School Accountability Report Card Reported for School Year 2004-05 Published During 2005-06
Notes regarding the source and currency of data: Data included in this School Accountability Report Card (SARC) template are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/sa/definitions05.asp Most data presented in this report were collected from the 2004-05 school year or from the two preceding years (2002-03 and 2003-04). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2003-04. Single-year column headings refer to the school year ending in that particular year. When no year is specified, data are from the most recent school year for which data are available. More information about SARC requirements is available at the CDE Web site at http://www.cde.ca.gov/ta/ac/sa/, including a SARC Preparation Guide at http://www.cde.ca.gov/ta/ac/sa/guide.asp and Frequently Asked Questions at http://www.cde.ca.gov/ta/ac/sa/questions.asp.
I. General Information Contact Information Information about school and district contacts.
School Information
District Information
School Name
Bradley Elementary
District Name
Bradley Union Elementary
Principal
Charles Collins
Superintendent
Street
224 Dixie St.
City, State, Zip
Bradley, CA 93426-0060
Phone Number
805-472-2310
FAX Number
805-472-2339
Web Site
schools.monterey.k12.ca.us/~bradley/
E-mail Address
creimer@monterey.k12.ca.us
CDS Code
27-65979-6026017
SARC Contact
Catherine Reimer
School Description and Mission Statement Information about the school, its programs, and its goals.
Description -
Bradley Union School District is a small rural school district in the southern area of Salinas Valley of California. The district is approximately 30 miles south of King City and 18 miles north of Paso Robles. The School enrollment over the past five years has gone from a low of 27 to a high of 46. The district was established in the early 1900’s. The main building was constructed in the 1900’s with an addition of another classroom in the 1940’s and the multi-purpose building was constructed in the 1970’s. In 1999 a new parent center was added to the campus and in 2001 a new library was added.
The Board of Education consists of five members and meets the 2nd Thursday of each month. There is a School Site Council that meets the 2nd Tuesday of each month.
After completing a needs survey, parent meetings, and staff meetings, it was determined that the students at Bradley School would best be served through a School Wide Program. Based on a comprehensive needs assessment, it was determined that the district needed to deliver a program for students based on “best practices” and a strong parent involvement component. The School Wide Improvement Plan will be reviewed and revised on a yearly basis. The initial planning began in April of 1999 and included numerous planning sessions involving staff, board members and community members and was approved in 2003.
Vision Statement:
The Bradley Union School District vision is to complete the process of aligning curriculum with state standards and develop multiple measures to assess achievement, as well as assuring standards are implemented consistently in our classrooms.
Mission Statement:
Our school wide educational program will prepare our diverse students to meet or exceed state standards, teach the skills to inspire students to become life-long learners, and support them in success in higher education, employment, and citizenship in partnership with students, families, teachers, and the community.
Goals:
· Increase test scores
· Give direction in career planning with consideration of future employment and technology trends
· Teach social and democratic values that instill personal respect and social responsibility
Opportunities for Parental Involvement Information about the contact person for parental involvement and a description of organized opportunities for parental involvement at the school.
Contact Person Name
Dee Dee Avila
Contact Person Phone Number
472-2310
Parent’s Club meets the first Monday of the Month. All Parents, staff, and community members are encouraged to attend. Parents are welcome to observe the classroom and volunteer as needed. Monterey County Reads encourages parents to join and read along one-to-one with one or more students.
II. Demographic Information Student Enrollment -- Grade Level Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).
Grade Level
Enrollment
Kindergarten
8
Grade 9
0
Grade 1
1
Grade 10
Grade 2
6
Grade 11
Grade 3
Grade 12
Grade 4
3
Ungraded Secondary
Grade 5
4
Grade 6
Grade 7
5
Grade 8
Ungraded Elementary
Total Enrollment
32
Student Enrollment -- Racial and Ethnic Subgroups Data reported are the number and percent of students in each racial and ethnic subgroup as reported by CBEDS.
