School Accountability Report Card Reported for School Year 2008-09 Published During

2009-10

Executive Summary School Accountability Report Card, 2008-09

Elverta Elementary School

Address:	7900 Eloise Ave. , Elverta CA 95626-9580	Phone:	916-991-2244
Principal:	Elizabeth Golchert	Grade Span:	K -5

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

Originally, the Lincoln Elementary School, now called the Elverta Joint Elementary School District, was constructed in 1855 on homestead land donated by David Strauch located on the present Strauch ranch west of the Western Pacific Railroad tracks.

The District which was then named Lincoln School District went as far as the Archway, now in Rio Linda, north to the county line, east to the Center Joint School District, and west to the American River.

About 1904, more people came to this area, including the Northern Electric Railroad which came through Elverta going as far as Chico, and a new school district began to form. The original school house was a one room wood building, with no electricity or plumbing. Very few of the students could speak English because the predominate language was German. Some of the old families who had children attending the school were Jacob Scheidel who came from Alsace-Lorraine, Germany in 1860, Charles Schmittmeyer and David Strauch from Bavaria, Germany.

In 1897, the school house was moved on an area of land donated by V.F. Strauch now located on the corner of Elverta Road and Elwyn Avenue. The “Deed”, dated October 19, 1901, was in consideration of $10 to F. Strauch, W.S. Wait and C.T. Horgan, from the Trustees of the Lincoln School District for one acre of land, more or less. In 1911, a new and larger one room school house was constructed on that same site. In the early 1920s, a new school was built on the present site on Rio Linda Boulevard, and the old school on Elwyn Avenue and Elverta Road was later used as a lodge hall for the Modern Woodsmen of America.

The school which was wood and stucco had one small classroom and one large classroom with large folding doors to make two classrooms when needed. In the larger classroom there was a stage where silent movies were held for the community for night recreation. Desks were one piece, bolted to the floor. The school was heated by coal stoves, and in 1927, the school burned to the ground as a result of one of the coal stoves. Classes were held in various homes until the school was rebuilt on its current location in the fall of 1928.

On October 2, 1941, the women of the Elverta School District met in the Elverta Elementary School for the purpose of organizing a Mothers’ Club. The current version of the P.T.A. replaced the Mothers’ Club in the early 1980’s. In 1955, the Community Club of Elverta changed the name of the school from Lincoln to Elverta Elementary School, Elverta School District.

On December 6, 1954, two classrooms were added; on November 15, 1957, three more were completed; and on November 15, 1960, three classrooms, a kindergarten, administrative office, multi-purpose room and kitchen were added, giving a total of 13 classrooms. The Cornerstone Ceremony for the Elverta Elementary School was held Saturday, April 30, 1977.

The Alpha School District joined the Elverta District in 1965, when Alpha School was built on Elwyn and Artesia. Ten acres of land were purchased for $18,000. The original Alpha School in Placer County was a two room school house on Baseline Road between Elder Street and Pleasant Grove Road. At this time the word “Joint” was added to the District’s official name because the District now included parts of two counties. In 2006 Elverta Elementary was named a Distinguished California Elementary School.

Student Enrollment

Group	Percent
African American	0
American Indian or Alaska Native	.6
Asian	1.19
Filipino	0
Hispanic or Latino	27.98
Pacific Islander	1.19
White (not Hispanic)	65.48
Multiple or No Response	3.57
Socioeconomically Disadvantaged	70
English Learners	14
Students with Disabilities	12
Total Number of Students	168

Teachers

Indicator	Teachers
Teachers with full credential	9
Teachers without full credential	1
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	50%
Mathematics	61%
Science	6%
History-Social Science	N/A

Academic Progress

Indicator	Result
2009 Growth API Score (from 2009 Growth API Report)	767
Statewide Rank (from 2008 Base API Report)	5 *
2009-10 Program Improvement Status (PI Year)	N/A

School Facilities

Summary of Most Recent Site Inspection

No major repairs are currently needed.

Repairs Needed

Repairs are made in a timely manner. No major repairs are currently needed.

