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La Paloma High (Continuation) School in Brentwood, CA
(09-12 • Public • Alternative School)

City-data.com school rating (using weighted test average as compared to other schools in California) from 0 (worst) to 100 (best) is 20
Address
 400 Ghiggeri Way
Brentwood, CA 94513
Telephone
(925) 634-2888
(make sure to verify first before calling)
City-data.com school rating
20
Students
158
Classroom Teachers (FTE)
11.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
78
Reduced-price lunch
eligible students
3
School district
Liberty Union High
Charter school
No
Title I status
Title I targeted assistance school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Brentwood Elementary (1.6 miles):

69
Edna Hill Middle (0.9 miles):

67
William B. Bristow Middle (2.3 miles):

67
Garin Elementary (0.7 miles):

65
Liberty High (1.3 miles):

65
Marsh Creek Elementary (2.7 miles):

57
Mary Casey Black Elementary (1.9 miles):

40
Independence High (1.4 miles):

30
La Paloma High (Continuation) School:

20
La Paloma High (Continuation) School rating compared to average state, county and city schools ratings:
California:

46
Contra Costa County:

53
Brentwood:

63
La Paloma High (Continuation):

20

Students & Teachers


Total enrollment:
Enrollment in 2016: 158
Enrollment in 2015: 167
Enrollment in 2014: 175
Enrollment in 2013: 198
Enrollment in 2012: 229
Enrollment in 2011: 203
Enrollment in 2010: 222
Enrollment in 2009: 226
Enrollment in 2008: 229
Enrollment in 2007: 211
Enrollment in 2006: 186
Enrollment in 2005: 153
Enrollment in 2004: 153
Enrollment in 2003: 136
Enrollment in 2002: 133
Enrollment in 2001: 115
Enrollment in 2000: 477
Enrollment in 1999: 424

La Paloma High (Continuation) School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG10G11G12Total
All students144896158
Female students9262661
Male students5227097
American Indian/Alaska Native students1 - - 1
Asian students1348
Hispanic students6203763
Black students3102336
White students3152846
Hawaiian Native/Pacific Islander students - - 22
Two or More Races students - - 22

Enrollment by grade:
10th grade enrollment: 14
11th grade enrollment: 48
12th grade enrollment: 96

La Paloma High (Continuation) School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 61 (38.6%)
Here:

38.6%
State:

49.4%
Male enrollment: 97 (61.4%)
School:

61.4%
California:

49.6%

La Paloma High (Continuation) School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 1 (0.6%)
La Paloma High (Continuation) School:

0.6%
State:

1.0%
Asian enrollment: 8 (5.1%)
School:

5.1%
State:

9.4%
Hispanic enrollment: 63 (39.9%)
Here:

39.9%
State:

46.0%
Black enrollment: 36 (22.8%)
Here:

22.8%
State:

6.1%
White enrollment: 46 (29.1%)
Here:

29.1%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 2 (1.3%)
La Paloma High (Continuation) School:

1.3%
State:

0.6%
Two or More Races enrollment: 2 (1.3%)
Here:

1.3%
California:

4.5%

La Paloma High (Continuation) School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 81 (51.3%)
School:

51.3%
State:

61.2%
Free lunch eligible students: 78 (49.4%)
La Paloma High (Continuation) School:

49.4%
State:

52.8%
Reduced-price lunch eligible students: 3 (1.9%)
School:

1.9%
California:

8.6%

La Paloma High (Continuation) School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 11

Number of FTE teachers in their first year of teaching: 3
Number of FTE school counselors: 0.4
Number of FTE teachers who were absent more than 10 school days during the school years: 9
Number of FTE security guards: 1
Number of FTE nurses: 0.1
Number of FTE psychologists: 0.6

Student/Teacher Ratio
La Paloma High (Continuation) School:

14.4
California:

22.8

La Paloma High (Continuation) School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,228,571
  • Full-time Equivalency Count of Teachers: 10 (Salary Expenditures: $855,579)
  • Full-time Equivalency Count of Instructional Aides: 0.8 (Salary Expenditures: $22,516)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $75,276)
  • Full-time Equivalency Count of School Administration Staff: 1.5 (Salary Expenditures: $162,920)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $85,172
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,283,187
  • Salary Expenditures for Teachers: $855,579
  • Full-time Equivalency Count of Instructional Aides: 0.8 (Salary Expenditures: $22,516)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $75,276)
  • Full-time Equivalency Count of School Administration Staff: 1.5 (Salary Expenditures: $162,920)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $99,963

