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Vasquez High School in Acton, 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 47
Address
 33630 Red Rover Mine Rd.
Acton, CA 93510
Telephone
(661) 269-0451
(make sure to verify first before calling)
City-data.com school rating
47
Students
399
Classroom Teachers (FTE)
18.8
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
89
Reduced-price lunch
eligible students
13
School district
Acton-Agua Dulce Unified
Charter school
No
Title I status
Title I targeted assistance school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
High Desert (1.4 miles):

53
Community Collaborative Charter (1.9 miles):

49
Vasquez High School:

47
Meadowlark Elementary (2.3 miles):

46
Valiant Academy of Los Angeles (6.1 miles):

42
Inspire Charter School (3.3 miles):

40
Anaverde Hills (5.4 miles):

28
Cottonwood Elementary (7.3 miles):

28
SCALE Leadership Academy (1.9 miles):

10
Vasquez High School rating compared to average state, county and city schools ratings:
California:

46
Los Angeles County:

44
Acton:

41
Vasquez High School:

47

Students & Teachers


Total enrollment:
Enrollment in 2016: 399
Enrollment in 2015: 403
Enrollment in 2014: 436
Enrollment in 2013: 457
Enrollment in 2012: 513
Enrollment in 2011: 594
Enrollment in 2010: 609
Enrollment in 2009: 616
Enrollment in 2008: 525
Enrollment in 2007: 592
Enrollment in 2006: 562
Enrollment in 2005: 588
Enrollment in 2004: 552
Enrollment in 2003: 549
Enrollment in 2002: 514
Enrollment in 2001: 475
Enrollment in 2000: 480
Enrollment in 1999: 486

Vasquez High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG09G10G11G12Total
All students9610492107399
Female students45475154197
Male students51574153202
American Indian/Alaska Native students221 - 5
Asian students1 - 113
Hispanic students33422946150
Black students321 - 6
White students54565453217
Two or More Races students326718

Enrollment by grade:
9th grade enrollment: 96
10th grade enrollment: 104
11th grade enrollment: 92
12th grade enrollment: 107

Vasquez High School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 197 (49.4%)
Vasquez High School:

49.4%
State:

49.4%
Male enrollment: 202 (50.6%)
Here:

50.6%
State:

49.6%

Vasquez High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 5 (1.3%)
School:

1.3%
State:

1.0%
Asian enrollment: 3 (0.8%)
Vasquez High School:

0.8%
California:

9.4%
Hispanic enrollment: 150 (37.6%)
School:

37.6%
State:

46.0%
Black enrollment: 6 (1.5%)
Here:

1.5%
State:

6.1%
White enrollment: 217 (54.4%)
Here:

54.4%
State:

28.3%
Two or More Races enrollment: 18 (4.5%)
Here:

4.5%
State:

4.5%

Vasquez High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 102 (25.6%)
School:

25.6%
California:

61.2%
Free lunch eligible students: 89 (22.3%)
Here:

22.3%
State:

52.8%
Reduced-price lunch eligible students: 13 (3.3%)
Vasquez High School:

3.3%
California:

8.6%

Vasquez High School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 18.8

Number of FTE teachers in their first 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: 1
Number of FTE security guards: 1

Student/Teacher Ratio
Vasquez High School:

21.2
California:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $221,200
  • Full-time Equivalency Count of Teachers: 19 (Salary Expenditures: $221,200)
  • Full-time Equivalency Count of Instructional Aides: 7 (Salary Expenditures: $21,659)
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $66,071)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $100,808)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $1,473,850
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,753,800
  • Salary Expenditures for Teachers: $60,568
  • Full-time Equivalency Count of Instructional Aides: 7 (Salary Expenditures: $20,169)
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $66,174)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $100,808)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $900,671

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 10 (male: 8, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • 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: 31 (male: 23, female: 8)
  • Hispanic: 17 (male: 13, female: 4)
  • White: 14 (male: 10, female: 4)

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 (all female)
  • Hispanic: 2
  • White: 2

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

10.0
California:

93.6

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

  • All54%
  • Males50%
  • Females58%
  • Hispanic38%
ELA students tested: 93
ELA students with scores: 93

Percentage Standard Met and Above:

54%
California:

49%

Standard Not Met: 11.8%
Standard Nearly Met: 34.4%
Standard Met: 30.1%
Standard Exceeded: 23.7%

11th Grade: (Mean Scale Score: 2604.0, Students tested: 93, Standard Not Met: 11.8%, Nearly Met: 34.4%, Met: 30.1%, Exceeded: 23.7%)
11.8%
34.4%
30.1%
23.7%

Vasquez High School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All23%
  • Males30%
  • Females14%
  • Hispanic17%
Math students tested: 93
Math students with scores: 93

Percentage Standard Met and Above:

23%
California:

38%

Standard Not Met: 47.3%
Standard Nearly Met: 30.1%
Standard Met: 16.1%
Standard Exceeded: 6.5%

11th Grade: (Mean Scale Score: 2545.0, Students tested: 93, Standard Not Met: 47.3%, Nearly Met: 30.1%, Met: 16.1%, Exceeded: 6.5%)
47.3%
30.1%
16.1%
6.5%

Vasquez 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: 95
CST Science students with scores: 95

Percentage At Or Above Proficient:

37%
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: 21.0% 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: 22.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 15.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 336.5, Students tested: 95, Far Below Basic: 7.0%, Below Basic: 21.0%, Basic: 35.0%, Proficient: 22.0%, Advanced: 15.0%)
7.0%
21.0%
35.0%
22.0%
15.0%

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.

Vasquez High School - California High School Exit Exam results

2014-15 results for this school are based on 2 separate tests and combined using weighted average.

    Math Mean Scale Score

  • All349
  • Hispanic372
  • White387
Math Mean Scale Score:

349
California:

374
Math Percentage Passed:

83%
State:

68%
Math Number Tested: 94
Math Number Passed: 78

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

    69%
    State:

    69%
  • Number Sense:

    65%
    State:

    65%
  • Algebra & Functions:

    69%
    State:

    68%
  • Measurement & Geometry:

    68%
    State:

    64%
  • Algebra 1:

    54%
    State:

    58%

    ELA Mean Scale Score

  • All381
  • Hispanic382
  • White391
ELA Mean Scale Score:

381
California:

370
ELA Percentage Passed:

81%
State:

68%
ELA Number Tested: 103
ELA Number Passed: 83

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

    85%
    California:

    76%
  • Reading - Reading Comprehension:

    76%
    California:

    71%
  • Reading - Literary Responses and Analysis:

    81%
    California:

    75%
  • Writing - Writing Strategies:

    69%
    State:

    64%
  • Writing - Writing Conventions:

    75%
    State:

    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: 75, Needs Improvement - High Risk: 53.3%, Needs Improvement: 34.7%, Healthy Fitness Zone: 12.0%)
53.3%
34.7%
12.0%
Body Composition:
9th grade: (Students tested: 75, Needs Improvement - High Risk: 69.3%, Needs Improvement: 21.3%, Healthy Fitness Zone: 9.4%)
69.3%
21.3%
9.4%
Abdominal Strength:
9th grade: (Students tested: 75, Needs Improvement - High Risk: 96.0%, Needs Improvement: 4.0%, Healthy Fitness Zone: 0.0%)
96.0%
4.0%
Trunk Extension Strength:
9th grade: (Students tested: 75, Needs Improvement - High Risk: 98.7%, Needs Improvement: 1.3%, Healthy Fitness Zone: 0.0%)
98.7%
1.3%
Upper Body Strength:
9th grade: (Students tested: 75, Needs Improvement - High Risk: 89.3%, Needs Improvement: 10.7%, Healthy Fitness Zone: 0.0%)
89.3%
10.7%
Flexibility:
9th grade: (Students tested: 75, Needs Improvement - High Risk: 77.3%, Needs Improvement: 22.7%, Healthy Fitness Zone: 0.0%)
77.3%
22.7%

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).

