MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_NextPart_01C97FA3.CED433E0" This document is a Single File Web Page, also known as a Web Archive file. If you are seeing this message, your browser or editor doesn't support Web Archive files. Please download a browser that supports Web Archive, such as Microsoft Internet Explorer. ------=_NextPart_01C97FA3.CED433E0 Content-Location: file:///C:/0D293A74/EHSSARC11-24.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" School Accountability Report Card (SARC)

 

Executiv= e Summary School Accountability Report Card, 2007-08

Enterprise High School

Address: 

3411 Churn C= reek Rd. , Redding   CA  96002-2798 

Phone: 

(530) 222-6601 

Principal: 

Eric  Peters= on 

Grade Span: 

9  - 12&= nbsp;

&nbs= p;

School Accountability Report Card Reported for Scho= ol Year 2007-08 Published During 2008-09

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of school accountability. The data presented in this rep= ort are reported for the 2007-08 school year, except the School Finances and School Completion data that are reported for the 2006-07 school year. F= or additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office. 

 

About This School 

 

= Enterpris= e High School has been in existence since 1954, and we pride oursel= ves on a tradition of strong academics complemented by music and athletic programs that are equaled by none.  Enterprise High School is a proud member of the Shasta Union High School District in beautiful Shasta County.  Parents, students, teachers, and community members have worked together to create a school that challenges students with a rigorous and relevant education marked by a real sense of community.  We  completed a WASC self-study duri= ng the 2005-06 school year received a six-year clear accreditation through 2012 = and look forward to implementing an action plan that further defines the focu= s of the school, continually improving a rigorous and relevant curriculum, whi= le providing an encouraging environment for both staff and students.  The past 6 years we have remodel= ed the original classroom wings and completed and occupied a new 15 classroom two-story building and a new Physical Education Fitness facility.  These new buildings bring to an = end the first major campus modernization Enterprise has undergone since its inception.

The mission of Enterprise High School is= 230;

To provide a well-rounded educational experience in an= encouraging environment that offers rigorous, relevant academics and a variety of extra-curricular activities that result in a skilled, critical thinker who contributes honorably and productively to the ever-changing world.

 

Student Enrollment 

 

Group 

Percent  <= o:p>

African American 

1.64  %

American Indian or Alaska Native  <= o:p>

2.69  %

Asian 

9.64  %

Filipino 

0.22  %

<= span id=3D"ctl00_SARCTemplate_enrollSummaryInfoFrm_L">

Pacific Islander 

1.27  %

White (not Hispanic) 

71.38  %

Multiple or No Response 

5.68  %

Socioeconomically Disadvantaged 

42  %

English Learners 

2=   %

Students with Disabilities 

12  %

&nb= sp;

Total Number of studen= ts 

=

1338 

 

Teachers 

&nbs= p;

Indicator =

Teachers  =

Teachers with full credential 

58 

Teachers without full credential 

2 

Teachers Teaching Outside Subject Area of Competence 

0 

Misassignments of Teachers of English Learners 

17 

Total Teacher Misassignments <= /span> 

17 

 

School Facilities 

Summary of Most Recent Site Inspection 

&nbs= p;

The Enterprise High= School campus is inspected on an annual basis by the insurance representatives= and by the Fire Marshal. In both cases, they look for structural issues and= for safety hazards that need to be addressed. In all cases, their recommendations, if any, are addressed immediately.

Repairs Needed 

The north parking lot needs to be repaved and striped.  The street on the north side of campus needs a drainage system.

Corrective Actions Taken or Planned=  

The site administration will work with our district facility and maintenance supervisor to address the needs above.

 

Curriculum and Instructional Materials 

&nbs= p;

Core Curriculum Areas&= nbsp;

Pupils Who Lack Textbooks and Instructional Materials 

Reading/Language Arts 

0%

Mathematics 

0%

Science 

0%

History-Social Science 

0%

Foreign Language 

0%

Health 

0%

Visual and Performing Arts 

0%

Science Laboratory Equipment (grades 9-12)  <= /p>

0%

 

School Finances 

&nbs= p;

Level 

Expenditures Per Pupil (Unre= stricted Sources Only) 

School Site  =

$ 5,471

District 

$ 5,471

State  <= /o:p>

$ 5,300

 

Student Performance 

 

Subject 

Students Proficient and Abov= e on California S= tandards Tests 

English-Language Arts 

52.1%

Mathematics  =

25.5%

Science 

44.4%

History-Social Science 

41.1%

 

Academic Progress 

 

Indicator 

Result  =

2008 Growth API Score (from 2008 Growth API Report)=  

751  

Statewide Rank (from 2007 Base API Report) 

7  

2008-09 Program Improvement Status (PI Year) 

Not in PI   <= o:p>

 

School Completion 

 

Indicator 

Result  <= /o:p>

Graduation Rate&nb= sp;

95.4%

 

Postsecondary Preparation 

 

Measures 

Percent of Graduates 

Pupils Who Completed a Career Technical Education Program = and Earned a High School Diploma&nb= sp;

.9 %

Graduates Who Completed All Courses Required for University of Ca= lifornia or California State University Admission 

21.5 %

 

2= 007-08 School Accountability Report Card Report (SARC)

&nbs= p;

The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available at= the SARC Web site. For addi= tional information about the school, parents and community members should cont= act the school principal or the district office.

