Jump to a detailed profile or search site with Google Custom Search


Steps Community Day School in Jurupa, CA
(07-12 • Public • Alternative School)

City-data.com school rating (using weighted test average as compared to other schools in California) from 0 (worst) to 100 (best) is 21
Address
 4041 Pacific Ave.
Jurupa, CA 92509
Telephone
(951) 222-7739
(make sure to verify first before calling)
City-data.com school rating
21
Students
24
Classroom Teachers (FTE)
4.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
18
Reduced-price lunch
eligible students
3
School district
Jurupa Unified
Charter school
No
Title I status
Title I targeted assistance school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Rubidoux High (0.3 miles):

33
Rustic Lane Elementary (0.5 miles):

29
Sunnyslope Elementary (1.4 miles):

28
Pacific Avenue Academy of Music (0.5 miles):

26
Steps Community Day School:

21
Nueva Vista Continuation High (1.1 miles):

19
Mission Middle (0.4 miles):

18
West Riverside Elementary (0.5 miles):

17
Ina Arbuckle Elementary (1.1 miles):

12
Steps Community Day School rating compared to average state, county and city schools ratings:
California:

46
Riverside County:

40
Jurupa:

29
Steps Community Day School:

21

Students & Teachers


Total enrollment:
Enrollment in 2016: 24
Enrollment in 2015: 24
Enrollment in 2014: 38
Enrollment in 2013: 41
Enrollment in 2012: 59
Enrollment in 2011: 67
Enrollment in 2010: 76
Enrollment in 2009: 46
Enrollment in 2008: 67
Enrollment in 2007: 76
Enrollment in 2006: 69
Enrollment in 2005: 76
Enrollment in 2004: 80
Enrollment in 2003: 45
Enrollment in 2002: 42
Enrollment in 2001: 29
Enrollment in 2000: 23
Enrollment in 1999: 20

Steps Community Day School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG08G09G10G11G12Total
All students42114324
Female students1 - 1 - - 2
Male students32104322
Hispanic students4283219
Black students - - - - 11
White students - - 31 - 4

Enrollment by grade:
8th grade enrollment: 4
9th grade enrollment: 2
10th grade enrollment: 11
11th grade enrollment: 4
12th grade enrollment: 3

Steps Community Day School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 2 (8.3%)
School:

8.3%
State:

49.4%
Male enrollment: 22 (91.7%)
Steps Community Day School:

91.7%
California:

49.6%

Steps Community Day School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Hispanic enrollment: 19 (79.2%)
Here:

79.2%
State:

46.0%
Black enrollment: 1 (4.2%)
Here:

4.2%
California:

6.1%
White enrollment: 4 (16.7%)
Steps Community Day School:

16.7%
State:

28.3%

Steps Community Day School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 21 (87.5%)
Here:

87.5%
California:

61.2%
Free lunch eligible students: 18 (75.0%)
School:

75.0%
California:

52.8%
Reduced-price lunch eligible students: 3 (12.5%)
School:

12.5%
California:

8.6%

Steps Community Day School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 4

Number of FTE teachers who were absent more than 10 school days during the school years: 2
Number of FTE security guards: 2.9
Number of FTE nurses: 0.2
Number of FTE social workers: 0.2

Student/Teacher Ratio
Steps Community Day School:

6.0
State:

22.8

Steps Community Day School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $45,167
  • Full-time Equivalency Count of Teachers: 0.3 (Salary Expenditures: $6,015)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $39,152)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $35,881
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $61,603
  • Salary Expenditures for Teachers: $8,225
  • Full-time Equivalency Count of Support Services Staff: 2 (Salary Expenditures: $53,378)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $44,954

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 7 (male: 5, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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: 4 (all male)
  • Hispanic: 4
  • Limited English Proficiency (LEP): 4

Gifted and Talented:
Show data for

(State average from 5,551 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.
Gifted and Talented Student Enrollment: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

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

83.3
California:

93.6

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 students tested: 16
ELA students with scores: 16

Percentage Standard Met and Above:

6%
California:

49%

Standard Not Met: 62.5%
Standard Nearly Met: 31.3%
Standard Met: 6.3%
Standard Exceeded: 0.0%

All Grades:
62.5%
31.3%
6.3%

Steps Community Day School - ELA Area Achievement Levels (all grades)

Math students tested: 15
Math students with scores: 15

Percentage Standard Met and Above:

0%
State:

38%

Standard Not Met: 100.0%
Standard Nearly Met: 0.0%
Standard Met: 0.0%
Standard Exceeded: 0.0%

All Grades:
100.0%

Steps Community Day 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: 11
CST Science students with scores: 11

Percentage At Or Above Proficient:

27%
State:

54%

Percentage Far Below Basic: 55.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 9.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 9.0% 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: 0.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 295.7, Students tested: 11, Far Below Basic: 55.0%, Below Basic: 9.0%, Basic: 9.0%, Proficient: 27.0%, Advanced: 0.0%)
55.0%
9.0%
9.0%
27.0%

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.

