Executive Summary School

Accountability Report Card, 2011–12

 

For Bayshore Preparatory Charter School

 

Address: 1175 Linda Vista Drive, San Marcos, CA 92078

Phone: (760) 471-0847

Principal: Nancy Spencer                                                         

Grade Span:          K-12

 

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of information related to individual public schools. Most data presented in this report is reported for the 2011–12 school year.  School finances and school completion data are reported for the 2010–11 school year. Contact information, facilities, curriculum and instructional materials, and select teacher data are reported for the 2011–12 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 mission of Bayshore Prep is to provide a variety of educational opportunities through independent study and onsite support classes that allow K-12 students to participate in creating individualized educational goals that enable students to become self-motivated, competent, lifelong learners. Staff and faculty are committed to providing an intimate, friendly academic environment that recognizes and values a student’s unique learning profile, defines clear expectations, sets appropriate yet challenging goals, and celebrates the achievement of these goals. Bayshore Prep believes that students who are actively involved in their educational program develop self-direction and thus become lifelong learners who are productive global citizens. Our mission is to prepare students to become responsible citizens in the 21st century, a world of cultural diversity and rapid technological change. Students are offered a challenging curriculum and cutting-edge educational technology. They are held to the highest academic standards and, through personalized learning plans, are given the nurturing required to reach those standards. Students learn in an integrated, multidisciplinary environment that incorporates computer technology and real life cooperative experiences in the outside community.At the foundation of our program is a partnership between students, parents and teachers. All teachers are encouraged to use innovative teaching methods. Educators frequently collaborate with parents and students on curriculum. Our high expectations and individualized choices encourage students to become actively engaged, passionate learners. Graduates are prepared to successfully compete in the workforce, to attend the universities of their choice, to communicate across gender, race, and socioeconomic complexities, and to value service to others in society. Serving students in grades K-12, Bayshore Prep is dedicated to assisting our youth in becoming adults who are competent, confident, productive, and adaptable, with the skills and attitudes to enable them to successfully contribute to society.

 

    Student Enrollment

 

Group

Enrollment

Number of students

60

Black or African American

1.7%

American Indian or Alaska Native

1.7%

Asian

0%

Filipino

0%

Hispanic or Latino

38%

Native Hawaiian or Pacific Islander

0%

White

58%

Two or More Races

0%

Socioeconomically Disadvantaged

57%

English Learners

13%

Students with Disabilities

5%

 

Teachers

 

Indicator

Teachers

Teachers with full credential

6

Teachers without full credential

0

Teachers Teaching OutsideSubject Area of Competence

0

Misassignments of Teachersof English Learners

0

Total Teacher Misassignments

0

 

 

 

Student Performance

 

Subject

Students Proficient

and Above on

STAR[1] Program Results

English-Language Arts

40%

Mathematics

16%

Science

37%

History-Social Science

28%

 

 

Academic Progress[2]

 

Indicator

Result

2011 Growth API Score(from 2011 Growth API Report)

750

Statewide Rank(from 2010 Base API Report)

3

Met All 2011 AYP Requirements

Yes

Number of AYP Criteria Met Out of the Total Number of Criteria Possible

Met 5 of 5

2011–12 Program ImprovementStatus (PI Year)

Not in PI

 

 

School Facilities

 

Summary of Most Recent Site Inspection
N/A

 

Repairs Needed
None

 

Corrective Actions Taken or Planned
N/A

 

Curriculum and Instructional Materials

 

Core Curriculum Area

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

$6,573

District

$7,493

State

$8,452

 

 

 

 

School Completion

 

Indicator

Result

Graduation Rate (if applicable)

N/A

 

 

Post-secondary Preparation

 

Measure

Percent

Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma

N/A

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

N/A

 

 

 

 

School Accountability Report Card

Reported Using Data from the 2010–11 School Year

Published During 2011–12

 

 

 

 

 

 

Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school.

➢     For more information about SARC requirements, see 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

 

Ed-Data Partnership Web Site

Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school districts and schools.