&nbs= p;

I. Data and Access 

DataQuest 

DataQuest is an online data tool that contains additional information about this school and comparisons of the school to the district, the county, and t= he state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g. Academic Performa= nce Index [API], Adequate Yearly Progress [AYP]), test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners.  

&nbs= p;

Internet Access 

Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is g= enerally provided on a first-come, first-served basis. Other use restrictions include the hours of operation, the length of time that a workstation m= ay be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents. =  

&nbs= p;

II. About This School 

Contact Information (School Year 2008-09) 

This section provides the schools contact information. 

&nbs= p;

School  <= /span>

District 

School Name  =

Enterprise High <= span style=3D'font-size:11.0pt;font-family:Arial'>  <= /p>

District Name 

Shasta Union High  

Street  =

3411 Churn C= reek Rd.  

Phone Number 

(530) 241-3261 

City, State, Zip&n= bsp;

Redding  , CA  96002-2798 

Web Site 

www.suhsd.net 

Phone Number =

(530) 222-6601 

Superintendent 

Jim  Clone= y 

Principal 

Eric  Peterson 

E-mail Address 

jcloney@suhsd.net 

E-mail Address&nbs= p;

epeterson@suhsd.net 

CDS Code

45-70136-4532750  <= /o:p>

 

 

School Description and Mission= Statement (School Year 2007-08)=  

This section provides information about the school’s goals and programs. 

&nbs= p;

Enterpr= ise High School has been in existence since 1954, and we pride ourselves on a tradition of strong academics complemented by music and athletic programs that are equaled by none.  Ent= erprise High School is a proud membe= r of the Shasta Union High School District in beautiful Shasta County.  Parents, students, teachers, a= nd community members have worked together to create a school that challeng= es students with a rigorous and relevant education marked by a real sense = of community.  We  completed a WASC self-study du= ring the 2005-06 school year received a six-year clear accreditation through 2012 and look forward to implementing an action plan that further defin= es the focus of the school, continually improving a rigorous and relevant curriculum, while providing an encouraging environment for both staff a= nd students.  The past 6 year= s we have remodeled the original classroom wings and completed and occupied a new 15 classroom two-story building and a new Physical Education Fitness facility.  These new build= ings bring to an end the first major campus modernization Enterprise has undergone since its inception.

The mission of Enterprise High= School is…

To provide a well-rounded educational experience in = an encouraging environment that offers rigorous, relevant academics and a variety of extra-curricular activities that result in a skilled, critic= al thinker who contributes honorably and productively to the ever-changing world.

 

 

Opportunities for Parental Involvement (School Year 2007-08) 

&nbs= p;

This section provides information about opportunities for parents to become involved with school activities.   <= /o:p>

&nbs= p;

Enterprise Music Boosters

Contact Music Boosters Pre= sident at 222-6601

Boosters sponsor concerts, chaperone trips, provide transportation, and organize all events and support all music activities.  All music booster parents are called upon at some point to help their child in music throughout the year.  There is no fee and everyone is welcome to attend monthly meetings (the third Thursday of the month in = the music room at 7:00 pm) to learn about up-coming events.  Boosters support 13 musical gr= oups that travel throughout the entire year. 

Sober Grad Organization

Contact Sober Grad Chair at 222-6601

Graduation will soon be here!  Parents are needed = to help with the SOBER GRAD activities immediately after graduation.  Please mark your calendar and = meet with the steering committee in the school library on the first Tuesday = of each month at 7:00 p.m.  Y= our participation is vital in planning for a party that your senior will lo= ng remember!  Volunteers are = needed to help with such committees as food, prizes, decorations, and fundraising.  While the SO= BER GRAD party is primarily attended by each graduating class, parents from= all classes are encouraged to help plan and chaperone the end of the year activity.  Early planning insures that each year’s party is well attended and provides stud= ents with a welcoming and safe graduation party.

