School Accountability Report Card Reported for School Year 2008-09 Published

8/14/2019 School Accountability Report Card Reported for School Year 2008-09 Published

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School Accountability Report Card Reported forSchool Year 2008-09 Published During 2009-10

Executive Summary School Accountability Report Card,2008-09

Ferndale Elementary SchoolAddress: 164 Shaw Ave., Ferndale CA 95536 Phone: 707-786-

Principal: Paul Meyers Grade Span: K - 8

This executive summary of the School Accountability Report Card (SARC) is intended to provide parentsand community members with a quick snapshot of school accountability. The data presented in this reportare reported for the 2008-09 school year, except the School Finances and School Completion data thatare reported for the 2007-08 school year. For additional information about the school, parents andcommunity members should review the entire SARC or contact the school principal or the district office.

About This SchoolNarrative to be provided by LEA

Student EnrollmentGroup Percen

African American %

American Indian or Alaska Native 1.85 %

Asian 1.23 %

Filipino %

Hispanic or Latino 16.36 %

Pacific Islander %

White (not Hispanic) 80.56 %

Multiple or No Response %

Socioeconomically Disadvantaged 24.00 %

English Learners 7.00 %

Students with Disabilities 18.00 %

Total Number of Students 324

TeachersIndicator Teac

Teachers with full credential 1

Teachers without full credential 0

Teachers Teaching Outside Subject Area of Competence

Misassignments of Teachers of English Learners

Total Teacher Misassignments

Student PerformanceSubject Students Proficient and Above on California Standards Tests


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English-Language Arts % LEA Provided

Mathematics % LEA Provided

Science % LEA Provided

History-Social Science % LEA Provided

Academic Progress Indicator Res2009 Growth API Score (from 2009 Growth API Report) 81

Statewide Rank (from 2008 Base API Report) 6

2009-10 Program Improvement Status (PI Year) Not

School Facilities

Summary of Most Recent Site Inspection

Narrative to be provided by LEA

Repairs Needed


Corrective Actions Taken or Planned


Curriculum and Instructional MaterialsCore Curriculum Areas Pupils Who Lack Textbooks and Instructional Materi

Reading/Language Arts % LEA Provided

Mathematics % LEA ProvidedScience % LEA Provided

History-Social Science % LEA Provided

Foreign Language % LEA Provided

Health % LEA Provided

Visual and Performing Arts % LEA Provided

Science Laboratory Equipment (grades 9-12) % LEA Provided

School FinancesLevel Expenditures Per Pupil (Unrestricted Sources Only)

School Site $ LEA Provided

District $ LEA Provided

State $5,512

School CompletionIndicator Result

Graduation Rate %

NAEP Reading, Grade 4


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Level Resul

Average Scale Score - State 209

Average Scale Score - National 220

Achievement Level - Basic 30%

Achievement Level - Proficient 18%

Achievement Level - Advanced 5%

NAEP Reading, Grade 8Level Resul






NAEP Mathematics, Grade 4

Level ResulAverage Scale Score - State 232





NAEP Mathematics, Grade 8Level Resul







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School Accountability Report Card Reported for School Year2008-09 Published During 2009-10

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. Moreinformation 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 shouldcontact 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 additionalinformation 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., AcademicPerformance 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., theCalifornia State Library). Access to the Internet at libraries and public locations is generally provided on afirst-come, first-served basis. Other use restrictions include the hours of operation, the length of time thata workstation may be used (depending on availability), the types of software programs available on aworkstation, 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

Ferndale

Elementary

District

Name

Ferndale

Unified

Street

164ShawAve.

Phone

Number

707-786-

5900

City,State, Zip

Fernd

ale ,CA95536

WebSite

www.f

erndalek12.org

Phone

Number

707-786-5300

Superintendent

Denise

Jones

Principal

PaulMeye

E-mail

dejones@h
http://www.cde.ca.gov/ta/ac/sa/http://dq.cde.ca.gov/dataquest/http://www.cde.ca.gov/ta/ac/sa/http://dq.cde.ca.gov/dataquest/


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rsAddress

umboldt.k12.ca.us

E-mailAddress

[email protected]

CDSCode

12-75374

-

6007843

School Description and Mission Statement (School Year 2008-09)

School Description and Mission Statement (School Year 2008-09)

FerndaleElem

entary

School islocated inthe

scenic EelRiverValley ofHum

boldtCounty

andserves thehistor

ic"VictorianVillage ofFerndale.

