Executive Summary School Accountability Report Card, 2005-06

For Paso Robles High School   

 Address: 801 Niblick Rd., Paso Robles CA 93447-7010    Phone Number: (805) 237-3333   
 Principal: Ed Railsback    Grade Span: 9-12   

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of school accountability. The data presented in this report are reported for the 2005-06 school year, except the School Finances and School Completion data that are reported for the 2004-05 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 statement of Paso Robles High School is that all graduates have the tools to be effective citizens in our society; to be honest, responsible, cooperative, and respectful; and to be prepared for further education, employment, and lifelong learning. Paso Robles High School is committed to fulfilling all of our students’ educational needs by providing opportunities that challenge them to achieve their highest potential and to strive for individual excellence. It is our goal, in partnership with our community, to provide a safe and respectful learning community that prepares our students to become contributing members of our diverse, evolving and global society.

Student Enrollment
 
 Group 
 Enrollment 
 Number of Students 2227    
 African American    3.4 % 
 American Indian or Alaska Native    0.9 % 
 Asian    1.0 % 
 Filipino    0.6 % 
 Hispanic or Latino    28.6 %  
 Pacific Islander    0.1 % 
 White (Not Hispanic)    60.7 % 
 Multiple or No Response    4.6 % 
 Socioeconomically Disadvantaged    27.9 % 
 English Learners    12.0 % 
 Students with Disabilities    10.0 % 

Teachers
 
 Indicators 
 Teachers 
 Teachers With Full Credential   107 
 Teachers Without Full Credential   3 
 Teachers Teaching Outside   
   Subject Area of Competence		 12
 Misassignments of Teachers   
   of English Learners		 36
 Total Teacher Misassignments    51


 School Facilities
 
Summary of Most Recent Site Inspection
Inspected 9/25/06. No major deficiencies found. Minor concerns (multiple ceiling tiles missing, ballasts out) being addressed through normal work order system.

Repairs Needed
No Major Repairs Necessary (not counting facilities replacement that comes with a 25 year old buidling and issus addressed in Meature T passed in November 2006)

Corrective Actions Taken or Planned
Minor concerns addressed through normal work order system. Ceiling tiles replaced and ballasts replaced.


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  %  
 Science Laboratory Equipment   
   (grades 9-12)		 0  %  

School Finances
 
 
 
 
 Level
 Expenditures
Per Pupil
(Unrestricted
Sources Only)
 School Site            4,460.52 
 District   $4,424.42  
 State  $4,743


Student Performance
 
 
 
 
 Subject
 Students Proficient
and Above on
California
Standards Tests
 English-Language Arts   45 
 Mathematics   38 
 Science   37 
 History-Social Science   45 

Academic Progress
 
 
 
 
 Indicator
 
 
 
    Result    
 2006 API Growth Score   
   (from 2006 API Growth Report)		 701
 Statewide Rank   
   (from 2005 API Base Report)   		 6
 2006-07 Program Improvement Status    Not in PI


School Completion
 
 
 Indicator 
 
 Result 
 Graduation Rate   

Postsecondary Preparation
 
 
 Measures
 Percent of 
 Graduates 
 Completed a Career Technical 
   Education Program		 100%   
 Completed All Courses Required 
   for University of California
   California State University Admission   		 4.0



    School Accountability Report Card    
  Reported for School Year 2005-06  
Published During 2006-07

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 at the California Department of Education (CDE) Web site 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. DataQuest, an online data tool at http://data1.cde.ca.gov/dataquest/, contains additional information about this school and comparisons of the school to the district, the county, and the state.

I. About This School

Contact Information
This section provides the school's contact information.
SchoolDistrict
 School Name Paso Robles High District Name Paso Robles Joint Unified
 Street 801 Niblick Rd. Phone Number 805.238.2222
 City, State, Zip Paso Robles, CA    93447-7010 Web Site www.pasoschools.org
 Phone Number 805.237.3333  Superintendent Patrick J. Sayne
 Principal Ed Railsback  E-mail Address psayne@king.prps.k12.ca.us
 E-mail Address erailsback@king.prps.k12.ca.us  --- ---

School Description and Mission Statement
This section provides information about the school's goals and programs.
 The mission statement of Paso Robles High School is that all graduates have the tools to be effective citizens in our society; to be honest, responsible, cooperative, and respectful; and to be prepared for further education, employment, and lifelong learning. Paso Robles High School is committed to fulfilling all of our students’ educational needs by providing opportunities that challenge them to achieve their highest potential and to strive for individual excellence. It is our goal, in partnership with our community, to provide a safe and respectful learning community that prepares our students to become contributing members of our diverse, evolving and global society.  
 