Enterprise Sports Boosters

Contact Sports Booster President at 222-6601

As most of you know, the Athletic Boosters Club raises virtually all of the money to pay for uniforms, equipment and other sports items that make our high school sp= orts programs possible.  The Enterprise High School Athletic Boosters Club encourages all parents of student-athletes to join the EHS Athletic Boosters Club and be an active member in helping support our school's sports programs.  All memberships include one EH= S Athletic Boosters T-Shirt per family membership!  Monthly meetings are on the 2nd Wednesday of each month @ 6:30pm in the EHS Library, and the cost to jo= in the EHS Boosters is $25.00.

Enterprise Parent Organization

Contact Parent Club President at 222-6601=

The Enterprise High School Parent Organization raises money used to grant annual college scholarships to qualified EHS graduates.  The organization plays vital roles for the athletic programs by providing volunteer parents to collect money at all school athletic events and for the students by assisting in the EHS student recognition programs.  If you are interested in takin= g an active part in helping with this worthwhile project please come to our meetings held the third Tuesday of the month at 7:00 pm in the Library.=

 

 

 

Student Enrollment by Grade Level (School Year 2007-0= 8) 

This table displays the number of students enrolled = in each grade level at the school. 

&nbs= p;

Grade Level 

Number of Students  <= o:p>

Grade 9 

383  <= o:p>

Grade 10 

358 

Grade 11 

304 

Grade 12 

293 

Total Enrollment&n= bsp;

1338 

 

 

Student Enrollment by Group (School Year 2007-08) 

This table displays the percent of students enrolled= at the school who are identified as being in a particular group.&nb= sp;

&nbs= p;

Group  =

Percent of Total Enrollment 

African American 

1.64  %

American Indian or Alaska Native  =

2.69  %

Asian 

9.64  %

Filipino 

0.22  %

Hispanic or Latino 

7.47  %

Pacific Islander 

1.27  %

White (not Hispanic) 

71.38  %

Multiple or No Response 

5.68  %

Socioeconomically Disadvantaged 

42  %

English Learners 

2  %

Students with Disabilities 

12  %

 

 

 

Average Class Size and Class Size Distribution (Secondary) 

This table displays by subject area the average class size= and the number of classrooms that fall into each size category (a range of total students per classroom). 

&nbs= p;

Subject 

2005-06 

2006-07 

2007-08 

Avg. Class Size  <= o:p>

Number of Classrooms&nb= sp;

Avg. Class Size  <= o:p>

Number of Classrooms&nb= sp;

Avg. Class Size  <= o:p>

Number of Classrooms&nb= sp;

1-22  <= /span>

23-32  =

33+ 

1-22  <= /span>

23-32  =

33+ 

1-22  <= /span>

23-32  =

33+ 

English 

=

25.0 

32 

12 

14 

=

23.2 

34 

20 

4 

=

24.8 

27 

14 

11 

Mathematics 

=

27.8 

20 

10 

20 

=

26.9 

18 

20 

10 

=

25.8 

20 

12 

10 

Science 

=

30.7 

2 

15 

12 

=

30.1 

4 

14 

13 

=

30.3 

2 

16 

11 

Social Science 

=

34.5 

 

11 

28 

=

29.7 

5 

22 

13 

=

29.3 

6 

18 

16 

 

III. School Climate 

School Safety Plan (School Year 2007-08) 

This section provides information about the school's comprehensive safety plan. 

&nbs= p;

The School Site Council updates Enterprise High= School’s Safety Plan each spring with recommendations from the school’s sa= fety committee. The Enterp= rise High School saf= ety committee consists of members represented by administration, faculty, counseling, security, maintenance, classified staff, students, parents,= and the School Resource Officer. This committee meets every other month to update, review, and develop new health and safety procedures for our school. The faculty, students, and parents are surveyed to help determi= ne these needs.

 

Suspensions and Expulsions 

This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period. 

&nbs= p;

Rate  =

School 

District  <= o:p>

2005-06  <= o:p>

2006-07  <= o:p>

2007-08  <= o:p>

2005-06  <= o:p>

2006-07  <= o:p>

2007-08  <= o:p>

Suspensions  =

8.3  

8.4  

10.2   <= o:p>

6.5  

6.0  

5.7  

Expulsions  <= o:p>

.9  

0.5  

0.8  

.65  

.64  

0.5  

 

Facility Conditions and Planned Improvements (School Year 2008-09)=  

This section provides information about the condition of the school’s grounds, building= s, and restrooms, and a description of any planned or recently completed facility improvements. 

&nbs= p;

Made repairs to interior surfaces reported last year.  Put out of service portable restrooms that needed extreme repairs.    =

 

School Facility Good Repair Status (School Year 2008-= 09) 

This table displays = the results of the most recently completed school site inspection to determ= ine the school facility’s good repair status. 