 

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., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school 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 may 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 2011–12)

School

District

School Name Bayshore Preparatory Charter School District Name Bayshore Preparatory Charter School
Street 1175 Linda Vista Drive Phone Number (760) 471-0847
City, State, Zip San Marcos, CA 92078 Web Site www.bayshoreprep.org
Phone Number (760) 471-0847 Superintendent Nancy Spencer
Principal Nancy Spencer E-mail Address nspencer@bayshoreprep.org
E-mail Address nspencer@bayshoreprep.org CDS Code 37-73791-0109785

 

School Description and Mission Statement (School Year 2011–12)

Bayshore Preparatory Charter School (BPCS) adheres to a Personalized Learning model of Education.  Our goal is to educate K-12 students through a rigorous college prep curriculum in a flexible, student-centered learning environment.  We strive to actively partner with students, parents and the community to support students’ academic success and personal goals.  The BPCS community is committed to fostering the development of the unique potential of each student through experiences that promote self-directed learning, self-reliance, responsibilty, and collaborative decision-making.  BPCS supports students’ extracurricular interests and further educational and career goals via clubs, elective courses, field trips, and the opportunity for concurrent enrollment at Palomar Community College.  The diversity of the BPCS student population lies not only in the socio-economic status but also in their motivation for enrollment in this type of independent study program.  The staff at BPCS continuously tailors curriculum to the individual learning styles of each student, utilizing one-on-one teaching, small group instruction, independent learning, and technological resources.  Upon enrollment at BPCS, each student’s supervising teacher analyzes their personal and academic status and areas of need in order to develop an individualized educational plan.

 

Opportunities for Parental Involvement (School Year 2011–12)

The Bear Cat Committee (BCC) was established to make recommendations to the Board concerning needed changes and/or additions to the charter as well as oversee fundraising. The BCC consists of parents/guardians of students enrolled at Bayshore Prep and the Executive Director. Parent/guardian members are chosen by ballot of parents of students enrolled. The BCC meets not less than four (4) times per year. They may elect from their ranks a Chair, Vice-Chair, and Secretary to serve one year terms. Each member will have one vote and all decisions will require a simple majority of the members voting. The BCC has adopted its own procedures for filling mid-term vacancies. Members report their proceedings directly to the Board at the next monthly Board meeting. The BCC oversees fundraising activities and directs the allocation of spending with input from staff. All parents/guardians are welcome to attend the BCC meetings.

 

Student Enrollment by Grade Level (School Year 2010–11)

Grade Level

Number of Students

Grade Level

Number of Students

Kindergarten

1

Grade 8

8

Grade 1

1

Ungraded Elementary

0

Grade 2

0

Grade 9

15

Grade 3

0

Grade 10

27

Grade 4

1

Grade 11

29

Grade 5

2

Grade 12

49

Grade 6

1

Ungraded Secondary

0

Grade 7

7

Total Enrollment

143

 

Student Enrollment by Subgroup (School Year 2011–12)

Group

Percent of

Total Enrollment

Black or African American 2.1%
American Indian or Alaska Native 2.1%
Asian 0
Filipino 0
Hispanic or Latino 32.9%
Native Hawaiian or Pacific Islander 0.7%
White 62.2%
Two or More Races 0
Socioeconomically Disadvantaged 57%
English Learners 13%
Students with Disabilities 5%

 

Average Class Size and Class Size Distribution (Elementary)

Grade

Level

Avg.

Class

Size

2008–09

Number of

Classes*

Avg.

Class

Size

2009–10

Number of

Classes*

Avg.

Class

Size

2010–11

Number of

Classes*

1-20

21-32

33+

1-20

21-32

33+

1-20

21-32

33+

K

1

2

3

4

5

6

Other

26.8

1

2

1

N/A

N/A

N/A

N/A

N/A

N/A

* Number of classes indicates how many classes fall into each size category (a range of total students per classroom).


Average Class Size and Class Size Distribution (Secondary)

Subject

Avg.

Class

Size

2008–09

Number of Classes*

Avg.

Class

Size

2009–10

Number of Classes*

Avg.

Class

Size

2010–11

Number of Classes*

1-22

23-32

33+

1-22

23-32

33+

1-22

23-32

33+

English

22.3

2

2

N/A

N/A

Mathematics

22.3

3

1

N/A

N/A

Science

27.0

1

1

N/A

N/A

Social Science

N/A

N/A

* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.