Weare aK-8

school

withapproximately


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325students.Wetakegreat

pridein ourstude

ntsandfeelthattheiroutstandin

gachieveme

ntandfine

characteris a

directreflection

of thecarin

genvironme

ntprovidedour

quality

staff,supportiveparents,andinvol

vedcom

munity.

Mission

Statement

:


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FerndaleUnified

School

District, inpartnershi

pwithparentsandthecom

munity, willprovidein a

structured,safe,efficientandcarin

genvironment, a

challenging andstimulatingeducation

alexperiencemeeti

ngthe

needs ofall

studentsandprovidingthem


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withthe

skillsnecessary

to

succeedin thehome

s,workplaces andcom

munities oftodayand

tomorrow.The

District willalsostrive

todevel

opthe

qualities ofgood

characterand

responsibl

ecitizenship

byfoster

ingself-

estee

m,self-discipline,and

respect forthe

rights


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ofother

sandstewardsh

ip ofourplane

t.

Opportunities for Parental Involvement (School Year 2008-09)

Opportunities for Parental Involvement (School Year 2008-09)

Wewelc

omeparentalinvolvement atFerndaleElementar

yScho

ol.

Parentsare

encouraged tovolunteerin

theirchild

sclassroom, inthe

library, thecomputerlab,

or onfield


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trips.Pare

ntvolunteersplay

anactive role

inmany

ofour

school

activities,fund-raiser

s,and

athletic

events.

Parentsalso

servein

leadershiproles

onour

School

SiteCoun

cilandPare

ntClub.Ferndale

is agivin

gcom

munity andmany

ofour


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parents

willingly

contribute

intheirareas

ofexpertiseto

enhanceour

schools

programsor

improveour

school

facility.

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

41

Grade 1

33

Grade 2

39

Grade 3 36

Grade 4

34

Grade 5

37

Grade 6

28

Grad 37


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e 7

Grade 8

39

UngradedElem

entary

0

Grade 9

0

Grade 10

0

Grade 11

0

Grade 12

0

UngradedSeco

ndary

0

TotalEnrollment

324

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 aparticular group.

Group

Percent ofTotalEnrollment

African

American

%

AmericanIndian or

Alaska

Native

1.85%

Asian

1.23%

Filipino

%

Hispanic

16.36%


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orLatino

Pacific

Islander

%

White

(notHispanic)

80.56%

Multiple

or NoResponse

%

Socioeconomi

callyDisadvantaged

24.00%

English

Learners

7.00%

StudentswithDisabilitie

s

18.00%

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 eachsize category (a range of total students per classroom).

Grade

Level

2006-07 2007-08 2008-09

Avg

.ClassSize

Number

ofClassrooms

Avg.Clas

s

Size

Number ofClassrooms

Avg.Clas

s

Size

Number ofClassrooms

1-20

21-32

33+

1-20 21-32 33+ 1-20 21-32 33+


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K

21.0

1 114.5 2 20.5 1 1

1

21.0

218.5 2 19.5 1 1

2

16.0

221.5 19.5 2

3

17.5

222.0 1 18.0 2

4

30.0

129.0 1 24.0 1

5 28.0 1 27.0 1

6

25.0

118.5 2 28.0 1

K-3

3-4 20.0 1

4-8

25.0

220.0 1

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 intoeach size category (a range of total students per classroom).

