Ettersburg Elementary
Technical Appendix to the
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  Ettersburg Elementary  District Name  Southern Humboldt Joint Unified
 Principal    Superintendent  
 Street  4500 Ettersburg Rd.  Street  1333 Redwood Dr. Suite B
 City, State, Zip  Garberville, CA    95542-9634  City, State, Zip  Garberville, CA    95542-0129
 Phone Number    Phone Number  
 FAX Number    FAX Number  
 Web Site    Web Site  
 E-mail Address    E-mail Address  
 CDS Code  12-63040-6101893  SARC Contact  

School Description and Mission Statement
Information about the school, its programs, and its goals.
 
 
 

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     Contact Person Phone Number   
 
 
 

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  Grade Level  Enrollment
 Kindergarten 0   Grade 9 0 
 Grade 1 3   Grade 10 0 
 Grade 2 2   Grade 11 0 
 Grade 3 1   Grade 12 0 
 Grade 4 0   Ungraded Secondary 0 
 Grade 5 0     
 Grade 6 0 
 Grade 7 0 
 Grade 8 0 
 Ungraded Elementary 0   Total Enrollment 6 

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		  Racial and Ethnic Subgroup  Number
of
Students		  Percent
of
Students
 African American 0  0.0   Hispanic or Latino 0  0.0 
 American Indian or Alaska Native 0  0.0   Pacific Islander 0  0.0 
 Asian 0  0.0   White (Not Hispanic) 6  100.0 
 Filipino 0  0.0   Multiple or No Response 0  0.0 

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     Date Last Discussed with Staff   
 
 
 

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.
 
 
 

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  2005  2003  2004  2005
 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.
 
 
 

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      
 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)      
 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  School  District  State
 2003  2004  2005  2003  2004  2005  2003  2004  2005
 English-Language Arts    *  *  37  37  44  35  36  40
 Mathematics    *  *  31  30  29  35  34  38
 Science        48  38  33  27  25  27
 History-Social Science        27  21  31  28  29  32

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.
 Subject  African
American		  American
Indian or
Alaska
Native		  Asian  Filipino  Hispanic
or Latino		  Pacific
Islander		  White
(not
Hispanic)
 English-Language Arts              *
 Mathematics              *
 Science              
 History-Social Science              

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.
Subject    Male    Female  English
Learners		  Economically
Disadvantaged		  Students With
Disabilities		  Migrant
Education
 English-Language Arts  *  *    *    
 Mathematics  *  *    *    
 Science            
 History-Social Science            

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.
Subject  School  District  State
 2003  2004  2005  2003  2004  2005  2003  2004  2005
 Reading    *    51  52  59  43  43  41
 Mathematics    *    51  52  54  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.
Subject  African
American		  American
Indian or
Alaska
Native		  Asian  Filipino  Hispanic
or Latino		  Pacific
Islander		  White
(not
Hispanic)
 Reading              
 Mathematics              

NRT -- Other Subgroups
Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.
Subject    Male    Female  English
Learners		  Economically
Disadvantaged		  Students With
Disabilities		  Migrant
Education
 Reading            
 Mathematics            

Local Assessment
Data reported are the percent of students meeting or exceeding the district standard.
 Grade
Level		  Reading  Writing  Mathematics
 2003  2004  2005  2003  2004  2005  2003  2004  2005
 K                  
 1                  
 2                  
 3                  
 4                  
 5                  
 6                  
 7                  
 8                  
 9                  
 10                  
 11                  
 12                  

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  2003  2004   From
2002
to 2003		 From
2003
to 2004		 From
2004
to 2005
 Percent Tested        Percent Tested      
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      
 Statewide Rank        
 Similar Schools Rank      

API -- Racial and Ethnic Subgroups
Data reported are API Base and Growth scores and growth targets.
 API Base Data  API Growth Data
   2002  2003  2004   From
2002
to 2003		 From
2003
to 2004		 From
2004
to 2005
 African American  African American
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      
 American Indian or Alaska Native  American Indian or Alaska Native
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      
 Asian  Asian
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      
 Filipino  Filipino
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      
 Hispanic or Latino  Hispanic or Latino
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      
 Pacific Islander  Pacific Islander
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      
 White (Not Hispanic)  White (Not Hispanic)
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      

API -- Socioeconomically Disadvantaged Subgroup
Data reported are API Base and Growth scores and growth targets.
 API Base Data  API Growth Data
   2002  2003  2004   From
2002
to 2003		 From
2003
to 2004		 From
2004
to 2005
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      

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  School  District
 2003  2004  2005  2003  2004  2005
 All Students  Yes  Yes  Yes  No  Yes  Yes

