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Diamond Bar High School in Diamond Bar, 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 93
Address
 21400 Pathfinder Rd.
Diamond Bar, CA 91765
Telephone
(909) 594-1405
(make sure to verify first before calling)
Website
http://www.wvusd.k12.ca.us
City-data.com school rating
93
Students
3,061
Classroom Teachers (FTE)
113.4
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
222
Reduced-price lunch
eligible students
94
School district
Walnut Valley Unified
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Quail Summit Elementary (1.8 miles):

95
Evergreen Elementary (0.3 miles):

94
Chaparral Middle (1.4 miles):

93
Diamond Bar High School:

93
Castle Rock Elementary (0.8 miles):

90
Maple Hill Elementary (1.2 miles):

90
South Pointe Middle (0.8 miles):

89
Walnut Elementary (1.6 miles):

89
Ybarra Academy for the Arts and Technology (2.0 miles):

75
Diamond Bar High School rating compared to average state, county and city schools ratings:
California:

46
Los Angeles County:

44
Diamond Bar:

79
Diamond Bar High School:

93

Students & Teachers


Total enrollment:
Enrollment in 2016: 3,061
Enrollment in 2015: 3,050
Enrollment in 2014: 2,988
Enrollment in 2013: 3,030
Enrollment in 2012: 3,044
Enrollment in 2011: 3,119
Enrollment in 2010: 3,110
Enrollment in 2009: 3,193
Enrollment in 2008: 3,258
Enrollment in 2007: 3,257
Enrollment in 2006: 3,314
Enrollment in 2005: 3,182
Enrollment in 2004: 3,094
Enrollment in 2003: 3,031
Enrollment in 2002: 2,957
Enrollment in 2001: 2,897
Enrollment in 2000: 2,861
Enrollment in 1999: 2,854

Diamond Bar High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)

GradeG09G10G11G12Total
All students7688147367433,061
Female students3644213503471,482
Male students4043933863961,579
American Indian/Alaska Native students - 1 - - 1
Asian students5105394845102,043
Hispanic students142142140108532
Black students2322172789
White students74938387337
Hawaiian Native/Pacific Islander students274518
Two or More Races students17108641

Enrollment by grade:
9th grade enrollment: 768
10th grade enrollment: 814
11th grade enrollment: 736
12th grade enrollment: 743

Diamond Bar High School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)

Female enrollment: 1,482 (48.4%)
School:

48.4%
State:

49.4%
Male enrollment: 1,579 (51.6%)
Diamond Bar High School:

51.6%
State:

49.6%

Diamond Bar High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)

American Indian/Alaska Native enrollment: 1 (0.0%)
School:

0.0%
California:

1.0%
Asian enrollment: 2,043 (66.7%)
Diamond Bar High School:

66.7%
State:

9.4%
Hispanic enrollment: 532 (17.4%)
Diamond Bar High School:

17.4%
California:

46.0%
Black enrollment: 89 (2.9%)
Diamond Bar High School:

2.9%
California:

6.1%
White enrollment: 337 (11.0%)
Diamond Bar High School:

11.0%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 18 (0.6%)
Here:

0.6%
State:

0.6%
Two or More Races enrollment: 41 (1.3%)
Diamond Bar High School:

1.3%
California:

4.5%

Diamond Bar High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)

Free/reduced-price lunch eligible students: 316 (10.3%)
Diamond Bar High School:

10.3%
California:

61.2%
Free lunch eligible students: 222 (7.3%)
Here:

7.3%
State:

52.8%
Reduced-price lunch eligible students: 94 (3.1%)
School:

3.1%
California:

8.6%

Diamond Bar High School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 113.4

Number of FTE teachers in their first year of teaching: 3
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 9
Number of FTE teachers who were absent more than 10 school days during the school years: 59
Number of FTE security guards: 4
Number of FTE nurses: 0.5
Number of FTE psychologists: 2

Student/Teacher Ratio
Diamond Bar High School:

