Executive Summary School Accountability Report Card, 2008-09

 

For Oakland Unity High School

 

Address:    6038 Brann St. Oakland, CA  94605    Phone:   510-635-7170

 

Principal:     David Castillo                                   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

Oakland Unity High School (Unity) is an independent charter high school serving all students in

Oakland. The school opened in the fall of 2003 and currently enrolls about 210 9th to 12th grade

students. Unity is a safe, high expectation/intensive support school with a rigorous curriculum that is

responsive to the individual developmental and academic needs of students and allows them to

achieve academic success and positive social/cultural development. The following are special

features of Unity:

 

¥ Small classes, average of 20 students per class.

¥ A curriculum that allows every graduate to meet the University of California A-G requirements.

¥ A comprehensive support program provided through a partnership between the school, the

families, and the community, to assure that students have the support they need to focus on

academic growth.

¥ Learning experiences that allow Unity students to achieve their leadership and academic potential

and become creative critical thinkers, compassionate human beings, and effective participants in a

multicultural democratic society.

¥ Mentors assigned to students to assist them with informal counseling and to resolve problems.

 

 

 

 

 

 

Student Enrollment

 

Group

Enrollment

Number of students

197

African American

9.14%

American Indian or Alaska Native

0%

Asian

0%

Filipino

0%

Hispanic or Latino

89.34%

Pacific Islander

0%

White (not Hispanic)

0%

Multiple or No Response

1.52%

Socioeconomically Disadvantaged

70%

English Learners

31%

Students with Disabilities

1%

 

 

Teachers

 

Indicator

Teachers

Teachers with full credential

7

Teachers without full credential

4

Teachers Teaching Outside

  Subject Area of Competence

0

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

25.69%

Mathematics

3.52%

Science

19.8%

History-Social Science

9.09%

 

 

Academic Progress

 

Indicator

Result

2009 Growth API Score

  (from 2009 Growth API Report)

677

Statewide Rank

  (from 2008 Base API Report)

2

2009-10 Program Improvement

  Status (PI Year)

Not in P.I.


School Facilities

 

Summary of Most Recent Site Inspection

The school site is in good condition.

 

 

 

Repairs Needed

No repairs are needed at this time.

 

 

Corrective Actions Taken or Planned

No repairs are needed at this time.

 

 

 

 

Curriculum and Instructional Materials

 

Core Curriculum Areas

Pupils Who Lack

Textbooks and

Instructional

Materials

Reading/Language Arts

0%

Mathematics

0%

Science

0%

History-Social Science

0%

Foreign Language

0%

Health

0%

Visual and Performing Arts

0%

Science Laboratory Equipment

  (grades 9-12)

0%

 

 

 

 

School Finances

 

Level

Expenditures

Per Pupil

(Unrestricted

Sources Only)

School Site

$7,933

District

N/A

State

$5,512

 

 

 

 

School Completion

 

 

Indicator

 

Result

Graduation Rate

93%

 

 

Postsecondary Preparation

 

Measures

Percent

Pupils Who Completed a Career

  Technical Education Program and

  Earned a High School Diploma

0%

Graduates Who Completed All

  Courses Required for University of

  California or California State

  University Admission

100%

 

 

 

 

 

 

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 at http://www.cde.ca.gov/ta/ac/sa/. 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 at http://dq.cde.ca.gov/dataquest/ 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 schoolÕs contact information.

School

District

School Name

Oakland Unity High School

District Name

Oakland Unified

 

Street

6038 Brann St.

Phone Number

510-879-8582

 

City, State, Zip

Oakland, CA  94605

Web Site

www.ousd.k12.ca.us

 

Phone Number

510-635-7170

Superintendent

Anthony Smith

Principal

David Castillo

E-mail Address

tony.smith@ousd.k12.ca.us

E-mail Address

info@unityhigh.org

CDS Code

01-61259-0100065

 

 

School Description and Mission Statement (School Year 2008-09)

This section provides information about the school, its programs and its goals.

The mission of Oakland Unity High School (Unity) is to provide a college preparatory education to students of diverse or disadvantaged background through a culturally relevant curriculum in an environment that is academically demanding, yet offers high levels of support from faculty, family and fellow students. Unity will be responsive to the developmental and academic needs of students, and allow them to seek success in terms of both academic and social/cultural achievement.

 

To this end, Oakland Unity High School will provide the following:

¤      A curriculum and schedule that pushes every Unity student to meet the University of California A_G college entrance requirements upon graduation.

