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Rio Mesa High School in Oxnard, 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 44
Address
 545 Central Ave.
Oxnard, CA 93030
Telephone
(805) 278-5500
(make sure to verify first before calling)
City-data.com school rating
44
Students
2,183
Classroom Teachers (FTE)
83.3
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
937
Reduced-price lunch
eligible students
197
School district
Oxnard Union High
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:
Junipero Serra Elementary (1.9 miles):

76
Academy of Technology & Leadership at Saticoy (2.3 miles):

44
Rio Mesa High School:

44
Rio Del Mar (1.5 miles):

39
Rio del Valle Middle (1.6 miles):

27
Rio Vista Middle (1.6 miles):

27
Providence (0.8 miles):

13
Rio Plaza Elementary (1.3 miles):

13
Rio Real Elementary (2.0 miles):

13
Rio Mesa High School rating compared to average state, county and city schools ratings:
California:

46
Ventura County:

47
Oxnard:

18
Rio Mesa High School:

44

Students & Teachers


Total enrollment:
Enrollment in 2016: 2,183
Enrollment in 2015: 2,197
Enrollment in 2014: 2,129
Enrollment in 2013: 2,061
Enrollment in 2012: 2,034
Enrollment in 2011: 2,142
Enrollment in 2010: 2,205
Enrollment in 2009: 2,302
Enrollment in 2008: 2,225
Enrollment in 2007: 2,278
Enrollment in 2006: 2,207
Enrollment in 2005: 2,098
Enrollment in 2004: 2,063
Enrollment in 2003: 2,196
Enrollment in 2002: 2,230
Enrollment in 2001: 2,437
Enrollment in 2000: 2,536
Enrollment in 1999: 2,438

Rio Mesa High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)

GradeG09G10G11G12UGTotal
All students557583503475652,183
Female students270276263224291,062
Male students287307240251361,121
American Indian/Alaska Native students - 124 - 7
Asian students443822194127
Hispanic students432426368343451,614
Black students14181722172
White students5486807615311
Hawaiian Native/Pacific Islander students2155 - 13
Two or More Races students111396 - 39

Enrollment by grade:
9th grade enrollment: 557
10th grade enrollment: 583
11th grade enrollment: 503
12th grade enrollment: 475
Ungraded enrollment: 65

Rio Mesa High School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)

Female enrollment: 1,062 (48.6%)
Rio Mesa High School:

48.6%
State:

49.4%
Male enrollment: 1,121 (51.4%)
Rio Mesa High School:

51.4%
California:

49.6%

Rio Mesa High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)

American Indian/Alaska Native enrollment: 7 (0.3%)
School:

0.3%
California:

1.0%
Asian enrollment: 127 (5.8%)
Rio Mesa High School:

5.8%
State:

9.4%
Hispanic enrollment: 1,614 (73.9%)
Rio Mesa High School:

73.9%
California:

46.0%
Black enrollment: 72 (3.3%)
Rio Mesa High School:

3.3%
State:

6.1%
White enrollment: 311 (14.2%)
Rio Mesa High School:

14.2%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 13 (0.6%)
School:

0.6%
California:

0.6%
Two or More Races enrollment: 39 (1.8%)
Here:

1.8%
State:

4.5%

Rio Mesa High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)

Free/reduced-price lunch eligible students: 1,134 (51.9%)
Rio Mesa High School:

51.9%
California:

61.2%
Free lunch eligible students: 937 (42.9%)
Here:

42.9%
State:

52.8%
Reduced-price lunch eligible students: 197 (9.0%)
Here:

9.0%
California:

8.6%

Rio Mesa High School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 83.3

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 6
Number of FTE teachers who were absent more than 10 school days during the school years: 42.8
Number of FTE psychologists: 0.3

Student/Teacher Ratio
Here:

26.2
California:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,023,774
  • Full-time Equivalency Count of Teachers: 74.6 (Salary Expenditures: $6,298,790)
  • Full-time Equivalency Count of Support Services Staff: 17.3 (Salary Expenditures: $1,053,922)
  • Full-time Equivalency Count of School Administration Staff: 14 (Salary Expenditures: $969,851)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $1,117,687
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $11,356,786
  • Salary Expenditures for Teachers: $7,749,381
  • Full-time Equivalency Count of Instructional Aides: 35.5 (Salary Expenditures: $1,387,575)
  • Full-time Equivalency Count of Support Services Staff: 20.1 (Salary Expenditures: $1,249,978)
  • Full-time Equivalency Count of School Administration Staff: 14 (Salary Expenditures: $969,851)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $1,524,596

Limited English Proficiency:
Show data for

Students Enrolled in LEP Programs: 12 (male: 8, female: 4)
  • Hispanic: 10 (male: 8, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • 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

  • Hispanic209
  • Native Hawaiian7
  • Black11
  • White50
  • LEP86
Students with disabilities served under IDEA: 277 (male: 181, female: 96)
  • Hispanic: 209 (male: 133, female: 76)
  • Native Hawaiian / Pacific Islander: 7 (all male)
  • Black: 11 (male: 7, female: 4)
  • White: 50 (male: 34, female: 16)
  • Limited English Proficiency (LEP): 86 (male: 52, female: 34)

    Students with disabilities served under Section 504

  • Hispanic19
  • American Indian2
  • Native Hawaiian2
  • Black2
  • White8
  • Multirace2
  • LEP2
Students with disabilities served under Section 504: 35 (male: 28, female: 7)
  • Hispanic: 19 (male: 14, female: 5)
  • American Indian / Alaska Native: 2 (all female)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 2 (all male)
  • White: 8 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

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

  • Hispanic22
  • Asian4
  • Native Hawaiian4
  • White10
  • Multirace4
Gifted and Talented Student Enrollment: 44 (male: 28, female: 16)
  • Hispanic: 22 (male: 14, female: 8)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • White: 10 (male: 8, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)

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

20.2
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

  • All47%
  • Males42%
  • Females51%
  • Filipino80%
  • Hispanic35%
  • White56%
ELA students tested: 504
ELA students with scores: 503

Percentage Standard Met and Above:

47%
California:

49%

Standard Not Met: 32.0%
Standard Nearly Met: 21.3%
Standard Met: 28.2%
Standard Exceeded: 18.5%

11th Grade: (Mean Scale Score: 2562.4, Students tested: 504, Standard Not Met: 32.0%, Nearly Met: 21.3%, Met: 28.2%, Exceeded: 18.5%)
32.0%
21.3%
28.2%
18.5%

Rio Mesa High School - ELA Area Achievement Levels (all grades)


    Math Standard Met and Above

  • All23%
  • Males26%
  • Females19%
  • Filipino33%
  • Hispanic15%
  • White23%
Math students tested: 506
Math students with scores: 506

Percentage Standard Met and Above:

23%
State:

38%

Standard Not Met: 48.8%
Standard Nearly Met: 28.7%
Standard Met: 14.2%
Standard Exceeded: 8.3%

11th Grade: (Mean Scale Score: 2544.7, Students tested: 506, Standard Not Met: 48.8%, Nearly Met: 28.7%, Met: 14.2%, Exceeded: 8.3%)
48.8%
28.7%
14.2%
8.3%

Rio Mesa 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.

California Modified Assessment (CMA) - The CMA for science was administered to eligible students in grades five, eight, and ten. The CMA is a standards-based test for students with an individualized education program who meet the eligibility criteria adopted by the State Board of Education. The Elementary and Secondary Education Act called for a range of assessments appropriate to students' abilities. The CMA provides an appropriate assessment for a small percentage of students allowing them to demonstrate their knowledge of skills in the California academic content standards for science.

