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Oxford Academy School in Cypress, CA
(07-12 • 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 99
Address
 5172 Orange Ave.
Cypress, CA 90630
Telephone
(714) 220-3055
(make sure to verify first before calling)
Website
http://www.auhsd.us/oxford
City-data.com school rating
99
Students
1,208
Classroom Teachers (FTE)
39.5
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
280
Reduced-price lunch
eligible students
142
School district
Anaheim Union High
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Oxford Academy School:

99
Margaret Landell Elementary (0.8 miles):

94
Frank Vessels Elementary (1.0 miles):

89
Juliet Morris Elementary (0.6 miles):

87
Cypress High (0.8 miles):

85
A. E. Arnold Elementary (0.8 miles):

84
John F. Kennedy High (1.2 miles):

82
Lexington Junior High (0.8 miles):

81
Clara J. King Elementary (0.9 miles):

61
Oxford Academy School rating compared to average state, county and city schools ratings:
California:

46
Orange County:

61
Cypress:

85
Oxford Academy School:

99

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,208
Enrollment in 2015: 1,194
Enrollment in 2014: 1,172
Enrollment in 2013: 1,152
Enrollment in 2012: 1,142
Enrollment in 2011: 1,128
Enrollment in 2010: 1,135
Enrollment in 2009: 1,123
Enrollment in 2008: 1,021
Enrollment in 2007: 1,109
Enrollment in 2006: 1,095
Enrollment in 2005: 1,099
Enrollment in 2004: 1,088
Enrollment in 2003: 1,068
Enrollment in 2002: 919
Enrollment in 2001: 770
Enrollment in 2000: 614
Enrollment in 1999: 388

Oxford Academy School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08G09G10G11G12Total
All students2092102112041891851,208
Female students106111110113109103652
Male students10399101918082556
American Indian/Alaska Native students - - - 3 - 14
Asian students149119146137128139818
Hispanic students295534363720211
Black students15365121
White students222821191318121
Hawaiian Native/Pacific Islander students1 - 2 - - 25
Two or More Races students73536428

Enrollment by grade:
7th grade enrollment: 209
8th grade enrollment: 210
9th grade enrollment: 211
10th grade enrollment: 204
11th grade enrollment: 189
12th grade enrollment: 185

Oxford Academy School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 652 (54.0%)
Oxford Academy School:

54.0%
State:

49.4%
Male enrollment: 556 (46.0%)
Here:

46.0%
State:

49.6%

Oxford Academy School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 4 (0.3%)
Oxford Academy School:

0.3%
State:

1.0%
Asian enrollment: 818 (67.7%)
Here:

67.7%
California:

9.4%
Hispanic enrollment: 211 (17.5%)
Oxford Academy School:

17.5%
California:

46.0%
Black enrollment: 21 (1.7%)
School:

1.7%
California:

6.1%
White enrollment: 121 (10.0%)
Oxford Academy School:

10.0%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 5 (0.4%)
Oxford Academy School:

0.4%
State:

0.6%
Two or More Races enrollment: 28 (2.3%)
Oxford Academy School:

2.3%
California:

4.5%

Oxford Academy School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 422 (34.9%)
Oxford Academy School:

34.9%
California:

61.2%
Free lunch eligible students: 280 (23.2%)
Here:

23.2%
California:

52.8%
Reduced-price lunch eligible students: 142 (11.8%)
School:

11.8%
State:

8.6%

Oxford Academy School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 39.5

Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 3.5
Number of FTE teachers who were absent more than 10 school days during the school years: 22
Number of FTE security guards: 1
Number of FTE psychologists: 1

Student/Teacher Ratio
Oxford Academy School:

30.6
State:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,984,139
  • Full-time Equivalency Count of Teachers: 42.5 (Salary Expenditures: $3,984,139)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $403,198)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $404,915)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $1,255,453
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $808,129
  • Salary Expenditures for Teachers: $3,984,698
  • Full-time Equivalency Count of Instructional Aides: 0.3 (Salary Expenditures: $16)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $403,198)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $404,915)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $1,452,587

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

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: 6 (male: 4, female: 2)
  • Asian: 2 (all male)
  • White: 2 (all male)
  • Two or More Races: 2 (all female)

