School Accountability Report
Card Reported for School Year 2008-09 Published During
2009-10
Executive Summary School
Accountability Report Card, 2008-09
Gold Rush Charter School
| Address: |
14673 Mono Way , Sonora CA 95370-9220 |
Phone:
|
209-533-8644 |
| Principal:
|
Kathleen Hansen |
Grade
Span: |
K - 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 2008-09 school year, except the School Finances and School
Completion data that are reported for the 2007-08 school year. For additional
information about the school, parents and community members should review the
entire SARC or contact the school principal or the district
office.
About This School
|
Gold Rush Charter School is an independent study
charter school serving grades K-12. In addition to traditional independent
study, Gold Rush offers classroom options for elementary school and
university
style classroom support (2-3 days per week) for all core high school
subjects. |
Student Enrollment
| Group |
Percent |
| African American
|
1.41 % |
| American Indian
or Alaska Native |
4.69 % |
| Asian |
0% |
| Filipino |
0.47 % |
| Hispanic or
Latino |
6.57 % |
| Pacific Islander
|
2.35 % |
| White (not
Hispanic) |
84.04 % |
| Multiple or No
Response |
0.47 % |
| Socioeconomically Disadvantaged |
19.00 % |
| English Learners
|
% |
| Students with
Disabilities |
8.00 % |
| Total Number of
Students |
273
|
Teachers
| Indicator |
Teachers |
| Teachers with full
credential |
23 |
| Teachers without
full credential |
0 |
| Teachers Teaching Outside Subject Area of Competence
|
0 |
| Misassignments of Teachers of English Learners |
0 |
| Total Teacher
Misassignments |
0 |
Student Performance
| Subject |
Students Proficient and Above on California Standards
Tests |
| English-Language
Arts |
15% |
| Mathematics |
0% |
| Science |
12% |
| History-Social
Science |
5% |
Academic Progress
| Indicator |
Result |
| 2009 Growth API Score (from 2009 Growth API Report)
|
-5% |
| Statewide Rank (from 2008 Base API Report) |
4 |
| 2009-10
Program Improvement Status (PI Year) |
N/A |
School Facilities
Summary of Most Recent Site
Inspection
Repairs Needed
Corrective Actions Taken or
Planned
Curriculum and Instructional
Materials
| Core Curriculum
Areas |
Pupils Who Lack Textbooks and Instructional
Materials |
| Reading/Language
Arts |
0% |
| Mathematics |
0% |
| Science |
0% |
| History-Social
Science |
0% |
| Foreign Language
|
0% |
| Health |
0% |
| Visual and Performing Arts
|
0% |
| Science Laboratory Equipment (grades 9-12) |
0% |
School Finances
| Level |
Expenditures Per Pupil (Unrestricted Sources Only)
|
| School Site |
$5,213 |
| District |
$4,859 |
| State |
$5,512 |
School Completion
Postsecondary
Preparation
| Pupils Who Completed a Career Technical Education Program and
Earned a High School Diploma |
0% |
| Graduates Who Completed All Courses Required for University of
California or California State University Admission |
1% |
NAEP Reading, Grade 4
| Average Scale
Score - State |
209 |
| Average Scale
Score - National |
220 |
| Achievement Level -
Basic |
27% |
| Achievement
Level - Proficient |
45% |
| Achievement Level
- Advanced |
27%
|
NAEP Reading, Grade 8
| Average Scale
Score - State |
251 |
| Average Scale
Score - National |
261 |
| Achievement Level -
Basic |
58% |
| Achievement
Level - Proficient |
1% |
| Achievement Level
- Advanced |
0%
|
NAEP Mathematics, Grade
4
| Average Scale
Score - State |
232 |
| Average Scale
Score - National |
239 |
| Achievement Level -
Basic |
36% |
| Achievement
Level - Proficient |
36% |
| Achievement Level
- Advanced |
27%
|
NAEP Mathematics, Grade
8
| Average Scale
Score - State |
270 |
| Average Scale
Score - National |
282 |
| Achievement Level -
Basic |
22% |
| Achievement
Level - Proficient |
33% |
| Achievement Level
- Advanced |
0%
|
The School Accountability Report Card (SARC), which is required
by law to be published annually, contains information about the condition and
performance of each California public school. More information about SARC
requirements is available on the California Department of Education (CDE) SARC Web page. For additional
information about the school, parents and community members should contact the
school principal or the district office.
I. Data and Access
DataQuest
DataQuest is an online data tool located on the CDE DataQuest Web page that contains
additional information about this school and comparisons of the school to the
district, the county, and the state. Specifically, DataQuest is a dynamic system
that provides reports for accountability (e.g., Academic Performance Index
[API], Adequate Yearly Progress [AYP]), test data, enrollment, graduates,
dropouts, course enrollments, staffing, and data regarding English
learners).
