Jump to a detailed profile or search site with Google Custom Search


Design Science Early College High School in Fresno, 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 81
Address
 2004 E. Cambridge Ave.
Fresno, CA 93703
Telephone
(559) 248-7353
(make sure to verify first before calling)
City-data.com school rating
81
Students
232
Classroom Teachers (FTE)
8.0
National School Lunch
Program (NSLP) Status
Yes, under Community Eligibility Option (CEO)
Free lunch eligible students
102
Reduced-price lunch
eligible students
70
School district
Fresno Unified
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
Yes
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Design Science Early College High School:

81
Phillip J Patino School of Entrepreneurship (0.0 miles):

48
Webster Elementary (1.1 miles):

25
Susan B. Anthony Elementary (1.0 miles):

21
Birney Elementary (0.9 miles):

19
Crescent View South Charter (0.7 miles):

15
J. E. Young Academic Center (1.1 miles):

13
Crescent View West Charter (0.7 miles):

10
Heaton Elementary (0.6 miles):

5
Design Science Early College High School rating compared to average state, county and city schools ratings:
California:

46
Fresno County:

36
Fresno:

32
Design Science Early College High:

81

Students & Teachers


Total enrollment:
Enrollment in 2016: 232
Enrollment in 2015: 256
Enrollment in 2014: 250
Enrollment in 2013: 246
Enrollment in 2012: 254
Enrollment in 2011: 243
Enrollment in 2010: 222
Enrollment in 2009: 176
Enrollment in 2008: 144
Enrollment in 2007: 103
Enrollment in 2006: 55

Design Science Early College High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG09G10G11G12Total
All students68625052232
Female students2927202197
Male students39353031135
Asian students101210436
Hispanic students43362734140
Black students342514
White students12710635
Hawaiian Native/Pacific Islander students - 2114
Two or More Races students - 1 - 23

Enrollment by grade:
9th grade enrollment: 68
10th grade enrollment: 62
11th grade enrollment: 50
12th grade enrollment: 52

Design Science Early College High School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 97 (41.8%)
Here:

41.8%
California:

49.4%
Male enrollment: 135 (58.2%)
School:

58.2%
State:

49.6%

Design Science Early College High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Asian enrollment: 36 (15.5%)
Design Science Early College High School:

15.5%
State:

9.4%
Hispanic enrollment: 140 (60.3%)
Here:

60.3%
State:

46.0%
Black enrollment: 14 (6.0%)
School:

6.0%
State:

6.1%
White enrollment: 35 (15.1%)
Here:

15.1%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 4 (1.7%)
Design Science Early College High School:

1.7%
California:

0.6%
Two or More Races enrollment: 3 (1.3%)
Design Science Early College High School:

1.3%
State:

4.5%

Design Science Early College High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 172 (74.1%)
Here:

74.1%
State:

61.2%
Free lunch eligible students: 102 (44.0%)
Design Science Early College High School:

44.0%
State:

52.8%
Reduced-price lunch eligible students: 70 (30.2%)
School:

30.2%
California:

8.6%

Design Science Early College High School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 8

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second 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

Student/Teacher Ratio
School:

29.0
California:

22.8

Design Science Early College High School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,063,319
  • Full-time Equivalency Count of Teachers: 8 (Salary Expenditures: $846,216)
  • Full-time Equivalency Count of Support Services Staff: 0.5 (Salary Expenditures: $49,601)
  • Full-time Equivalency Count of School Administration Staff: 2.8 (Salary Expenditures: $167,503)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $129,136
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,069,770
  • Salary Expenditures for Teachers: $846,286
  • Full-time Equivalency Count of Support Services Staff: 0.6 (Salary Expenditures: $55,982)
  • Full-time Equivalency Count of School Administration Staff: 2.8 (Salary Expenditures: $167,503)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $141,803

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

Students with disabilities:
Show data for
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 Section 504: 4 (all male)
  • Hispanic: 2
  • White: 2

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

  • All85%
  • Males79%
  • Females92%
  • Asian82%
  • Hispanic90%
ELA students tested: 59
ELA students with scores: 59

Percentage Standard Met and Above:

85%
California:

49%

Standard Not Met: 3.4%
Standard Nearly Met: 11.9%
Standard Met: 39.0%
Standard Exceeded: 45.8%