Opportunities for Parental Involvement
This section provides information about opportunities for parents to become involved with school activities.
 
   We are indebted to our very supportive and involved community. There are many opportunities for parents and community to be involved in the school’s academic and extracurricular activities. We are proud of our PTSA, our School Site Council, and the various booster organization’s partnerships, who have contributed thousands of volunteer hours. We appreciate the ongoing support we receive from our local businesses and foundations. The community takes pride in being involved in a wide variety of school activities. Working together with our parents and the community, we are dedicated to preparing our students for higher education or entry into the workforce. 
 

Student Enrollment by Grade Level
This table displays the number of students enrolled in each grade level at the school.
 Grade Level Number of Students Grade Level Number of Students
 Kindergarten 0  Grade 8 0 
 Grade 1 0  Ungraded Elementary 0 
 Grade 2 0  Grade 9 626 
 Grade 3 0  Grade 10 625 
 Grade 4 0  Grade 11 502 
 Grade 5 0  Grade 12 474 
 Grade 6 0  Ungraded Secondary 0 
 Grade 7 0  Total Enrollment 2227 

Student Enrollment by Group
This table displays the percent of students enrolled at the school who are identified as being in a particular group.
 Group Percent of
Total Enrollment		 Group Percent of
Total Enrollment
 African American 3.4  White (not Hispanic) 60.7 
 American Indian or Alaska Native 0.9  Multiple or No Response 4.6 
 Asian 1.0  Socioeconomically Disadvantaged 27.9 
 Filipino 0.6  English Learners 12.0 
 Hispanic or Latino 28.6  Students with Disabilities 10.0 
 Pacific Islander 0.1  --- ---

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).
 
  No data are available for this section

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 2003-04 2004-05 2005-06
 Avg.
Class
Size		Number of
Classrooms		 Avg.
Class
Size		Number of
Classrooms		 Avg.
Class
Size		Number of
Classrooms
 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+
 English 25.2 27 30 15 23.3 43 30 9 23.3 44 38 10
 Mathematics 24.7 26 19 19 22.6 36 31 8 23.0 37 35 6
 Science 24.1 13 26  23.3 15 25  24.9 11 23 2
 Social Science 30.2 3 29 21 29.7 3 25 16 30.6 3 21 18

Participation in the Class Size Reduction Program
This table displays the percent of students in kindergarten trough grade 3 who were assigned to a classroom that participated in the Class Size Reduction Program.
 
  No data are available for this section

II. School Climate

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

There are two main components of safe and effective schools. Component one focuses on people and programs, while component two focuses on places or the physical environment of the school each component addresses the overall safety of the school.

Component One: People and Programs: In this component, schools develop strategies which promote a caring school community and create a safe school climate by providing an atmosphere where students feel they belong.

Programs that reinforce a caring and safe school are as follows:

  • Positive behavior support
  • Bullying-prevention programs
  • Drug and alcohol prevention programs

Component Two: Physical Environment: In this component, schools develop strategies to create a safe physical environment that is cheerful, comfortable, and free of dirty, dreary, or graffiti-filled buildings.
Classrooms and furnishing should have:

  • Adequate lighting
  • Positive posters, bulletins, and signs displayed
  • Crisis response procedures in place
  • Law enforcement partners
  • Graffiti removal and vandalism repair
  • Safe and clean restrooms  

School Discipline Practices
This section provides information about the school's efforts to create and maintain a positive learning environment, including the school's use of disciplinary strategies.
 
 Paso Robles High School is a "Community of Caring" school. This nation-wide program is used to enhance student self esteem and responsibility. Students are recognized, within the school and throughout the community, during the school year for a variety of accomplishments. Each teacher is responsible for the classroom learning environment in his/her class. Students are expected to support a positive learning environment in class, on campus and when they represent Paso Robles High School in a school-sponsored activity.

Some of the Program Highlights Paso Robles High School has to offer students:
• A Community of Caring School
• Challenging academic programs
• AVID – National Demonstration Program
• State-of-the-art Agricultural Academy
• Advanced Placement classes
• English Language Learner instruction
• Strong student leadership
• Co-curricular and extracurricular activities
• Active parent groups and booster clubs
• Partnerships with local businesses and service clubs
• Gifted and Talented Education (GATE)
• Special Education programs
• Before- and after-school and lunchtime tutoring and intervention programs
• Peer counseling and peer tutoring
• Teacher/student extended learning/advisement program
• Friday Night Live
• Environmental Club
• M.E.Ch.A.
• Drama Club
• American Field Service International (AFS)
• California Scholarship Federation (CSF)
 

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
 2003-04 2004-05 2005-06 2003-04 2004-05 2005-06
 Suspensions
13%
13%
13%
12%
13%
14%
 Expulsions
1%
1%
1%
1%
1%
1%

III. School Facilities

School Facility Conditions and Improvements
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.

