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Westminster High School in Westminster, 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 73
Address
 14325 GoldenW. St.
Westminster, CA 92683
Telephone
(714) 893-1381
(make sure to verify first before calling)
Website
http://www.whslions.net
City-data.com school rating
73
Students
2,622
Classroom Teachers (FTE)
102.6
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
1,726
Reduced-price lunch
eligible students
317
School district
Huntington Beach 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:
Schroeder Elementary (0.9 miles):

89
Ada Clegg Elementary (0.7 miles):

84
Helen Stacey Middle (0.6 miles):

80
Westminster High School:

73
Johnson Middle (0.9 miles):

62
Finley Elementary (1.0 miles):

57
Willmore Elementary (0.3 miles):

43
Schmitt Elementary (0.9 miles):

41
Webber Elementary (0.8 miles):

40
Westminster High School rating compared to average state, county and city schools ratings:
California:

46
Orange County:

61
Westminster:

63
Westminster High School:

73

Students & Teachers


Total enrollment:
Enrollment in 2016: 2,622
Enrollment in 2015: 2,688
Enrollment in 2014: 2,597
Enrollment in 2013: 2,616
Enrollment in 2012: 2,680
Enrollment in 2011: 2,699
Enrollment in 2010: 2,747
Enrollment in 2009: 2,733
Enrollment in 2008: 2,640
Enrollment in 2007: 2,689
Enrollment in 2006: 2,647
Enrollment in 2005: 2,571
Enrollment in 2004: 2,628
Enrollment in 2003: 2,497
Enrollment in 2002: 2,454
Enrollment in 2001: 2,573
Enrollment in 2000: 2,564
Enrollment in 1999: 2,567

Westminster High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG09G10G11G12Total
All students6917506015802,622
Female students3273733052681,273
Male students3643772963121,349
American Indian/Alaska Native students13151433
Asian students2793262352381,078
Hispanic students3593722962731,300
Black students484925
White students33263631126
Hawaiian Native/Pacific Islander students556521
Two or More Races students101091039

Enrollment by grade:
9th grade enrollment: 691
10th grade enrollment: 750
11th grade enrollment: 601
12th grade enrollment: 580

Westminster High School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 1,273 (48.6%)
School:

48.6%
California:

49.4%
Male enrollment: 1,349 (51.4%)
Here:

51.4%
California:

49.6%

Westminster High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 33 (1.3%)
Here:

1.3%
State:

1.0%
Asian enrollment: 1,078 (41.1%)
Westminster High School:

41.1%
State:

9.4%
Hispanic enrollment: 1,300 (49.6%)
Westminster High School:

49.6%
State:

46.0%
Black enrollment: 25 (1.0%)
Westminster High School:

1.0%
California:

6.1%
White enrollment: 126 (4.8%)
School:

4.8%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 21 (0.8%)
Westminster High School:

0.8%
State:

0.6%
Two or More Races enrollment: 39 (1.5%)
Westminster High School:

1.5%
State:

4.5%

Westminster High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 2,043 (77.9%)
School:

77.9%
California:

61.2%
Free lunch eligible students: 1,726 (65.8%)
Westminster High School:

65.8%
California:

52.8%
Reduced-price lunch eligible students: 317 (12.1%)
Here:

12.1%
State:

8.6%

Westminster High School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 102.6

Number of FTE teachers in their first year of teaching: 8
Number of FTE teachers in their second year of teaching: 6.1
Number of FTE school counselors: 2.5
Number of FTE teachers who were absent more than 10 school days during the school years: 59
Number of FTE security guards: 1
Number of FTE nurses: 1
Number of FTE psychologists: 3

Student/Teacher Ratio
School:

25.6
California:

22.8

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $8,242,715
  • Full-time Equivalency Count of Teachers: 87.6 (Salary Expenditures: $8,166,721)
  • Full-time Equivalency Count of Instructional Aides: 1.4 (Salary Expenditures: $284,737)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $626,762)
  • Full-time Equivalency Count of School Administration Staff: 15.1 (Salary Expenditures: $1,378,841)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $1,517,922
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,994,988
  • Salary Expenditures for Teachers: $9,768,903
  • Full-time Equivalency Count of Instructional Aides: 10 (Salary Expenditures: $800,405)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $815,742)
  • Full-time Equivalency Count of School Administration Staff: 15.1 (Salary Expenditures: $1,378,841)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $1,808,277

