School
Accountability Report Card Reported for School Year 2008-09 Published During 2009-10
Executive Summary School Accountability Report Card, 2008-09
Concord High School
|
Address:
|
4200 Concord Blvd. , Concord
CA 94521-1059
|
Phone:
|
925-687-2030
|
|
Principal:
|
Gary McAdam, Ed.D
|
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
|
The
Concord High School Community is committed to teaching and modeling our
school-wide academic and ethical standards so that students will:
·
Think critically
·
Write correctly
·
Read fluently
·
Speak correctly
·
Work collaboratively
·
Act responsibly
|
Student Enrollment
|
Group
|
Percent
|
|
African
American
|
4.00
%
|
|
American
Indian or Alaska
Native
|
0.56
%
|
|
Asian
|
5.81
%
|
|
Filipino
|
4.63
%
|
|
Hispanic
or Latino
|
26.25
%
|
|
Pacific
Islander
|
0.81
%
|
|
White
(not Hispanic)
|
56.63
%
|
|
Multiple
or No Response
|
1.31
%
|
|
Socioeconomically
Disadvantaged
|
22.00
%
|
|
English
Learners
|
6.00
%
|
|
Students
with Disabilities
|
13.00
%
|
|
Total Number of Students
|
1600
|
Teachers
|
Indicator
|
Teachers
|
|
Teachers
with full credential
|
63
|
|
Teachers
without full credential
|
10
|
|
Teachers
Teaching Outside Subject Area of Competence
|
8
|
|
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
|
55%
|
|
Mathematics
|
22%
|
|
Science
|
49%
|
|
History-Social
Science
|
49%
|
Academic Progress
|
Indicator
|
Result
|
|
2009
Growth API Score (from 2009 Growth API Report)
|
742
|
|
Statewide
Rank (from 2008 Base API Report)
|
5
|
|
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%
|
|
Health
|
0.0%
|
|
Science
Laboratory Equipment (grades 9-12)
|
0.0%
|
School Finances
|
Level
|
Expenditures Per Pupil (Unrestricted Sources Only)
|
|
School
Site
|
$4,774.59
|
|
District
|
$4,879.73
|
|
State
|
$5,512
|
School Completion
|
Indicator
|
Result
|
|
Graduation
Rate
|
81.9%
|
Postsecondary Preparation
|
Measures
|
Percent
|
|
Pupils
Who Completed a Career Technical Education Program and Earned a High School
Diploma
|
536
|
|
Graduates
Who Completed All Courses Required for University
of California or California State
University Admission
|
95.27%
|
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
|
Concord High
|
District
Name
|
Mt.
Diablo Unified
|
|
Street
|
4200 Concord Blvd.
|
Phone
Number
|
925-682-8000
|
|
City,
State, Zip
|
Concord , CA
94521-1059
|
Web
Site
|
www.mdusd.k12.ca.us
|
|
Phone
Number
|
925-687-2030
|
Superintendent
|
Richard Nicoll
|
|
Principal
|
Gary McAdam
|
E-mail
Address
|
josephl@mdusd.k12.ca.us
|
|
E-mail
Address
|
mcadamg@mdusd.k12.ca.us
|
CDS
Code
|
07- 61754- 0731836
|
School Description and Mission Statement
(School Year 2008-09)
School Description and Mission
Statement (School Year 2008-09)
|
The
Concord High School Community is committed to teaching and modeling our
school-wide academic and ethical standards so that students will:
·
Think critically
·
Write correctly
·
Read fluently
·
Speak correctly
·
Work collaboratively
·
Act responsibly
Concord High
School is a multi-dimensional community center. We provide academic, vocational,
social, and recreational support to our students and the surrounding
area. Our goal is to develop
contributing, well-rounded citizens fully prepared for post high school
scholastic, career and social opportunities. We accomplish this goal by respecting
and celebrating our diversity, and consistently seeking to improve our
comprehensive and personalized school programs.
