64%
  • Algebra 1:

    30%
    California:

    58%

    ELA Mean Scale Score

  • All334
  • Hispanic331
  • White366
ELA Mean Scale Score:

334
State:

370
ELA Percentage Passed:

24%
State:

68%
ELA Number Tested: 186
ELA Number Passed: 44

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

    61%
    State:

    76%
  • Reading - Reading Comprehension:

    51%
    State:

    71%
  • Reading - Literary Responses and Analysis:

    57%
    California:

    75%
  • Writing - Writing Strategies:

    45%
    California:

    64%
  • Writing - Writing Conventions:

    50%
    California:

    69%

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).

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

All Grades:
Student Count: 75
Number of students who met CELDT criterion: 49

Students who met CELDT criterion:

65.0%
California:

34.0%
Grade 11:
Student Count: 34
Number of students who met CELDT criterion: 18

Students who met CELDT criterion:

53.0%
State:

45.0%
Listening Mean Scale Score:

612.6
California:

575.6
Reading Mean Scale Score:

568.2
California:

573.9
Speaking Mean Scale Score:

590.4
California:

550.8
Writing Mean Scale Score:

552.7
California:

544.5
Grade 12:
Student Count: 40
Number of students who met CELDT criterion: 31

Students who met CELDT criterion:

78.0%
California:

44.0%
Listening Mean Scale Score:

643.9
State:

564.9
Reading Mean Scale Score:

630.3
State:

567.0
Speaking Mean Scale Score:

647.0
California:

544.2
Writing Mean Scale Score:

591.2
State:

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).

Richland Continuation High School - Adequate Yearly Progress status


ELA Participation Rate
Richland Continuation High School:

94.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic93
  • Asian100
  • Filipino100
  • Black100
  • White100
  • Multirace100
  • SED93
  • LEP96
  • With Disabilities85
  • Hispanic: 93% (tested 111 out of 119 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • Filipino: 100% (tested 3 out of 3 enrolled)
  • Black: 100% (tested 2 out of 2 enrolled)
  • White: 100% (tested 16 out of 16 enrolled)
  • Two or More Races: 100% (tested 4 out of 4 enrolled)
  • Socioeconomic Disadvantaged: 93% (tested 107 out of 115 enrolled)
  • English Learners: 96% (tested 44 out of 46 enrolled)
  • Students with Disabilities: 85% (tested 11 out of 13 enrolled)

Math Participation Rate
Richland Continuation High School:

94.0%
California:

96.1%

    Math Participation Rate

  • Hispanic93
  • Asian100
  • Filipino100
  • Black100
  • White100
  • Multirace100
  • SED94
  • LEP96
  • With Disabilities93
  • Hispanic: 93% (tested 111 out of 119 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • Filipino: 100% (tested 3 out of 3 enrolled)
  • Black: 100% (tested 2 out of 2 enrolled)
  • White: 100% (tested 16 out of 16 enrolled)
  • Two or More Races: 100% (tested 4 out of 4 enrolled)
  • Socioeconomic Disadvantaged: 94% (tested 108 out of 115 enrolled)
  • English Learners: 96% (tested 44 out of 46 enrolled)
  • Students with Disabilities: 93% (tested 12 out of 13 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.
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: 5


Total incidents per 1,000 students
Richland Continuation High School:

16.2
State:

60.8

Referrals and Arrests:
Show data for

(State average from 2,295 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 4 (all male)
  • Hispanic: 2
  • Two or More Races: 2

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

13.0
California:

21.3

Chronic Student Absenteeismt:
Show data for

(State average from 8,737 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic106
  • Asian2
  • Black2
  • White16
  • Multirace4
  • LEP37
  • IDEA19
  • 5042
Chronic Student Absenteeism: 130 (male: 82, female: 48)
  • Hispanic: 106 (male: 68, female: 38)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 16 (male: 8, female: 8)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 37 (male: 23, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 14, female: 5)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
School:

422.1
State:

172.7

Suspensions:
Show data for

(State average from 1,406 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.

    School days missed due to out-of-school suspension

  • Hispanic218
  • Black1
  • White29
  • Multirace8
  • LEP77
  • IDEA46
  • 5048
School days missed due to out-of-school suspension: 256 (male: 176, female: 80)
  • Hispanic: 218 (male: 147, female: 71)
  • Black: 1 (all female)
  • White: 29 (male: 23, female: 6)
  • Two or More Races: 8 (male: 6, female: 2)
  • Limited English Proficiency (LEP): 77 (male: 46, female: 31)
  • Individuals With Disabilities Education Act (IDEA): 46 (male: 33, female: 13)
  • Section 504: 8 (all male)
Instances of out-of-school suspension (Students without disabilities): 96

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

311.7
California:

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

  • Hispanic40
  • Black2
  • White7
  • Multirace4
  • LEP13
Students without disabilities receiving only one out-of-school suspension: 53 (male: 30, female: 23)
  • Hispanic: 40 (male: 23, female: 17)
  • Black: 2 (all female)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 13 (male: 5, female: 8)
Students without disabilities receiving more than one out-of-school suspension: 18 (male: 16, female: 2)
  • Hispanic: 16 (male: 14, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 5 (all male)
Instances of out-of-school suspension (Students with disabilities): 25

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

81.2
California:

28.1
Instances of out-of-school suspension (Section 504 only): 3

Instances of out-of-school suspension per 1,000 students (Section 504 only)
Here:

9.7
State:

3.4
Students with disabilities receiving only one out-of-school suspension: 11 (male: 7, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

  • Hispanic7
  • White2
  • LEP4
  • 5042
Students with disabilities receiving more than one out-of-school suspension: 9 (male: 7, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • 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.

    Students without Disabilities who received an expulsion with educational services

  • Hispanic2
  • Asian2
  • White2
  • LEP2
Students without Disabilities who received an expulsion with educational services: 6 (all male)
  • Hispanic: 2
  • Asian: 2
  • White: 2
  • Limited English Proficiency (LEP): 2

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

19.5
State:

11.3

Classes & Courses


Algebra I:
Show data for

(State average from 744 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: 1

    11-12th grade student enrollment in Algebra I

  • Hispanic49
  • White4
  • Multirace2
  • LEP19
  • IDEA2
11-12th grade student enrollment in Algebra I: 55 (male: 34, female: 21)
  • Hispanic: 49 (male: 32, female: 17)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 19 (male: 11, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
11-12th studenst who passed Algebra I: 38 (male: 25, female: 13)
  • Hispanic: 38 (male: 25, female: 13)
  • Limited English Proficiency (LEP): 14 (male: 7, female: 7)
Percent of 11-12th grade students who passed
Here:

69.1%
State:

62.0%

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