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic403
  • American Indian2
  • Asian223
  • Native Hawaiian4
  • White4
  • Multirace10
  • IDEA160
Students Enrolled in LEP Programs: 646 (male: 390, female: 256)
  • Hispanic: 403 (male: 242, female: 161)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 223 (male: 137, female: 86)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 160 (male: 104, female: 56)

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

  • Hispanic185
  • American Indian4
  • Asian59
  • Black4
  • White26
  • Multirace4
  • LEP161
Students with disabilities served under IDEA: 282 (male: 195, female: 87)
  • Hispanic: 185 (male: 121, female: 64)
  • American Indian / Alaska Native: 4 (all male)
  • Asian: 59 (male: 40, female: 19)
  • Black: 4 (all male)
  • White: 26 (male: 22, female: 4)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 161 (male: 103, female: 58)

    Students with disabilities served under Section 504

  • Hispanic13
  • American Indian2
  • Asian2
  • Black2
  • White4
  • Multirace2
Students with disabilities served under Section 504: 25 (male: 18, female: 7)
  • Hispanic: 13 (male: 8, female: 5)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)

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

  • All76%
  • Males72%
  • Females80%
  • Asian86%
  • Hispanic64%
  • White91%
ELA students tested: 687
ELA students with scores: 687

Percentage Standard Met and Above:

76%
California:

49%

Standard Not Met: 8.2%
Standard Nearly Met: 16.0%
Standard Met: 36.2%
Standard Exceeded: 39.6%

11th Grade: (Mean Scale Score: 2646.2, Students tested: 687, Standard Not Met: 8.2%, Nearly Met: 16.0%, Met: 36.2%, Exceeded: 39.6%)
8.2%
16.0%
36.2%
39.6%

Westminster High School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All49%
  • Males46%
  • Females53%
  • Asian70%
  • Hispanic31%
  • White27%
Math students tested: 689
Math students with scores: 689

Percentage Standard Met and Above:

49%
State:

38%

Standard Not Met: 27.3%
Standard Nearly Met: 23.4%
Standard Met: 26.0%
Standard Exceeded: 23.4%

11th Grade: (Mean Scale Score: 2620.7, Students tested: 689, Standard Not Met: 27.3%, Nearly Met: 23.4%, Met: 26.0%, Exceeded: 23.4%)
27.3%
23.4%
26.0%
23.4%

Westminster 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: 720
CST Science students with scores: 711

Percentage At Or Above Proficient:

64%
State:

54%

Percentage Far Below Basic: 2.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 5.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 29.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 32.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 32.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 376.1, Students tested: 720, Far Below Basic: 2.0%, Below Basic: 5.0%, Basic: 29.0%, Proficient: 32.0%, Advanced: 32.0%)
2.0%
5.0%
29.0%
32.0%
32.0%
CMA Science students tested: 24
CMA Science students with scores: 24

Percentage At Or Above Proficient:

50%
State:

38%

Percentage Far Below Basic: 12.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 13.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 25.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 25.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 25.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 346.3, Students tested: 24, Far Below Basic: 12.0%, Below Basic: 13.0%, Basic: 25.0%, Proficient: 25.0%, Advanced: 25.0%)
12.0%
13.0%
25.0%
25.0%
25.0%

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.

Westminster High School - California High School Exit Exam results

2014-15 results for this school are based on 4 separate tests and combined using weighted average.