Racial and Ethnic Subgroup
Number of Students
Percent of Students
African American
0.0
Hispanic or Latino
12
37.5
American Indian or Alaska Native
Pacific Islander
Asian
White (Not Hispanic)
18
56.3
Filipino
2
6.3
Multiple or No Response
III. School Safety and Climate for Learning School Safety Plan Information about the currency and contents of the school's comprehensive safety plan.
Date of Last Review/Update
2005
Date Last Discussed with Staff
The School developed and adopted a comprehensive school safety plan in the Spring of 2000, in accordance with Education Code 35294.6 and as amended by SB 334. The safety plan is reviewed and updated annually. Copies of the plan are available in the district office for review. With input from staff, parents, and community, the school developed a site-level plan tailored to the specifics of the school. The plan provides a high degree of safety for the students and addresses such things as: child abuse reporting procedures, routine and emergency disaster procedures, policies for pupils who act in ways which would lead to suspension or expulsion, procedures to notify teachers of dangers, a sexual harassment policy, procedures of entering and leaving the school campus, and providing a safe environment conducive to learning.
School Programs and Practices That Promote a Positive Learning Environment Information about the school's efforts to create and maintain a positive learning environment, including the use of disciplinary strategies.
At Bradley School, strong positive discipline is found in every classroom and on the playground. Bradley School believes that if students are to learn, they must be surrounded in an environment where teachers and students can interact with mutual respect. We further feel that the entire environment must be orderly and nurturing. Students are rewarded for positive behavior. Students are recognized at a quarterly awards assembly. At the end of the year the school has an awards night at which each student is recognized for something outstanding about him or her. The school has also adopted and implemented the “Positive Action” scientifically based program.
Suspensions and Expulsions Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that resulted in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for the given year.
School
District
2003
2004
Number of Suspensions
Rate of Suspensions
Number of Expulsions
Rate of Expulsions
IV. School Facilities School Facility Conditions -- General Information Information about the safety, cleanliness, and adequacy of school facilities, including the condition and cleanliness of the school grounds, buildings, and restrooms. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.
There are five buildings on the Bradley School campus. One building is a Community Hall. It is a large multi-purpose room with a stage. This building is used for the lunch and breakfast program, awards assemblies, and a music program, as well as, special programs, community and parent club functions. The main building has a front office, rest room, staff workroom, and two classrooms. There are two modular buildings on the campus. One is our Library/Media Center and the other is an upper grade classroom/parent resource center and principal’s office. Buildings, classrooms, kitchen, and restrooms are maintained at a high standard of sanitation.
The school has a large playground area complete with a tennis court, two basketball courts, a tether ball court, a grass area with tables, an area for play equipment and a grassed playing field with a baseball diamond. The entire campus is landscaped. The maintenance man does an excellent job of keeping the grounds an inviting place for students, staff and visitors.
School Facility Conditions -- Results of Inspection and Evaluation Data reported are the determination of good repair as documented in a completed Interim Evaluation Instrument, including the school site inspection date, the Interim Evaluation Instrument completion date, and the date of any remedial action taken or planned. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.
Interim Evaluation Instrument Part
Facility in Good Repair
Deficiency and Remedial Actions Taken or Planned
Yes
No
Gas Leaks
X
Mechanical Systems
Windows/Doors/Gates (interior and exterior)
Interior Surfaces (walls, floors, and ceilings)
Hazardous Materials (interior and exterior)
Structural Damage
Fire Safety
Electrical (interior and exterior)
Pest/Vermin Infestation
Drinking Fountains (inside and outside)
Currently applying for Modernization funding to repair.
Restrooms
Sewer
Playground/School Grounds
Other
V. Academic Data Standardized Testing and Reporting (STAR) Through the California Standardized Testing and Reporting (STAR) program, students in grades 2 through 11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) and a norm-referenced test (NRT). The CST tests English-language arts and mathematics in grades 2 through 11, science in grades 5, 9, 10, and 11, and history-social science in grades 8, 10, and 11. Prior to 2005, the NRT tested reading/language arts and mathematics in grades 2 through 11, spelling in grades 2 through 8, and science in grades 9 through 11. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only, and no longer tests science in any grade. California Standards Tests (CST) The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Students with significant cognitive disabilities who are unable to take the CST are tested using the California Alternate Performance Assessment (CAPA). Detailed information regarding CST and CAPA results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. CST -- All Students Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
Subject
State
English-Language Arts
29
13
35
36
40
Mathematics
16
34
38
Science
*
27
25
History-Social Science
28
CST -- Racial and Ethnic Subgroups Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.