27.0
California:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $12,130,955
  • Full-time Equivalency Count of Teachers: 105 (Salary Expenditures: $8,547,075)
  • Full-time Equivalency Count of Instructional Aides: 1.2 (Salary Expenditures: $41,548)
  • Full-time Equivalency Count of Support Services Staff: 39.5 (Salary Expenditures: $2,411,527)
  • Full-time Equivalency Count of School Administration Staff: 16.4 (Salary Expenditures: $1,130,805)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $704,312
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $13,006,180
  • Salary Expenditures for Teachers: $9,120,195
  • Full-time Equivalency Count of Instructional Aides: 13.5 (Salary Expenditures: $299,712)
  • Full-time Equivalency Count of Support Services Staff: 40.4 (Salary Expenditures: $2,455,468)
  • Full-time Equivalency Count of School Administration Staff: 16.4 (Salary Expenditures: $1,130,805)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $704,312

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic7
  • Asian175
  • White5
  • IDEA17
Students Enrolled in LEP Programs: 187 (male: 117, female: 70)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 175 (male: 107, female: 68)
  • White: 5 (all male)
  • Individuals With Disabilities Education Act (IDEA): 17 (all male)

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

  • Hispanic92
  • Asian47
  • Black14
  • White32
  • LEP16
Students with disabilities served under IDEA: 185 (male: 127, female: 58)
  • Hispanic: 92 (male: 61, female: 31)
  • Asian: 47 (male: 37, female: 10)
  • Black: 14 (male: 7, female: 7)
  • White: 32 (male: 22, female: 10)
  • Limited English Proficiency (LEP): 16 (all male)

    Students with disabilities served under Section 504

  • Hispanic13
  • Asian16
  • Native Hawaiian2
  • Black2
  • White10
  • LEP2
Students with disabilities served under Section 504: 43 (male: 26, female: 17)
  • Hispanic: 13 (male: 8, female: 5)
  • Asian: 16 (male: 11, female: 5)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 2 (all male)
  • White: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 2 (all female)

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

  • Hispanic37
  • Asian643
  • Native Hawaiian4
  • Black10
  • White64
  • Multirace7
  • LEP55
  • IDEA22
Gifted and Talented Student Enrollment: 765 (male: 369, female: 396)
  • Hispanic: 37 (male: 23, female: 14)
  • Asian: 643 (male: 308, female: 335)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 10 (male: 5, female: 5)
  • White: 64 (male: 29, female: 35)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 55 (male: 26, female: 29)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 17, female: 5)

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

249.9
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

  • All79%
  • Males75%
  • Females82%
  • Asian70%
  • Hispanic48%
ELA students tested: 802
ELA students with scores: 802

Percentage Standard Met and Above:

79%
California:

49%

Standard Not Met: 9.8%
Standard Nearly Met: 11.5%
Standard Met: 29.7%
Standard Exceeded: 49.0%

11th Grade: (Mean Scale Score: 2658.5, Students tested: 802, Standard Not Met: 9.8%, Nearly Met: 11.5%, Met: 29.7%, Exceeded: 49.0%)
9.8%
11.5%
29.7%
49.0%

Diamond Bar High School - ELA Area Achievement Levels (all grades)


    Math Standard Met and Above

  • All75%
  • Males74%
  • Females75%
  • Asian73%
  • Hispanic28%
Math students tested: 802
Math students with scores: 802

Percentage Standard Met and Above:

75%
California:

38%

Standard Not Met: 10.7%
Standard Nearly Met: 14.6%
Standard Met: 27.9%
Standard Exceeded: 46.8%

11th Grade: (Mean Scale Score: 2690.7, Students tested: 802, Standard Not Met: 10.7%, Nearly Met: 14.6%, Met: 27.9%, Exceeded: 46.8%)
10.7%
14.6%
27.9%
46.8%

Diamond Bar 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: 811
CST Science students with scores: 804

Percentage At Or Above Proficient:

83%
State:

54%

Percentage Far Below Basic: 2.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 4.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 11.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 25.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 57.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 407.1, Students tested: 811, Far Below Basic: 2.0%, Below Basic: 4.0%, Basic: 11.0%, Proficient: 25.0%, Advanced: 57.0%)
2.0%
4.0%
11.0%
25.0%
57.0%

California High School Exit Exam:
(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.