Corrective Actions Taken or Planned

No corrective actions necessary 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	$5,029
District	$5,029
State	$5,512

School Completion

Indicator	Result
Graduation Rate	N/A

Postsecondary Preparation

Measures	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

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	41%
Achievement Level - Proficient	25%
Achievement Level - Advanced	5%

NAEP Mathematics, Grade 8

Level	Result
Average Scale Score - State	270
Average Scale Score - National	282
Achievement Level - Basic	36%
Achievement Level - Proficient	18%
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	Elverta Elementary	District Name	Elverta Joint Elementary
Street	7900 Eloise Ave.	Phone Number	916-991-2244
City, State, Zip	Elverta, CA 95626-9580	Web Site	www.elverta.k12.ca.us
Phone Number	916-991-2244	Superintendent	Elizabeth Golchert
Principal	Elizabeth Golchert	E-mail Address	egolchert@elverta.k12.ca.us
E-mail Address	egolchert@elverta.k12.ca.us	CDS Code	34- 67322- 6033138

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

Elverta Elementary is proud to present our current School Accountability Report Card. Students and their families, faculty members and staff, work diligently to make education the highest priority of our community Elverta provides a safe, caring environment which enables learners to reach their individual potential, including literacy, knowledge and skills needed to exercise the rights and humanitarian responsibilities of citizenship and the ability to compete in a global economy. Staff supports the view that emotional, psychological and social needs of students are intrinsically related to academic achievement and fully promote this approach. Elverta School Site Council, in conjunction with all share-holders, develops and applies the vision for the District.

Opportunities for Parental Involvement (School Year 2008-09)

Elverta Joint Elementary School District and Alpha Technology Middle School are very proud of the extraordinary support of its parents and our strong connection to the Elverta community. Our success as a learning institution is dependent upon the quality of our partnerships with our parents and the greater community. It is our good fortune to enjoy the support of a community that fully appreciates and embraces the value of quality education. Parents and guardians are regularly encouraged to participate in the multitude of available programs. From our Parent Teacher Association (PTA), to fund-raising events, to family science nights and outdoor education, parents are active partners in the educational process. Field trips, Back-to-School Nights and monthly award celebrations offer additional venues for family adults to support their student(s).

A sampling of parent opportunities for involvement include:

Classroom Volunteer Family Literacy Project Homework Support Parent Teacher Association

Drama Events Thanksgiving Lunch Field Trips Elverta Alumni Association

School Site Council Kids Helping Kids School Pledge Campus Beautification

Open House Back-to-School Night Parent/T Conferences Awards Assemblies

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
Kindergarten	24
Grade 1	29
Grade 2	24
Grade 3	35
Grade 4	28
Grade 5	28
Grade 6	0
Grade 7	0
Grade 8	0
Ungraded Elementary	0
Grade 9	0
Grade 10	0
Grade 11	0
Grade 12	0
Ungraded Secondary	0
Total Enrollment	168

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	0 %
American Indian or Alaska Native	0.6%
Asian	1.19 %
Filipino	0%
Hispanic or Latino	27.98 %
Pacific Islander	1.19%
White (not Hispanic)	65.48 %
Multiple or No Response	3.57 %
Socioeconomically Disadvantaged	70.00%
English Learners	14.00 %
Students with Disabilities	12.00 %

Average Class Size and Class Size Distribution (Elementary)

This table displays by grade level the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

Grade Level	2006-07				2007-08				2008-09
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
	Avg. Class Size	1-20	21-32	33+	Avg. Class Size	1-20	21-32	33+	Avg. Class Size	1-20	21-32	33+
K	16.0	2			20.5	1	1		24.0		1
1	17.5	2			20.0	2			17.0	1
2	21.0		1		20.5	1			17.0	1
3	22.0		1		17.5	2			17.5	2
4	29.0		1		22.0		1		19.0	1
5	27.0		2		26.0		1		19.0	1
6
K-3	22.0		1						19.0	2
3-4
4-8
Other

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

N/A

Mathematics

N/A

Science

N/A

Social Science

N/A

III. School Climate

School Safety Plan (School Year 2008-09)

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

Maintaining a safe and orderly environment in order to maximize student learning is a top priority of Alpha Technology Middle School. This school is in compliance with all laws, rules and regulations pertaining to hazardous materials and state safety standards. The school plan, developed in conjunction with local law enforcement and fire departments, includes steps for ensuring student and staff safety during or following an emergency or local disaster. Students receive regular training in fire, intruder, natural disaster and earthquake events. Emergency drills are conducted regularly throughout the school year. The safety plan is revised and implemented annually and is on file in the Principal’s office.