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

  • Hispanic169
  • American Indian2
  • Asian436
  • Native Hawaiian7
  • Black10
  • White64
  • Multirace25
  • LEP2
  • IDEA2
Gifted and Talented Student Enrollment: 713 (male: 330, female: 383)
  • Hispanic: 169 (male: 62, female: 107)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 436 (male: 215, female: 221)
  • Native Hawaiian / Pacific Islander: 7 (male: 2, female: 5)
  • Black: 10 (male: 5, female: 5)
  • White: 64 (male: 35, female: 29)
  • Two or More Races: 25 (male: 11, female: 14)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

590.2
California:

84.3

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

  • All99%
  • Males99%
  • Females100%
  • Asian100%
  • Filipino100%
  • Hispanic98%
  • White100%
ELA students tested: 605
ELA students with scores: 605

Percentage Standard Met and Above:

99%
State:

49%

Standard Not Met: 0.2%
Standard Nearly Met: 0.5%
Standard Met: 18.0%
Standard Exceeded: 81.3%

All Grades:
0.2%
0.5%
18.0%
81.3%
7th Grade: (Mean Scale Score: 2693.7, Students tested: 205, Standard Not Met: 0.0%, Nearly Met: 0.0%, Met: 15.1%, Exceeded: 84.9%)
15.1%
84.9%
8th Grade: (Mean Scale Score: 2696.0, Students tested: 207, Standard Not Met: 0.5%, Nearly Met: 1.0%, Met: 28.0%, Exceeded: 70.5%)
0.5%
1.0%
28.0%
70.5%
11th Grade: (Mean Scale Score: 2746.3, Students tested: 193, Standard Not Met: 0.0%, Nearly Met: 0.5%, Met: 10.4%, Exceeded: 89.1%)
0.5%
10.4%
89.1%

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

    Math Standard Met and Above

  • All94%
  • Males95%
  • Females93%
  • Asian98%
  • Filipino73%
  • Hispanic81%
  • White92%
Math students tested: 605
Math students with scores: 605

Percentage Standard Met and Above:

94%
State:

38%

Standard Not Met: 1.0%
Standard Nearly Met: 5.0%
Standard Met: 17.4%
Standard Exceeded: 76.7%

All Grades:
1.0%
5.0%
17.4%
76.7%
7th Grade: (Mean Scale Score: 2699.6, Students tested: 205, Standard Not Met: 0.0%, Nearly Met: 0.0%, Met: 13.7%, Exceeded: 86.3%)
13.7%
86.3%
8th Grade: (Mean Scale Score: 2716.0, Students tested: 207, Standard Not Met: 0.5%, Nearly Met: 3.9%, Met: 9.7%, Exceeded: 86.0%)
0.5%
3.9%
9.7%
86.0%
11th Grade: (Mean Scale Score: 2729.0, Students tested: 193, Standard Not Met: 2.6%, Nearly Met: 11.4%, Met: 29.5%, Exceeded: 56.5%)
2.6%
11.4%
29.5%
56.5%

Oxford 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: 210
CST Science students with scores: 210

Percentage At Or Above Proficient:

99%
California:

54%

Percentage Far Below Basic: 0.0% 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: 1.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 13.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 86.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

8th Grade: (Mean Scale Score: 477.8, Students tested: 210, Far Below Basic: 0.0%, Below Basic: 0.0%, Basic: 1.0%, Proficient: 13.0%, Advanced: 86.0%)
1.0%
13.0%
86.0%
CST Science students tested: 203
CST Science students with scores: 203

Percentage At Or Above Proficient:

98%
State:

54%

Percentage Far Below Basic: 0.0% 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: 2.0% 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: 88.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 457.8, Students tested: 203, Far Below Basic: 0.0%, Below Basic: 0.0%, Basic: 2.0%, Proficient: 10.0%, Advanced: 88.0%)
2.0%
10.0%
88.0%

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.

