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Street Academy (Alternative) School in Oakland, 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 13
Address
 417 29th St.
Oakland, CA 94609
Telephone
(510) 874-3630
(make sure to verify first before calling)
City-data.com school rating
13
Students
113
Classroom Teachers (FTE)
6.2
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
80
School district
Oakland Unified
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:
Oakland School for the Arts (0.8 miles):

80
Envision Academy for Arts & Technology (0.9 miles):

31
Oakland Military Institute College Preparatory Academy (0.9 miles):

30
Street Academy (Alternative) School:

13
McClymonds High (0.7 miles):

9
Westlake Middle (0.4 miles):

8
Hoover Elementary (0.6 miles):

3
Lafayette Elementary (0.9 miles):

1
Oakland International High (1.1 miles):

1
Street Academy (Alternative) School rating compared to average state, county and city schools ratings:
California:

46
Alameda County:

51
Oakland:

31
Street Academy (Alternative):

13

Students & Teachers


Total enrollment:
Enrollment in 2016: 113
Enrollment in 2015: 110
Enrollment in 2014: 88
Enrollment in 2013: 103
Enrollment in 2011: 122
Enrollment in 2010: 127
Enrollment in 2009: 132
Enrollment in 2008: 141
Enrollment in 2007: 123
Enrollment in 2006: 154
Enrollment in 2005: 146
Enrollment in 2004: 163
Enrollment in 2003: 150
Enrollment in 2002: 182
Enrollment in 2001: 150
Enrollment in 2000: 166
Enrollment in 1999: 150

Street Academy (Alternative) School - Historical enrollment


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

GradeG09G10G11G12Total
All students21323624113
Female students1017121352
Male students1115241161
Asian students1 - 5 - 6
Hispanic students111151138
Black students821241164
White students - - 213
Two or More Races students1 - - 12

Enrollment by grade:
9th grade enrollment: 21
10th grade enrollment: 32
11th grade enrollment: 36
12th grade enrollment: 24

Street Academy (Alternative) School - Historical enrollment by grade


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

Female enrollment: 52 (46.0%)
Street Academy (Alternative) School:

46.0%
State:

49.4%
Male enrollment: 61 (54.0%)
Street Academy (Alternative) School:

54.0%
California:

49.6%

Street Academy (Alternative) School - Historical enrollment by gender


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

Asian enrollment: 6 (5.3%)
School:

5.3%
State:

9.4%
Hispanic enrollment: 38 (33.6%)
Street Academy (Alternative) School:

33.6%
California:

46.0%
Black enrollment: 64 (56.6%)
School:

56.6%
California:

6.1%
White enrollment: 3 (2.7%)
Street Academy (Alternative) School:

2.7%
State:

28.3%
Two or More Races enrollment: 2 (1.8%)
Street Academy (Alternative) School:

1.8%
State:

4.5%

Street Academy (Alternative) School - Historical enrollment by race/ethnicity


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

Free/reduced-price lunch eligible students: 80 (70.8%)
Here:

70.8%
California:

61.2%
Free lunch eligible students: 80 (70.8%)
Here:

70.8%
California:

52.8%
Reduced-price lunch eligible students: 0 (0.0%)
Here:

0.0%
State:

8.6%

Street Academy (Alternative) School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 6.2

Number of FTE teachers in their first year of teaching: 2
Number of FTE school counselors: 1
Number of FTE psychologists: 1

Student/Teacher Ratio
School:

18.2
State:

22.8

School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $577,408
  • Full-time Equivalency Count of Teachers: 7.6 (Salary Expenditures: $348,716)
  • Full-time Equivalency Count of Support Services Staff: 8 (Salary Expenditures: $135,367)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $93,325)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $6,446

Limited English Proficiency:
Show data for

Students Enrolled in LEP Programs: 18 (male: 10, female: 8)
  • Hispanic: 13 (male: 5, female: 8)
  • Asian: 5 (all male)
  • 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: 11 (male: 7, female: 4)
  • Hispanic: 4 (all female)
  • Black: 7 (all male)


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: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)

Gifted and Talented Student Enrollment per 1,000 students
Street Academy (Alternative) School:

35.4
State:

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

  • All19%
  • Males8%
  • Females26%
  • Black18%
ELA students tested: 31
ELA students with scores: 31

Percentage Standard Met and Above:

19%
State:

49%

Standard Not Met: 67.7%
Standard Nearly Met: 12.9%
Standard Met: 16.1%
Standard Exceeded: 3.2%