¤      A comprehensive support program, provided through a partnership between the School, student families and the broader community, to ensure that every Unity student has the support needed to permit focus on academic growth.

¤      Learning experiences that allow every Unity student to achieve her or his leadership and academic potential, to become a creative, critical thinker, a compassionate human being, and an effective participant in a multicultural, democratic society.

¤      For each Unity student, an adult advisor assigned to assist him or her with informal counseling and to help the student resolve the problems she or he will face during the high school years.

¤      College admissions guidance and counseling for every Unity student, particularly as graduation approaches.

 

 

 

 

Opportunities for Parental Involvement (School Year 2008-09)

This section provides information about opportunities for parents to become involved with school activities. 

Parents and guardians of Oakland Unity High School can participate in school activities and governance by joining the Unity High Community Council, which meets quarterly, as well as by participating in the schoolÕs monthly board meetings.  For more information, contact David Castillo, Principal, (510) 635-7170, dcastillo@unityhigh.org.

 

 

 

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 Level

Number of Students

Kindergarten

 

Grade 8

 

Grade 1

 

Ungraded Elementary

 

Grade 2

 

Grade 9

53

Grade 3

 

Grade 10

49

Grade 4

 

Grade 11

51

Grade 5

 

Grade 12

44

Grade 6

 

Ungraded Secondary

 

Grade 7

 

Total Enrollment

197

 

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

Group

Percent of

Total Enrollment

African American

9.14

White (not Hispanic)

 

American Indian or Alaska Native

 

Multiple or No Response

1.52

Asian

 

Socioeconomically Disadvantaged

70

Filipino

 

English Learners

31

Hispanic or Latino

89.34

Students with Disabilities

1

Pacific Islander

 

n/a

n/a

 

 

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

20

13

 

 

20

13

 

 

20

13

 

 

Mathematics

20

8

 

 

20

8

 

 

20

8

 

 

Science

20

8

 

 

20

8

 

 

20

8

 

 

Social Science

20

9

 

 

20

9

 

 

20

9

 

 

 

 

III. School Climate

 

School Safety Plan (School Year 2008-09)

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

Oakland Unity High School was the lead school in Northern California for providing a REMS(Readiness and Emergency Management for Schools) program for a network of  Northern California charter schools.  This program was funded by a grant from the U.S. Department of Education.

 

As a result of their leadership and participation in the REMS program, Unity has established emergency procedures and devised a comprehensive safety and response plan for the school,  In addition, all staff have been provided with staff development on school safety,  including training in CPR and emergency response.

 

 

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

0

.14

.13

15.9

4.1

12,9

Expulsions

1,9

0

0

0.1

0.1

0.1

 

 

IV. School Facilities

 

School Facility Conditions and Planned Improvements (School Year 2009-10)

This section provides information about the condition of the schoolÕs grounds, buildings, and restrooms based on the most recent data available, and a description of any planned or recently completed facility improvements.

Oakland Unity High School rents classroom, multipurpose and office space from a local church. All facilities are in good condition.

 

 

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 facilityÕs good repair status.

System Inspected

Repair Status

Repair Needed and

Action Taken or Planned

Exemplary

Good

Fair

Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

 

X

 

 

 

Interior: Interior Surfaces

 

X

 

 

 

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

 

X

 

 

 

Electrical: Electrical

 

X

 

 

 

Restrooms/Fountains: Restrooms, Sinks/ Fountains

 

X

 

 

 

Safety: Fire Safety, Hazardous Materials

 

X

 

 

 

Structural: Structural Damage, Roofs

 

X

 

 

 

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

 

X

 

 

 

Overall Rating

 

X

 

 

 

 

 

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 at http://dq.cde.ca.gov/dataquest/.

Teachers

School

District

2006-07

2007-08

2008-09

2008-09

With Full Credential

7

6

7

2237

Without Full Credential

4

6

4

408

Teaching Outside Subject Area of Competence

0

0

0

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

0

0

Total Teacher Misassignments

0

0

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 at http://www.cde.ca.gov/nclb/sr/tq/.