White (not Hispanic)
23
CST -- Other Subgroups Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.
Male
Female
English Learners
Economically Disadvantaged
Students With Disabilities
Migrant Education
9
17
33
22
Norm-Referenced Test (NRT) Reading and mathematics results from the California Achievement Test, Sixth Edition (CAT/6), the current norm-referenced test (NRT) adopted by the State Board of Education, are reported as the percent of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only and no longer tests science in any grade. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. NRT -- All Students Data reported are the percent of students scoring at or above the 50th percentile.
Reading
41
43
42
45
50
51
52
NRT -- Racial and Ethnic Subgroups Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.
NRT -- Other Subgroups Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.
Local Assessment Data reported are the percent of students meeting or exceeding the district standard.
Writing
K
7
10
11
California Physical Fitness Test (PFT) Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. Detailed information regarding the California Physical Fitness Test may be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. No data are available for this section Academic Performance Index (API) The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet. Growth Targets: The annual growth target for a school is 5 percent of the distance between its API Base and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for awards. Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards. Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2 through 8, and high schools must test at least 90 percent of their students in grades 9 through 11 on STAR assessments. Statewide Rank: Schools receiving an API Base score are ranked in 10 categories of equal size (deciles) from 1 (lowest) to 10 (highest), according to type of school (elementary, middle, or high school). Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to schools most like it. API criteria are subject to change as new legislation is enacted. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal. API -- Schoolwide Data reported are API Base and Growth scores, growth targets, statewide and similar schools ranks, and percent tested.
API Base Data
API Growth Data
2002
From 2002 to 2003
From 2003 to 2004
From 2004 to 2005
Percent Tested
100
API Base Score
641
661
686
API Growth Score
659
690
688
Growth Target
Actual Growth
Statewide Rank
Similar Schools Rank
N/A
API -- Racial and Ethnic Subgroups Data reported are API Base and Growth scores and growth targets.
API -- Socioeconomically Disadvantaged Subgroup Data reported are API Base and Growth scores and growth targets.
State Award and Intervention Programs
Although state intervention and awards programs are currently in the California Education Code, the programs were not funded for the period addressed by this report. Therefore, there are currently no data available to report.
Adequate Yearly Progress (AYP) The federal No Child Left Behind Act (NCLB) requires that all schools and districts meet Adequate Yearly Progress (AYP) requirements. To comply with NCLB, California adopted AYP criteria that were approved by the U.S. Department of Education in June 2003. To make AYP, schools and districts are required each year to meet or exceed specific criteria in each of the following:
Requirements 1 and 2 apply at the school, district, and subgroup levels. Requirements 3 and 4 apply only at the school and district levels, unless exception or "safe harbor" criteria are used. Detailed information about AYP can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal. AYP All Criteria -- Schoolwide Data reported indicate whether all AYP criteria were met for all students in a school or a district, or that exception (safe harbor) criteria were met, or that an appeal of the school's or district's AYP status was approved.
Schoolwide
All Students
AYP Participation Rates and Proficiency Levels -- Schoolwide and Subgroups Data reported indicate whether AYP criteria for both the minimum participation rates and the percent proficient or above were met in a school or a district. Note: "N/A" means that the student group is not numerically significant.
Schoolwide and Subgroups
Socioeconomically Disadvantaged
Students with Disabilities
Federal Intervention Program Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive years. After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Information about PI, including a list of all PI schools and districts, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ or by contacting the district office or speaking with the school principal.
