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Miles W. Culwell Community Day School in Coalinga, CA
(07-12 • Public • Alternative School)

Address
 275 Cambridge Ave.
Coalinga, CA 93210
Telephone
(559) 935-7644
(make sure to verify first before calling)
Website
http://chusd.org
Students
5
Classroom Teachers (FTE)
1.0
National School Lunch
Program (NSLP) Status
No
School district
Coalinga-Huron 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

Students & Teachers


Total enrollment:
Enrollment in 2016: 5
Enrollment in 2015: 6
Enrollment in 2014: 3
Enrollment in 2013: 7
Enrollment in 2011: 7
Enrollment in 2010: 6
Enrollment in 2009: 6
Enrollment in 2008: 13
Enrollment in 2007: 11
Enrollment in 2006: 14
Enrollment in 2005: 17
Enrollment in 2004: 20
Enrollment in 2003: 10
Enrollment in 2002: 5

Miles W. Culwell Community Day School - Historical enrollment


Enrollment by grade:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG10G11G12Total
All students2215
Male students2215
Hispanic students2114
White students - 1 - 1

Enrollment by grade:
10th grade enrollment: 2
11th grade enrollment: 2
12th grade enrollment: 1

Miles W. Culwell Community Day School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Male enrollment: 5 (100.0%)
Miles W. Culwell Community Day School:

100.0%
State:

49.6%

Miles W. Culwell Community Day School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Hispanic enrollment: 4 (80.0%)
School:

80.0%
State:

46.0%
White enrollment: 1 (20.0%)
Here:

20.0%
State:

28.3%

Miles W. Culwell Community Day School - Historical enrollment by race/ethnicity


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 1

Number of FTE school counselors: 0.3
Number of FTE nurses: 0.3
Number of FTE psychologists: 0.3

Student/Teacher Ratio
Here:

5.0
State:

22.8

Miles W. Culwell Community Day School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $70,322
  • Full-time Equivalency Count of Teachers: 1 (Salary Expenditures: $70,322)
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $2,748)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $259
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $0
  • Salary Expenditures for Teachers: $70,322
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $2,748)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $259

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 2 (all male)
  • Hispanic: 2

Statewide Student Assessments


California English Language Development Test:
Show data for

(State average from 9,754 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).
All Grades:
Student Count: 6
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

50.0%
California:

34.0%
Grade 10:
Student Count: 4
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

50.0%
California:

41.0%
Listening Mean Scale Score:

651.0
California:

577.3
Reading Mean Scale Score:

553.5
State:

568.1
Speaking Mean Scale Score:

614.5
State:

558.0
Writing Mean Scale Score:

573.8
State:

561.0

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).

Miles W. Culwell Community Day School - Adequate Yearly Progress status

Met all AYP Criteria: Yes
Number of AYP criteria met: 2
Number of AYP criteria possible: 2
(Note: The criteria includes only the participation rate and additional indicators.)

Met ELA Participation Rate: Yes

ELA Participation Rate
Here:

100.0%
California:

95.2%

    ELA Participation Rate

  • Hispanic100
  • Black100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 7 out of 7 enrolled)
  • Black: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 7 out of 7 enrolled)
  • English Learners: 100% (tested 5 out of 5 enrolled)
  • Students with Disabilities: 100% (tested 1 out of 1 enrolled)
Met Math Participation Rate: Yes

Math Participation Rate
Miles W. Culwell Community Day School:

100.0%
California:

94.9%

    Math Participation Rate

  • Hispanic100
  • Black100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 7 out of 7 enrolled)
  • Black: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 7 out of 7 enrolled)
  • English Learners: 100% (tested 5 out of 5 enrolled)
  • Students with Disabilities: 100% (tested 1 out of 1 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.

    SAT or ACT Test Participation

  • Hispanic19
  • American Indian2
  • Black2
  • White2
  • LEP10
  • IDEA4
SAT or ACT Test Participation: 25 (male: 20, female: 5)
  • Hispanic: 19 (male: 14, female: 5)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Health & Safety


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: 20 (all male)
  • Hispanic: 13
  • White: 7
  • Limited English Proficiency (LEP): 12
Instances of out-of-school suspension (Students without disabilities): 14

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Miles W. Culwell Community Day School:

2,800.0
California:

84.8
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2
Students without disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Limited English Proficiency (LEP): 2

Classes & Courses


Algebra I:
Show data for

(State average from 490 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.
7-8th grade student enrollment in Algebra I: 4
  • Hispanic: 4

    7-8th grade studenst who passed Algebra I

  • Hispanic2
  • American Indian2
  • Asian2
  • Native Hawaiian2
  • Black2
  • White2
  • Multirace2
  • LEP2
  • IDEA2
7-8th grade studenst who passed Algebra I: 2
  • Hispanic: 2
  • American Indian / Alaska Native: 2
  • Asian: 2
  • Native Hawaiian / Pacific Islander: 2
  • Black: 2
  • White: 2
  • Two or More Races: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2
Percent of 7-8th grade students who passed
Miles W. Culwell Community Day School:

50.0%
State:

81.0%

    9-10th grade student enrollment in Algebra I

  • Hispanic5
  • White2
  • LEP5
  • IDEA2
9-10th grade student enrollment in Algebra I: 7
  • Hispanic: 5
  • White: 2
  • Limited English Proficiency (LEP): 5
  • Individuals With Disabilities Education Act (IDEA): 2

    9-10th grade studenst who passed Algebra I

  • Hispanic4
  • American Indian2
  • Asian2
  • Native Hawaiian2
  • Black2
  • White2
  • Multirace2
  • LEP4
  • IDEA2
9-10th grade studenst who passed Algebra I: 4
  • Hispanic: 4
  • American Indian / Alaska Native: 2
  • Asian: 2
  • Native Hawaiian / Pacific Islander: 2
  • Black: 2
  • White: 2
  • Two or More Races: 2
  • Limited English Proficiency (LEP): 4
  • Individuals With Disabilities Education Act (IDEA): 2
Percent of 9-10th grade students who passed
Miles W. Culwell Community Day School:

57.1%
California:

82.0%
11-12th grade student enrollment in Algebra I: 4
  • Hispanic: 2
  • American Indian / Alaska Native: 2
  • Limited English Proficiency (LEP): 2

    11-12th studenst who passed Algebra I

  • Hispanic2
  • American Indian2
  • Asian2
  • Native Hawaiian2
  • Black2
  • White2
  • Multirace2
  • LEP2
  • IDEA2
11-12th studenst who passed Algebra I: 2
  • Hispanic: 2
  • American Indian / Alaska Native: 2
  • Asian: 2
  • Native Hawaiian / Pacific Islander: 2
  • Black: 2
  • White: 2
  • Two or More Races: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2
Percent of 11-12th grade students who passed
Miles W. Culwell Community Day School:

50.0%
California:

73.9%

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: 1


Student Enrollment in Geometry: 7
  • Hispanic: 7

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