During our recent campus modernization (funded in part by the community supporting a multi-million dollar bond), extra precautions were taken to ensure safety. Construction often took place during non-school hours. Students and staff were redirected to other routes or buildings as necessary. Instructional interruptions were kept to an absolute minimum and now, Alpha boasts up-to-date restroom facilities, American Disabilities Act compliance and an aesthetically pleasing environment in which to learn and work.

Additionally, we view the concept of discipline as an integral part of the learning process. In this context, we teach and model prosocial behavior by treating children with respect and dignity and by offering a quality curriculum to keep all students engaged in learning. Discipline problems are few and minor (as you will read in other sections of this report) and the school offers programs, such as Character Counts assemblies to support students in taking responsibility for and improving their conduct.

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
Rate	2006-07	2007-08	2008-09	2006-07	2007-08	2008-09
Suspensions	3	8	3	16	32	20
Expulsions	0.0	0.0	0.0	0.0	0.0	1.0

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 is in the process (and with the collaboration of School’s Insurance Authority) of identifying potential areas of improvement for the physical campus. The campus is dated, but in good standing.

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.

System Inspected	Repair Status				Repair Needed and Action Taken or Planned
System Inspected	Exemplary	Good	Fair	Poor	Repair Needed and Action Taken or Planned
Systems: Gas Leaks, Mechanical/HVAC, Sewer	Ö
Interior: Interior Surfaces	Ö
Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation	Ö
Electrical: Electrical	Ö
Restrooms/Fountains: Restrooms, Sinks/ Fountains	Ö
Safety: Fire Safety, Hazardous Materials	Ö
Structural: Structural Damage, Roofs	Ö
External: Playground/School Grounds, Windows/ Doors/Gates/Fences	Ö
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
Teachers	2006-07	2007-08	2008-09	2008-09
With Full Credential	11	11	9	15
Without Full Credential	0	0	1	1
Teaching Outside Subject Area of Competence	N/A	N/A	N/A	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.

Location of Classes	Percent of Classes In Core Academic Subjects
Location of Classes	Taught by NCLB Compliant Teachers	Taught by Non-NCLB Compliant Teachers
This School	100.0	0.0
All Schools in District	100.0	0.0
High-Poverty Schools in District	N/A	N/A
Low-Poverty Schools in District	N/A	N/A

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	0	N/A
Library Media Teacher (Librarian)	0	N/A
Psychologist	.14	25
Social Worker	0	N/A
Nurse	.14	All Students
Speech/Language/Hearing Specialist	.14	25
Resource Specialist (non-teaching)	0	N/A
Other	0	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 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	Open Court	0%
Mathematics	Scott Foresman	0%
Science	Scott Foresman	0%
History-Social Science	Holt	0%
Foreign Language	N/A	0%
Health	N/A	0%
Visual and Performing Arts	N/A	0%
Science Laboratory Equipment (grades 9-12)	N/A	0%

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	7,483	2,219	5,264	$53,582
District	7,483	2,219	5,264	$53,582
Percent Difference – School Site and District	N/A	N/A	LEA Provided	LEA Provided
State	N/A	N/A	$5,512	$56,284
Percent Difference – School Site and State	N/A	N/A	LEA Provided	LEA Provided

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.

