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

Executive Summary School Accountability Report Card, 2008-09

Descanso Elementary School

Address:	24842 Viejas Blvd. , Descanso CA 91916-9757	Phone:	619-445-2126
Principal:	Joan Baumann	Grade Span:	4 - 7

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

Descanso School is located in the rural town of Descanso, approximately 35 miles east of the city of San Diego. Descanso School serves two distinct communities, Descanso and Guatay. We are proud of the history of our original buildings, which were constructed in 1936, with the most recent portables (2) installed in 1986. A grant from the County of San Diego in 1981 provided the site with an upgraded playing field, lunch area, landscaping and fencing. A grant added picnic tables, a track, bleachers, and additional landscaping. A Bond issue in 1999 provided funding for paving, painting, carpet, and minor repairs. The site has 8 classrooms, an AM-PM program, an auditorium with a computer lab, as well as an office, workroom, two sets of bathrooms, and a lunch-distribution room. Descanso School's commitment to learning is supported by an informed and progressive staff and community. Students are encouraged to reach their maximum potential through programs that focus on meeting State Standards. Our students consistently score highly on standardized tests, with our API at 885, fifth highest in the county of San Diego. We recognize both student and staff achievements. Students are spotlighted at an assembly each month for their achievements and interests. They are encouraged to participate in local, county, and national achievement incentives. We offer a Title 1 program, and an after school tutoring and homework program for qualifying students. Special Education services include Resource Specialist, Speech and Language, Occupational Therapist, Adapted PE, and counseling. All teachers are credentialed, and half have their Masters Degree. All teachers have been trained in differentiated curriculum techniques and hold a Cross-cultural Language and Academic Development (C.L.A.D.) credential or equivalent. Teachers monitor student achievement on a web-based date management system.

Descanso’s instructional aides assist teachers with instruction in the classroom, intervention groups, playground supervision, and assisting with yearly CELDT testing. A credential teacher delivers all English Language Development instruction.

The community is actively involved at Descanso School. Opportunities for parent involvement include School Site Council, classroom volunteering; Art Docent Program and PTA. Parents are our greatest resource and we value and encourage their participation in the education of their children.

Enrichment experiences including the Art Docent Program are aligned to California State Standards. All of these experiences provide opportunities for the children to build self-esteem promote social development and develop a love of learning. It is our goal for each child at Descanso to be a successful learner.

Student Enrollment

Group	Percent
African American	2.33 %
American Indian or Alaska Native	1.55 %
Asian	%
Filipino	%
Hispanic or Latino	20.16 %
Pacific Islander	1.55 %
White (not Hispanic)	74.42 %
Multiple or No Response	%
Socioeconomically Disadvantaged	42.00 %
English Learners	5.00 %
Students with Disabilities	7.00 %
Total Number of Students	129

Teachers

Indicator	Teachers
Teachers with full credential	7
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	63%
Mathematics	69%
Science	71%
History-Social Science	NA

Academic Progress

Indicator	Result
2009 Growth API Score (from 2009 Growth API Report)	890 *
Statewide Rank (from 2008 Base API Report)	9
2009-10 Program Improvement Status (PI Year)

School Facilities

Summary of Most Recent Site Inspection

Descanso is comprised of both permanent and portable buildings. The school has one full-time custodian who is responsible for the K-6 elementary buildings, the Resource room, staff workroom, the Before and After School program building, the auditorium/computer lab. Basic cleaning occurs nightly. The District’s Maintenance Department and custodial staff perform heavy custodial or maintenance duties, such as carpet cleaning or painting, over summer months or vacations. Maintenance and grounds are spread thin throughout the District, but handle work orders in a timely manner. Most recent site inspection was January, 2009

Repairs Needed

The school has no major repair needs.

Corrective Actions Taken or Planned

None needed.