Internet Access
Internet access is available at public libraries and other
locations that are publicly accessible (e.g., the California State Library).
Access to the Internet at libraries and public locations is generally provided
on a first-come, first-served basis. Other use restrictions include the hours of
operation, the length of time that a workstation may be used (depending on
availability), the types of software programs available on a workstation, and
the ability to print documents.
II. About This School
Contact Information (School Year
2009-10)
This section provides the schools contact
information.
| School |
District |
| School Name |
Gold Rush Charter |
District Name |
Summerville Union High |
| Street |
14673 Mono Way |
Phone Number |
209-928-3498 |
| City, State, Zip |
Sonora , CA 95370-9220 |
Web Site |
www.summbears.k12.ca.us
|
| Phone Number |
209-533-8644 |
Superintendent |
John Keiter |
| Principal |
Kathleen Hansen |
E-mail Address |
jkeiter@summbears.k12.ca.us
|
| E-mail Address |
jgallno52@yahoo.com |
CDS Code |
55- 72413- 0112276 |
School Description and Mission Statement
(School Year 2008-09)
School Description and Mission Statement (School Year
2008-09)
| Gold Rush S.O.N.G.
(Student Outcomes, Needs and Goals)
Students will
be: 1. Life-Long Learners 2. Numerate and Literate 3. Critical and Creative
Thinkers 4. Responsible, Productive & Collaborative |
Opportunities for Parental Involvement
(School Year 2008-09)
Opportunities for Parental Involvement (School Year
2008-09)
|
All parents are welcome to sit in on class or
participate in parent council. |
Student Enrollment by Grade Level (School
Year 2008-09)
This table displays the number of students enrolled in each
grade level at the school.
| Grade Level |
Number of Students |
| Kindergarten |
8 |
| Grade 1 |
7 |
| Grade 2 |
7 |
| Grade 3 |
11 |
| Grade 4 |
12 |
| Grade 5 |
19 |
| Grade 6 |
21 |
| Grade 7 |
16 |
| Grade 8 |
30 |
| Ungraded Elementary |
0 |
| Grade 9 |
26 |
| Grade 10 |
38 |
| Grade 11 |
41 |
| Grade 12 |
38 |
| Ungraded Secondary |
0 |
| Total Enrollment |
274
|
Student Enrollment by Group (School Year
2008-09)
This table displays the percent of students enrolled at the
school who are identified as being in a particular group.
| Group |
Percent of Total Enrollment |
| African American |
1.41 % |
| American Indian or Alaska
Native |
4 % |
| Asian |
.50% |
| Filipino |
0.50 % |
| Hispanic or Latino |
14 % |
| Pacific Islander |
2.35 % |
| White (not Hispanic) |
82 % |
| Multiple or No Response |
0 % |
| Socioeconomically
Disadvantaged |
29 % |
| English Learners |
0% |
| Students with Disabilities
|
10 %
|
Average Class Size and Class Size
Distribution (Elementary)
This table displays by grade level the average class size and
the number of classrooms that fall into each size category (a range of total
students per classroom).
| Grade Level |
2006-07 |
2007-08 |
2008-09 |
| Avg. Class Size |
Number of Classrooms |
Avg. Class Size |
Number of Classrooms |
Avg. Class Size |
Number of Classrooms
|
| 1-20 |
21-32 |
33+ |
1-20 |
21-32 |
33+ |
1-20 |
21-32 |
33+ |
| K |
4 |
2 |
|
|
5 |
2 |
|
|
3 |
2 |
|
|
| 1 |
5 |
2 |
|
|
6 |
2 |
|
|
8 |
2 |
|
|
| 2 |
5 |
2 |
|
|
5 |
2 |
|
|
6 |
2 |
|
|
| 3 |
5 |
2 |
|
|
5 |
2 |
|
|
6 |
2 |
|
|
| 4 |
6 |
2 |
|
|
7 |
2 |
|
|
9 |
2 |
|
|
| 5 |
7 |
2 |
|
|
9 |
2 |
|
|
10 |
2 |
|
|
| 6 |
5 |
2 |
|
|
5 |
2 |
|
|
7 |
2 |
|
|
| K-3 |
6 |
2 |
|
|
6 |
2 |
|
|
7 |
2 |
|
|
| 3-4 |
8 |
2 |
|
|
8 |
2 |
|
|
9 |
2 |
|
|
| 4-8 |
|
|
|
|
|
|
|
|
14.0 |
1 |
|
|
| Other |
19.7 |
2 |
|
1 |
15.7 |
7 |
3 |
|
11.9 |
10 |
2 |
|
Average Class Size and Class Size
Distribution (Secondary)
This table displays by subject area the average class size and the
number of classrooms that fall into each size category (a range of total
students per classroom).