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 23 (male: 13, female: 10)
  • Hispanic: 19 (male: 11, female: 8)
  • Asian: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, 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

  • Hispanic14
  • Black8
  • White4
  • LEP8
Students with disabilities served under IDEA: 26 (male: 18, female: 8)
  • Hispanic: 14 (male: 10, female: 4)
  • Black: 8 (male: 4, female: 4)
  • White: 4 (all male)
  • Limited English Proficiency (LEP): 8 (male: 4, female: 4)

    Students with disabilities served under Section 504

  • Hispanic4
  • Black4
  • White4
  • Multirace2
  • LEP2
Students with disabilities served under Section 504: 14 (male: 8, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

Retention:
Show data for

(State average from 709 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 12th grade

  • Hispanic19
  • Native Hawaiian2
  • Black7
  • White4
  • Multirace2
  • LEP7
  • IDEA10
  • 5042
Total number of students retained in 12th grade: 34 (male: 25, female: 9)
  • Hispanic: 19 (male: 14, female: 5)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)
  • Section 504: 2 (all male)

Percent of 12th grade students retained
La Paloma High (Continuation) School:

35.4%
California:

16.7%

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: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • White: 2 (all male)

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

25.3
State:

84.3

Dual Enrollment:
(State average from 525 schools)
This school has students in grades 9-12 enrolled in a dual enrollment / dual credit program
Dual enrollment/dual credit programs provide opportunities for high school students to take college-level courses offered by colleges, and earn concurrent credit toward a high school diploma and a college degree while still in high school.These programs are for high school - enrolled students who are academically prepared to enroll in college and are interested in taking on additional coursework.For example, students who want to study subjects not offered at their high school may seek supplemental education at colleges nearby.
Dual Enrollment: 2 (all male)
  • Hispanic: 2

Dual Enrollment per 1,000 students
La Paloma High (Continuation) School:

12.7
California:

104.8

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

  • All17%
  • Males17%
  • Females17%
  • Black7%
  • Hispanic13%
ELA students tested: 64
ELA students with scores: 64

Percentage Standard Met and Above:

17%
California:

49%

Standard Not Met: 64.1%
Standard Nearly Met: 18.8%
Standard Met: 17.2%
Standard Exceeded: 0.0%

11th Grade: (Mean Scale Score: 2476.9, Students tested: 64, Standard Not Met: 64.1%, Nearly Met: 18.8%, Met: 17.2%, Exceeded: 0.0%)
64.1%
18.8%
17.2%

La Paloma High (Continuation) School - ELA Area Achievement Levels (all grades)

Math students tested: 64
Math students with scores: 64

Percentage Standard Met and Above:

0%
State:

38%

Standard Not Met: 93.8%
Standard Nearly Met: 6.3%
Standard Met: 0.0%
Standard Exceeded: 0.0%

11th Grade: (Mean Scale Score: 2421.0, Students tested: 64, Standard Not Met: 93.8%, Nearly Met: 6.3%, Met: 0.0%, Exceeded: 0.0%)
93.8%
6.3%

La Paloma High (Continuation) 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: 31
CST Science students with scores: 31

Percentage At Or Above Proficient:

10%
State:

54%

Percentage Far Below Basic: 35.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 29.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 26.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 10.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 0.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 287.8, Students tested: 31, Far Below Basic: 35.0%, Below Basic: 29.0%, Basic: 26.0%, Proficient: 10.0%, Advanced: 0.0%)
35.0%
29.0%
26.0%
10.0%

California High School Exit Exam:
Show data for

(State average from 2,357 schools)
Beginning with the Class of 2006, students in California public schools were required to pass the California High School Exit Examination (CAHSEE) to demonstrate competency in grade-level skills in reading, writing, and mathematics to earn a high school diploma. The content of the CAHSEE was based on content standards in English-language arts and mathematics that were adopted by the State Board of Education (SBE) in 2003. In 2010, the SBE adopted the Common Core State Standards in English language arts and mathematics. The CAHSEE has been repealed. Assembly Bill 830 was chaptered into law by Governor Brown on October 10, 2017. This law eliminates the CAHSEE and removes it as a condition of receiving a diploma of graduation or a condition of graduation from high school.