    Math Mean Scale Score

  • All386
  • American Indian388
  • Asian419
  • Hispanic367
  • White393
Math Mean Scale Score:

386
State:

374
Math Percentage Passed:

75%
California:

68%
Math Number Tested: 777
Math Number Passed: 586

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

    76%
    State:

    69%
  • Number Sense:

    69%
    California:

    65%
  • Algebra & Functions:

    73%
    California:

    68%
  • Measurement & Geometry:

    70%
    California:

    64%
  • Algebra 1:

    65%
    California:

    58%

    ELA Mean Scale Score

  • All376
  • American Indian399
  • Asian393
  • Hispanic363
  • White386
ELA Mean Scale Score:

376
State:

370
ELA Percentage Passed:

75%
State:

68%
ELA Number Tested: 839
ELA Number Passed: 626

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

    77%
    State:

    76%
  • Reading - Reading Comprehension:

    72%
    California:

    71%
  • Reading - Literary Responses and Analysis:

    77%
    California:

    75%
  • Writing - Writing Strategies:

    69%
    State:

    64%
  • Writing - Writing Conventions:

    73%
    State:

    69%

The Physical Fitness Test:
Show data for
The Physical Fitness Test (PFT) for students in California schools is the FITNESSGRAM. The main goal of the test is to help students in starting life-long habits of regular physical activity.
Aerobic Capacity:
9th grade: (Students tested: 686, Needs Improvement - High Risk: 64.9%, Needs Improvement: 20.7%, Healthy Fitness Zone: 14.4%)
64.9%
20.7%
14.4%
Body Composition:
9th grade: (Students tested: 686, Needs Improvement - High Risk: 62.1%, Needs Improvement: 18.1%, Healthy Fitness Zone: 19.8%)
62.1%
18.1%
19.8%
Abdominal Strength:
9th grade: (Students tested: 686, Needs Improvement - High Risk: 79.6%, Needs Improvement: 20.4%, Healthy Fitness Zone: 0.0%)
79.6%
20.4%
Trunk Extension Strength:
9th grade: (Students tested: 686, Needs Improvement - High Risk: 88.6%, Needs Improvement: 11.4%, Healthy Fitness Zone: 0.0%)
88.6%
11.4%
Upper Body Strength:
9th grade: (Students tested: 686, Needs Improvement - High Risk: 62.8%, Needs Improvement: 37.2%, Healthy Fitness Zone: 0.0%)
62.8%
37.2%
Flexibility:
9th grade: (Students tested: 686, Needs Improvement - High Risk: 87.8%, Needs Improvement: 12.2%, Healthy Fitness Zone: 0.0%)
87.8%
12.2%

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).

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

All Grades:
Student Count: 700
Number of students who met CELDT criterion: 323

Students who met CELDT criterion:

46.0%
State:

34.0%
Grade 9:
Student Count: 217
Number of students who met CELDT criterion: 97

Students who met CELDT criterion:

45.0%
State:

33.0%
Listening Mean Scale Score:

575.4
California:

533.7
Reading Mean Scale Score:

558.9
California:

534.6
Speaking Mean Scale Score:

566.1
State:

515.1
Writing Mean Scale Score:

546.4
State:

513.2
Grade 10:
Student Count: 174
Number of students who met CELDT criterion: 75

Students who met CELDT criterion:

43.0%
State:

36.0%
Listening Mean Scale Score:

571.7
California:

556.8
Reading Mean Scale Score:

573.7
State:

555.2
Speaking Mean Scale Score:

552.1
State:

533.6
Writing Mean Scale Score:

541.5
State:

530.8
Grade 11:
Student Count: 177
Number of students who met CELDT criterion: 100

Students who met CELDT criterion:

56.0%
State:

45.0%
Listening Mean Scale Score:

596.9
California:

575.6
Reading Mean Scale Score:

588.4
State:

573.9
Speaking Mean Scale Score:

576.7
State:

550.8
Writing Mean Scale Score:

551.1
State:

544.5
Grade 12:
Student Count: 132
Number of students who met CELDT criterion: 51

Students who met CELDT criterion:

39.0%
State:

44.0%
Listening Mean Scale Score:

543.7
California:

564.9
Reading Mean Scale Score:

559.4
State:

567.0
Speaking Mean Scale Score:

546.0
State:

544.2
Writing Mean Scale Score:

522.7
State:

532.5

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).