Subject

2006-07 2007-08 2008-09

Avg.Clas

Numberof

Classrooms

Avg.Clas

sSize

Number ofClassrooms

Avg.Clas

sSize

Number ofClassrooms


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sSize

1-22

23-32

33+

1-2223-32

33+ 1-2223-32

33+

English

16.5

4 00 19.0 4 0

Mathematics

17.0

417.0 4 19.0 4

Science

16.8

417.0 4 19.0 4

Social

Science

16.3

416.8 4 19.0 4

III. School Climate

School Safety Plan (School Year 2008-09)

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

TheFerndaleUnified

School

District

Comprehensiv

eScho

olSafet

yPlanwascreated inOcto


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ber1998,andhas

beenrevie

wedandupdat

edannually

sincethat

date.ThePlanincludes

District

policies

covering

school

rules,disciplineprocedures

,

childabus

ereporting

procedures, andplans

fordisas

terprep

arednessintegratedwiththe

Communit

y


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Disaster

Plan.The

School

SiteCouncil

hasthe

responsibility ofreviewingand

updatingthe

School

Safety

Plan.

Suspensions and Expulsions

This table displays the rate of suspensions and expulsions (the total number of incidents divided by thetotal 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

7.1

2.9

3.1 7.4 5.1 8.0

Expu

lsions

0.

0

0.

0

0.

0 0.0 0.0 0.0

IV. School Facilities

School Facility Conditions and Planned Improvements (School Year2009-10)


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This section provides information about the condition of the schools grounds, buildings, and restrooms,and a description of any planned or recently completed facility improvements.

Themain

building ofFerndaleElementar

yScho

olwasbuiltin

1924.Thetopfloorhousesthe

mainoffice

,principalsoffice, sixclass

rooms,

counselin

groom

,speech

room, andtwostaff

bathrooms. Inthe

basementare

threeclass


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rooms; the

ELroom, staffwork

room,custodialand

storage

rooms,

andtwo

student

bathrooms. An

elevatorandtwostairwaysconnectthetwo

floors

. Anewheating

system

andkitchen

remodelwas

comp

letedin

2008.A

newprima

rywingwas


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builtin

2001andhouses

eightclassroom

s,librar

y,computerlab,

reading

room, andstafflunchroom. Afull-sizegymwasbuiltin

1967,and anew

multi-

purpose

roomwasattached

to thegymin

2001.

School Facility Good Repair Status (School Year 2009-10)

This table displays the results of the most recently completed school site inspection to determine theschool facilitys good repair status.

System

Inspected

Repair

Status

Repair

Needed

andEGFP


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xemplar

y

oo

d

ai

r

oo

r

Action

TakenorPlann

Systems:GasLeak

s,Mechanical/HVAC,Sewer

N/A

LEAProvided

LEAProvided

LEAProvided

LEAProvid

ed

Interior:

Interior

Surfaces

N/A

LEAProvided

LEAProvided

LEAProvided

LEAProvid

ed

Cleanline

ss:Overall

Cleanliness,

Pest/Verm

inInfestation

N/A

LE

AProvided

LE

AProvided

LE

AProvided

LEAProvid

ed

Electrical:Electrical

N/A

LEAProvided

LEAProvided

LEAProvided

LEAProvid

ed

Rest NLLL LEA


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rooms/Fountains:Restrooms

,

Sinks/

Fountains

/A

EAProv

ided

EAProv

ided

EAProv

ided

Provided

Safety:

FireSafet

y,Hazardou

sMate

rials

N/A

LEAProvid

ed

LEAProvid

ed

LEAProvid

ed

LEAProvid

ed

Structura

l:StructuralDamage,Roofs

N/A

LEAProvided

LEAProvided

LEAProvided

LEAProvid

ed

External:Playground/SchoolGrounds,Windows/Doors/Gates/Fence

s

N/A

LEAProvided

LEAProvided

LEAProvided

LEAProvid

ed

Overall

Rating

LEAProvided

N/A

V. Teachers

Teacher Credentials


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This table displays the number of teachers assigned to the school with a full credential, without a fullcredential, and those teaching outside of their subject area of competence. Detailed information aboutteacher qualifications can be found on the CDEDataQuestWeb page.

Teachers

School

District

2006-07

2007-08

2008-09

2008-09

WithFullCredential

19

18

19

32

With

outFullCredential

0 0 0 0

TeachingOutsi

deSubject

Areaof

Competence

LEAProvide

d

LEAProvide

d

LEAProvide

d

N/A

Teacher Misassignments and Vacant Teacher Positions

This table displays the number of teacher misassignments (teachers assigned without proper legalauthorization) and the number of vacant teacher positions (not filled by a single designated teacherassigned to teach the entire course at the beginning of the school year or semester). Note: Total TeacherMisassignments includes the number of Misassignments of Teachers of English Learners.

