School
Accountability Report Card Reported for School Year 2008-09 Published During 2009-10
Executive Summary School Accountability Report Card, 2008-09
Clayton Valley High School
|
Address:
|
1101 Alberta Way , Concord
CA 94521-3799
|
Phone:
|
925-682-7474
|
|
Principal:
|
Gary Swanson
|
Grade
Span:
|
9 - 12
|
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 report are reported for the 2008-09 school year, except the
School Finances and School Completion data that are reported for the 2007-08
school year. For 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
|
MISSION STATEMENT
·
Provide an academic program in a
humane environment.
·
Help students develop respect and
appreciation for themselves and for others.
·
Help students grow into competent,
confident, caring adults with a sense of responsibility to themselves and to
society.
·
Help each individual realize his/her
potential to the fullest extent.
·
Provide a safe and welcoming
environment for students, staff, and the community.
VISION STATEMENT
Clayton
Valley prepares its students for the future by fostering independent,
critical, creative, and ethical thinkers who can make choices, solve
problems, prepare to become responsible citizens and make decisions about
their futures in an educational environment characterized by student-centered
learning, the use of advanced technology, and the expectation that every student can learn, succeed, and
is valued.
|
Student Enrollment
|
Group
|
Percent
|
|
African
American
|
3.50
%
|
|
American
Indian or Alaska
Native
|
0.64
%
|
|
Asian
|
6.68
%
|
|
Filipino
|
4.35
%
|
|
Hispanic
or Latino
|
17.87
%
|
|
Pacific
Islander
|
0.64
%
|
|
White
(not Hispanic)
|
66.12
%
|
|
Multiple
or No Response
|
0.21
%
|
|
Socioeconomically
Disadvantaged
|
12.00
%
|
|
English
Learners
|
4.00
%
|
|
Students
with Disabilities
|
8.00
%
|
|
Total Number of Students
|
1886
|
Teachers
|
Indicator
|
Teachers
|
|
Teachers
with full credential
|
79
|
|
Teachers
without full credential
|
8
|
|
Teachers
Teaching Outside Subject Area of Competence
|
9
|
|
Misassignments
of Teachers of English Learners
|
0
|
|
Total
Teacher Misassignments
|
0
|
Student Performance
|
Subject
|
Students Proficient and Above on California Standards Tests
|
|
English-Language
Arts
|
62%
|
|
Mathematics
|
30%
|
|
Science
|
58%
|
|
History-Social
Science
|
56%
|
Academic Progress
|
Indicator
|
Result
|
|
2009
Growth API Score (from 2009 Growth API Report)
|
770
|
|
Statewide
Rank (from 2008 Base API Report)
|
7
|
|
2009-10
Program Improvement Status (PI Year)
|
|
School Facilities
Summary of Most Recent Site Inspection
Repairs Needed
Corrective Actions Taken or Planned
Curriculum and Instructional Materials
|
Core Curriculum Areas
|
Pupils Who Lack Textbooks and Instructional Materials
|
|
Reading/Language
Arts
|
0.0%
|
|
Mathematics
|
0.0%
|
|
Science
|
0.0%
|
|
History-Social
Science
|
0.0%
|
|
Foreign
Language
|
0.0%
|
|
Science
Laboratory Equipment
(9-12)
|
0.0%
|
School Finances
|
Level
|
Expenditures Per Pupil (Unrestricted Sources Only)
|
|
School
Site
|
$4,988.42
|
|
District
|
$4,879.73
|
|
State
|
$5,512
|
School Completion
|
Indicator
|
Result
|
|
Graduation
Rate
|
85.2%
|
Postsecondary Preparation
|
Measures
|
Percent
|
|
Pupils
Who Completed a Career Technical Education Program and Earned a High School
Diploma
|
819
|
|
Graduates
Who Completed All Courses Required for University
of California or California State
University Admission
|
94.48%
|
NAEP Reading,
Grade 4
|
Level
|
Result
|
|
Average
Scale Score - State
|
209
|
|
Average
Scale Score - National
|
220
|
|
Achievement
Level - Basic
|
30%
|
|
Achievement
Level - Proficient
|
18%
|
|
Achievement
Level - Advanced
|
5%
|
NAEP Reading,
Grade 8
|
Level
|
Result
|
|
Average
Scale Score - State
|
251
|
|
Average
Scale Score - National
|
261
|
|
Achievement
Level - Basic
|
41%
|
|
Achievement
Level - Proficient
|
20%
|
|
Achievement
Level - Advanced
|
2%
|
NAEP Mathematics, Grade 4
|
Level
|
Result
|
|
Average
Scale Score - State
|
232
|
|
Average
Scale Score - National
|
239
|
|
Achievement
Level - Basic
|
72%
|
|
Achievement
Level - Proficient
|
30%
|
|
Achievement
Level - Advanced
|
5%
|
NAEP Mathematics, Grade 8
|
Level
|
Result
|
|
Average
Scale Score - State
|
270
|
|
Average
Scale Score - National
|
282
|
|
Achievement
Level - Basic
|
59%
|
|
Achievement
Level - Proficient
|
23%
|
|
Achievement
Level - Advanced
|
5%
|
School
Accountability Report Card Reported for School Year 2008-09 Published During
2009-10
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 on the California Department of Education
(CDE) SARC Web page. For
additional information about the school, parents and community members should
contact the school principal or the district office.
I. Data and Access
DataQuest
DataQuest is an online data tool
located on the CDE DataQuest Web
page that contains additional information about this school and comparisons of
the school to the district, the county, and the state. Specifically, DataQuest
is a dynamic system that provides reports for accountability (e.g., Academic
Performance Index [API], Adequate Yearly Progress [AYP]), test data,
enrollment, graduates, dropouts, course enrollments, staffing, and data
regarding English learners).
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 generally provided on a first-come, first-served basis. Other use
restrictions include the hours of operation, the length of time that a
workstation may be used (depending on availability), the types of software
programs available on a workstation, and the ability to print documents.
II. About This
School
Contact Information (School Year 2009-10)
This section provides the schools
contact information.
|
School
|
District
|
|
School
Name
|
Clayton Valley High
|
District
Name
|
Mt.