&nbs= p;

Item Inspected = ;

Repair Status =

Repair Needed and Action T= aken or Planned 

Good 

Fair 

Poor 

Gas Leaks 

X

 

 

 

Mechanical Systems 

X

 

 

 

Windows/Doors/Gates (interior and exterior)  <= /p>

X

 

 

 

Interior Surfaces (walls, floors, and ceilings)  <= /p>

X

 

 

 

Hazardous Materials (interior and exterior)  <= /p>

X

 

 

 

Structural Damage 

X

 

 

 

Fire Safety 

X

 

 

 

Electrical (interior and exterior)  <= /p>

X

 

 

 

Pest/Vermin Infestation 

X

 

 

 

Drinking Fountains (inside and outside)  <= /p>

X

 

 

 

Restrooms 

X

 

 

 

Sewer 

X

 

 

 

Playground/School Grounds 

X

 

 

 

Roofs 

X

 

 

 

Overall Cleanliness 

X

 

 

 

 

Overall Summary of School Facility Good Repair Status (School Year 2008-09) 

This table displays the overall summary of the results of = the most recently completed school site inspection. 

&nbs= p;

Item Inspected = ;

Facility Condition&= nbsp;

Exemplary 

Good 

Fair 

Poor 

Overall Summary&nb= sp;

EXEMPLARY

 

V. Teachers&n= bsp;

Teacher Credentials 

This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed informat= ion about teacher qualifications can be found at the DataQuest= Web site. 

&nbs= p;

Teachers  <= /span>

School 

District  <= /span>

2005-06 

2006-07 

2007-08 

2007-08 

With Full Credential 

61 

65 

58 

278 

Without Full Credential 

0 

2 

2 

6 

Teaching Outside Subject Area of Competence 

0

0

0

--- 

 

Teacher Misassignments and Vacant Teacher Positions <= o:p>

This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year= or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Te= achers of English Learners. 

&nbs= p;

Indicator  <= /o:p>

2006-07 

2007-08 

2008-09 

Misassignments of Teachers of English Learners  

8

8

17

Total Teacher Misassignments <= /span> 

8

8

17

Vacant Teacher Positions 

0

0

0

 

 

Core Academic Classes Taught by No Child Left Behind Compliant Teachers (School Year 2006-07) 

This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and n= on-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at the NCLB<= /a> Web site. 

&nbs= p;

Location of Classes 

Percent of Classes In Core Academic Subjects 

Taught by NCLB Compliant Teachers 

Taught by Non-NCLB Compliant Teache= rs 

This School &= nbsp;

94.6  =

5.4  <= o:p>

All Schools in District  

96.9 

3.1 

High-Poverty Schools in District 

50.0 

50.0 

Low-Poverty Schools in District 

97.5 

2.5 

 

 

VI. Support Staff 

Academic Counselors and Other Supp= ort Staff (School Year 2007-08)&nbs= p;

This table displays, in units of full-time equivalen= ts (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE c= ould also represent two staff members who each work 50 percent of full time.=  

&nbs= p;

Title 

Number of FTE Assigned to School 

Average Number of Students per Aca= demic Counselor 

Academic Counselor 

6.0 

223 

Library Media Teacher (Librarian)  <= /p>

 

--- 

Library Media Services Staff (paraprofessional)  <= /p>

1 

--- 

Psychologist 

1 

--- 

Social Worker 

 

--- 

Nurse 

 

--- 

Speech/Language/Hearing Specialist  <= /p>

1 

--- 

Resource Specialist (non-teaching)  <= /p>

 

--- 

Other 

 

--- 

 

VII. Curriculum and Instructional Materials 

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2008= -09) 

This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school’s use of any supplemental curriculum or non-adopted textbo= oks or instructional materials. 

 

Core Curriculum Area 

Quality, Currency, and Availability of Textbooks and Instructional Materials 

Percent of Pupils Who = Lack Their Own Assigned Textbooks and Instructional Materials  <= o:p>

Reading/Language Arts 

Prentice Hall Literature: Timeless Voices, Timeless Theme= s:

English I: Literature Gold © 2002

English II: Literature Platinum © 2002

English III: The American Experience © 2002

English IV: The British Tradition © 2002  <= /p>

0= %

Mathematics 

Algebra 1: Algebra 1 (Prentice Hall) © 2007

CP Geometry: Holt California Geometry (Holt, Rinehart & Winston) © 2008

Geometry: Geometry: Concepts & Skills (McDougal Littell) © 2005

Algebra 2: Holt California Algebra 2 (Holt, Rinehart & Winston) © 2008

Integrated Math 2: Integrated Math Book 2 (McDoug= al-Littell) © 2002

Trigonometry/Precalculus: Precalculu= s – Graphical, Numerical, Algebraic  (Prentice H= all) © 2007