Indicator

2007-08

2008-09

2009-10

Misassignments of

Teachers

ofEngli

shLear

LEAProvided

LEAProvided

LEAProvided
http://dq.cde.ca.gov/dataquest/http://dq.cde.ca.gov/dataquest/http://dq.cde.ca.gov/dataquest/http://dq.cde.ca.gov/dataquest/


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ners

TotalTeacher

Misassignments

LEAProvided

LEAProvided

LEAProvid

ed

Vacant

Teacher

Positions

LEAProvided

LEAProvided

LEAProvid

ed

Core Academic Classes Taught by No Child Left Behind CompliantTeachers (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 definedas those schools with student participation of approximately 75 percent or more in the free and reducedprice meals program. Low poverty schools are those with student participation of approximately 25percent or less in the free and reduced price meals program. More information on teacher qualificationsrequired under NCLB can be found on the CDE Improving Teacher and Principal Quality Web page.

Locationof

Classes

Percent ofClasses InCoreAcademicSubjects

TaughtbyNCLB

CompliantTeach

TaughtbyNon-NCLBComplia

ntTeachers
http://www.cde.ca.gov/nclb/sr/tq/http://www.cde.ca.gov/nclb/sr/tq/


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ers

ThisSchool

100.0

0.0

All

Schools inDistrict

100.0

0.0

High-Pove

rtySchools inDistrict

Low-Pove

rty

Schools inDistrict

10

0.0

0.0

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 othersupport staff who are assigned to the school and the average number of students per academiccounselor. One FTE equals one staff member working full time; one FTE could also represent two staffmembers who each work 50 percent of full time.

Title

Numberof

FTEAssigned

toSchool

Average

Number of

Studentsper

AcademicCounselor

AcademicCoun

selor

Library

Media

Teacher(Librarian

)

N/A


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Psychologist

N/A

Social

Worker

N/A

Nurse

N/A

Speech/Language/Hearin

gSpecialist

0.7 N/A

ResourceSpec

ialist(non-teaching)

N/A

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 schools use ofany supplemental curriculum or non-adopted textbooks or instructional materials.

CoreCurriculu

mArea Quality, Currency, and Availability of Textbooks

and Instructional MaterialsPercent of Pupils Who Lack Their Own Assigned

Textbooks and Instructional Materials

English/Language

Arts

K-5: Houghton Mifflin Reading (2003)6-8: Holt Language Arts Series (2003)

0

Mathematics

K-6: Harcourt: HSP Mathematics (2008)7-8: Prentice Hall Mathematics California

(2008)0

Science

K-6: Houghton-Mifflin Science (2007)7-8: CPO Science (2007)

0

History-Soci

K-5: Scott Foresman History-Social St. (2006)6-8: Glencoe Discovering Our Past (2006)

0


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alScience

VIII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year2007-08)

This table displays a comparison of the schools per pupil expenditures from unrestricted (basic) sourceswith other schools in the district and throughout the state, and a comparison of the average teacher salaryat the school site with average teacher salaries at the district and state levels. Detailed informationregarding school expenditures can be found on the CDECurrent Expense of Education & Per-pupilSpending Web page and teacher salaries can be found on the CDECertificated Salaries & BenefitsWebpage.

Level

TotalExpendituresPer

Pupil

ExpendituresPer

Pupil(Supplemental

/Restricted

)

ExpendituresPer

Pupil(Basi

c /Unrestricted)

Average

Teacher

Salary

School

Site

LEAProvided

LEAProvided

LEAProvided

LEAProvid

ed

District

N/A N/ALEAProvi

ded

$54,131

Percent

Difference

School

Siteand

District

N/A N/ALEAProvided

LEAProvid

ed

StateN/A N/A

$5,512

$56,376

Percent

Difference

School

Siteand

State

N/A N/A LEAProvided

LEAProvid

ed
http://www.cde.ca.gov/ds/fd/ec/http://www.cde.ca.gov/ds/fd/ec/http://www.cde.ca.gov/ds/fd/ec/http://www.cde.ca.gov/ds/fd/cs/http://www.cde.ca.gov/ds/fd/cs/http://www.cde.ca.gov/ds/fd/cs/http://www.cde.ca.gov/ds/fd/ec/http://www.cde.ca.gov/ds/fd/ec/http://www.cde.ca.gov/ds/fd/cs/


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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.