Diablo Unified
|
|
Street
|
1101 Alberta Way
|
Phone
Number
|
925-682-8000
|
|
City,
State, Zip
|
Concord , CA
94521-3799
|
Web
Site
|
www.mdusd.k12.ca.us
|
|
Phone
Number
|
925-682-7474
|
Superintendent
|
Richard Nicoll
|
|
Principal
|
Gary Swanson
|
E-mail
Address
|
josephl@mdusd.k12.ca.us
|
|
E-mail
Address
|
swansongary@mdusd.k12.ca.us
|
CDS
Code
|
07- 61754- 0731380
|
School Description and Mission
Statement (School Year 2008-09)
School Description and Mission Statement (School Year 2008-09)
|
MISSION STATEMENT
·
Provide an academic program in a
humane environment.
·
Help students develop respect and
appreciation for themselves and for others.
·
Help students grow into competent,
confident, caring adults with a sense of responsibility to themselves and to
society.
·
Help each individual realize his/her
potential to the fullest extent.
·
Provide a safe and welcoming
environment for students, staff, and the community.
VISION STATEMENT
Clayton
Valley prepares its students for the future by fostering independent,
critical, creative, and ethical thinkers who can make choices, solve
problems, prepare to become responsible citizens and make decisions about their
futures in an educational environment characterized by student-centered
learning, the use of advanced technology, and the expectation that every student can learn, succeed, and
is valued.
|
Opportunities for Parental Involvement
(School Year 2008-09)
Opportunities for Parental
Involvement (School Year 2008-09)
|
Organized
opportunities for parental involvement include: Parent Faculty Club, School
Site Council, Music Boosters, Athletic Boosters, WASC Committees and Focus
Groups, and Clayton Arts Academy
and Public Service Academy
parent groups, Career Days, “Every 15 Minutes” simulation, and
the Community Network of Care. Classroom, office and library volunteers are
always welcome.
|
Student Enrollment by Grade Level (School
Year 2008-09)
This table displays the number of
students enrolled in each grade level at the school.
|
Grade Level
|
Number of Students
|
|
Grade
9
|
622
|
|
Grade
10
|
425
|
|
Grade
11
|
442
|
|
Grade
12
|
397
|
|
Ungraded
Secondary
|
0
|
|
Total
Enrollment
|
1886
|
Student Enrollment by Group (School Year
2008-09)
This table displays the percent of
students enrolled at the school who are identified as being in a particular
group.
|
Group
|
Percent of Total Enrollment
|
|
African
American
|
3.50
%
|
|
American
Indian or Alaska
Native
|
0.64
%
|
|
Asian
|
6.68
%
|
|
Filipino
|
4.35
%
|
|
Hispanic
or Latino
|
17.87
%
|
|
Pacific
Islander
|
0.64
%
|
|
White
(not Hispanic)
|
66.12
%
|
|
Multiple
or No Response
|
0.21
%
|
|
Socioeconomically
Disadvantaged
|
12.00
%
|
|
English
Learners
|
4.00
%
|
|
Students
with Disabilities
|
8.00
%
|
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).
|
Subject
|
2006-07
|
2007-08
|
2008-09
|
|
Avg. Class Size
|
Number of Classrooms
|
Avg. Class Size
|
Number of Classrooms
|
Avg. Class Size
|
Number of Classrooms
|
|
1-22
|
23-32
|
33+
|
1-22
|
23-32
|
33+
|
1-22
|
23-32
|
33+
|
|
English
|
18.3
|
70
|
25
|
14
|
24.3
|
35
|
31
|
10
|
23.7
|
41
|
25
|
17
|
|
Mathematics
|
22.3
|
41
|
11
|
15
|
24.8
|
35
|
20
|
12
|
22.5
|
43
|
5
|
22
|
|
Science
|
24.9
|
15
|
32
|
3
|
28.3
|
3
|
40
|
2
|
21.5
|
21
|
40
|
1
|
|
Social
Science
|
26.5
|
14
|
21
|
22
|
33.0
|
2
|
16
|
31
|
28.5
|
9
|
24
|
28
|
III. School Climate
School Safety Plan (School Year 2008-09)
This section provides information
about the school's comprehensive safety plan.
|
Key
elements in the School Safety plan include: Physical plant description, Chemical
Hygiene plan, environmental safety plan, emergency procedures for fire,
earthquake, bomb threat, intruder, evacuation and lock-down procedures,
communication procedures for site, district, city and community crisis
response. Fire and lock-down drills are held throughout the school year.
School Crisis Response training for all is being provided to all district
employees in May of 2005. Clayton
Valley enjoys a very
positive relationship with the Concord Police Department and the Clayton
Police Department in support of campus safety. Concord Police Department
provides a School Resource Officer to work closely with the site.
|
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.
|
Rate
|
School
|
District
|
|
2006-07
|
2007-08
|
2008-09
|
2006-07
|
2007-08
|
2008-09
|
|
Suspensions
|
9.3
|
7.4
|
6.4
|
11.4
|
14.5
|
15.4
|
|
Expulsions
|
0.1
|
0.1
|
0.0
|
0.2
|
0.2
|
0.2
|
IV. School Facilities
School Facility Conditions and Planned
Improvements (School Year 2009-10)
This section provides information
about the condition of the school’s grounds, buildings, and restrooms,
and a description of any planned or recently completed facility improvements.
|
The District takes
great efforts to ensure that all schools are clean, safe, and
functional. To assist in this effort, the District uses a facility
survey instrument developed by the State of California Office of Public
School Construction. The results of this survey are available through
the Maintenance and Operations Department.
District maintenance
staff ensures that the repairs necessary to keep the school in good repair
and working order are completed in a timely manner. A work order
process is used to ensure efficient service and that emergency repairs are
given the highest priority.