Calculus: Calculus: Graphical, Numerical, Algebraic (Prentice Hall) © 2007

Statistics: Elementary Statistics: A Step by Step Approach (Glencoe/McG= raw Hill) © 2007

0= %

Science 

Physical/Earth Science: Earth Science (McDougal Littell) © 2005

Biology: Holt Modern Biology (Holt, Rinehart & Winston) © 2= 006

Chemistry: Holt Modern Chemistry (Holt, Rinehart & Winston) © 2002

Physics: Holt Physics (Holt, Rinehart & Winston) © 2006

 

0= %

History-Social Science 

Intro to Social Science: Sociology – The Study of Hum= an Relationships (Holt, Rinehart & Winston) © 2005=

Personal Growth: Health & Wellness (Glencoe= /McGraw Hill) © 2005

World History: World History: Modern World (P= rentice Hall) © 2007

U.S. History: The Americans: Reconstruction&= nbsp; to the 21st Century (McDougal-Littell) 2006

Economics: Economics – Principles in Action (Prentice Hall) &cop= y; 2005

U.S. Government: Magruder’s American Government (Prentice= Hall) © 2006

&= nbsp;0%

Foreign Language 

Spanish: TPRS Instructional Materials&n= bsp; (Blaine Ray Workshops)

French: C’est a toi= ! (EMC/Paradigm) © 2002

American Sign Language: A Basic Course in ASL (TJ Publishers/Harris Communicati= on) © 1994; Signing Naturally = (DawnSign Press)

0= %

Health 

 Health & Wellness (Glencoe/McGraw Hill) © 2005

0= % 

Visual and Performing Arts 

Art: Art Talk (Glencoe/McGraw Hill) © 2000; Creative Artist (North Light B= ooks); Keys to Drawing (North Light Books)

Music: Essential Elements for Choirs (Glencoe/McGraw Hill); Guitar Method Books (Mel Bay); The Enjoyment of Music (Peoples Publishing); Music! Its Role & Importance i= n Our Lives (Glencoe/McGraw Hill); Sight Singing (Masterworks Press); Exercises for Ensemble Drill(JW Pepper Music Co); Artistry of Fundamentals-Band)

0= %

Science Laboratory Equipment (grades 9-12) 

All district science labs a= re fully equipped to teach students the standards-aligned science curricula. 

0= % 

 

VIII. School Finances 

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2006-07)  

This table displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools= in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding school expenditures can be found at the Current Expense of Education Web page and teacher salaries can be found on = the Certificated Salaries and Bene= fits Web page. 

&nbs= p;

Level 

Total Expenditures Per Pupil 

Expenditures Per Pupil (Basic) 

Average Teacher Salary&nbs= p;

School Site 

$7,895

$5,471

$60,451

District 

N/A 

$5,471

$60,451=

Percent Difference – School Site and District=  

N/A 

0%

0%

State 

N/A 

$5300 

$65,57= 4 

Percent Difference – School Site and State 

N/A 

3.2%

-7.8%

 

Types of Services Funded (Fiscal Year 2007-08)=  

This section provides information about the programs and supplemental services that are available at the school and funded throu= gh either categorical or other sources. 

&nbs= p;

Enterpr= ise High School runs several programs and provides services through= a variety of funding options.  Title I funds provide for counseling services, a Number Analysis math class and an Intensive Reading Class.  CAHSEE funding provides studen= ts with opportunities to prepare for the exam in both Math and Language Arts.  Categorical funding provides for an extensive Advanced Placement and Honors Program, while English Language Learners have the opportunity to work closely with an = instructor on language acquisition.

In addition to categorical funds, EHS benefits from several grants that promote specific areas of instruction.  We are curre= ntly implementing a PE, Music and Art grant designed to improve materials and offerings in those areas.  We recently received an Action Grant to Reduce Alcohol Abuse; being used in all ninth grade Personal Growth curriculums.=

 

Teacher and Administrative Salaries (Fiscal Year 2006= -07)

This tab= le displays district-level salary information for teachers, principals, an= d superintendents, and compares these figures to the state averages for districts of the s= ame type and size. The table also displays teacher and administrative salar= ies as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found on the Certificated Salaries and Bene= fits Web page.