| Subject |
2006-07
|
2007-08
|
2008-09
|
| Avg. Class
Size |
Number
of Classrooms |
Avg. Class
Size |
Number
of Classrooms |
Avg. Class
Size |
Number
of Classrooms |
| 1-22 |
23-32 |
33+ |
1-22 |
23-32 |
33+ |
1-22 |
23-32 |
33+ |
| English |
21.0 |
2 |
0 |
|
26.6 |
|
5 |
|
19.0 |
4 |
1 |
|
| Mathematics |
16.7 |
2 |
1 |
|
26.0 |
|
1 |
|
|
|
|
|
| Science |
14.0 |
3 |
|
|
17.4 |
4 |
1 |
|
20.0 |
4 |
|
1 |
| Social Science |
21.0 |
2 |
|
|
28.0 |
|
2 |
|
18.0 |
1 |
2 |
|
III. School Climate
School Safety Plan (School Year
2008-09)
This section provides information about the school's
comprehensive safety plan.
| Summerville High has a school safety plan, which includes proceeding
into lockdown and evacuation situations. The plan includes contacting and
gaining the assistance of appropriate law enforcement agencies. Practice
drills are carried out each year. |
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 |
| 2006-07 |
2007-08 |
2008-09 |
2006-07 |
2007-08 |
2008-09 |
| Suspensions |
|
|
|
33.6 |
28.1 |
8 |
| Expulsions |
|
|
|
1.4 |
0.0 |
0 |
IV. School Facilities
School Facility Conditions and Planned
Improvements (School Year 2009-10)
This section provides information about the condition of the
school’s grounds, buildings, and restrooms, and a description of any planned or
recently completed facility improvements.
School Facility Good Repair Status
(School Year 2009-10)
This table displays the results of the most recently
completed school site inspection to determine the school facility’s good repair
status.
| System Inspected |
Repair Status |
Repair Needed and Action Taken or
Planned |
| Exemplary |
Good |
Fair |
Poor |
| Systems: Gas Leaks,
Mechanical/HVAC, Sewer |
|
X |
|
|
N/A |
| Interior: Interior
Surfaces |
|
X |
|
|
N/A |
| Cleanliness: Overall
Cleanliness, Pest/ Vermin Infestation |
|
X |
|
|
N/A |
| Electrical:
Electrical |
|
X |
|
|
N/A |
| Restrooms/Fountains:
Restrooms, Sinks/ Fountains |
|
X |
|
|
N/A |
| Safety: Fire Safety,
Hazardous Materials |
|
X |
|
|
N/A |
| Structural:
Structural Damage, Roofs |
|
X |
|
|
N/A |
| External:
Playground/School Grounds, Windows/ Doors/Gates/Fences |
|
X |
|
|
N/A |
| Overall Rating
|
Good |
N/A |
V. Teachers
Teacher Credentials
This table displays the number of teachers assigned to the
school with a full credential, without a full credential, and those teaching
outside of their subject area of competence. Detailed information about teacher
qualifications can be found on the CDE DataQuest Web page.
| Teachers |
School |
District |
| 2006-07 |
2007-08 |
2008-09 |
2008-09 |
| With Full
Credential |
16 |
18 |
23 |
57 |
| Without Full
Credential |
0 |
0 |
0 |
1 |
| Teaching Outside Subject
Area of Competence |
LEA Provided |
LEA Provided |
LEA Provided |
N/A
|
Teacher Misassignments and Vacant Teacher
Positions
This table displays the number of teacher misassignments
(teachers assigned without proper legal authorization) and the number of vacant
teacher positions (not filled by a single designated teacher assigned to teach
the entire course at the beginning of the school year or semester). Note: Total
Teacher Misassignments includes the number of Misassignments of Teachers of
English Learners.
| Indicator |
2007-08 |
2008-09 |
2009-10 |
| Misassignments of Teachers of English
Learners |
0 |
0 |
0 |
| Total Teacher Misassignments
|
0 |
0 |
0 |
| Vacant Teacher Positions |
0 |
0 |
0 |
Core Academic Classes Taught by No Child
Left Behind Compliant Teachers (School Year 2008-09)
This table displays the percent of classes in core academic
subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant
teachers in the school, in all schools in the district, in high-poverty schools
in the district, and in low-poverty schools in the district. High poverty
schools are defined as those schools with student participation of approximately
75 percent or more in the free and reduced price meals program. Low poverty
schools are those with student participation of approximately 25 percent or less
in the free and reduced price meals program. More information on teacher
qualifications required under NCLB can be found on the CDE Improving Teacher and Principal
Quality Web page.
