SELF-STUDY VISITING COMMITTEE REPORT

WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES
CALIFORNIA STATE DEPARTMENT OF EDUCATION

FOR

Enterprise High School

3411 Churn Creek Road
Redding, CA 96002

Shasta Union High School District

March 26 – 29, 2006

Visiting Committee Members

Jess Borjon, Chairperson
Principal – Woodcreek High School

Charlean Andes, Member
Teacher – Nevada Union High School

Kathy L. Connelly, Member
Counselor – Placer High School

Gail Dube, Member
Teacher/Administrator – Mattole Triple Junction High School

Eric Mackensen, Member
Teacher – Sutter Union High School

Gwen Neu, Member
Resource Center Director – Mattole Valley Charter School

Chapter I: Community Profile

Enterprise High School has been in existence for 50 years, and is nestled at the base of two mountain ranges in Shasta County, California. The city of Redding is home to over 80,000 people and is the largest population center between Sacramento and the Oregon border. Enterprise High School prides themselves on a tradition of strong academics complemented by music and athletic programs and is a proud member of the Shasta Union High School District. Parents, students, teachers, and community members work together to create a school that challenges students with a rigorous and relevant education marked by a real sense of community.

In the last five years, Enterprise has seen a change in the clientele they serve. With the increase in the housing prices and economic changes in Redding, Enterprise is seeing less transient type of families moving into the Enterprise area. However, they still have a large group of lower socioeconomic students who are at-risk and struggle throughout school. Enterprise anticipates seeing a further change in their clientele as economic changes in the community promotes stability in their student population by decreasing their mobility rate of 31%.

During the twentieth century, Redding's main industry was lumber, but with the demise of the lumber mills, this is no longer the case. Local research indicates that currently Redding's biggest industries are retirement, whose income tops the list at eighteen percent, followed by manufacturing at 17%. Government transfers (Social Security, Medicare, welfare payments, unemployment compensation and veterans’ benefits) in Shasta County account for 23% of total personal income, well above the 14% national average. Tourism industries are also recognized as a secondary industry in Shasta County.

As of July 2004, the racial makeup of the city is eighty-six percent White, Hispanic or Latino, 4% Native American, 3% Asian, 1% African American, >1% Pacific Islander, 2% from other races, and 3% from two or more races.

The median income for a household in the city is $34,194, and the median income for a family is $41,164. Males have a median income of $35,985 versus $24,652 for females. The per capita income for individuals living in Redding is $18,207. Sixteen percent of the population and 11% of families are below the poverty line. Of the total population, 21% of those under the age of 18 and 8% of those 65 and older are living below the poverty line.

Redding has three public high schools – Enterprise, Foothill and Shasta—as well as several middle schools, over a dozen elementary schools and several religious and other private schools. There are three colleges in the area: Shasta College is a two-year community college offering a wide variety of day and night classes, National University, and Simpson University, a private Christian school. Chico State University is 85 miles southeast of Redding.

Enterprise High School was a Program Improvement school during the initial implementation of PI in 2001. Enterprise qualified because of low Academic Performance Index scores. After two years of growth in API scores and what appeared to be a path to exiting, the measuring stick for schools changed to include the AYP indicators. Due to a CAHSEE school-wide participation rate of 91%, Enterprise was frozen at the second year PI status for two more years. In 2005 Enterprise exited program improvement (PI) status.

Academic Performance Data:

EHS API as Additional Indicator (Subgroups)
	1999	2000	2001	2002	2003	2004	2005	2006
School-wide	676	674	659	683	708	719	743
White	696	703	684	710	722	736	754
SED	556	526	554	571	654	648	671
State Target	560	560	560	560	590	590	590	620
State Rank	NA	7	6	7	7	8	TBA
Similar Schools	4	1	1	3	5	7	TBA

School Analysis:

The growth in the API that Enterprise High School has experienced over the past four years can be attributed to two major movements that have raised the level of instruction for the last three years. The first is a school-wide literacy focus that began in 2002-03 that has focused on the use of common instructional strategies including frontloading and reading expository text, and common assessment strategies by the teaching staff. The second is the use of CST data (released test questions, power standards in relation to pacing, and results of previous year CSTs) given to each department at the beginning of each year for program planning. This has focused the instruction in each class, allowed the teachers to understand how to set goals based upon the CST data, and further aligned the instruction with the measures being tested in the CSTs. The result of these efforts has shown the movement of students from the third and fourth quintiles (Basic and Below Basic) to the upper two quintiles (Advanced and Proficient) in the ELA. A possible explanation for the Far Below Basic quintile remaining the same (Grade 11 ELA) or declining (Grades 9 and 10 ELA) can be attributed to a high level of mobility (17%) for the school, as the more mobile, the lower the test scores.