CST Science students tested: 543
CST Science students with scores: 543

Percentage At Or Above Proficient:

51%
California:

54%

Percentage Far Below Basic: 10.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 11.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 28.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 27.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 24.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 354.7, Students tested: 543, Far Below Basic: 10.0%, Below Basic: 11.0%, Basic: 28.0%, Proficient: 27.0%, Advanced: 24.0%)
10.0%
11.0%
28.0%
27.0%
24.0%

California High School Exit Exam:
(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.

Rio Mesa High School - California High School Exit Exam results

2014-15 results for this school are based on 5 separate tests and combined using weighted average.

    Math Mean Scale Score

  • All372
  • Filipino400
  • Hispanic361
  • Black368
  • White399
Math Mean Scale Score:

372
State:

374
Math Percentage Passed:

70%
California:

68%
Math Number Tested: 717
Math Number Passed: 500

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

    69%
    State:

    69%
  • Number Sense:

    63%
    State:

    65%
  • Algebra & Functions:

    68%
    State:

    68%
  • Measurement & Geometry:

    64%
    State:

    64%
  • Algebra 1:

    56%
    State:

    58%

    ELA Mean Scale Score

  • All370
  • Filipino399
  • Hispanic364
  • Black379
  • White400
ELA Mean Scale Score:

370
California:

370
ELA Percentage Passed:

70%
California:

68%
ELA Number Tested: 748
ELA Number Passed: 523

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

    76%
    State:

    76%
  • Reading - Reading Comprehension:

    71%
    California:

    71%
  • Reading - Literary Responses and Analysis:

    75%
    California:

    75%
  • Writing - Writing Strategies:

    65%
    State:

    64%
  • Writing - Writing Conventions:

    70%
    State:

    69%

The Physical Fitness Test:
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: 542, Needs Improvement - High Risk: 59.8%, Needs Improvement: 22.9%, Healthy Fitness Zone: 17.3%)
59.8%
22.9%
17.3%


Body Composition:
9th grade: (Students tested: 542, Needs Improvement - High Risk: 60.7%, Needs Improvement: 26.0%, Healthy Fitness Zone: 13.3%)
60.7%
26.0%
13.3%


Abdominal Strength:
9th grade: (Students tested: 542, Needs Improvement - High Risk: 76.2%, Needs Improvement: 23.8%, Healthy Fitness Zone: 0.0%)
76.2%
23.8%


Trunk Extension Strength:
9th grade: (Students tested: 542, Needs Improvement - High Risk: 85.1%, Needs Improvement: 14.9%, Healthy Fitness Zone: 0.0%)
85.1%
14.9%


Upper Body Strength:
9th grade: (Students tested: 542, Needs Improvement - High Risk: 55.4%, Needs Improvement: 44.6%, Healthy Fitness Zone: 0.0%)
55.4%
44.6%


Flexibility:
9th grade: (Students tested: 542, Needs Improvement - High Risk: 88.2%, Needs Improvement: 11.8%, Healthy Fitness Zone: 0.0%)
88.2%
11.8%


California English Language Development Test:
(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).

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

All Grades:
Student Count: 193
Number of students who met CELDT criterion: 50

Students who met CELDT criterion:

26.0%
State:

34.0%

Grade 9:
Student Count: 59
Number of students who met CELDT criterion: 13

Students who met CELDT criterion:

22.0%
State:

33.0%
Listening Mean Scale Score:

549.9
California:

533.7
Reading Mean Scale Score:

538.1
California:

534.6
Speaking Mean Scale Score:

507.1
California:

515.1
Writing Mean Scale Score:

512.8
California:

513.2

Grade 10:
Student Count: 64
Number of students who met CELDT criterion: 24

Students who met CELDT criterion:

38.0%
State:

36.0%
Listening Mean Scale Score:

562.7
State:

556.8
Reading Mean Scale Score:

528.5
California:

555.2
Speaking Mean Scale Score:

523.6
California:

533.6
Writing Mean Scale Score:

529.8
California:

530.8

Grade 11:
Student Count: 47
Number of students who met CELDT criterion: 12

Students who met CELDT criterion:

26.0%
State:

45.0%
Listening Mean Scale Score:

556.6
State:

575.6
Reading Mean Scale Score:

547.5
State:

573.9
Speaking Mean Scale Score:

538.4
State:

550.8
Writing Mean Scale Score:

523.6
California:

544.5

Grade 12:
Student Count: 23
Number of students who met CELDT criterion: 1

Students who met CELDT criterion:

4.0%
State:

44.0%
Listening Mean Scale Score:

574.2
State:

564.9
Reading Mean Scale Score:

562.2
State:

567.0
Speaking Mean Scale Score:

554.7
State:

544.2
Writing Mean Scale Score:

546.8
State:

532.5

Accountability


Adequate Yearly Progress:
(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).

Rio Mesa High School - Adequate Yearly Progress status


ELA Participation Rate
Here:

98.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic98
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White92
  • Multirace100
  • SED97
  • LEP99
  • With Disabilities93
  • Hispanic: 98% (tested 325 out of 330 enrolled)
  • American Indian / Alaska Native: 100% (tested 3 out of 3 enrolled)
  • Asian: 100% (tested 7 out of 7 enrolled)
  • Filipino: 100% (tested 13 out of 13 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 5 out of 5 enrolled)
  • Black: 100% (tested 19 out of 19 enrolled)
  • White: 92% (tested 69 out of 75 enrolled)
  • Two or More Races: 100% (tested 11 out of 11 enrolled)
  • Socioeconomic Disadvantaged: 97% (tested 245 out of 252 enrolled)
  • English Learners: 99% (tested 106 out of 107 enrolled)
  • Students with Disabilities: 93% (tested 39 out of 42 enrolled)


Math Participation Rate
Rio Mesa High School:

98.0%
State:

96.1%

    Math Participation Rate

  • Hispanic98
  • American Indian100
  • Asian100
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White92
  • Multirace100
  • SED97
  • LEP99
  • With Disabilities93
  • Hispanic: 98% (tested 325 out of 330 enrolled)
  • American Indian / Alaska Native: 100% (tested 3 out of 3 enrolled)
  • Asian: 100% (tested 7 out of 7 enrolled)
  • Filipino: 100% (tested 13 out of 13 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 5 out of 5 enrolled)
  • Black: 100% (tested 19 out of 19 enrolled)
  • White: 92% (tested 69 out of 75 enrolled)
  • Two or More Races: 100% (tested 11 out of 11 enrolled)
  • Socioeconomic Disadvantaged: 97% (tested 245 out of 252 enrolled)
  • English Learners: 99% (tested 106 out of 107 enrolled)
  • Students with Disabilities: 93% (tested 39 out of 42 enrolled)


SAT/ACT:
(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.

Rio Mesa High School - ACT/SAT scores

Percent of graduates taking the ACT:

19.2%
California:

30.9%
ACT Composite scores greater or equal to 21:

59.3%
State:

48.7%
Number of graduates: 475
Number of graduates taking the ACT: 91

Average ACT composite score:

22.0
California:

19.8
Average ACT English score:

22.0
California:

19.6
Average ACT mathematics score:

22.0
California:

20.5
Average ACT reading score:

22.0
State:

20.5
Average ACT science score:

22.0
State:

19.9

Percent of graduates taking the SAT:

32.2%
State:

54.4%
SAT scores greater or equal to 1500:

41.2%
State:

36.3%
Number of graduates: 475
Number of graduates taking the SAT: 153

Average Total SAT Score:

1,455
State:

1,374
Average SAT mathematics score:

495
State:

464
Average SAT critical reading score:

484
State:

459
Average SAT writing score:

476
State:

451


Advanced Placement:
(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).