| Location of Classes |
Percent of Classes In Core Academic
Subjects |
| Taught by NCLB Compliant Teachers
|
Taught by Non-NCLB Compliant
Teachers |
| This
School |
96.4 |
3.6
|
| All Schools in District
|
93.5 |
6.5
|
| High-Poverty Schools in
District |
100.0 |
0.0
|
| Low-Poverty Schools in
District |
96.3 |
3.7
|
VI. Support Staff
Academic Counselors and Other Support
Staff (School Year 2008-09)
This table displays, in units of full-time equivalents (FTE),
the number of academic counselors and other support staff who are assigned to
the school and the average number of students per academic counselor. One FTE
equals one staff member working full time; one FTE could also represent two
staff members who each work 50 percent of full time.
| Title |
Number of FTE Assigned to School |
Average Number of Students per Academic
Counselor |
| Academic Counselor |
0.1 |
11 |
| Library Media Teacher
(Librarian) |
0.5 |
11 |
| Psychologist |
0 |
11 |
| Social Worker |
0 |
11 |
| Nurse |
.05 |
11 |
| Speech/Language/Hearing
Specialist |
0.5 |
11 |
| Resource Specialist
(non-teaching) |
2.5 |
11 |
| Other |
|
|
VII. Curriculum and Instructional
Materials
Quality, Currency, Availability of
Textbooks and Instructional Materials (School Year 2009-10)
This table displays information about the quality, currency,
and availability of the standards-aligned textbooks and other instructional
materials used at the school, and information about the school’s use of any
supplemental curriculum or non-adopted textbooks or instructional
materials.
| Core Curriculum Area |
Quality, Currency, and Availability of Textbooks and
Instructional Materials |
Percent of Pupils Who Lack Their Own Assigned Textbooks
and Instructional Materials |
| Reading/Language Arts |
All books are current and in good condition |
0% |
| Mathematics |
All books are current and in good condition |
0% |
| Science |
All books are current and in good condition |
0% |
| History-Social Science |
All books are current and in good condition |
0% |
| Foreign Language |
All books are current and in good condition |
0% |
| Health |
All books are current and in good condition |
0% |
| Visual and Performing Arts
|
All books are current and in good condition |
0% |
| Science Laboratory Equipment (grades
9-12) |
All books are current and in good condition |
0% |
VIII. School Finances
Expenditures Per Pupil and School Site
Teacher Salaries (Fiscal Year 2007-08)
This table displays a comparison of the school’s per pupil
expenditures from unrestricted (basic) sources with other schools in the
district and throughout the state, and a comparison of the average teacher
salary at the school site with average teacher salaries at the district and
state levels. Detailed information regarding school expenditures can be found on
the CDE Current Expense of Education
& Per-pupil Spending Web page and teacher salaries can be found on the
CDE Certificated Salaries &
Benefits Web page.
| Level |
Total Expenditures Per Pupil |
Expenditures Per Pupil (Supplemental /
Restricted) |
Expenditures Per Pupil (Basic /
Unrestricted) |
Average Teacher Salary |
| School Site |
LEA Provided |
LEA Provided |
LEA Provided |
LEA Provided |
| District |
N/A |
N/A |
LEA Provided |
$74,557 |
| Percent Difference – School Site and
District |
N/A |
N/A |
LEA Provided |
LEA Provided |
| State |
N/A |
N/A |
$5,512 |
$58,038 |
| Percent Difference – School Site and
State |
N/A |
N/A |
LEA Provided |
LEA Provided |
Types of Services Funded (Fiscal Year
2008-09)
This section provides information about the programs and
supplemental services that are available at the school and funded through either
categorical or other sources.
|
Gold Rush has many vendors in areas of physical
education, tutoring and music. |
Teacher and Administrative Salaries
(Fiscal Year 2007-08)
This table displays district salaries for teachers,
principals, and superintendents, and compares these figures to the state
averages for districts of the same type and size. The table also displays
teacher and administrative salaries as a percent of a district's budget, and
compares these figures to the state averages for districts of the same type and
size based on the salary schedule. Detailed information regarding salaries may
be found on the CDE Certificated
Salaries & Benefits Web page.
