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Laytonville High School in Laytonville, 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 57
Address
 250 Branscomb Rd.
Laytonville, CA 95454
Telephone
(707) 984-6108
(make sure to verify first before calling)
City-data.com school rating
57
Students
115
Classroom Teachers (FTE)
10.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
56
Reduced-price lunch
eligible students
19
School district
Laytonville Unified
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Laytonville High School:

57
Leggett Valley Elementary (17.2 miles):

31
Sherwood (11.7 miles):

27
Round Valley High (14.3 miles):

12
Laytonville Elementary (0.3 miles):

10
Eel River Charter (14.6 miles):

6
Round Valley Elementary (14.3 miles):

4
Laytonville High School rating compared to average state, county and city schools ratings:
California:

46
Mendocino County:

34
Laytonville:

34
Laytonville High School:

57

Students & Teachers


Total enrollment:
Enrollment in 2016: 115
Enrollment in 2015: 121
Enrollment in 2014: 125
Enrollment in 2013: 134
Enrollment in 2012: 125
Enrollment in 2011: 129
Enrollment in 2010: 134
Enrollment in 2009: 126
Enrollment in 2008: 143
Enrollment in 2007: 163
Enrollment in 2006: 170
Enrollment in 2005: 175
Enrollment in 2004: 161
Enrollment in 2003: 168
Enrollment in 2002: 157
Enrollment in 2001: 146
Enrollment in 2000: 161
Enrollment in 1999: 177

Laytonville High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG09G10G11G12Total
All students26332828115
Female students916131048
Male students1717151867
American Indian/Alaska Native students624517
Asian students - - 1 - 1
Hispanic students245213
White students1724181978
Two or More Races students13 - 26

Enrollment by grade:
9th grade enrollment: 26
10th grade enrollment: 33
11th grade enrollment: 28
12th grade enrollment: 28

Laytonville High School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 48 (41.7%)
Here:

41.7%
State:

49.4%
Male enrollment: 67 (58.3%)
Laytonville High School:

58.3%
California:

49.6%

Laytonville High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 17 (14.8%)
Here:

14.8%
California:

1.0%
Asian enrollment: 1 (0.9%)
Laytonville High School:

0.9%
State:

9.4%
Hispanic enrollment: 13 (11.3%)
Laytonville High School:

11.3%
State:

46.0%
White enrollment: 78 (67.8%)
Laytonville High School:

67.8%
State:

28.3%
Two or More Races enrollment: 6 (5.2%)
Here:

5.2%
California:

4.5%

Laytonville High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 75 (65.2%)
Here:

65.2%
California:

61.2%
Free lunch eligible students: 56 (48.7%)
Here:

48.7%
California:

52.8%
Reduced-price lunch eligible students: 19 (16.5%)
Laytonville High School:

16.5%
California:

8.6%

Laytonville High School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 10

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 0.3
Number of FTE teachers who were absent more than 10 school days during the school years: 0.8
Number of FTE psychologists: 0.1

Student/Teacher Ratio
School:

11.5
California:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $767,582
  • Full-time Equivalency Count of Teachers: 8.6 (Salary Expenditures: $689,091)
  • Full-time Equivalency Count of Instructional Aides: 0.3 (Salary Expenditures: $15,727)
  • Full-time Equivalency Count of Support Services Staff: 2.8 (Salary Expenditures: $65,444)
  • Full-time Equivalency Count of School Administration Staff: 1.4 (Salary Expenditures: $40,736)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $71,202
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $785,762
  • Salary Expenditures for Teachers: $707,272
  • Full-time Equivalency Count of Instructional Aides: 3.1 (Salary Expenditures: $36,865)
  • Full-time Equivalency Count of Support Services Staff: 2.8 (Salary Expenditures: $65,444)
  • Full-time Equivalency Count of School Administration Staff: 1.4 (Salary Expenditures: $40,736)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $74,698

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 4 (male: 2, female: 2)
  • Hispanic: 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: 4 (all male)
  • White: 4
Students with disabilities served under Section 504: 4 (all male)
  • White: 2
  • Two or More Races: 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 and Talented Student Enrollment: 14 (male: 7, female: 7)
  • Hispanic: 2 (all male)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all female)

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

121.7
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

  • Hispanic2
  • American Indian2
  • White7
  • Multirace2
  • LEP2
Dual Enrollment: 13 (male: 11, female: 2)
  • Hispanic: 2 (all male)
  • American Indian / Alaska Native: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

Dual Enrollment per 1,000 students
Here:

113.0
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

  • All67%
  • Males59%
  • Females77%
  • White75%
ELA students tested: 30
ELA students with scores: 30

