Gene Drevno Community Day School in Torrance, CA
(07-12 • Public • Alternative School)
- Address
- 2291 W. Washington Ave.
Torrance, CA 90501
- Telephone
- (310) 972-6962
(make sure to verify first before calling)
- Website
- http://www.tusd.org
- Students
- 15
- Classroom Teachers (FTE)
- 0.7
- National School Lunch
Program (NSLP) Status - No
- Free lunch eligible students
- 5
- Reduced-price lunch
eligible students - 3
- School district
- Torrance Unified
- Charter school
- No
- Title I status
- Title I targeted assistance eligible school-No program
- Magnet School Indicator
- No
- Shared Time Indicator
- Missing
- Adult education offered
- No
Students & Teachers
Total enrollment:
Enrollment in 2016: 15
Enrollment in 2015: 21
Enrollment in 2014: 15
Enrollment in 2013: 16
Enrollment in 2012: 14
Enrollment in 2011: 37
Enrollment in 2010: 21
Enrollment in 2009: 25
Enrollment in 2008: 25
Enrollment in 2007: 24
Enrollment in 2006: 30
Enrollment in 2015: 21
Enrollment in 2014: 15
Enrollment in 2013: 16
Enrollment in 2012: 14
Enrollment in 2011: 37
Enrollment in 2010: 21
Enrollment in 2009: 25
Enrollment in 2008: 25
Enrollment in 2007: 24
Enrollment in 2006: 30
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
| Grade | G08 | G09 | G10 | G11 | G12 | Total |
|---|---|---|---|---|---|---|
| All students | 2 | 2 | 2 | 4 | 5 | 15 |
| Female students | 2 | - | 1 | - | - | 3 |
| Male students | - | 2 | 1 | 4 | 5 | 12 |
| Asian students | - | - | - | - | 1 | 1 |
| Hispanic students | - | - | 1 | 3 | 2 | 6 |
| Black students | - | - | - | - | 1 | 1 |
| White students | 1 | 2 | 1 | 1 | 1 | 6 |
| Two or More Races students | 1 | - | - | - | - | 1 |
Enrollment by grade:
8th grade enrollment: 2
9th grade enrollment: 2
10th grade enrollment: 2
11th grade enrollment: 4
12th grade enrollment: 5
9th grade enrollment: 2
10th grade enrollment: 2
11th grade enrollment: 4
12th grade enrollment: 5
Gene Drevno Community Day School - Historical enrollment by grade
Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 3 (20.0%)
| Here: | 20.0% |
| State: | 49.4% |
Male enrollment: 12 (80.0%)
| School: | 80.0% |
| California: | 49.6% |
Gene Drevno Community Day School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 12,430 schools)
Asian enrollment: 1 (6.7%)
| Gene Drevno Community Day School: | 6.7% |
| State: | 9.4% |
Hispanic enrollment: 6 (40.0%)
| Here: | 40.0% |
| California: | 46.0% |
Black enrollment: 1 (6.7%)
| Here: | 6.7% |
| California: | 6.1% |
White enrollment: 6 (40.0%)
| Gene Drevno Community Day School: | 40.0% |
| State: | 28.3% |
Two or More Races enrollment: 1 (6.7%)
| School: | 6.7% |
| California: | 4.5% |
Gene Drevno Community Day School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 8 (53.3%)
| Gene Drevno Community Day School: | 53.3% |
| California: | 61.2% |
Free lunch eligible students: 5 (33.3%)
| School: | 33.3% |
| California: | 52.8% |
Reduced-price lunch eligible students: 3 (20.0%)
| Here: | 20.0% |
| State: | 8.6% |
Gene Drevno Community Day School - Lunch Program Eligibility
Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 0.7
Number of FTE school counselors: 0.5
Number of FTE security guards: 1
Number of FTE nurses: 0.2
Number of FTE psychologists: 0.2
Number of FTE social workers: 0.1
Student/Teacher Ratio
Number of FTE school counselors: 0.5
Number of FTE security guards: 1
Number of FTE nurses: 0.2
Number of FTE psychologists: 0.2
Number of FTE social workers: 0.1
Student/Teacher Ratio
| School: | 22.1 |
| State: | 22.8 |
Gene Drevno Community Day School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $282,278
- Full-time Equivalency Count of Teachers: 2.5 (Salary Expenditures: $246,877)
- Full-time Equivalency Count of Support Services Staff: 0.2 (Salary Expenditures: $21,347)
Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 2 (all male)
- Hispanic: 2
- Individuals With Disabilities Education Act (IDEA): 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: 2 (all male)
- Black: 2
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/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: 2 (all male)
Gifted and Talented Student Enrollment per 1,000 students
- Asian: 2
Gifted and Talented Student Enrollment per 1,000 students
| Gene Drevno Community Day School: | 133.3 |
| State: | 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.