11th Grade: (Mean Scale Score: 2461.5, Students tested: 31, Standard Not Met: 67.7%, Nearly Met: 12.9%, Met: 16.1%, Exceeded: 3.2%)
67.7%
12.9%
16.1%
3.2%

Street Academy (Alternative) School - ELA Area Achievement Levels (all grades)


Math students tested: 31
Math students with scores: 31

Percentage Standard Met and Above:

0%
State:

38%

Standard Not Met: 90.3%
Standard Nearly Met: 9.7%
Standard Met: 0.0%
Standard Exceeded: 0.0%

11th Grade: (Mean Scale Score: 2436.8, Students tested: 31, Standard Not Met: 90.3%, Nearly Met: 9.7%, Met: 0.0%, Exceeded: 0.0%)
90.3%
9.7%

Street Academy (Alternative) 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: 32
CST Science students with scores: 31

Percentage At Or Above Proficient:

13%
State:

54%

Percentage Far Below Basic: 10.0% 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: 42.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 13.0% 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: 305.2, Students tested: 32, Far Below Basic: 10.0%, Below Basic: 35.0%, Basic: 42.0%, Proficient: 13.0%, Advanced: 0.0%)
10.0%
35.0%
42.0%
13.0%

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.

Street Academy (Alternative) 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:

340
California:

374
Math Percentage Passed:

28%
California:

68%
Math Number Tested: 69
Math Number Passed: 19

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

    52%
    State:

    69%
  • Number Sense:

    49%
    State:

    65%
  • Algebra & Functions:

    51%
    California:

    68%
  • Measurement & Geometry:

    41%
    State:

    64%
  • Algebra 1:

    38%
    State:

    58%

ELA Mean Scale Score:

344
California:

370
ELA Percentage Passed:

35%
California:

68%
ELA Number Tested: 62
ELA Number Passed: 22

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

    67%
    State:

    76%
  • Reading - Reading Comprehension:

    59%
    California:

    71%
  • Reading - Literary Responses and Analysis:

    61%
    California:

    75%
  • Writing - Writing Strategies:

    50%
    State:

    64%
  • Writing - Writing Conventions:

    56%
    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: 17, Needs Improvement - High Risk: 0.0%, Needs Improvement: 100.0%, Healthy Fitness Zone: 0.0%)
100.0%


Body Composition:
9th grade: (Students tested: 17, Needs Improvement - High Risk: 52.9%, Needs Improvement: 41.2%, Healthy Fitness Zone: 5.9%)
52.9%
41.2%
5.9%


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


Trunk Extension Strength:
9th grade: (Students tested: 17, Needs Improvement - High Risk: 70.6%, Needs Improvement: 29.4%, Healthy Fitness Zone: 0.0%)
70.6%
29.4%


Upper Body Strength:
9th grade: (Students tested: 17, Needs Improvement - High Risk: 29.4%, Needs Improvement: 70.6%, Healthy Fitness Zone: 0.0%)
29.4%
70.6%


Flexibility:
9th grade: (Students tested: 17, Needs Improvement - High Risk: 41.2%, Needs Improvement: 58.8%, Healthy Fitness Zone: 0.0%)
41.2%
58.8%


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).

Street Academy (Alternative) School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 21
Number of students who met CELDT criterion: 5

Students who met CELDT criterion:

24.0%
State:

34.0%

Grade 9:
Student Count: 9
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

22.0%
California:

33.0%
Listening Mean Scale Score:

550.3
State:

533.7
Reading Mean Scale Score:

568.4
California:

534.6
Speaking Mean Scale Score:

523.3
State:

515.1
Writing Mean Scale Score:

581.3
State:

513.2

Grade 10:
Student Count: 5
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

60.0%
State:

36.0%
Listening Mean Scale Score:

628.6
State:

556.8
Reading Mean Scale Score:

626.2
State:

555.2
Speaking Mean Scale Score:

602.2
California:

533.6
Writing Mean Scale Score:

573.2
California:

530.8

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).

Street Academy (Alternative) School - Adequate Yearly Progress status


ELA Participation Rate
Here:

96.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic100
  • Asian100
  • Black92
  • White100
  • SED97
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 9 out of 9 enrolled)
  • Asian: 100% (tested 5 out of 5 enrolled)
  • Black: 92% (tested 23 out of 25 enrolled)
  • White: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 97% (tested 28 out of 29 enrolled)
  • English Learners: 100% (tested 10 out of 10 enrolled)
  • Students with Disabilities: 100% (tested 10 out of 10 enrolled)


Math Participation Rate
Here:

96.0%
California:

96.1%

    Math Participation Rate

  • Hispanic100
  • Asian100
  • Black92
  • White100
  • SED97
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 9 out of 9 enrolled)
  • Asian: 100% (tested 5 out of 5 enrolled)
  • Black: 92% (tested 23 out of 25 enrolled)
  • White: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 97% (tested 28 out of 29 enrolled)
  • English Learners: 100% (tested 10 out of 10 enrolled)
  • Students with Disabilities: 100% (tested 10 out of 10 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.