| Category |
District Amount |
State Average For Districts In Same Category
|
| Beginning Teacher Salary |
$42,554 |
$38,831 |
| Mid-Range Teacher Salary |
$68,616 |
$56,922 |
| Highest Teacher Salary |
$93,312 |
$74,856 |
| Average Principal Salary
(Elementary) |
N/A |
N/A |
| Average Principal Salary (Middle)
|
$100,642 |
$100,642 |
| Average Principal Salary (High)
|
$110,708 |
$98,073 |
| Superintendent Salary |
$174,191 |
$123,002 |
| Percent of Budget for Teacher
Salaries |
38.20 % |
30.20 % |
| Percent of Budget for Administrative
Salaries |
9.20 % |
5.20 %
|
IX. Student
Performance
Standardized Testing and Reporting
Program
The Standardized Testing and Reporting (STAR) Program consists of
several key components, including the California Standards Tests (CSTs); the
California Modified Assessment (CMA), and the California Alternate Performance
Assessment (CAPA). The CSTs show how well students are doing in relation to the
state content standards. The CSTs include English-language arts (ELA) and
mathematics in grades two through eleven; science in grades five, eight, and
nine through eleven; and history-social science in grades eight, and ten through
eleven. The CAPA includes ELA, mathematics, and science in grades two through
eleven, and for science for grades five, eight, and ten. The CAPA is given to
those students with significant cognitive disabilities whose disabilities
prevent them from taking either the CSTs with accommodations or modifications or
the CMA with accommodations. The CMA includes ELA and mathematics for grades
three through eight and science in grade five and is an alternate assessment
that is based on modifiedachievement standards. The CMA is designed to assess
those students whose disabilities preclude them from achieving grade-level
proficiency on an assessment of the California content standards with or without
accommodations. Student scores are reported as performance levels. Detailed
information regarding the STAR Program results for each grade and performance
level, including the percent of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR)
Results Web site. Program information regarding the STAR Program can be
found in the Explaining
2008 STAR Program Summary Results to the Public guide. Note: Scores are not
shown when the number of students tested is ten or less, either because the
number of students in this category is too small for statistical accuracy or to
protect student privacy. In no case shall any group score be reported that would
deliberately or inadvertently make public the score or performance of any
individual student.
Standardized Testing and Reporting
Results for All Students – Three-Year Comparison
This table displays the percent of students achieving at the
Proficient or Advanced level (meeting or exceeding the state
standards).
| Subject |
School |
District |
State |
| 2006-07 |
2007-08 |
2008-09 |
2006-07 |
2007-08 |
2008-09 |
2006-07 |
2007-08 |
2008-09 |
| English-Language
Arts |
38 |
36 |
36 |
51 |
52 |
56 |
43 |
46 |
50 |
| Mathematics
|
21 |
21 |
22 |
17 |
20 |
27 |
40 |
43 |
46 |
| Science |
22 |
30 |
32 |
47 |
42 |
56 |
38 |
46 |
50 |
| History-Social
Science |
9 |
23 |
16 |
28 |
34 |
37 |
33 |
36 |
41 |
| Note: Scores are not shown
when the number of students tested is 10 or less because the number of
students in this category is too small for statistical accuracy or privacy
protection. In no case shall any group score be reported that would
deliberately or inadvertently make public the score or performance of any
individual student. |
Standardized Testing and Reporting
Results by Student Group (School Year 2008-09)
This table displays the percent of students, by group,
achieving at the Proficient or Advanced level (meeting or exceeding the state
standards) for the most recent testing period.
| Group |
Percent of Students Scoring at Proficient or
Advanced |
| English-Language
Arts |
Mathematics
|
Science |
History-Social
Science |
| African American |
*
|
* |
*
|
* |
| American Indian or Alaska Native |
*
|
* |
*
|
* |
| Asian |
|
|
|
|
| Filipino |
|
|
|
|
| Hispanic or Latino |
42 |
* |
*
|
* |
| Pacific Islander |
*
|
* |
*
|
* |
| White (not Hispanic) |
34 |
23 |
33 |
15 |
| Male |
32
|
25 |
32
|
20 |
| Female |
41
|
19 |
32
|
12 |
| Economically Disadvantaged |
23 |
3 |
19 |
6 |
| English Learners |
|
|
|
|
| Students with Disabilities |
29 |
15 |
*
|
* |
| Students Receiving Migrant Education Services |
*
|
* |
*
|
|
Note: Scores are not shown when
the number of students tested is 10 or less because the number of students in
this category is too small for statistical accuracy or privacy protection. In no
case shall any group score be reported that would deliberately or inadvertently
make public the score or performance of any individual student.
California High School Exit Examination
Results by Performance Level for Student Groups – Most Recent Year
This table
displays the percent of students, by group, achieving at each performance level
in English language-arts and mathematics for the most recent testing
period.
| Group |
English |
Mathematics
|
| Not Proficient
|
Proficient |
Advanced |
Not Proficient
|
Proficient |
Advanced |
| All Students
|
41.7 |
50.0 |
8.3 |
66.7 |
33.3 |
0.0 |
| Male |
* |
* |
* |
* |
* |
* |
| Female |
* |
* |
* |
* |
* |
* |
| African
American |
* |
* |
* |
* |
* |
* |
| American Indian or Alaska Native |
* |
* |
* |
* |
* |
* |
| Asian |
* |
* |
* |
* |
* |
* |
| Filipino
|
* |
* |
* |
* |
* |
* |
| Hispanic or
Latino |
* |
* |
* |
* |
* |
* |
| Pacific
Islander |
* |
* |
* |
* |
* |
* |
| White (not
Hispanic) |
* |
* |
* |
* |
* |
* |
| English
Learners |
* |
* |
* |
* |
* |
* |
| Socioeconomically Disadvantaged |
* |
* |
* |
* |
* |
* |
| Students Receiving Migrant Education Services |
* |
* |
* |
* |
* |
* |
| Students with Disabilities |
* |
* |
* |
* |
* |
*
|
Note: Scores are not shown when
the number of students tested is 10 or less, either because the number of
students in this category is too small for statistical accuracy or to protect
student privacy. In no case shall any group score be reported that would
deliberately or inadvertently make public the score or performance of any
individual student.