Additionally, the
District participates in the State School Deferred Maintenance Program, which
provides State matching funds on a dollar-for-dollar basis, to assist school
districts with expenditures for major repair or replacement of existing
school building components. Typically, this includes roofing, plumbing,
heating, air conditioning, electrical systems, interior or exterior painting,
and floor systems.
|
School Facility Good Repair Status (School
Year 2009-10)
This table displays the results of
the most recently completed school site inspection to determine the school
facility’s good repair status.
|
Item Inspected
|
Repair Status
|
Repair Needed and Action Taken or Planned
|
|
Exemplary
|
Good
|
Fair
|
Poor
|
|
Systems: Gas Leaks, Mechanical/HVAC, Sewer
|
N/A
|
X
|
|
|
New water line recently installed
|
|
Interior: Interior Surfaces
|
N/A
|
X
|
|
|
|
|
Cleanliness: Overall Cleanliness, Pest/
Vermin Infestation
|
N/A
|
X
|
|
|
|
|
Electrical: Electrical
|
N/A
|
X
|
|
|
|
|
Restrooms/Fountains: Restrooms, Sinks/ Fountains
|
N/A
|
X
|
|
|
|
|
Safety: Fire Safety, Hazardous Materials
|
N/A
|
X
|
|
|
|
|
Structural: Structural Damage, Roofs
|
N/A
|
X
|
|
|
Roofing improvements
|
|
External: Playground/School Grounds, Windows/ Doors/Gates/Fences
|
N/A
|
X
|
|
|
Lock upgrade planned
Landscape improvements
Security system upgrade planned
New fencing recently installed
|
|
Overall Rating
|
Good
|
N/A
|
V. Teachers
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 information about teacher qualifications can be found on the CDE DataQuest Web page.
|
Teachers
|
School
|
District
|
|
2006-07
|
2007-08
|
2008-09
|
2008-09
|
|
With
Full Credential
|
72
|
76
|
79
|
1639
|
|
Without
Full Credential
|
8
|
9
|
8
|
108
|
|
Teaching
Outside Subject Area of Competence
|
21
|
9
|
9
|
N/A
|
Teacher Misassignments and Vacant Teacher
Positions
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 Teachers of English Learners.
|
Indicator
|
2007-08
|
2008-09
|
2009-10
|
|
Misassignments
of Teachers of English Learners
|
0
|
8
|
0
|
|
Total
Teacher Misassignments
|
0
|
9
|
0
|
|
Vacant
Teacher Positions
|
0
|
0
|
0
|
Core Academic Classes Taught by No Child
Left Behind Compliant Teachers (School Year 2008-09)
This table displays the percent of
classes in core academic subjects taught by No Child Left Behind
(NCLB) compliant and non-NCLB compliant teachers in the school, in all schools
in the district, in high-poverty schools in the district, and in low-poverty schools
in the district. High poverty schools are defined as those schools with student
participation of approximately 75 percent or more in the free and reduced price
meals program. Low poverty schools are those with student participation of
approximately 25 percent or less in the free and reduced price meals program.
More information on teacher qualifications required under NCLB can be found on
the CDE Improving Teacher and
Principal Quality Web page.
|
Location of Classes
|
Percent of Classes In Core Academic Subjects
|
|
Taught by NCLB Compliant Teachers
|
Taught by Non-NCLB Compliant Teachers
|
|
This
School
|
98.3
|
1.7
|
|
All
Schools in District
|
95.2
|
4.8
|
|
High-Poverty
Schools in District
|
96.3
|
3.7
|
|
Low-Poverty
Schools in District
|
96.3
|
3.7
|
VI. Support Staff
Academic Counselors and Other Support Staff
(School Year 2008-09)
This table displays, in units of
full-time equivalents (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 could also represent two staff members who each work 50 percent of full
time.
|
Title
|
Number of FTE Assigned to School
|
Average Number of Students per Academic Counselor
|
|
Academic
Counselor
|
2.0
|
943
|
|
Library
Media Teacher (Librarian)
|
0.5
|
N/A
|
|
Psychologist
|
|
N/A
|
|
Social
Worker
|
|
N/A
|
|
Nurse
|
|
N/A
|
|
Speech/Language/Hearing
Specialist
|
|
N/A
|
|
Resource
Specialist (non-teaching)
|
|
N/A
|
|
Other
|
|
|
VII. Curriculum and Instructional Materials
Quality, Currency, Availability of Textbooks
and Instructional Materials (School Year 2009-10)
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
textbooks 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
|
|
Reading/Language
Arts
|
|
|
MDUSD
Adopted 2002
|
Publisher
|
#
Students
|
# Books
|
|
9
|
Timeless
Voices, Timeless Themes - Gold
|
Prentice
Hall School Division
|
464
|
483
|
|
10
|
Timeless
Voices, Timeless Themes - Platinum
|
Prentice
Hall School Division
|
503
|
558
|
|
11
|
Timeless
Voices, Timeless Themes - The American Experience
|
Prentice
Hall School Division
|
423
|
494
|
|
12
|
Timeless
Voices, Timeless Themes - The British Tradition
|
Prentice
Hall School Division
|
326
|
407
|
|
0.0%
|
|
Mathematics
|
|
|
MATHEMATICS
|
MDUSD
Adopted 2009
|
Publisher
|
#
Students
|
#
Books
|
|
9 -- 12
|
Algebra
Concepts and Skills
|
California Math Algebra 1
|
McDougal
LIttell
|
36
|
141
|
|
9 -- 12
|
Intro to
Algebra
|
Algebra : Concepts and Applications
|
Glencoe/McGraw-Hill
|
64
|
276
|
|
9 -- 12
|
Algebra
|
California Algebra 1
|
Prentice
Hall School Division
|
389
|
772
|
|
9 -- 12
|
Geometry
|
California Geometry
|
Prentice
Hall School Division
|
421
|
724
|
|
9 -- 12
|
Algebra 2
|
Holt
Algebra 2
|
Holt,
Rinehart & Winston
|
312
|
414
|
|
9 -- 12
|
Personal
Finance
|
Mathematics
For Business and Personal Finance
|
Glencoe/McGraw-Hill
|
118
|
141
|
|
9 -- 12
|
Pre-Calculus
|
Precalculus Enhanced with Graphing Utilities
|
Prentice
Hall School Division
|
83
|
100
|
|
9 -- 12
|
Calculus
|
Calculus: Graphical, Numerical, Algebraic
|
Prentice
Hall School Division
|
37
|
37
|
|
9 -- 12
|
Statistics
AP
|
STATS:
Modeling the World
|
Prentice
Hall School Division
|
92
|
100
|
|
9 -- 12
|
Advanced
Mathematical Concepts
|
Advanced
Mathematical Concepts
|
Glencoe/McGraw-Hill
|
70
|
102
|
|
0.0%
|
|
Science
|
|
|
SCIENCE
|
MDUSD
Adopted 2000
|
Publisher
|
#
Students
|
#
Books
|
|
9 -- 12
|
Biology
I (D)
|
Biology
|
Pearson/Prentice
Hall
|
532
|
537
|
|
9 -- 12
|
Biology
AP (D)
|
Advanced
Placement Biology
|
Pearson/Prentice
Hall
|
32
|
55
|
|
9 -- 12
|
Chemistry
I (D)
|
Chemistry: Matter and Change
|
Glenco Publishing Co
|
253
|
389
|
|
9 -- 12
|
Chemistry
I Honors (D)
|
Chemistry(7th Ed.)