|
Opportunities for Parental Involvement
(School Year 2008-09)
Opportunities for Parental
Involvement (School Year 2008-09)
|
·
Athletic, Choir and Band Boosters
·
Business community mentors
who work with the CHS
Academy
·
Concord Chamber
of Commerce
·
Concord-Clayton Sunrise Rotary Club
·
English Learner Advisory Committee
·
Every-15-Minutes Committee
·
Field of Dreams Committee
·
Crossroads Tutoring
·
Crossroads beautification projects
·
Graduation Night Committee
·
Parent Faculty Club
·
School Site Council
·
Student Leadership Activities
·
WASC Committees
|
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
|
475
|
|
Grade
10
|
346
|
|
Grade
11
|
386
|
|
Grade
12
|
393
|
|
Ungraded
Secondary
|
0
|
|
Total
Enrollment
|
1600
|
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
|
4.00
%
|
|
American
Indian or Alaska Native
|
0.56
%
|
|
Asian
|
5.81
%
|
|
Filipino
|
4.63
%
|
|
Hispanic
or Latino
|
26.25
%
|
|
Pacific
Islander
|
0.81
%
|
|
White
(not Hispanic)
|
56.63
%
|
|
Multiple
or No Response
|
1.31
%
|
|
Socioeconomically
Disadvantaged
|
22.00
%
|
|
English
Learners
|
6.00
%
|
|
Students
with Disabilities
|
13.00
%
|
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
|
22.2
|
34
|
11
|
23
|
23.7
|
29
|
25
|
12
|
24.1
|
29
|
15
|
15
|
|
Mathematics
|
27.6
|
11
|
24
|
15
|
26.2
|
23
|
11
|
19
|
26.9
|
24
|
14
|
17
|
|
Science
|
27.7
|
5
|
32
|
4
|
23.9
|
16
|
28
|
1
|
28.2
|
5
|
27
|
5
|
|
Social
Science
|
28.2
|
9
|
25
|
17
|
29.2
|
13
|
12
|
23
|
30.4
|
9
|
10
|
25
|
III. School Climate
School Safety Plan (School Year 2008-09)
This section provides information
about the school's comprehensive safety plan.
|
This plan is designed to provide a
framework for protecting students
and school facilities should a disaster situation occur. Such situations
include but are not limited to fire, earthquake, bomb or bomb threat, intent
to harm and hazardous material spills.
|
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
|
9.6
|
16.4
|
23.1
|
11.4
|
14.5
|
15.4
|
|
Expulsions
|
0.4
|
0.4
|
0.3
|
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
|
|
|
|
|
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
|
|
|
Surveillance system recently
installed
|
|
Structural: Structural Damage, Roofs
|
N/A
|
X
|
|
|
|
|
External: Playground/School Grounds, Windows/ Doors/Gates/Fences
|
N/A
|
X
|
|
|
Landscape improvements planned
Security system improvements
planned
New Classrooms planned
|
|
Overall Rating
|
Exemplary
|
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
|
60
|
63
|
63
|
1639
|
|
Without
Full Credential
|
13
|
17
|
10
|
108
|
|
Teaching
Outside Subject Area of Competence
|
12
|
7
|
8
|
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
|
5
|
0
|
|
Total
Teacher Misassignments
|
0
|
8
|
0
|
|
Vacant
Teacher Positions
|
0
|
0
|
2
|
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
|
95.3
|
4.7
|
|
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
|
800
|
|
Library
Media Teacher (Librarian)
|
1.0
|
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
|
|
|
LANGUAGE
ARTS
|
MDUSD
Adopted 2002
