Oceana High School School Accountability Report Card, 2010–2011 Jefferson Union High School District
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SCHOOL WISE PRESS
Oceana High School School Accountability Report Card, 2010–2011 Jefferson Union High School District
This School Accountability Report Card (SARC) provides information that can be used to evaluate and compare schools. State and federal laws require all schools to publish a SARC each year. The information in this report represents the 2010–2011 school year, not the current school year. In most cases, this is the most recent data available. We present our school’s results next to those of the average high school in the county and state to provide the most meaningful and fair comparisons. To find additional facts about our school online, please use the DataQuest tool offered by the California Department of Education. Please note that words that appear in a smaller, bold typeface are links in the online version of this report to more information. You can find a list of those linked words and their Web page URLs at: http://www.schoolwisepress.com/sarc/ links_2011_en.html
Reports about other schools are available on the California Department of Education Web site. Internet access is available in local libraries. If you have any questions related to this report, or would like to request a hardcopy version, please contact our school office. How to Contact Our School
401 Paloma Ave. Pacifica, CA 94044 Principal: Caro Pemberton Phone: (650) 550-7300 How to Contact Our District
699 Serramonte Blvd., Ste.100 Daly City, CA 94015 Phone: (650) 756-0300 http://www.juhsd.k12.ca.us/
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» Contents ONLINE USERS: CLICK ON A TITLE TO JUMP TO THAT SECTION
Principal’s Message Measures of Progress Student Achievement Preparation for College and the Workforce Students Climate for Learning Leadership, Teachers, and Staff Resources School Expenditures Adequacy of Key Resources 2011–2012 Data Almanac
Oceana High School School Accountability Report Card, 2010–2011 Jefferson Union High School District
» Principal’s Message Oceana High School is located in Pacifica, a coastside community just south of Daly City in the San Francisco Bay Area. It is part of the Jefferson Union High School District, which has an open enrollment policy and serves students who live in Daly City, Pacifica, Brisbane, and Colma as well as many students who live outside our district and attend with interdistrict transfers. Oceana has a student body of 600 and is one of the most ethnically diverse high schools in San Mateo County. In 2009, Oceana High School received a California Distinguished School Award, the highest distinction possible by the California Department of Education, in recognition of the academic achievement of all students. The California Distinguished School Award represents the culmination of work that began in 1991 when Oceana High School was restructured as a small school with an alternative college preparatory program. Our program is modeled on the ten common principles of the Coalition of Essential Schools, with an instructional program and block schedule that emphasize authentic assessment and project-based learning. Oceana sets high academic expectations for all students and encourages all students to pursue college admission. Each student is assigned to an advisory class to facilitate student-teacher personalization and to support college and career planning. All students are offered the option to enroll in enriched and Advanced Placement classes, and all teachers provide office hours outside the school day for individual and small-group tutorial and to support students who need additional academic support. Graduation requirements include successful completion of 225 course credits, four years of humanities classes, a senior exhibition, a graduation portfolio, and 100 hours of volunteer community service.
Caro Pemberton, PR INCIPAL
Jefferson Union High School District
Grade range and calendar
9–12 TRADITIONAL
Academic Performance Index
793 County Average: 785 State Average: 744
Student enrollment
552 County Average: 1,129 State Average: 1,142
Teachers
27 Students per teacher
20
Oceana High School School Accountability Report Card for 2010–2011
Page 2
Major Achievements • During the 2010–2011 school year, Oceana students and faculty created an organic vegetable garden and a beautiful outdoor classroom in an unused area of our campus overlooking the school cafeteria. Our new Food and Nutrition class cooks with fresh produce from the garden; our Environmental Science class uses the garden as a living laboratory; and students of all classes earn community service hours planting and maintaining the garden. • Oceana High School was recognized as a California Distinguished School for two signature practices that enhance and extend student learning and help to close the achievement gap: the senior exhibition and the Freshman/Sophomore House. • The senior exhibition is a yearlong independent research project required of all Oceana students. The exhibition is a performance-based assessment in which students demonstrate competencies in an authentic setting. Students choose a topic of their interest, ask a genuine question about the topic, and then research the topic and find their own evidence-based answer to that question under the guidance of their teachers. Through their exhibitions, students demonstrate that they are effective written and oral communicators, independent learners and problem solvers, and critical and reflective thinkers. Students begin work on their exhibition in the summer leading up to their senior year, continue work throughout their senior year, and complete the exhibition in the spring prior to graduation. • All ninth and tenth grade general-education students at Oceana are enrolled in classes in a “house” that serves approximately 60 to 64 students in heterogeneous groups. A house has one science teacher, one humanities teacher, and three advisors who stay with a group of students for two years. All house teachers have common learning outcomes, curriculum, and assessments, and all students are expected to meet the same rigorous academic goals. House teachers set common classroom norms and behavior expectations, providing a consistent and safe learning environment for all students. The goals of the house are to limit student-teacher ratios, increase personalization, provide a rigorous academic experience for all students, provide a collaborative environment for best teaching practices, and provide sufficient support to ensure student success. • Oceana has four Special Day Classes and a resource specialist program for students with learning disabilities. Special education students who are earning certificates of completion are supported by a curriculum that builds academic and life skills for transition beyond high school. Special education students who are working towards a high school diploma complete the same graduation requirements as general education students. Focus for Improvement • Each year Oceana’s Academic Council sets a focus for schoolwide improvement for the coming year. In recent years, we have focused on building better support for juniors and seniors, similar to the support we successfully offer freshmen and sophomores through the house system. Our goal is to see more students meet college entrance requirements and to continue to close our achievement gap. During the 2010– 2011 school year, we decided to reinstitute an integrated humanities course for seniors and to offer all juniors and seniors the option to enroll in a themed advisory class. • Overall, Oceana students’ test scores reflect the success of our program. However, we can still identify groups of students who need additional support to be academically successful. We continuously examine our teaching practices to assess their effectiveness in supporting all students. We also—within the limits of our budget—offer tutorials and support classes to provide extra small-group instruction for English Learners and other students who need academic support. • In the fall of 2009, Oceana became a member of the Facing History and Ourselves Small Schools Network, a network of about 20 schools nationwide that are involved in whole-school change. Membership in the network provides access to professional development, classroom materials and resources, and onsite consultation for our faculty.
Jefferson Union High School District
Page 3
Oceana High School School Accountability Report Card for 2010–2011
M E A S U R ES O F P R O G R E S S
Academic Performance Index The Academic Performance Index (API) is California’s way of comparing schools based on student test scores. The index was created in 1999 to help parents and educators recognize schools that show progress and identify schools that need help. It is also used to compare schools in a statewide ranking system. The California Department of Education (CDE) calculates a school’s API using student test results from the California Standards Tests and, for high schools, the California High School Exit Exam (CAHSEE). APIs range from 200 to 1000. The CDE expects all schools to eventually obtain APIs of at least 800. Additional information on the API can be found on the CDE Web site.
CALIFORNIA
API ACADEMIC PERFORMANCE INDEX
Oceana’s API was 793 (out of 1000). This is an increase of 12 points compared with last year’s API. About 99 percent of our students took the test. You can find three years of detailed API results in the Data Almanac that accompanies this report. API RANKINGS: Based on our 2009–2010 test results, we started the 2010–2011
school year with a base API of 781. The state ranks all schools according to this score on a scale from 1 to 10 (10 being highest). Compared with all high schools in California, our school ranked 7 out of 10.
Met schoolwide growth target
Yes
Met growth target for prior school year
Yes
API score
793
Growth attained from prior year
+12
Met subgroup* growth targets
Yes
SOURCE: API based on spring 2011 test cycle. Growth scores alone are displayed and are current as of November 2011. *Ethnic groups, English Learners, special ed students, or socioeconomic groups of students that make up 15 percent or more of a school’s student body. These groups must meet AYP and API goals. R/P - Results pending due to challenge by school. N/A - Results not available.
SIMILAR SCHOOL RANKINGS: We also received a second ranking that compared us with the 100 schools with the most similar students, teachers, and class sizes. Compared with these schools, our school ranked 2 out of 10. The CDE recalculates this factor every year. To read more about the specific elements included in this calculation, refer to the CDE Web site. API GROWTH TARGETS: Each year the CDE sets specific API “growth targets” for every school. It assigns one growth target for the entire school, and it sets additional targets for ethnic groups, English Learners, special education students, or socioeconomic subgroups of students that make up a significant portion of the student body. Schools are required to meet all of their growth targets. If they do, they may be eligible to apply for awards through the California School Recognition Program and the Title I Achieving Schools Program.
We met our assigned growth targets during the 2010–2011 school year. Just for reference, 32 percent of high schools statewide met their growth targets. API, Spring 2011 793
ALL STUDENTS IN THIS SCHOOL 744
STATE AVERAGE STUDENT SUBGROUPS
814
African American
881
Asian American 794
Filipino 728
Hispanic/Latino White/Other
807
Two or more races
803 795
Low income 754
English Learners
746
Learning disabled 200
300
400
500
600
700
800
900
1000
SOURCE: API based on spring 2011 test cycle. State average represents high schools only. NOTE: Only groups of students that represent at least 15 percent of total enrollment are calculated and displayed as student subgroups.
Jefferson Union High School District
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Oceana High School School Accountability Report Card for 2010–2011
Adequate Yearly Progress In addition to California’s accountability system, which measures student achievement using the API, schools must also meet requirements set by the federal education law known as No Child Left Behind (NCLB). This law requires all schools to meet a different goal: Adequate Yearly Progress (AYP). We met all six criteria for yearly progress. As a result, we succeeded at making AYP. To meet AYP, high schools must meet four criteria. First, a certain percentage of students must score at or above Proficient levels on the California High School Exit Exam (CAHSEE) and the California Alternate Performance Assessment (CAPA): 66.7 percent on the English/language arts test and 66.1 percent on the math test. All significant ethnic, English Learners, special education, and socioeconomic subgroups of students also must meet these goals. Second, the schools must achieve an API of at least 710 or increase their API by one point from the prior year. Third, 95 percent of tenth grade students must take the CAHSEE or CAPA. Fourth, the graduation rate for the class of 2010 must be higher than 90 percent (or satisfy alternate improvement criteria).
FEDERAL
AYP ADEQUATE YEARLY PROGRESS
Met AYP
Yes
Met schoolwide participation rate
Yes
Met schoolwide test score goals
Yes
Met subgroup* participation rate
N /A
Met subgroup* test score goals
N /A
Met schoolwide API for AYP
Yes
Met graduation rate
Yes
Program Improvement school in 2011
No
SOURCE: AYP is based on the Accountability Progress Report of November 2011. A school can
in Program Improvement based on students’ If even one subgroup of students fails to meet just one of the criteria, the school be test results in the 2010–2011 school year or earlier. fails to meet AYP. While all schools must report their progress toward meeting *Ethnic groups, English Learners, special ed AYP, only schools that receive federal funding to help economically students, or socioeconomic groups of students that make up 15 percent or more of a school’s student body. These groups must meet AYP and disadvantaged students are actually penalized if they fail to meet AYP goals. API goals. R/P - Results pending due to challenge by school. N/A - Results not available. Schools that do not make AYP for two or more years in a row in the same subject enter Program Improvement (PI). They must offer students transfers to other schools in the district and, in their second year in PI, tutoring services as well.
Adequate Yearly Progress, Detail by Subgroup
● MET GOAL ● DID NOT MEET GOAL – NOT ENOUGH STUDENTS
SCHOOLWIDE RESULTS
English/Language Arts
Math
DID 95% DID 66.7% OF STUDENTS ATTAIN TAKE THE PROFICIENCY CAHSEE OR ON THE CAHSEE CAPA? OR CAPA?