11th Grade: (Mean Scale Score: 2670.4, Students tested: 59, Standard Not Met: 3.4%, Nearly Met: 11.9%, Met: 39.0%, Exceeded: 45.8%)
3.4%
11.9%
39.0%
45.8%

Design Science Early College High School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All54%
  • Males65%
  • Females40%
  • Asian45%
  • Hispanic48%
Math students tested: 59
Math students with scores: 59

Percentage Standard Met and Above:

54%
California:

38%

Standard Not Met: 11.9%
Standard Nearly Met: 33.9%
Standard Met: 30.5%
Standard Exceeded: 23.7%

11th Grade: (Mean Scale Score: 2644.8, Students tested: 59, Standard Not Met: 11.9%, Nearly Met: 33.9%, Met: 30.5%, Exceeded: 23.7%)
11.9%
33.9%
30.5%
23.7%

Design Science Early College 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.

CST Science students tested: 61
CST Science students with scores: 61

Percentage At Or Above Proficient:

84%
California:

54%

Percentage Far Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 16.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 46.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 38.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 389.3, Students tested: 61, Far Below Basic: 0.0%, Below Basic: 0.0%, Basic: 16.0%, Proficient: 46.0%, Advanced: 38.0%)
16.0%
46.0%
38.0%

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.

Design Science Early College High School - California High School Exit Exam results

Math Mean Scale Score:

414
State:

374
Math Percentage Passed:

100%
State:

68%
Math Number Tested: 54
Math Number Passed: 54

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

    86%
    State:

    69%
  • Number Sense:

    83%
    California:

    65%
  • Algebra & Functions:

    88%
    State:

    68%
  • Measurement & Geometry:

    87%
    State:

    64%
  • Algebra 1:

    82%
    California:

    58%
ELA Mean Scale Score:

408
California:

370
ELA Percentage Passed:

100%
State:

68%
ELA Number Tested: 54
ELA Number Passed: 54

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

    92%
    State:

    76%
  • Reading - Reading Comprehension:

    86%
    State:

    71%
  • Reading - Literary Responses and Analysis:

    91%
    California:

    75%
  • Writing - Writing Strategies:

    85%
    California:

    64%
  • Writing - Writing Conventions:

    88%
    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: 64, Needs Improvement - High Risk: 71.9%, Needs Improvement: 14.1%, Healthy Fitness Zone: 14.0%)
71.9%
14.1%
14.0%
Body Composition:
9th grade: (Students tested: 64, Needs Improvement - High Risk: 75.0%, Needs Improvement: 12.5%, Healthy Fitness Zone: 12.5%)
75.0%
12.5%
12.5%
Abdominal Strength:
9th grade: (Students tested: 64, Needs Improvement - High Risk: 93.8%, Needs Improvement: 6.2%, Healthy Fitness Zone: 0.0%)
93.8%
6.2%
Trunk Extension Strength:
9th grade: (Students tested: 64, Needs Improvement - High Risk: 89.1%, Needs Improvement: 10.9%, Healthy Fitness Zone: 0.0%)
89.1%
10.9%
Upper Body Strength:
9th grade: (Students tested: 64, Needs Improvement - High Risk: 95.3%, Needs Improvement: 4.7%, Healthy Fitness Zone: 0.0%)
95.3%
4.7%
Flexibility:
9th grade: (Students tested: 64, Needs Improvement - High Risk: 85.9%, Needs Improvement: 14.1%, Healthy Fitness Zone: 0.0%)
85.9%
14.1%

California English Language Development Test:
Show data for

(State average from 9,625 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: 4
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

25.0%
California:

31.0%

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).

Design Science Early College High School - Adequate Yearly Progress status


ELA Participation Rate
Here:

100.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic100
  • Asian100
  • Native Hawaiian100
  • Black100
  • White100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 27 out of 27 enrolled)
  • Asian: 100% (tested 10 out of 10 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 2 out of 2 enrolled)
  • White: 100% (tested 10 out of 10 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 39 out of 39 enrolled)
  • English Learners: 100% (tested 1 out of 1 enrolled)
  • Students with Disabilities: 100% (tested 1 out of 1 enrolled)

Math Participation Rate
Here:

100.0%
California:

96.1%

    Math Participation Rate

  • Hispanic100
  • Asian100
  • Native Hawaiian100
  • Black100
  • White100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 27 out of 27 enrolled)
  • Asian: 100% (tested 10 out of 10 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 2 out of 2 enrolled)
  • White: 100% (tested 10 out of 10 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 39 out of 39 enrolled)
  • English Learners: 100% (tested 1 out of 1 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.