&nbs= p;

Category

District Amount

State Average For Districts In Sa= me Category

Beginning Teacher Salary

$38740

$41= 367 

Mid-Range Teacher Salary

$59743 

$66= 967 

Highest Teacher Salary

$77652 

$85= 877 

Average Principal Salary (Middle)

$0 

$112= 947 

Average Principal Salary (High)

$100858 

$123= 438 

Superintendent Salary

$174833 

$18578= 0 

Percent of Budget for Teacher Salaries

33.7 %

37.1 %

Percent of Budget for Administrative Salaries

5.5 %

5.1 %

 

IX. Student Performance 

Californ= ia Standards Tests 

The California Standards Tests (CSTs<= /span>) show how well students are doing in relation to the state content standards. The CSTs include English-languag= e arts (ELA) and mathematics in grades 2 through 11; science in grades 5, 8, a= nd 9 through 11; and history-social science in grades 8, and 10 through 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and performance level, including t= he percent of students not tested, can be found on the Standardized Testing and Reporting (ST= AR) Results Web page.  

CST Results for All Students - Three-Year Comparison<= /span> 

This table displays the percent of students achieving at t= he Proficient or Advanced level (meeting or exceeding the state standards)= . 

 

&nbs= p;

Subject 

School  =

District 

State  <= /o:p>

2005-06 

2006-07 

2007-08 

2005-06 

2006-07 

2007-08 

2005-06 

2006-07 

2007-= 08 

English-Language Arts 

45  

47  

53 

52  

57  

59 

<= span id=3D"ctl00_SARCTemplate_stdPerformanceFrm_StEla0506">

42  

<= span id=3D"ctl00_SARCTemplate_stdPerformanceFrm_StEla0607">

43  

<= span id=3D"ctl00_SARCTemplate_stdPerformanceFrm_StEla0708">

46 

Mathematics 

22  

19  

27 

30  

31  

34 

<= span id=3D"ctl00_SARCTemplate_stdPerformanceFrm_StMath0506">

40  

<= span id=3D"ctl00_SARCTemplate_stdPerformanceFrm_StMath0607">

40  

<= span id=3D"ctl00_SARCTemplate_stdPerformanceFrm_StMath0708">

43 

Science 

44  

36  

44 

49  

52  

55 

<= span id=3D"ctl00_SARCTemplate_stdPerformanceFrm_StSci0506">

35  

<= span id=3D"ctl00_SARCTemplate_stdPerformanceFrm_StSci0607">

38  

<= span id=3D"ctl00_SARCTemplate_stdPerformanceFrm_StSci0708">

46 

History-Social Science 

38  

34  

41 

40  

42  

45 

<= span id=3D"ctl00_SARCTemplate_stdPerformanceFrm_StHSS0506">

33  

<= span id=3D"ctl00_SARCTemplate_stdPerformanceFrm_StHSS0607">

33  

<= span id=3D"ctl00_SARCTemplate_stdPerformanceFrm_StHSS0708">

36 

&nbs= p;

Note: Scores are not shown when the number of students tes= ted is 10 or less because the number of students in this category is too small= for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public = the score or performance of any individual student.

 

CST Results by Student Group – Most Recent Year=  

This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.  =

&nbs= p;

Group 

Percent of Students Scoring at Proficient or Advanced 

English-Language Arts = ;

Mathematics 

Science  <= /span>

History-Social Science&nbs= p;

African American 

<= span id=3D"ctl00_SARCTemplate_CstEthFrm_AA_EL">

45 

16 

* 

<= span id=3D"ctl00_SARCTemplate_CstEthFrm_AA_Hist">

21 

American Indian or Alaska Native 

<= span id=3D"ctl00_SARCTemplate_CstEthFrm_AI_EL">

36 

12 

* 

<= span id=3D"ctl00_SARCTemplate_CstEthFrm_AI_Hist">

53 

Filipino 

<= span id=3D"ctl00_SARCTemplate_CstEthFrm_FI_EL">

* 

 

* 

<= span id=3D"ctl00_SARCTemplate_CstEthFrm_FI_Hist">

* 

Hispanic or Latino 

<= span id=3D"ctl00_SARCTemplate_CstEthFrm_HI_EL">

43 

20 

36 

<= span id=3D"ctl00_SARCTemplate_CstEthFrm_HI_Hist">

26 

Pacific Islander 

<= span id=3D"ctl00_SARCTemplate_CstEthFrm_PI_EL">

* 

* 

* 

<= span id=3D"ctl00_SARCTemplate_CstEthFrm_PI_Hist">

* 

White (not Hispanic) 

<= span id=3D"ctl00_SARCTemplate_CstEthFrm_WH_EL">

56 

27 

48 

<= span id=3D"ctl00_SARCTemplate_CstEthFrm_WH_Hist">

44 

Female 

<= span id=3D"ctl00_SARCTemplate_CstEthFrm_F_EL">

54 

21 

44 

<= span id=3D"ctl00_SARCTemplate_CstEthFrm_F_Hist">

35 

Economically Disadvantaged 

<= span id=3D"ctl00_SARCTemplate_CstEthFrm_SD_EL">

40 

25 

31 

<= span id=3D"ctl00_SARCTemplate_CstEthFrm_SD_Hist">

 