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	NA
Health	NA
Visual and Performing Arts	NA
Science Laboratory Equipment (grades 9-12)	NA

School Finances

Level	Expenditures Per Pupil (Unrestricted Sources Only)
School Site	$ 5958.22
District	$6,471.47
State	$5,512

School Completion

Indicator	Result
Graduation Rate	N/A %

Postsecondary Preparation

Measures	Percent
Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma	LEA Provided %
Graduates Who Completed All Courses Required for University of California or California State University Admission	LEA Provided %

NAEP Reading, Grade 4

Level	Result
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 8

Level	Result
Average Scale Score - State	251
Average Scale Score - National	261
Achievement Level - Basic	41%
Achievement Level - Proficient	20%
Achievement Level - Advanced	2%

NAEP Mathematics, Grade 4

Level	Result
Average Scale Score - State	232
Average Scale Score - National	239
Achievement Level - Basic	41%
Achievement Level - Proficient	25%
Achievement Level - Advanced	5%

NAEP Mathematics, Grade 8

Level	Result
Average Scale Score - State	270
Average Scale Score - National	282
Achievement Level - Basic	36%
Achievement Level - Proficient	18%
Achievement Level - Advanced	5%

School Accountability Report Card Reported for School Year 2008-09 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. 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	Descanso Elementary	District Name	Mountain Empire Unified
Street	24842 Viejas Blvd.	Phone Number	619-473-9022
City, State, Zip	Descanso , CA 91916-9757	Web Site	www.meusd.net
Phone Number	619-445-2126	Superintendent	Steve Van Zant
Principal	Joan Baumann	E-mail Address	svanzant@meusd.net
E-mail Address	jbaumann@meusd.net	CDS Code	37- 68213- 6038699

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

Descanso School is located in the rural town of Descanso, approximately 35 miles east of the city of San Diego. Descanso School serves two distinct communities, Descanso and Guatay. We are proud of the history of our original buildings, which were constructed in 1936, with the most recent portables (2) installed in 1986. A grant from the County of San Diego in 1981 provided the site with an upgraded playing field, lunch area, landscaping and fencing. A grant added picnic tables, a track, bleachers, and additional landscaping. A Bond issue in 1999 provided funding for paving, painting, carpet, and minor repairs. The site has 8 classrooms, an AM-PM program, an auditorium with a computer lab, as well as an office, workroom, two sets of bathrooms, and a lunch-distribution room. Descanso School's commitment to learning is supported by an informed and progressive staff and community. Students are encouraged to reach their maximum potential through programs that focus on meeting State and District Standards. Our students consistently score highly on standardized tests, with our API at 885, is the fifth highest in the county of San Diego. We recognize both student and staff achievements. Students are spotlighted at an assembly each month for their achievements and interests. They are encouraged to participate in local, county, and national achievement incentives. We offer a Title 1 program, a GATE program, and an after school tutoring and homework program for qualifying students. Special Education services include Resource Specialist, Speech and Language, Occupational Therapist, Adapted PE, and counseling. All teachers are credentialed, and half have their Masters Degree. All teachers have been trained in differentiated curriculum techniques and hold a Cross-cultural Language and Academic Development (C.L.A.D.) credential or equivalent. Teachers monitor student achievement on a web-based date management system.

There are two intervention blocks of time in the morning where students are placed in small groups based on need. Research-based programs are implemented, such as Corrective Reading and Reasoning and Writing, and all staff is trained on delivering these programs. All teachers have overhead projectors and document cameras to engage students in a variety of activities. Research-based programs such as Read Naturally are used to increase fluency and skills needed to master California standards.

The community is actively involved at Descanso School. Opportunities for parent involvement include School Site Council, classroom volunteers, Art Docent Program and PTA. Parents are our greatest resource and we value and encourage their participation in the education of their children.

Opportunities for Parental Involvement (School Year 2008-09)

Descanso School welcomes and encourages parent and community support. Volunteers’ options include classroom help, Art Docent, PTA, Technology Support, and supervision support. School Site Council membership is another way for parents to be involved. Interested adults should contact the school office for a volunteer packet – (619) 445-2126.