DID 95% DID 66.1% OF STUDENTS ATTAIN TAKE THE PROFICIENCY CAHSEE OR ON THE CAHSEE CAPA? OR CAPA?
●
●
●
●
SOURCE: AYP release of November 2011, CDE.
The table at left shows our success or failure in meeting AYP goals in the 2010–2011 school year. The green dots represent goals we met; red dots indicate goals we missed. Just one red dot means that we failed to meet AYP. Note: Dashes indicate that too few students were in the category to draw meaningful conclusions. Federal law requires valid test scores from at least 50 students for statistical significance.
Jefferson Union High School District
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Oceana High School School Accountability Report Card for 2010–2011
S T U D E N T A CH I E V E M E N T
Here you’ll find a three-year summary of our students’ scores on the California Standards Tests (CST) in selected subjects. We compare our students’ test scores with the results for students in the average high school in California. On the following pages we provide more detail for each test, including the scores for different subgroups of students. In addition, we provide links to the California Content Standards on which these tests are based. If you’d like more information about the CST, please contact our principal or our teaching staff. To find grade-level-specific scores, you can refer to the Standardized Testing and Reporting (STAR) Web site. Other tests in the STAR program can be found on the California Department of Education (CDE) Web site. California Standards Tests BAR GRAPHS BELOW SHOW THESE PROFICIENCY GROUPS (LEFT TO RIGHT): FAR BELOW BASIC
BELOW BASIC
BASIC
PROFICIENT
2010–2011 TESTED SUBJECT
LOW SCORES
ADVANCED
2009–2010
HIGH SCORES
LOW SCORES
2008–2009
HIGH SCORES
LOW SCORES
HIGH SCORES
ENGLISH/LANGUAGE ARTS Our school Percent Proficient or higher
62%
63%
59%
52%
50%
47%
56%
13%
19%
27%
24%
24%
54%
61%
58%
51%
48%
47%
37%
32%
40%
50%
47%
43%
48%
43%
54%
52%
48%
46%
Average high school Percent Proficient or higher
GEOMETRY Our school Percent Proficient or higher
Average high school Percent Proficient or higher
US HISTORY Our school Percent Proficient or higher
Average high school Percent Proficient or higher
BIOLOGY Our school Percent Proficient or higher
Average high school Percent Proficient or higher
LIFE SCIENCE (TENTH GRADE) Our school Percent Proficient or higher
Average high school Percent Proficient or higher
SOURCE: The scores for the CST are from the spring 2011 test cycle. State average represents high schools only. Whenever a school reports fewer than 11 scores for a particular subgroup at any grade level, the CDE suppresses the scores when it releases the data to the public. Missing data makes it impossible for us to compile complete schoolwide results. Therefore, the results published in this report may vary from other published CDE test scores.
Jefferson Union High School District
Oceana High School School Accountability Report Card for 2010–2011
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Frequently Asked Questions About Standardized Tests WHERE CAN I FIND GRADE-LEVEL REPORTS? Due to space constraints and concern for statistical reliability, we have omitted grade-level detail from these test results. Instead we present results at the schoolwide level. You can view the results of far more students than any one grade level would contain, which also improves their statistical reliability. Grade-level results are online on the STAR Web site. More information about student test scores is available in the Data Almanac that accompanies this report. WHAT DO THE FIVE PROFICIENCY BANDS MEAN? Test experts assign students to one of these five proficiency
levels, based on the number of questions they answer correctly. Our immediate goal is to help students move up one level. Our eventual goal is to enable all students to reach either of the top two bands, Advanced or Proficient. Those who score in the middle band, Basic, have come close to attaining the required knowledge and skills. Those who score in either of the bottom two bands, Below Basic or Far Below Basic, need more help to reach the Proficient level. HOW HARD ARE THE CALIFORNIA STANDARDS TESTS? Experts consider California’s standards to be among the most clear and rigorous in the country. Just 56 percent of elementary school students scored Proficient or Advanced on the English/language arts test; 62 percent scored Proficient or Advanced in math. You can review the California Content Standards on the CDE Web site. ARE ALL STUDENTS’ SCORES INCLUDED? No. Only students in grades two through eleven are required to take the CST. When fewer than 11 students in one grade or subgroup take a test, state officials remove their scores from the report. They omit them to protect students’ privacy, as called for by federal law. CAN I REVIEW SAMPLE TEST QUESTIONS? Sample test questions for the CST are on the CDE’s Web site. These
are actual questions used in previous years. WHERE CAN I FIND ADDITIONAL INFORMATION? The CDE has a wealth of resources on its Web site. The STAR Web site publishes detailed reports for schools and districts, and assistance packets for parents and teachers. This site includes explanations of technical terms, scoring methods, and the subjects covered by the tests for each grade. You’ll also find a guide to navigating the STAR Web site as well as help for understanding how to compare test scores. WHY ARE ONLY SOME OF THE TEST RESULTS PRESENT? California’s test program includes many tests not mentioned in this report. For brevity’s sake, we’re reporting six CST tests usually taken by the largest number of students. We select at least one test from each core subject. For science, we’ve selected biology and the tenth grade life science test. For math, we’ve selected two courses: Algebra I, which students take if they haven’t studied and passed it in eighth grade; and Geometry. In social studies, we’ve selected US History, which is taken by all juniors (eleventh graders). English/language arts summarizes the results of students in grades nine through eleven.
Jefferson Union High School District
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Oceana High School School Accountability Report Card for 2010–2011
English/Language Arts (Reading and Writing) BAR GRAPHS BELOW SHOW THESE PROFICIENCY GROUPS (LEFT TO RIGHT): FAR BELOW BASIC
BELOW BASIC
BASIC
PROFICIENT
ADVANCED
PROFICIENT OR ADVANCED
STUDENTS TESTED
SCHOOLWIDE AVERAGE
62%
93%
AVERAGE HIGH SCHOOL IN THE COUNTY
59%
96%
AVERAGE HIGH SCHOOL IN CALIFORNIA
52%
95%
GROUP
LOW SCORES
HIGH SCORES
COMMENTS
SCHOOLWIDE AVERAGE: About ten percent more students at our school scored Proficient or Advanced than at the average high school in California.
Subgroup Test Scores BAR GRAPHS BELOW SHOW TWO PROFICIENCY GROUPS (LEFT TO RIGHT): FAR BELOW BASIC, BELOW BASIC, AND BASIC GROUP
PROFICIENT AND ADVANCED PROFICIENT OR ADVANCED
STUDENTS TESTED
Boys
61%
217
Girls
63%
188
English proficient
64%
395
N/A
10
48%
59
65%
344
N/A
19
Not learning disabled
63%
386
Asian American
82%
60
Filipino
56%
111
Hispanic/Latino
42%
93
White/Other
71%
76
Two or more races
81%
53
English Learners
LOW SCORES
HIGH SCORES
NO DATA AVAILABLE
Low income Not low income Learning disabled
NO DATA AVAILABLE
COMMENTS
GENDER: About two percent more girls than boys at our school scored Proficient or Advanced.
ENGLISH PROFICIENCY: We cannot compare scores for these two subgroups because the number of English Learners tested was either zero or too small to be statistically significant. INCOME: About 17 percent fewer students from lowerincome families scored Proficient or Advanced than our other students. LEARNING DISABILITIES: We cannot compare scores for these two subgroups because the number of students tested with learning disabilities was either zero or too small to be statistically significant. ETHNICITY: Test scores are likely to vary among students of different ethnic origins. The degree of variance will differ from school to school. Measures of the achievement gap are beyond the scope of this report.
SOURCE: The scores for the CST are from the spring 2011 test cycle. County and state averages represent high schools only. Whenever a school reports fewer than 11 scores for a particular subgroup at any grade level, the CDE suppresses the scores when it releases the data to the public. Missing data makes it impossible for us to compile complete schoolwide results. Therefore, the results published in this report may vary from other published CDE test scores. N/A: Not applicable. Either no students took the test, or to safeguard student privacy the CDE withheld all results because very few students took the test in any grade. N/S: Not statistically significant. While we have some data to report, we are suppressing it because the number of valid test scores is not large enough to be meaningful.
You can read the California standards for English/ language arts on the CDE’s Web site.
100
Three-Year Trend: English/Language Arts Advanced Proficient Basic Below Basic Far Below Basic
80 60 40 Percentage of students
The graph to the right shows how our students’ scores have changed over the years. We present each year’s results in a vertical bar, with students’ scores arrayed across five proficiency bands. When viewing schoolwide results over time, remember that progress can take many forms. It can be more students scoring in the top proficiency bands (blue); it can also be fewer students scoring in the lower two proficiency bands (brown and red).
20 0
Percentage of students who took the test: 2009: 96% 2010: 96% 2011: 93%
20 40 60 80
100
SOURCE: CDE STAR research file: 2009, 2010, and 2011.
2009
2010
Jefferson Union High School District
2011
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Oceana High School School Accountability Report Card for 2010–2011
Algebra I BAR GRAPHS BELOW SHOW THESE PROFICIENCY GROUPS (LEFT TO RIGHT): FAR BELOW BASIC
BELOW BASIC
BASIC
PROFICIENT
ADVANCED
PROFICIENT OR ADVANCED
STUDENTS TESTED
SCHOOLWIDE AVERAGE
18%
28%
AVERAGE HIGH SCHOOL IN THE COUNTY
24%
30%
AVERAGE HIGH SCHOOL IN CALIFORNIA
21%
29%
GROUP
LOW SCORES
HIGH SCORES
COMMENTS
SCHOOLWIDE AVERAGE: About three percent fewer students at our school scored Proficient or Advanced than at the average high school in California.
Subgroup Test Scores BAR GRAPHS BELOW SHOW TWO PROFICIENCY GROUPS (LEFT TO RIGHT): FAR BELOW BASIC, BELOW BASIC, AND BASIC GROUP
PROFICIENT AND ADVANCED PROFICIENT OR ADVANCED
STUDENTS TESTED
Boys
14%
63
Girls
23%
57
English proficient
19%
116
LOW SCORES
HIGH SCORES
English Learners
NO DATA AVAILABLE
N/A
4
Low income
NO DATA AVAILABLE
N/A
9
19%
110
N/A
3
Not low income Learning disabled
NO DATA AVAILABLE
19%
117
Asian American
DATA STATISTICALLY UNRELIABLE
N/S
11
Filipino
DATA STATISTICALLY UNRELIABLE
N/S
24
Not learning disabled
6%
33
White/Other
DATA STATISTICALLY UNRELIABLE
N/S
22
Two or more races
DATA STATISTICALLY UNRELIABLE
N/S
25
Hispanic/Latino
COMMENTS
GENDER: About nine percent more girls than boys at our school scored Proficient or Advanced.
ENGLISH PROFICIENCY: We cannot compare scores for these two subgroups because the number of English Learners tested was either zero or too small to be statistically significant. INCOME: We cannot compare scores for these two subgroups because the number of students tested from low-income families was either zero or too small to be statistically significant. LEARNING DISABILITIES: We cannot compare scores for these two subgroups because the number of students tested with learning disabilities was either zero or too small to be statistically significant. ETHNICITY: Test scores are likely to vary among students of different ethnic origins. The degree of variance will differ from school to school. Measures of the achievement gap are beyond the scope of this report.
SOURCE: The scores for the CST are from the spring 2011 test cycle. County and state averages represent high schools only. Whenever a school reports fewer than 11 scores for a particular subgroup at any grade level, the CDE suppresses the scores when it releases the data to the public. Missing data makes it impossible for us to compile complete schoolwide results. Therefore, the results published in this report may vary from other published CDE test scores. N/A: Not applicable. Either no students took the test, or to safeguard student privacy the CDE withheld all results because very few students took the test in any grade. N/S: Not statistically significant. While we have some data to report, we are suppressing it because the number of valid test scores is not large enough to be meaningful.