III. School Climate

 

School Safety Plan (School Year 2010–11)

Bayshore Prep has a comprehensive and well-planned safety plan contained in an Emergency Preparedness Handbook.  The manual was developed over time with input from the district, disaster training workshops, and professional emergency personnel. Included in the handbook are plans for a wide variety of potential disasters including both man-made and natural emergencies. This Handbook is updated annually. At the beginning of the school year, the Emergency Prepared Handbook is distributed to the teachers and reviewed for clarification and procedures related to any emergency.  Fire and Lockdown procedures are explained and practiced on a regular basis at the school as required by law. Any updated safety issues or concerns are immediately addressed at regular staff meetings.  The school’s internal security system operated 24 hours a day.

 

Suspensions and Expulsions

Rate*

School

2008–09

School

2009–10

School

2010–11

District

2008–09

District

2009–10

District

2010–11

Suspensions

0

0

0

5.5

6.7

-

Expulsions

0

0

0

0.3

0.5

-

* The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment.

 

IV. School Facilities

 

School Facility Conditions and Planned Improvements (School Year 2011–12)

Bayshore Prep is located at 1175 Linda Vista Rd, San Marcos, CA 92078.The facility is in an attractive and safe area, providing good access for administrators, teachers, and the students or parents who visit the school. The facility is air conditioned, heated, and illuminated with florescent lights. The facility provides handicapped accessibly in all areas including bathrooms and parking.

 

School Facility Good Repair Status (School Year 2011–12)

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

Good

Note: Cells shaded in black do not require data.

 

V. Teachers

 

Teacher Credentials

Teachers

School

2008–09

School

2009–10

School

2010–11

District

2010–11

With Full Credential

7

8

6

99.45%

Without Full Credential

3

1

0

0.55%

Teaching Outside Subject Area of Competence (with full credential)

0

0

0

n/a

 

Teacher Mis-assignments and Vacant Teacher Positions

Indicator

2009–10

2010–11

2011–12

Mis-assignments of Teachers of English Learners 

0

0

0

Total Teacher Mis-assignments*

0

0

0

Vacant Teacher Positions

0

0

0

Note: “Mis-assignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.

 

* Total Teacher Mis-assignments includes the number of Mis-assignments of Teachers of English Learners.

 

Core Academic Classes Taught by Highly Qualified Teachers
(School Year 2010–11)

The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see 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

Highly Qualified Teachers

Percent of Classes In Core Academic Subjects

Not Taught by

Highly Qualified Teachers

This School 

100%

0%

All Schools in District

100%

0%

High-Poverty Schools in District

100%

0%

Low-Poverty Schools in District

100%

0%

Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 25 percent or less in the free and reduced price meals program.

 

VI. Support Staff

 

Academic Counselors and Other Support Staff (School Year 2010–11)

Title

Number of FTE*

Assigned to School

Average Number of

Students per

Academic Counselor

Academic Counselor

-

N/A

Counselor (Social/Behavioral or Career Development)

-

N/A

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)

-

N/A

Other

-

N/A

Note: Cells shaded in black do not require data.

* One Full-Time Equivalent (FTE) equals one staff member working full-time; one FTE could also represent two staff members who each work 50 percent of full-time.

 

VII. Curriculum and Instructional Materials

 

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2011–12)

This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.

 

Year and month in which data were collected: ______January 2012______________

 

Core Curriculum Area

Textbooks and instructional materials/year of adoption

From most recent adoption?

Percent students lacking own assigned copy

Reading/Language Arts

Good; Students are provided with a textbook and instructional materials to take home

N/A

0%

Mathematics

Good; Students are provided with a textbook and instructional materials to take home

N/A

0%

Science

Good; Students are provided with a textbook and instructional materials to take home

N/A

0%

History-Social Science

Good; Students are provided with a textbook and instructional materials to take home

N/A

0%

Foreign Language

Good; Students are provided with a textbook and instructional materials to take home

N/A

0%

Health

Good; Students are provided with a textbook and instructional materials to take home

N/A

0%

Visual and Performing Arts

Good; Students are provided with a textbook and instructional materials to take home

N/A

0%

Science Laboratory Equipment (grades 9-12)

Good

N/A

0%

 

VIII. School Finances

 

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2009–10)

Level

Total

Expenditures

Per Pupil

Expenditures

Per Pupil

(Supplemental /

Restricted)

Expenditures

Per Pupil

(Basic /

Unrestricted)

Average

Teacher

Salary

School Site

$6,573

$69

$6,504

$48,467

District

$7,493

N/A

$5,009

$67,216

Percent Difference – School Site and District

-14.0%

N/A

23.0%

-38.7%

State

$8,452

N/A

$5,324

$67,530

Percent Difference – School Site and State

-28.6%

N/A

18.1%

-39.9%

Note: Cells shaded in black do not require data.