California Physical Fitness Test
Results (School Year 2008-09)
The California Physical Fitness Test is administered to
students in grades five, seven, and nine only. This table displays by grade
level the percent of students meeting fitness standards for the most recent
testing period. Detailed information regarding this test, and comparisons of a
school’s test results to the district and state levels, may be found on the CDE
Physical Fitness Testing (PFT) Web
page. Note: Scores are not shown when the number of students tested is ten or
less because the number of students in this category is too small for
statistical accuracy or privacy protection. In no case shall any group score be
reported that would deliberately or inadvertently make public the score or
performance of any individual student.
| Grade Level
|
Percent of Students Meeting Healthy Fitness Zones
|
| Four of Six
Standards |
Five of Six Standards |
Six of Six Standards |
| 5 |
25% |
15% |
5% |
| 7 |
30% |
20% |
10% |
| 9 |
20% |
15% |
5% |
X. Accountability
Academic Performance
Index
The Academic Performance Index (API) is an annual measure of
the academic performance and progress of schools in California. API scores range
from 200 to 1,000, with a statewide target of 800. Detailed information about
the API can be found on the CDE Academic Performance Index (API) Web
page.
Academic Performance Index Ranks –
Three-Year Comparison
This table displays the school’s statewide and similar schools
API ranks. The statewide API rank ranges from one to ten. A statewide rank of
one means that the school has an API score in the lowest ten percent of all
schools in the state, while a statewide rank of ten means that the school has an
API score in the highest ten percent of all schools in the state. The similar
schools API rank reflects how a school compares to 100 statistically matched
“similar schools.” A similar schools rank of one means that the school’s
academic performance is comparable to the lowest performing ten schools of the
100 similar schools, while a similar schools rank of ten means that the school’s
academic performance is better than at least 90 of the 100 similar
schools.
| API Rank |
2006 |
2007 |
2008 |
| Statewide
|
|
4 * |
4 * |
| Similar
Schools |
|
N/A |
N/A
|
| "N/A" |
means a number is not applicable or not available due
to missing data. |
| "B" |
means this is either an LEA or an Alternative Schools
Accountability Model (ASAM) school. Schools participating in the ASAM do
not currently receive growth, target information, or statewide or similar
schools rankings on this report in recognition of their markedly different
educational missions and populations served. ASAM schools are covered
under the Alternative Accountability system as required by Education Code
Section 52052 and not the API accountability system. However, API
information is needed to comply with the federal No Child Left Behind
(NCLB) law. Growth, target and rank information are not applicable to
LEAs. |
| "C" |
means this is a special education school. Statewide and
similar schools ranks are not applicable to special education
schools. |
| " * " |
means this API is calculated for a small school or a
small LEA, defined as having between 11 and 99 valid STAR Program test
scores included in the API. APIs based on small numbers of students are
less reliable and therefore should be carefully interpreted. Similar
schools ranks are not calculated for small schools. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Academic Performance Index Growth by
Student Group – Three-Year Comparison
This table displays, by student group, the actual API changes
in points added or lost for the past three years, and the most recent API score.
Note: "N/A" means that the student group is not numerically
significant.
| Group |
Actual API
Change |
Growth API Score
|
| 2006-07 |
2007-08 |
2008-09 |
2009 |
| All Students at the School |
60
|
6
|
-5
|
672
|
| African American |
|
|
|
|
| American Indian or Alaska Native |
|
|
|
|
| Asian |
|
|
|
|
| Filipino |
|
|
|
|
| Hispanic or Latino |
|
|
|
|
| Pacific Islander |
|
|
|
|
| White (not Hispanic) |
49
|
11
|
-2
|
689
|
| Socioeconomically Disadvantaged |
|
|
|
|
| English Learners |
|
|
|
|
| Students with Disabilities |
|
|
|
|
|
| "N/A" |
means a number is not applicable or not available due
to missing data. |
| "*" |
means this API is calculated for a small school,
defined as having between 11 and 99 valid Standardized Testing and
Reporting (STAR) Program test scores included in the API. The API is
asterisked if the school was small either in 2008 or 2009. APIs based on
small numbers of students are less reliable and therefore should be
carefully interpreted. |
|
|
|
|
|
|
|
|
Adequate Yearly
Progress
The federal NCLB Act requires that all schools and districts
meet the following Adequate Yearly Progress (AYP) criteria:
- Participation rate on the state’s standards-based
assessments in ELA and mathematics
- Percent proficient on the state’s standards-based
assessments in ELA and mathematics
- API as an additional indicator
- Graduation rate (for secondary schools)
Detailed information about AYP, including participation rates
and percent proficient results by student group, can be found on the CDE Adequate Yearly Progress (AYP) Web
page.