First Year of Program Improvement Implementation
Year in Program Improvement (Implementation Level)
Year Exited Program Improvement
Number of Schools Currently in Program Improvement
---
Percent of Schools Currently in Program Improvement
VI. School Completion (Secondary Schools) California High School Exit Examination (CAHSEE) Beginning with the graduating class of 2006, students in California public schools will have to pass the California High School Exit Examination (CAHSEE) to receive a high school diploma. The School Accountability Report Card for that year will report the percent of students completing grade 12 who successfully completed the CAHSEE.
These data are not required to be reported until 2006, when they can be reported for the entire potential graduating class. At that time, the data are expected to be disaggregated by special education status, English learners, socioeconomically disadvantaged status, gender, and ethnic group.
Dropout Rate and Graduation Rate Data reported regarding progress toward reducing dropout rates over the most recent three-year period include grade 9 through 12 enrollment, the number of dropouts, and the one-year dropout rate as reported by CBEDS. The formula for the one-year dropout rate is (grades 9 through 12 dropouts divided by grades 9 through 12 enrollment) multiplied by 100. The graduation rate, included as one of the requirements of California's definition of Adequate Yearly Progress as required by the federal No Child Left Behind (NCLB) Act, is calculated by dividing the number of high school graduates by the sum of dropouts for grades 9 through 12, in consecutive years, plus the number of graduates. No data are available for this section VII. Class Size Average Class Size and Class Size Distribution Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by grade level, as reported by CBEDS.
Grade
Avg. Class Size
Number of Classrooms
1-20
21-32
33+
K-3
19.0
16.0
17.0
3-4
4-8
23.0
14.0
Average Teaching Load and Teaching Load Distribution Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by subject area, as reported by CBEDS. No data are available for this section Class Size Reduction Participation Data reported are the percent of students in each grade level in the school that are in a class size reduction classroom.
Percent of Students Participating
100%
VIII. Teacher and Staff Information Core Academic Courses Taught by NCLB Compliant Teachers For a school, the data reported are the percent of a school's classes in core academic subjects taught by No Child Left Behind (NCLB) compliant teachers. For a district, the data reported are the percent of all classes in core academic subjects taught by NCLB compliant teachers in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at the CDE Web site at http://www.cde.ca.gov/nclb/sr/tq/.
Percent of Classes In Core Academic Subjects Taught by NCLB Compliant Teachers
This School
100.0
All Schools in District
High-Poverty Schools in District
Low-Poverty Schools in District
Teacher Credentials Data reported are the number of teachers (full-time and part-time) as reported by CBEDS. Each teacher is counted as "1." If a teacher works at two schools, he/she is counted at one school only. Data for teachers with a full credential and teaching outside his/her subject area are provided by the LEA.
Total Teachers
Teachers with Full Credential
Teachers Teaching Outside Subject Area (full credential teaching outside subject area)
Teachers in Alternative Routes to Certification (district and university internship)
Pre-Internship
Teachers with Emergency Permits (not qualified for a credential or internship but meeting minimum requirements)
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)
Teacher Misassignments Data reported are the number of placements of a certificated employee in a teaching or services position, including positions that involve teaching English learners, for which the employee does not hold a legally recognized certificate or credential, or the placement of a certificated employee in a teaching or services position that the employee is not otherwise authorized by statute to hold. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. For the 2005-06 school year, the most currently available data are reported.
2006
Misassignments of Teachers of English Learners
Total Teacher Misassignments
Teacher Education Level Data reported are the percent of teachers by education level, as reported by CBEDS.
Doctorate
Master's Degree plus 30 or more semester hours
33.3
Master's Degree
Bachelor's Degree plus 30 or more semester hours
66.7
Bachelor's Degree
Less than Bachelor's Degree
Vacant Teacher Positions Data reported are the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year or, if the position is for a one-semester course, a position to which a single designated certificated employee has not been assigned at the beginning of a semester for an entire semester. For the 2005-06 school year, the most currently available data are reported.
Vacant Teacher Positions
Teacher Evaluations Information about the procedures and criteria for teacher evaluations.
Teacher evaluations are done once each year. Teachers are provided written feedback regarding their evaluations.
Substitute Teachers Information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the instructional program at the school.
The District makes every effort to obtain substitute teachers that have a valid credential.