La Paloma High (Continuation) School - California High School Exit Exam results

2014-15 results for this school are based on 3 separate tests and combined using weighted average.

Math Mean Scale Score:

339
State:

374
Math Percentage Passed:

29%
State:

68%
Math Number Tested: 80
Math Number Passed: 23

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

    57%
    State:

    69%
  • Number Sense:

    47%
    State:

    65%
  • Algebra & Functions:

    48%
    State:

    68%
  • Measurement & Geometry:

    43%
    State:

    64%
  • Algebra 1:

    32%
    State:

    58%
ELA Mean Scale Score:

339
State:

370
ELA Percentage Passed:

23%
State:

68%
ELA Number Tested: 84
ELA Number Passed: 19

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

    67%
    State:

    76%
  • Reading - Reading Comprehension:

    53%
    California:

    71%
  • Reading - Literary Responses and Analysis:

    60%
    State:

    75%
  • Writing - Writing Strategies:

    46%
    California:

    64%
  • Writing - Writing Conventions:

    54%
    State:

    69%

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).

La Paloma High (Continuation) School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 23
Number of students who met CELDT criterion: 11

Students who met CELDT criterion:

48.0%
California:

34.0%
Grade 11:
Student Count: 5
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

40.0%
State:

45.0%
Listening Mean Scale Score:

630.8
California:

575.6
Reading Mean Scale Score:

544.4
State:

573.9
Speaking Mean Scale Score:

643.4
State:

550.8
Writing Mean Scale Score:

574.8
California:

544.5
Grade 12:
Student Count: 16
Number of students who met CELDT criterion: 9

Students who met CELDT criterion:

56.0%
State:

44.0%
Listening Mean Scale Score:

625.6
State:

564.9
Reading Mean Scale Score:

610.3
State:

567.0
Speaking Mean Scale Score:

640.0
State:

544.2
Writing Mean Scale Score:

581.0
State:

532.5

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).

La Paloma High (Continuation) School - Adequate Yearly Progress status


ELA Participation Rate
La Paloma High (Continuation) School:

99.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic100
  • Asian100
  • Filipino100
  • Black100
  • White97
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities93
  • Hispanic: 100% (tested 24 out of 24 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • Filipino: 100% (tested 2 out of 2 enrolled)
  • Black: 100% (tested 15 out of 15 enrolled)
  • White: 97% (tested 25 out of 26 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 36 out of 36 enrolled)
  • English Learners: 100% (tested 12 out of 12 enrolled)
  • Students with Disabilities: 93% (tested 13 out of 14 enrolled)

Math Participation Rate
School:

99.0%
State:

96.1%

    Math Participation Rate

  • Hispanic100
  • Asian100
  • Filipino100
  • Black100
  • White97
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities93
  • Hispanic: 100% (tested 24 out of 24 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • Filipino: 100% (tested 2 out of 2 enrolled)
  • Black: 100% (tested 15 out of 15 enrolled)
  • White: 97% (tested 25 out of 26 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 36 out of 36 enrolled)
  • English Learners: 100% (tested 12 out of 12 enrolled)
  • Students with Disabilities: 93% (tested 13 out of 14 enrolled)

SAT/ACT:
Show data for

(State average from 9,846 schools)
The ACT Test (ACT) is a nationally recognized assessment used to indicate college readiness.
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.
SAT or ACT Test Participation: 2 (all male)
  • Black: 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.

