Executive Summary School Accountability Report Card, 2005-06

For Kermit King Elementary School   

 Address:  700 Schoolhouse Cir., Paso Robles CA 93446-     Phone Number:  (805) 237-6170  
 Principal:  Paul Corso     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 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
 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:
After-school programs
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 furnishings should have:

Adequate lighting
Positive posters, procedures in place
Law enforcement partners
Graffiti removal and vandalism repair
Safe and clean restrooms

 Our focus at Kermit King is to create a learning community based on building relationships in a safe a nurturing environment. This is accomplished by living through our actions the Community of Caring values of family, responsibility, caring, respect and trust. Our goal is to build on each child’s strengths and to be proactive in handling negative behaviors. Classroom behavior management systems incorporate consistent, firm, fair consequences for negative behaviors and reinforcement of positive behaviors.  The school wide behavior plan is based on the program called Love and Logic.  Every room in the school has posted the school wide expectations of students.  There are only four: 1. I will treat you with respect  so that you will know how to treat me.  2.  Don’t cause a problem for anyone, including yourself.  3.  If you cause a problem I will ask you to solve it.  4.  If you can’t solve the problem or choose not to, I will do something.   

Parent-teacher collaboration and support are the key to success. When classroom attempts to discourage inappropriate behavior seem to be futile, teachers will send a student to the office to talk with the principal and/or to work in the Kids’ Office which is located next to the Principal’s Office. There are several study carrels for the student to finish his/her assignments. When that is accomplished, there are puzzles, games, and even a play station for a student to use during recess, (reinforcement of positive behaviors). Some inappropriate or reoccurring behaviors will warrant lunch recess detention, assignment completion in another classroom, in-house suspension all day, and/or a written behavior plan. Parents are notified and included in the problem solving if the negative behavior is reoccurring. The sequence of events usually involves: the Love and Logic recovery system in the classroom, a written behavior warning (parents are notified after three) and lastly, a written Discipline Notice from the principal. This notice becomes part of the student’s records and is mailed home. School suspensions are only an option with reoccurring negative behaviors, physical aggression, physical threats and state mandated suspensions involving weapons and drugs.

Student Enrollment
 
 Group 
 Enrollment 
 Number of Students 398    
 African American    1.5 % 
 American Indian or Alaska Native    2.0 % 
 Asian    1.0 % 
 Filipino    1.0 % 
 Hispanic or Latino    16.1 %  
 Pacific Islander    0.0 % 
 White (Not Hispanic)    78.1 % 
 Multiple or No Response    0.3 % 
 Socioeconomically Disadvantaged    13.5 % 
 English Learners    2.0 % 
 Students with Disabilities    5.0 % 

Teachers
 
 Indicators 
 Teachers 
 Teachers With Full Credential   
21 
 Teachers Without Full Credential   
0 
 Teachers Teaching Outside   
   Subject Area of Competence
0
 Misassignments of Teachers   
   of English Learners
2
 Total Teacher Misassignments   
2


 School Facilities
 
Summary of Most Recent Site Inspection
Inspected 9/19/06. No major deficiencies found. Minor concerns (small paint chip area on MPR) being addressed through normal work order system.

Repairs Needed
No major repairs necessary. Minor concerns addressed through normal work order system.

Corrective Actions Taken or Planned
No major repairs necessary. Minor concerns addressed through normal work order system.


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            $4,372.18  
 District   $4,424.42 
 State   $4,743


Student Performance
 
 
 
 
 Subject
 Students Proficient
and Above on
California
Standards Tests
 English-Language Arts    55 
 Mathematics    66 
 Science    39 
 History-Social Science     

Academic Progress
 
 
 
 
 Indicator
 
 
 
    Result    
 2006 API Growth Score   
   (from 2006 API Growth Report)		  814
 Statewide Rank   
   (from 2005 API Base Report)   		  8
 2006-07 Program Improvement Status     


School Completion
 
 
 Indicator 
 
 Result 
 Graduation Rate   

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



    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.
School District
 School Name  Kermit King Elementary  District Name  Paso Robles Joint Unified
 Street  700 Schoolhouse Cir.  Phone Number 805.238.2222
 City, State, Zip  Paso Robles, CA    93446-  Web Site www.pasoschools.org/kking
 Phone Number 805.237.6170  Superintendent Patrick J. Sayne
 Principal Paul Corso  E-mail Address psayne@king.prps.k12.ca.us
 E-mail Address pcorso@king.prps.k12.ca.us  ---  ---

School Description and Mission Statement
This section provides information about the school's goals and programs.
Preparing for the future while embracing our past 

Vision Statement:  We are committed to each child reaching his/her full potential academically, emotionally and socially while setting a foundation for lifelong learning.