Steps Community Day School - California High School Exit Exam results

Math Mean Scale Score:

336
State:

375
Math Percentage Passed:

14%
State:

68%
Math Number Tested: 14
Math Number Passed: 2

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

    45%
    California:

    70%
  • Number Sense:

    50%
    State:

    68%
  • Algebra & Functions:

    46%
    California:

    67%
  • Measurement & Geometry:

    39%
    California:

    63%
  • Algebra 1:

    35%
    State:

    58%
ELA Mean Scale Score:

326
State:

368
ELA Percentage Passed:

19%
State:

66%
ELA Number Tested: 16
ELA Number Passed: 3

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

    64%
    State:

    72%
  • Reading - Reading Comprehension:

    49%
    California:

    71%
  • Reading - Literary Responses and Analysis:

    48%
    California:

    73%
  • Writing - Writing Strategies:

    36%
    State:

    64%
  • Writing - Writing Conventions:

    49%
    State:

    70%

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).

Steps Community Day School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 8
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

50.0%
State:

34.0%
Grade 11:
Student Count: 4
Number of students who met CELDT criterion: 2

Students who met CELDT criterion:

50.0%
State:

45.0%
Listening Mean Scale Score:

620.0
State:

575.6
Reading Mean Scale Score:

608.8
State:

573.9
Speaking Mean Scale Score:

590.8
State:

550.8
Writing Mean Scale Score:

629.0
California:

544.5

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).

Steps Community Day School - Adequate Yearly Progress status


ELA Participation Rate
Here:

88.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic86
  • Asian100
  • White100
  • SED87
  • LEP100
  • With Disabilities84
  • Hispanic: 86% (tested 12 out of 14 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • White: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 87% (tested 13 out of 15 enrolled)
  • English Learners: 100% (tested 6 out of 6 enrolled)
  • Students with Disabilities: 84% (tested 5 out of 6 enrolled)

Math Participation Rate
Steps Community Day School:

78.0%
State:

96.1%

    Math Participation Rate

  • Hispanic80
  • Asian100
  • White100
  • SED77
  • LEP100
  • With Disabilities72
  • Hispanic: 80% (tested 12 out of 15 enrolled)
  • Asian: 100% (tested 1 out of 1 enrolled)
  • White: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 77% (tested 13 out of 17 enrolled)
  • English Learners: 100% (tested 6 out of 6 enrolled)
  • Students with Disabilities: 72% (tested 5 out of 7 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.
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: 10

Incidents of threats of physical attack without a weapon: 2


Total incidents per 1,000 students
Here:

500.0
State:

60.8

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

  • Hispanic25
  • White2
  • LEP10
  • IDEA5
Chronic Student Absenteeism: 27 (male: 22, female: 5)
  • Hispanic: 25 (male: 20, female: 5)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)
Chronic Student Absenteeism per 1,000 students
Here:

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).
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

  • Hispanic169
  • Black5
  • White23
  • LEP79
  • IDEA40
School days missed due to out-of-school suspension: 197 (male: 168, female: 29)
  • Hispanic: 169 (male: 140, female: 29)
  • Black: 5 (all male)
  • White: 23 (all male)
  • Limited English Proficiency (LEP): 79 (male: 70, female: 9)
  • Individuals With Disabilities Education Act (IDEA): 40 (all male)
Instances of out-of-school suspension (Students without disabilities): 49

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

2,041.7
California:

84.8
Students without disabilities receiving only one out-of-school suspension: 15 (male: 10, female: 5)
  • Hispanic: 13 (male: 8, female: 5)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 12 (male: 10, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 5 (all male)
Instances of out-of-school suspension (Students with disabilities): 14

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

583.3
State:

28.1
Instances of out-of-school suspension (Section 504 only): 1

Instances of out-of-school suspension per 1,000 students (Section 504 only)
Steps Community Day School:

41.7
California:

3.4
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

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

  • Hispanic2
  • Black2
  • White2
  • LEP2
Students with disabilities receiving more than one out-of-school suspension: 6 (all male)
  • Hispanic: 2
  • Black: 2
  • White: 2
  • Limited English Proficiency (LEP): 2

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: 4
Number of Algebra I classes taught by certified teachers: 4

9-10th grade student enrollment in Algebra I: 12 (male: 10, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
9-10th grade studenst who passed Algebra I: 4 (all male)
  • Hispanic: 4
Percent of 9-10th grade students who passed
Steps Community Day School:

33.3%
State:

72.5%
11-12th grade student enrollment in Algebra I: 5 (all male)
  • Hispanic: 5
  • Limited English Proficiency (LEP): 2
Percent of 11-12th grade students who passed
School:

0.0%
California:

62.0%

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: 2 (all female)
  • White: 2

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

Student Enrollment in Biology: 10 (all male)
  • Hispanic: 5
  • White: 5
  • Individuals With Disabilities Education Act (IDEA): 2

Comments

Review, comment, or add new information about this topic:

Discuss Jurupa, California (CA) on our hugely popular California forum.

  1. All Cities
  2. California
  3. Jurupa main city page
  4. Schools in California
  5. Steps Community Day School


City-data.com does not guarantee the accuracy or timeliness of any information on this site.  Use at your own risk.
Some parts © 2024 Advameg, Inc.

Table of Contents