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	12
Grade 1	16
Grade 2	21
Grade 3	16
Grade 4	20
Grade 5	15
Grade 6	29
Grade 7	0
Grade 8	0
Ungraded Elementary	0
Grade 9	0
Grade 10	0
Grade 11	0
Grade 12	0
Ungraded Secondary	0
Total Enrollment	129

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	2.33 %
American Indian or Alaska Native	1.55 %
Asian	%
Filipino	%
Hispanic or Latino	20.16 %
Pacific Islander	1.55 %
White (not Hispanic)	74.42 %
Multiple or No Response	%
Socioeconomically Disadvantaged	42.00 %
English Learners	5.00 %
Students with Disabilities	7.00 %

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 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
	Avg. Class Size	1-20	21-32	33+	Avg. Class Size	1-20	21-32	33+	Avg. Class Size	1-20	21-32	33+
K	22.0		1
1					19.0	1
2					15.0	1
3					21.0		1
4					18.0	1
5
6					22.0		1		29.0		1
K-3	20.0	3			18.0	1			18.3	3
3-4	20.0	1							19.0	1
4-8	30.0		2		31.0		1		26.0		1
Other

III. School Climate

School Safety Plan (School Year 2008-09)

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

The safety plan includes disaster procedures, procedures for safe entry and exit of students, procedures for serious disciplinary problems, a sexual harassment policy, child abuse reporting procedures, school dress codes, and school discipline policies. The district also utilizes a message system for routine announcements to families. When necessary the system is used to send out emergency messages to our students and their families. Routine fire, disaster, lock-down, and duck and cover drills are conducted on a regular basis.

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
Rate	2006-07	2007-08	2008-09	2006-07	2007-08	2008-09
Suspensions	0.0	2.1	6.2	0.0	25.9	25.6
Expulsions	0.0	0.0	0.0	0.0	0.1	0.2

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.

The original buildings at Descanso School date from 1936. Newer portable buildings currently house an AM/PM, an auditorium, two classrooms and a bathroom facility. There are no major improvements planned. A community garden is on the campus, as well as a greenhouse and orchard being used with our science classes.

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 facilityâ€™s good repair status.

System Inspected	Repair Status				Repair Needed and Action Taken or Planned
System Inspected	Exemplary	Good	Fair	Poor	Repair Needed and Action Taken or Planned
Systems: Gas Leaks, Mechanical/HVAC, Sewer	N/A	x
Interior: Interior Surfaces	N/A		x		Interior walls need to be painted
Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation	N/A	X
Electrical: Electrical	N/A	X
Restrooms/Fountains: Restrooms, Sinks/ Fountains	N/A	X
Safety: Fire Safety, Hazardous Materials	N/A	X
Structural: Structural Damage, Roofs	N/A	X
External: Playground/School Grounds, Windows/ Doors/Gates/Fences	N/A	X
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
Teachers	2006-07	2007-08	2008-09	2008-09
With Full Credential	8	8	7	89
Without Full Credential	0	0	0	0
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 LearnersÂ	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
Location of Classes	Taught by NCLB Compliant Teachers	Taught by Non-NCLB Compliant Teachers
This SchoolÂ	100.0	0.0
All Schools in District	89.9	10.1
High-Poverty Schools in District	70.6	29.4
Low-Poverty Schools in District

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
Library Media Teacher (Librarian)		N/A
Psychologist	.1	N/A
Social Worker		N/A
Nurse	.1	N/A
Speech/Language/Hearing Specialist	.5	N/A
Resource Specialist (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 schoolâ€™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	adequate	0
Mathematics	Adequate	0
Science	Adequate	0
History-Social Science	Adequate	0
Foreign Language	NA	NA
Health	NA	NA
Visual and Performing Arts	NA	NA
Science Laboratory Equipment (grades 9-12)	NA	NA

VIII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2007-08)

This table displays a comparison of the schoolâ€™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	$7985.14	$2026.92	$5958.22	$62575.00
District	N/A	N/A	LEA Provided	$55,790
Percent Difference â€“ School Site and District	N/A	N/A	LEA Provided	LEA Provided
State	N/A	N/A	$5,512	$60,994
Percent Difference â€“ 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.