 Inspected 9/25/06. No major deficiencies found. Minor concerns (multiple ceiling tiles missing, ballasts out) being addressed through normal work order system.
 
  No Major Repairs Necessary (not counting facilities replacement that comes with a 25 year old buidling and issus addressed in Meature T passed in November 2006)

Minor concerns addressed through normal work order system. Ceiling tiles replaced and ballasts replaced.

School Facility Conditions Good Repair Status
This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status.
 Item Inspected
 Facility in
Good Repair		 Repair Needed and
Action Taken or Planned
 Yes No
 Gas Leaks
Yes
   
 Mechanical Systems
yes
   
 Windows/Doors/Gates (interior and exterior)
yes
    
 Interior Surfaces (walls, floors, and ceilings)
yes
   
 Hazardous Materials (interior and exterior)
yes
   
 Structural Damage
yes
   
 Fire Safety
yes
   
 Electrical (interior and exterior)
yes
   
 Pest/Vermin Infestation
yes
   
 Drinking Fountains (inside and outside)
yes
   
 Restrooms
yes
   
 Sewer
yes
   
 Playground/School Grounds
yes
   
 Other
   

IV. 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 at the CDE Web site at http://dq.cde.ca.gov/dataquest/.
 Teachers School District
   2003-04     2004-05     2005-06     2005-06  
 With Full Credential 99 104 107 374
 Without Full Credential 0 2 3 3
 Teaching Outside Subject Area of Competence    ---

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   2004-05     2005-06     2006-07  
 Misassignments of Teachers of English Learners  36 20
 Total Teacher Misassignments  51 20
 Vacant Teacher Positions  0 0

Core Academic Classes Taught by NCLB Compliant Teachers
This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at http://www.cde.ca.gov/nclb/sr/tq/.
 Location of Classes Percent of Classes In Core Academic Subjects
 Taught by
 NCLB Compliant Teachers		 Taught by
 Non-NCLB Compliant Teachers
 This School  96.2 3.8
 All Schools in District  85.0 15.0
 High-Poverty Schools in District  52.0 48.0
 Low-Poverty Schools in District  60.0 40.0

Substitute Teacher Availability
This section provides information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the school's instructional program.
 
 The district has a pool of substitute teachers available for assignment when a classroom
teacher is absent. By State law, credentialed teachers may substitute at any grade level and in
any subject. We try to place substitute teachers in their area of expertise. On rare occasions
when substitutes are unavailable, administrators and other properly credentialed staff are assigned to cover classes. 
 

Teacher Evaluation Process
This section provides information about the procedures and the criteria for teacher evaluations.
 
Providing high quality instruction is crucial. Our teachers are recognized throughout the
county for their knowledge and expertise. Our staff is fully credentialed to teach within their
subject or specialty areas. More than thirty percent of our teaching staff holds education
credentials of a master’s degree or above. To honor our outstanding teaching professionals, our
elementary schools have been named after former educators in the community. Many of these
educators continue to remain active volunteers at their "namesake" schools.

Teachers and administration collaborate through an established evaluation system. The
principal formally evaluates tenured teachers every two years. Temporary and probationary
teachers are evaluated yearly. All teachers are observed frequently. The evaluation may include
instructional techniques, adherence to the curriculum, the learning and environments, and other
assigned professional duties, as well as monitoring student progress. A formal evaluation
includes teacher/administrator conferences, goal setting, classroom observations, and a written
evaluation. If a teacher’s performance is not effective, the principal identifies areas requiring
improvement and develops a program for improvements with the teacher. The principal is
evaluated every year by a central office supervisor.
 