 

Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.

 

For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org.

 

To be provided by LEA

Types of Services Funded (Fiscal Year 2010–11)

The following programs and supplemental services are funded through either categorical, supplemental or other sources: Special Education Program – services provided by SMUSD through funding provided by the North County SELPA which included funding for a Resource Instructor, contract related service providers, supplies and materials.  State Categorical Block Grant – Funding provided by the state which supported regular teacher salaries, stipends and educational materials.  State Lottery Funding – Funding provided by the state lottery board for textbook purchases and other educational materials for students.

 

Teacher and Administrative Salaries (Fiscal Year 2009–10)

Category

District

Amount

State Average

For Districts

In Same Category

Beginning Teacher Salary

$34,410

N/A

Mid-Range Teacher Salary

$36,350

N/A

Highest Teacher Salary

$46,491

N/A

Average Principal Salary (Elementary)

N/A

N/A

Average Principal Salary (Middle)

N/A

N/A

Average Principal Salary (High)

N/A

N/A

Superintendent Salary

$88,329

N/A

Percent of Budget for Teacher Salaries

29%

N/A

Percent of Budget for Administrative Salaries

9%

N/A

Note: For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

 

IX. Student Performance

 

Standardized Testing and Reporting Program

The Standardized Testing and Reporting (STAR) Program consists of several key components, including:

➢     California Standards Tests (CSTs), which 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 nine through eleven.

➢     California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. 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.

➢     California Alternate Performance Assessment (CAPA), includes ELA and 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 assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels.

 

For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov.

 

Standardized Testing and Reporting Results for All Students –
Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced
(meeting or exceeding the state standards)

School

District

State

2008–09

2009–10

2010–11

2008–09

2009–10

2010–11

2008–09

2009–10

2010–11
English-Language Arts

42%

40%

50%

42%

40%

50%

50%

52%

54%

Mathematics

20%

16%

13%

20%

16%

13%

46%

48%

50%

Science

30%

37%

31%

30%

37%

31%

50%

54%

57%

History-Social Science

27%

28%

47%

27%

28%

47%

41%

44%

48%

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.

 

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

Group

Percent of Students Scoring at Proficient or Advanced

English-

Language Arts

Mathematics

Science

History-

Social Science

All Students in the LEA

50%

13%

31%

47%

All Students at the School

50%

13%

31%

47%

Male

51%

11%

0%

50%

Female

50%

15%

33%

46%

Black or African American

0

0

0

0

American Indian or Alaska Native

0

0

0

0

Asian

0

0

0

0

Filipino

N/A

N/A

N/A

N/A

Hispanic or Latino

37%

4%

23%

42%

Native Hawaiian or Pacific Islander

0

0

0

0

White 

53%

17%

39%

44%

Two or More Races

0

0

0

0

Socioeconomically Disadvantaged

39%

10%

33%

33%

English Learners

0

0

0

0

Students with Disabilities

0

0

0

0

Students Receiving Migrant Education Services

N/A

N/A

N/A

N/A

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.

 

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 to compute AYP designations required by the federal ESEA, also known as NCLB.

 

For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at http://cahsee.cde.ca.gov/.

 

California High School Exit Examination Results for All Grade Ten Students – Three-Year Comparison (if applicable)

Subject

Percent of Students Scoring at Proficient or Advanced

School

District

State

2008–09

2009–10

2010–11

2008–09

2009–10

2010–11

2008–09

2009–10

2010–11

English-Language Arts

N/A

55%

59%

N/A

55%

59%

52%

54%

59%

Mathematics

N/A

48%

43%

N/A

48%

43%

53.3%

53.4%

56%

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.