Stateand

Federal

categoricalfundsare

usedto

provide

Title Iservices,Scho

olImprovement,PeerAssistance

andReview,

Gifted andTalented

Education,Engli

shLanguage

Learnerservices,SafeandDrugFreeSchools


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program,scho

olcounselin

g,afterscho

olinterventio

n,and

Special

Educationservices.

Teacher and Administrative Salaries (Fiscal Year 2007-08)

This table displays district salaries for teachers, principals, and superintendents, and compares thesefigures to the state averages for districts of the same type and size. The table also displays teacher andadministrative salaries as a percent of a district's budget, and compares these figures to the stateaverages for districts of the same type and size based on the salary schedule. Detailed informationregarding salaries may be found on the CDE Certificated Salaries & Benefits Web page.

Category

District

Amount

StateAvera

ge

ForDistricts InSameCategory

BeginningTeacher

Salary

$34,458

$38,000

Mid-Rang

eTeacher

Salary

$52,291

$55,721

Highest

Teacher

Salar

$61,336

$71,548
http://www.cde.ca.gov/ds/fd/cs/http://www.cde.ca.gov/ds/fd/cs/


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y

Average

Principal

Salary

(Elementary)

$82,184

$85,858

Average

Principal

Salary

(Middle)

$91,479

Average

Principal

Salary

(High)

$93,937

Superintenden

tSalar

y

$90,000

$115,980

Percentof

Budget forTeacher

Salaries

40.70%

34.80%

Percentof

Budget forAdministrative

Salaries

4.80%

6.50%

IX. Student Performance

Standardized Testing and Reporting ProgramThe Standardized Testing and Reporting (STAR) Program consists of several key components, includingthe California Standards Tests (CSTs); the California Modified Assessment (CMA), and the CaliforniaAlternate Performance Assessment (CAPA). The CSTs show how well students are doing in relation tothe state content standards. The CSTs include English-language arts (ELA) and mathematics in grades


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two through eleven; science in grades five, eight, and nine through eleven; and history-social science ingrades eight, and ten through eleven. The CAPA includes ELA, mathematics, and science in grades twothrough eleven, and for science for grades five, eight, and ten. The CAPA is given to those students withsignificant cognitive disabilities whose disabilities prevent them from taking either the CSTs withaccommodations or modifications or the CMA with accommodations. The CMA includes ELA andmathematics for grades three through eight and science in grade five and is an alternate assessment thatis 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 Californiacontent 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, includingthe percent of students not tested, can be found on the CDEStandardized Testing and Reporting (STAR)Results Web site. Program information regarding the STAR Program can be found in theExplaining 2008STAR Program Summary Results to the Public guide. Note: Scores are not shown when the number ofstudents tested is ten or less, either because the number of students in this category is too small forstatistical accuracy or to protect student privacy. In no case shall any group score be reported that woulddeliberately 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-

LanguageArts

59

55

62

59 54 57 43 46 50

Mathematics

59

57

61

51 48 47 40 43 46

Science

66

75

75

64 75 72 38 46 50

History-

Social

Scie

nce

81

47

61

56 43 53 33 36 41

Note:Scoresarenot

shown

whenthe
http://star.cde.ca.gov/http://star.cde.ca.gov/http://star.cde.ca.gov/http://www.cde.ca.gov/ta/tg/sr/documents/starpkt5intrpts.pdfhttp://www.cde.ca.gov/ta/tg/sr/documents/starpkt5intrpts.pdfhttp://www.cde.ca.gov/ta/tg/sr/documents/starpkt5intrpts.pdfhttp://star.cde.ca.gov/http://star.cde.ca.gov/http://www.cde.ca.gov/ta/tg/sr/documents/starpkt5intrpts.pdfhttp://www.cde.ca.gov/ta/tg/sr/documents/starpkt5intrpts.pdf


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numberof

studentstested is

10 orlessbecausethe

numberof

studentsin

thiscategoryis too

smallfor

statisticalaccuracyor

privacy

protection.In nocaseshallany

group

score bereportedthatwoul

ddeliberately orinadverten

tlymak

epublic thescore or

performance ofany


33/49

individualstudent.