Westminster High School - Adequate Yearly Progress status


ELA Participation Rate
School:

99.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic99
  • American Indian91
  • Asian100
  • Filipino100
  • Native Hawaiian84
  • Black100
  • White97
  • Multirace100
  • SED99
  • LEP98
  • With Disabilities97
  • Hispanic: 99% (tested 265 out of 269 enrolled)
  • American Indian / Alaska Native: 91% (tested 10 out of 11 enrolled)
  • Asian: 100% (tested 225 out of 226 enrolled)
  • Filipino: 100% (tested 5 out of 5 enrolled)
  • Native Hawaiian / Pacific Islander: 84% (tested 5 out of 6 enrolled)
  • Black: 100% (tested 5 out of 5 enrolled)
  • White: 97% (tested 31 out of 32 enrolled)
  • Two or More Races: 100% (tested 3 out of 3 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 426 out of 430 enrolled)
  • English Learners: 98% (tested 221 out of 225 enrolled)
  • Students with Disabilities: 97% (tested 51 out of 53 enrolled)

Math Participation Rate
School:

98.0%
State:

96.1%

    Math Participation Rate

  • Hispanic97
  • American Indian91
  • Asian100
  • Filipino100
  • Native Hawaiian84
  • Black100
  • White94
  • Multirace100
  • SED98
  • LEP98
  • With Disabilities93
  • Hispanic: 97% (tested 262 out of 271 enrolled)
  • American Indian / Alaska Native: 91% (tested 10 out of 11 enrolled)
  • Asian: 100% (tested 233 out of 234 enrolled)
  • Filipino: 100% (tested 5 out of 5 enrolled)
  • Native Hawaiian / Pacific Islander: 84% (tested 5 out of 6 enrolled)
  • Black: 100% (tested 5 out of 5 enrolled)
  • White: 94% (tested 30 out of 32 enrolled)
  • Two or More Races: 100% (tested 3 out of 3 enrolled)
  • Socioeconomic Disadvantaged: 98% (tested 431 out of 439 enrolled)
  • English Learners: 98% (tested 230 out of 235 enrolled)
  • Students with Disabilities: 93% (tested 49 out of 53 enrolled)

SAT/ACT:
Show data for

(State average from 9,846 schools)
The ACT Test (ACT) is a nationally recognized assessment used to indicate college readiness.
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.

Westminster High School - ACT/SAT scores

Percent of graduates taking the ACT:

13.1%
California:

30.9%
ACT Composite scores greater or equal to 21:

56.6%
State:

48.7%
Number of graduates: 580
Number of graduates taking the ACT: 76

Average ACT composite score:

21.0
California:

19.8
Average ACT English score:

20.0
State:

19.6
Average ACT mathematics score:

23.0
State:

20.5
Average ACT reading score:

21.0
State:

20.5
Average ACT science score:

21.0
California:

19.9
Percent of graduates taking the SAT:

42.4%
State:

54.4%
SAT scores greater or equal to 1500:

38.2%
California:

36.3%
Number of graduates: 580
Number of graduates taking the SAT: 246

Average Total SAT Score:

1,449
State:

1,374
Average SAT mathematics score:

518
California:

464
Average SAT critical reading score:

472
State:

459
Average SAT writing score:

459
State:

451

    SAT or ACT Test Participation

  • Hispanic112
  • American Indian4
  • Asian277
  • Native Hawaiian4
  • Black4
  • White13
  • Multirace10
  • LEP19
  • IDEA7
SAT or ACT Test Participation: 424 (male: 176, female: 248)
  • Hispanic: 112 (male: 41, female: 71)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 277 (male: 122, female: 155)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 13 (male: 5, female: 8)
  • Two or More Races: 10 (male: 2, female: 8)
  • Limited English Proficiency (LEP): 19 (male: 8, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Advanced Placement:
Show data for

(State average from 1,204 schools)
Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001. Statistics are based on test results of the Standardized Testing and Reporting (STAR) Program, the California High School Exit Examination (CAHSEE), and the California Alternate Performance Assessment (CAPA).

