Santa Clara Community Day School in Santa Clara, CA
(06-12 • Public • Alternative School)
- Address
- 3450 Brookdale Dr.
Santa Clara, CA 95051
- Telephone
- (408) 423-2000
(make sure to verify first before calling)
- Website
- http://www.santaclarausd.org
- Students
- 8
- Classroom Teachers (FTE)
- 1.0
- National School Lunch
Program (NSLP) Status - No
- Free/reduced-price
lunch eligible students - 6
- School district
- Santa Clara Unified
- 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
Students & Teachers
Total enrollment:
Enrollment in 2016: 8
Enrollment in 2015: 14
Enrollment in 2014: 21
Enrollment in 2013: 22
Enrollment in 2012: 24
Enrollment in 2015: 14
Enrollment in 2014: 21
Enrollment in 2013: 22
Enrollment in 2012: 24
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
| Grade | G07 | G08 | G10 | G11 | Total |
|---|---|---|---|---|---|
| All students | 2 | 3 | 2 | 1 | 8 |
| Female students | - | - | 1 | 1 | 2 |
| Male students | 2 | 3 | 1 | - | 6 |
| Hispanic students | 2 | 1 | 2 | - | 5 |
| Black students | - | 1 | - | - | 1 |
| White students | - | - | - | 1 | 1 |
| Hawaiian Native/Pacific Islander students | - | 1 | - | - | 1 |
Enrollment by grade:
7th grade enrollment: 2
8th grade enrollment: 3
10th grade enrollment: 2
11th grade enrollment: 1
8th grade enrollment: 3
10th grade enrollment: 2
11th grade enrollment: 1
Santa Clara Community Day School - Historical enrollment by grade
Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 2 (25.0%)
| School: | 25.0% |
| State: | 49.4% |
Male enrollment: 6 (75.0%)
| Santa Clara Community Day School: | 75.0% |
| State: | 49.6% |
Santa Clara Community Day School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 12,430 schools)
Hispanic enrollment: 5 (62.5%)
| School: | 62.5% |
| State: | 46.0% |
Black enrollment: 1 (12.5%)
| Santa Clara Community Day School: | 12.5% |
| State: | 6.1% |
White enrollment: 1 (12.5%)
| School: | 12.5% |
| California: | 28.3% |
Hawaiian Native/Pacific Islander enrollment: 1 (12.5%)
| Santa Clara Community Day School: | 12.5% |
| California: | 0.6% |
Santa Clara Community Day School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 6 (75.0%)
| School: | 75.0% |
| California: | 61.2% |
Santa Clara Community Day School - Lunch Program Eligibility
Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 1
Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 1
Number of FTE nurses: 0.2
Student/Teacher Ratio
Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 1
Number of FTE nurses: 0.2
Student/Teacher Ratio
| Here: | 8.0 |
| California: | 22.8 |
Santa Clara Community Day School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $500,700
- Full-time Equivalency Count of Teachers: 2 (Salary Expenditures: $327,697)
- Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $4,084)
- Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $147,322)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $0
Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 4 (all male)
- Hispanic: 2
- Black: 2
- Individuals With Disabilities Education Act (IDEA): 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 served under IDEA: 7 (all male)
- Hispanic: 7
- Limited English Proficiency (LEP): 7
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.
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: 12
ELA students with scores: 12
Standard Not Met: 33.3%
Standard Nearly Met: 50.0%
Standard Met: 16.7%
Standard Exceeded: 0.0%
All Grades:
Math students tested: 12
Math students with scores: 12
Standard Not Met: 66.7%
Standard Nearly Met: 25.0%
Standard Met: 8.3%
Standard Exceeded: 0.0%
All Grades:
ELA students with scores: 12
| Percentage Standard Met and Above: | 17% |
| State: | 49% |
Standard Not Met: 33.3%
Standard Nearly Met: 50.0%
Standard Met: 16.7%
Standard Exceeded: 0.0%
All Grades:
Santa Clara Community Day School - ELA Area Achievement Levels (all grades)
Math students tested: 12
Math students with scores: 12
| Percentage Standard Met and Above: | 8% |
| California: | 38% |
Standard Not Met: 66.7%
Standard Nearly Met: 25.0%
Standard Met: 8.3%
Standard Exceeded: 0.0%
All Grades:
Santa Clara Community Day School - Math Area Achievement Levels (all grades)
California English Language Development Test:
Show data for
(State average from 9,791 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).