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

All Grades:
Student Count: 24
Number of students who met CELDT criterion: 11

Students who met CELDT criterion:

46.0%
State:

34.0%
Grade 9:
Student Count: 7
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

14.0%
State:

33.0%
Listening Mean Scale Score:

556.6
California:

533.7
Reading Mean Scale Score:

518.0
California:

534.6
Speaking Mean Scale Score:

516.6
California:

515.1
Writing Mean Scale Score:

522.3
California:

513.2
Grade 11:
Student Count: 9
Number of students who met CELDT criterion: 7

Students who met CELDT criterion:

78.0%
California:

45.0%
Listening Mean Scale Score:

624.2
State:

575.6
Reading Mean Scale Score:

633.2
State:

573.9
Speaking Mean Scale Score:

582.2
California:

550.8
Writing Mean Scale Score:

594.0
California:

544.5
Grade 12:
Student Count: 5
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

40.0%
California:

44.0%
Listening Mean Scale Score:

594.6
State:

564.9
Reading Mean Scale Score:

559.4
California:

567.0
Speaking Mean Scale Score:

614.6
California:

544.2
Writing Mean Scale Score:

543.4
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).

Vasquez High School - Adequate Yearly Progress status


ELA Participation Rate
Here:

99.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic97
  • American Indian100
  • Filipino100
  • Black100
  • White100
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 97% (tested 28 out of 29 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Filipino: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 1 out of 1 enrolled)
  • White: 100% (tested 50 out of 50 enrolled)
  • Two or More Races: 100% (tested 6 out of 6 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 32 out of 32 enrolled)
  • English Learners: 100% (tested 7 out of 7 enrolled)
  • Students with Disabilities: 100% (tested 15 out of 15 enrolled)

Math Participation Rate
Vasquez High School:

98.0%
California:

96.1%

    Math Participation Rate

  • Hispanic94
  • American Indian100
  • Filipino100
  • Black100
  • White100
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 94% (tested 27 out of 29 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Filipino: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 1 out of 1 enrolled)
  • White: 100% (tested 50 out of 50 enrolled)
  • Two or More Races: 100% (tested 6 out of 6 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 32 out of 32 enrolled)
  • English Learners: 100% (tested 7 out of 7 enrolled)
  • Students with Disabilities: 100% (tested 15 out of 15 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.

Vasquez High School - ACT/SAT scores

Percent of graduates taking the ACT:

11.2%
State:

30.9%
ACT Composite scores greater or equal to 21:

0.0%
California:

48.7%
Number of graduates: 107
Number of graduates taking the ACT: 12

Percent of graduates taking the SAT:

24.3%
State:

54.4%
SAT scores greater or equal to 1500:

69.2%
California:

36.3%
Number of graduates: 107
Number of graduates taking the SAT: 26

Average Total SAT Score:

1,586
California:

1,374
Average SAT mathematics score:

510
California:

464
Average SAT critical reading score:

560
State:

459
Average SAT writing score:

516
California:

451

    SAT or ACT Test Participation

  • Hispanic4
  • Native Hawaiian2
  • White37
  • Multirace2
  • LEP2
  • IDEA2
SAT or ACT Test Participation: 45 (male: 16, female: 29)
  • Hispanic: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • White: 37 (male: 14, female: 23)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

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).

Vasquez High School - AP exams with scores at or above criteria

Number of students in Grades 11 and 12: 89
Number of students taking at least one AP exam: 63
Percent of students taking at least one AP exam:

70.0%
California:

94.1%
Number of AP exams with scores at or above 3: 34
Percent of AP exams with scores at or above 3:

34.3%
California:

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.

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 with a weapon: 1


Total incidents per 1,000 students
Here:

2.5
State:

60.8

Chronic Student Absenteeismt:
Show data for

(State average from 8,737 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.
Chronic Student Absenteeism: 32 (male: 13, female: 19)
  • Hispanic: 7 (male: 2, female: 5)
  • White: 25 (male: 11, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)
Chronic Student Absenteeism per 1,000 students
Vasquez High School:

80.2
State:

172.7

Suspensions:
Show data for

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

    School days missed due to out-of-school suspension

  • Hispanic10
  • White32
  • LEP1
  • IDEA2
School days missed due to out-of-school suspension: 42 (male: 27, female: 15)
  • Hispanic: 10 (male: 5, female: 5)
  • White: 32 (male: 22, female: 10)
  • Limited English Proficiency (LEP): 1 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
Instances of out-of-school suspension (Students without disabilities): 25