Diamond Bar High School - California High School Exit Exam results

2014-15 results for this school are based on 4 separate tests and combined using weighted average.

    Math Mean Scale Score

  • All413
  • Asian422
  • Filipino409
  • Hispanic347
  • Black380
  • White406
Math Mean Scale Score:

413
State:

374
Math Percentage Passed:

96%
California:

68%
Math Number Tested: 767
Math Number Passed: 739

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

    85%
    State:

    69%
  • Number Sense:

    86%
    California:

    65%
  • Algebra & Functions:

    88%
    State:

    68%
  • Measurement & Geometry:

    85%
    California:

    64%
  • Algebra 1:

    81%
    California:

    58%

    ELA Mean Scale Score

  • All392
  • Asian398
  • Filipino398
  • Hispanic377
  • Black369
  • White399
ELA Mean Scale Score:

392
California:

370
ELA Percentage Passed:

83%
California:

68%
ELA Number Tested: 892
ELA Number Passed: 743

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

    84%
    State:

    76%
  • Reading - Reading Comprehension:

    81%
    California:

    71%
  • Reading - Literary Responses and Analysis:

    80%
    State:

    75%
  • Writing - Writing Strategies:

    75%
    State:

    64%
  • Writing - Writing Conventions:

    79%
    State:

    69%

The Physical Fitness Test:
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: 510, Needs Improvement - High Risk: 74.3%, Needs Improvement: 16.5%, Healthy Fitness Zone: 9.2%)
74.3%
16.5%
9.2%


Body Composition:
9th grade: (Students tested: 510, Needs Improvement - High Risk: 79.8%, Needs Improvement: 15.7%, Healthy Fitness Zone: 4.5%)
79.8%
15.7%
4.5%


Abdominal Strength:
9th grade: (Students tested: 510, Needs Improvement - High Risk: 89.8%, Needs Improvement: 10.2%, Healthy Fitness Zone: 0.0%)
89.8%
10.2%


Trunk Extension Strength:
9th grade: (Students tested: 510, Needs Improvement - High Risk: 97.1%, Needs Improvement: 2.9%, Healthy Fitness Zone: 0.0%)
97.1%
2.9%


Upper Body Strength:
9th grade: (Students tested: 510, Needs Improvement - High Risk: 62.7%, Needs Improvement: 37.3%, Healthy Fitness Zone: 0.0%)
62.7%
37.3%


Flexibility:
9th grade: (Students tested: 510, Needs Improvement - High Risk: 95.1%, Needs Improvement: 4.9%, Healthy Fitness Zone: 0.0%)
95.1%
4.9%


California English Language Development Test:
(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).

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

All Grades:
Student Count: 245
Number of students who met CELDT criterion: 97

Students who met CELDT criterion:

40.0%
State:

34.0%

Grade 9:
Student Count: 67
Number of students who met CELDT criterion: 24

Students who met CELDT criterion:

36.0%
California:

33.0%
Listening Mean Scale Score:

536.8
State:

533.7
Reading Mean Scale Score:

571.8
California:

534.6
Speaking Mean Scale Score:

525.8
State:

515.1
Writing Mean Scale Score:

552.3
State:

513.2

Grade 10:
Student Count: 73
Number of students who met CELDT criterion: 37

Students who met CELDT criterion:

51.0%
State:

36.0%
Listening Mean Scale Score:

585.1
California:

556.8
Reading Mean Scale Score:

603.4
California:

555.2
Speaking Mean Scale Score:

550.7
State:

533.6
Writing Mean Scale Score:

575.9
California:

530.8

Grade 11:
Student Count: 71
Number of students who met CELDT criterion: 27

Students who met CELDT criterion:

38.0%
State:

45.0%
Listening Mean Scale Score:

555.5
California:

575.6
Reading Mean Scale Score:

591.5
California:

573.9
Speaking Mean Scale Score:

549.3
California:

550.8
Writing Mean Scale Score:

558.1
State:

544.5

Grade 12:
Student Count: 34
Number of students who met CELDT criterion: 9

Students who met CELDT criterion:

26.0%
State:

44.0%
Listening Mean Scale Score:

546.1
California:

564.9
Reading Mean Scale Score:

572.4
State:

567.0
Speaking Mean Scale Score:

550.6
California:

544.2
Writing Mean Scale Score:

554.8
California:

532.5

Accountability


Adequate Yearly Progress:
(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).