While data to create the API measure is spread over six areas including CST and CAHSEE data, it is clear that a school-wide literacy movement that began in 2002-03, has affected all instruction. Our CAHSEE rates (p. 5-6) far exceed the state average in both ELA and Math, and our CSTs for Math have seen movement from the lower two quintiles (Below Basic and Far Below Basic) in 13 of the 22 math quintiles. CST data from Social Science and Science indicates that in the last two years there is less movement in the lower quintiles but the percentage of students in these quintiles has remained the same.

While there is a disparity in the API between our statistically significant subgroups of SED and White (83) and School-wide (72) in 2005, the gap has decreased greatly since 2000 when the disparity was White (177) and School-wide (148). The gap began to shrink in 2003 following the implementation of the school-wide literacy focus and alignment of instruction to CST measurement.

VC Analysis:

The trend in API data shows a steady growth in the school’s performance in both school-wide and the largest student group (white). The growth is attributed to increased focus on literacy skills. The school is also making gains in sub-group areas although the school recognizes there are still some gaps that need addressing. The VC recognizes the school’s efforts, such as the “Double Block”, are meeting the needs of all students.

California Content Standards Tests -- All Students
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

Subject	School			District			State
	2003	2004	2005	2003	2004	2005	2003	2004	2005
ELA	46	45	50	49	47	51	35	36	40
Math	27	23	29	28	25	29	35	34	38
Science	45	48	42	42	40	41	27	25	27
Soc Studies	37	38	44	43	36	40	28	29	32

CST -- Racial and Ethnic Subgroups
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Subject	African American	American Indian/ Alaska Native	Asian	Filipino	Hispanic/ Latino	Pacific Islander	White
ELA	44	48	38	*	29	42	54
Math	43	30	25	*	20	21	31
Science	*	35	32	*	30	42	44
Soc Studies	*	*	42	*	27	29	45

CST -- Other Subgroups

Subject	Male	Female	English	Economically Disadvantaged	Students With Disabilities	Migrant Education
ELA	45	55	15	36	6	*
Math	29	30	24	24	10	*
Science	45	38	15	35	3
Soc Stud.	45	42	19	31	7	*

School Analysis:

The comparison for the state averages with regards to CST Advanced and Proficiency data is not an accurate measure of school success due to the fact that the state averages reflect a combination of grades 2 – 11. In addition, using CST data, it is impossible to measure the students’ results against one another from year to year because they are not cohort groupings. In Enterprise High School’s case, it is more beneficial to look at a school’s percentages versus the district’s percentages because we are a high school district with like grade levels. The other measure that shows insight for the school is the comparison of the entire CST quintiles to notice trends in moving students from the lower to the upper quintiles over time. In saying this, Enterprise High School realizes that a 29% rate of our math students achieving advanced and proficient status is not enough. We have addressed this issue from a philosophical perspective of teaching Algebra as our entry level math class as the state desires, and because we believe Algebra to be the gateway to all higher level thinking classes. We have created a new curriculum that combines rigor and relevance for students’ success that will make our students more proficient in math, and will be reflected in the growth of our API in the future.

In the most recent statewide and similar school rankings, Enterprise High School achieved scores of 8 and 9 respectively and when comparing similar schools Enterprise High School is very comparable to their advanced and proficient numbers in all categories. When further analyzing the data and comparing the feeder school reports for Enterprise High School and similar schools it is possible to say we are achieving more growth when students arrive at Enterprise High School. However, with mobility rates being what they are in our similar school rankings it is not even a valid measure to compare the feeder schools with the growth the high schools make.

The state recognizes three groups of students as statistically significant subgroups for Enterprise High School: School-wide, White, SED. Gains have been made in all subgroups due to a school-wide approach to improving instruction. The other subgroups that may some day approach significant status have been under a careful watch for years; the Asian population which will be considered a subgroup in 2006 has an API of 740, three points below the school-wide API. The Hispanic population remains small enough that we do not have an API score for them, however, any student that has demonstrated the need for support has been placed into an English Language Learner class or double block English or Algebra environment depending on the need.

VC Analysis:

The trend in CST data shows positive growth in ELA and math performance. The performance in Science and Social Science appear to be strengths for the school as their proficiency rates exceed the district averages. The school believes their intervention strategies will address the needs of all students.