English Learners 

<= span id=3D"ctl00_SARCTemplate_CstEthFrm_EL_EL">

0 

27 

* 

<= span id=3D"ctl00_SARCTemplate_CstEthFrm_EL_Hist">

* 

Students with Disabilities 

<= span id=3D"ctl00_SARCTemplate_CstEthFrm_DI_EL">

4 

4 

0 

<= span id=3D"ctl00_SARCTemplate_CstEthFrm_DI_Hist">

 

Students Receiving Migrant Education Services =

<= span id=3D"ctl00_SARCTemplate_CstEthFrm_ME_EL">

 

 

 

<= span id=3D"ctl00_SARCTemplate_CstEthFrm_ME_Hist">

 

&nbs= p;

Note: Scores are not shown when the number of students tes= ted is 10 or less because the number of students in this category is too sm= all for statistical accuracy or privacy protection. In no case shall any gr= oup score be reported that would deliberately or inadvertently make public = the score or performance of any individual student.

 

Californ= ia High School Exit Examination

The California High School = Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade 10 results of this exam are also used to establish t= he percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics in order to compute Adequate Yearly Progress (AYP) designations as required by the federal = NCLB Act of 2001. Detailed information regarding CAHSEE results can be found= at the CAHSEE Web site. <= o:p>

CAHSEE Results by Performance Level for All Students –

Three-Year Comparison

This table displays the per= cent of students achieving at the Proficient or Advanced level in English-Language Arts and mathematics.

&nbs= p;

Subject   =

School   <= /o:p>

District  

State  

2005-06  

2006-07  

2007-08 

2005-06   <= o:p>

2006-07   <= o:p>

2007-08 

2005-06  

2006-07  

2007-08 

Mathematics  

47.5 

49.1 

55.4 

50.2 

59.5 

61.6 

46.8 

49.9 

51.3 

&nbs= p;

Note: Scores are not shown when the number of students tes= ted is 10 or less, either because the number of students in this category i= s too small for statistical accuracy or to protect student privacy. In no case shall any group score be reported that would deliberately or inadverten= tly make public the score or performance of any individual student.<= /span>

 

CAHSEE Results by Performance Level for Student Groups – Most Recent Year <= /o:p>

  This table displays the perc= ent of students, by group, achieving at each performance level in English language-arts and mathematics for the most recent testing period. 

&nbs= p;

Group  

English   <= /o:p>

Mathematics  

Not Proficient  = ;

Proficient  

Advanced  

Not Proficient  = ;

Proficient  

Advanced  

All Students  

46.8 

41.7 

11.5 

44.6 

43.7 

11.7 

Male 

54.9 

31.7 

13.4 

46.3 

39.0 

14.6 

Female 

38.0 

52.7 

9.3 

42.8 

48.7 

8.6 

African American 

* 

* 

* 

* 

* 

* 

American Indian or Alaska Native 

* 

* 

* 

* 

* 

* 

Asian 

53.1 

43.8 

3.1 

36.4 

60.6 

3.0 

Filipino 

* 

* 

* 

* 

* 

* 

=

Hispanic or Latino 

69.6 

21.7 

8.7 

66.7 

29.2 

4.2 

Pacific Islander 

* 

* 

* 

* 

* 

* 

English Learners 

* 

* 

* 

* 

* 

* 

Socioeconomically Disadvantaged   <= /p>

59.1 

38.3 

2.7 

52.0 

42.7 

5.3 

Students Receiving Migrant Education Services =

* 

* 

* 

* 

* 

* 

Students with Disabilities 

96.2 

3.8 

0.0 

96.3 

3.7 

0.0 

&nbs= p;

Note: Scores are not shown when the number of students tes= ted is 10 or less, either because the number of students in this category i= s too small for statistical accuracy or to protect student privacy. In no case shall any group score be reported that would deliberately or inadverten= tly make public the score or performance of any individual student. =

 

California Physical Fitness Test Resu= lts (School Year 2007-08) 

<= span id=3D"ctl00_SARCTemplate_PftFrm_B">

The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level= the percent of students meeting the healthy fitness zone on all six fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the Physical Fitness Testing W= eb page.  

&nbs= p;

Grade Level  =

Percent of Students Meeting Healthy Fitness Zones 

9 

75.3 

&nbs= p;

Note: Scores are not shown when the number of students tes= ted is 10 or less because the number of students in this category is too sm= all for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public = the score or performance of any individual student.