Adequate Yearly Progress Overall and by
Criteria (School Year 2008-09)
This table displays an indication of whether the school and
the district made AYP overall and whether the school and the district met each
of the AYP criteria.
| AYP Criteria |
School |
District |
| Overall |
No |
Yes |
| Participation Rate - English-Language Arts |
Yes |
Yes |
| Participation Rate - Mathematics |
Yes |
Yes |
| Percent Proficient - English-Language Arts |
Yes |
Yes |
| Percent Proficient - Mathematics |
No |
Yes |
| API |
Yes |
Yes |
| Graduation
Rate |
Yes |
Yes
|
| "Yes" |
Met 2009 AYP Criteria |
| "No" |
Did not Meet 2009 AYP Criteria
|
Federal Intervention Program (School Year
2009-10)
Schools and districts receiving federal Title I funding enter
Program Improvement (PI) if they do not make AYP for two consecutive years in
the same content area (ELA or mathematics) or on the same indicator (API or
graduation rate). After entering PI, schools and districts advance to the next
level of intervention with each additional year that they do not make AYP.
Detailed information about PI identification can be found on the CDE Adequate Yearly Progress (AYP) Web
page.
| Indicator |
School |
District |
| Program
Improvement Status |
|
Not In PI |
| First Year of Program Improvement |
N/A |
" |
| Year in
Program Improvement |
N/A |
" |
| Number of Schools Currently in Program Improvement
|
N/A |
" |
| Percent of Schools Currently in Program Improvement
|
N/A |
" |
XI. School Completion and Postsecondary
Preparation
Admission Requirements for California
Public Universities
University of California
Admission requirements for the University of California (UC)
follow guidelines set forth in the Master Plan, which requires that the top
one-eighth of the state's high school graduates, as well as those transfer
students who have successfully completed specified college work, be eligible for
admission to the UC. These requirements are designed to ensure that all eligible
students are adequately prepared for University-level work. For general
admissions requirements please visit the General
Admissions Information Web page (Outside Source).
California State University
Admission requirements for the California State University
(CSU) use three factors to determine eligibility. They are specific high school
courses; grades in specified courses and test scores; and graduation from high
school. Some campuses have higher standards for particular majors or students
who live outside the local campus area. Because of the number of students who
apply, a few campuses have higher standards (supplementary admission criteria)
for all applicants. Most CSU campuses utilize local admission guarantee policies
for students who graduate or transfer from high schools and colleges that are
historically served by a CSU campus in that region. For general admissions
requirements please visit the Undergraduate Admission &
Requirements Web page (Outside Source).
Dropout Rate and Graduation
Rate
This table displays the school’s one-year dropout and
graduation rates for the most recent three-year period for which data are
available. For comparison purposes, data are also provided at the district and
state levels. Detailed information about dropout rates and graduation rates can
be found on the CDE DataQuest Web
page.
| Indicator
|
School |
District
|
State |
| 2005-06 |
2006-07 |
2007-08 |
2005-06 |
2006-07 |
2007-08 |
2005-06 |
2006-07 |
2007-08 |
| Dropout Rate (1-year) |
|
23.6 |
3.1 |
|
|
|
3.5 |
4.4 |
3.9 |
| Graduation Rate |
|
65.5 |
90.3 |
|
|
|
83.4 |
80.6 |
80.2 |
Completion of High School Graduation
Requirements
Students in California public schools must pass both the ELA
and mathematics portions of the CAHSEE to receive a high school diploma. For
students who began the 2008-09 school year in grade twelve this table displays
by student group the percent who met all state and local graduation requirements
for grade twelve completion.
| Group |
Graduating Class of 2009 |
| School |
District |
State |
| All
Students |
86% |
LEA Provided |
N/A |
| African
American |
100% |
LEA Provided |
N/A |
| American Indian or Alaska Native |
100% |
LEA Provided |
N/A |
| Asian
|
90% |
LEA Provided |
N/A |
| Filipino |
N/A |
LEA Provided |
N/A |
| Hispanic or Latino |
90% |
LEA Provided |
N/A |
| Pacific
Islander |
90% |
LEA Provided |
N/A |
| White (not Hispanic) |
100% |
LEA Provided |
N/A |
| Socioeconomically Disadvantaged |
35% |
LEA Provided |
N/A |
| English
Learners |
N/A |
LEA Provided |
N/A |
| Students with Disabilities |
90% |
LEA Provided |
N/A |
Career Technical Education Programs
(School Year 2008-09)
This section provides information about the degree to which
pupils are prepared to enter the workforce, including a list of career technical
education (CTE) programs offered at the school.