About 28 percent of our students took the algebra CST, compared with 29 percent of all high school students statewide. To read more about California’s math standards, visit the CDE’s Web site.
100
Three-Year Trend: Algebra I Advanced Proficient Basic Below Basic Far Below Basic
80 60 40 Percentage of students
The graph to the right shows how our students’ scores have changed over the years. Any student in grades nine, ten, or eleven who took algebra is included in this analysis. We present each year’s results in a vertical bar, with students’ scores arrayed across five proficiency bands. When viewing schoolwide results over time, remember that progress can take many forms. It can be more students scoring in the top proficiency bands (blue); it can also be fewer students scoring in the lower two proficiency bands (brown and red).
20 0
Percentage of students who took the test: 2009: 29% 2010: 23% 2011: 28%
20 40 60 80
100
SOURCE: CDE STAR research file: 2009, 2010, and 2011.
2009
2010
Jefferson Union High School District
2011
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Oceana High School School Accountability Report Card for 2010–2011
Geometry BAR GRAPHS BELOW SHOW THESE PROFICIENCY GROUPS (LEFT TO RIGHT): FAR BELOW BASIC
BELOW BASIC
BASIC
PROFICIENT
ADVANCED
PROFICIENT OR ADVANCED
STUDENTS TESTED
SCHOOLWIDE AVERAGE
56%
30%
AVERAGE HIGH SCHOOL IN THE COUNTY
38%
26%
AVERAGE HIGH SCHOOL IN CALIFORNIA
27%
26%
GROUP
LOW SCORES
HIGH SCORES
COMMENTS
SCHOOLWIDE AVERAGE: About 29 percent more students at our school scored Proficient or Advanced than at the average high school in California.
Subgroup Test Scores BAR GRAPHS BELOW SHOW TWO PROFICIENCY GROUPS (LEFT TO RIGHT): FAR BELOW BASIC, BELOW BASIC, AND BASIC GROUP
PROFICIENT AND ADVANCED PROFICIENT OR ADVANCED
STUDENTS TESTED
Boys
55%
75
Girls
58%
55
English proficient
57%
128
NO DATA AVAILABLE
N/A
2
DATA STATISTICALLY UNRELIABLE
N/S
15
57%
115
N/A
5
57%
125
N/S
25
English Learners Low income
LOW SCORES
HIGH SCORES
Not low income Learning disabled
NO DATA AVAILABLE
Not learning disabled Asian American
DATA STATISTICALLY UNRELIABLE
56%
36
Hispanic/Latino
DATA STATISTICALLY UNRELIABLE
N/S
24
White/Other
DATA STATISTICALLY UNRELIABLE
N/S
24
Two or more races
DATA STATISTICALLY UNRELIABLE
N/S
18
Filipino
COMMENTS
GENDER: About three percent more girls than boys at our school scored Proficient or Advanced.
ENGLISH PROFICIENCY: We cannot compare scores for these two subgroups because the number of English Learners tested was either zero or too small to be statistically significant. INCOME: We cannot compare scores for these two subgroups because the number of students tested from low-income families was too small to be statistically significant. LEARNING DISABILITIES: We cannot compare scores for these two subgroups because the number of students tested with learning disabilities was either zero or too small to be statistically significant. ETHNICITY: Test scores are likely to vary among students of different ethnic origins. The degree of variance will differ from school to school. Measures of the achievement gap are beyond the scope of this report.
SOURCE: The scores for the CST are from the spring 2011 test cycle. County and state averages represent high schools only. Whenever a school reports fewer than 11 scores for a particular subgroup at any grade level, the CDE suppresses the scores when it releases the data to the public. Missing data makes it impossible for us to compile complete schoolwide results. Therefore, the results published in this report may vary from other published CDE test scores. N/A: Not applicable. Either no students took the test, or to safeguard student privacy the CDE withheld all results because very few students took the test in any grade. N/S: Not statistically significant. While we have some data to report, we are suppressing it because the number of valid test scores is not large enough to be meaningful.
About 30 percent of our students took the geometry CST, compared with 26 percent of all high school students statewide. To read more about the math standards for all grades, visit the CDE’s Web site.
100
Three-Year Trend: Geometry Advanced Proficient Basic Below Basic Far Below Basic
80 60 40 Percentage of students
The graph to the right shows how our students’ scores have changed over the years. Any student in grades nine, ten, or eleven who took geometry is included in this analysis. We present each year’s results in a vertical bar, with students’ scores arrayed across five proficiency bands. When viewing schoolwide results over time, remember that progress can take many forms. It can be more students scoring in the top proficiency bands (blue); it can also be fewer students scoring in the lower two proficiency bands (brown and red).
20 0
Percentage of students who took the test: 2009: 25% 2010: 34% 2011: 30%
20 40 60 80
100
SOURCE: CDE STAR research file: 2009, 2010, and 2011.
2009
2010
Jefferson Union High School District
2011
Page 10
Oceana High School School Accountability Report Card for 2010–2011
US History BAR GRAPHS BELOW SHOW THESE PROFICIENCY GROUPS (LEFT TO RIGHT): FAR BELOW BASIC
BELOW BASIC
BASIC
PROFICIENT
ADVANCED
PROFICIENT OR ADVANCED
STUDENTS TESTED
SCHOOLWIDE AVERAGE
54%
84%
AVERAGE HIGH SCHOOL IN THE COUNTY
59%
96%
AVERAGE HIGH SCHOOL IN CALIFORNIA
51%
96%
GROUP
LOW SCORES
HIGH SCORES
COMMENTS
SCHOOLWIDE AVERAGE: About three percent more students at our school scored Proficient or Advanced than at the average high school in California.
Subgroup Test Scores BAR GRAPHS BELOW SHOW TWO PROFICIENCY GROUPS (LEFT TO RIGHT): FAR BELOW BASIC, BELOW BASIC, AND BASIC GROUP
PROFICIENT AND ADVANCED PROFICIENT OR ADVANCED
STUDENTS TESTED
Boys
60%
50
Girls
48%
48
English proficient
55%
96
NO DATA AVAILABLE
N/A
2
DATA STATISTICALLY UNRELIABLE
N/S
26
60%
72
N/A
3
54%
95
N/S
14
English Learners Low income
LOW SCORES
HIGH SCORES
Not low income Learning disabled
NO DATA AVAILABLE
Not learning disabled Asian American
DATA STATISTICALLY UNRELIABLE
47%
32
Hispanic/Latino
DATA STATISTICALLY UNRELIABLE
N/S
21
White/Other
DATA STATISTICALLY UNRELIABLE
N/S
22
Filipino
COMMENTS
GENDER: About 12 percent more boys than girls at our school scored Proficient or Advanced.
ENGLISH PROFICIENCY: We cannot compare scores for these two subgroups because the number of English Learners tested was either zero or too small to be statistically significant. INCOME: We cannot compare scores for these two subgroups because the number of students tested from low-income families was too small to be statistically significant. LEARNING DISABILITIES: We cannot compare scores for these two subgroups because the number of students tested with learning disabilities was either zero or too small to be statistically significant. ETHNICITY: Test scores are likely to vary among students of different ethnic origins. The degree of variance will differ from school to school. Measures of the achievement gap are beyond the scope of this report.
SOURCE: The scores for the CST are from the spring 2011 test cycle. County and state averages represent high schools only. Whenever a school reports fewer than 11 scores for a particular subgroup at any grade level, the CDE suppresses the scores when it releases the data to the public. Missing data makes it impossible for us to compile complete schoolwide results. Therefore, the results published in this report may vary from other published CDE test scores. N/A: Not applicable. Either no students took the test, or to safeguard student privacy the CDE withheld all results because very few students took the test in any grade. N/S: Not statistically significant. While we have some data to report, we are suppressing it because the number of valid test scores is not large enough to be meaningful.
To read more about the eleventh grade US history standards, visit the CDE’s Web site.
100
Three-Year Trend: US History Advanced Proficient Basic Below Basic Far Below Basic
80 60 40 Percentage of students
The graph to the right shows how our eleventh grade students’ scores have changed over the years. We present each year’s results in a vertical bar, with students’ scores arrayed across five proficiency bands. When viewing schoolwide results over time, remember that progress can take many forms. It can be more students scoring in the top proficiency bands (blue); it can also be fewer students scoring in the lower two proficiency bands (brown and red).
20 0
Percentage of students who took the test: 2009: 91% 2010: 92% 2011: 84%
20 40 60 80
100
SOURCE: CDE STAR research file: 2009, 2010, and 2011.
2009
2010
Jefferson Union High School District
2011
Page 11
Oceana High School School Accountability Report Card for 2010–2011
Biology BAR GRAPHS BELOW SHOW THESE PROFICIENCY GROUPS (LEFT TO RIGHT): FAR BELOW BASIC
BELOW BASIC
BASIC
PROFICIENT
ADVANCED
PROFICIENT OR ADVANCED
STUDENTS TESTED
SCHOOLWIDE AVERAGE
37%
32%
AVERAGE HIGH SCHOOL IN THE COUNTY
58%
38%
AVERAGE HIGH SCHOOL IN CALIFORNIA
50%
37%
GROUP
LOW SCORES
HIGH SCORES
COMMENTS
SCHOOLWIDE AVERAGE: About 13 percent fewer students at our school scored Proficient or Advanced than at the average high school in California.
Subgroup Test Scores BAR GRAPHS BELOW SHOW TWO PROFICIENCY GROUPS (LEFT TO RIGHT): FAR BELOW BASIC, BELOW BASIC, AND BASIC GROUP
PROFICIENT AND ADVANCED PROFICIENT OR ADVANCED
STUDENTS TESTED
Boys
38%
77
Girls
37%
62
English proficient
39%
135
NO DATA AVAILABLE
N/A
4
DATA STATISTICALLY UNRELIABLE
N/S
27
36%
111
N/A
5
38%
134
N/S
16
39%
46
English Learners Low income
LOW SCORES
HIGH SCORES
Not low income Learning disabled
NO DATA AVAILABLE
Not learning disabled Asian American
DATA STATISTICALLY UNRELIABLE
Filipino
20%
40
White/Other
DATA STATISTICALLY UNRELIABLE
N/S
23
Two or more races
DATA STATISTICALLY UNRELIABLE
N/S
11
Hispanic/Latino
COMMENTS
GENDER: About the same percentage of boys and girls at our school scored Proficient or Advanced.
ENGLISH PROFICIENCY: We cannot compare scores for these two subgroups because the number of English Learners tested was either zero or too small to be statistically significant. INCOME: We cannot compare scores for these two subgroups because the number of students tested from low-income families was too small to be statistically significant. LEARNING DISABILITIES: We cannot compare scores for these two subgroups because the number of students tested with learning disabilities was either zero or too small to be statistically significant. ETHNICITY: Test scores are likely to vary among students of different ethnic origins. The degree of variance will differ from school to school. Measures of the achievement gap are beyond the scope of this report.
SOURCE: The scores for the CST are from the spring 2011 test cycle. County and state averages represent high schools only. Whenever a school reports fewer than 11 scores for a particular subgroup at any grade level, the CDE suppresses the scores when it releases the data to the public. Missing data makes it impossible for us to compile complete schoolwide results. Therefore, the results published in this report may vary from other published CDE test scores. N/A: Not applicable. Either no students took the test, or to safeguard student privacy the CDE withheld all results because very few students took the test in any grade. N/S: Not statistically significant. While we have some data to report, we are suppressing it because the number of valid test scores is not large enough to be meaningful.