Rio Mesa High School - AP exams with scores at or above criteria

Number of students in Grades 11 and 12: 455
Number of students taking at least one AP exam: 288
Percent of students taking at least one AP exam:

63.0%
State:

94.1%
Number of AP exams with scores at or above 3: 181
Percent of AP exams with scores at or above 3:

53.1%
California:

46.6%


IB Diploma Programme:
Show data for

The International Baccalaureate (IB) Diploma Programme, sponsored by the International Baccalaureate Organization, is designed as an academically challenging and balanced program of education with final examinations that prepares students, usually aged 16 to 19, for success at university and life beyond.The Programme is typically taught over two years.IB Diploma Programme students study six courses at higher level or standard level.Students must choose one subject from each of groups 1 to 5, thus ensuring breadth of experience in languages, social studies, the experimental sciences and mathematics. The sixth subject may be an arts subject chosen from group 6, or the student may choose another subject from groups 1 to 5. Additionally, IB Diploma Programme students must meet three core requirements : the extended essay, the theory of knowledge course, and a creativity / action / service experience.

    IB Student Enrollment

  • Hispanic211
  • American Indian7
  • Asian13
  • Native Hawaiian16
  • Black10
  • White79
  • Multirace7
  • LEP10
  • IDEA4
IB Student Enrollment: 343 (male: 137, female: 206)
  • Hispanic: 211 (male: 83, female: 128)
  • American Indian / Alaska Native: 7 (male: 2, female: 5)
  • Asian: 13 (male: 2, female: 11)
  • Native Hawaiian / Pacific Islander: 16 (male: 8, female: 8)
  • Black: 10 (male: 5, female: 5)
  • White: 79 (male: 32, female: 47)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Health & Safety


Referrals and Arrests:
Show data for

(State average from 2,295 schools)

Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Hispanic: 2

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

0.9
State:

27.2


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

  • Hispanic340
  • Asian4
  • Native Hawaiian13
  • Black13
  • White73
  • Multirace7
  • LEP91
  • IDEA94
  • 5044
Chronic Student Absenteeism: 450 (male: 231, female: 219)
  • Hispanic: 340 (male: 167, female: 173)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 13 (male: 8, female: 5)
  • Black: 13 (male: 8, female: 5)
  • White: 73 (male: 41, female: 32)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 91 (male: 47, female: 44)
  • Individuals With Disabilities Education Act (IDEA): 94 (male: 56, female: 38)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Rio Mesa High School:

206.1
California:

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

  • Hispanic608
  • Native Hawaiian5
  • Black25
  • White45
  • LEP214
  • IDEA125
School days missed due to out-of-school suspension: 683 (male: 480, female: 203)
  • Hispanic: 608 (male: 426, female: 182)
  • Native Hawaiian / Pacific Islander: 5 (all male)
  • Black: 25 (male: 17, female: 8)
  • White: 45 (male: 32, female: 13)
  • Limited English Proficiency (LEP): 214 (male: 144, female: 70)
  • Individuals With Disabilities Education Act (IDEA): 125 (male: 96, female: 29)

Instances of out-of-school suspension (Students without disabilities): 173

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

79.2
California:

84.8

    Students without disabilities receiving one or more in-school suspension

  • Hispanic157
  • Native Hawaiian4
  • Black4
  • White19
  • Multirace2
  • LEP49
Students without disabilities receiving one or more in-school suspension: 186 (male: 112, female: 74)
  • Hispanic: 157 (male: 92, female: 65)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 19 (male: 14, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 49 (male: 32, female: 17)

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

  • Hispanic67
  • Native Hawaiian2
  • Black7
  • White7
  • LEP16
Students without disabilities receiving only one out-of-school suspension: 83 (male: 53, female: 30)
  • Hispanic: 67 (male: 41, female: 26)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 16 (male: 8, female: 8)

Students without disabilities receiving more than one out-of-school suspension: 35 (male: 25, female: 10)
  • Hispanic: 31 (male: 23, female: 8)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)

Instances of out-of-school suspension (Students with disabilities): 47

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

21.5
State:

28.1

    Students with disabilities receiving one or more in-school suspension

  • Hispanic43
  • Black4
  • White4
  • Multirace2
  • LEP16
  • 5042
Students with disabilities receiving one or more in-school suspension: 53 (male: 38, female: 15)
  • Hispanic: 43 (male: 32, female: 11)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 16 (male: 14, female: 2)
  • Section 504: 2 (all male)

Students with disabilities receiving only one out-of-school suspension: 18 (male: 16, female: 2)
  • Hispanic: 16 (male: 14, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)

Students with disabilities receiving more than one out-of-school suspension: 7 (male: 5, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 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.