Design Science Early College High School - ACT/SAT scores

Percent of graduates taking the ACT:

98.1%
State:

30.9%
ACT Composite scores greater or equal to 21:

41.2%
State:

48.7%
Number of graduates: 52
Number of graduates taking the ACT: 51

Average ACT composite score:

20.0
California:

19.8
Average ACT English score:

19.0
State:

19.6
Average ACT mathematics score:

21.0
California:

20.5
Average ACT reading score:

20.0
State:

20.5
Average ACT science score:

20.0
California:

19.9
Percent of graduates taking the SAT:

101.9%
California:

54.4%
SAT scores greater or equal to 1500:

34.0%
State:

36.3%
Number of graduates: 52
Number of graduates taking the SAT: 53

Average Total SAT Score:

1,423
California:

1,374
Average SAT mathematics score:

503
California:

464
Average SAT critical reading score:

469
State:

459
Average SAT writing score:

451
California:

451

    SAT or ACT Test Participation

  • Hispanic25
  • Asian10
  • Native Hawaiian2
  • Black4
  • White10
  • Multirace2
  • IDEA2
SAT or ACT Test Participation: 53 (male: 33, female: 20)
  • Hispanic: 25 (male: 14, female: 11)
  • Asian: 10 (male: 5, female: 5)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 8, female: 2)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

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.

Sexual assault is an incident that includes threatened rape, fondling, indecent liberties, or child molestation. Both male and female students can be victims of sexual assault. Classification of these incidents should take into consideration the age and developmentally appropriate behavior of the offender(s)

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 sexual assault (other than rape): 1

Incidents of physical attack or fight without a weapon: 1


Total incidents per 1,000 students
Here:

8.6
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: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

17.2
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: 6 (all male)
  • Hispanic: 6
Instances of out-of-school suspension (Students without disabilities): 3

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Design Science Early College High School:

12.9
California:

84.8
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2

Classes & Courses


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

  • Hispanic46
  • Asian10
  • Black2
  • White13
  • Multirace2
  • IDEA2
Student Enrollment in Geometry: 73 (male: 41, female: 32)
  • Hispanic: 46 (male: 23, female: 23)
  • Asian: 10 (male: 5, female: 5)
  • Black: 2 (all female)
  • White: 13 (male: 11, female: 2)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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: 2
Number of Advanced Mathematics classes taught by certified teachers: 2

    Student Enrollment in Advanced Mathematics

  • Hispanic34
  • Asian10
  • Native Hawaiian2
  • Black4
  • White7
  • Multirace2
Student Enrollment in Advanced Mathematics: 59 (male: 33, female: 26)
  • Hispanic: 34 (male: 17, female: 17)
  • Asian: 10 (male: 8, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 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: 4
Number of Biology classes taught by certified teachers: 4

    Student Enrollment in Biology

  • Hispanic34
  • Asian10
  • Native Hawaiian2
  • Black4
  • White7
  • Multirace2
Student Enrollment in Biology: 59 (male: 33, female: 26)
  • Hispanic: 34 (male: 17, female: 17)
  • Asian: 10 (male: 8, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all male)

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: 3

    Student Enrollment in Physics

  • Hispanic19
  • Asian4
  • Black4
  • White7
Student Enrollment in Physics: 34 (male: 20, female: 14)
  • Hispanic: 19 (male: 11, female: 8)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 5, female: 2)

Comments

Review, comment, or add new information about this topic:

Discuss Fresno, California (CA) on our hugely popular California forum.

  1. All Cities
  2. California
  3. Fresno main city page
  4. Schools in California
  5. Design Science Early College High School


City-data.com does not guarantee the accuracy or timeliness of any information on this site.  Use at your own risk.
Some parts © 2024 Advameg, Inc.

Table of Contents