Location of Classes

Percent of Classes In Core Academic Subjects

Taught by

NCLB Compliant Teachers

Taught by

Non-NCLB Compliant Teachers

This School 

95.2%

4.8%

All Schools in District

80.9%

19.1%

High-Poverty Schools in District

84.7%

15.3%

Low-Poverty Schools in District

97.4%

2.6%

 

 

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

1.0

197

Library Media Teacher (librarian)

 

n/a

Library Media Services Staff (paraprofessional)

 

n/a

Psychologist

 

n/a

Social Worker

 

n/a

Nurse

 

n/a

Speech/Language/Hearing Specialist

 

n/a

Resource Specialist (non-teaching)

.2

n/a

Counselors (Mental Health)

.1

n/a

 

 

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 schoolÕs 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/or
Instructional Materials

Reading/Language Arts

Good

0

Mathematics

Good

0

Science

Good

0

History-Social Science

Good

0

Foreign Language

Good

0

Health

Good

0

Visual and Performing Arts

Good

0

Science Laboratory Equipment (grades 9-12)

Good

0

 

 

VIII. School Finances

 

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2007-08)

This table displays a comparison of the schoolÕs 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 at http://www.cde.ca.gov/ds/fd/ec/ and teacher salaries can be found on the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

Level

Total

Expenditures

Per Pupil

Expenditures

Per Pupil

(Supplemental /

Restricted)

Expenditures

Per Pupil

(Basic /

Unrestricted)

Average

Teacher

Salary

School Site

Data provided by the LEA
 
$9,368

$1,710

$7,657

$43,855

District

n/a

n/a

n/a

$54,158

Percent Difference – School Site and District

n/a

n/a

Data provided by the LEA
 
n/a

        19%

State

n/a

n/a

$5,512

$67,049

Percent Difference – School Site and State

n/a

n/a

Data provided by the LEA
 
28%

35%

 

To be provided by LEA
 
Types of Services Funded (Fiscal Year 2008-09)

This section provides information about the programs and supplemental services that are provided at the school through either categorical funds or other sources.

Oakland Unity High School is structured around an advisory program in which each student is assigned a teacher as advisor. This advisor monitors the studentÕs progress through school and guides students through the graduation and college admissions process. Unity also provides an after school program for ninth graders that integrates academic support and enrichment. Additional academic support and CAHSEE (California High School Exit Exam) preparation is provided for all students.  Unity also has numerous community partners, including Mills College of Oakland, Oakland Food Connection of Oakland and TechBridge of Oakland, California.

 

 

 

 

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 at http://www.cde.ca.gov/ds/fd/cs/.

Category

District

Amount

State Average

For Districts

In Same Category

Beginning Teacher Salary

$39,456

$42,065

Mid-Range Teacher Salary

$54,328

$67,109

Highest Teacher Salary

$70,934

$86,293

Average Principal Salary (Elementary)

$91,708

$107,115

Average Principal Salary (Middle)

$91,396

$112,279

Average Principal Salary (High)

$97,724

$122,532

Superintendent Salary

$255,000

$216,356

Percent of Budget for Teacher Salaries

27.80%

39.40%

Percent of Budget for Administrative Salaries

6.60%

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 in grades two through eleven, and 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 for grades three through eight and science in grades five and eight and is an alternate assessment that is based on modified achievement 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 at http://star.cde.ca.gov. Program information regarding the STAR Program can be found in the Explaining 2008 STAR Program Summary Results to the Public guide at http://www.cde.ca.gov/ta/tg/sr/documents/starpkt5intrpts.pdf. 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

18

21

25

29

33

38

43

46

50

Mathematics

2

2

3

30

34

39

40

43

46

Science

11

18

23

24

33

34

38

46

50

History-Social Science

19

4

9

17

19

25

33

36

41

 

Standardized Testing and Reporting Results by Student Group – Most Recent Year

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

Group

Percent of Students Scoring at Proficient or Advanced

English-

Language Arts

Mathematics

Science

History-

Social Science

African American

*

*

*

*

American Indian or Alaska Native

 

 

 

 

Asian

 

 

 

 

Filipino

 

 

 

 

Hispanic or Latino

26

4

25

10

Pacific Islander

 

 

 

 

White (not Hispanic)

 

 

 

 

Male

22

3

33

13

Female

28

4

15

6

Economically Disadvantaged

26

3

26

10

English Learners

7

2

*

4

Students with Disabilities

*

*

 

*

Students Receiving Migrant Education Services

 

 

 

 

 

California High School Exit Examination

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 at http://cahsee.cde.ca.gov/. 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

17.8

21.3

38.6

31.9

33.5

35.0

48.6

52.9

52.0

Mathematics

34.1

42.6

47.7

32.4

33.3

36.3

49.9

51.3

53.3

 

California High School Exit Examination Results by Student Group – Most Recent Year

This table displays the percent of students, by group, achieving at each performance level in ELA and mathematics for the most recent testing period.