About 32 percent of our students took the biology CST, compared with 37 percent of all high school students statewide. To read more about the California standards for science visit the CDE’s Web site.
100
Three-Year Trend: Biology Advanced Proficient Basic Below Basic Far Below Basic
80 60 40 Percentage of students
The graph to the right shows how our students’ scores have changed over the years. Any student in grades nine, ten, or eleven who took biology is included in this analysis. We present each year’s results in a vertical bar, with students’ scores arrayed across five proficiency bands. When viewing schoolwide results over time, remember that progress can take many forms. It can be more students scoring in the top proficiency bands (blue); it can also be fewer students scoring in the lower two proficiency bands (brown and red).
20 0
Percentage of students who took the test: 2009: 35% 2010: 32% 2011: 32%
20 40 60 80
100
SOURCE: CDE STAR research file: 2009, 2010, and 2011.
2009
2010
Jefferson Union High School District
2011
Page 12
Oceana High School School Accountability Report Card for 2010–2011
Life Science (Tenth Grade) BAR GRAPHS BELOW SHOW THESE PROFICIENCY GROUPS (LEFT TO RIGHT): FAR BELOW BASIC
BELOW BASIC
BASIC
PROFICIENT
ADVANCED
PROFICIENT OR ADVANCED
STUDENTS TESTED
SCHOOLWIDE AVERAGE
48%
96%
AVERAGE HIGH SCHOOL IN THE COUNTY
58%
95%
AVERAGE HIGH SCHOOL IN CALIFORNIA
52%
94%
GROUP
LOW SCORES
HIGH SCORES
COMMENTS
SCHOOLWIDE AVERAGE: About four percent fewer students at our school scored Proficient or Advanced than at the average high school in California.
Subgroup Test Scores BAR GRAPHS BELOW SHOW TWO PROFICIENCY GROUPS (LEFT TO RIGHT): FAR BELOW BASIC, BELOW BASIC, AND BASIC GROUP
PROFICIENT AND ADVANCED PROFICIENT OR ADVANCED
STUDENTS TESTED
Boys
49%
75
Girls
47%
53
English proficient
50%
125
NO DATA AVAILABLE
N/A
3
DATA STATISTICALLY UNRELIABLE
N/S
25
48%
103
N/A
4
48%
124
N/S
15
50%
44
31%
36
N/S
21
English Learners Low income
LOW SCORES
HIGH SCORES
Not low income Learning disabled
NO DATA AVAILABLE
Not learning disabled Asian American
DATA STATISTICALLY UNRELIABLE
Filipino Hispanic/Latino White/Other
DATA STATISTICALLY UNRELIABLE
COMMENTS
GENDER: About two percent more boys than girls at our school scored Proficient or Advanced.
ENGLISH PROFICIENCY: We cannot compare scores for these two subgroups because the number of English Learners tested was either zero or too small to be statistically significant. INCOME: We cannot compare scores for these two subgroups because the number of students tested from low-income families was too small to be statistically significant. LEARNING DISABILITIES: We cannot compare scores for these two subgroups because the number of students tested with learning disabilities was either zero or too small to be statistically significant. ETHNICITY: Test scores are likely to vary among students of different ethnic origins. The degree of variance will differ from school to school. Measures of the achievement gap are beyond the scope of this report.
SOURCE: The scores for the CST are from the spring 2011 test cycle. County and state averages represent high schools only. Whenever a school reports fewer than 11 scores for a particular subgroup at any grade level, the CDE suppresses the scores when it releases the data to the public. Missing data makes it impossible for us to compile complete schoolwide results. Therefore, the results published in this report may vary from other published CDE test scores. N/A: Not applicable. Either no students took the test, or to safeguard student privacy the CDE withheld all results because very few students took the test in any grade. N/S: Not statistically significant. While we have some data to report, we are suppressing it because the number of valid test scores is not large enough to be meaningful.
You can read the science standards on the CDE’s Web site. Please note that some students taking this test may not have taken any science course in the ninth or tenth grade. In high school, science courses are electives.
100
Three-Year Trend: Life Science Advanced Proficient Basic Below Basic Far Below Basic
80 60 40 Percentage of students
The graph to the right shows how our tenth grade students’ scores on the mandatory life science test have changed over the years. We present each year’s results in a vertical bar, with students’ scores arrayed across five proficiency bands. When viewing schoolwide results over time, remember that progress can take many forms. It can be more students scoring in the top proficiency bands (blue); it can also be fewer students scoring in the lower two proficiency bands (brown and red).
20 0
Percentage of students who took the test: 2009: 88% 2010: 90% 2011: 96%
20 40 60 80
100
SOURCE: CDE STAR research file: 2009, 2010, and 2011.
2009
2010
Jefferson Union High School District
2011
Oceana High School School Accountability Report Card for 2010–2011
Page 13
Other Measures of Student Achievement Oceana classes are taught with an in-depth and interdisciplinary approach. Students are challenged to think critically about what they learn and to make connections. Students learn to conduct research, evaluate sources, make judgments, and present what they have learned in both written and oral presentations. Students are assessed through exhibitions and demonstrations of their learning, as well as by more traditional assessment measures such as course exams and standardized tests. All graduates are required to complete a senior exhibition to receive an Oceana diploma. The exhibition is a performance-based assessment in which students demonstrate competencies in an authentic setting. The exhibition is one of the most important tools we use to assess student achievement. Oceana graduates are also required to complete a Graduation Portfolio to show how their work over four years aligns with the Oceana Schoolwide Outcomes (also known as Expected Schoolwide Learning Results, or ESLRs). We ask students to reflect on how their work demonstrates growth, not of particular subjects but of the skills and habits of mind that we articulate as the Oceana Schoolwide Outcomes. Through the portfolio, students participate in assessing their own achievements and the learning goals of the school as a whole. The Jefferson Union High School District has used the Cruncher program to enable teachers and administrators access to comprehensive test data for students, which is being replaced by the more comprehensive DataDirector program. Teachers access current and past years’ data for the students they teach. Administrators access data for all the students in the school to allow comparison of scores by subgroup, year, class, or teacher and for analysis of scores to identify trends and areas of concern.
Jefferson Union High School District
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Oceana High School School Accountability Report Card for 2010–2011
PREPARATION FOR COLLEGE AND THE WORKFORCE
Oceana is a college preparatory school. All of our core classes (English, social science, math, science, and foreign language) and most of our elective classes have been approved by the University of California as college preparatory classes. To graduate from Oceana, all students must complete four years of college preparatory English, four years of social science, three years of math, two years of science, two years of PE, one year of a fine art or foreign language, and a semester of health. Currently, about half of our students complete all the requirements necessary for acceptance to the University of California or the California State University. More than 95 percent of our students go to college. Approximately 40 percent go directly to a four-year college; approximately 55 percent go to a community college after high school, and many transfer to a four-year college after obtaining an associate’s degree.
SAT College Entrance Exam COUNTY AVERAGE
STATE AVERAGE
56%
49%
37%
Average score of juniors and seniors who took the SAT critical reading test
487
523
498
SAT math
Average score of juniors and seniors who took the SAT math test
516
551
517
SAT writing
Average score of juniors and seniors who took the SAT writing test
494
526
497
KEY FACTOR
DESCRIPTION
SAT participation rate
Percentage of seniors who took the test
SAT critical reading
OUR SCHOOL
SOURCE: SAT test data provided by the College Board for the 2009–2010 school year. County and state averages represent high schools only.
In the 2009–2010 academic year, 56 percent of Oceana students took the SAT, compared with 37 percent of high school students in California. Oceana students’ average score was 487 on the critical reading portion of the SAT, compared with 498 for students throughout the state. Oceana students’ average score was 516 on the math portion of the SAT, compared with 517 for students throughout the state. Oceana students’ average score was 494 on the writing portion of the SAT, compared with 497 for students throughout the state.
College Preparation and Attendance KEY FACTOR
DESCRIPTION
2010 graduates meeting UC or CSU course requirements
Percentage of graduates passing all of the courses required for admission to the UC or CSU systems
OUR SCHOOL
N/A
COUNTY AVERAGE
STATE AVERAGE
43%
39%
SOURCE: Enrollment in UC/CSU qualifying courses comes from CALPADS, October 2010. County and state averages represent high schools only.
In the 2009–2010 school year, one percent of Oceana’s graduates passed courses required for admission to the University of California (UC) or the California State University (CSU) system, compared with 39 percent of students statewide. This number is, in part, an indicator of whether the school is offering the classes required for admission to the UC or CSU systems. The courses that the California State University system requires applicants to take in high school, which are referred to as the A-G course requirements, can be reviewed on the CSU’s official Web site. The University of California has the same set of courses required.
Jefferson Union High School District
Page 15
Oceana High School School Accountability Report Card for 2010–2011
Advanced Placement Courses Offered High school students can enroll in courses that are more challenging in their junior and senior years, including Advanced Placement (AP) courses. These courses are intended to be the most rigorous and challenging courses available. Most colleges regard AP courses as the equivalent of a college course. KEY FACTOR
DESCRIPTION
Enrollment in AP courses
Percentage of AP course enrollments out of total course enrollments
OUR SCHOOL
COUNTY AVERAGE
STATE AVERAGE
6%
5%
6%
SOURCE: This information provided by the California Department of Education.
The majority of comprehensive high schools offer AP courses, but the number of AP courses offered at any one school varies considerably. Unlike honors courses, AP courses and tests are designed by a national organization, the College Board, which charges fees to high schools for the rights to their material. The number of AP courses offered is one indicator of a school’s commitment to prepare its students for college, but students’ participation in those courses and their test results are, in part, a measure of student initiative. Students who take AP courses and pass the AP exams with scores of 3 or higher may qualify for college credit. Our high school offers eight different courses that you’ll see listed in the table. More information about the Advanced Placement program is available from the College Board.
NUMBER OF COURSES
AP COURSES OFFERED
Fine and Performing Arts
0
Computer Science
0
English
2
Foreign Language
1
Mathematics
1
Science
2
Social Science
2
Total
8
SOURCE: This information provided by the school district.
AP Exam Results, 2009–2010 KEY FACTOR
DESCRIPTION
Completion of AP courses
Percentage of juniors and seniors who completed AP courses and took the final exams
Number of AP exams taken
Average number of AP exams each of these students took in 2009–2010
AP test results
Percentage of AP exams with scores of 3 out of 5 or higher (college credit)
OUR SCHOOL
COUNTY AVERAGE
STATE AVERAGE
28%
33%
28%
2.1
2.1
1.8
43%
66%
58%
SOURCE: AP exam data provided by the College Board for the 2009–2010 school year.
Here at Oceana, 28 percent of juniors and seniors took AP exams. In California, 28 percent of juniors and seniors in the average high school took AP exams. On average, those students took 2.1 AP exams, compared with 1.8 for students in the average high school in California.
Jefferson Union High School District
Page 16
Oceana High School School Accountability Report Card for 2010–2011
California High School Exit Examination Students first take the California High School Exit Examination (CAHSEE) in the tenth grade. If they don’t pass either the English/language arts or math portion, they can retake the test in the eleventh or twelfth grades. Here you’ll see a three-year summary showing the percentage of tenth graders who scored Proficient or Advanced. (This should not be confused with the passing rate, which is set at a somewhat lower level.) Answers to frequently asked questions about the exit exam can be found on the CDE Web site. Additional information about the exit exam results is also available there.
PERCENTAGE OF TENTH GRADE STUDENTS SCORING PROFICIENT OR ADVANCED ON THE CAHSEE OUR SCHOOL
DISTRICT AVERAGE
STATE AVERAGE
2010–2011
62%
59%
59%
2009–2010
72%
63%
54%
2008–2009
64%
59%
52%
2010–2011
66%
61%
56%
2009–2010
59%
62%
54%
2008–2009
63%
61%
53%
English/language arts
Math
SOURCE: California Department of Education, SARC research file.