Expulsion without educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and not providing educational services to the child for the remainder of the school year or longer in accordance with local educational agency policy. Expulsion without services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students without Disabilities who received an expulsion with educational services: 7 (male: 5, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

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

3.2
State:

10.5

Students without Disabilities who received an expulsion without educational services: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

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

1.8
State:

4.3

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: 35
Number of Algebra I classes taught by certified teachers: 35


    9-10th grade student enrollment in Algebra I

  • Hispanic514
  • American Indian2
  • Asian4
  • Native Hawaiian19
  • Black16
  • White46
  • Multirace10
  • LEP187
  • IDEA85
9-10th grade student enrollment in Algebra I: 611 (male: 329, female: 282)
  • Hispanic: 514 (male: 272, female: 242)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 19 (male: 11, female: 8)
  • Black: 16 (male: 11, female: 5)
  • White: 46 (male: 26, female: 20)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 187 (male: 101, female: 86)
  • Individuals With Disabilities Education Act (IDEA): 85 (male: 53, female: 32)

    9-10th grade studenst who passed Algebra I

  • Hispanic314
  • Native Hawaiian17
  • Black7
  • White29
  • Multirace8
  • LEP89
  • IDEA53
9-10th grade studenst who passed Algebra I: 375 (male: 185, female: 190)
  • Hispanic: 314 (male: 148, female: 166)
  • Native Hawaiian / Pacific Islander: 17 (male: 10, female: 7)
  • Black: 7 (all male)
  • White: 29 (male: 16, female: 13)
  • Two or More Races: 8 (male: 4, female: 4)
  • Limited English Proficiency (LEP): 89 (male: 40, female: 49)
  • Individuals With Disabilities Education Act (IDEA): 53 (male: 31, female: 22)
Percent of 9-10th grade students who passed
Rio Mesa High School:

61.4%
State:

72.5%

    11-12th grade student enrollment in Algebra I

  • Hispanic133
  • American Indian2
  • Asian2
  • Native Hawaiian4
  • Black10
  • White10
  • Multirace2
  • LEP49
  • IDEA37
11-12th grade student enrollment in Algebra I: 163 (male: 94, female: 69)
  • Hispanic: 133 (male: 77, female: 56)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all female)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 10 (male: 8, female: 2)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 49 (male: 26, female: 23)
  • Individuals With Disabilities Education Act (IDEA): 37 (male: 26, female: 11)

    11-12th studenst who passed Algebra I

  • Hispanic95
  • Native Hawaiian4
  • Black7
  • White8
  • LEP29
  • IDEA32
11-12th studenst who passed Algebra I: 114 (male: 67, female: 47)
  • Hispanic: 95 (male: 52, female: 43)
  • Native Hawaiian / Pacific Islander: 4 (all male)
  • Black: 7 (all male)
  • White: 8 (male: 4, female: 4)
  • Limited English Proficiency (LEP): 29 (male: 13, female: 16)
  • Individuals With Disabilities Education Act (IDEA): 32 (male: 22, female: 10)
Percent of 11-12th grade students who passed
Rio Mesa High School:

69.9%
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: 11
Number of Algebra II classes taught by certified teachers: 11