|
|
# Students
|
# Books
|
|
9
|
English
|
Timeless
Voices, Timeless Themes - Gold
|
Prentice
Hall School Division
|
434
|
435
|
|
10
|
English
|
Timeless
Voices, Timeless Themes - Platinum
|
Prentice
Hall School Division
|
417
|
452
|
|
11
|
English
|
Timeless
Voices, Timeless Themes - The American Experience
|
Prentice
Hall School Division
|
326
|
431
|
|
12
|
English
|
Timeless
Voices, Timeless Themes - The British Tradition
|
Prentice
Hall School Division
|
337
|
365
|
|
9 -- 12
|
Journalism
|
Journalism
Today
|
Glencoe/McGraw-Hill
|
0
|
27
|
|
0.0%
|
|
Mathematics
|
|
|
MATHEMATICS
|
MDUSD
Adopted 2009
|
Publisher
|
# Students
|
# Books
|
|
9 -- 12
|
Intro to
Algebra
|
Algebra : Concepts and Applications
|
Glencoe/McGraw-Hill
|
52
|
197
|
|
9 -- 12
|
Algebra
|
California Algebra 1
|
Prentice
Hall School Division
|
331
|
445
|
|
9 -- 12
|
Geometry
|
California Geometry
|
Prentice
Hall School Division
|
412
|
621
|
|
9 -- 12
|
Algebra 2
|
Holt
Algebra 2
|
Holt,
Rinehart & Winston
|
285
|
384
|
|
9 -- 12
|
Personal
Finance
|
Mathematics
For Business and Personal Finance
|
Glencoe/McGraw-Hill
|
100
|
105
|
|
9 -- 12
|
Pre-Calculus
|
Precalculus Enhanced with Graphing Utilities
|
Prentice
Hall School Division
|
96
|
150
|
|
9 -- 12
|
Calculus
|
Calculus: Graphical, Numerical, Algebraic
|
Prentice
Hall School Division
|
38
|
38
|
|
9 -- 12
|
Advanced
Mathematical Concepts
|
Advanced
Mathematical Concepts
|
Glencoe/McGraw-Hill
|
20
|
25
|
|
0.0%
|
|
Science
|
|
|
SCIENCE
|
MDUSD
Adopted 2000
|
Publisher
|
# Students
|
# Books
|
|
9 -- 12
|
Biology
I (D)
|
Biology
|
Pearson/Prentice
Hall
|
442
|
442
|
|
9 -- 12
|
Biology
AP (D)
|
Advanced
Placement Biology
|
Pearson/Prentice
Hall
|
48
|
147
|
|
9 -- 12
|
Chemistry
I (D)
|
Chemistry: Matter and Change
|
Glenco Publishing Co
|
283
|
294
|
|
9 -- 12
|
Earth
Science I
|
Earth
Science
|
Pearson/Prentice
Hall
|
161
|
205
|
|
9 -- 12
|
Physics
(D)
|
Conceptual
Physics
|
Pearson/Prentice
Hall
|
66
|
71
|
|
9 -- 12
|
Physics
Honors (D)
|
College
Physics
|
Thomson
Learning
|
28
|
36
|
|
9 -- 12
|
Physiology
(D)
|
Essentials
of Human Anatomy and Physiology
|
Pearson/Prentice
Hall
|
104
|
129
|
|
9 -- 12
|
Zoology
|
Zoology
|
McGraw-Hill/Glenco
|
25
|
104
|
|
0.0%
|
|
History-Social
Science
|
|
|
SOCIAL
SCIENCE
|
MDUSD
Adopted 2005
|
Publisher
|
#
Students
|
|
|
9 -- 12
|
World
History
|
World
History: The Modern World
|
Prentice
Hall School Division
|
431
|
464
|
|
9 -- 12
|
AP World
History
|
World
Civilizations: The Global
Experience
|
Prentice
Hall School Division
|
29
|
49
|
|
9 -- 12
|
U.S. History
|
The
Americans: Reconstruction
Through the 20th Century
|
McDougal
Littell
|
290
|
518
|
|
9 -- 12
|
AP U.S.
History
|
The
American Pageant
|
McDougal
Littell
|
27
|
74
|
|
9 -- 12
|
Economics
|
Principles
in Practice
|
Prentice
Hall School Division
|
152
|
329
|
|
9 -- 12
|
AP
Economics
|
Principles
of Economics
|
Thomson/South-Western
|
36
|
39
|
|
9 -- 12
|
U.S. Government
|
Magruder's American Government
|
Prentice
Hall School Division
|
185
|
290
|
|
9 -- 12
|
AP U.S.