Jefferson Union High School District
Page 17
Oceana High School School Accountability Report Card for 2010–2011
The table that follows shows how specific groups of tenth grade students scored on the exit exam in the 2010– 2011 school year. The English/language arts portion of the exam measures whether a student has mastered reading and writing skills at the ninth or tenth grade level, including vocabulary, writing, writing conventions, informational reading, and reading literature. The math portion of the exam includes arithmetic, statistics, data analysis, probability, number sense, measurement, and geometry at sixth and seventh grade levels. It also tests whether a student has mastered algebra, a subject that most students study in the eighth or ninth grade. Sample questions and study guides for the exit exam are available for students on the CDE Web site.
CAHSEE Results by Subgroup ENGLISH/LANGUAGE ARTS
MATH
NOT PROFICIENT
PROFICIENT
ADVANCED
NOT PROFICIENT
PROFICIENT
ADVANCED
38%
29%
33%
34%
45%
21%
African American
N/A
N/A
N/A
N/A
N/A
N/A
American Indian or Alaska Native
N/A
N/A
N/A
N/A
N/A
N/A
Asian
23%
15%
62%
15%
31%
54%
Filipino
34%
34%
32%
29%
45%
26%
Hispanic or Latino
61%
22%
17%
47%
50%
3%
N/A
N/A
N/A
N/A
N/A
N/A
White (not Hispanic)
23%
18%
59%
25%
55%
20%
Two or more races
36%
55%
9%
47%
27%
27%
Male
43%
24%
33%
35%
44%
21%
Female
31%
35%
33%
33%
47%
20%
Socioeconomically disadvantaged
37%
22%
41%
22%
48%
30%
English Learners
N/A
N/A
N/A
N/A
N/A
N/A
Students with disabilities
N/A
N/A
N/A
N/A
N/A
N/A
Students receiving migrant education services
N/A
N/A
N/A
N/A
N/A
N/A
Tenth graders
Pacific Islander
SOURCE: California Department of Education, SARC research file. Scores are included only when 11 or more students are tested. When small numbers of students are tested, their average results are not very reliable.
Jefferson Union High School District
Page 18
Oceana High School School Accountability Report Card for 2010–2011
High School Completion This table shows the percentage of seniors in the graduating class of 2011 who met our district’s graduation requirements and also passed the California High School Exit Examination (CAHSEE). We present the results for students schoolwide followed by the results for different groups of students. Students can retake all or part of the CAHSEE twice in their junior year and up to five times in their senior year. School districts have been giving the CAHSEE since the 2001–2002 school year. However, 2005–2006 was the first year that passing the test was required for graduation. More data about CAHSEE results, and additional detail by gender, ethnicity, and English language fluency, are available on the CDE Web site.
PERCENTAGE OF SENIORS GRADUATING (CLASS OF 2011) OUR SCHOOL
DISTRICT AVERAGE
88%
86%
100%
87%
American Indian or Alaska Native
N/A
67%
Asian
33%
26%
Filipino
N/A
N/A
Hispanic or Latino
73%
78%
Pacific Islander
N/A
85%
White (not Hispanic)
81%
85%
Two or more races
100%
100%
Socioeconomically disadvantaged
N/A
N/A
English Learners
N/A
N/A
Students with disabilities
N/A
N/A
GROUP
All Students African American
SOURCE: This data comes from the school district office.
Dropouts and Graduates We are a small school with a personalized approach to student learning and a strong commitment to individual support for students’ academic success. All teachers provide office hours outside the school day so students can access individual or small-group tutoring in all of their classes. We offer a limited number of afterschool classes for students to make up credit so they will be on track to graduation.
OUR SCHOOL
COUNTY AVERAGE
STATE AVERAGE
2009–2010
3%
2%
3%
2008–2009
3%
3%
4%
2007–2008
2%
2%
3%
2009–2010
90%
91%
86%
2008–2009
92%
92%
84%
KEY FACTOR
Dropout rate (one year)
Graduation rate (four year)
We have two full-time counselors and 2007–2008 98% 93% 86% several counseling interns who work SOURCE: Dropout data comes from CALPADS, October 2010. County and state averages represent high schools closely with community organizations only. and mental health agencies to ensure that students who are at risk for failure can access the social, emotional, and academic support they need. Each student is also assigned to a teacher-advisor and an advisory group, who meet with them four times a week for academic support. DROPOUT RATE: Our dropout rate for the prior three years appears in the accompanying table. We define a
as any student who left school before completing the 2009–2010 school year or a student who hasn’t reenrolled in school for the 2010–2011 year by October 2010.
dropout
Identifying dropouts has been difficult because students often do not let a school know why they are leaving or where they are going. Districts have begun to use Statewide Student Identifiers (SSID), which will increase their ability to find students who stop coming to school. This tracking system needs to be in place for the students’ full four years in high school to be completely accurate. As a result, the accuracy of this data will be much more reliable beginning with the graduating class of 2012.
Jefferson Union High School District
Oceana High School School Accountability Report Card for 2010–2011
Page 19
GRADUATION RATE: The graduation rate is an estimate of our school’s success at keeping students in school. It is also used in the No Child Left Behind Act to determine Adequate Yearly Progress (AYP). The formula provides only a rough estimate of the completion rate because the calculation relies on dropout counts, which are imprecise. The California Department of Education (CDE) cautions that this method is likely to produce an estimated graduation rate that is too high.
Jefferson Union High School District
Page 20
Oceana High School School Accountability Report Card for 2010–2011
Workforce Preparation Oceana requires all students to complete 100 hours of community service prior to graduation. We have a Community Service Coordinator on staff to help students select community service placements based on their interests. Through their work with nonprofit organizations, community agencies, and schools, students gain important job-related skills: responsibility, respectful behavior, organization, decision-making, and task completion. Our academic counselor and advisory teachers work with junior and senior advisory teachers to provide lessons on career choices and to assist students in writing a post-graduation plan, which becomes part of their graduation portfolio. Our high school offers courses intended to help students prepare for the world of work. These career technical education (CTE) courses, formerly known as vocational education, are open to all students. The accompanying table shows the percentage of our students who enrolled in a CTE course at any time during the school year. We enrolled 24 students in career technical education courses.
KEY FACTOR
OUR SCHOOL
Number of students participating in CTE courses
24
Percentage of students completing a CTE program and earning a high school diploma
0%
Percentage of CTE courses coordinated with colleges
0%
SOURCE: Information provided by the school district.
You can find information about our school’s CTE courses and advisors in the Data Almanac at the end of this School Accountability Report Card. Information about career technical education policy is available on the CDE Web site.
Jefferson Union High School District
Page 21
Oceana High School School Accountability Report Card for 2010–2011
STUDENTS
Students’ English Language Skills At Oceana, 95 percent of students were considered to be proficient in English, compared with 91 percent of high school students in California overall. Languages Spoken at Home by English Learners, 2010–2011 Please note that this table describes the home languages of just the 26 students classified as English Learners. At Oceana, the language these students most often speak at home is Spanish. In California it’s common to find English Learners in classes with students who speak English well. When you visit our classrooms, ask our teachers how they work with language differences among their students.
LANGUAGE SKILLS
English-proficient students English Learners
OUR SCHOOL
COUNTY AVERAGE
STATE AVERAGE
95%
87%
91%
5%
13%
9%
SOURCE: Language Census for school year 2010–2011. County and state averages represent high schools only.
OUR SCHOOL
COUNTY AVERAGE
STATE AVERAGE
38%
76%
81%
Vietnamese
8%
0%
2%
Cantonese
8%
3%
2%
Hmong
0%
0%
2%
27%
6%
2%
Korean
0%
0%
1%
Khmer/Cambodian
0%
0%
1%
19%
15%
9%
LANGUAGE
Spanish
Filipino/Tagalog
All other
SOURCE: Language Census for school year 2010–2011. County and state averages represent high schools only.
Ethnicity Most students at Oceana identify themselves as Asian/Pacific Islander. The state of California allows citizens to choose more than one ethnic identity, or to select “two or more races” or “decline to state.” As a consequence, the sum of all responses rarely equals 100 percent.
OUR SCHOOL
COUNTY AVERAGE
STATE AVERAGE
African American
4%
4%
7%
Asian American/ Pacific Islander
41%
24%
12%
Hispanic/Latino
24%
35%
48%
White
20%
29%
29%
ETHNICITY
SOURCE: California Longitudinal Pupil Achievement Data System (CALPADS), October 2010. County and state averages represent high schools only.
Family Income and Education The free or reduced-price meal subsidy goes to students whose families earned less than $40,793 a year (based on a family of four) in the 2010-2011 school year. At Oceana, 30 percent of the students qualified for this program, compared with 50 percent of students in California.
OUR SCHOOL
COUNTY AVERAGE
STATE AVERAGE
Low-income indicator
30%
33%
50%
Parents with some college
88%
71%
57%
Parents with college degree
58%
48%
32%
FAMILY FACTORS
SOURCE: The free and reduced-price lunch information is gathered by most districts in October. This data is from the 2010–2011 school year. Parents’ education level is collected in the spring at the start of testing. Rarely do all students answer these questions.
The parents of 88 percent of the students at Oceana have attended college and 58 percent have a college degree. This information can provide some clues to the level of literacy children bring to school. One precaution is that the students themselves provide this data when they take the battery of standardized tests each spring, so it may not be completely accurate. About 72 percent of our students provided this information.
Jefferson Union High School District
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Oceana High School School Accountability Report Card for 2010–2011
CLIMATE FOR LEARNING
Average Class Sizes The table at the right shows average class sizes for core courses. The average class size of all courses at Oceana varies from a low of 23 students to a high of 28. Our average class size schoolwide is 26 students. The average class size for high schools in the state is 22 students.
AVERAGE CLASS SIZES OF CORE COURSES
OUR SCHOOL
COUNTY AVERAGE
STATE AVERAGE
English
28
22
25
History
27
25
27
Math
23
23
25
Science
27
24
28
SOURCE: California Department of Education, SARC Research File. State and county averages represent high Safety schools only. Oceana administration reviews and revises a crisis management and safety plan annually and distributes copies to all staff. Fire drill and disaster drill procedures as well as the Quick Guide to Emergency Situations are posted in every classroom. This guide simplifies what our more detailed safety plan discusses at length: response to bomb threats, earthquake and fire preparedness, intruders on campus, hazardous materials, and power outages. Each classroom is equipped with a telephone and an emergency number that is linked to all administrative offices. Administration can also communicate with teachers through a public address system. In addition to two fire drills and four disaster drills (two earthquake and two civil defense) each year, we practice an intruder drill that prescribes a classroom lockdown. Five Oceana staff members have been trained to be part of a Community Emergency Response Team (CERT), and we work closely with the Pacifica Police Department (PPD) to develop our safety plans. PPD officers drop by the school regularly to check in with the administration and maintain an active presence on campus.
We have a full-time campus supervisor who works directly with the vice-principal for administration to monitor student behavior. Oceana High School is a closed campus. Students may not leave the campus during school hours without permission. All visitors must sign in at the main office to receive a pass to be on campus. Non-Oceana students cannot be on campus between 8:05 a.m. and 2:35 p.m. without a visitor’s pass.