Diamond Bar High School - Adequate Yearly Progress status


ELA Participation Rate
Diamond Bar High School:

86.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic83
  • Asian88
  • Filipino94
  • Native Hawaiian75
  • Black79
  • White79
  • Multirace89
  • SED86
  • LEP98
  • With Disabilities87
  • Hispanic: 83% (tested 113 out of 136 enrolled)
  • Asian: 88% (tested 397 out of 452 enrolled)
  • Filipino: 94% (tested 28 out of 30 enrolled)
  • Native Hawaiian / Pacific Islander: 75% (tested 3 out of 4 enrolled)
  • Black: 79% (tested 11 out of 14 enrolled)
  • White: 79% (tested 64 out of 82 enrolled)
  • Two or More Races: 89% (tested 8 out of 9 enrolled)
  • Socioeconomic Disadvantaged: 86% (tested 73 out of 85 enrolled)
  • English Learners: 98% (tested 81 out of 83 enrolled)
  • Students with Disabilities: 87% (tested 44 out of 51 enrolled)


Math Participation Rate
School:

94.0%
State:

96.1%

    Math Participation Rate

  • Hispanic95
  • Asian95
  • Filipino100
  • Native Hawaiian100
  • Black86
  • White90
  • Multirace100
  • SED97
  • LEP100
  • With Disabilities93
  • Hispanic: 95% (tested 129 out of 136 enrolled)
  • Asian: 95% (tested 429 out of 453 enrolled)
  • Filipino: 100% (tested 30 out of 30 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 4 out of 4 enrolled)
  • Black: 86% (tested 12 out of 14 enrolled)
  • White: 90% (tested 73 out of 82 enrolled)
  • Two or More Races: 100% (tested 9 out of 9 enrolled)
  • Socioeconomic Disadvantaged: 97% (tested 82 out of 85 enrolled)
  • English Learners: 100% (tested 84 out of 84 enrolled)
  • Students with Disabilities: 93% (tested 47 out of 51 enrolled)


SAT/ACT:
(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.

Diamond Bar High School - ACT/SAT scores

Percent of graduates taking the ACT:

36.6%
California:

30.9%
ACT Composite scores greater or equal to 21:

88.2%
California:

48.7%
Number of graduates: 743
Number of graduates taking the ACT: 272

Average ACT composite score:

27.0
California:

19.8
Average ACT English score:

27.0
California:

19.6
Average ACT mathematics score:

28.0
State:

20.5
Average ACT reading score:

27.0
California:

20.5
Average ACT science score:

26.0
California:

19.9

Percent of graduates taking the SAT:

80.5%
California:

54.4%
SAT scores greater or equal to 1500:

75.6%
California:

36.3%
Number of graduates: 743
Number of graduates taking the SAT: 598

Average Total SAT Score:

1,736
State:

1,374
Average SAT mathematics score:

612
State:

464
Average SAT critical reading score:

559
State:

459
Average SAT writing score:

565
California:

451

    SAT or ACT Test Participation

  • Hispanic103
  • Asian841
  • Native Hawaiian7
  • Black25
  • White91
  • Multirace10
  • LEP31
  • IDEA16
SAT or ACT Test Participation: 1,077 (male: 522, female: 555)
  • Hispanic: 103 (male: 50, female: 53)
  • Asian: 841 (male: 416, female: 425)
  • Native Hawaiian / Pacific Islander: 7 (male: 2, female: 5)
  • Black: 25 (male: 11, female: 14)
  • White: 91 (male: 38, female: 53)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 31 (male: 20, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 11, female: 5)

Advanced Placement:
(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).