Percentage Standard Met and Above:

67%
California:

49%

Standard Not Met: 10.0%
Standard Nearly Met: 23.3%
Standard Met: 50.0%
Standard Exceeded: 16.7%

11th Grade: (Mean Scale Score: 2607.7, Students tested: 30, Standard Not Met: 10.0%, Nearly Met: 23.3%, Met: 50.0%, Exceeded: 16.7%)
10.0%
23.3%
50.0%
16.7%

Laytonville High School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All50%
  • Males53%
  • Females46%
  • White50%
Math students tested: 30
Math students with scores: 30

Percentage Standard Met and Above:

50%
California:

38%

Standard Not Met: 30.0%
Standard Nearly Met: 20.0%
Standard Met: 23.3%
Standard Exceeded: 26.7%

11th Grade: (Mean Scale Score: 2626.3, Students tested: 30, Standard Not Met: 30.0%, Nearly Met: 20.0%, Met: 23.3%, Exceeded: 26.7%)
30.0%
20.0%
23.3%
26.7%

Laytonville 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: 30
CST Science students with scores: 26

Percentage At Or Above Proficient:

73%
California:

54%

Percentage Far Below Basic: 8.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 19.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 31.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 42.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 380.2, Students tested: 30, Far Below Basic: 8.0%, Below Basic: 0.0%, Basic: 19.0%, Proficient: 31.0%, Advanced: 42.0%)
8.0%
19.0%
31.0%
42.0%

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.

Laytonville High School - California High School Exit Exam results

Math Mean Scale Score:

372
State:

374
Math Percentage Passed:

77%
California:

68%
Math Number Tested: 31
Math Number Passed: 24

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

    69%
    State:

    69%
  • Number Sense:

    68%
    State:

    65%
  • Algebra & Functions:

    69%
    State:

    68%
  • Measurement & Geometry:

    62%
    State:

    64%
  • Algebra 1:

    58%
    State:

    58%
ELA Mean Scale Score:

372
State:

370
ELA Percentage Passed:

77%
State:

68%
ELA Number Tested: 31
ELA Number Passed: 24

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

    83%
    State:

    76%
  • Reading - Reading Comprehension:

    75%
    California:

    71%
  • Reading - Literary Responses and Analysis:

    76%
    State:

    75%
  • Writing - Writing Strategies:

    67%
    California:

    64%
  • Writing - Writing Conventions:

    69%
    State:

    69%

The Physical Fitness Test:
Show data for
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: 19, Needs Improvement - High Risk: 57.9%, Needs Improvement: 36.8%, Healthy Fitness Zone: 5.3%)
57.9%
36.8%
5.3%
Body Composition:
9th grade: (Students tested: 19, Needs Improvement - High Risk: 52.6%, Needs Improvement: 26.3%, Healthy Fitness Zone: 21.1%)
52.6%
26.3%
21.1%
Abdominal Strength:
9th grade: (Students tested: 19, Needs Improvement - High Risk: 94.7%, Needs Improvement: 5.3%, Healthy Fitness Zone: 0.0%)
94.7%
5.3%
Trunk Extension Strength:
9th grade: (Students tested: 19, Needs Improvement - High Risk: 100.0%, Needs Improvement: 0.0%, Healthy Fitness Zone: 0.0%)
100.0%
Upper Body Strength:
9th grade: (Students tested: 19, Needs Improvement - High Risk: 89.5%, Needs Improvement: 10.5%, Healthy Fitness Zone: 0.0%)
89.5%
10.5%
Flexibility:
9th grade: (Students tested: 19, Needs Improvement - High Risk: 57.9%, Needs Improvement: 42.1%, Healthy Fitness Zone: 0.0%)
57.9%
42.1%

California English Language Development Test:
Show data for

(State average from 9,835 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).

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

All Grades:
Student Count: 4
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

75.0%
State:

34.0%

Accountability


Adequate Yearly Progress:
Show data for

(State average from 9,846 schools)
Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001. Statistics are based on test results of the Standardized Testing and Reporting (STAR) Program, the California High School Exit Examination (CAHSEE), and the California Alternate Performance Assessment (CAPA).