 

V. Support Staff

Academic Counselors and Other Support Staff
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  4.5  494.9
 Library Media Teacher (Librarian)  1.0 ---
 Library Media Services Staff (paraprofessional)  ---
 Psychologist  ---
 Social Worker  ---
 Nurse  ---
 Speech/Language/Hearing Specialist  ---
 Resource Specialist (non-teaching)  ---
 Other  ---

VI. Curriculum and Instructional Materials

Quality, Currency, and Availability of Textbooks and Instructional Materials
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 ArtsThe Board of Trustees at the October 11th meeting, 2005 certified that there was a sufficiency of textbooks in all core areas including health and foreign language and adequate 9-12 laboratory space for the 2005-2006 school year  
 Mathematics   
 Science   
 History-Social Science   
 Foreign Language   
 Health   
 Science Laboratory Equipment (grades 9-12)   

VII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2004-05)
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 salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/ and http://www.cde.ca.gov/ds/fd/cs/.
 Level Total
 Expenditures
 Per Pupil		 Expenditures
 Per Pupil
 (Supplemental)		 Expenditures
 Per Pupil
 (Basic)		 Average
 Teacher
 Salary
 School Site 5,203.22 742.70 4,460.52  $54,563
 District --- --- 4,424.42  $54,563
 Percent Difference - School Site and District --- ---   
 State --- --- $4,743 $57,067
 Percent Difference - School Site and State --- ---   

Types of Services Funded
This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources.
TITLE I
TITLE V*
LIBRARY MATLS
NEW SCHL SAFETY
SPECIAL ED
EIA
ED TECH STAFF DEVEL
GATE
SIP
TITLE II - ENH ED TECH
VOC ED (VEA)
CAL-SAFE SUPPORT
CAL-SAFE CHILD CARE
AG INCENTIVE GRANT
10TH GRADE COUNSL
ROP
9TH GRADE CSR
 
 ALL SCHOOL SITES BENEFIT FROM DISTRICT WIDE RESOURCES SUCH AS INSTRUCTIONAL MATERIALS, LOTTERY, ROUTINE RESTRICTED MAINTENANCE, TITLE II PART A TEACHER QUALITY, DRUG FREE SCHOOLS AND COMMUNITIES, FAMILY AND STUDENT RESOURCE CENTERS, SAFETY, TUPE, AND OTHERS.

ALL ELEMENTARY SITES HAVE EARLY MENTAL HEALTH FUNDS AND CHILD CARE FUNDS.
 

Teacher and Administrative Salaries (Fiscal Year 2004-05)
This table displays district-level salary information 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. Detailed information regarding salaries can 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/salaries0405.asp.
 Category District
 Amount		 State Average
 For Districts
 In Same Category
 Beginning Teacher Salary $35,488 $37,730
 Mid-Range Teacher Salary $52,104 $59,397
 Highest Teacher Salary $66,971 $72,979
 Average Principal Salary (Elementary) $77,533 $90,266
 Average Principal Salary (Middle) $84,570 $95,759
 Average Principal Salary (High) $90,770 $103,395
 Superintendent Salary $127,590 $143,489
 Percent of Budget for Teacher Salaries 44.4 41.5
 Percent of Budget for Administrative Salaries 5.4 5.6

VIII. Student Performance

California Standards Tests
The California Standards Tests (CST) show how well students are doing in relation to the state content standards. The CSTs include English-language arts and mathematics in grades 2 through 11; science in grades 5, 8, 9, 10, and 11; and history-social science in grades 8, 10, and 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and proficiency level, including the percent of students not tested, can be found at the CDE Web site at http://star.cde.ca.gov. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

CST 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
 2004 2005 2006 2004 2005 2006 2004 2005 2006
 English-Language Arts 44 48 45 39 44 44 36 40 42
 Mathematics 26 38 38 42 47 47 34 38 40
 Science 29 30 37 28 29 34 25 27 35
 History-Social Science 39 41 45 32 35 38 29 32 33

CST Results by Student Group - Most Recent Year
This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.
 Group Percent of Students Scoring at Proficient or Advanced
 English-
Language Arts		 Mathematics Science History-
Social Science
 African American 33 34 15 30
 American Indian or Alaska Native 47 43 * 69
 Asian 62 69 * *
 Filipino 53 50 * *
 Hispanic or Latino 25 22 20 27
 Pacific Islander * * * *
 White (Not Hispanic) 56 45 47 55
 Male 41 41 40 48
 Female 50 35 33 42
 Economically Disadvantaged 27 24 19 28
 English Learners 2 9 0 5
 Students with Disabilities 11 21 13 16
 Students Receiving Migrant Education Services 17 16 6 17

Norm-Referenced Test (NRT)
The norm-referenced test (NRT), currently the California Achievement Test, Sixth Edition (CAT/6), shows how well students are doing compared to students nationally in reading, language, spelling, and mathematics in grades 3 and 7 only. The results are reported as the percent of tested students scoring at or above the national average (the 50th percentile). Detailed information regarding NRT results for each grade level can be found at the CDE Web site at http://star.cde.ca.gov/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