Government
|
American
Government: Institutions and
Policies, 8th Ed.
|
McDougal
Littell
|
28
|
48
|
|
9 -- 12
|
Psychology
|
Understanding
Psychology
|
Glencoe/McGraw-Hill
|
108
|
147
|
|
9 -- 12
|
AP
Psychology
|
Psychology,
Myers in Modules, 8th Ed.
|
Worth
|
36
|
46
|
|
9 -- 12
|
Sociology
|
Sociology: the Study of Human Relationships
|
Holt, Rinehart
& Winston
|
127
|
145
|
|
0.0%
|
|
Foreign
Language
|
|
|
FOREIGN
LANGUAGE
|
MDUSD
Adopted 2003
|
Publisher
|
# Students
|
# Books
|
|
|
SPANISH
|
|
|
|
|
|
9 -- 12
|
Spanish
I
|
Realidades – Level 1
|
Prentice
Hall School Division
|
150
|
155
|
|
9 -- 12
|
Spanish
II
|
Realidades – Level 2
|
Prentice
Hall School Division
|
188
|
212
|
|
9 -- 12
|
Spanish
III
|
Realidades – Level 3
|
Prentice
Hall School Division
|
97
|
147
|
|
9 -- 12
|
Spanish
IV
|
Ven conmigo!, Nuevas
Vistas, Level 1
|
Holt,
Rinehart & Winston
|
32
|
34
|
|
|
FRENCH
|
|
|
|
|
|
9 -- 12
|
French I
|
Discovering
French, Bleu
|
McDougall
Littell
|
40
|
41
|
|
9 -- 12
|
French
II
|
Discovering
French, Blanc
|
McDougall
Littell
|
24
|
68
|
|
9 -- 12
|
French
III
|
Discovering
French, Rouge
|
McDougall
Littell
|
24
|
44
|
|
|
GERMAN
|
|
|
|
|
|
9 -- 12
|
German I
|
Komm mit! - Level 1
|
Holt,
Rinehart & Winston
|
35
|
72
|
|
0.0%
|
|
Health
|
|
|
FOODS
|
MDUSD
Adodpted 2007
|
Publisher
|
# Students
|
# Books
|
|
9 -- 12
|
Foods
|
Guide to
Good Food
|
Goodheart/Wilcox Publishing
|
168
|
180
|
|
0.0%
|
|
Science
Laboratory Equipment (grades 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
|
$8,355.14
|
$3,580.54
|
$4,774.59
|
$56,544
|
|
District
|
N/A
|
N/A
|
$4,879.73
|
$60,713
|
|
Percent
Difference – School Site and District
|
N/A
|
N/A
|
-2.15%
|
-6.87%
|
|
State
|
N/A
|
N/A
|
$5,512
|
$67,049
|
|
Percent
Difference – School Site and State
|
N/A
|
N/A
|
-13.38%
|
-15.67%
|
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 following types of
services are funded: special education, 11th – 12th
grade counseling, library services, psychology, child welfare and attendance,
mentor teachers, self-funded
sports, Carl Perkins, Advanced Placement,
GATE, CA Partnership Academy,
Science and Lab Materials and Equipment,
Standards – Based materials, SB1510 Tech Grant, High School Instructional
Materials, Interscholastic Sports, County Tech Academy Grant, AP Challenge
Grant, ROP Program Support, ACSA Grant, Chevron Grant, and LEP services.
|
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
|
45
|
44
|
55
|
50
|
51
|
55
|
43
|
46
|
50
|
|
Mathematics
|
16
|
18
|
22
|
44
|
45
|
47
|
40
|
43
|
46
|
|
Science
|
25
|
37
|
49
|
42
|
51
|
54
|
38
|
46
|
50
|
|
History-Social
Science
|
34
|
39
|
49
|
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
|
35
|
10
|
*
|
25
|
|
American
Indian or Alaska Native
|
*
|
*
|
*
|
*
|
|
Asian
|
52
|
31
|
54
|
43
|
|
Filipino
|
65
|
29
|
53
|
50
|
|
Hispanic
or Latino
|
40
|
16
|
36
|
37
|
|
Pacific
Islander
|
42
|
*
|
*
|
*
|
|
White
(not Hispanic)
|
63
|
24
|
55
|
56
|
|
Male
|
51
|
23
|
45
|
50
|
|
Female
|
59
|
22
|
52
|
48
|
|
Economically
Disadvantaged
|
37
|
18
|
23
|
27
|
|
English
Learners
|
11
|