|
Houghton
Mifflin
|
64
|
68
|
|
9 -- 12
|
Earth
Science I
|
Earth
Science
|
Pearson/Prentice
Hall
|
343
|
357
|
|
9 -- 12
|
Introduction
to Biology
|
Biology:
Cycles of Life
|
AGS
Publishing
|
75
|
139
|
|
9 -- 12
|
Marine
Biology
|
Marine
Biology
|
Thomson
Learning
|
29
|
120
|
|
9 -- 12
|
Physics
(D)
|
Conceptual
Physics
|
Pearson/Prentice
Hall
|
102
|
135
|
|
9 -- 12
|
Physics
Honors (D)
|
College
Physics
|
Thomson
Learning
|
65
|
105
|
|
9 -- 12
|
Physiology
(D)
|
Essentials
of Human Anatomy and Physiology
|
Pearson/Prentice
Hall
|
23
|
48
|
|
0.0%
|
|
History-Social
Science
|
|
|
SOCIAL
SCIENCE
|
MDUSD
Adopted 2005
|
Publisher
|
#
Students
|
#
Books
|
|
9 -- 12
|
World
History
|
World
History: The Modern World
|
Prentice
Hall School Division
|
616
|
779
|
|
9 -- 12
|
U.S. History
|
The
Americans: Reconstruction
Through the 20th Century
|
McDougal
Littell
|
385
|
638
|
|
9 -- 12
|
AP U.S.
History
|
The
American Pageant
|
McDougal
Littell
|
33
|
50
|
|
9 -- 12
|
Economics
|
Principles
in Practice
|
Prentice
Hall School Division
|
164
|
324
|
|
9 -- 12
|
AP
Economics
|
Principles
of Economics
|
Thomson/South-Western
|
61
|
79
|
|
9 -- 12
|
U.S. Government
|
Magruder's American Government
|
Prentice
Hall School Division
|
205
|
286
|
|
9 -- 12
|
AP U.S.
Government
|
American
Government: Institutions and
Policies, 8th Ed.
|
McDougal
Littell
|
35
|
85
|
|
9 -- 12
|
Psychology
|
Understanding
Psychology
|
Glencoe/McGraw-Hill
|
35
|
50
|
|
9 -- 12
|
AP
Psychology
|
Psychology,
Myers in Modules, 8th Ed.
|
Worth
|
88
|
110
|
|
9 -- 12
|
Sociology
|
Sociology: the Study of Human Relationships
|
Holt,
Rinehart & Winston
|
34
|
51
|
|
0.0%
|
|
Foreign
Language
|
|
|
FOREIGN
LANGUAGE
|
MDUSD
Adopted 2003
|
Publisher
|
#
Students
|
#
Books
|
%
Insufficient
|
|
|
SPANISH
|
|
|
|
|
|
|
9 -- 12
|
Spanish
I
|
Realidades – Level 1
|
Prentice
Hall School Division
|
270
|
277
|
0
|
|
9 -- 12
|
Spanish
II
|
Realidades – Level 2
|
Prentice
Hall School Division
|
244
|
320
|
0%
|
|
9 -- 12
|
Spanish
III
|
Realidades – Level 3
|
Prentice
Hall School Division
|
195
|
248
|
0
|
|
9 -- 12
|
Spanish
IV
|
Ven conmigo!, Nuevas
Vistas, Level 1
|
Holt,
Rinehart & Winston
|
29
|
108
|
0
|
|
9 -- 12
|
Spanish
V
|
Ven conmigo!, Nuevas
Vistas, Level 2
|
Holt,
Rinehart & Winston
|
32
|
36
|
0
|
|
|
FRENCH
|
|
|
|
|
|
|
9 -- 12
|
French I
|
Discovering
French, Bleu
|
McDougall
Littell
|
34
|
90
|
0%
|
|
9 -- 12
|
French
II
|
Discovering
French, Blanc
|
McDougall
Littell
|
43
|
75
|
0
|
|
9 -- 12
|
French
III
|
Discovering
French, Rouge
|
McDougall
Littell
|
26
|
47
|
0
|
|
9 -- 12
|
French
AP
|
Une Fois Pour Toutes
|
Pearson/Prentice
Hall
|
7
|
10
|
0
|
|
9 -- 12
|
French
AP
|
En Bonne
Forme
|
Houghton
Mifflin
|
13
|
28
|
0
|
|
0.0%
|
|
Science
Laboratory Equipment
(9-12)
|
Laboratory
Science Equipment - Available
|
Yes
|
VIII. School Finances
Expenditures Per
Pupil and School Site Teacher Salaries (Fiscal Year 2007-08)
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 on the CDE Current
Expense of Education & Per-pupil Spending Web page and teacher salaries
can be found on the CDE Certificated
Salaries & Benefits Web page.
