Alsea High School Overview

2013 Academic Indicators
College Readiness Index
N/A
Math Proficiency
2.4
Reading Proficiency
2.9
Student/Teacher Ratio
12:1
  • 07–12 Grades
  • 58 Students
  • 5 Teachers

Alsea High School
301 SOUTH 3RD ST
ALSEA, OR 97324

Phone: (541) 487-4305

District: Alsea School District 7J

Overview

At Alsea High School, the student body makeup is 57 percent male and 43 percent female, and the total minority enrollment is 3 percent. Alsea High School is the only high school in the Alsea School District 7J.

Rankings / Awards

This details how this school compares to others based on U.S. News ranking criteria.

Medal Awarded None
National Rank
Unranked

See Best High Schools in Oregon

Students / Teachers

These counts and percentages of students and teachers are from data reported by schools to the government.

Total Enrollment 58
Total Minority Enrollment (% of total) 3%
Total Economically Disadvantaged (% of total) 76%
Full-Time Teachers 5

More About Student Body

Test Scores

U.S. News calculates these values based on student performance on state exit exams and internationally available exams on college-level course work (AP®/IB exams).

Proficient in Reading 69%
Proficient in Math 46%
College Readiness Index N/A

More About Test Scores

School Data

School profile information is based on government data.

Grades Served 07 – 12
Setting Distant Rural
Charter School No
Magnet School No
Receives Title I Funding Yes

District

This information relates to high schools run by this school's state operating agency. Many districts contain only one high school.

Total Schools 1
Total Students 58
Proficient in Reading (district average) 69%
Proficient in Math (district average) 46%
College Readiness (district average) N/A

Reader Comments ()

Data is based on the 2010-2011 school year.

AP® and Advanced Placement® are registered trademarks of the College Board. Used with permission.

International Baccalaureate (IB) data provided by International Baccalaureate of North America. Used with permission.

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