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Thomas E. Mathews Community School in Marysville, CA
(07-12 • Public • Alternative School)

Address
 1127 E St.
Marysville, CA 95901
Telephone
(530) 741-4025
(make sure to verify first before calling)
Students
27
Classroom Teachers (FTE)
0.8
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
24
School district
Yuba County Office of Education
Charter school
No
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Students & Teachers


Total enrollment:
Enrollment in 2016: 27
Enrollment in 2015: 26
Enrollment in 2014: 31
Enrollment in 2013: 30
Enrollment in 2012: 32
Enrollment in 2011: 30
Enrollment in 2010: 37
Enrollment in 2009: 35
Enrollment in 2008: 30

Thomas E. Mathews Community School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08G09G10G11G12Total
All students35724627
Female students - 221 - 49
Male students33514218
American Indian/Alaska Native students1 - - - - - 1
Hispanic students13212211
Black students - - - - 1 - 1
White students - 1411411
Two or More Races students111 - - - 3

Enrollment by grade:
7th grade enrollment: 3
8th grade enrollment: 5
9th grade enrollment: 7
10th grade enrollment: 2
11th grade enrollment: 4
12th grade enrollment: 6

Thomas E. Mathews Community School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 9 (33.3%)
Thomas E. Mathews Community School:

33.3%
State:

49.4%
Male enrollment: 18 (66.7%)
School:

66.7%
State:

49.6%

Thomas E. Mathews Community School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 1 (3.7%)
Thomas E. Mathews Community School:

3.7%
California:

1.0%
Hispanic enrollment: 11 (40.7%)
School:

40.7%
State:

46.0%
Black enrollment: 1 (3.7%)
School:

3.7%
State:

6.1%
White enrollment: 11 (40.7%)
School:

40.7%
State:

28.3%
Two or More Races enrollment: 3 (11.1%)
School:

11.1%
California:

4.5%

Thomas E. Mathews Community School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 24 (88.9%)
Thomas E. Mathews Community School:

88.9%
State:

61.2%
Free lunch eligible students: 24 (88.9%)
Thomas E. Mathews Community School:

88.9%
California:

52.8%
Reduced-price lunch eligible students: 0 (0.0%)
Here:

0.0%
State:

8.6%

Thomas E. Mathews Community School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 0.8

Number of FTE teachers in their first year of teaching: 2.6

Student/Teacher Ratio
Here:

36.0
State:

22.8

Thomas E. Mathews Community School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $275,866
  • Full-time Equivalency Count of Teachers: 2.3 (Salary Expenditures: $107,450)
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $20,813)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $88,406)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $268,857
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $337,726
  • Salary Expenditures for Teachers: $148,545
  • Full-time Equivalency Count of Instructional Aides: 2 (Salary Expenditures: $41,579)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $88,406)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $271,455

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

Retention:
Show data for

(State average from 709 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 12th grade: 2 (all male)
  • White: 2

Percent of 12th grade students retained
Thomas E. Mathews Community School:

33.3%
California:

16.7%

Statewide Student Assessments


Smarter Balanced Summative Assessments:
Show data for

(State average from 10,420 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: 20
ELA students with scores: 20

Percentage Standard Met and Above:

5%
California:

44%

Standard Not Met: 80.0%
Standard Nearly Met: 15.0%
Standard Met: 5.0%
Standard Exceeded: 0.0%

All Grades:
80.0%
15.0%
5.0%

Thomas E. Mathews Community School - ELA Area Achievement Levels (all grades)

Math students tested: 20
Math students with scores: 20

Percentage Standard Met and Above:

0%
California:

34%

Standard Not Met: 90.0%
Standard Nearly Met: 10.0%
Standard Met: 0.0%
Standard Exceeded: 0.0%

All Grades:
90.0%
10.0%

Thomas E. Mathews Community School - Math Area Achievement Levels (all grades)


California High School Exit Exam:
Show data for

(State average from 2,333 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.

Thomas E. Mathews Community School - California High School Exit Exam results

Math Mean Scale Score:

339
State:

370
Math Percentage Passed:

36%
California:

64%
Math Number Tested: 11
Math Number Passed: 4

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

    56%
    California:

    68%
  • Number Sense:

    49%
    State:

    66%
  • Algebra & Functions:

    54%
    California:

    66%
  • Measurement & Geometry:

    41%
    State:

    59%
  • Algebra 1:

    22%
    State:

    54%
ELA Mean Scale Score:

343
State:

369
ELA Percentage Passed:

27%
California:

65%
ELA Number Tested: 11
ELA Number Passed: 3

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

    69%
    California:

    72%
  • Reading - Reading Comprehension:

    54%
    State:

    70%
  • Reading - Literary Responses and Analysis:

    65%
    State:

    72%
  • Writing - Writing Strategies:

    52%
    State:

    66%
  • Writing - Writing Conventions:

    53%
    State:

    67%

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).