Mission Statement:  Kermit King Elementary School is a leaning community dedicated to educating our students through building relationships in a safe and nurturing environment.

Opportunities for Parental Involvement
This section provides information about opportunities for parents to become involved with school activities.
 
  With the completion of every academic year, each school provides the community with a School Accountability Report Card (SARC). The information in this book is intended to give you a realistic snapshot of Kermit King. 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 active PTA and the volunteers who have contributed thousands of 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. Student events are attended by supporters from all segments of the community, including merchants, school children, retirees, neighbors, parents and friends. Working together with our parents and the community, we are dedicated to preparing our students for success in school. Parents who wish to get involved at Kermit King can do so in a number of ways: classroom volunteer, assist the office staff, volunteer in the library or computer lab, PTA, School Site Council and preparing student materials are a few examples.
If you have any questions, concerns or new ideas, please feel free to contact me. My door is always open. 
 

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 59   Grade 8 0 
 Grade 1 60   Ungraded Elementary 0 
 Grade 2 60   Grade 9 0 
 Grade 3 80   Grade 10 0 
 Grade 4 76   Grade 11 0 
 Grade 5 63   Grade 12 0 
 Grade 6 0   Ungraded Secondary 0 
 Grade 7 0   Total Enrollment 398 

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 1.5   White (not Hispanic) 78.1 
 American Indian or Alaska Native 2.0   Multiple or No Response 0.3 
 Asian 1.0   Socioeconomically Disadvantaged 13.5 
 Filipino 1.0   English Learners 2.0 
 Hispanic or Latino 16.1   Students with Disabilities 5.0 
 Pacific Islander 0.0   ---  ---

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		  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+
 K  14.8  4      14.5  4      19.7  3    
 1  19.8  4      20.0  3      20.0  3    
 2  20.0  3      20.0  5      20.0  3    
 3  20.0  3      19.5  6      20.0  5    
 4  28.3    3    31.5    2    25.3    3  
 5  29.0    2    27.7    3    31.5    2  
 6                        
 K-3  20.0  1                    
 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).
 
  No data are available for this section

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.
 Grade Level  Percent of Students Participating
 2003-04  2004-05  2005-06
 K  100 100 100
 1 100 100 100
 2 100 100 100
 3 100 100 100

II. School Climate

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

 
School site Safety Plan is updated and reviewed annually.  Our school also participates in monthly school wide safety drills.  In addition we also participate in two district wide emergency drills during each school year. 

Fire, disaster, and intruder-on-campus drills are performed on a regular basis. During fire drills, students are evacuated to the playground/field area. During disaster and intruder drills, students remain in their classroom with window coverings drawn and doors locked until further directions. Each month of the school year we have either a fire drill, earthquake drill, intruder on campus drill or a lock-down drill.  During the subsequent staff meeting, time is given to review the drill results and to make any changes as needed. Included in the monthly drill are two district-wide drills a  year.

 

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.

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:
After-school programs
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 furnishings should have:

Adequate lighting
Positive posters, procedures in place
Law enforcement partners
Graffiti removal and vandalism repair
Safe and clean restrooms

 Our focus at Kermit King is to create a learning community based on building relationships in a safe a nurturing environment. This is accomplished by living through our actions the Community of Caring values of family, responsibility, caring, respect and trust. Our goal is to build on each child’s strengths and to be proactive in handling negative behaviors. Classroom behavior management systems incorporate consistent, firm, fair consequences for negative behaviors and reinforcement of positive behaviors.  The school wide behavior plan is based on the program called Love and Logic.  Every room in the school has posted the school wide expectations of students.  There are only four: 1. I will treat you with respect  so that you will know how to treat me.  2.  Don’t cause a problem for anyone, including yourself.  3.  If you cause a problem I will ask you to solve it.  4.  If you can’t solve the problem or choose not to, I will do something.   