Counselors and Other Support Staff Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equal one FTE.
Title
FTE
Counselor
Library Media Teacher (Librarian)
Psychologist
Social Worker
Nurse
Speech/Language/Hearing Specialist
Resource Specialist (non-teaching)
Academic Counselors Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equal one FTE. The ratio of students per academic counselor is defined as enrollment as reported by CBEDS divided by the full-time-equivalent academic counselors.
Number of Academic Counselors (FTE)
Ratio of Students Per Academic Counselor
IX. Curriculum and Instruction School Instruction and Leadership Information about the structure of the school's instructional program and the experience of the school leadership team.
The curriculum at Bradley School is based on the Academic Standards that the district has adopted in all academic areas. These standards are based on the California State Content and Performance Standards. The standards define what students should know and be able to do at the end of their grade level in each subject. The curriculum also reflects the State Frameworks by identifying the key elements that must be included in the course outline for various subjects. This assists in providing focus for the teachers as they deliver instruction to the students.
The Bradley School follows the California State Department of Education’s recommended curriculum/instructional materials adoption/improvement cycle. Instructional materials are identified for school use to correspond to the District’s Academic Standards, as well as, individual teacher’s course outlines. The district receives two ongoing instructional materials funds from the State. The State has also allocated supplementary instructional materials funds to support instruction based on the Academic Standards. In addition, other district site funds are used to purchase supplemental materials to meet the needs of the students. The school has an Accelerated Reading Program along with a new library that houses an excellent selection of books and quizzes.
Bradley School provides its students with access to technology within the classroom. There are 15 computers in the upper grade classroom to serve 15 students and 4 computers in the lower grade classroom to serve 16 students. There is 1 computer for student use while working with our Title I teacher. The Library/Media Center has 3 computers available for student use. Upper grade students use computers every day in various academic areas. Students utilize word processing and the Internet as research tools. The lower grade uses the computer to reinforce reading and math skills. The Accelerated Reading Program was introduced two years ago in conjunction with our Library/Media Center, which involves the use of computers for research and student reading. The primary students especially enjoy using the Accelerated Reading Program.
Professional Development Information about the program for training the school's teachers and other professional staff.
All staff are provided opportunities to attend workshops and training on a yearly basis.
Quality and Currency of Textbooks and Instructional Materials Information about the standards-aligned (kindergarten through grade 12) and state-adopted (kindergarten and grades 1 through 8) or locally adopted (grades 9 through 12) textbooks and other instructional materials used in the school that are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, and history-social science. For kindergarten and grades 1 through 8, the information also includes a description of any supplemental curriculum adopted by the local governing board. The information includes an explanation for the use of any non-adopted textbooks or instructional materials.
Core Curriculum Areas
Quality and Currency of Textbooks and Instructional Materials
Reading/Language Arts
Good quality – from 2002 adoption
Good quality – from 2001 adoption
New quality – from 2000 adoption
Decent quality – from 1999 adoption
Availability of Sufficient Textbooks and Instructional Materials Information about the availability of sufficient standards-aligned (kindergarten through grade 12) and state-adopted (kindergarten and grades 1 through 8) or locally adopted (grades 9 through 12) textbooks and other instructional materials for each pupil, including English learners, that are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, history-social science, foreign language, and health (kindergarten through grade 12); and science laboratory equipment (grades 9 through 12), as appropriate. For kindergarten and grades 1 through 8, the information also includes a description of any supplemental curriculum adopted by the local governing board.
Availability of Textbooks and Instructional Materials
Foreign Language
Health
Science Laboratory Equipment (grades 9-12)
Instructional Minutes Data reported compare the number of instructional minutes offered at the school level to the state requirement for each grade.
Instructional Minutes
Offered
State Requirement
36,900
36,000
54,730
50,400
56,510
54,000
64,800
Continuation School Instructional Days Data reported are the number of instructional days offered at the school level compared to the state requirement for each grade.
Instructional Days With At Least 180 Instructional Minutes
180 days
Minimum Days in School Year Information about the total number of days in the most recent school year that students attended school on a shortened day schedule and the reasons for the shortened day schedule.