|
Level
|
Total Expenditures Per Pupil
|
Expenditures Per Pupil (Supplemental / Restricted)
|
Expenditures Per Pupil (Basic / Unrestricted)
|
Average Teacher Salary
|
|
School
Site
|
$8,107.53
|
$3,119.11
|
$4,988.42
|
$61,451
|
|
District
|
N/A
|
N/A
|
$4,879.73
|
$60,713
|
|
Percent
Difference – School Site and District
|
N/A
|
N/A
|
2.23%
|
-9.50%
|
|
State
|
N/A
|
N/A
|
$5,512
|
$67,049
|
|
Percent
Difference – School Site and State
|
N/A
|
N/A
|
1.22%
|
-8.35%
|
Types of Services Funded (Fiscal Year
2008-09)
This section provides information
about the programs and supplemental services that are available at the school
and funded through either categorical or other sources.
|
The Parent Faculty Club (PFC) has an annual fundraiser to support
and purchase modern technological tools for all students to use. Music Boosters and Athletic Boosters
also have fundraisers to support their respective programs.
|
Teacher and Administrative Salaries (Fiscal
Year 2007-08)
This table displays district salaries
for teachers, principals, and superintendents, and compares these figures to
the state averages for districts of the same type and size. The table also
displays teacher and administrative salaries as a percent of a district's
budget, and compares these figures to the state averages for districts of the
same type and size based on the salary schedule. Detailed information regarding
salaries may be found on the CDE Certificated
Salaries & Benefits Web page.
|
Category
|
District Amount
|
State Average For Districts In Same Category
|
|
Beginning
Teacher Salary
|
$44,650
|
$42,065
|
|
Mid-Range
Teacher Salary
|
$61,647
|
$67,109
|
|
Highest
Teacher Salary
|
$82,326
|
$86,293
|
|
Average
Principal Salary (Elementary)
|
$93,197
|
$107,115
|
|
Average
Principal Salary (Middle)
|
$95,806
|
$112,279
|
|
Average
Principal Salary (High)
|
$106,705
|
$122,532
|
|
Superintendent
Salary
|
$184,086
|
$216,356
|
|
Percent
of Budget for Teacher Salaries
|
39.40
%
|
39.40
%
|
|
Percent
of Budget for Administrative Salaries
|
5.30
%
|
5.50
%
|
IX. Student Performance
Standardized Testing and Reporting Program
The Standardized Testing
and Reporting (STAR) Program consists of several key components, including the
California Standards Tests (CSTs); the California Modified Assessment (CMA),
and the California Alternate Performance Assessment (CAPA). The CSTs show how
well students are doing in relation to the state content standards. The CSTs
include English-language arts (ELA) and mathematics in grades two through
eleven; science in grades five, eight, and nine through eleven; and
history-social science in grades eight, and ten through eleven. The CAPA
includes ELA, mathematics, and science in grades two through eleven, and for
science for grades five, eight, and ten. The CAPA is given to those students
with significant cognitive disabilities whose disabilities prevent them from
taking either the CSTs with accommodations or modifications or the CMA with
accommodations. The CMA includes ELA and mathematics for grades three through
eight and science in grade five and is an alternate assessment that is based on
modifiedachievement standards. The CMA is designed to assess those students
whose disabilities preclude them from achieving grade-level proficiency on an
assessment of the California
content standards with or without accommodations. Student scores are reported
as performance levels. Detailed information regarding the STAR Program results
for each grade and performance level, including the percent of students not
tested, can be found on the CDE Standardized
Testing and Reporting (STAR) Results Web site. Program information
regarding the STAR Program can be found in the Explaining
2008 STAR Program Summary Results to the Public guide. Note: Scores are not
shown when the number of students tested is ten or less, either because the
number of students in this category is too small for statistical accuracy or to
protect student privacy. In no case shall any group score be reported that
would deliberately or inadvertently make public the score or performance of any
individual student.
Standardized Testing and Reporting Results
for All Students – Three-Year Comparison
This table displays the percent of
students achieving at the Proficient or Advanced level (meeting or exceeding
the state standards).
|
Subject
|
School
|
District
|
State
|
|
2006-07
|
2007-08
|
2008-09
|
2006-07
|
2007-08
|
2008-09
|
2006-07
|
2007-08
|
2008-09
|
|
English-Language
Arts
|
54
|
55
|
62
|
50
|
51
|
55
|
43
|
46
|
50
|
|
Mathematics
|
25
|
25
|
30
|
44
|
45
|
47
|
40
|
43
|
46
|
|
Science
|
39
|
48
|
58
|
42
|
51
|
54
|
38
|
46
|
50
|
|
History-Social
Science
|
42
|
44
|
56
|
36
|
40
|
46
|
33
|
36
|
41
|
|
Note: Scores are not shown when the number of students tested 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.
|
Standardized Testing and Reporting Results
by Student Group (School Year 2008-09)
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.
|
Group
|
Percent of Students Scoring at Proficient or Advanced
|
|
English-Language Arts
|
Mathematics
|
Science
|
History-Social Science
|
|
African
American
|
56
|
10
|
31
|
41
|
|
American
Indian or Alaska
Native
|
60
|
21
|
*
|
*
|
|
Asian
|
71
|
45
|
59
|
69
|
|
Filipino
|
58
|
27
|
41
|
65
|
|
Hispanic
or Latino
|
48
|
21
|
45
|
46
|
|
Pacific
Islander
|
*
|
*
|
*
|
*
|
|
White
(not Hispanic)
|
66
|
32
|
63
|
57
|
|
Male
|
59
|
33
|
56
|
59
|
|
Female
|
66
|
27
|
59
|
54
|
|
Economically
Disadvantaged
|
46
|
20
|
45
|
37
|
|
English
Learners
|
13
|
12
|
0
|
0
|
|
Students
with Disabilities
|
19
|
9
|
32
|
32
|
|
Students
Receiving Migrant Education Services
|
|
|
|
|
Note: Scores are not shown when
the number of students tested 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.
California High School Exit Examination Results
The California High School Exit
Examination (CAHSEE) is primarily used as a graduation requirement. However,
the grade ten results of this exam are also used to establish the 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 CDE California
High School Exit Examination (CAHSEE) Web site. Note: Scores are not shown
when the number of students tested is ten or less, either because the number
of students in this category is too small for statistical accuracy, or to
protect student privacy. In no case shall any group score be reported that
would deliberately or inadvertently make public the score or performance of
any individual student.