 

 

X. Accountability 

Academic Performance Index 

API Ranks – Three-Year Com= parison 

This table displays the school’s statewide and similar schools API ranks. These ranks are published when the Base API = is released each March. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowes= t 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 percent of all schoo= ls in the state. The similar schools API rank reflects how a school compar= es to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing 10 schools of the 100 similar schoo= ls, while a similar schools rank of 10 means that the school’s academ= ic performance is better than at least 90 of the 100 similar schools. 

&nbs= p;

API Rank 

2005 

2006 

2007 

Statewide 

8  

8  

7  

Similar Schools 

7  

6  

6  

&nbs= p;

"N/A"

means a number is not applicable or not available due to missing data.

"*"

means this API is calculated for a small school, defined as having between 11 and 99 vali= d Standardized Testing and Reporting (STAR) Program test scores included in the API. T= he API is asterisked if the school was small either in 2007 or 2008. APIs based on small numbers of students are less reliable and therefore shou= ld be carefully interpreted.

"A"

means the school or subgroups scored at or above the statewide performance target of 800 in 2008.

"B"

4532750 =

"C"

means the school had significant demographic changes and will not have any growth or target information.

"D"

means this is either= an LEA, an Alternative Schools Accountability Model (ASAM) school, or a special education school. Target information is not applicable to LEAs, ASAM schools, or special education schools.=

"E"

indicates this school wa= s an ASAM school in the 2007 Base API Report and has no target information e= ven though the school is no longer an ASAM school.

 

API Changes by Student Group – Three-Year Comparison 

This table displays by student group the actual API change= s in points added or lost for the past three years, and the most recent API score. Note: "N/A" means that the student group is not numerically significant. 

&nbs= p;

Group 

Actual API Change 

Growth API Score 

2005-06  <= /span>

2006-07 

2007-08  <= /span>

2008 

All Students at the School 

2  

-8  

13  

751  

African American 

 

 

 

 

American Indian or Alaska Native 

 

 

 

 

Filipino 

 

 

 

 

Hispanic or Latino 

 

 

 

 

Pacific Islander 

 

 

 

 

White (not Hispanic) 

2  

-6  

11  

761  

Socioeconomically Disadvantaged 

15  

-11  

35  

716  

English Learners 

 

 

 

 

Students with Disabilities 

 

-13  

-16  

504  

&nbs= p;

"N/A"

means a number is not applicable or not available due to missing data.

"*"

means this API is ca= lculated for a small school, defined as having between 11 and 99 valid Standardi= zed Testing and Reporting (STAR) Program test scores included in the API. T= he API is asterisked if the school was small either in 2007 or 2008. APIs based on small numbers of students are less reliable and therefore shou= ld be carefully interpreted.

"A"

means the school or subgroups scored at or above the statewide performance target of 800 in 2008.

"B"

means the school did= not have a valid 2007 Base API and will not have any growth or target informatio= n.

"C"

means the school had significant demographic changes and will not have any growth or target information.

"D"

means this is either= an LEA, an Alternative Schools Accountability Model (ASAM) school, or a special education school. Target information is not applicable to LEAs, ASAM schools, or special education schools.=

"E"

indicates this school wa= s an ASAM school in the 2007 Base API Report and has no target information even though the school is no longer an ASAM school.

 

Adequate Yearly Progress 

The federal NCLB act requires that all schools and distric= ts meet the following Adequate Yearly Progress (AYP) criteria: 

3D"*"       Participation rate on the state's standards-based assessments in English-language arts (ELA) and mathematics

3D"*"       Percent proficient on the state's standards-based assessments in ELA and mathematics

3D"*"       API as an additional indicator

3D"*"       Graduation rate (for secondary schools)

Detailed information about AYP, including participat= ion rates and percent proficient results by student group, can be found at = the AYP Web page. 

 

 

 

 

 

 

AYP Overall and by Criteria (School Year 2007-08) 

This table displays an indication of whether the school and the district made AYP overall and whether the school and the district m= et each of the AYP criteria. 

&nbs= p;

AYP Criteria 

School 

District 

Overall 

Yes  

Yes  

Participation Rate - English-Language Arts 

Yes  

Yes  

Participation Rate - Mathematics  <= /p>

Yes  

Yes  

Percent Proficient - English-Language Arts 

Yes  

Yes  

Percent Proficient - Mathematics  <= /p>

Yes  

Yes  

API 

Yes  

Yes  

Graduation Rate 

Yes  

Yes  

 

Federal Intervention Program (School Year 2008-09)

Schools and districts receiving f= ederal Title I funding enter Program Improvement (PI) if they do not make AYP = for two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detai= led information about PI identification can be found at the AYP Web page.  = ;

&nbs= p;

Indicator 

School 

District  =

Program Improvement Status