10
|
0
|
9
|
|
Students
with Disabilities
|
33
|
26
|
31
|
21
|
|
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
|
56.2
|
60.1
|
67.1
|
55.9
|
60.5
|
63.1
|
48.6
|
52.9
|
52.0
|
|
Mathematics
|
52.8
|
53.2
|
53.6
|
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
|
39.9
|
47.7
|
12.4
|
46.8
|
38.0
|
15.2
|
|
Male
|
48.1
|
44.7
|
7.2
|
50.7
|
34.6
|
14.7
|
|
Female
|
30.3
|
51.1
|
18.5
|
42.1
|
42.1
|
15.7
|
|
African
American
|
50.0
|
41.7
|
8.3
|
53.8
|
38.5
|
7.7
|
|
American
Indian or Alaska Native
|
*
|
*
|
*
|
*
|
*
|
*
|
|
Asian
|
47.1
|
47.1
|
5.9
|
60.0
|
25.0
|
15.0
|
|
Filipino
|
42.9
|
50.0
|
7.1
|
61.5
|
15.4
|
23.1
|
|
Hispanic
or Latino
|
62.2
|
33.7
|
4.1
|
61.0
|
33.0
|
6.0
|
|
Pacific
Islander
|
*
|
*
|
*
|
*
|
*
|
*
|
|
White
(not Hispanic)
|
29.1
|
54.4
|
16.5
|
38.1
|
42.8
|
19.1
|
|
English
Learners
|
85.5
|
14.5
|
0.0
|
75.4
|
24.6
|
0.0
|
|
Socioeconomically
Disadvantaged
|
72.8
|
22.8
|
4.3
|
72.3
|
22.3
|
5.3
|
|
Students
Receiving Migrant Education Services
|
*
|
*
|
*
|
*
|
*
|
*
|
|
Students
with Disabilities
|
78.7
|
19.1
|
2.1
|
90.0
|
4.0
|
6.0
|
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
|
23.3
|
23.3
|
24.7
|
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
|
5
|
6
|
5
|
|
Similar
Schools
|
1
|
2
|
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
|
11
|
-3
|
37
|
742
|
|
African
American
|
|
|
|
|
|
American
Indian or Alaska Native
|
|
|
|
|
|
Asian
|
|
|
|
|
|
Filipino
|
|
|
|
|
|
Hispanic
or Latino
|
12
|
-9
|
62
|
692
|
|
Pacific
Islander
|
|
|
|
|
|
White
(not Hispanic)
|
13
|
7
|
28
|
770
|
|
Socioeconomically
Disadvantaged
|
29
|
-30
|
80
|
667
|
|
English
Learners
|
|
|
|
|
|
Students
with Disabilities
|
29
|
-32
|
43
|
591
|
|
|
|
"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
|
No
|
No
|
|
Participation
Rate - English-Language Arts
|
Yes
|
Yes
|
|
Participation
Rate - Mathematics
|
Yes
|
Yes
|
|
Percent
Proficient - English-Language Arts
|
Yes
|
No
|
|
Percent
Proficient - Mathematics
|
No
|
No
|
|
API
|
Yes
|
Yes
|
|
Graduation
Rate
|
No
|
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)
|
2.2
|
3.6
|
3.7
|
3.5
|
6.0
|
6.1
|
3.5
|
4.4
|
3.9
|
|
Graduation
Rate
|
92.9
|
91.9
|
81.9
|
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
|
339
|
2265
|
N/A
|
|
African
American
|
10
|
102
|
N/A
|
|
American
Indian or Alaska Native
|
2
|
13
|
N/A
|
|
Asian
|
26
|
216
|
N/A
|
|
Filipino
|
22
|
122
|
N/A
|
|
Hispanic
or Latino
|
82
|
507
|
N/A
|
|
Pacific
Islander
|
2
|
30
|
N/A
|
|
White
(not Hispanic)
|
195
|
1275
|
N/A
|
|
Socioeconomically
Disadvantaged
|
59
|
381
|
N/A
|
|
English
Learners
|
47
|
384
|
N/A
|
|
Students
with Disabilities
|
47
|
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, Woodworking l, Foods l & ll, Business Math, Accounting, Computer Applications
(ROP), Biotechnology (ROP), Construction Tech (ROP), Photography l-ll, Advanced Photography (ROP), Video Production l,
Robotics (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
|
536
|
|
Percent
of the school's pupils completing a CTE program and earning a high school
diploma
|
95.27%
|
|
|