Westminster High School - AP exams with scores at or above criteria

Number of students in Grades 11 and 12: 568
Number of students taking at least one AP exam: 734
Percent of students taking at least one AP exam:

129.0%
State:

94.1%
Number of AP exams with scores at or above 3: 638
Percent of AP exams with scores at or above 3:

51.6%
California:

46.6%

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.

Robbery is taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or assault.

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.
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 robbery without a weapon: 6

Incidents of physical attack or fight without a weapon: 47


Total incidents per 1,000 students
Westminster High School:

20.2
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

  • Hispanic139
  • American Indian7
  • Asian52
  • Black4
  • White28
  • Multirace4
  • LEP64
  • IDEA46
  • 50413
Chronic Student Absenteeism: 234 (male: 123, female: 111)
  • Hispanic: 139 (male: 68, female: 71)
  • American Indian / Alaska Native: 7 (male: 5, female: 2)
  • Asian: 52 (male: 26, female: 26)
  • Black: 4 (male: 2, female: 2)
  • White: 28 (male: 20, female: 8)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 64 (male: 35, female: 29)
  • Individuals With Disabilities Education Act (IDEA): 46 (male: 32, female: 14)
  • Section 504: 13 (male: 8, female: 5)
Chronic Student Absenteeism per 1,000 students
School:

89.2
State:

172.7

Restraint and Seclusion:
Show data for

(State average from 741 schools)
Mechanical restraint refers to the use of any device or equipment to restrict a student's freedom of movement. The term does not include devices implemented by trained school personnel, or utilized by a student that have been prescribed by an appropriate medical or related services professional and are used for the specific and approved purposes for which such devices were designed, such as:
  • Adaptive devices or mechanical supports used to achieve proper body position, balance, or alignment to allow greater freedom of mobility than would be possible without the use of such devices or mechanical supports;
  • Vehicle safety restraints when used as intended during the transport of a student in a moving vehicle;
  • Restraints for medical immobilization; or Orthopedically prescribed devices that permit a student to participate in activities without risk of harm.
Total Number of students with disabilities (IDEA) subjected to mechanical restraint: 2 (all male)
  • Black: 2

Students with disabilities (IDEA) subjected to mechanical restraint per 1,000 students
Westminster High School:

0.8
California:

0.1

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

  • Hispanic175
  • American Indian6
  • Asian24
  • White11
  • LEP14
  • IDEA19
School days missed due to out-of-school suspension: 216 (male: 128, female: 88)
  • Hispanic: 175 (male: 90, female: 85)
  • American Indian / Alaska Native: 6 (male: 5, female: 1)
  • Asian: 24 (all male)
  • White: 11 (male: 9, female: 2)
  • Limited English Proficiency (LEP): 14 (male: 11, female: 3)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 14, female: 5)
Instances of out-of-school suspension (Students without disabilities): 47

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

17.9
California:

84.8

    Students without disabilities receiving one or more in-school suspension

  • Hispanic28
  • American Indian2
  • Asian4
  • White2
  • Multirace2
Students without disabilities receiving one or more in-school suspension: 38 (male: 25, female: 13)
  • Hispanic: 28 (male: 17, female: 11)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)

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

  • Hispanic25
  • American Indian2
  • Asian2
  • White4
  • LEP10
Students without disabilities receiving only one out-of-school suspension: 33 (male: 15, female: 18)
  • Hispanic: 25 (male: 11, female: 14)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 11 (male: 6, female: 5)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 2 (all male)
  • White: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 21

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

8.0
California:

28.1
Instances of out-of-school suspension (Section 504 only): 3

Instances of out-of-school suspension per 1,000 students (Section 504 only)
Here:

1.1
California:

3.4
Students with disabilities receiving one or more in-school suspension: 11 (male: 9, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
Students with disabilities receiving only one out-of-school suspension: 11 (male: 9, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all male)
Students with disabilities receiving more than one out-of-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 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 under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis
Students without Disabilities who received an expulsion with educational services: 2 (all male)
  • Hispanic: 2