Standardized Testing and Reporting Results by Student Group (SchoolYear 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 atProficientor

Advanced

English-Langu

ageArts

Ma

thematics

Science

History-S

ocialScience

African

American

Amer

icanIndian or

Alaska

Native

* * **

Asian

* *


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Filipino

Hispanicor

Latino

38

29

**

Pacific

Islander

White

(notHispanic)

66

66

76

64

Male56

59

70

53

Female

6

8

6

3

8

0 68

EconomicallyDisadvantaged

53

50

71 *

English

Learners

612

**

StudentswithDisabilitie

s

30

35

**

StudentsReceivingMigrant

EducationServices

Note: Scores are not shown when the number of students tested is 10 or less because the number ofstudents in this category is too small for statistical accuracy or privacy protection. In no case shall anygroup score be reported that would deliberately or inadvertently make public the score or performance ofany individual student.

California Physical Fitness Test Results (School Year 2008-09)


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The California Physical Fitness Test is administered to students in grades five, seven, and nine only. Thistable displays by grade level the percent of students meeting fitness standards for the most recent testingperiod. Detailed information regarding this test, and comparisons of a schools test results to the districtand state levels, may be found on the CDEPhysical Fitness Testing (PFT) Web page. Note: Scores arenot shown when the number of students tested is ten or less because the number of students in thiscategory is too small for statistical accuracy or privacy protection. In no case shall any group score bereported that would deliberately or inadvertently make public the score or performance of any individual

student.

Grade

Level

Percent of

Students

Meeting

Healthy

Fitness

Zones

FourofSixStanda

rds

FiveofSixStand

ards

SixofSixSt

andards

5

7

9

X. Accountability

Academic Performance Index

The Academic Performance Index (API) is an annual measure of the academic performance and progressof schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Detailedinformation about the API can be found on the CDEAcademic Performance Index (API)Web page.

Academic Performance Index Ranks Three-Year Comparison

This table displays the schools statewide and similar schools API ranks. The statewide API rank rangesfrom one to ten. A statewide rank of one means that the school has an API score in the lowest ten percentof all schools in the state, while a statewide rank of ten means that the school has an API score in thehighest ten percent of all schools in the state. The similar schools API rank reflects how a school
http://www.cde.ca.gov/ta/tg/pf/http://www.cde.ca.gov/ta/tg/pf/http://www.cde.ca.gov/ta/ac/ap/http://www.cde.ca.gov/ta/ac/ap/http://www.cde.ca.gov/ta/ac/ap/http://www.cde.ca.gov/ta/tg/pf/http://www.cde.ca.gov/ta/ac/ap/


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compares to 100 statistically matched similar schools. A similar schools rank of one means that theschools academic performance is comparable to the lowest performing ten schools of the 100 similarschools, while a similar schools rank of ten means that the schools academic performance is better thanat least 90 of the 100 similar schools.

APIRank

2006 2007 2008

Statewide

8 7 6

Similar

Schools

5 4 1

"N/A" means a

number isnot

applic

ableor notavaila

bledueto

missing

data.

"B" means this

iseither

anLEA

or anAlternativeSchools

Accountability

Model

(ASAM)

school.

Schools

participating inthe

ASAM donot

currently


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receive

growth,

targetinformatio

n, orstatewide

orsimila

rschools

rankingsonthis

reportin

recog

nitionof

theirmarkedlydifferent

education

almissionsand

population

sserve

d.ASA

Mschoolsare

covered

underthe

AlternativeAccountability

system asrequired byEducationCodeSecti


38/49

on52052 and

nottheAPIacco

untabilitysyste

m.However,APIinformation is

needed tocomp

lywith

thefederal NoChildLeft

Behind

(NCLB)

law.Grow

th,targetandrank

information arenot

applicableto

LEAs.