California High School Exit Exam (data updated during visit)

EHS CAHSEE Passing Rates as of September 2005
ELA
	12TH	% Passed	11TH	% Passed
100 Amer Indian/Alaskan	7	100%	1	50%
201 Chinese	0	0%	3	75%
202 Japanese	0	0%	0	0%
203 Korean	1	100%	0	0%
204 Vietnamese	0	0%	1	100%
205 Asian Indian	0	0%	0	0%
206 Laotian	24	96%	25	78%
207 Cambodian	0	0%	0	0%
299 Other Asian	4	100%	1	100%
301 Hawaiian	0	0%	0	0%
302 Guamanian	0	0%	0	0%
303 Samoan	0	0%	0	0%
304 Tahitian	0	0%	0	0%
399 Other Pacific Islander	3	100%	7	70%
400 Filipino	1	50%	0	0%
500 Hispanic/Latino	16	80%	20	91%
600 Black/African American	3	60%	4	80%
700 White	196	94%	196	89%
999 Other/Not Specified	7	88%	8	80%

EHS CAHSEE Passing Rates for 2005 Graduates
Math
	12TH	% Passed
100 Amer Indian/Alaskan	3	60%
201 Chinese	0	0%
202 Japanese	1	100%
203 Korean	0	0%
204 Vietnamese	0	0%
205 Asian Indian	0	0%
206 Laotian	13	81%
207 Cambodian	0	0%
299 Other Asian	1	100%
301 Hawaiian	1	100%
302 Guamanian	0	0%
303 Samoan	0	0%
304 Tahitian	0	0%
399 Other Pacific Islander	1	33%
400 Filipino	3	0%
500 Hispanic/Latino	10	67%
600 Black/African American	4	80%
700 White	128	71%
999 Other/Not Specified	3	38%

Participation Rate

Participation Rate in CAHSEE English Language Arts - AYP Report
	01-02	02-03	03-04	04-05
School-wide	100	91	96	99
White	100	88.8	96	99
SED	100	89.6	95	100
Special Ed	100	100	84	100

Participation Rate in CAHSEE Mathematics - AYP Report
	01-02	02-03	03-04	04-05
School-wide	85.2	94.8	97	98
White	97.5	92.9	98	98
SED	100	99.1	98	100
Special Ed	100	92.6	81	100

School Analysis:

As a requirement of fulfilling one of the AMO’s for AYP, testing rates for CAHSEE have been above the 95% threshold for the past two years and will continue to be as we have a comprehensive system for tracking students taking the test. While the percentage of students passing for all subgroups is above the state average, we are waiting on the results of the February 2006 testing for 16 students (ten in ELA and six in math).

VC Analysis:

The data shows that Enterprise has addressed the AYP requirement of meeting a minimum requirement of 95% of the total student population testing for the CAHSEE. The data also shows a positive growth performance for all students. Sub-group performance is also showing positive gains.

Local Assessments/Measurements:

While the federal and state governments have determined accountability for high schools through Adequate Yearly Progress (AYP) which include: Graduation Rate, Participation Rate for CAHSEE, Proficiency Rates for CAHSEE in English Language Arts and Mathematics, and Academic Performance Index (API), Enterprise High School has determined that the following three charts will be used as the local measures that will specifically speak to school continuous growth at a global level.

School Analysis:

School-wide API is a very important measure to track for school accountability; however, it is equally important to understand how each of the statistically significant subgroup is performing. It is very clear by this six-year data that Enterprise High School has seen tremendous growth in the API in all the significant subgroups. This has been sustained and will continue to be sustained through our school-wide efforts in literacy and Algebra instruction.

‘D’ and ‘F’ rates in Selected Courses

		2003-2004					2003-2004					2004-2005
Course	# Marks Given		# of D's	%	# of F's	%	# Marks Given	# of D's	%	# of F's	%	# Marks Given	# of D's	%	# of F's	%
ENGLISH
Pre CP		595	111	19	99	17	839	163	19	140	17	1002	76	8	63	6
CP		1377	181	13	110	8	1176	143	12	69	6	1324	117	9	61	5
Honors/AP		430	17	4	1	0	461	29	6	4	0	422	9	2	4	1
MATH
Pre CP		491	152	31	85	17	507	183	36	149	29	925	44	5	83	9
CP		1581	140	9	110	7	1675	195	12	127	8	1464	64	4	127	9
AP		25	5	20	1	4	11	2	18	2	18	47	2	4	1	2
SCIENCE
Pre CP		670	100	15	69	10	698	152	22	57	8	259	66	25	53	20
CP		702	104	15	45	6	718	138	19	0	0	1333	51	4	30	2
Honors/AP		79	11	14	0	0	59	16	27	3	5	207	24	12	0	0
SOC SCI
Persnl Growth	373		74	20	32	9	397	68	17	53	13	417	23	6	31	7
Intro Soc Std	468		65	14	61	13	379	55	15	63	17	427	26	6	37	9
Mod Wld Hist	528		74	14	75	14	577	82	14	92	16	636	34	5	45	7
US History	328		82	25	39	12	488	91	19	33	7	574	53	9	39	7
Economics		141	41	29	0	0	201	43	21	2	1	199	19	10	0	0
Amer. Gov		146	2	1	3	2	201	46	23	3	1