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Merit Academy School in El Cajon, CA
(09-12 • Public • Special Education School)

City-data.com school rating (using weighted test average as compared to other schools in California) from 0 (worst) to 100 (best) is 42
Address
 1600 N. Cuyamaca St.
EL CAJON, CA 92020
Telephone
(619) 956-0600
(make sure to verify first before calling)
City-data.com school rating
42
Students
65
Classroom Teachers (FTE)
6.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
29
Reduced-price lunch
eligible students
19
School district
Grossmont Union High
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

Ratings

This school rating compared to other nearby schools ratings:
Grossmont Middle College High (1.5 miles):

96
Fletcher Hills Elementary (1.4 miles):

83
PRIDE Academy at Prospect Avenue (1.4 miles):

61
Merit Academy School:

42
Flying Hills Elementary (0.4 miles):

41
IDEA Center (0.0 miles):

37
Chaparral High (0.0 miles):

23
Magnolia Elementary (1.5 miles):

19
Johnson Elementary (1.3 miles):

8
Merit Academy School rating compared to average state, county and city schools ratings:
California:

46
San Diego County:

55
El Cajon:

44
Merit Academy School:

42

Students & Teachers


Total enrollment:
Enrollment in 2016: 65
Enrollment in 2015: 65
Enrollment in 2014: 47

Merit Academy School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG09G10G11G12Total
All students1219122265
Female students2751125
Male students101271140
American Indian/Alaska Native students - - - 11
Hispanic students443617
Black students - 1 - 12
White students61381340
Hawaiian Native/Pacific Islander students11 - - 2
Two or More Races students1 - 113

Enrollment by grade:
9th grade enrollment: 12
10th grade enrollment: 19
11th grade enrollment: 12
12th grade enrollment: 22

Merit Academy School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 25 (38.5%)
Merit Academy School:

38.5%
State:

49.4%
Male enrollment: 40 (61.5%)
Merit Academy School:

61.5%
California:

49.6%

Merit Academy School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 1 (1.5%)
School:

1.5%
California:

1.0%
Hispanic enrollment: 17 (26.2%)
Merit Academy School:

26.2%
California:

46.0%
Black enrollment: 2 (3.1%)
Merit Academy School:

3.1%
State:

6.1%
White enrollment: 40 (61.5%)
Here:

61.5%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 2 (3.1%)
School:

3.1%
California:

0.6%
Two or More Races enrollment: 3 (4.6%)
Merit Academy School:

4.6%
California:

4.5%

Merit Academy School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 48 (73.8%)
Here:

73.8%
State:

61.2%
Free lunch eligible students: 29 (44.6%)
Here:

44.6%
State:

52.8%
Reduced-price lunch eligible students: 19 (29.2%)
School:

29.2%
California:

8.6%

Merit Academy School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 6

Number of FTE teachers who were absent more than 10 school days during the school years: 1

Student/Teacher Ratio
Here:

10.8
State:

22.8

Merit Academy School - Teachers (FTE) and pupil/teacher ratio


Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • 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

  • Hispanic17
  • White38
  • Multirace4
  • LEP4
Students with disabilities served under IDEA: 59 (male: 39, female: 20)
  • Hispanic: 17 (male: 10, female: 7)
  • White: 38 (male: 25, female: 13)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 4 (all male)
Students with disabilities served under Section 504: 4 (all female)
  • Hispanic: 2
  • White: 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: 2 (all female)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

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

30.8
State:

84.3

Statewide Student Assessments


Smarter Balanced Summative Assessments:
Show data for

(State average from 10,439 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 students tested: 13
ELA students with scores: 11

Percentage Standard Met and Above:

27%
California:

48%

Standard Not Met: 27.0%
Standard Nearly Met: 45.0%
Standard Met: 18.0%
Standard Exceeded: 9.0%

11th Grade: (Mean Scale Score: 2532.5, Students tested: 13, Standard Not Met: 27.0%, Nearly Met: 45.0%, Met: 18.0%, Exceeded: 9.0%)
27.0%
45.0%
18.0%
9.0%

Merit Academy School - ELA Area Achievement Levels (all grades)

Math students tested: 12
Math students with scores: 12

Percentage Standard Met and Above:

0%
State:

37%

Standard Not Met: 75.0%
Standard Nearly Met: 25.0%
Standard Met: 0.0%
Standard Exceeded: 0.0%

