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Diablo Community Day School in Concord, CA
(07-12 • Public • Alternative School)

Address
 1026 Mohr Ln.
Concord, CA 94518
Telephone
(925) 676-6862
(make sure to verify first before calling)
Students
11
Classroom Teachers (FTE)
3.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
6
Reduced-price lunch
eligible students
3
School district
Mt. Diablo Unified
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Students & Teachers


Total enrollment:
Enrollment in 2016: 11
Enrollment in 2015: 13
Enrollment in 2014: 24
Enrollment in 2013: 26
Enrollment in 2012: 24
Enrollment in 2011: 38
Enrollment in 2010: 39
Enrollment in 2009: 54
Enrollment in 2008: 63
Enrollment in 2007: 62
Enrollment in 2006: 36
Enrollment in 2005: 39
Enrollment in 2004: 42
Enrollment in 2003: 36
Enrollment in 2002: 39
Enrollment in 2001: 34

Diablo Community Day School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08G10G11G12Total
All students1135111
Female students - - - 1 - 1
Male students1134110
Hispanic students1 - 2317
Black students - - 1 - - 1
White students - - - 1 - 1
Hawaiian Native/Pacific Islander students - - - 1 - 1
Two or More Races students - 1 - - - 1

Enrollment by grade:
7th grade enrollment: 1
8th grade enrollment: 1
10th grade enrollment: 3
11th grade enrollment: 5
12th grade enrollment: 1

Diablo Community Day School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 1 (9.1%)
School:

9.1%
California:

49.4%
Male enrollment: 10 (90.9%)
Here:

90.9%
California:

49.6%

Diablo Community Day School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Hispanic enrollment: 7 (63.6%)
Diablo Community Day School:

63.6%
State:

46.0%
Black enrollment: 1 (9.1%)
Here:

9.1%
California:

6.1%
White enrollment: 1 (9.1%)
Here:

9.1%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 1 (9.1%)
Diablo Community Day School:

9.1%
California:

0.6%
Two or More Races enrollment: 1 (9.1%)
Here:

9.1%
California:

4.5%

Diablo Community Day School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 9 (81.8%)
Here:

81.8%
State:

61.2%
Free lunch eligible students: 6 (54.5%)
School:

54.5%
State:

52.8%
Reduced-price lunch eligible students: 3 (27.3%)
Diablo Community Day School:

27.3%
California:

8.6%

Diablo Community Day School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 3

Number of FTE nurses: 0.1

Student/Teacher Ratio
Here:

3.7
California:

22.8

Diablo Community Day School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $327,122
  • Full-time Equivalency Count of Teachers: 3 (Salary Expenditures: $179,113)
  • Full-time Equivalency Count of School Administration Staff: 2.1 (Salary Expenditures: $148,009)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $16,528

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Statewide Student Assessments


California High School Exit Exam:
Show data for

(State average from 2,333 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.
Math Mean Scale Score:

317
State:

370
Math Percentage Passed:

0%
State:

64%
Math Number Tested: 12
Math Percent Correct compared to California average:
  • Probability & Statistics:

    43%
    State:

    68%
  • Number Sense:

    39%
    State:

    66%
  • Algebra & Functions:

    30%
    California:

    66%
  • Measurement & Geometry:

    24%
    California:

    59%
  • Algebra 1:

    21%
    California:

    54%

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).

Diablo Community Day School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 5
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

60.0%
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).

Diablo Community Day School - Adequate Yearly Progress status


ELA Participation Rate
Diablo Community Day School:

50.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic29
  • Black100
  • White100
  • Multirace100
  • SED45
  • Hispanic: 29% (tested 2 out of 7 enrolled)
  • Black: 100% (tested 1 out of 1 enrolled)
  • White: 100% (tested 1 out of 1 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 45% (tested 4 out of 9 enrolled)

Math Participation Rate
Diablo Community Day School:

50.0%
California:

96.1%

    Math Participation Rate

  • Hispanic43
  • Black100
  • White100
  • SED45
  • LEP34
  • Hispanic: 43% (tested 3 out of 7 enrolled)
  • Black: 100% (tested 1 out of 1 enrolled)
  • White: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 45% (tested 4 out of 9 enrolled)
  • English Learners: 34% (tested 1 out of 3 enrolled)

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 without a weapon: 3


Total incidents per 1,000 students
School:

272.7
California:

60.8

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 received a school-related arrest

  • Hispanic16
  • Asian4
  • Black4
  • White2
  • Multirace2
  • LEP10
Students without disabilities who received a school-related arrest: 28 (male: 14, female: 14)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)

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

2,545.5
State:

8.4

    Students with disabilities who received a school-related arrest

  • Hispanic5
  • Black2
  • White2
  • LEP5
Students with disabilities who received a school-related arrest: 9 (all male)
  • Hispanic: 5
  • Black: 2
  • White: 2
  • Limited English Proficiency (LEP): 5

Students with disabilities who received a school-related arrest per 1,000 students
Diablo Community Day School:

818.2
State:

3.0

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

  • Hispanic2
  • Native Hawaiian2
  • Black2
  • White2
Chronic Student Absenteeism: 8 (all male)
  • Hispanic: 2
  • Native Hawaiian / Pacific Islander: 2
  • Black: 2
  • White: 2
Chronic Student Absenteeism per 1,000 students
School:

727.3
California:

172.7

Suspensions:
Show data for

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

  • Hispanic19
  • Black1
  • White6
  • LEP13
  • IDEA10
School days missed due to out-of-school suspension: 26 (male: 24, female: 2)
  • Hispanic: 19 (male: 17, female: 2)
  • Black: 1 (all male)
  • White: 6 (all male)
  • Limited English Proficiency (LEP): 13 (male: 11, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (all male)
Instances of out-of-school suspension (Students without disabilities): 7

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

636.4
State:

84.8
Students without disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • Black: 2
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
Instances of out-of-school suspension (Students with disabilities): 6

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Diablo Community Day School:

545.5
State:

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)
Diablo Community Day School:

90.9
State:

3.4
Students with disabilities receiving one or more in-school suspension: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
  • Limited English Proficiency (LEP): 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Classes & Courses


Algebra I:
Show data for

(State average from 1,144 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

9-10th grade student enrollment in Algebra I: 2 (all male)
  • Black: 2
Percent of 9-10th grade students who passed
Diablo Community Day School:

0.0%
California:

72.5%

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
Number of Geometry classes taught by certified teachers: 1

    Student Enrollment in Geometry

  • Hispanic4
  • Native Hawaiian2
  • LEP2
  • IDEA2
Student Enrollment in Geometry: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

Biology:
Show data for
Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 1
Student Enrollment in Biology: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2

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