Street Academy (Alternative) School - ACT/SAT scores

    SAT or ACT Test Participation

  • Hispanic5
  • Asian5
  • Black10
  • White2
  • LEP7
  • IDEA4
SAT or ACT Test Participation: 22 (male: 12, female: 10)
  • Hispanic: 5 (all female)
  • Asian: 5 (all male)
  • Black: 10 (male: 5, female: 5)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Health & Safety


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

  • Hispanic19
  • Black37
  • LEP4
  • IDEA7
Chronic Student Absenteeism: 56 (male: 28, female: 28)
  • Hispanic: 19 (male: 8, female: 11)
  • Black: 37 (male: 20, female: 17)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)
Chronic Student Absenteeism per 1,000 students
Here:

495.6
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).

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

  • Hispanic4
  • Asian2
  • Black13
  • Multirace2
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 21 (male: 10, female: 11)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all female)
  • Black: 13 (male: 8, female: 5)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)

Students without disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)

Students with disabilities receiving more than one out-of-school suspension: 2 (all female)
  • Black: 2

Classes & Courses


Algebra I:
Show data for

(State average from 1,182 schools)

Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
Number of Algebra I classes: 2

    9-10th grade student enrollment in Algebra I

  • Hispanic7
  • Asian2
  • Black4
  • LEP4
9-10th grade student enrollment in Algebra I: 13 (male: 6, female: 7)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
9-10th grade studenst who passed Algebra I: 11 (male: 4, female: 7)
  • Hispanic: 11 (male: 4, female: 7)
  • Limited English Proficiency (LEP): 4 (all male)
Percent of 9-10th grade students who passed
Street Academy (Alternative) School:

84.6%
California:

72.5%


Algebra II:
Show data for

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

    Student Enrollment in Algebra II

  • Hispanic5
  • Asian2
  • Black7
  • White2
  • LEP4
  • IDEA4
Student Enrollment in Algebra II: 16 (male: 9, female: 7)
  • Hispanic: 5 (all female)
  • Asian: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Geometry:
Show data for

Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
Number of Geometry classes: 2

    Student Enrollment in Geometry

  • Hispanic13
  • Black31
  • White2
  • LEP7
  • IDEA4
Student Enrollment in Geometry: 46 (male: 27, female: 19)
  • Hispanic: 13 (male: 5, female: 8)
  • Black: 31 (male: 20, female: 11)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Advanced Mathematics:
Show data for

Advanced mathematics (college-preparatory) courses cover the following topics: trigonometry, trigonometry/algebra, trigonometry / analytic geometry, trigonometry / math analysis, analytic geometry, math analysis, math analysis / analytic geometry, probability and statistics, and precalculus
Number of Advanced Mathematics classes: 1


    Student Enrollment in Advanced Mathematics

  • Hispanic2
  • Asian2
  • Black2
  • LEP2
Student Enrollment in Advanced Mathematics: 6 (male: 2, female: 4)
  • Hispanic: 2 (all female)
  • Asian: 2 (all female)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)

Biology:
Show data for

Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 1

    Student Enrollment in Biology

  • Hispanic7
  • Black13
  • LEP4
  • IDEA2
Student Enrollment in Biology: 20 (male: 10, female: 10)
  • Hispanic: 7 (male: 2, female: 5)
  • Black: 13 (male: 8, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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: 2


    Student Enrollment in Chemistry

  • Hispanic7
  • American Indian4
  • Black10
  • Multirace4
  • LEP7
  • IDEA4
Student Enrollment in Chemistry: 25 (male: 14, female: 11)
  • Hispanic: 7 (male: 5, female: 2)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Black: 10 (male: 5, female: 5)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, 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

  • Hispanic7
  • American Indian2
  • Asian2
  • Black10
  • White2
  • Multirace2
  • LEP2
Student Enrollment in Physics: 25 (male: 11, female: 14)
  • Hispanic: 7 (male: 2, female: 5)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all female)
  • Black: 10 (male: 5, female: 5)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)

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