11th Grade: (Mean Scale Score: 2461.6, Students tested: 12, Standard Not Met: 75.0%, Nearly Met: 25.0%, Met: 0.0%, Exceeded: 0.0%)
75.0%
25.0%

Merit Academy 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: 16
CST Science students with scores: 12

Percentage At Or Above Proficient:

8%
California:

54%

Percentage Far Below Basic: 34.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 8.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 50.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 8.0% 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: 298.4, Students tested: 16, Far Below Basic: 34.0%, Below Basic: 8.0%, Basic: 50.0%, Proficient: 8.0%, Advanced: 0.0%)
34.0%
8.0%
50.0%
8.0%

California High School Exit Exam:
Show data for

(State average from 2,298 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.
ELA Mean Scale Score:

342
California:

370
ELA Percentage Passed:

25%
State:

68%
ELA Number Tested: 12
ELA Number Passed: 3

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

    64%
    California:

    76%
  • Reading - Reading Comprehension:

    61%
    California:

    71%
  • Reading - Literary Responses and Analysis:

    64%
    California:

    75%
  • Writing - Writing Strategies:

    45%
    California:

    64%
  • Writing - Writing Conventions:

    58%
    State:

    69%

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).

Merit Academy School - Adequate Yearly Progress status


ELA Participation Rate
School:

69.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic34
  • White73
  • Multirace100
  • SED58
  • With Disabilities69
  • Hispanic: 34% (tested 1 out of 3 enrolled)
  • White: 73% (tested 8 out of 11 enrolled)
  • Two or More Races: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 58% (tested 4 out of 7 enrolled)
  • Students with Disabilities: 69% (tested 11 out of 16 enrolled)

Math Participation Rate
Here:

75.0%
California:

96.1%

    Math Participation Rate

  • Hispanic67
  • White73
  • Multirace100
  • SED72
  • With Disabilities75
  • Hispanic: 67% (tested 2 out of 3 enrolled)
  • White: 73% (tested 8 out of 11 enrolled)
  • Two or More Races: 100% (tested 2 out of 2 enrolled)
  • Socioeconomic Disadvantaged: 72% (tested 5 out of 7 enrolled)
  • Students with Disabilities: 75% (tested 12 out of 16 enrolled)

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.

Firearm or explosive device refers to any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage

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: 4

Incidents of threats of physical attack without a weapon: 25

Incidents of possession of a firearm or explosive device: 3


Total incidents per 1,000 students
Here:

492.3
State:

60.8

Harassment & Bullying:
Show data for

(State average from 2,337 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of 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.
Allegations of harassment or bullying on the basis of race, color, or national origin: 3
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Here:

46.2
California:

3.0

    Students reported as harassed or bullied on the basis of race, color, or national origin

  • Hispanic4
  • Black2
  • White19
  • Multirace2
  • LEP2
  • IDEA14
  • 5042
Students reported as harassed or bullied on the basis of race, color, or national origin: 27 (male: 17, female: 10)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 19 (male: 11, female: 8)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 14 (all male)
  • Section 504: 2 (all female)

    Students disciplined for bullying or harassment on the basis of race, color, or national origin

  • Hispanic22
  • Black4
  • White43
  • Multirace7
  • LEP7
  • IDEA46
  • 5045
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 76 (male: 47, female: 29)
  • Hispanic: 22 (male: 11, female: 11)
  • Black: 4 (male: 2, female: 2)
  • White: 43 (male: 29, female: 14)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 46 (male: 44, female: 2)
  • Section 504: 5 (all female)


Restraint and Seclusion:
Show data for

(State average from 741 schools)
Mechanical restraint refers to the use of any device or equipment to restrict a student's freedom of movement. The term does not include devices implemented by trained school personnel, or utilized by a student that have been prescribed by an appropriate medical or related services professional and are used for the specific and approved purposes for which such devices were designed, such as:
  • Adaptive devices or mechanical supports used to achieve proper body position, balance, or alignment to allow greater freedom of mobility than would be possible without the use of such devices or mechanical supports;
  • Vehicle safety restraints when used as intended during the transport of a student in a moving vehicle;
  • Restraints for medical immobilization; or Orthopedically prescribed devices that permit a student to participate in activities without risk of harm.
Total Number of students with disabilities (IDEA) subjected to mechanical restraint: 2 (all male)
  • White: 2