Homework All Oceana teachers assign homework and offer office hours outside of regular class time to provide support for students who need assistance in understanding or completing assignments. Our library is open one hour before school and one hour after school to provide a supervised space with computer access for students to complete homework. Schedule Oceana has an alternate day block schedule. Students take six classes and an advisory. Classes meet every other day for 100 minutes and advisory meets four times a week for 25 minutes. The school day begins at 8:05 a.m. and ends at 2:35 p.m. on Monday, Tuesday, Thursday, and Friday. Wednesday is a minimum day, and classes end at 12:50 to allow time for service learning and community service. Parent Involvement The Oceana Parents Students Teachers Association (OPTSA) is an active parent organization that meets monthly. In addition to routine business, OPTSA invites guest speakers to make presentations to parents on topical issues. Speakers include classroom teachers and representatives from Skyline College, the Golden Gate National Recreational Area Park Service, and school projects such as Because Art Matters and Sojourn-to-thePast. OPTSA is active in raising funds to make donations to the school and to award mini-grants to individual teachers for classroom projects. A parent representative sits on our Academic Council and participates in the daily decision making of the school. Parents are also encouraged to volunteer time and to participate in school functions such as the Senior Exhibitions, dances, and athletic events. More than half of our parents attend Back-to-School Night, exhibition nights for student projects, class-level informational evening meetings, and award ceremonies. When parents or teachers are concerned about a student’s progress or behavior, our counseling staff facilitates meetings with parents and teachers to collaborate on an academic or behavior plan for the student. Our new student database system, Genesis, has a parent portal to facilitate parent and student access to information about classes, homework assignments, and student grades. Parents and students can also email or phone teachers, and many teachers have online blogs where they post assignments and other information about their classes. Jefferson Union High School District
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Oceana High School School Accountability Report Card for 2010–2011
L E A D E R S H I P , T EA CH E R S , A ND S T A F F
Leadership Caro Pemberton is in her fourth year as principal, after serving as vice-principal of guidance for two years and teaching English and humanities for eleven years at Oceana. Jonas Barbour, a nine-year veteran of Oceana’s math department, is in his fourth year as vice-principal of guidance. April Holland came to Oceana with 23 years of teaching experience in a San Francisco middle school and is in her fifth year as vice-principal of administration. Oceana is governed by an Academic Council and has a rich tradition of shared decision making. Day-to-day operations of the school are the responsibility of the principal and two vice-principals. The Academic Council is responsible for monitoring and supervising the implementation of our schoolwide action plan, supervising the execution and development of our program, planning and organizing staff development, approving master schedule decisions, and advising the principal on personnel issues. The Academic Council meets weekly and consists of five teachers elected to two-year terms, one elected clerical staff member, a student chosen by the Associated Student Body, a parent representative, and the principal. Our commitment to shared leadership and decision making is also reflected in the appointment of staff members to lead and coordinate work for key program areas such as the senior exhibition, graduation portfolio, and community service. Each coordinator sets annual goals, which the Academic Council reviews and approves; they report back to the Academic Council midyear and at the end of the year on the implementation of those goals.
Indicators of Teachers Who May Be Underprepared COUNTY AVERAGE
STATE AVERAGE
4%
N/A
0%
2%
N/A
N/A
Percentage of staff holding a full, clear authorization to teach at the elementary or secondary level
93%
N/A
N/A
Percentage of teachers without a full, clear credential
7%
N/A
N/A
KEY FACTOR
DESCRIPTION
Core courses taught by a teacher not meeting NCLB standards
Percentage of core courses not taught by a “highly qualified” teacher according to federal standards in NCLB
Out-of-field teaching: courses
Percentage of core courses taught by a teacher who lacks the appropriate subject area authorization for the course
Fully credentialed teachers Teachers lacking a full credential
OUR SCHOOL
SOURCE: This information provided by the school district. Data on NCLB standards is from the California Department of Education, SARC research file.
PLEASE NOTE: Comparative data (county average and state averages) for some of the data reported in the SARC is unavailable. “HIGHLY QUALIFIED” TEACHERS: The federal law known as No Child Left Behind (NCLB) requires districts
to report the number of teachers considered to be “highly qualified.” These “highly qualified” teachers must have a full credential, a bachelor’s degree, and, if they are teaching a core subject (such as reading, math, science, or social studies), they must also demonstrate expertise in that field. The table above shows the percentage of core courses taught by teachers who are considered to be less than “highly qualified.” There are exceptions, known as the High Objective Uniform State Standard of Evaluation (HOUSSE) rules, that allow some veteran teachers to meet the “highly qualified” test who wouldn’t otherwise do so. TEACHING OUT OF FIELD: When a teacher lacks a subject area authorization for a course she is teaching, that course is counted as an out-of-field section. For example, if an unexpected vacancy in a biology class occurs, and a teacher who normally teaches English literature (and who lacks a subject area authorization in science) fills in to teach for the rest of the year, that teacher would be teaching out of field. CREDENTIAL STATUS OF TEACHERS: Teachers who lack full credentials are working under the terms of an
emergency permit, an internship credential, or a waiver. They should be working toward their credential, and they are allowed to teach in the meantime only if the school board approves. About seven percent of our teachers were working without full credentials. Jefferson Union High School District
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Oceana High School School Accountability Report Card for 2010–2011
More facts about our teachers, called for by the Williams legislation of 2004, are available on our Accountability Web page, which is accessible from our district Web site. You will find specific facts about misassigned teachers and teacher vacancies in the 2011–2012 school year.
Districtwide Distribution of Teachers Who Are Not “Highly Qualified” Here, we report the percentage of core courses in our district whose teachers are considered to be less than “highly qualified” by NCLB’s standards. We show how these teachers are distributed among schools DISTRICT FACTOR DESCRIPTION according to the percentage of low-income Percentage of core courses not Districtwide students enrolled.
CORE COURSES NOT TAUGHT BY HQT IN DISTRICT
2%
taught by “highly qualified” teachers (HQT)
When more than 40 percent of the students in a school are receiving subsidized lunches, Schools whose core courses are Schools with more that school is considered by the California than 40% of students not taught by “highly Department of Education to be a school from lower-income qualified” teachers with higher concentrations of low-income homes students. About 70 percent of the state’s Schools whose core courses are Schools with less schools are in this category. When less than than 25% of students not taught by “highly from lower-income qualified” teachers 25 percent of the students in a school are homes receiving subsidized lunches, that school is considered by the CDE to be a school with SOURCE: Data is from the California Department of Education, SARC research file. lower concentrations of low-income students. About 19 percent of the state’s schools are in this category.
0%
5%
Staff Development PROFESSIONAL DEVELOPMENT DAYS YEAR The Oceana faculty is continuously engaged in professional development to improve our teaching practice. We hold a two-day 2.0 faculty retreat before school begins each fall to reflect on our work 2010–2011 and to set goals for the coming year. During the year, the faculty 2009–2010 2.0 meets weekly to discuss student work, school policies, and 2008–2009 2.0 teaching practice. We receive a time waiver for instructional SOURCE: This information is supplied by the school district. minutes from the California Department of Education that permits us to shorten the school day once a week so teachers can collaborate and students can perform their required community service. In addition, we encourage and support teachers to attend professional development workshops focused on curriculum and instructional strategies. All teachers are members of peer coaching groups. Evaluating and Improving Teachers Oceana teachers are evaluated at regular intervals by an administrator using the California Standards for the Teaching Profession. New teachers receive mentoring and support through the Beginning Teachers Support and Assessment program. All teachers are members of a peer coaching group, which meets approximately eight times per year. Peer coaching groups provide teachers with a forum to reflect on their practice, evaluate the effectiveness of their teaching, and explore ideas and teaching strategies with colleagues from other teaching disciplines.
Jefferson Union High School District
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Oceana High School School Accountability Report Card for 2010–2011
Specialized Resource Staff The table to the right lists the number of full-time equivalent qualified support personnel who provide counseling and other pupil support services in our school. These specialists often work part time at our school and some may work at more than one school in our district. For more details on statewide ratios of counselors, psychologists, or other pupil services staff to students, see the California Department of Education (CDE) Web site. Library facts and frequently asked questions are also available there. ACADEMIC GUIDANCE COUNSELORS: More information about counseling and student support
is available on the CDE Web site.
STAFF POSITION
STAFF (FTE)
Academic counselors
1.0
Behavioral/career counselors
0.0
Librarians and media staff
0.8
Psychologists
1.0
Social workers
1.0
Nurses
0.0
Specialized Programs and Staff Speech/language/ 0.5 All Oceana freshmen and sophomore students are scheduled in a hearing specialists “house” for three of their six academic classes (English, social science, Resource specialists 0.0 and science) and an advisory class. The house system increases our SOURCE: Data provided by the school district. capacity to provide a personalized education for our students and help them with the transition to high school. House teachers meet weekly to plan curriculum, assess their program, and discuss the progress of students they share. These teachers also commit to office hours at least two times each week, before or after school or during lunch, to provide one-onone or small-group tutoring for their students. Oceana offers elective courses such as visual art, theater art, photography, film analysis, food and nutrition, and environmental science. We also schedule an Interim Week each spring during which regular classes are cancelled and all teachers offer a one-week elective class. The Interim Week classes include a variety of electives, including studio art, job shadowing, dance, martial arts, film analysis, and driver’s education. Some classes involve overnight trips, such as outdoor education, a week on a farm, hiking and camping trips, and international travel. Several classes include extended daylong field trips to local destinations, such as museums, theaters, colleges, and a marine mammal rehabilitation center. In the eleventh and twelfth grades, students can enroll in Advanced Placement (AP) classes, including AP English Literature and Composition, AP English Language and Composition, AP U.S. History, AP Government, AP Chemistry, AP Calculus, AP Biology, and AP Spanish Language. Ninth and tenth grade students who want to prepare for AP classes can enroll in afterschool enrichment classes that are taught by the house teachers. Despite limited funding for counselors in California, the Jefferson Union High School District has continued to fund a special services counselor at each high school to provide for social and emotional support for students. Oceana also has ongoing partnerships with university programs that provide counseling interns, and with community mental health programs, which allow us to offer many additional support services for our students.
Gifted and Talented Education (GATE) AP classes and GATE offerings are open to all students. All students are encouraged to participate in the afterschool enriched classes funded by GATE. We do not prescreen students based on grades or test scores. If students wish to challenge themselves, we encourage them to do so; our teachers are committed to providing the support students need to meet the challenge. Once students enroll in an enrichment class, they are permitted to remain in the class as long as they continue to attend and complete the assigned work. Due to budget cuts from the state of California, we no longer have GATE funds to support enriched classes. Beginning in the 2011–2012 school year, we will ask parents for donations to support these classes.
Special Education Program Oceana High School has one full-time Resource Specialist Program (RSP) teacher, one full-time Special Day Class teacher, three teachers in the new Oceana Certificate Program, a school psychologist, and ten special education classroom aides. All of our special education teachers meet annually with students and their parents, a general education teacher, and an administrator to update each student’s Individualized Education Program (IEP).
Jefferson Union High School District
Oceana High School School Accountability Report Card for 2010–2011
Page 26
RSP students are mainstreamed (included in general education classrooms) for most of their classes and attend one tutorial period with the RSP teacher. The RSP teacher collaborates with general education teachers to support each student academically and to ensure they receive appropriate classroom accommodations. Students in the Special Day Classes are of varying abilities; most are completing courses of study toward a high school diploma and some are earning high school certificates. Students are scheduled into academic classes that provide them with the appropriate level of challenge and support based on their IEPs. All students are supported with life-skill lessons. Students in Oceana’s Certificate Program also have varying academic abilities; all students will earn a certificate of completion. The Certificate Program offers three levels of language arts instruction and three levels of math/ science instruction, as well as a variety of life skills and physical education.