All Grades:
Student Count: 9
Number of students who met CELDT criterion: 1
Student Count: 9
Number of students who met CELDT criterion: 1
| Students who met CELDT criterion: | 11.0% |
| 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).
Santa Clara Community Day School - Adequate Yearly Progress status
ELA Participation Rate
| Santa Clara Community Day School: | 100.0% |
| State: | 96.3% |
- Hispanic100
- Asian100
- White100
- SED100
- LEP100
- With Disabilities100
ELA Participation Rate
- Hispanic: 100% (tested 9 out of 9 enrolled)
- Asian: 100% (tested 1 out of 1 enrolled)
- White: 100% (tested 1 out of 1 enrolled)
- Socioeconomic Disadvantaged: 100% (tested 10 out of 10 enrolled)
- English Learners: 100% (tested 3 out of 3 enrolled)
- Students with Disabilities: 100% (tested 4 out of 4 enrolled)
Math Participation Rate
| Santa Clara Community Day School: | 92.0% |
| California: | 96.1% |
- Hispanic90
- Asian100
- White100
- SED100
- LEP100
- With Disabilities100
Math Participation Rate
- Hispanic: 90% (tested 9 out of 10 enrolled)
- Asian: 100% (tested 1 out of 1 enrolled)
- White: 100% (tested 1 out of 1 enrolled)
- Socioeconomic Disadvantaged: 100% (tested 10 out of 10 enrolled)
- English Learners: 100% (tested 3 out of 3 enrolled)
- Students with Disabilities: 100% (tested 4 out of 4 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.
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.
A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.
Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.
A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No
Incidents of physical attack or fight without a weapon: 3
Incidents of threats of physical attack without a weapon: 6
Total incidents per 1,000 students
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: 3
Incidents of threats of physical attack without a weapon: 6
Total incidents per 1,000 students
| Santa Clara Community Day School: | 1,125.0 |
| California: | 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.
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: 1
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
| School: | 125.0 |
| California: | 3.0 |
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.
- Hispanic7
- White2
- LEP2
- IDEA2
Chronic Student Absenteeism
- Hispanic: 7 (male: 5, female: 2)
- White: 2 (all female)
- Limited English Proficiency (LEP): 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Chronic Student Absenteeism per 1,000 students
| Santa Clara Community Day School: | 1,125.0 |
| 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).
- Hispanic81
- Black5
- LEP30
- IDEA18
School days missed due to out-of-school suspension
- Hispanic: 81 (male: 80, female: 1)
- Black: 5 (all male)
- Limited English Proficiency (LEP): 30 (all male)
- Individuals With Disabilities Education Act (IDEA): 18 (all male)
Instances of out-of-school suspension (Students without disabilities): 58
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
| Here: | 7,250.0 |
| California: | 84.8 |
- Hispanic: 13 (male: 11, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
- Hispanic: 4 (male: 2, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 8 (all male)
- Hispanic: 8
- Limited English Proficiency (LEP): 2
Instances of out-of-school suspension (Students with disabilities): 13
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
| Santa Clara Community Day School: | 1,625.0 |
| State: | 28.1 |
- Hispanic: 2
- Black: 2
- Limited English Proficiency (LEP): 2
Students with disabilities receiving more than one out-of-school suspension: 4 (all male)
- Hispanic: 2
- Black: 2
- Limited English Proficiency (LEP): 2
Classes & Courses
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: 4 (male: 2, female: 2)
Student Enrollment in Geometry: 4 (male: 2, female: 2)
- Hispanic: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, 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: 1
Student Enrollment in Biology: 10 (male: 8, female: 2)
- Hispanic4
- Native Hawaiian2
- Black2
- White2
- LEP2
- IDEA4
Student Enrollment in Biology
- Hispanic: 4 (male: 2, female: 2)
- Native Hawaiian / Pacific Islander: 2 (all male)
- Black: 2 (all male)
- White: 2 (all male)
- Limited English Proficiency (LEP): 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, 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: 1
Student Enrollment in Physics: 4 (male: 2, female: 2)
Student Enrollment in Physics: 4 (male: 2, female: 2)
- Hispanic: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
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