State Programs:

Economic Impact Aide/State Compensatory Education to help educationally disadvantaged students succeed in the regular education program.

Economic Impact Aide/English Learner Program to help develop fluency in English.

School Improvement Program to improve school response to student needs in education. .

PE and Music-to provide Physical Education, the Arts and Music to our students.

Federal Programs:

Title I-School wide Program uses the STAR data to help students who score below the 35%ile in

reading and math. .

Teacher and Administrative Salaries (Fiscal Year 2006-07)

This table displays district-level salary information for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type

and size. Detailed information regarding salaries may be found on the Certificated Salaries and Benefits Web page.

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	$39,108	$38,941
Mid-Range Teacher Salary	$49,564	$59,686
Highest Teacher Salary	$76,043	$77,828
Average Principal Salary (Elementary)	$104,106	$94,258
Average Principal Salary (Middle)	$108,290	$98,271
Average Principal Salary (High)	$109,274	$104,869
Superintendent Salary	$137,184	$142,247
Percent of Budget for Teacher Salaries	33.40 %	38.20 %
Percent of Budget for Administrative Salaries	7.20 %	5.90 %

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 â€“ 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
Subject	2006-07	2007-08	2008-09	2006-07	2007-08	2008-09	2006-07	2007-08	2008-09
English-Language Arts	57	68	70	37	37	39	43	46	50
Mathematics	75	77	70	33	33	37	40	43	46
Science	36	59	54	32	36	35	38	46	50
History-Social Science	0	0	0	23	18	22	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
Group	English-Language Arts	Mathematics	Science	History-Social Science
African American	*	*
American Indian or Alaska Native	*	*	*
Asian
Filipino
Hispanic or Latino	62	71	*
Pacific Islander	*	*	*
White (not Hispanic)	73	71	*
Male	63	70	*
Female	76	70	*
Economically Disadvantaged	51	56	*
English Learners	*	*	*
Students with Disabilities	*	*
Students Receiving Migrant Education Services

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 schoolâ€™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
Grade Level	Four of Six Standards	Five of Six Standards	Six of Six Standards
5	15.4	0.0	76.9
7	0.0	0.0	0.0
9	0.0	0.0	0.0

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 â€“ Three-Year Comparison

This table displays the schoolâ€™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 â€œsimilar schools.â€ A similar schools rank of one means that the schoolâ€™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 schoolâ€™s academic performance is better than at least 90 of the 100 similar schools.

API Rank	2006	2007	2008
Statewide	8	8	9
Similar Schools	10	10	10

"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 â€“ 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
Group	2006-07	2007-08	2008-09	2009
All Students at the School	-17	57	25	890 *
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not Hispanic)	-21	46	40	897
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 stateâ€™s standards-based assessments in ELA and mathematics

Percent proficient on the stateâ€™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	Yes	No
Participation Rate - English-Language Arts	Yes	Yes
Participation Rate - Mathematics	Yes	Yes
Percent Proficient - English-Language Arts	Yes	No
Percent Proficient - Mathematics	Yes	No
API	Yes	Yes
Graduation Rate	N/A	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		In PI
First Year of Program Improvement		2009-2010
Year in Program Improvement		Year 1
Number of Schools Currently in Program Improvement	N/A	2
Percent of Schools Currently in Program Improvement	N/A	16.7

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 schoolâ€™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
Indicator	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08
Dropout Rate (1-year)				6.0	3.7	5.6	3.5	4.4	3.9
Graduation Rate			N/A	84.2	87.6	85.2	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
Group	School	District	State
All Students	LEA Provided	LEA Provided	N/A
African American	LEA Provided	LEA Provided	N/A
American Indian or Alaska Native	LEA Provided	LEA Provided	N/A
Asian	LEA Provided	LEA Provided	N/A
Filipino	LEA Provided	LEA Provided	N/A
Hispanic or Latino	LEA Provided