Elverta Joint Elementary School District spent an average of $2,219 to educate each child. The figures shown in the preceding table reflect the direct cost of educational services per ADA, excluding food services, facilities acquisition and construction, and certain other expenditures. This calculation is required by law annually and compared with other districts statewide. In addition to general fund state funding, Elverta Joint Elementary School District receives state and federal categorical funding for the following categorical, special education and support programs:

School Improvement Program (SIP)

Professional Development (Title II and V)

Innovative Strategies (Title V)

Gifted and Talented Education (GATE)

Safe and Drug-Free Schools (Title IV)

Tobacco Use Prevention Education (TUPE)

State Lottery

English Language Acquisition

Immigrant Education and Limited English Proficient Students (Title III)

Economically Disadvantaged (Title I)

Enhancing Education through Technology

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	$41,356	$38,481
Mid-Range Teacher Salary	$57,245	$55,789
Highest Teacher Salary	$74,555	$70,849
Average Principal Salary (Elementary)	$96,687	$88,862
Average Principal Salary (Middle)	$96,687	$94,015
Average Principal Salary (High)	$96,687	$97,594
Superintendent Salary	$107,313	$110,994
Percent of Budget for Teacher Salaries	41.30 %	37.20 %
Percent of Budget for Administrative Salaries	8.00 %	6.60 %

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
Subject	2006-07	2007-08	2008-09	2006-07	2007-08	2008-09	2006-07	2007-08	2008-09
English-Language Arts	41	35	46	43	40	49	43	46	50
Mathematics	52	51	56	45	44	53	40	43	46
Science	32	49	23	30	44	39	38	46	50
History-Social Science	N/A	N/A	N/A	26	24	28	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
Group	English-Language Arts	Mathematics	Science	History-Social Science
African American	0	0	0	0
American Indian or Alaska Native	0	0	0	0
Asian	0	0	0	0
Filipino	0	0	0	0
Hispanic or Latino	36	42	0	0
Pacific Islander	0	0	0	0
White (not Hispanic)	50	62	26	0
Male	42	58	24	0
Female	50	54	0	0
Economically Disadvantaged	38	49	11	0
English Learners	27	33	0	0
Students with Disabilities	15	46	0	0
Students Receiving Migrant Education Services	0	0	0	0

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
Grade Level	Four of Six Standards	Five of Six Standards	Six of Six Standards
5	25.0	25.0	16.7
7	0.0	0.0	0.0
9	0.0	0.0	0.0

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	6	5	5
Similar Schools	1	4	5

"N/A"	means a number is not applicable or not available due to missing data.
"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.
*" "**	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.

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
Group	2006-07	2007-08	2008-09	2009
All Students at the School	10	7	-6	767
African American	N/A	N/A	N/A	N/A
American Indian or Alaska Native	N/A	N/A	N/A	N/A
Asian	N/A	N/A	N/A	N/A
Filipino	N/A	N/A	N/A	N/A
Hispanic or Latino	N/A	N/A	N/A	N/A
Pacific Islander	N/A	N/A	N/A	N/A
White (not Hispanic)	4	22	-15	786
Socioeconomically Disadvantaged	N/A	19	-20	737
English Learners	N/A	N/A	N/A	N/A
Students with Disabilities	N/A	N/A	N/A	N/A

"N/A"	means a number is not applicable or not available due to missing data.
*""**	means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2008 or 2009. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.

Adequate Yearly Progress

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

Participation rate on the state’s standards-based assessments in ELA and mathematics

Percent proficient on the state’s standards-based assessments in ELA and mathematics

API as an additional indicator

Graduation rate (for secondary schools)

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found on the CDE Adequate Yearly Progress (AYP) Web page.

Adequate Yearly Progress Overall and by Criteria (School Year 2008-09)

This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria.

AYP Criteria	School	District
Overall	Yes	Yes
Participation Rate - English-Language Arts	Yes	Yes
Participation Rate - Mathematics	Yes	Yes
Percent Proficient - English-Language Arts	Yes	Yes
Percent Proficient - Mathematics	Yes	Yes
API	Yes	Yes
Graduation Rate	N/A	N/A

"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	Not In PI
First Year of Program Improvement	0	0
Year in Program Improvement	0	0
Number of Schools Currently in Program Improvement	N/A	N/A
Percent of Schools Currently in Program Improvement	N/A	N/A

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
Indicator	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08
Dropout Rate (1-year)	0	0	0	0	0	0	3.5	4.4	3.9
Graduation Rate	0	0	0	0	0	0	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
Group	School	District	State
All Students	N/A	N/A	N/A
African American	N/A	N/A	N/A
American Indian or Alaska Native	N/A	N/A	N/A
Asian	N/A	N/A	N/A
Filipino	N/A	N/A	N/A
Hispanic or Latino	N/A	N/A	N/A
Pacific Islander	N/A	N/A	N/A
White (not Hispanic)	N/A	N/A	N/A
Socioeconomically Disadvantaged	N/A	N/A	N/A
English Learners	N/A	N/A	N/A
Students with Disabilities	N/A	N/A	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.