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

62.7
State:

84.8
Students without disabilities receiving only one out-of-school suspension: 26 (male: 16, female: 10)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 22 (male: 14, female: 8)
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2
  • Limited English Proficiency (LEP): 2
Instances of out-of-school suspension (Students with disabilities): 1

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

2.5
State:

28.1
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2

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: 2 (all male)
  • White: 2

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

5.0
California:

10.5

Transfers:
(State average from 692 schools)
Transfer to an alternative school for disciplinary reasons is a subset of expulsion with educational services. An alternative school is a public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside of the categories of regular education, special education, or vocational education.
Students without disabilities transferred to an alternative school for disciplinary reasons: 2 (all male)
  • White: 2

Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Vasquez High School:

5.0
State:

9.7

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: 3
Number of Algebra I classes taught by certified teachers: 3

    9-10th grade student enrollment in Algebra I

  • Hispanic22
  • White52
  • LEP4
  • IDEA4
9-10th grade student enrollment in Algebra I: 74 (male: 40, female: 34)
  • Hispanic: 22 (male: 8, female: 14)
  • White: 52 (male: 32, female: 20)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
9-10th grade studenst who passed Algebra I: 61 (male: 35, female: 26)
  • Hispanic: 14 (male: 7, female: 7)
  • White: 47 (male: 28, female: 19)
  • Individuals With Disabilities Education Act (IDEA): 4 (all male)
Percent of 9-10th grade students who passed
Vasquez High School:

82.4%
California:

72.5%

    11-12th grade student enrollment in Algebra I

  • Hispanic2
  • White2
  • LEP2
  • IDEA2
11-12th grade student enrollment in Algebra I: 4 (all female)
  • Hispanic: 2
  • White: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2
Percent of 11-12th grade students who passed
School:

0.0%
State:

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: 3
Number of Algebra II classes taught by certified teachers: 3

    Student Enrollment in Algebra II

  • Hispanic16
  • American Indian2
  • Black2
  • White34
  • IDEA2
Student Enrollment in Algebra II: 54 (male: 19, female: 35)
  • Hispanic: 16 (male: 8, female: 8)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 2 (all female)
  • White: 34 (male: 11, female: 23)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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: 1
Number of Calculus classes taught by certified teachers: 1

Student Enrollment in Calculus: 22 (male: 12, female: 10)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • White: 16 (male: 8, female: 8)

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: 4
Number of Geometry classes taught by certified teachers: 4

    Student Enrollment in Geometry

  • Hispanic31
  • American Indian2
  • Asian2
  • Black2
  • White40
Student Enrollment in Geometry: 77 (male: 35, female: 42)
  • Hispanic: 31 (male: 14, female: 17)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 40 (male: 17, female: 23)

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

    Student Enrollment in Advanced Mathematics

  • Hispanic10
  • Native Hawaiian2
  • White13
  • IDEA2
Student Enrollment in Advanced Mathematics: 25 (male: 13, female: 12)
  • Hispanic: 10 (male: 5, female: 5)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • White: 13 (male: 8, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

    Student Enrollment in Biology

  • Hispanic37
  • American Indian2
  • Asian2
  • Native Hawaiian2
  • Black4
  • White49
  • LEP8
Student Enrollment in Biology: 96 (male: 47, female: 49)
  • Hispanic: 37 (male: 17, female: 20)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 49 (male: 26, female: 23)
  • Limited English Proficiency (LEP): 8 (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: 3
Number of Chemistry classes taught by certified teachers: 3

    Student Enrollment in Chemistry

  • Hispanic25
  • American Indian2
  • Black4
  • White40
  • LEP7
Student Enrollment in Chemistry: 71 (male: 27, female: 44)
  • Hispanic: 25 (male: 11, female: 14)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 40 (male: 14, female: 26)
  • Limited English Proficiency (LEP): 7 (male: 5, 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: 1
Number of Physics classes taught by certified teachers: 1

    Student Enrollment in Physics

  • Hispanic13
  • Native Hawaiian2
  • White31
  • LEP2
Student Enrollment in Physics: 46 (male: 13, female: 33)
  • Hispanic: 13 (male: 5, female: 8)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • White: 31 (male: 8, female: 23)
  • Limited English Proficiency (LEP): 2 (all female)

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