 

California High School Exit Examination Grade Ten Results by Student Group – Most Recent Year (if applicable)

Group

English-Language Arts

Mathematics

Not

Proficient

Proficient

Advanced

Not

Proficient

Proficient

Advanced

All Students in the LEA

41%

36%

23%

57%

29%

14%

All Students at the School

41%

36%

23%

57%

29%

14%

Male

0

0

0

0

0

0

Female

47%

32%

21%

61%

28%

11%

Black or African American

0

0

0

0

0

0

American Indian or Alaska Native

0

0

0

0

0

0

Asian

0

0

0

0

0

0

Filipino

0

0

0

0

0

0

Hispanic or Latino

0

0

0

0

0

0

Native Hawaiian or Pacific Islander

0

0

0

0

0

0

White

17%

50%

33%

45%

36%

18%

Two or More Races

0

0

0

0

0

0

Socioeconomically Disadvantaged

0

0

0

0

0

0

English Learners

0

0

0

0

0

0

Students with Disabilities

0

0

0

0

0

0

Students Receiving Migrant Education Services

0

0

0

0

0

0

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.

 

California Physical Fitness Test Results (School Year 2010–11)

The California Physical Fitness Test (PFT) 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. For detailed information regarding this test, and comparisons of a school’s test results to the district and state, see the CDE PFT Web page at http://www.cde.ca.gov/ta/tg/pf/.

Grade Level

Percent of Students Meeting Fitness Standards

Four of Six

Standards

Five of Six

Standards

Six of Six

Standards

5

N/A

N/A

N/A

7

N/A

N/A

N/A

9

52.2%

39.1%

0%

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.

 

X. Accountability

 

Academic Performance Index

The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API Web page at http://www.cde.ca.gov/ta/ac/ap/.

 

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 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 “similar schools.” A similar schools rank of 1 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 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools.

API Rank

2008

2009

2010

Statewide

4

4

3

Similar Schools

1

1

N/A

 

Academic Performance Index Growth by Student Group – Three-Year Comparison

Group

Actual API Change

2008–09

Actual API Change

2009–10

Actual API Change

2010–11

All Students at the School

-8

6

45

Black or African American

*

*

*

American Indian or Alaska Native

*

*

*

Asian

*

*

*

Filipino

*

*

*

Hispanic or Latino

*

*

30

Native Hawaiian or Pacific Islander

*

*

*

White

-11

5

74

Two or More Races

N/A

*

*

Socioeconomically Disadvantaged

*

*

*

English Learners

*

*

*

Students with Disabilities

*

*

*

Note: “N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or target information. “C” means the school had significant demographic changes and there is no Growth or target information.

 

Academic Performance Index Growth by Student Group – 2011 Growth API Comparison

This table displays, by student group, the number of students included in the API and the 2011 Growth API at the school, LEA, and state level.

Group

2011 Growth API

Number

of

Students

School

Number

of

Students

LEA

Number

of

Students

State

All Students at the School

60

750

13,350

865

4,683,676

778

Black or African American

1

N/A

424

843

317,856

696

American Indian or Alaska Native

1

N/A

71

870

33,774

733

Asian

0

N/A

669

961

398,869

898

Filipino

0

N/A

409

947

123,245

859

Hispanic or Latino

23

726

6,156

803

2,406,749

729

Native Hawaiian or Pacific Islander

0

N/A

97

881

26,953

764

White

35

758

5,413

919

1,258,831

845

Two or More Races

0

N/A

96

888

76,766

836

Socioeconomically Disadvantaged

34

705

3,666

789

2,731,843

726

English Learners

8

N/A

4,571

789

1,521,844

707

Students with Disabilities

3

N/A

1,741

682

521,815

595

 

Adequate Yearly Progress

The federal ESEA 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)

 

For detailed information about AYP, including participation rates and percent proficient results by student group, see the CDE AYP Web page at http://www.cde.ca.gov/ta/ac/ay/.

 

Adequate Yearly Progress Overall and by Criteria (School Year 2010–11)

AYP Criteria

School

District

Made AYP Overall

Yes

No

Met Participation Rate – English-Language Arts

Yes

Yes

Met Participation Rate – Mathematics

Yes

Yes

Met Percent Proficient – English-Language Arts

Yes

No

Met Percent Proficient – Mathematics

Yes

No

Met API Criteria

Yes

Yes

Met Graduation Rate

N/A

Yes


Federal Intervention Program (School Year 2011–12)

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. For detailed information about PI identification, see the CDE PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

Indicator

School

District

Program Improvement Status

Not in PI

Not in PI

First Year of Program Improvement

Not in PI

Not in PI

Year in Program Improvement

Not in PI

Not in PI

Number of Schools Currently in Program Improvement

Not in PI

Not in PI

Percent of Schools Currently in Program Improvement

Not in PI

Not in PI

Note: Cells shaded in black do not require data.

