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Whitcomb Continuation High School in Glendora, 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 10
Address
 350 W. Mauna Loa Ave.
Glendora, CA 91740
Telephone
(626) 852-4550
(make sure to verify first before calling)
City-data.com school rating
10
Students
56
Classroom Teachers (FTE)
9.5
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
28
Reduced-price lunch
eligible students
3
School district
Glendora 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:
La Fetra Elementary (1.2 miles):

76
Washington Elementary (0.7 miles):

75
Sandburg Middle (1.2 miles):

75
Stanton Elementary (0.6 miles):

59
W. R. Powell Elementary (1.1 miles):

35
Magnolia Elementary (1.3 miles):

26
Gladstone Street Elementary (1.3 miles):

24
Sierra High (0.8 miles):

17
Whitcomb Continuation High School:

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

46
Los Angeles County:

44
Glendora:

63
Whitcomb Continuation High School:

10

Students & Teachers


Total enrollment:
Enrollment in 2016: 56
Enrollment in 2015: 75
Enrollment in 2014: 108
Enrollment in 2013: 89
Enrollment in 2012: 88
Enrollment in 2011: 89
Enrollment in 2010: 90
Enrollment in 2009: 113
Enrollment in 2008: 97
Enrollment in 2007: 105
Enrollment in 2006: 99
Enrollment in 2005: 90
Enrollment in 2004: 98
Enrollment in 2003: 116
Enrollment in 2002: 85
Enrollment in 2001: 83
Enrollment in 2000: 69
Enrollment in 1999: 79

Whitcomb Continuation High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG10G11G12Total
All students1223356
Female students151117
Male students - 172239
Hispanic students - 141832
White students181423
Two or More Races students - - 11

Enrollment by grade:
10th grade enrollment: 1
11th grade enrollment: 22
12th grade enrollment: 33

Whitcomb Continuation High School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 17 (30.4%)
Whitcomb Continuation High School:

30.4%
California:

49.4%
Male enrollment: 39 (69.6%)
Here:

69.6%
California:

49.6%

Whitcomb Continuation High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Hispanic enrollment: 32 (57.1%)
Here:

57.1%
California:

46.0%
White enrollment: 23 (41.1%)
School:

41.1%
California:

28.3%
Two or More Races enrollment: 1 (1.8%)
School:

1.8%
California:

4.5%

Whitcomb Continuation High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 31 (55.4%)
Whitcomb Continuation High School:

55.4%
California:

61.2%
Free lunch eligible students: 28 (50.0%)
School:

50.0%
California:

52.8%
Reduced-price lunch eligible students: 3 (5.4%)
School:

5.4%
State:

8.6%

Whitcomb Continuation High School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 9.5

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 sworn law enforcement officers: 0.2
Number of FTE nurses: 0.1
Number of FTE psychologists: 0.2

Student/Teacher Ratio
School:

5.9
California:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $964,354
  • Full-time Equivalency Count of Teachers: 8 (Salary Expenditures: $608,267)
  • Full-time Equivalency Count of Instructional Aides: 1.7 (Salary Expenditures: $38,418)
  • Full-time Equivalency Count of Support Services Staff: 2.5 (Salary Expenditures: $105,060)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $159,452)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $47,058
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $302,930
  • Salary Expenditures for Teachers: $608,267
  • Full-time Equivalency Count of Instructional Aides: 1.7 (Salary Expenditures: $38,418)
  • Full-time Equivalency Count of Support Services Staff: 2.5 (Salary Expenditures: $105,060)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $159,452)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $50,428

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 7 (all male)
  • Hispanic: 5
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

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: 8 (all male)
  • Hispanic: 4
  • White: 4
Students with disabilities served under Section 504: 2 (all male)
  • Hispanic: 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: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 12th grade students retained
Whitcomb Continuation High School:

18.2%
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: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

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

71.4
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

  • All23%
  • Males24%
  • Hispanic36%
ELA students tested: 26
ELA students with scores: 26

Percentage Standard Met and Above:

23%
State:

49%

Standard Not Met: 34.6%
Standard Nearly Met: 42.3%
Standard Met: 19.2%
Standard Exceeded: 3.9%

11th Grade: (Mean Scale Score: 2518.4, Students tested: 26, Standard Not Met: 34.6%, Nearly Met: 42.3%, Met: 19.2%, Exceeded: 3.9%)
34.6%
42.3%
19.2%
3.9%

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

Math students tested: 25
Math students with scores: 25

Percentage Standard Met and Above:

0%
California:

38%

Standard Not Met: 88.0%
Standard Nearly Met: 12.0%
Standard Met: 0.0%
Standard Exceeded: 0.0%

11th Grade: (Mean Scale Score: 2430.0, Students tested: 25, Standard Not Met: 88.0%, Nearly Met: 12.0%, Met: 0.0%, Exceeded: 0.0%)
88.0%
12.0%

Whitcomb 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.