Diamond Bar High School - AP exams with scores at or above criteria

Number of students in Grades 11 and 12: 738
Number of students taking at least one AP exam: 1200
Percent of students taking at least one AP exam:

162.0%
California:

94.1%
Number of AP exams with scores at or above 3: 2335
Percent of AP exams with scores at or above 3:

83.7%
State:

46.6%


IB Diploma Programme:
Show data for

The International Baccalaureate (IB) Diploma Programme, sponsored by the International Baccalaureate Organization, is designed as an academically challenging and balanced program of education with final examinations that prepares students, usually aged 16 to 19, for success at university and life beyond.The Programme is typically taught over two years.IB Diploma Programme students study six courses at higher level or standard level.Students must choose one subject from each of groups 1 to 5, thus ensuring breadth of experience in languages, social studies, the experimental sciences and mathematics. The sixth subject may be an arts subject chosen from group 6, or the student may choose another subject from groups 1 to 5. Additionally, IB Diploma Programme students must meet three core requirements : the extended essay, the theory of knowledge course, and a creativity / action / service experience.

    IB Student Enrollment

  • Hispanic2
  • Asian88
  • Native Hawaiian2
  • Black2
  • White5
  • LEP7
  • IDEA4
IB Student Enrollment: 99 (male: 49, female: 50)
  • Hispanic: 2 (all male)
  • Asian: 88 (male: 47, female: 41)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 2 (all female)
  • White: 5 (all female)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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.

Robbery is taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or assault.

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.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
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 robbery without a weapon: 1

Incidents of physical attack or fight without a weapon: 5

Incidents of threats of physical attack without a weapon: 1


Total incidents per 1,000 students
Diamond Bar High School:

2.3
California:

60.8

Harassment & Bullying:
Show data for

(State average from 2,337 schools)

An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.

Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of disability constitutes disability harassment.
Allegations of harassment or bullying on the basis of sex: 5
Allegations of harassment or bullying on the basis of sex per 1,000 students
School:

1.6
State:

6.8
Students reported as harassed or bullied on the basis of sex: 8 (male: 2, female: 6)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 2 (all female)

Students disciplined for bullying or harassment on the basis of sex: 4 (all male)
  • Asian: 2
  • Black: 2
  • Limited English Proficiency (LEP): 2


Allegations of harassment or bullying on the basis of race, color, or national origin: 1
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Diamond Bar High School:

0.3
State:

3.0
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all female)
  • Asian: 2

Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
  • Hispanic: 2



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

  • Hispanic49
  • Asian82
  • Native Hawaiian2
  • Black10
  • White31
  • Multirace2
  • LEP10
  • IDEA34
  • 5044
Chronic Student Absenteeism: 176 (male: 86, female: 90)
  • Hispanic: 49 (male: 26, female: 23)
  • Asian: 82 (male: 44, female: 38)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 10 (male: 5, female: 5)
  • White: 31 (male: 11, female: 20)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 34 (male: 20, female: 14)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

57.5
State:

172.7

Restraint and Seclusion:
Show data for

(State average from 741 schools)

Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.

Seclusion refers to the involuntary confinement of a student alone in a room or area from which the student is physically prevented from leaving. It does not include a timeout, which is a behavior management technique that is part of an approved program, involves the monitored separation of the student in a non-locked setting, and is implemented for the purpose of calming.
Total Number of Non-IDEA students subjected to physical restraint: 4 (all male)
  • Asian: 2
  • White: 2

Non-IDEA students subjected to physical restraint per 1,000 students
Diamond Bar High School:

1.3
State:

1.2

Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all female)
  • Hispanic: 2

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
Here:

0.7
California:

8.5

Total Number of students with disabilities (IDEA) subjected to seclusion: 2 (all male)
  • Hispanic: 2

Students with disabilities (IDEA) subjected to seclusion per 1,000 students
School:

0.7
California:

1.4


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

  • Hispanic108
  • Asian87
  • Black17
  • White29
  • Multirace6
  • LEP20
  • IDEA47
  • 50416
School days missed due to out-of-school suspension: 247 (male: 190, female: 57)
  • Hispanic: 108 (male: 77, female: 31)
  • Asian: 87 (male: 77, female: 10)
  • Black: 17 (male: 11, female: 6)
  • White: 29 (male: 19, female: 10)
  • Two or More Races: 6 (all male)
  • Limited English Proficiency (LEP): 20 (all male)
  • Individuals With Disabilities Education Act (IDEA): 47 (male: 39, female: 8)
  • Section 504: 16 (male: 14, female: 2)

Instances of out-of-school suspension (Students without disabilities): 62

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

20.3
California:

84.8

    Students without disabilities receiving one or more in-school suspension

  • Hispanic31
  • Asian28
  • Black10
  • White13
  • LEP13
Students without disabilities receiving one or more in-school suspension: 82 (male: 62, female: 20)
  • Hispanic: 31 (male: 20, female: 11)
  • Asian: 28 (male: 23, female: 5)
  • Black: 10 (male: 8, female: 2)
  • White: 13 (male: 11, female: 2)
  • Limited English Proficiency (LEP): 13 (male: 11, female: 2)

    Students without disabilities receiving only one out-of-school suspension

  • Hispanic25
  • Asian20
  • Black4
  • White7
  • Multirace2
  • LEP5
Students without disabilities receiving only one out-of-school suspension: 58 (male: 49, female: 9)
  • Hispanic: 25 (male: 20, female: 5)
  • Asian: 20 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 5 (all male)

Students without disabilities receiving more than one out-of-school suspension: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

Instances of out-of-school suspension (Students with disabilities): 16

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

5.2
State:

28.1
Instances of out-of-school suspension (Section 504 only): 7

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

2.3
California:

3.4

    Students with disabilities receiving one or more in-school suspension

  • Hispanic22
  • Asian2
  • Black2
  • White7
  • LEP2
  • 5047
Students with disabilities receiving one or more in-school suspension: 33 (male: 26, female: 7)
  • Hispanic: 22 (male: 17, female: 5)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 7 (male: 5, female: 2)

    Students with disabilities receiving only one out-of-school suspension

  • Hispanic10
  • Asian2
  • Black4
  • White4
  • LEP2
  • 5047
Students with disabilities receiving only one out-of-school suspension: 20 (male: 14, female: 6)
  • Hispanic: 10 (male: 8, female: 2)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 7 (male: 5, female: 2)

Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Section 504: 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: 4 (all male)
  • Hispanic: 2
  • Asian: 2

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

1.3
State:

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: 4 (all male)
  • Hispanic: 2
  • Asian: 2

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

1.3
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: 9
Number of Algebra I classes taught by certified teachers: 9


    9-10th grade student enrollment in Algebra I

  • Hispanic40
  • Asian52
  • Black7
  • White13
  • Multirace2
  • LEP16
  • IDEA4
9-10th grade student enrollment in Algebra I: 114 (male: 59, female: 55)
  • Hispanic: 40 (male: 20, female: 20)
  • Asian: 52 (male: 29, female: 23)
  • Black: 7 (male: 5, female: 2)
  • White: 13 (male: 5, female: 8)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 16 (male: 8, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

    9-10th grade studenst who passed Algebra I

  • Hispanic35
  • Asian53
  • Black4
  • White11
  • LEP17
  • IDEA4
9-10th grade studenst who passed Algebra I: 103 (male: 51, female: 52)
  • Hispanic: 35 (male: 19, female: 16)
  • Asian: 53 (male: 28, female: 25)
  • Black: 4 (all female)
  • White: 11 (male: 4, female: 7)
  • Limited English Proficiency (LEP): 17 (male: 10, female: 7)
  • Individuals With Disabilities Education Act (IDEA): 4 (all male)
Percent of 9-10th grade students who passed
Diamond Bar High School:

90.4%
California:

72.5%

    11-12th grade student enrollment in Algebra I

  • Hispanic2
  • Asian2
  • LEP2
  • IDEA2
11-12th grade student enrollment in Algebra I: 4 (all male)
  • Hispanic: 2
  • Asian: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2
Percent of 11-12th grade students who passed
Diamond Bar 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: 19
Number of Algebra II classes taught by certified teachers: 19