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

0.8
California:

10.5
Students without Disabilities who received an expulsion under zero tolerance policies: 7 (all male)
  • Hispanic: 5
  • White: 2

Students without Disabilities who received an expulsion under zero tolerance policies per 1,000 students
Westminster High School:

2.7
State:

2.6
Students with Disabilities who received an expulsion with educational services: 4 (all male)
  • Hispanic: 2
  • White: 2

Students with Disabilities who received an expulsion with educational services per 1,000 students
Westminster High School:

1.5
State:

4.5
Students with Disabilities who received an expulsion under zero tolerance policies: 4 (all male)
  • Hispanic: 2
  • White: 2

Students with Disabilities who received an expulsion under zero tolerance policies per 1,000 students
Westminster High School:

1.5
State:

0.6

Transfers:
(State average from 692 schools)
Transfer to an alternative school for disciplinary reasons is a subset of expulsion with educational services. An alternative school is a public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside of the categories of regular education, special education, or vocational education.
Students without disabilities transferred to an alternative school for disciplinary reasons: 2 (all male)
  • Hispanic: 2

Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Westminster High School:

0.8
State:

9.7
Students with disabilities transferred to an alternative school for disciplinary reasons: 2 (all male)
  • Hispanic: 2

Students with disabilities transferred to an alternative school for disciplinary reasons
Here:

0.8
California:

1.6

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: 20
Number of Algebra I classes taught by certified teachers: 20

    9-10th grade student enrollment in Algebra I

  • Hispanic334
  • American Indian2
  • Asian163
  • Native Hawaiian7
  • Black4
  • White19
  • Multirace13
  • LEP175
  • IDEA37
9-10th grade student enrollment in Algebra I: 542 (male: 290, female: 252)
  • Hispanic: 334 (male: 173, female: 161)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 163 (male: 95, female: 68)
  • Native Hawaiian / Pacific Islander: 7 (male: 2, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 19 (male: 8, female: 11)
  • Two or More Races: 13 (male: 8, female: 5)
  • Limited English Proficiency (LEP): 175 (male: 104, female: 71)
  • Individuals With Disabilities Education Act (IDEA): 37 (male: 29, female: 8)

    9-10th grade studenst who passed Algebra I

  • Hispanic164
  • Asian140
  • Native Hawaiian8
  • White11
  • Multirace11
  • LEP83
  • IDEA17
9-10th grade studenst who passed Algebra I: 334 (male: 173, female: 161)
  • Hispanic: 164 (male: 79, female: 85)
  • Asian: 140 (male: 79, female: 61)
  • Native Hawaiian / Pacific Islander: 8 (male: 4, female: 4)
  • White: 11 (male: 4, female: 7)
  • Two or More Races: 11 (male: 7, female: 4)
  • Limited English Proficiency (LEP): 83 (male: 49, female: 34)
  • Individuals With Disabilities Education Act (IDEA): 17 (male: 13, female: 4)
Percent of 9-10th grade students who passed
Here:

61.6%
California:

72.5%

    11-12th grade student enrollment in Algebra I

  • Hispanic46
  • American Indian4
  • Asian4
  • Native Hawaiian2
  • White2
  • LEP25
  • IDEA13
11-12th grade student enrollment in Algebra I: 58 (male: 38, female: 20)
  • Hispanic: 46 (male: 32, female: 14)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 25 (male: 20, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)
11-12th studenst who passed Algebra I: 20 (male: 13, female: 7)
  • Hispanic: 20 (male: 13, female: 7)
  • Limited English Proficiency (LEP): 11 (male: 7, female: 4)
  • Individuals With Disabilities Education Act (IDEA): 4 (all male)
Percent of 11-12th grade students who passed
Westminster High School:

34.5%
State:

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: 16
Number of Algebra II classes taught by certified teachers: 16