California High School Exit Examination Results for All Students –
Three-Year Comparison
This table displays the percent of
students achieving at the Proficient or Advanced level in ELA and mathematics.
|
Subject
|
School
|
District
|
State
|
|
2006-07
|
2007-08
|
2008-09
|
2006-07
|
2007-08
|
2008-09
|
2006-07
|
2007-08
|
2008-09
|
|
English-Language
Arts
|
62.3
|
64.9
|
71.2
|
55.9
|
60.5
|
63.1
|
48.6
|
52.9
|
52.0
|
|
Mathematics
|
63.0
|
62.0
|
73.0
|
58.6
|
58.0
|
61.7
|
49.9
|
51.3
|
53.3
|
Note: Scores are not shown when
the number of students tested is 10 or less, either because the number of
students in this category is too small for statistical accuracy or to protect
student privacy. In no case shall any group score be reported that would
deliberately or inadvertently make public the score or performance of any
individual student.
California High School Exit Examination Results by Performance Level for
Student Groups – Most Recent Year
This table displays the
percent of students, by group, achieving at each performance level in English
language-arts and mathematics for the most recent testing period.
|
Group
|
English
|
Mathematics
|
|
Not Proficient
|
Proficient
|
Advanced
|
Not Proficient
|
Proficient
|
Advanced
|
|
All
Students
|
35.1
|
44.9
|
20.0
|
38.0
|
40.6
|
21.4
|
|
Male
|
41.2
|
43.6
|
15.2
|
32.6
|
42.2
|
25.2
|
|
Female
|
30.0
|
46.0
|
24.0
|
42.8
|
39.2
|
18.0
|
|
African
American
|
45.5
|
36.4
|
18.2
|
45.5
|
45.5
|
9.1
|
|
American
Indian or Alaska
Native
|
*
|
*
|
*
|
*
|
*
|
*
|
|
Asian
|
19.4
|
41.7
|
38.9
|
15.8
|
39.5
|
44.7
|
|
Filipino
|
35.3
|
52.9
|
11.8
|
41.2
|
35.3
|
23.5
|
|
Hispanic
or Latino
|
54.7
|
32.6
|
12.8
|
52.3
|
34.9
|
12.8
|
|
Pacific
Islander
|
*
|
*
|
*
|
*
|
*
|
*
|
|
White
(not Hispanic)
|
30.9
|
48.9
|
20.2
|
36.2
|
42.6
|
21.2
|
|
English
Learners
|
82.4
|
14.7
|
2.9
|
63.6
|
30.3
|
6.1
|
|
Socioeconomically
Disadvantaged
|
58.6
|
32.8
|
8.6
|
50.9
|
38.2
|
10.9
|
|
Students
Receiving Migrant Education Services
|
*
|
*
|
*
|
*
|
*
|
*
|
|
Students
with Disabilities
|
78.8
|
21.2
|
0.0
|
80.0
|
20.0
|
0.0
|
Note: Scores are not shown when
the number of students tested is 10 or less, either because the number of
students in this category is too small for statistical accuracy or to protect
student privacy. In no case shall any group score be reported that would
deliberately or inadvertently make public the score or performance of any
individual student.
California Physical Fitness Test Results (School Year 2008-09)
The California Physical Fitness
Test is administered to students in grades five, seven, and nine only. This
table displays by grade level the percent of students meeting 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 CDE Physical
Fitness Testing (PFT) Web page. Note: Scores are not shown when the number
of students tested is ten 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.
|
Grade Level
|
Percent of Students Meeting Healthy Fitness Zones
|
|
Four of Six Standards
|
Five of Six Standards
|
Six of Six Standards
|
|
5
|
|
|
|
|
7
|
|
|
|
|
9
|
13.4
|
31.5
|
45.5
|
X. Accountability
Academic Performance Index
The Academic Performance Index
(API) is an annual measure of the academic performance and progress of schools
in California.
API scores range from 200 to 1,000, with a statewide target of 800. Detailed
information about the API can be found on the CDE Academic Performance Index (API) Web
page.
Academic Performance Index Ranks –
Three-Year Comparison
This table displays the
school’s statewide and similar schools API ranks. The statewide API rank
ranges from one to ten. A statewide rank of one means that the school has an
API score in the lowest ten percent of all schools in the state, while a
statewide rank of ten means that the school has an API score in the highest ten
percent of all schools in the state. The similar schools API rank reflects how
a school compares to 100 statistically matched “similar schools.” A
similar schools rank of one means that the school’s academic performance
is comparable to the lowest performing ten schools of the 100 similar schools,
while a similar schools rank of ten means that the school’s academic
performance is better than at least 90 of the 100 similar schools.
|
API Rank
|
2006
|
2007
|
2008
|
|
Statewide
|
7
|
7
|
7
|
|
Similar
Schools
|
1
|
1
|
1
|
|
"N/A"
|
means a number is not
applicable or not available due to missing data.
|
|
"*"
|
means this API is calculated
for a small school or a small LEA, defined as having between 11 and 99 valid
STAR Program test scores included in the API. APIs based on small numbers of
students are less reliable and therefore should be carefully interpreted.
Similar schools ranks are not calculated for small schools.
|
|
"B"
|
means this is either an LEA
or an Alternative Schools Accountability Model (ASAM) school. Schools
participating in the ASAM do not currently receive growth, target
information, or statewide or similar schools rankings on this report in
recognition of their markedly different educational missions and populations
served. ASAM schools are covered under the Alternative Accountability system
as required by Education Code Section 52052 and not the API accountability
system. However, API information is needed to comply with the federal No
Child Left Behind (NCLB) law. Growth, target and rank information are not
applicable to LEAs.
|
|
"C"
|
means this is a special
education school. Statewide and similar schools ranks are not applicable to
special education schools.
|
Academic Performance Index Growth by Student
Group – Three-Year Comparison
This table displays, by student
group, the actual API changes 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.