"C" means thisis a

special

educationschool.

Statewideand

similar

schools


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ranksarenot

applicableto

speci

aleducationschools.

" * " means thisAPI iscalculatedfor asmallschool or

a

smallLEA,defined ashavin

gbetween11and99

validSTA

RProgramtest

scores

included intheAPI.APIsbased onsmallnumbers of

studentsareless

reliable

andtheref

oreshould be


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carefully

interpreted.Simil

arscho

olsranksarenot

calculatedfor

smallschools.

Academic Performance Index Growth by Student Group Three-YearComparison

This table displays, by student group, the actual API changes in points added or lost for the past threeyears, and the most recent API score. Note: "N/A" means that the student group is not numericallysignificant.

Group

Actual

APIChange

Growth APIScore

2006-07

2007-08

2008-09 2009

AllStudentsatthe

School

-6

-19

21 815

African

American

AmericanIndian or

Alaska

Native


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Asian

Filipino

Hispanic

orLatino

Pacific

Islander

White

(notHispanic)

-11

-17

19 836

Socioeco

nomicallyDisadvantaged

-4

-42

58 766

English

Learners

StudentswithDisa

bilities

"N/A" means anumber

is notapplicable

ornot

available

dueto

missing

data.

"*" meansthisAPIis


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calculatedfor asmallschool,

defin

edashavin

gbetween11

and99

validStandardizedTesting

andReporting(STA

R)Programtestscores

includedin

theAPI.

TheAPIis

asteriskedif thescho

olwassmalleither in

2008or

2009.

APIsbased onsmallnumbers

ofstudents


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arelessreliableand

therefore

should becarefullyinterprete

d.

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 states standards-based assessments in ELA and mathematics

Percent proficient on the states 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 studentgroup, can be found on the CDEAdequate 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.

AYPCriteria

School

District

Overall

Yes No

Participati

onRate

-Engli

sh-LanguageArts

Yes No

Participati

onRate

-Math

Yes No
http://www.cde.ca.gov/ta/ac/ay/http://www.cde.ca.gov/ta/ac/ay/http://www.cde.ca.gov/ta/ac/ay/http://www.cde.ca.gov/ta/ac/ay/


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ematics

Percent

Proficient

-English-

LanguageArts

Yes Yes

Percent

Proficient

-Mathematics

Yes Yes

API Yes Yes

Graduatio

nRate

N/A Yes

"Yes"

Met2009AYPCriter

ia

"No" Didnot

Meet2009

AYPCriteria

Federal Intervention Program (School Year 2009-10)

Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not makeAYP 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 interventionwith each additional year that they do not make AYP. Detailed information about PI identification can befound on the CDE Adequate Yearly Progress (AYP)Web page.

Indicator

School

District

Program

Improvement

Status

Not inPI

Not InPI

First
http://www.cde.ca.gov/ta/ac/ay/http://www.cde.ca.gov/ta/ac/ay/http://www.cde.ca.gov/ta/ac/ay/


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Yearof

Program

Improvement

Yearin

Program

Improvement

Numberof

Schools

Currently

inProgram

Improvement

N/A

Percentof

Schools

Currently

in

ProgramImprovement

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 transferstudents 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 forUniversity-level work. For general admissions requirements please visit theGeneral AdmissionsInformation 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
http://www.universityofcalifornia.edu/admissions/general.htmlhttp://www.universityofcalifornia.edu/admissions/general.htmlhttp://www.universityofcalifornia.edu/admissions/general.htmlhttp://www.universityofcalifornia.edu/admissions/general.htmlhttp://www.universityofcalifornia.edu/admissions/general.html


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high school. Some campuses have higher standards for particular majors or students who live outside thelocal 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 admissionguarantee policies for students who graduate or transfer from high schools and colleges that arehistorically served by a CSU campus in that region. For general admissions requirements please visit theUndergraduate Admission & Requirements Web page (Outside Source).