    Student Enrollment in Algebra II

  • Hispanic229
  • American Indian7
  • Asian286
  • Native Hawaiian4
  • Black4
  • White16
  • Multirace13
  • LEP61
  • IDEA10
Student Enrollment in Algebra II: 559 (male: 263, female: 296)
  • Hispanic: 229 (male: 101, female: 128)
  • American Indian / Alaska Native: 7 (male: 2, female: 5)
  • Asian: 286 (male: 137, female: 149)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 16 (male: 11, female: 5)
  • Two or More Races: 13 (male: 8, female: 5)
  • Limited English Proficiency (LEP): 61 (male: 35, female: 26)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, 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: 5
Number of Calculus classes taught by certified teachers: 5

    Student Enrollment in Calculus

  • Hispanic22
  • American Indian2
  • Asian124
  • White2
  • Multirace4
  • LEP5
  • IDEA2
Student Enrollment in Calculus: 154 (male: 76, female: 78)
  • Hispanic: 22 (male: 8, female: 14)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 124 (male: 62, female: 62)
  • White: 2 (all male)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 5 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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: 17
Number of Geometry classes taught by certified teachers: 17

    Student Enrollment in Geometry

  • Hispanic343
  • American Indian4
  • Asian199
  • Native Hawaiian4
  • Black7
  • White31
  • Multirace16
  • LEP160
  • IDEA34
Student Enrollment in Geometry: 604 (male: 314, female: 290)
  • Hispanic: 343 (male: 176, female: 167)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 199 (male: 110, female: 89)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 7 (male: 2, female: 5)
  • White: 31 (male: 11, female: 20)
  • Two or More Races: 16 (male: 11, female: 5)
  • Limited English Proficiency (LEP): 160 (male: 95, female: 65)
  • Individuals With Disabilities Education Act (IDEA): 34 (male: 23, female: 11)

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: 9
Number of Advanced Mathematics classes taught by certified teachers: 9

    Student Enrollment in Advanced Mathematics

  • Hispanic64
  • American Indian4
  • Asian202
  • Native Hawaiian2
  • Black4
  • White16
  • Multirace7
  • LEP13
  • IDEA5
Student Enrollment in Advanced Mathematics: 299 (male: 126, female: 173)
  • Hispanic: 64 (male: 26, female: 38)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 202 (male: 86, female: 116)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 16 (male: 8, female: 8)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 13 (male: 8, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)

Biology:
Show data for
Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 24
Number of Biology classes taught by certified teachers: 24

    Student Enrollment in Biology

  • Hispanic385
  • American Indian4
  • Asian325
  • Native Hawaiian4
  • Black7
  • White22
  • Multirace13
  • LEP205
  • IDEA49
Student Enrollment in Biology: 760 (male: 365, female: 395)
  • Hispanic: 385 (male: 182, female: 203)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 325 (male: 158, female: 167)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 7 (male: 2, female: 5)
  • White: 22 (male: 11, female: 11)
  • Two or More Races: 13 (male: 8, female: 5)
  • Limited English Proficiency (LEP): 205 (male: 119, female: 86)
  • Individuals With Disabilities Education Act (IDEA): 49 (male: 38, female: 11)

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: 14
Number of Chemistry classes taught by certified teachers: 14

    Student Enrollment in Chemistry

  • Hispanic157
  • American Indian7
  • Asian220
  • Native Hawaiian4
  • Black4
  • White19
  • Multirace16
  • LEP58
  • IDEA13
Student Enrollment in Chemistry: 427 (male: 182, female: 245)
  • Hispanic: 157 (male: 65, female: 92)
  • American Indian / Alaska Native: 7 (male: 2, female: 5)
  • Asian: 220 (male: 92, female: 128)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 19 (male: 11, female: 8)
  • Two or More Races: 16 (male: 8, female: 8)
  • Limited English Proficiency (LEP): 58 (male: 32, female: 26)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)

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

  • Hispanic43
  • American Indian4
  • Asian139
  • Black2
  • White4
  • Multirace4
  • LEP4
  • IDEA2
Student Enrollment in Physics: 196 (male: 106, female: 90)
  • Hispanic: 43 (male: 23, female: 20)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 139 (male: 77, female: 62)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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