|
Group
|
Actual API Change
|
Growth API Score
|
|
2006-07
|
2007-08
|
2008-09
|
2009
|
|
All
Students at the School
|
-1
|
11
|
26
|
770
|
|
African
American
|
|
|
|
|
|
American
Indian or Alaska
Native
|
|
|
|
|
|
Asian
|
|
|
|
821
|
|
Filipino
|
|
|
|
|
|
Hispanic
or Latino
|
-15
|
52
|
16
|
704
|
|
Pacific
Islander
|
|
|
|
|
|
White
(not Hispanic)
|
0
|
1
|
30
|
784
|
|
Socioeconomically
Disadvantaged
|
-17
|
42
|
39
|
689
|
|
English
Learners
|
|
|
|
|
|
Students
with Disabilities
|
6
|
35
|
43
|
593
|
|
|
|
"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 valid Standardized
Testing and Reporting (STAR) Program test scores included in the API. The API
is asterisked if the school was small either in 2008 or 2009. APIs based on
small numbers of students are less reliable and therefore should be carefully
interpreted.
|
Adequate Yearly Progress
The federal NCLB Act requires that
all schools and districts meet the following Adequate Yearly Progress (AYP)
criteria:
Participation rate on the
state’s standards-based assessments in ELA and mathematics
Percent proficient on the
state’s standards-based assessments in ELA and mathematics
API as an additional
indicator
Graduation rate (for
secondary schools)
Detailed information about AYP,
including participation rates and percent proficient results by student group,
can be found on the CDE Adequate
Yearly Progress (AYP) Web page.
Adequate Yearly Progress Overall and by
Criteria (School Year 2008-09)
This table displays an indication
of whether the school and the district made AYP overall and whether the school
and the district met each of the AYP criteria.
|
AYP Criteria
|
School
|
District
|
|
Overall
|
Yes
|
No
|
|
Participation
Rate - English-Language Arts
|
Yes
|
Yes
|
|
Participation
Rate - Mathematics
|
Yes
|
Yes
|
|
Percent
Proficient - English-Language Arts
|
Yes
|
No
|
|
Percent
Proficient - Mathematics
|
Yes
|
No
|
|
API
|
Yes
|
Yes
|
|
Graduation
Rate
|
Yes
|
No
|
|
"Yes"
|
Met
2009 AYP Criteria
|
|
"No"
|
Did
not Meet 2009 AYP Criteria
|
Federal Intervention Program (School Year
2009-10)
Schools and districts receiving
federal Title I funding enter Program Improvement (PI) if they do not make AYP
for two consecutive years in the same content area (ELA 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. Detailed information about PI identification can be
found on the CDE Adequate Yearly
Progress (AYP) Web page.
|
Indicator
|
School
|
District
|
|
Program
Improvement Status
|
|
Not
In PI
|
|
First
Year of Program Improvement
|
|
|
|
Year
in Program Improvement
|
|
|
|
Number
of Schools Currently in Program Improvement
|
N/A
|
10
|
|
Percent
of Schools Currently in Program Improvement
|
N/A
|
18.2
|
XI. School Completion and Postsecondary Preparation
Admission Requirements for California Public
Universities
University of California
Admission requirements for the
University of California (UC) follow guidelines set
forth in the Master Plan, which requires that the top one-eighth of the state's
high school graduates, as well as those transfer students who have successfully
completed specified college work, be eligible for admission to the UC. These
requirements are designed to ensure that all eligible students are adequately
prepared for University-level work. For general admissions requirements please
visit the General
Admissions Information Web page (Outside Source).
California State University
Admission requirements for the
California State University (CSU) use three factors to determine eligibility.
They are specific high school courses; grades in specified courses and test
scores; and graduation from high school. Some campuses have higher standards
for particular majors or students who live outside the local campus area.
Because of the number of students who apply, a few campuses have higher
standards (supplementary admission criteria) for all applicants. Most CSU
campuses utilize local admission guarantee policies for students who graduate
or transfer from high schools and colleges that are historically served by a
CSU campus in that region. For general admissions requirements please visit the
Undergraduate Admission
& Requirements Web page (Outside Source).
Dropout Rate and Graduation Rate
This table displays the
school’s one-year dropout and graduation rates for the most recent
three-year period for which data are available. For comparison purposes, data
are also provided at the district and state levels. Detailed information about
dropout rates and graduation rates can be found on the CDE DataQuest Web page.
|
Indicator
|
School
|
District
|
State
|
|
2005-06
|
2006-07
|
2007-08
|
2005-06
|
2006-07
|
2007-08
|
2005-06
|
2006-07
|
2007-08
|
|
Dropout
Rate (1-year)
|
1.1
|
3.0
|
3.1
|
3.5
|
6.0
|
6.1
|
3.5
|
4.4
|
3.9
|
|
Graduation
Rate
|
96.1
|
92.0
|
85.2
|
86.3
|
85.9
|
76.7
|
83.4
|
80.6
|
80.2
|
Completion of High School Graduation
Requirements
Students in California public schools must pass both the
ELA and mathematics portions of the CAHSEE to receive a high school diploma.
For students who began the 2008-09 school year in grade twelve this table
displays by student group the percent who met all state and local graduation
requirements for grade twelve completion.
|
Group
|
Graduating Class of 2009
|
|
School
|
District
|
State
|
|
All
Students
|
370
|
2265
|
N/A
|
|
African
American
|
14
|
102
|
N/A
|
|
American
Indian or Alaska
Native
|
0
|
13
|
N/A
|
|
Asian
|
17
|
216
|
N/A
|
|
Filipino
|
17
|
122
|
N/A
|
|
Hispanic
or Latino
|
48
|
507
|
N/A
|
|
Pacific
Islander
|
5
|
30
|
N/A
|
|
White
(not Hispanic)
|
269
|
1275
|
N/A
|
|
Socioeconomically
Disadvantaged
|
30
|
381
|
N/A
|
|
English
Learners
|
34
|
384
|
N/A
|
|
Students
with Disabilities
|
46
|
303
|
N/A
|
Career Technical Education Programs (School
Year 2008-09)
This section provides information
about the degree to which pupils are prepared to enter the workforce, including
a list of career technical education (CTE) programs offered at the school.
|
Auto
Technology (ROP), Automotive l, Forensic Science (ROP), Pre-Engineering Tech,
Radio Production (ROP), Woodworking l & Adv., Cabinet Making (ROP), Foods
l & ll,
Restaurant Occupation (ROP), Creative Writing (ROP), Accounting,
Business Math, Child Psych l & ll, Sports
Medicine (ROP), Photography Arts l & ll,
Photography Arts Advanced, Video Production l & ll,
Art Design A, B, Adv., Computer Graphics Art (ROP), Intro to Film Study.