    Student Enrollment in Algebra II

  • Hispanic100
  • Asian313
  • Native Hawaiian4
  • Black13
  • White73
  • Multirace10
  • LEP37
  • IDEA16
Student Enrollment in Algebra II: 513 (male: 252, female: 261)
  • Hispanic: 100 (male: 44, female: 56)
  • Asian: 313 (male: 161, female: 152)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 13 (male: 5, female: 8)
  • White: 73 (male: 35, female: 38)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 37 (male: 26, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 11, female: 5)

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: 17
Number of Calculus classes taught by certified teachers: 17

    Student Enrollment in Calculus

  • Hispanic34
  • Asian529
  • Native Hawaiian2
  • Black2
  • White37
  • Multirace7
  • LEP10
  • IDEA7
Student Enrollment in Calculus: 611 (male: 307, female: 304)
  • Hispanic: 34 (male: 17, female: 17)
  • Asian: 529 (male: 272, female: 257)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 2 (all male)
  • White: 37 (male: 14, female: 23)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

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: 14
Number of Geometry classes taught by certified teachers: 14

    Student Enrollment in Geometry

  • Hispanic103
  • Asian196
  • Native Hawaiian4
  • Black19
  • White61
  • Multirace10
  • LEP37
  • IDEA28
Student Enrollment in Geometry: 393 (male: 198, female: 195)
  • Hispanic: 103 (male: 50, female: 53)
  • Asian: 196 (male: 104, female: 92)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 19 (male: 11, female: 8)
  • White: 61 (male: 26, female: 35)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 37 (male: 23, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 28 (male: 17, female: 11)

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: 26
Number of Advanced Mathematics classes taught by certified teachers: 26

    Student Enrollment in Advanced Mathematics

  • Hispanic61
  • Asian682
  • Native Hawaiian4
  • Black19
  • White67
  • Multirace7
  • LEP31
  • IDEA7
Student Enrollment in Advanced Mathematics: 840 (male: 417, female: 423)
  • Hispanic: 61 (male: 29, female: 32)
  • Asian: 682 (male: 335, female: 347)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 19 (male: 14, female: 5)
  • White: 67 (male: 35, female: 32)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 31 (male: 14, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 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: 25
Number of Biology classes taught by certified teachers: 25

    Student Enrollment in Biology

  • Hispanic130
  • Asian649
  • Native Hawaiian10
  • Black19
  • White97
  • Multirace13
  • LEP64
  • IDEA31
Student Enrollment in Biology: 918 (male: 447, female: 471)
  • Hispanic: 130 (male: 59, female: 71)
  • Asian: 649 (male: 317, female: 332)
  • Native Hawaiian / Pacific Islander: 10 (male: 5, female: 5)
  • Black: 19 (male: 14, female: 5)
  • White: 97 (male: 44, female: 53)
  • Two or More Races: 13 (male: 8, female: 5)
  • Limited English Proficiency (LEP): 64 (male: 35, female: 29)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 17, female: 14)

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: 26
Number of Chemistry classes taught by certified teachers: 26

    Student Enrollment in Chemistry

  • Hispanic106
  • Asian676
  • Native Hawaiian4
  • Black10
  • White73
  • Multirace10
  • LEP22
  • IDEA10
Student Enrollment in Chemistry: 879 (male: 429, female: 450)
  • Hispanic: 106 (male: 50, female: 56)
  • Asian: 676 (male: 332, female: 344)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 10 (male: 5, female: 5)
  • White: 73 (male: 35, female: 38)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 22 (male: 14, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, 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: 8
Number of Physics classes taught by certified teachers: 8

    Student Enrollment in Physics

  • Hispanic10
  • Asian94
  • Black4
  • White7
  • LEP2
Student Enrollment in Physics: 115 (male: 83, female: 32)
  • Hispanic: 10 (male: 8, female: 2)
  • Asian: 94 (male: 68, female: 26)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

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