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  School  District
 2003  2004  2005  2003  2004  2005
 All Students  Yes  Yes  Yes  Yes  Yes  Yes
 African American  N/A  N/A  Yes  N/A  N/A  Yes
 American Indian or Alaska Native  N/A  N/A  Yes  N/A  N/A  Yes
 Asian  N/A  N/A  Yes  N/A  N/A  Yes
 Filipino  N/A  N/A  Yes  N/A  N/A  Yes
 Hispanic or Latino  N/A  N/A  Yes  N/A  N/A  Yes
 Pacific Islander  N/A  N/A  Yes  N/A  N/A  Yes
 White (not Hispanic)  N/A  N/A  Yes  Yes  Yes  Yes
 Socioeconomically Disadvantaged  N/A  N/A  Yes  No  Yes  Yes
 English Learners  N/A  N/A  Yes  N/A  N/A  Yes
 Students with Disabilities  N/A  N/A  Yes  N/A  N/A  Yes

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.
      School        District   
 First Year of Program Improvement Implementation     ---
 Year in Program Improvement (Implementation Level)     ---
 Year Exited Program Improvement     ---
 Number of Schools Currently in Program Improvement   ---  0
 Percent of Schools Currently in Program Improvement   ---  0.0

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  2003  2004  2005
 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                        
 1                        
 2                        
 3                        
 4                        
 5                        
 6                        
 K-3  5.0  1      7.0  1      6.0  1    
 3-4                        
 4-8                        
 Other                        

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.
 Grade Level  Percent of Students Participating
 2003  2004  2005
 K      
 1      
 2      
 3      

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   57.6
 High-Poverty Schools in District   100.0
 Low-Poverty Schools in District   0.0

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.
     2003      2004      2005  
 Total Teachers
 		  1  1  1
 Teachers with Full Credential
 		  1  1  1
 Teachers Teaching Outside Subject Area
 (full credential teaching outside subject area)		      
 Teachers in Alternative Routes to Certification
 (district and university internship)		  0  0  0
 Pre-Internship
 		  0  0  0
 Teachers with Emergency Permits
 (not qualified for a credential or internship but meeting minimum requirements)		  0  0  0
 Teachers with Waivers
 (does not have credential and does not qualify for an Emergency Permit)		  0  0  0

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.
     2004      2005      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.
     School      District  
 Doctorate  0.0  0.0
 Master's Degree plus 30 or more semester hours  0.0  11.5
 Master's Degree  100.0  11.5
 Bachelor's Degree plus 30 or more semester hours  0.0  69.2
 Bachelor's Degree  0.0  7.7
 Less than Bachelor's Degree  0.0  0.0

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.
     2004      2005      2006  
 Vacant Teacher Positions
 		      

Teacher Evaluations
Information about the procedures and criteria for teacher 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.
 
 
 

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)  
 Other  

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.
 
 
 

Professional Development
Information about the program for training the school's teachers and other professional staff.
 
 
 

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  
 Mathematics  
 Science  
 History-Social Science  

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.
 Core Curriculum Areas  Availability of
Textbooks and Instructional Materials
 Reading/Language Arts  
 Mathematics  
 Science  
 History-Social Science  
 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.
 Grade
Level		  Instructional Minutes
 Offered  State Requirement
 K    36,000
 1    50,400
 2    50,400
 3    50,400
 4    54,000
 5    54,000
 6    54,000
 7    54,000
 8    54,000
 9    64,800
 10    64,800
 11    64,800
 12    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.
 Grade
Level		  Instructional Days With At Least 180 Instructional Minutes
 Offered  State Requirement
 9    180 days
 10    180 days
 11    180 days
 12    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.
 
 
 

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 highest 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
of
Completers		  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  $35,292  $33,293
 Mid-Range Teacher Salary  $43,666  $48,524
 Highest Teacher Salary  $55,229  $61,782
 Average Principal Salary (Elementary)  $57,086  $75,854
 Average Principal Salary (Middle)    $80,732
 Average Principal Salary (High)  $74,716  $81,497
 Superintendent Salary  $75,319  $100,823
 Percent of Budget for Teacher Salaries  33.0  36.4
 Percent of Budget for Administrative Salaries  3.9  6.5

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.
 District  District  State Average
For Districts
In Same Category		  State Average
All Districts
 Total Dollars
Expended		  Dollars Expended
Per Student (ADA)		  Dollars Expended
Per Student (ADA)		  Dollars Expended
Per Student (ADA)
 $8,744,063  $9,608  $6,987  $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.