Group

English-Language Arts

Mathematics

Not

Proficient

Proficient

Advanced

Not

Proficient

Proficient

Advanced

All Students

61.4  

 31.8  

 6.8  

 52.3  

 34.1  

 13.6 

African American

*

*

*

*

*

*

American Indian or Alaska Native

*

*

*

*

*

*

Asian

*

*

*

*

*

*

Filipino

*

*

*

*

*

*

Hispanic or Latino

64.3  

 31.0  

 4.8  

 52.4  

 33.3  

 14.3 

Pacific Islander

*

*

*

*

*

*

White (not Hispanic)

*

*

*

*

*

*

Male

65.0  

 30.0  

 5.0  

 45.0  

 30.0  

 25.0 

Female

58.3  

 33.3  

 8.3  

 58.3  

 37.5  

 4.2 

Economically Disadvantaged

66.7  

 26.7  

 6.7  

 50.0  

 36.7  

 13.3

English Learners

*

*

*

*

*

*

Students with Disabilities

*

*

*

*

*

*

Students Receiving Migrant Education Services

*

*

*

*

*

*

 

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 the fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a schoolÕs test results to the district and state levels, may be found on the CDE Physical Fitness Testing Web page at http://www.cde.ca.gov/ta/tg/pf/. 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.

Grade Level

Percent of Students Meeting Fitness Standards

Four of Six

Standards

Five of Six

Standards

Six of Six

Standards

5

0.0  

 0.0  

 0.0 

7

0.0  

 0.0  

 0.0 

9

18.9  

 26.4  

 7.5 

 

 

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 at the CDE Academic Performance Index (API) Web page at http://www.cde.ca.gov/ta/ac/ap/.

 

Academic Performance Index Ranks – Three-Year Comparison

This table displays the schoolÕs statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 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 Òsimilar schools.Ó A similar schools rank of 1 means that the schoolÕs academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of 10 means that the schoolÕs academic performance is better than at least 90 of the 100 similar schools.

API Rank

2006

2007

2008

Statewide

3   

 2   

 2  

Similar Schools

5   

 2   

 1  

 

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

-44

29

53

677

African American

 

 

 

 

American Indian or Alaska Native

 

 

 

 

Asian

 

 

 

 

Filipino

 

 

 

 

Hispanic or Latino

-47

44

45

675

Pacific Islander

 

 

 

 

White (not Hispanic)

 

 

 

 

Socioeconomically Disadvantaged

-84

-3

116

668

English Learners

 

 

 

 

Students with Disabilities

 

 

 

 

 

Adequate Yearly Progress

The federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:

 

 

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Adequate Yearly Progress (AYP) Web page at http://www.cde.ca.gov/ta/ac/ay/.

 

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

No

Participation Rate - Mathematics

Yes

Yes

Percent Proficient - English-Language Arts

Yes

No

Percent Proficient - Mathematics

Yes

No

API

Yes

Yes

Graduation Rate

Yes

Yes

 

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 at the CDE Adequate Yearly Progress (AYP) Web page at http://www.cde.ca.gov/ta/ac/ay/.

Indicator

School

District

Program Improvement Status

            Not in PI   

                 In PI  

First Year of Program Improvement

 

2004-2005

Year in Program Improvement

 

Year 3

Number of Schools Currently in Program Improvement

n/a

70

Percent of Schools Currently in Program Improvement

n/a

49.0

 

 

XI. School Completion and Postsecondary Preparation

 

Admission Requirements for CaliforniaÕs 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 stateÕs 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 at http://www.universityofcalifornia.edu/admissions/general.html.

 

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 California State University Web page at http://www.calstate.edu/SAS/admreq.shtml.

 

 

Dropout Rate and Graduation Rate

This table displays the schoolÕs one-year dropout rates 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 at http://dq.cde.ca.gov/dataquest/.

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)

  

 7.6  

 2.3  

 7.2  

 10.5  

 7.6  

 3.5  

 4.4  

 3.9 

Graduation Rate

100.0  

 85.7   

 89.1   

 64.4   

 66.0   

 67.6   

 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

97%

 

 

African American

67%

 

 

American Indian or Alaska Native

 

 

 

Asian

 

 

 

Filipino

 

 

 

Hispanic or Latino

100%