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Francis J. White Learning Center School in Woodlake, CA
(KG-02 • Public • Regular School)

Address
 700 N. Cypress St.
Woodlake, CA 93286
Telephone
(559) 564-8021
(make sure to verify first before calling)
Website
http://fjwwoodlake.sharpschool.com/
Students
563
Classroom Teachers (FTE)
26.5
National School Lunch
Program (NSLP) Status
Yes, under Provision 2
Free lunch eligible students
446
Reduced-price lunch
eligible students
58
School district
Woodlake 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: 563
Enrollment in 2015: 546
Enrollment in 2014: 540
Enrollment in 2013: 504

Francis J. White Learning Center School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02Total
All students216185162563
Female students1008683269
Male students1169979294
American Indian/Alaska Native students1 - 12
Asian students5139
Hispanic students193174148515
Black students2 - - 2
White students15101035

Enrollment by grade:
Kindergarten enrollment: 216
1st grade enrollment: 185
2nd grade enrollment: 162

Francis J. White Learning Center School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 269 (47.8%)
Here:

47.8%
State:

49.4%
Male enrollment: 294 (52.2%)
Francis J. White Learning Center School:

52.2%
State:

49.6%

Francis J. White Learning Center School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 2 (0.4%)
School:

0.4%
California:

1.0%
Asian enrollment: 9 (1.6%)
School:

1.6%
California:

9.4%
Hispanic enrollment: 515 (91.5%)
Here:

91.5%
California:

46.0%
Black enrollment: 2 (0.4%)
School:

0.4%
State:

6.1%
White enrollment: 35 (6.2%)
School:

6.2%
State:

28.3%

Francis J. White Learning Center School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 504 (89.5%)
Here:

89.5%
State:

61.2%
Free lunch eligible students: 446 (79.2%)
Francis J. White Learning Center School:

79.2%
State:

52.8%
Reduced-price lunch eligible students: 58 (10.3%)
School:

10.3%
California:

8.6%

Francis J. White Learning Center School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 26.5

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 5
Number of FTE nurses: 0.4
Number of FTE psychologists: 0.2
Number of FTE social workers: 0.4

Student/Teacher Ratio
Francis J. White Learning Center School:

21.3
State:

22.8

Francis J. White Learning Center School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,006,850
  • Full-time Equivalency Count of Teachers: 25.5 (Salary Expenditures: $1,606,997)
  • Full-time Equivalency Count of Instructional Aides: 1.8 (Salary Expenditures: $37,929)
  • Full-time Equivalency Count of Support Services Staff: 1.7 (Salary Expenditures: $59,142)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $302,782)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $270,225
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $497,713
  • Salary Expenditures for Teachers: $1,796,691
  • Full-time Equivalency Count of Instructional Aides: 5.9 (Salary Expenditures: $135,789)
  • Full-time Equivalency Count of Support Services Staff: 1.7 (Salary Expenditures: $59,142)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $302,782)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $297,806

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic259
  • Asian7
  • White2
  • IDEA10
Students Enrolled in LEP Programs: 268 (male: 136, female: 132)
  • Hispanic: 259 (male: 134, female: 125)
  • Asian: 7 (male: 2, female: 5)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 27 (male: 23, female: 4)
  • Hispanic: 23 (male: 19, female: 4)
  • White: 4 (all male)
  • Limited English Proficiency (LEP): 11 (male: 7, female: 4)
Students with disabilities served under Section 504: 2 (all female)
  • Hispanic: 2

Retention:
Show data for

(State average from 2,659 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in Kindergarten: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of Kindergarten students retained
School:

0.9%
California:

5.3%

Statewide Student Assessments


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).

Francis J. White Learning Center School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 256
Number of students who met CELDT criterion: 52

Students who met CELDT criterion:

20.0%
State:

34.0%
Kindergarten:
Student Count: 99
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

4.0%
State:

13.0%
Listening Mean Scale Score:

359.9
California:

364.6
Reading Mean Scale Score:

267.6
State:

276.6
Speaking Mean Scale Score:

373.1
State:

375.9
Writing Mean Scale Score:

285.8
State:

286.0
Grade 1:
Student Count: 70
Number of students who met CELDT criterion: 23

Students who met CELDT criterion:

33.0%
California:

44.0%
Listening Mean Scale Score:

429.8
State:

439.9
Reading Mean Scale Score:

374.6
State:

383.8
Speaking Mean Scale Score:

431.5
State:

446.4
Writing Mean Scale Score:

383.2
State:

386.5
Grade 2:
Student Count: 87
Number of students who met CELDT criterion: 25

Students who met CELDT criterion:

29.0%
California:

27.0%
Listening Mean Scale Score:

486.3
California:

477.2
Reading Mean Scale Score:

444.1
State:

440.5
Speaking Mean Scale Score:

491.8
California:

483.0
Writing Mean Scale Score:

466.3
State:

456.4

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).
Met all AYP Criteria: Yes
Number of AYP criteria met: 3
Number of AYP criteria possible: 3
(Note: The criteria includes only the participation rate and additional indicators.)

Attendance rate (calculated by using number of days attended and enrolled) : 96
Met Attendance rate Target: Yes

Met ELA Participation Rate: Yes

ELA Participation Rate
Francis J. White Learning Center School:

100.0%
State:

95.2%

Percent of ELA students scoring Proficient or Above
Here:

13.5%
State:

42.6%
Met Math Participation Rate: Yes

Math Participation Rate
Francis J. White Learning Center School:

100.0%
California:

94.9%

Percent of Math students scoring Proficient or Above
School:

15.4%
California:

33.3%

Health & Safety


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 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 race, color, or national origin: 1
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Here:

1.8
California:

4.4
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all male)
  • Black: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
  • Black: 2

Allegations of harassment or bullying on the basis of disability: 1
Allegations of harassment or bullying on the basis of disability per 1,000 students
Here:

1.8
California:

1.0
Students reported as harassed or bullied on the basis of disability: 2 (all male)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of disability: 2 (all male)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 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

  • Hispanic64
  • Asian2
  • White7
  • LEP25
  • IDEA4
Chronic Student Absenteeism: 73 (male: 37, female: 36)
  • Hispanic: 64 (male: 32, female: 32)
  • Asian: 2 (all female)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 25 (male: 14, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

129.7
State:

172.7

Suspensions:
Show data for

(State average from 1,406 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.
School days missed due to out-of-school suspension: 3 (all male)
  • Hispanic: 2
  • White: 1
  • Limited English Proficiency (LEP): 1
Instances of out-of-school suspension (Students without disabilities): 2

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

3.6
California:

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

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