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 students tested: 14
ELA students with scores: 14
Standard Not Met: 71.4%
Standard Nearly Met: 14.3%
Standard Met: 7.1%
Standard Exceeded: 7.1%
All Grades:
Math students tested: 13
Math students with scores: 13
Standard Not Met: 84.6%
Standard Nearly Met: 7.7%
Standard Met: 7.7%
Standard Exceeded: 0.0%
All Grades:
ELA students with scores: 14
| Percentage Standard Met and Above: | 14% |
| State: | 49% |
Standard Not Met: 71.4%
Standard Nearly Met: 14.3%
Standard Met: 7.1%
Standard Exceeded: 7.1%
All Grades:
Gene Drevno Community Day School - ELA Area Achievement Levels (all grades)
Math students tested: 13
Math students with scores: 13
| Percentage Standard Met and Above: | 8% |
| California: | 38% |
Standard Not Met: 84.6%
Standard Nearly Met: 7.7%
Standard Met: 7.7%
Standard Exceeded: 0.0%
All Grades:
Gene Drevno Community Day School - Math Area Achievement Levels (all grades)
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).
Gene Drevno Community Day School - Adequate Yearly Progress status
ELA Participation Rate
| Here: | 85.0% |
| California: | 96.3% |
- Hispanic80
- Asian100
- Black100
- White75
- Multirace100
- SED80
- LEP100
- With Disabilities100
ELA Participation Rate
- Hispanic: 80% (tested 8 out of 10 enrolled)
- Asian: 100% (tested 2 out of 2 enrolled)
- Black: 100% (tested 2 out of 2 enrolled)
- White: 75% (tested 3 out of 4 enrolled)
- Two or More Races: 100% (tested 1 out of 1 enrolled)
- Socioeconomic Disadvantaged: 80% (tested 8 out of 10 enrolled)
- English Learners: 100% (tested 2 out of 2 enrolled)
- Students with Disabilities: 100% (tested 2 out of 2 enrolled)
Math Participation Rate
| School: | 85.0% |
| California: | 96.1% |
- Hispanic80
- Asian100
- Black100
- White75
- Multirace100
- SED80
- LEP100
- With Disabilities100
Math Participation Rate
- Hispanic: 80% (tested 8 out of 10 enrolled)
- Asian: 100% (tested 2 out of 2 enrolled)
- Black: 100% (tested 2 out of 2 enrolled)
- White: 75% (tested 3 out of 4 enrolled)
- Two or More Races: 100% (tested 1 out of 1 enrolled)
- Socioeconomic Disadvantaged: 80% (tested 8 out of 10 enrolled)
- English Learners: 100% (tested 2 out of 2 enrolled)
- Students with Disabilities: 100% (tested 2 out of 2 enrolled)
Health & Safety
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.
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 were referred to a law enforcement agency or official: 4 (all male)
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
- Hispanic: 2
- Black: 2
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
| Here: | 266.7 |
| California: | 21.3 |
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: 4 (all male)
Instances of out-of-school suspension (Students without disabilities): 1
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 2
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
- Black: 3
- White: 1
- Individuals With Disabilities Education Act (IDEA): 1
Instances of out-of-school suspension (Students without disabilities): 1
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
| Gene Drevno Community Day School: | 66.7 |
| California: | 84.8 |
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
- Black: 2
Instances of out-of-school suspension (Students with disabilities): 2
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
| School: | 133.3 |
| State: | 28.1 |
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
- White: 2
Expulsions:
Show data for
(State average from 1,805 schools)
Expulsion without 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 not providing educational services to the child for the remainder of the school year or longer in accordance with local educational agency policy. Expulsion without services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Expulsion under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis
Expulsion under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis
Students without Disabilities who received an expulsion without educational services: 2 (all male)
Students without Disabilities who received an expulsion without educational services per 1,000 students
Students without Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
Students without Disabilities who received an expulsion under zero tolerance policies per 1,000 students
- Hispanic: 2
Students without Disabilities who received an expulsion without educational services per 1,000 students
| Here: | 133.3 |
| State: | 4.3 |
Students without Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
- Hispanic: 2
Students without Disabilities who received an expulsion under zero tolerance policies per 1,000 students
| Gene Drevno Community Day School: | 133.3 |
| California: | 2.6 |
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: 2 (all male)
Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
- White: 2
Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
| Here: | 133.3 |
| California: | 9.7 |
Classes & Courses
Algebra I:
Show data for
(State average from 1,382 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: 7 (all male)
Number of Algebra I classes taught by certified teachers: 1
- Hispanic5
- White2
- LEP2
- IDEA2
9-10th grade student enrollment in Algebra I
- Hispanic: 5
- White: 2
- Limited English Proficiency (LEP): 2
- Individuals With Disabilities Education Act (IDEA): 2
Percent of 9-10th grade students who passed
| Gene Drevno Community Day School: | 0.0% |
| State: | 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
Student Enrollment in Geometry: 4 (all male)
Student Enrollment in Geometry: 4 (all male)
- Hispanic: 2
- White: 2
- Limited English Proficiency (LEP): 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: 1
Number of Biology classes taught by certified teachers: 1
Student Enrollment in Biology: 2 (all male)
Number of Biology classes taught by certified teachers: 1
Student Enrollment in Biology: 2 (all male)
- Hispanic: 2
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