Laytonville High School - Adequate Yearly Progress status


ELA Participation Rate
Here:

96.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic75
  • American Indian100
  • Asian100
  • White100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 75% (tested 3 out of 4 enrolled)
  • American Indian / Alaska Native: 100% (tested 3 out of 3 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • White: 100% (tested 16 out of 16 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 17 out of 17 enrolled)
  • English Learners: 100% (tested 3 out of 3 enrolled)
  • Students with Disabilities: 100% (tested 1 out of 1 enrolled)

Math Participation Rate
School:

96.0%
State:

96.1%

    Math Participation Rate

  • Hispanic75
  • American Indian100
  • Asian100
  • White100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 75% (tested 3 out of 4 enrolled)
  • American Indian / Alaska Native: 100% (tested 3 out of 3 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • White: 100% (tested 16 out of 16 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 17 out of 17 enrolled)
  • English Learners: 100% (tested 3 out of 3 enrolled)
  • Students with Disabilities: 100% (tested 1 out of 1 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.

Laytonville High School - ACT/SAT scores

SAT or ACT Test Participation: 14 (male: 6, female: 8)
  • Hispanic: 2 (all male)
  • Asian: 2 (all male)
  • White: 10 (male: 2, female: 8)

Advanced Placement:
Show data for

(State average from 1,123 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).

Laytonville High School - AP exams with scores at or above criteria

Number of different AP courses provided by school: 1
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: Yes

Students Enrolled in at least one AP Course: 14 (male: 4, female: 10)
  • Asian: 2 (all male)
  • White: 10 (male: 2, female: 8)
  • Two or More Races: 2 (all female)
Students Enrollment in Other Advanced Placement (AP) Subjects: 14 (male: 4, female: 10)
  • Asian: 2 (all male)
  • White: 10 (male: 2, female: 8)
  • Two or More Races: 2 (all female)
Students who took one or more AP exams: 14 (male: 4, female: 10)
  • Asian: 2 (all male)
  • White: 10 (male: 2, female: 8)
  • Two or More Races: 2 (all female)
Percent students who received a qualifying score on one or more AP exams
Laytonville High School:

0.0%
State:

55.3%
Students who did not receive a qualifying score on any AP exams: 7 (all female)
  • White: 7
Students who took no AP exams: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Health & Safety


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

  • Hispanic4
  • American Indian2
  • White16
  • Multirace2
  • IDEA2
Chronic Student Absenteeism: 24 (male: 14, female: 10)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • White: 16 (male: 8, female: 8)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
Chronic Student Absenteeism per 1,000 students
School:

208.7
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: 19 (male: 11, female: 8)
  • White: 17 (male: 9, female: 8)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 1 (all male)
Instances of out-of-school suspension (Students without disabilities): 5

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

43.5
California:

84.8
Students without disabilities receiving one or more in-school suspension: 4 (all male)
  • White: 2
  • Two or More Races: 2
Students without disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 1

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

8.7
State:

28.1
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 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
  • White: 2

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

34.8
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 (all male)
  • Hispanic: 2
  • White: 2

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

34.8
California:

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: 2
Number of Algebra I classes taught by certified teachers: 2

    9-10th grade student enrollment in Algebra I

  • Hispanic4
  • American Indian4
  • White13
  • Multirace2
  • LEP2
9-10th grade student enrollment in Algebra I: 23 (male: 14, female: 9)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
9-10th grade studenst who passed Algebra I: 11 (male: 7, female: 4)
  • White: 11 (male: 7, female: 4)
Percent of 9-10th grade students who passed
Here:

47.8%
State:

72.5%

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: 1
Number of Algebra II classes taught by certified teachers: 1

    Student Enrollment in Algebra II

  • Hispanic2
  • White10
  • Multirace4
  • LEP2
Student Enrollment in Algebra II: 16 (male: 9, female: 7)
  • Hispanic: 2 (all male)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

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: 1


Student Enrollment in Calculus: 4 (male: 2, female: 2)
  • White: 4 (male: 2, 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: 2
Number of Geometry classes taught by certified teachers: 2

Student Enrollment in Geometry: 9 (male: 5, female: 4)
  • Hispanic: 2 (all female)
  • White: 7 (male: 5, female: 2)

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: 2
Number of Advanced Mathematics classes taught by certified teachers: 2

    Student Enrollment in Advanced Mathematics

  • Hispanic2
  • American Indian2
  • Asian2
  • White5
Student Enrollment in Advanced Mathematics: 11 (male: 4, female: 7)
  • Hispanic: 2 (all male)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all male)
  • White: 5 (all female)

Biology:
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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: 9 (male: 5, female: 4)
  • Hispanic: 2 (all female)
  • White: 7 (male: 5, female: 2)

Physics:
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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: 1
Number of Physics classes taught by certified teachers: 1

    Student Enrollment in Physics

  • Hispanic2
  • American Indian2
  • Asian2
  • White10
  • LEP2
Student Enrollment in Physics: 16 (male: 9, female: 7)
  • Hispanic: 2 (all male)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all male)
  • White: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 2 (all male)

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