Career Technical Education Participation
(School Year 2008-09)
This table displays information about participation in the
school’s CTE programs.
| Measure |
CTE Program
Participation |
| Number of the
school’s pupils participating in CTE |
N/A |
| Percent of the school's pupils completing a CTE program and
earning a high school diploma |
N/A |
| Percent of school's CTE courses sequenced or articulated between
the school and institutions of postsecondary education |
N/A |
Courses for University of California
and/or California State University Admission (School Year
2007-08)
This table displays, for the most recent year, two measures
related to the school’s courses that are required for University of California
(UC) and/or California State University (CSU) admission. Detailed information
about student enrollment in, and completion, of courses required for UC/CSU
admission can be found on the CDE DataQuest Web page.
| UC/CSU Course Measure |
Percent |
| Students Enrolled in Courses Required for UC/CSU
Admission |
1.6 |
| Graduates Who Completed All Courses Required for UC/CSU
Admission |
|
XII. Instructional Planning and
Scheduling
Professional
Development
This section provides information on the annual number of
school days dedicated to staff development for the most recent three-year
period.
|
GRCS has provided 6 staff development days with in the
last 3 years for continued education, instruction and development. These
days introduce new methods of teaching to offer a safe, stimulating learning
environment conducive to making students life long learners. |
XIII. National Assessment of
Educational Progress
National Assessment of Educational
Progress
The National Assessment of Educational Progress (NAEP) is a
nationally representative assessment of what America's students know and can do
in various subject areas. Assessments are conducted periodically in mathematics,
reading, science, writing, the arts, civics, economics, geography, and U.S.
history. Student scores for reading and mathematics are reported as performance
levels (i.e., basic, proficient, and advanced) and the participation of students
with disabilities and English language learners is reported based on three
levels (identified, excluded, and assessed). Detailed information regarding the
NAEP results for each grade, performance level, and participation rate can be
found on the National Assessment
of Educational Progress Web page (Outside Source).
Note: Only a sample group of California's schools and
districts participate in the NAEP testing cycle. Therefore, students in any
particular school or district may not be included in these results. The NAEP
reflects state test results and is not reflective of either the LEA or the
individual school. Comparisons of student performance on the NAEP and student
performance on the Standardized Testing and Reporting (STAR) Program assessments
cannot be made without an understanding of the key differences between the two
assessment programs. For example, the NAEP only assesses grades four, eight and
twelve and for long-term trends assesses grades nine, thirteen, and seventeen.
Additionally, the NAEP only provides state test results for grades four and
eight. The California Standards Tests (CSTs) are based on a different set of
standards than the NAEP assessments. For example, the NAEP is not aligned with
California academic content and achievement standards and, therefore, does not
necessarily reflect the curriculum and instruction to which students are exposed
in the classroom. The NAEP assesses reading and writing separately, while the
CSTs assess English-language arts (ELA), encompassing reading as well as writing
conventions, spelling, and grammar. Scores on the CSTs and other assessments are
not directly comparable to those on NAEP. The averages and percentages presented
are estimates based on samples of students rather than on entire populations.
Finally, the questions students respond to are only a sample of the knowledge
and skills covered by the NAEP frameworks. Information on the differences
between NAEP and CST can be found on the CDE National Assessment of Educational
Progress (NAEP) Web page.
National Assessment of Educational
Progress Reading and Mathematics Results by Grade Level –
Aggregated
This table displays the scale scores and achievement levels
on the National Assessment of Educational Progress Results for reading (2007)
and mathematics (2009) for grades four and eight
| Subject and Grade
Level |
Average Scale Score
|
State Percent at Achievement
Level |
| State |
National |
Basic |
Proficient |
Advanced |
| Reading 2007, Grade 4
|
209 |
220 |
27 |
45 |
27 |
| Reading 2007, Grade 8
|
251 |
261 |
58 |
1 |
0 |
| Mathematics 2009, Grade
4 |
232 |
239 |
36 |
36 |
27 |
| Mathematics 2009, Grade
8 |
270 |
282 |
22 |
33 |
0
|
National Assessment of Educational
Progress Reading and Mathematics Results for Students with Disabilities and/or
English Language Learners by Grade Level – Aggregated
This table displays the state and national participation
rates on the National Assessment of Educational Progress for reading (2007) and
mathematics (2009) for students with disabilities and/or English language
learners for grades four and eight.
| Subject and
Grade Level |
State Participation
Rate |
National Participation
Rate |
| Students With Disabilities
|
English Language Learners |
Students With Disabilities
|
English Language Learners
|
| Reading 2007, Grade 4
|
74 |
93 |
65 |
80 |
| Reading 2007, Grade 8
|
78 |
92 |
66 |
77 |
| Mathematics 2009, Grade
4 |
79 |
96 |
84 |
94 |
| Mathematics 2009, Grade
8 |
85 |
96 |
78 |
92
|