English Learner Program Oceana has an increasing number of students who are designated as English Learners. We have an English Learner coordinator who oversees the educational needs of these students and ensures that they receive sufficient support to be academically successful. All Oceana teachers have Cross-cultural Language and Academic Development (CLAD) certification to work with English Learners.
Jefferson Union High School District
Oceana High School School Accountability Report Card for 2010–2011
Page 27
R E SO U R C E S
Buildings Oceana is located at the north end of Pacifica on a hillside overlooking the ocean. Our library and many of our classrooms have windows facing west, with magnificent views. We have a large and comfortable library for students to study; we have three computer labs, four science labs, a large cafeteria, gymnasium, and sufficient classroom space for all classes. Oceana was built in the 1960s. In 2002, a district bond measure provided for substantial seismic upgrading; the addition of a new theater; and installation of new heating, lowered ceilings, and increased natural lighting in classrooms. With funds from a 2006 district bond measure, in 2010 we completed renovation of the Oceana swimming pool, and in 2011 began upgrades of athletic fields and tennis courts. Our building is maintained by an onsite staff that includes a foreman, one gardener, and three evening custodians. They keep rest rooms sanitized and classrooms and hallways clean. More facts about the condition of our school buildings are available in an online supplement to this report called for by the Williams legislation of 2004. What you will find is an assessment of more than a dozen aspects of our buildings: their structural integrity, electrical systems, heating and ventilation systems, and more. The important purpose of this assessment is to determine if our buildings and grounds are safe and in good repair. If anything needs to be repaired, this assessment identifies it and targets a date by which we commit to make those repairs. The guidelines for this assessment were written by the Office of Public School Construction (OPSC) and were brought about by the Williams legislation. You can look at the six-page Facilities Inspection Tool used for the assessment on the Web site of the OPSC.
Library One 80-percent librarian and a library assistant staff our school library, which is equipped with 12 student computers that have Internet access. The library is open for student use from 7:15 a.m. to 3:45 p.m. every school day. Our collection includes a wide range of reference books, current periodicals, and nonfiction books for research, as well as novels, biographies, and books of high interest to encourage students to read. Computers Oceana has 12 student computers in our library, three computer labs that accommodate a full class of students, and between one and five student computers in each classroom. As of fall 2010, all student computers have been upgraded with expanded capacity through the generosity of individual donations from Oceana families. Textbooks We choose our textbooks from lists that have already been approved by state education officials. For a list of some of the textbooks we use at our school, see the Data Almanac that accompanies this report. We have also reported additional facts about our textbooks called for by the Williams legislation of 2004. This online report shows whether we had a textbook for each student in each core course during the 2011–2012 school year and whether those textbooks covered the California Content Standards.
Curriculum For more than six years, panels of scholars have decided what California students should learn and be able to do. Their decisions are known as the California Content Standards, and they apply to all public schools in the state. The textbooks we use and the tests we give are based on these content standards, and we expect our teachers to be firmly focused on them. Policy experts, researchers, and educators consider our state’s standards to be among the most rigorous and challenging in the nation. You can find information about the content standards for each subject at each grade level on the Web site of the California Department of Education (CDE). California adopted new common core standards for English/language arts and math in August 2010. However, the full implementation of those standards is still a few years off. Please refer to the CDE FAQs for details about the new standards.
Science Labs Facts about our science labs, called for by the Williams legislation, are available from the following link. What you will find is whether we had sufficient lab equipment and materials for our science lab courses during the 2011–2012 school year. Jefferson Union High School District
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Oceana High School School Accountability Report Card for 2010–2011
S C H O O L E X P EN D I T U R E S
Spending per Student (2009–2010) To make comparisons possible across schools and districts of varying sizes, we first report our overall spending per student. We base our calculations on our average daily attendance (ADA), which was 499 students. We’ve broken down expenditures by the type of funds used to pay for them. Unrestricted funds can be used for any lawful purpose. Restricted funds, however, must be spent for specific purposes set out by legal requirements or the donor. Examples include funding for instructional materials, economic impact aid, and teacher- and principal-training funds. TYPE OF FUNDS
DISTRICT AVERAGE
OUR SCHOOL
SCHOOL VARIANCE
STATE AVERAGE
SCHOOL VARIANCE
Unrestricted funds ($/student)
$2,961
$3,389
-13%
$5,513
-46%
Restricted funds ($/student)
$1,227
$1,574
-22%
$2,939
-58%
TOTAL ($/student)
$4,188
$4,963
-16%
$8,452
-50%
SOURCE: Information provided by the school district.
Total Expenditures, by Category (2009–2010) Here you can see how much we spent on different categories of expenses. We’re reporting the total dollars in each category, not spending per student. UNRESTRICTED FUNDS
CATEGORY
Teacher salaries Other staff salaries Benefits Books and supplies Equipment replacement Services and direct support TOTAL
RESTRICTED FUNDS
TOTAL
PERCENTAGE OF TOTAL*
$1,110,392
$263,388
$1,373,780
66%
$7,249
$171,405
$178,654
9%
$323,280
$176,866
$500,146
24%
$19,106
$1,188
$20,294
1%
N/A
$0
N/A
N/A
$18,283
$0
$18,283
1%
$1,478,310
$612,847
$2,091,157
SOURCE: Information provided by the school district. * Totals may not add up to exactly 100% because of rounding.
Jefferson Union High School District
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Oceana High School School Accountability Report Card for 2010–2011
Compensation per Staff with Teaching Credentials (2009–2010) The total of what our certificated staff members earn appears below. A certificated staff person is a school employee who is required by the state to hold teaching credentials, including full-time, part-time, substitute or temporary teachers, and most administrators. You can see the portion of pay that goes to salary and three types of benefits. To make comparisons possible across schools and districts of varying sizes, we first report our compensation per full-time equivalent (FTE) certificated staff member. A teacher/administrator/pupil services person who works full time counts as 1.0 FTE. Those who work only half time count as 0.5 FTE. We had 26 FTE teachers working in our school. CATEGORY
OUR SCHOOL
DISTRICT AVERAGE
SCHOOL VARIANCE
STATE AVERAGE
SCHOOL VARIANCE
$52,838
$63,460
-17%
$71,246
-26%
Retirement benefits
$4,382
$5,184
-15%
$5,818
-25%
Health and medical benefits
$9,042
$10,317
-12%
$9,711
-7%
$296
$394
-25%
$533
-44%
$66,558
$79,356
-16%
$87,308
-24%
Salaries
Other benefits TOTAL SOURCE: Information provided by the school district.
Total Certificated Staff Compensation (2009–2010) Here you can see how much we spent on different categories of compensation. We’re CATEGORY reporting the total dollars in each category, not Salaries compensation per staff member.
TOTAL
PERCENTAGE OF TOTAL*
$1,373,780
79%
Retirement benefits
$113,921
7%
Health and medical benefits
$235,094
14%
$7,700
0%
Other benefits TOTAL
$1,730,495
SOURCE: Information provided by the school district. * Totals may not add up to exactly 100% because of rounding.
TECHNICAL NOTE ON DATA RECENCY: All data is the most current available as of November 2011. The CDE may release additional or revised data for the 2010–2011 school year after the publication date of this report. We rely on the following sources of information from the California Department of Education: California Longitudinal Pupil Achievement Data System (CALPADS) (October 2010); Language Census (March 2011); California Standards Tests (spring 2011 test cycle); Academic Performance Index (November 2011 growth score release); Adequate Yearly Progress (November 2011). DISCLAIMER: School Wise Press, the publisher of this accountability report, makes every effort to ensure the accuracy of this information but offers no guarantee, express or implied. While we do our utmost to ensure the information is complete, we must note that we are not responsible for any errors or omissions in the data. Nor are we responsible for any damages caused by the use of the information this report contains. Before you make decisions based on this information, we strongly recommend that you visit the school and ask the principal to provide the most up-to-date facts available. rev20111213_41-68924-4135075h/23452
Jefferson Union High School District
Oceana High School School Accountability Report Card for 2010–2011
» Adequacy of Key Resources 2011—2012
Here you’ll find key facts about our teachers, textbooks, and facilities during the school year in progress, 2011–2012. Please note that these facts are based on evaluations our staff conducted in accordance with the Williams legislation.
Jefferson Union High School District
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Oceana High School
Page 32
School Accountability Report Card for 2010–2011
TEACHERS
Teacher Vacancies The Williams legislation asked districts to disclose how frequently full-time teachers were not permanently assigned to a classroom. There are two general circumstances that can lead to the unfortunate case of a classroom without a full-time, permanently assigned teacher. Within the first 20 days of the start of school, we can be surprised by too many students showing up for school, or too few teachers showing up to teach. After school starts, however, teachers can also be surprised by sudden changes: family emergencies, injuries, accidents, etc. When that occurs, it is our school’s and our district’s responsibility to fill that teacher’s vacancy with a qualified, full-time and permanently assigned replacement. For that reason, we report teacher vacancies in two parts: at the start of school, and after the start of school.
KEY FACTOR
2009–2010
2010–2011
2011–2012
123
132
145
0
0
0
Number of classes where the permanently assigned teacher left during the year
0
0
0
Number of those classes where you replaced the absent teacher with a single new teacher
0
0
0
TEACHER VACANCIES OCCURRING AT THE BEGINNING OF THE SCHOOL YEAR Total number of classes at the start of the year Number of classes which lacked a permanently assigned teacher within the first 20 days of school
TEACHER VACANCIES OCCURRING DURING THE SCHOOL YEAR
NOTES: This report was completed on Thursday, November 10, 2011.
Jefferson Union High School District
Oceana High School
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School Accountability Report Card for 2010–2011
Teacher Misassignments A “misassigned” teacher is one who lacks the appropriate subject-area authorization for a class she is teaching. Under the terms of the Williams settlement, schools must inform the public of the number of their teachers who are misassigned. It is possible for a teacher who lacks the authorization for a subject to get special permission—in the form of an emergency permit, waiver, or internship authorization—from the school board or county office of education to teach the subject anyway. This permission prevents the teacher from being counted as misassigned.
KEY FACTOR
DESCRIPTION
2009–2010
2010–2011
2011–2012
Teacher Misassignments
Total number of classes taught by teachers without a legally recognized certificate or credential
0
0
0
Teacher Misassignments in Classes that Include English Learners
Total number of classes that include English learners and are taught by teachers without CLAD/BCLAD authorization, ELD or SDAIE training, or equivalent authorization from the California Commission on Teacher Credentialing
0
0
0
Other Employee Misassignments
Total number of service area placements of employees without the required credentials
0
0
0
NOTES: This report was completed on Thursday, November 10, 2011.
Jefferson Union High School District
Oceana High School
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School Accountability Report Card for 2010–2011
TEXTBOOKS
The main fact about textbooks that the Williams legislation calls for described whether schools have enough books in core classes for all students. The law also asks districts to reveal whether those books are presenting what the California content standards calls for. This information is far more meaningful when viewed along with the more detailed description of textbooks contained in our School Accountability Report Card (SARC). There you’ll find the names of the textbooks used in our core classes, their dates of publication, the names of the firms that published them, and more.
ARE THERE TEXTBOOKS OR INSTRUCTIONAL MATERIALS IN USE?
ARE THERE ENOUGH BOOKS FOR EACH STUDENT?
SUBJECT
STANDARDS ALIGNED?
OFFICIALLY ADOPTED?
FOR USE IN CLASS?
PERCENTAGE OF STUDENTS HAVING BOOKS TO TAKE HOME?
English
Yes
Yes
Yes
100%
Math
Yes
Yes
Yes
100%
Science
Yes
Yes
Yes
100%
Social Studies
Yes
Yes
Yes
100%
Foreign Languages
Yes
Yes
Yes
100%
Health Sciences
Yes
Yes
Yes
100%
Visual and Performing Arts
Yes
Yes
Yes
100%
NOTES: This report was completed on Thursday, November 10, 2011. This information was collected on Thursday, November 10, 2011. All of our textbooks are the most recently approved by the State Board of Education or our Local Governing Board.