Total minimum days were two. One day was before Thanksgiving break and the other was the last day of school.
X. Postsecondary Preparation (Secondary Schools) Advanced Placement and International Baccalaureate Courses Data reported are the number of Advanced Placement (AP) and International Baccalaureate (IB) courses and classes offered, and the enrollment in various classes. The data for fine and performing arts include AP Art and AP Music, and the data for social science include IB Humanities. No data are available for this section Student Enrollment in Courses Required for University of California (UC) and/or California State University (CSU) Admission Data reported are the number and percent of student enrollment in courses required for University of California (UC) and/or California State University (CSU) admission. The percent of student enrollment is calculated by dividing the total student enrollment in courses required for UC and/or CSU admission by the total student enrollment in all courses. Note: Each student is counted in each course in which the student is enrolled. As a result of these duplicated counts, the student enrollment in all courses will, and the student enrollment in courses required for UC and/or CSU admission may, exceed the actual student enrollment figure for the school. No data are available for this section Graduates Who Have Completed All Courses Required for University of California (UC) and/or California State University (CSU) Admission Data reported are the number and percent of graduates who have completed all courses required for University of California (UC) and/or California State University (CSU) admission. The percent of graduates is calculated by dividing the total number of graduates who have completed all courses required for UC and/or CSU admission by the total number of graduates. No data are available for this section SAT Reasoning Test Data reported are the average verbal and math scores for Grade 12 students at the school, district, and state level who voluntarily take the SAT Reasoning Test for college entrance. Data are also reported for total grade 12 enrollment and percent of grade 12 enrollment taking the test. Students may take the test more than once, but only the most recent score is reported at the year of graduation. The test may or may not be available to students at a given school. Detailed information regarding SAT results may be found at the CDE Web site at http://www.cde.ca.gov/ds/sp/ai/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. No data are available for this section College Admission Test Preparation Course Program Information about the school's college admission test preparation course program.
Workforce Preparation Programs Information about the school's career technical education programs and classes.
Career Technical Education (CTE) Programs Data reported are enrollment and program completion from the Report of Career-Technical Education Enrollment and Program Completion for School Year 2003-2004 (CDE 101 E-1). Data have been aggregated to the district level.
CTE Participants
Grade 9-12 CTE Students
Grade 12 CTE Students
Total Course Enrollment
Number of Concentrators
Number of Completers
Completion Rate
Number Earning Diploma
Graduation Rate
XI. Fiscal and Expenditure Data Teacher and Administrative Salaries (Fiscal Year 2003-04) Data reported are the district salaries for teachers, principals, and superintendents, compared to the state average salaries for districts of the same type and size, as defined by Education Code Section 41409. Data are also reported for teacher and administrative salaries as a percent of a district's budget. Detailed information regarding salaries may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0304.asp. Note: County offices of education are not required to report average salaries and expenditures. The CDE's School Fiscal Services Division does not calculate statewide average salary and expenditure information for county offices of education.
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
$25,730
$34,395
Mid-Range Teacher Salary
$32,091
$50,164
Highest Teacher Salary
$45,951
$60,406
Average Principal Salary (Elementary)
$5700
$78,686
Average Principal Salary (Middle)
$80,091
Average Principal Salary (High)
Superintendent Salary
$8550
$101,695
Percent of Budget for Teacher Salaries
25.7
41.5
Percent of Budget for Administrative Salaries
4.1
6.1
District Expenditures (Fiscal Year 2003-04) Data reported are the total dollars expended in the district and the dollars expended per student at the district compared to the state average for all districts and for districts of the same type and size. Detailed information regarding expenditures may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/. Note: County offices of education are not required to report average expenditures. The CDE's School Fiscal Services Division does not calculate statewide average expenditure information for county offices of education.
State Average All Districts
Total Dollars Expended
Dollars Expended Per Student (ADA)
$511,094
$16,205
$6,643
$6,919
Types of Services Funded Information about the programs and supplemental services that are provided at the school through either categorical funds or other sources.