Dropout Rate and Graduation Rate

This table displays the schools one-year dropout and graduation rates for the most recent three-yearperiod for which data are available. For comparison purposes, data are also provided at the district andstate levels. Detailed information about dropout rates and graduation rates can be found on the CDEDataQuest Web page.

Indicator

School District State

2005

-06

200

6-07

200

7-08

2005-06

2006-07

2007-08

2005-06

2006-07

2007-08

Dropout

Rate(1-

year)

3.5 4.4 3.9

Graduatio

nRate

83.4 80.6 80.2

Professional Development

This section provides information on the annual number of school days dedicated to staff development forthe most recent three-year period.

FerndaleElementar

ySchool

staffmeet

severyTuesday
http://www.calstate.edu/SAS/admreq.shtmlhttp://dq.cde.ca.gov/dataquest/http://www.calstate.edu/SAS/admreq.shtmlhttp://dq.cde.ca.gov/dataquest/


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afternoonfor

ongoing

profe

ssionaldevelopme

nt.Teachers.

Allstaffmembersare

encouraged toparticipate

instaffdevelopme

ntworkshop

sthroughout

theyear.

XIII. National Assessment of Educational Progress

National Assessment of Educational Progress

The National Assessment of Educational Progress (NAEP) is a nationally representative assessment ofwhat America's students know and can do in various subject areas. Assessments are conductedperiodically 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 learnersis reported based on three levels (identified, excluded, and assessed). Detailed information regarding theNAEP results for each grade, performance level, and participation rate can be found on the NationalAssessment 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 NAEPreflects state test results and is not reflective of either the LEA or the individual school. Comparisons ofstudent 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 betweenthe two assessment programs. For example, the NAEP only assesses grades four, eight and twelve andfor long-term trends assesses grades nine, thirteen, and seventeen. Additionally, the NAEP only provides
http://nces.ed.gov/nationsreportcard/http://nces.ed.gov/nationsreportcard/http://nces.ed.gov/nationsreportcard/http://nces.ed.gov/nationsreportcard/http://nces.ed.gov/nationsreportcard/


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state test results for grades four and eight. The California Standards Tests (CSTs) are based on adifferent set of standards than the NAEP assessments. For example, the NAEP is not aligned withCalifornia academic content and achievement standards and, therefore, does not necessarily reflect thecurriculum and instruction to which students are exposed in the classroom. The NAEP assesses readingand writing separately, while the CSTs assess English-language arts (ELA), encompassing reading aswell as writing conventions, spelling, and grammar. Scores on the CSTs and other assessments are notdirectly 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 onlya sample of the knowledge and skills covered by the NAEP frameworks. Information on the differencesbetween NAEP and CST can be found on the CDE National Assessment of Educational Progress (NAEP)Web page.

National Assessment of Educational Progress Reading andMathematics Results by Grade Level Aggregated

This table displays the scale scores and achievement levels on the National Assessment of EducationalProgress Results for reading (2007) and mathematics (2009) for grades four and eight

SubjectandGrad

eLeve

l

Average

ScaleScore

State Percent atAchievement

Level

Stat

eNational

Basic

Proficient

Advanced

Reading

2007,

Grade 4

209

220

30 18 5

Reading

2007,

Grade 8

251

261

41 20 2

Mathemati

cs2009

,Grade 4

232

239

41 25 5

Math

ematics2009

,Grade 8

270

282

36 18 5

National Assessment of Educational Progress Reading and
http://www.cde.ca.gov/ta/tg/nr/http://www.cde.ca.gov/ta/tg/nr/


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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 EducationalProgress for reading (2007) and mathematics (2009) for students with disabilities and/or English language

learners for grades four and eight.

Subject and Grade Level

StateParticipati

onRate

NationalParticipatio

n Rate

StudentsW

ithDisabilitie

s

EnglishLanguageLearners

StudentsWithDisabilitie

s

English

LanguageLearners

Reading 2007, Grade 4 74 93 65 80Reading 2007, Grade 8 78 92 66 77

Mathematics 2009, Grade 4 79 96 84 94

Mathematics 2009, Grade 8 85 96 78 92

Documents

School Accountability Report Card Reported for School Year 2008-09 Published