 

XI. School Completion and Postsecondary Preparation

 

Admission Requirements for California’s 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 course 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 UC Admissions Information Web page at http://www.universityofcalifornia.edu/admissions/. (Outside source)

 

California State University

Eligibility for admission to the California State University (CSU) is determined by three factors:

 

  • Specific high school courses
  • Grades in specified courses and test scores
  • 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 have 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 admission, application, and fee information see the CSU Web page at http://www.calstate.edu/admission/admission.shtml. (Outside source)


Dropout Rate and Graduation Rate

Indicator

School

District

State

2007–08

2008–09

2009–10

2007–08

2008–09

2009–10

2007–08

2008–09

2009–10

Dropout Rate (1-year)

4.6%

5.7%

4.7%

1.9%

1.9%

2.6%

3.9%

4.5%

3.4%

Graduation Rate

89.7%

70.3%

52.2%

91.3%

87.3%

91.5%

80.2%

78.6%

80.5%

Note: The National Center for Education Statistics graduation rate as reported in AYP is provided in this table.

 

Completion of High School Graduation Requirements

This table displays, by student group, the percent of students who began the 2010–11 school year in grade twelve and were a part of the school’s most recent graduating class, meeting all state and local graduation requirements for grade twelve completion, including having passed both the ELA and mathematics portions of the CAHSEE or received a local waiver or state exemption.

Group

Graduating Class of 2011

School

District

State

All Students

N/A

93.1%

75.2%

Black or African American

N/A

89.9%

68.8%

American Indian or Alaska Native

N/A

87.5%

68.3%

Asian

N/A

93.8%

89.7%

Filipino

N/A

100%

73.3%

Hispanic or Latino

N/A

96.9%

88.1%

Native Hawaiian or Pacific Islander

N/A

95.8%

59.7%

White

N/A

96.7%

84.1%

Two or More Races

N/A

100%

84.9%

Socioeconomically Disadvantaged

N/A

90.7%

68.6%

English Learners

N/A

80.9%

56.6%

Students with Disabilities

N/A

85.7%

57.7%

Note: “N/D” means that no data were available to the CDE or LEA to report.

 

Career Technical Education Programs (School Year 2010–11)

N/A

 

Career Technical Education Participation (School Year 2010–11)

Measure

CTE Program Participation

Number of pupils participating in CTE  N/A
Percent of pupils completing a CTE program and earning a high school diploma N/A
Percent of CTE courses sequenced or articulated between the school and institutions of postsecondary education N/A

 

Courses for University of California and/or California State University Admission

(School Year 2009–10)

UC/CSU Course Measure

Percent

Students Enrolled in Courses Required for UC/CSU Admission

N/A

Graduates Who Completed All Courses Required for UC/CSU Admission

N/A

 

Advanced Placement Courses (School Year 2010–11)

Subject

Number of

AP Courses Offered

Percent of Students

In AP Courses

Computer Science

N/A

N/A

English

N/A

N/A

Fine and Performing Arts

N/A

N/A

Foreign Language

N/A

N/A

Mathematics

N/A

N/A

Science

N/A

N/A

Social Science

N/A

N/A

All courses

N/A

N/A

Note: Cells shaded in black do not require data.

 

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.

Several days prior to school commencing, professional development is provided in grade and subject level curriculum, the school information tracking system, student assessment including STAR data analysis by grade level, subject and cluster content.  On-going professional development, including workshops, conferences and weekly staff meetings are available throughout the year. Teachers are sent to workshops and return as trainer of trainers. Beginning teachers participate in BTSA training. Because of the structure of our program, opportunities are available throughout the year that don’t impact continued student learning.

 



[1] Standardized Testing and Reporting Program assessments used for accountability purposes include the California Standards Tests, the California Modified Assessment, and the California Alternate Performance Assessment.

[2] The Academic Performance Index is required under state law. Adequate Yearly Progress is required by federal law.