Whitcomb Continuation High School - California High School Exit Exam results

Math Mean Scale Score:

346
State:

374
Math Percentage Passed:

62%
State:

68%
Math Number Tested: 13
Math Number Passed: 8

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

    60%
    California:

    69%
  • Number Sense:

    60%
    State:

    65%
  • Algebra & Functions:

    51%
    State:

    68%
  • Measurement & Geometry:

    49%
    State:

    64%
  • Algebra 1:

    35%
    State:

    58%

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).

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

All Grades:
Student Count: 4
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

25.0%
California:

34.0%

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).

Whitcomb Continuation High School - Adequate Yearly Progress status


ELA Participation Rate
School:

98.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic96
  • Black100
  • White100
  • SED96
  • LEP100
  • With Disabilities100
  • Hispanic: 96% (tested 20 out of 21 enrolled)
  • Black: 100% (tested 1 out of 1 enrolled)
  • White: 100% (tested 12 out of 12 enrolled)
  • Socioeconomic Disadvantaged: 96% (tested 22 out of 23 enrolled)
  • English Learners: 100% (tested 3 out of 3 enrolled)
  • Students with Disabilities: 100% (tested 3 out of 3 enrolled)

Math Participation Rate
Whitcomb Continuation High School:

98.0%
State:

96.1%

    Math Participation Rate

  • Hispanic96
  • Black100
  • White100
  • SED96
  • LEP100
  • With Disabilities100
  • Hispanic: 96% (tested 20 out of 21 enrolled)
  • Black: 100% (tested 1 out of 1 enrolled)
  • White: 100% (tested 12 out of 12 enrolled)
  • Socioeconomic Disadvantaged: 96% (tested 22 out of 23 enrolled)
  • English Learners: 100% (tested 3 out of 3 enrolled)
  • Students with Disabilities: 100% (tested 3 out of 3 enrolled)

Health & Safety


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

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

71.4
State:

21.3
Students without disabilities who received a school-related arrest: 2 (all female)
  • White: 2

Students without disabilities who received a school-related arrest per 1,000 students
Here:

35.7
California:

3.7

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

  • Hispanic31
  • Asian2
  • White25
  • Multirace2
  • LEP5
  • IDEA5
Chronic Student Absenteeism: 60 (male: 41, female: 19)
  • Hispanic: 31 (male: 17, female: 14)
  • Asian: 2 (all male)
  • White: 25 (male: 20, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 5 (all male)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)
Chronic Student Absenteeism per 1,000 students
Whitcomb Continuation High School:

1,071.4
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

  • Hispanic42
  • White46
  • LEP6
  • IDEA5
  • 5042
School days missed due to out-of-school suspension: 88 (male: 68, female: 20)
  • Hispanic: 42 (male: 32, female: 10)
  • White: 46 (male: 36, female: 10)
  • Limited English Proficiency (LEP): 6 (all male)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)
  • Section 504: 2 (all male)
Instances of out-of-school suspension (Students without disabilities): 22

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

392.9
California:

84.8
Students without 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): 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
Instances of out-of-school suspension (Students with disabilities): 2

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

35.7
California:

28.1
Instances of out-of-school suspension (Section 504 only): 1

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

17.9
State:

3.4
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • 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: 1
Number of Algebra I classes taught by certified teachers: 1

11-12th grade student enrollment in Algebra I: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • White: 2 (all male)
Percent of 11-12th grade students who passed
Whitcomb Continuation High School:

0.0%
California:

62.0%

Algebra II:
Show data for
Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 2
Number of Algebra II classes taught by certified teachers: 2

Student Enrollment in Algebra II: 20 (male: 13, female: 7)
  • Hispanic: 13 (male: 8, female: 5)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

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


    Student Enrollment in Geometry

  • Hispanic19
  • Native Hawaiian2
  • White7
  • LEP7
Student Enrollment in Geometry: 28 (male: 21, female: 7)
  • Hispanic: 19 (male: 14, female: 5)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

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

Student Enrollment in Biology: 12 (male: 10, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 5 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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