NRT Results for All Students -- Three Year Comparison
This table displays the percent of students scoring at or above the national average (the 50th percentile) in reading and mathematics.
Subject School District State
 2004 2005 2006 2004 2005 2006 2004 2005 2006
 Reading 50   48 49 52 43 41 42
 Mathematics 55   54 56 57 51 52 53

NRT Results by Student Group -- Most Recent Year
This table displays the percent of students, by group, scoring at or above the national average (the 50th percentile) in reading and mathematics for the most recent testing period.
Group Percent of Students Scoring at or
Above the National Average
 Reading Mathematics
 African American  
 American Indian or Alaska Native  
 Asian  
 Filipino  
 Hispanic or Latino  
 Pacific Islander  
 White (not Hispanic)  
 Male  
 Female  
 Economically Disadvantaged  
 English Learners  
 Students with Disabilities  
 Students Receiving Migrant Education Services  

Local Assessment Results
Districts may choose to administer their own academic assessments in reading, writing, and mathematics. In such cases, this table displays the percent of students, by grade level and subject area, meeting or exceeding the district standard.
 Grade
Level		 Reading Writing Mathematics
 2004 2005 2006 2004 2005 2006 2004 2005 2006
 K       79  83 83      
 1  70  73 69  68  72 68  69  79 75
 2  70  68 71  63  66 66 78 82 81
 3 67  66 65  64  62 60  69  72 61
 4  63   64 60  62  66 68  53  56 60
 5  72  66 72  70  70 71  56  58 57
 6  45  58 41  31 35 51  31  50  
 7  45  58 60  33  28 42  42  35  
 8  45 78 64  44  28 37  43 20  
 9         
 10         
 11         
 12         

California Physical Fitness Test Results
The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. Detailed information regarding the California Physical Fitness Test, and comparisons of a school's test results to the district and state levels, can 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.
 Grade Level Percent of
Students Meeting
Fitness Standards
 5 
 7 
 9 14.2

IX. Accountability

Academic Performance Index

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

API 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 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 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 10 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 2003-04 2004-05 2005-06
 Statewide I 6 6
 Similar Schools I 3 3

API Changes 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 API Score
 2003-04 2004-05 2005-06 2006
 All Students at the School 16 6 2 701
 African American    
 American Indian or Alaska Native    
 Asian    
 Filipino    
 Hispanic or Latino 12 18 5 603
 Pacific Islander    
 White (not Hispanic) 18 4 10 750
 Socioeconomically Disadvantaged 6 38 -7 602
 English Learners -- -- -17 520
 Students with Disabilities -- -- -25 422

State Award and Intervention Programs
This section will contain information about the school's participation in various state intervention and award programs only to the extent these programs were funded for the period addressed by this report.
 
 
 

Adequate Yearly Progress
The federal NCLB act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:
Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.

AYP Overall and by Criteria
This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria.
 AYP Criteria School District
 Overall Yes No
 Participation Rate - English-Language Arts Yes No
 Participation Rate - Mathematics Yes No
 Percent Proficient - English-Language Arts Yes No
 Percent Proficient - Mathematics Yes Yes
 API Yes Yes
 Graduation Rate Yes Yes

Federal Intervention Program
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 (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.
 Indicator    School       District   
 Program Improvement Status  Not in PI Not In PI
 First Year of Program Improvement Implementation   
 Year in Program Improvement   
 Number of Schools Currently in Program Improvement  --- 3
 Percent of Schools Currently in Program Improvement  --- 25.0

X. School Completion and Postsecondary Preparation

Dropout Rate and Graduation Rate
This table displays the school's one-year dropout rates and graduation rates for the most recent three-year period. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.
 Indicator School District State
 2002-03 2003-04 2004-05 2002-03 2003-04 2004-05 2002-03 2003-04 2004-05
 Dropout Rate (1-year) 0.5 1.1 0.6 5.7 2.3 2.9 3.2 3.3 3.1
 Graduation Rate 97.0 95.8 96.1 88.9 82.1 84.1 86.7 85.3 84.9

Completion of High School Graduation Requirements
Beginning with the graduating class of 2006, students in California public schools must pass both the English-language arts and mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 2005-06 school year in the 12th grade, this table displays by student group the percent of students who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Due to the state's collection schedule for high school completion data, state level data for this reporting element will not be available for report cards published in the 2006-07 school year. Detailed information about the CAHSEE can be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/hs/. Note: "N/A" means that the student group is not numerically significant.
Group Graduating Class of 2006
 School District State
 All Students