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 physical attack or fight without a weapon: 19

Incidents of threats of physical attack without a weapon: 3


Total incidents per 1,000 students
Here:

139.2
State:

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 were referred to a law enforcement agency or official: 2 (all male)
  • Hispanic: 2

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

12.7
State:

21.3

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

  • Hispanic46
  • American Indian2
  • Asian4
  • Native Hawaiian2
  • Black25
  • White40
  • Multirace2
  • LEP19
  • IDEA22
  • 5047
Chronic Student Absenteeism: 121 (male: 69, female: 52)
  • Hispanic: 46 (male: 23, female: 23)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 25 (male: 17, female: 8)
  • White: 40 (male: 23, female: 17)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 19 (male: 11, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 14, female: 8)
  • Section 504: 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

765.8
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

  • Hispanic131
  • American Indian16
  • Asian3
  • Native Hawaiian3
  • Black87
  • White60
  • LEP41
  • IDEA65
  • 5048
School days missed due to out-of-school suspension: 300 (male: 177, female: 123)
  • Hispanic: 131 (male: 75, female: 56)
  • American Indian / Alaska Native: 16 (all female)
  • Asian: 3 (all male)
  • Native Hawaiian / Pacific Islander: 3 (all male)
  • Black: 87 (male: 63, female: 24)
  • White: 60 (male: 33, female: 27)
  • Limited English Proficiency (LEP): 41 (male: 29, female: 12)
  • Individuals With Disabilities Education Act (IDEA): 65 (male: 40, female: 25)
  • Section 504: 8 (all male)
Instances of out-of-school suspension (Students without disabilities): 91

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

575.9
State:

84.8
Students without disabilities receiving one or more in-school suspension: 2 (all female)
  • American Indian / Alaska Native: 2

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

  • Hispanic10
  • Asian2
  • Native Hawaiian2
  • Black7
  • White4
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 25 (male: 16, female: 9)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

    Students without disabilities receiving more than one out-of-school suspension

  • Hispanic7
  • American Indian2
  • Black10
  • White7
  • LEP4
Students without disabilities receiving more than one out-of-school suspension: 26 (male: 15, female: 11)
  • Hispanic: 7 (male: 2, female: 5)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 10 (male: 8, female: 2)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 30

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

189.9
State:

28.1
Instances of out-of-school suspension (Section 504 only): 3

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

19.0
State:

3.4

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

  • Hispanic7
  • Black2
  • White2
  • LEP4
  • 5042
Students with disabilities receiving only one out-of-school suspension: 11 (male: 9, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 2 (all male)

    Students with disabilities receiving more than one out-of-school suspension

  • Hispanic4
  • Black4
  • LEP4
  • 5042
Students with disabilities receiving more than one out-of-school suspension: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 2 (all male)

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.

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.
Students without Disabilities who received an expulsion with educational services: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • American Indian / Alaska Native: 2 (all female)

Students without Disabilities who received an expulsion with educational services per 1,000 students
La Paloma High (Continuation) School:

25.3
California:

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 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • American Indian / Alaska Native: 2 (all female)

Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
La Paloma High (Continuation) School:

25.3
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

  • Hispanic2
  • Asian2
  • White2
  • LEP2
9-10th grade student enrollment in Algebra I: 6 (male: 2, female: 4)
  • Hispanic: 2 (all female)
  • Asian: 2 (all female)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
Percent of 9-10th grade students who passed
School:

0.0%
State:

72.5%

    11-12th grade student enrollment in Algebra I

  • Hispanic13
  • Asian2
  • Black7
  • White10
  • LEP7
  • IDEA7
11-12th grade student enrollment in Algebra I: 32 (male: 20, female: 12)
  • Hispanic: 13 (male: 5, female: 8)
  • Asian: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

    11-12th studenst who passed Algebra I

  • Hispanic11
  • Black4
  • White4
  • LEP8
  • IDEA4
11-12th studenst who passed Algebra I: 19 (male: 12, female: 7)
  • Hispanic: 11 (male: 4, female: 7)
  • Black: 4 (all male)
  • White: 4 (all male)
  • Limited English Proficiency (LEP): 8 (male: 4, female: 4)
  • Individuals With Disabilities Education Act (IDEA): 4 (all male)
Percent of 11-12th grade students who passed
La Paloma High (Continuation) School:

59.4%
California:

62.0%

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: 7
Number of Biology classes taught by certified teachers: 7

    Student Enrollment in Biology

  • Hispanic34
  • American Indian2
  • Asian4
  • Black13
  • White19
  • Multirace2
  • LEP19
  • IDEA13
Student Enrollment in Biology: 74 (male: 43, female: 31)
  • Hispanic: 34 (male: 20, female: 14)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Black: 13 (male: 8, female: 5)
  • White: 19 (male: 11, female: 8)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 19 (male: 11, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 11, female: 2)

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