|
Career Technical Education Participation
(School Year 2008-09)
This table displays information
about participation in the school’s CTE programs.
|
Measure
|
CTE Program Participation
|
|
Number
of the school’s pupils participating in CTE
|
819
|
|
Percent
of the school's pupils completing a CTE program and earning a high school
diploma
|
94.48%
|
|
Percent
of school's CTE courses sequenced or articulated between the school and
institutions of postsecondary education
|
82% sequenced
0% articulated
|
Courses for University
of California and/or California State
University Admission
(School Year 2007-08)
This table displays, for the most
recent year, two measures related to the school’s courses that are
required for University of California (UC) and/or California State University
(CSU) admission. Detailed information about student enrollment in, and
completion, of courses required for UC/CSU admission can be found on the CDE DataQuest Web page.
|
UC/CSU Course Measure
|
Percent
|
|
Students
Enrolled in Courses Required for UC/CSU Admission
|
75.5
|
|
Graduates
Who Completed All Courses Required for UC/CSU Admission
|
44.5
|
Advanced Placement Courses (School Year
2008-09)
This table displays for the most
recent year the number of Advanced Placement (AP) courses that the school
offered by subject and the percent of the school’s students enrolled in
all AP courses. Detailed information about student enrollment in AP courses can
be found on the CDE DataQuest Web
page.
|
Subject
|
Number of AP Courses Offered
|
Percent of Students In AP Courses
|
|
Computer
Science
|
|
N/A
|
|
English
|
1
|
N/A
|
|
Fine
and Performing Arts
|
|
N/A
|
|
Foreign
Language
|
2
|
N/A
|
|
Mathematics
|
2
|
N/A
|
|
Science
|
1
|
N/A
|
|
Social
Science
|
3
|
N/A
|
|
All
courses
|
9
|
3.8
|
XII. Instructional Planning and Scheduling
Professional Development
This section provides information
on the annual number of school days dedicated to staff development for the most
recent three-year period.
|
The district coordinates a varied staff development
programs for teachers and administrators based on assessed needs and state
mandates. Two days prior to school year are dedicated to staff
development.
Teachers
participate in a variety of staff development activities, segments of Staff
Meetings, “Buy Back” days in August, and workshops and
conferences throughout the year. State funding for staff development has been
eliminated and other sources are being sought to maintain programs to support
the teaching staff.
|
XIII. National Assessment of Educational
Progress
National Assessment of Educational Progress
The National Assessment of
Educational Progress (NAEP) is a nationally representative assessment of what America's
students know and can do in various subject areas. Assessments are conducted
periodically in mathematics, reading, science, writing, the arts, civics,
economics, geography, and U.S.
history. Student scores for reading and mathematics are reported as performance
levels (i.e., basic, proficient, and advanced) and the participation of
students with disabilities and English language learners is reported based on
three levels (identified, excluded, and assessed). Detailed information
regarding the NAEP results for each grade, performance level, and participation
rate can be found on the National
Assessment of Educational Progress Web page (Outside Source).
Note: Only a sample group of California's schools and
districts participate in the NAEP testing cycle. Therefore, students in any
particular school or district may not be included in these results. The NAEP
reflects state test results and is not reflective of either the LEA or the
individual school. Comparisons of student performance on the NAEP and student
performance on the Standardized Testing and Reporting (STAR) Program
assessments cannot be made without an understanding of the key differences
between the two assessment programs. For example, the NAEP only assesses grades
four, eight and twelve and for long-term trends assesses grades nine, thirteen,
and seventeen. Additionally, the NAEP only provides state test results for
grades four and eight. The California Standards Tests (CSTs) are based on a
different set of standards than the NAEP assessments. For example, the NAEP is
not aligned with California
academic content and achievement standards and, therefore, does not necessarily
reflect the curriculum and instruction to which students are exposed in the classroom.
The NAEP assesses reading and writing separately, while the CSTs assess
English-language arts (ELA), encompassing reading as well as writing
conventions, spelling, and grammar. Scores on the CSTs and other assessments
are not directly comparable to those on NAEP. The averages and percentages
presented are estimates based on samples of students rather than on entire
populations. Finally, the questions students respond to are only a sample of
the knowledge and skills covered by the NAEP frameworks. Information on the
differences between NAEP and CST can be found on the CDE National Assessment of Educational
Progress (NAEP) Web page.
National Assessment of Educational Progress Reading and Mathematics
Results by Grade Level – Aggregated
This table displays the scale
scores and achievement levels on the National Assessment of Educational
Progress Results for reading (2007) and mathematics (2009) for grades four and
eight
|
Subject and Grade Level
|
Average Scale Score
|
State Percent at Achievement Level
|
|
State
|
National
|
Basic
|
Proficient
|
Advanced
|
|
Reading
2007, Grade 4
|
209
|
220
|
30
|
18
|
5
|
|
Reading
2007, Grade 8
|
251
|
261
|
41
|
20
|
2
|
|
Mathematics
2009, Grade 4
|
232
|
239
|
41
|
25
|
5
|
|
Mathematics
2009, Grade 8
|
270
|
282
|
36
|
18
|
5
|
National Assessment of Educational Progress Reading and Mathematics
Results for Students with Disabilities and/or English Language Learners by
Grade Level – Aggregated
This table displays the state and
national participation rates on the National Assessment of Educational Progress
for reading (2007) and mathematics (2009) for students with disabilities and/or
English language learners for grades four and eight.
|
Subject and Grade Level
|
State Participation Rate
|
National Participation Rate
|
|
Students With Disabilities
|
English Language Learners
|
Students With Disabilities
|
English Language Learners
|
|
Reading
2007, Grade 4
|
74
|
93
|
65
|
80
|
|
Reading
2007, Grade 8
|
78
|
92
|
66
|
77
|
|
Mathematics
2009, Grade 4
|
79
|
96
|
84
|
94
|
|
Mathematics
2009, Grade 8
|
85
|
96
|
78
|
92
|