Parent-teacher collaboration and support are the key to success. When classroom attempts to discourage inappropriate behavior seem to be futile, teachers will send a student to the office to talk with the principal and/or to work in the Kids’ Office which is located next to the Principal’s Office. There are several study carrels for the student to finish his/her assignments. When that
is accomplished, there are puzzles, games, and even a play station for a student to use during recess, (reinforcement of positive behaviors). Some inappropriate or reoccurring behaviors will warrant lunch recess detention, assignment completion in another classroom, in-house suspension all day, and/or a written behavior plan. Parents are notified and included in the problem solving if the negative behavior is reoccurring. The sequence of events usually involves: the Love and Logic recovery system in the classroom, a written behavior warning (parents are notified after three) and lastly, a written Discipline Notice from the principal. This notice becomes part of the student’s records and is mailed home. School suspensions are only an option with reoccurring negative behaviors, physical aggression, physical threats and state mandated suspensions involving weapons and drugs.
 


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
3%
8%
4%
12%
13%
14%
 Expulsions
0
0
0
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.
 One of the advantages of being a relatively new school is that you are a new school! All furnishing, materials and landscaping are in excellent condition. To keep it that way, we have a well trained and dedicated custodial staff that goes above and beyond the call of duty. They are wonderful role models for our students. Specialists such as electricians, groundskeepers, painters and craftsmen perform repairs on call.

Our campus includes thirteen regular classrooms, two kindergarten classrooms, three specialist rooms, a multipurpose room, two portable classrooms – one for day care and one for the Independence program, a library, a computer lab, a covered patio for outdoor eating, a locked bicycle area, a staff lounge, a workroom, several small offices, a conference room, a reception area, a nurse’s room, the principal’s office, an atrium, a kindergarten playground with a play structure, a large playground with several play structures and equipment, three ball walls, and a large field with two baseball fields and two small soccer fields incorporated with them. The playground is supervised by trained yard duty personnel to ensure the safety of all students.
 
Our custodial staff and teaching staff, and students take great pride in our facilities which are maintained in a manner that assures students have a clean, safe and functional environment in which to learn.  Our facilities exceed the "Good Repair" standard of the Williams Act.

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  22  24  21  374
 Without Full Credential  0  0  0  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 2 2  
 Total Teacher Misassignments 2 2  
 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   100.0  0.0
 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 supervisors.

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 .2  
 Library Media Teacher (Librarian) .2  ---
 Library Media Services Staff (paraprofessional) 1  ---
 Psychologist .2  ---
 Social Worker    ---
 Nurse .2  ---
 Speech/Language/Hearing Specialist    ---
 Resource Specialist (non-teaching) 1  ---
 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 Arts
The 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.
0
 Mathematics   0
 Science   0
 History-Social Science   0
 Foreign Language   0
 Health   0
 Science Laboratory Equipment (grades 9-12)   0

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
4,873.61
501.43
4,372.18
 $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.

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.

API

K-3 CSR

TITLE I

TITLE V*

LIBRARY MATLS

NEW SCHL SAFETY

SPECIAL ED

EIA

ED TECH STAFF DEVEL

GATE

SIP
 

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  51  53  55  39  44  44  36  40  42
 Mathematics  65  65  66  42  47  47  34  38  40
 Science  54  50  39  28  29  34  25  27  35
 History-Social Science        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  *  *  *  
 American Indian or Alaska Native  *  *  *  
 Asian  *  *  *  
 Filipino  *  *  *  
 Hispanic or Latino  39  46  *  
 Pacific Islander        
 White (Not Hispanic)  58  70  39  
 Male  50  69  41  
 Female  61  64  37  
 Economically Disadvantaged  30  42  *  
 English Learners  *  *  *  
 Students with Disabilities  27  17  *  
 Students Receiving Migrant Education Services  *  *    

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  63  59  51  48  49  52  43  41  42
 Mathematics  64  69  62  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  46  57
 Pacific Islander    
 White (not Hispanic)  52  65
 Male  48  61
 Female  56  64
 Economically Disadvantaged  36  47
 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