Thomas E. Mathews Community School - Adequate Yearly Progress status


ELA Participation Rate
Thomas E. Mathews Community School:

56.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic25
  • American Indian50
  • White100
  • SED50
  • With Disabilities80
  • Hispanic: 25% (tested 1 out of 4 enrolled)
  • American Indian / Alaska Native: 50% (tested 1 out of 2 enrolled)
  • White: 100% (tested 3 out of 3 enrolled)
  • Socioeconomic Disadvantaged: 50% (tested 4 out of 8 enrolled)
  • Students with Disabilities: 80% (tested 4 out of 5 enrolled)

Math Participation Rate
School:

56.0%
California:

96.1%

    Math Participation Rate

  • Hispanic25
  • American Indian50
  • White100
  • SED50
  • With Disabilities80
  • Hispanic: 25% (tested 1 out of 4 enrolled)
  • American Indian / Alaska Native: 50% (tested 1 out of 2 enrolled)
  • White: 100% (tested 3 out of 3 enrolled)
  • Socioeconomic Disadvantaged: 50% (tested 4 out of 8 enrolled)
  • Students with Disabilities: 80% (tested 4 out of 5 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: 22


Total incidents per 1,000 students
Here:

1,185.2
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.
Allegations of harassment or bullying on the basis of race, color, or national origin: 6
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Thomas E. Mathews Community School:

222.2
State:

3.0
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all male)
  • White: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
  • White: 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

  • Hispanic10
  • American Indian2
  • White7
  • Multirace2
  • LEP4
  • IDEA5
Chronic Student Absenteeism: 21 (male: 14, female: 7)
  • Hispanic: 10 (male: 8, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)
Chronic Student Absenteeism per 1,000 students
Thomas E. Mathews Community School:

777.8
State:

172.7

Restraint and Seclusion:
Show data for

(State average from 741 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of Non-IDEA students subjected to physical restraint: 2 (all male)
  • Hispanic: 2

Non-IDEA students subjected to physical restraint per 1,000 students
Thomas E. Mathews Community School:

74.1
California:

1.9
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all male)
  • Hispanic: 2

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
Here:

74.1
State:

11.7

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).

    School days missed due to out-of-school suspension

  • Hispanic115
  • American Indian31
  • Black97
  • White117
  • LEP29
  • IDEA171
School days missed due to out-of-school suspension: 360 (male: 344, female: 16)
  • Hispanic: 115 (male: 113, female: 2)
  • American Indian / Alaska Native: 31 (all male)
  • Black: 97 (all male)
  • White: 117 (male: 103, female: 14)
  • Limited English Proficiency (LEP): 29 (all male)
  • Individuals With Disabilities Education Act (IDEA): 171 (all male)
Instances of out-of-school suspension (Students without disabilities): 12

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

444.4
California:

84.8
Students without disabilities receiving only one out-of-school suspension: 7 (male: 5, female: 2)
  • White: 7 (male: 5, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 19 (male: 15, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all male)
  • White: 10 (male: 8, female: 2)
Instances of out-of-school suspension (Students with disabilities): 20

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Thomas E. Mathews Community School:

740.7
California:

28.1
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
Students with disabilities receiving more than one out-of-school suspension: 9 (all male)
  • Hispanic: 2
  • American Indian / Alaska Native: 2
  • White: 5

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: 2
Number of Algebra I classes taught by certified teachers: 1

    8th grade student enrollment in Algebra I

  • Hispanic2
  • White2
  • Multirace2
  • LEP2
  • IDEA2
8th grade student enrollment in Algebra I: 6 (male: 2, female: 4)
  • Hispanic: 2 (all female)
  • White: 2 (all female)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
Percent of 8th grade students who passed
Here:

0.0%
State:

85.6%

    9-10th grade student enrollment in Algebra I

  • Hispanic4
  • White4
  • Multirace2
  • LEP2
9-10th grade student enrollment in Algebra I: 10 (male: 6, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Percent of 9-10th grade students who passed
Thomas E. Mathews Community School:

0.0%
California:

72.5%
11-12th grade student enrollment in Algebra I: 6 (male: 4, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
Percent of 11-12th grade students who passed
School:

0.0%
State:

62.0%

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
Number of Biology classes taught by certified teachers: 1

    Student Enrollment in Biology

  • Hispanic4
  • Black2
  • White7
  • Multirace2
  • LEP4
  • IDEA2
Student Enrollment in Biology: 15 (male: 8, female: 7)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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