    Student Enrollment in Algebra II

  • Hispanic244
  • American Indian2
  • Asian13
  • Native Hawaiian16
  • Black10
  • White58
  • Multirace7
  • LEP28
  • IDEA4
Student Enrollment in Algebra II: 350 (male: 168, female: 182)
  • Hispanic: 244 (male: 116, female: 128)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 13 (male: 5, female: 8)
  • Native Hawaiian / Pacific Islander: 16 (male: 11, female: 5)
  • Black: 10 (male: 5, female: 5)
  • White: 58 (male: 29, female: 29)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 28 (male: 11, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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: 11
Number of Calculus classes taught by certified teachers: 11

    Student Enrollment in Calculus

  • Hispanic187
  • American Indian4
  • Asian19
  • Native Hawaiian22
  • Black7
  • White73
  • Multirace7
  • LEP7
  • IDEA4
Student Enrollment in Calculus: 319 (male: 140, female: 179)
  • Hispanic: 187 (male: 83, female: 104)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 19 (male: 8, female: 11)
  • Native Hawaiian / Pacific Islander: 22 (male: 11, female: 11)
  • Black: 7 (male: 2, female: 5)
  • White: 73 (male: 32, female: 41)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
  • 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: 18
Number of Geometry classes taught by certified teachers: 18

    Student Enrollment in Geometry

  • Hispanic379
  • Asian10
  • Native Hawaiian28
  • Black22
  • White67
  • Multirace10
  • LEP79
  • IDEA25
Student Enrollment in Geometry: 516 (male: 258, female: 258)
  • Hispanic: 379 (male: 188, female: 191)
  • Asian: 10 (male: 5, female: 5)
  • Native Hawaiian / Pacific Islander: 28 (male: 14, female: 14)
  • Black: 22 (male: 8, female: 14)
  • White: 67 (male: 38, female: 29)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 79 (male: 41, female: 38)
  • Individuals With Disabilities Education Act (IDEA): 25 (male: 20, female: 5)

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

  • Hispanic16
  • Asian2
  • Black4
  • White10
Student Enrollment in Advanced Mathematics: 32 (male: 17, female: 15)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 5, female: 5)

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: 24
Number of Biology classes taught by certified teachers: 24

    Student Enrollment in Biology

  • Hispanic556
  • American Indian2
  • Asian10
  • Native Hawaiian34
  • Black28
  • White100
  • Multirace16
  • LEP151
  • IDEA61
Student Enrollment in Biology: 746 (male: 395, female: 351)
  • Hispanic: 556 (male: 290, female: 266)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 10 (male: 5, female: 5)
  • Native Hawaiian / Pacific Islander: 34 (male: 17, female: 17)
  • Black: 28 (male: 14, female: 14)
  • White: 100 (male: 59, female: 41)
  • Two or More Races: 16 (male: 8, female: 8)
  • Limited English Proficiency (LEP): 151 (male: 86, female: 65)
  • Individuals With Disabilities Education Act (IDEA): 61 (male: 41, female: 20)

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: 13
Number of Chemistry classes taught by certified teachers: 13

    Student Enrollment in Chemistry

  • Hispanic304
  • American Indian2
  • Asian13
  • Native Hawaiian19
  • Black13
  • White79
  • Multirace7
  • LEP46
  • IDEA7
Student Enrollment in Chemistry: 437 (male: 210, female: 227)
  • Hispanic: 304 (male: 143, female: 161)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 13 (male: 5, female: 8)
  • Native Hawaiian / Pacific Islander: 19 (male: 11, female: 8)
  • Black: 13 (male: 8, female: 5)
  • White: 79 (male: 38, female: 41)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 46 (male: 17, female: 29)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

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

    Student Enrollment in Physics

  • Hispanic124
  • American Indian2
  • Asian16
  • Native Hawaiian16
  • Black7
  • White37
  • Multirace4
  • LEP2
  • IDEA2
Student Enrollment in Physics: 206 (male: 110, female: 96)
  • Hispanic: 124 (male: 68, female: 56)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 16 (male: 8, female: 8)
  • Native Hawaiian / Pacific Islander: 16 (male: 8, female: 8)
  • Black: 7 (male: 2, female: 5)
  • White: 37 (male: 20, female: 17)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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