Oxford Academy School - California High School Exit Exam results

    Math Mean Scale Score

  • All439
  • Asian446
  • Filipino428
  • Hispanic424
  • White439
Math Mean Scale Score:

439
State:

374
Math Percentage Passed:

100%
State:

68%
Math Number Tested: 191
Math Number Passed: 191

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

    93%
    State:

    69%
  • Number Sense:

    94%
    State:

    65%
  • Algebra & Functions:

    95%
    California:

    68%
  • Measurement & Geometry:

    95%
    California:

    64%
  • Algebra 1:

    91%
    State:

    58%

    ELA Mean Scale Score

  • All437
  • Asian441
  • Filipino436
  • Hispanic430
  • White437
ELA Mean Scale Score:

437
California:

370
ELA Percentage Passed:

100%
California:

68%
ELA Number Tested: 194
ELA Number Passed: 194

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

    94%
    State:

    76%
  • Reading - Reading Comprehension:

    94%
    California:

    71%
  • Reading - Literary Responses and Analysis:

    96%
    California:

    75%
  • Writing - Writing Strategies:

    91%
    California:

    64%
  • Writing - Writing Conventions:

    95%
    California:

    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:
7th grade: (Students tested: 205, Needs Improvement - High Risk: 96.6%, Needs Improvement: 3.4%, Healthy Fitness Zone: 0.0%)
96.6%
3.4%
9th grade: (Students tested: 201, Needs Improvement - High Risk: 95.5%, Needs Improvement: 3.0%, Healthy Fitness Zone: 1.5%)
95.5%
3.0%
1.5%
Body Composition:
7th grade: (Students tested: 205, Needs Improvement - High Risk: 75.1%, Needs Improvement: 15.6%, Healthy Fitness Zone: 9.3%)
75.1%
15.6%
9.3%
9th grade: (Students tested: 201, Needs Improvement - High Risk: 80.6%, Needs Improvement: 12.9%, Healthy Fitness Zone: 6.5%)
80.6%
12.9%
6.5%
Abdominal Strength:
7th grade: (Students tested: 205, Needs Improvement - High Risk: 80.5%, Needs Improvement: 19.5%, Healthy Fitness Zone: 0.0%)
80.5%
19.5%
9th grade: (Students tested: 201, Needs Improvement - High Risk: 96.0%, Needs Improvement: 4.0%, Healthy Fitness Zone: 0.0%)
96.0%
4.0%
Trunk Extension Strength:
7th grade: (Students tested: 205, Needs Improvement - High Risk: 46.8%, Needs Improvement: 53.2%, Healthy Fitness Zone: 0.0%)
46.8%
53.2%
9th grade: (Students tested: 201, Needs Improvement - High Risk: 66.2%, Needs Improvement: 33.8%, Healthy Fitness Zone: 0.0%)
66.2%
33.8%
Upper Body Strength:
7th grade: (Students tested: 205, Needs Improvement - High Risk: 66.3%, Needs Improvement: 33.7%, Healthy Fitness Zone: 0.0%)
66.3%
33.7%
9th grade: (Students tested: 201, Needs Improvement - High Risk: 76.1%, Needs Improvement: 23.9%, Healthy Fitness Zone: 0.0%)
76.1%
23.9%
Flexibility:
7th grade: (Students tested: 205, Needs Improvement - High Risk: 99.5%, Needs Improvement: 0.5%, Healthy Fitness Zone: 0.0%)
99.5%
0.5%
9th grade: (Students tested: 201, Needs Improvement - High Risk: 99.0%, Needs Improvement: 1.0%, Healthy Fitness Zone: 0.0%)
99.0%
1.0%

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).

Oxford Academy School - students who met CELDT criterion (all grades)

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

Students who met CELDT criterion:

100.0%
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).

Oxford Academy School - Adequate Yearly Progress status


ELA Participation Rate
School:

100.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic99
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White100
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities84
  • Hispanic: 99% (tested 120 out of 121 enrolled)
  • Asian: 100% (tested 357 out of 358 enrolled)
  • Filipino: 100% (tested 33 out of 33 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 11 out of 11 enrolled)
  • White: 100% (tested 63 out of 63 enrolled)
  • Two or More Races: 100% (tested 17 out of 17 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 222 out of 222 enrolled)
  • English Learners: 100% (tested 45 out of 45 enrolled)
  • Students with Disabilities: 84% (tested 5 out of 6 enrolled)

Math Participation Rate
School:

100.0%
California:

96.1%

    Math Participation Rate

  • Hispanic99
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White100
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities84
  • Hispanic: 99% (tested 120 out of 121 enrolled)
  • Asian: 100% (tested 357 out of 358 enrolled)
  • Filipino: 100% (tested 33 out of 33 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 11 out of 11 enrolled)
  • White: 100% (tested 63 out of 63 enrolled)
  • Two or More Races: 100% (tested 17 out of 17 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 222 out of 222 enrolled)
  • English Learners: 100% (tested 45 out of 45 enrolled)
  • Students with Disabilities: 84% (tested 5 out of 6 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.

Oxford Academy School - ACT/SAT scores

Percent of graduates taking the ACT:

47.6%
California:

30.9%
ACT Composite scores greater or equal to 21:

100.0%
State:

48.7%
Number of graduates: 185
Number of graduates taking the ACT: 88

Average ACT composite score:

29.0
State:

19.8
Average ACT English score:

30.0
State:

19.6
Average ACT mathematics score:

29.0
California:

20.5
Average ACT reading score:

30.0
State:

20.5
Average ACT science score:

28.0
California:

19.9
Percent of graduates taking the SAT:

93.5%
State:

54.4%
SAT scores greater or equal to 1500:

96.0%
California:

36.3%
Number of graduates: 185
Number of graduates taking the SAT: 173

Average Total SAT Score:

1,920
State:

1,374
Average SAT mathematics score:

652
State:

464
Average SAT critical reading score:

627
State:

459
Average SAT writing score:

641
State:

451

    SAT or ACT Test Participation

  • Hispanic22
  • Asian127
  • Black4
  • White13
  • Multirace7
  • IDEA4
SAT or ACT Test Participation: 173 (male: 76, female: 97)
  • Hispanic: 22 (male: 8, female: 14)
  • Asian: 127 (male: 59, female: 68)
  • Black: 4 (male: 2, female: 2)
  • White: 13 (male: 5, female: 8)
  • Two or More Races: 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Advanced Placement:
Show data for

(State average from 1,204 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).

Oxford Academy School - AP exams with scores at or above criteria

Number of students in Grades 11 and 12: 185
Number of students taking at least one AP exam: 565
Percent of students taking at least one AP exam:

305.0%
California:

94.1%
Number of AP exams with scores at or above 3: 1102
Percent of AP exams with scores at or above 3:

74.7%
California:

46.6%

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

  • Hispanic7
  • Asian7
  • White4
  • Multirace2
  • IDEA2
  • 5042
Chronic Student Absenteeism: 20 (male: 12, female: 8)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
  • Section 504: 2 (all female)
Chronic Student Absenteeism per 1,000 students
Oxford Academy School:

16.6
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

  • Hispanic10
  • Asian34
  • White1
  • Multirace5
  • IDEA3
School days missed due to out-of-school suspension: 50 (male: 31, female: 19)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 34 (male: 20, female: 14)
  • White: 1 (all male)
  • Two or More Races: 5 (all male)
  • Individuals With Disabilities Education Act (IDEA): 3 (all male)
Instances of out-of-school suspension (Students without disabilities): 13

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

10.8
State:

84.8

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

  • Hispanic4
  • Asian10
  • White2
  • Multirace2
Students without disabilities receiving only one out-of-school suspension: 18 (male: 11, female: 7)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 10 (male: 5, female: 5)
  • White: 2 (all male)
  • 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:

0.8
State:

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

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

1.7
California:

10.5

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: 6
7th grade student enrollment in Algebra I: 2
Percent of 7th grade students who passed: -100.0%
School:  -100.0%
California:  107.7%

    8th grade student enrollment in Algebra I

  • Hispanic2
  • Asian37
  • White4
  • Multirace2
  • LEP2
8th grade student enrollment in Algebra I: 45 (male: 23, female: 22)
  • Hispanic: 2 (all male)
  • Asian: 37 (male: 17, female: 20)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
8th grade studenst who passed Algebra I: 35 (male: 16, female: 19)
  • Asian: 35 (male: 16, female: 19)
Percent of 8th grade students who passed
Here:

77.8%
California:

85.6%

    9-10th grade student enrollment in Algebra I

  • Hispanic34
  • Asian70
  • Native Hawaiian2
  • Black4
  • White16
  • Multirace19
  • IDEA2
9-10th grade student enrollment in Algebra I: 145 (male: 64, female: 81)
  • Hispanic: 34 (male: 17, female: 17)
  • Asian: 70 (male: 29, female: 41)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 16 (male: 8, female: 8)
  • Two or More Races: 19 (male: 8, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

    9-10th grade studenst who passed Algebra I

  • Hispanic32
  • Asian71
  • White14
  • Multirace4
9-10th grade studenst who passed Algebra I: 121 (male: 54, female: 67)
  • Hispanic: 32 (male: 16, female: 16)
  • Asian: 71 (male: 31, female: 40)
  • White: 14 (male: 7, female: 7)
  • Two or More Races: 4 (all female)
Percent of 9-10th grade students who passed
Oxford Academy School:

83.4%
California:

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: 5

    Student Enrollment in Algebra II

  • Hispanic22
  • Asian148
  • Native Hawaiian2
  • Black4
  • White13
  • Multirace13
Student Enrollment in Algebra II: 202 (male: 94, female: 108)
  • Hispanic: 22 (male: 8, female: 14)
  • Asian: 148 (male: 71, female: 77)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 13 (male: 5, female: 8)
  • Two or More Races: 13 (male: 8, female: 5)

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: 12

    Student Enrollment in Calculus

  • Hispanic55
  • American Indian2
  • Asian262
  • Native Hawaiian2
  • Black4
  • White31
  • Multirace22
  • IDEA4
Student Enrollment in Calculus: 378 (male: 168, female: 210)
  • Hispanic: 55 (male: 17, female: 38)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 262 (male: 128, female: 134)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 31 (male: 11, female: 20)
  • Two or More Races: 22 (male: 8, female: 14)
  • Individuals With Disabilities Education Act (IDEA): 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: 1

    Student Enrollment in Geometry

  • Hispanic19
  • American Indian4
  • Asian10
  • Black2
  • White4
  • Multirace2
Student Enrollment in Geometry: 41 (male: 16, female: 25)
  • Hispanic: 19 (male: 5, female: 14)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 10 (male: 5, female: 5)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)

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: 4

    Student Enrollment in Advanced Mathematics

  • Hispanic4
  • Asian31
  • Native Hawaiian2
  • White4
  • Multirace2
Student Enrollment in Advanced Mathematics: 43 (male: 20, female: 23)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 31 (male: 14, female: 17)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)

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: 9

    Student Enrollment in Biology

  • Hispanic49
  • Asian205
  • Native Hawaiian2
  • Black4
  • White31
  • Multirace34
  • IDEA2
Student Enrollment in Biology: 325 (male: 154, female: 171)
  • Hispanic: 49 (male: 20, female: 29)
  • Asian: 205 (male: 104, female: 101)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 31 (male: 14, female: 17)
  • Two or More Races: 34 (male: 14, female: 20)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Chemistry:
Show data for
Chemistry (college-preparatory) courses involve studying the composition, properties, and reactions of substances. These courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid / base and oxidation / reduction reactions; and atomic structure.Chemical formulas and equations and nuclear reactions are also studied.
Number of Chemistry classes: 8

    Student Enrollment in Chemistry

  • Hispanic40
  • American Indian4
  • Asian169
  • Black7
  • White22
  • Multirace13
  • IDEA2
Student Enrollment in Chemistry: 255 (male: 114, female: 141)
  • Hispanic: 40 (male: 14, female: 26)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 169 (male: 80, female: 89)
  • Black: 7 (male: 2, female: 5)
  • White: 22 (male: 8, female: 14)
  • Two or More Races: 13 (male: 8, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

Physics:
Show data for
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: 5

    Student Enrollment in Physics

  • Hispanic25
  • Asian118
  • Native Hawaiian2
  • Black4
  • White7
  • Multirace10
Student Enrollment in Physics: 166 (male: 91, female: 75)
  • Hispanic: 25 (male: 11, female: 14)
  • Asian: 118 (male: 68, female: 50)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 10 (male: 8, female: 2)

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