N/A

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	N/A
Percent of the school's pupils completing a CTE program and earning a high school diploma	N/A
Percent of school's 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 2007-08)

This table displays, for the most recent year, two measures related to the school’s courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment in, and completion, of courses required for UC/CSU admission can be found on the CDE DataQuest Web page.

UC/CSU Course Measure	Percent
Students Enrolled in Courses Required for UC/CSU Admission	N/A
Graduates Who Completed All Courses Required for UC/CSU Admission	N/A

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.

Four full days of staff development per year are based on needs assessment data and target instructional strategies, school and classroom environment and meeting high expectations of both teaching and learning mastery.

XIII. National Assessment of Educational Progress

National Assessment of Educational Progress

The National Assessment of Educational Progress (NAEP) is a nationally representative assessment of what America's students know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history. Student scores for reading and mathematics are reported as performance levels (i.e., basic, proficient, and advanced) and the participation of students with disabilities and English language learners is reported based on three levels (identified, excluded, and assessed). Detailed information regarding the NAEP results for each grade, performance level, and participation rate can be found on the National Assessment of Educational Progress Web page (Outside Source).

Note: Only a sample group of California's schools and districts participate in the NAEP testing cycle. Therefore, students in any particular school or district may not be included in these results. The NAEP reflects state test results and is not reflective of either the LEA or the individual school. Comparisons of student performance on the NAEP and student performance on the Standardized Testing and Reporting (STAR) Program assessments cannot be made without an understanding of the key differences between the two assessment programs. For example, the NAEP only assesses grades four, eight and twelve and for long-term trends assesses grades nine, thirteen, and seventeen. Additionally, the NAEP only provides state test results for grades four and eight. The California Standards Tests (CSTs) are based on a different set of standards than the NAEP assessments. For example, the NAEP is not aligned with California academic content and achievement standards and, therefore, does not necessarily reflect the curriculum and instruction to which students are exposed in the classroom. The NAEP assesses reading and writing separately, while the CSTs assess English-language arts (ELA), encompassing reading as well as writing conventions, spelling, and grammar. Scores on the CSTs and other assessments are not directly comparable to those on NAEP. The averages and percentages presented are estimates based on samples of students rather than on entire populations. Finally, the questions students respond to are only a sample of the knowledge and skills covered by the NAEP frameworks. Information on the differences between NAEP and CST can be found on the CDE National Assessment of Educational Progress (NAEP) Web page.

National Assessment of Educational Progress Reading and Mathematics Results by Grade Level – Aggregated

This table displays the scale scores and achievement levels on the National Assessment of Educational Progress Results for reading (2007) and mathematics (2009) for grades four and eight

Subject and Grade Level	Average Scale Score		State Percent at Achievement Level
Subject and Grade Level	State	National	Basic	Proficient	Advanced
Reading 2007, Grade 4	209	220	30	18	5
Reading 2007, Grade 8	251	261	41	20	2
Mathematics 2009, Grade 4	232	239	41	25	5
Mathematics 2009, Grade 8	270	282	36	18	5

National Assessment of Educational Progress Reading and Mathematics Results for Students with Disabilities and/or English Language Learners by Grade Level – Aggregated

This table displays the state and national participation rates on the National Assessment of Educational Progress for reading (2007) and mathematics (2009) for students with disabilities and/or English language learners for grades four and eight.

Subject and Grade Level	State Participation Rate		National Participation Rate
Subject and Grade Level	Students With Disabilities	English Language Learners	Students With Disabilities	English Language Learners
Reading 2007, Grade 4	74	93	65	80
Reading 2007, Grade 8	78	92	66	77
Mathematics 2009, Grade 4	79	96	84	94
Mathematics 2009, Grade 8	85	96	78	92