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

30.8
State:

0.4

Suspensions:
Show data for

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

    School days missed due to out-of-school suspension

  • Hispanic216
  • Black90
  • White666
  • Multirace76
  • LEP85
  • IDEA1,028
  • 50424
School days missed due to out-of-school suspension: 1,048 (male: 769, female: 279)
  • Hispanic: 216 (male: 160, female: 56)
  • Black: 90 (male: 20, female: 70)
  • White: 666 (male: 531, female: 135)
  • Two or More Races: 76 (male: 58, female: 18)
  • Limited English Proficiency (LEP): 85 (male: 73, female: 12)
  • Individuals With Disabilities Education Act (IDEA): 1,028 (male: 767, female: 261)
  • Section 504: 24 (all female)

    Students with disabilities receiving one or more in-school suspension

  • Hispanic7
  • Black2
  • White7
  • Multirace2
Students with disabilities receiving one or more in-school suspension: 18 (male: 12, female: 6)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all female)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2

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

  • Hispanic13
  • Black4
  • White25
  • Multirace2
  • LEP4
  • 5042
Students with disabilities receiving more than one out-of-school suspension: 44 (male: 32, female: 12)
  • Hispanic: 13 (male: 8, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 25 (male: 20, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 2 (all female)

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.

    Students with Disabilities who received an expulsion without educational services

  • Hispanic4
  • White4
  • Multirace2
  • 5042
Students with Disabilities who received an expulsion without educational services: 10 (male: 6, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Section 504: 2 (all female)

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

153.8
State:

1.7

Classes & Courses


Algebra I:
Show data for

(State average from 1,144 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: 3
Number of Algebra I classes taught by certified teachers: 3

    9-10th grade student enrollment in Algebra I

  • Hispanic7
  • Native Hawaiian4
  • Black2
  • White25
  • Multirace4
  • LEP2
  • IDEA25
9-10th grade student enrollment in Algebra I: 42 (male: 25, female: 17)
  • Hispanic: 7 (male: 5, female: 2)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 25 (male: 14, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 25 (male: 23, female: 2)
9-10th grade studenst who passed Algebra I: 31 (male: 17, female: 14)
  • Hispanic: 8 (male: 4, female: 4)
  • White: 23 (male: 13, female: 10)
  • Individuals With Disabilities Education Act (IDEA): 22 (all male)
Percent of 9-10th grade students who passed
Here:

73.8%
State:

72.5%

    11-12th grade student enrollment in Algebra I

  • Hispanic10
  • Native Hawaiian4
  • Black2
  • White25
  • Multirace2
  • LEP4
  • IDEA25
11-12th grade student enrollment in Algebra I: 43 (male: 25, female: 18)
  • Hispanic: 10 (male: 5, female: 5)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 25 (male: 14, female: 11)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 25 (male: 23, female: 2)
11-12th studenst who passed Algebra I: 34 (male: 20, female: 14)
  • Hispanic: 8 (male: 4, female: 4)
  • White: 26 (male: 16, female: 10)
  • Individuals With Disabilities Education Act (IDEA): 22 (all male)
Percent of 11-12th grade students who passed
Here:

79.1%
California:

62.0%

Algebra II:
Show data for
Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 3
Number of Algebra II classes taught by certified teachers: 3

    Student Enrollment in Algebra II

  • Hispanic10
  • Native Hawaiian4
  • Black2
  • White22
  • Multirace2
  • LEP4
  • IDEA25
Student Enrollment in Algebra II: 40 (male: 25, female: 15)
  • Hispanic: 10 (male: 5, female: 5)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 22 (male: 14, female: 8)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 25 (male: 23, 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

  • Hispanic4
  • American Indian2
  • Native Hawaiian2
  • White19
  • Multirace2
  • LEP2
  • IDEA16
Student Enrollment in Geometry: 29 (male: 16, female: 13)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • White: 19 (male: 8, female: 11)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 14, female: 2)

Biology:
Show data for
Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 5
Number of Biology classes taught by certified teachers: 5

    Student Enrollment in Biology

  • Hispanic13
  • American Indian2
  • Native Hawaiian4
  • Black4
  • White28
  • Multirace4
  • LEP4
  • IDEA31
Student Enrollment in Biology: 55 (male: 33, female: 22)
  • Hispanic: 13 (male: 8, female: 5)
  • American Indian / Alaska Native: 2 (all male)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 28 (male: 17, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 29, female: 2)

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