Jefferson Union High School District
Oceana High School
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School Accountability Report Card for 2010–2011
FACILITIES
To determine the condition of our facilities, our district sent experts from our facilities team to inspect them. They used a survey, called the Facilities Inspection Tool, issued by the Office of Public School Construction. Based on that survey, we’ve answered the questions you see on this report. Please note that the information reflects the condition of our buildings as of the date of the report. Since that time, those conditions may have changed. AREA
RATING
DESCRIPTION
OVERALL RATING
Good
Our school is in good repair, according to the criteria established by the Office of Public School Construction. Our deficiencies are minor ones resulting from common wear and tear, and there are few of them. We scored between 90 and 99 percent on the 15 categories of our evaluation.
A. SYSTEMS
Good
Gas Leaks
No apparent problems.
Mechanical Problems (Heating, Ventilation, and Air Conditioning)
No apparent problems.
Sewer System
No apparent problems.
B. INTERIOR Interior Surfaces (Walls, Floors, and Ceilings) C. CLEANLINESS
Good
No apparent problems.
Good
Overall Cleanliness
No apparent problems.
Pest or Vermin Infestation
No apparent problems.
D. ELECTRICAL Electrical Systems and Lighting E. RESTROOMS/FOUNTAINS
Good
No apparent problems.
Good
Bathrooms
No apparent problems.
Drinking Fountains (Inside and Out)
No apparent problems.
F. SAFETY
Good
Fire Safety (Sprinkler Systems, Alarms, Extinguishers)
No apparent problems.
Hazardous Materials (Lead Paint, Asbestos, Mold, Flammables, etc.)
No apparent problems.
G. STRUCTURAL Structural Damage (Cracks in Walls and Foundations, Sloping Ceilings, Posts or Beams Missing)
Good No apparent problems.
Jefferson Union High School District
Oceana High School
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School Accountability Report Card for 2010–2011
AREA
RATING
Roofs H. EXTERNAL
DESCRIPTION
No apparent problems.
Good
Playground/School Grounds
No apparent problems.
Windows, Doors, Gates, Fences (Interior and Exterior)
No apparent problems.
OTHER DEFICIENCIES
N/A
No apparent problems.
INSPECTORS AND ADVISORS: This report was completed on Friday, November 18, 2011 by John Schultz (Director of Operations). The facilities inspection occurred on Wednesday, August 10, 2011. We employed the following staff or businesses in completing this report: A comprehensive inspection of the facility was performed by John Schultz, District Director of Maintenence and Operations, in collaboration with the Oceana Administration and Custodial Staff. The Facilities Inspection Tool was completed on Thursday, November 17, 2011.
Jefferson Union High School District
Oceana High School
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School Accountability Report Card for 2010–2011
SCIENCE LABS
Many science courses require that students conduct experiments. This gives our students a chance to practice the scientific method, in effect, learning science by doing science. Those courses are what we call lab courses, and, of course, they require equipment and materials. The purpose of the Williams legislation is to inform citizens if our schools have the proper equipment, and enough of it, for students to succeed. This legislation only requires high schools to provide this information. Please note that there is no state standard for equipping science labs. The next best authority we have to rely upon is the policy of our own school board. So you’ll see in our report whether our school board has voted to approve a standard for equipping our science labs. If you have further questions about the condition of our science labs, we recommend you speak with your child’s science teacher directly.
DID THE DISTRICT ADOPT ANY RESOLUTIONS TO DEFINE “SUFFICIENCY”?
IS THERE A SUFFICIENT SUPPLY OF MATERIALS AND EQUIPMENT TO CONDUCT THE LABS?
Biology
Yes
Yes
Chemistry
Yes
Yes
Physics
Yes
Yes
Earth Science
Yes
Yes
COURSE TITLE
Notes BIOLOGY
This report was completed on Thursday, November 10, 2011.
CHEMISTRY
This report was completed on Thursday, November 10, 2011.
PHYSICS
This report was completed on Thursday, November 10, 2011.
EARTH SCIENCES
This report was completed on Thursday, November 10, 2011.
Jefferson Union High School District
Oceana High School School Accountability Report Card for 2010–2011
» Data Almanac This Data Almanac provides additional information about students, teachers, student performance, accountability, and district expenditures.
Jefferson Union High School District
Page 39
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Oceana High School School Accountability Report Card for 2010–2011
S T U D E N T S A ND T E A C H E R S
Student Enrollment by Ethnicity and Other Characteristics
Student Enrollment by Grade Level
The ethnicity of our students, estimates of their family income and education level, their English fluency, and their learning-related disabilities.
Number of students enrolled in each grade level at our school. GRADE LEVEL
GROUP
STUDENTS
ENROLLMENT
Number of students
552
Black/African American
4%
American Indian or Alaska Native
0%
Asian
15%
Filipino
26%
Hispanic or Latino
24%
Pacific Islander
0%
White (not Hispanic)
20%
Two or more races
10%
Ethnicity not reported
0%
Socioeconomically disadvantaged
30%
English Learners
21%
Students with disabilities
8%
Kindergarten
0
Grade 1
0
Grade 2
0
Grade 3
0
Grade 4
0
Grade 5
0
Grade 6
0
Grade 7
0
Grade 8
0
Grade 9
183
Grade 10
133
Grade 11
122
Grade 12
114
SOURCE: CALPADS, October 2010.
SOURCE: All but the last three lines are from the annual census, CALPADS, October 2010. Data about students who are socioeconomically disadvantaged, English Learners, or learning disabled come from the School Accountability Report Card unit of the California Department of Education.
Average Class Size by Core Course The average class size by core courses. SUBJECT
2008–2009
2009–2010
2010–2011
English
28
24
28
History
31
28
27
Math
26
28
23
Science
30
29
27
SOURCE: CALPADS, October 2010. 2009–2010 data provided by the school district.
Average Class Size by Core Course, Detail The number of classrooms that fall into each range of class sizes. 2008–2009
2009–2010
2010–2011
SUBJECT
1–22
23–32
33+
1–22
23–32
33+
1–22
23–32
33+
English
6
6
7
8
9
5
1
14
2
History
0
9
8
0
13
6
2
15
2
Math
9
4
5
10
4
4
6
13
1
Science
2
6
8
2
9
8
3
13
2
SOURCE: CALPADS, October 2010. Data for 2009–2010 provided by the school district.
Jefferson Union High School District
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Oceana High School School Accountability Report Card for 2010–2011
Physical Fitness Students in grades five, seven, and nine take the California Fitness Test each year. This test measures students’ aerobic capacity, body composition, muscular strength, endurance, and flexibility using six different tests. The table shows the percentage of students at our school who scored within the “healthy fitness zone” on four, five, and all six tests. More information about physical fitness testing and standards is available on the CDE Web site.
PERCENTAGE OF STUDENTS MEETING HEALTHY FITNESS ZONES FOUR OF SIX STANDARDS
FIVE OF SIX STANDARDS
SIX OF SIX STANDARDS
Grade 5
N/A
N/A
N/A
Grade 7
N/A
N/A
N/A
Grade 9
19%
24%
30%
GRADE LEVEL
SOURCE: Physical fitness test data is produced annually as schools test their students on the six Fitnessgram Standards. This information is from the 2010–2011 school year.
Suspensions and Expulsions At times we find it necessary to suspend students who break school rules. We report only suspensions in which students are sent home for a day or longer. We do not report in-school suspensions, in which students are removed from one or more classes during a single school day. Expulsion is the most serious consequence we can impose. Expelled students are removed from the school permanently and denied the opportunity to continue learning here.
OUR SCHOOL
DISTRICT AVERAGE
STATE AVERAGE
2010–2011
11
16
N/A
2009–2010
17
14
15
2008–2009
5
23
15
2010–2011
0
0
N/A
2009–2010
1
0
1
2008–2009
0
0
1
KEY FACTOR
Suspensions per 100 students
Expulsions per 100 students
SOURCE: Data is from the Consolidated Application published by the California Department of Education. The numbers above are a ratio of suspension or expulsion events, per 100 students enrolled. District and state averages represent high schools only.
During the 2010–2011 school year, we had 63 suspension incidents. We had one expulsion incident. To make it easy to compare our suspensions and expulsions to those of other schools, we represent these events as a ratio (incidents per 100 students) in this report. Please note that multiple incidents may involve the same student.
Jefferson Union High School District
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Oceana High School School Accountability Report Card for 2010–2011
Teacher Credentials The number of teachers assigned to the school with a full credential and without a full credential, for both our school and the district. We also present three years’ of data about the number of teachers who lacked the appropriate subject-area authorization for one or more classes they taught. SCHOOL TEACHERS
DISTRICT
2008–2009
2009–2010
2010–2011
2010–2011
With Full Credential
25
25
26
224
Without Full Credential
0
0
2
8
Teaching out of field
7
N/A
2
8
SOURCE: Information provided by the school district.
Jefferson Union High School District
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Oceana High School School Accountability Report Card for 2010–2011
S T U D E N T P ER FO R M A N CE
California Standardized Testing and Reporting Program The California Standards Tests (CST) show how well students are doing in learning what the state content standards require. The CST include English/language arts, mathematics, science, and history/social science in grades nine through eleven. Student scores are reported as performance levels. We also include results from the California Modified Assessment and California Alternative Performance Assessment (CAPA).
STAR Test Results for All Students: Three-Year Comparison The percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most current three-year period. SCHOOL PERCENT PROFICIENT OR ADVANCED
DISTRICT PERCENT PROFICIENT OR ADVANCED
STATE PERCENT PROFICIENT OR ADVANCED
SUBJECT
2009
2010
2011
2009
2010
2011
2009
2010
2011
English/ language arts
60%
64%
64%
50%
49%
51%
49%
52%
54%
History/social science
52%
50%
46%
44%
47%
51%
41%
44%
48%
Mathematics
28%
34%
39%
24%
26%
27%
46%
48%
50%
Science
54%
43%
48%
48%
49%
49%
50%
54%
57%
SOURCE: STAR results, spring 2011 test cycle, as interpreted and published by the CDE unit responsible for School Accountability Report Cards.
STAR Test Results by Student Subgroup: Most Recent Year The percentage of students, by subgroup, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period. STUDENTS SCORING PROFICIENT OR ADVANCED
ENGLISH/LANGUAGE ARTS 2010–2011
HISTORY/ SOCIAL SCIENCE 2010–2011
MATHEMATICS 2010–2011
SCIENCE 2010–2011
African American
77%
N/A
38%
N/A
American Indian or Alaska Native
N/A
N/A
N/A
N/A
Asian
83%
66%
72%
67%
Filipino
57%
41%
41%
50%
Hispanic or Latino
47%
38%
16%
31%
Pacific Islander or Native Hawaiian
N/A
N/A
N/A
N/A
White (not Hispanic)
71%
56%
35%
67%
Two or more races
74%
31%
38%
N/A
Boys
63%
51%
39%
49%
Girls
65%
41%
38%
47%
Socioeconomically disadvantaged
52%
41%
30%
52%
English Learners
52%
0%
50%
0%
Students with disabilities
67%
0%
57%
0%
Receives migrant education services
N/A
N/A
N/A
N/A
STUDENT SUBGROUP
SOURCE: STAR results, spring 2011 test cycle, as interpreted and published by the CDE unit responsible for School Accountability Report Cards.
Jefferson Union High School District
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Oceana High School School Accountability Report Card for 2010–2011
A C C O U N T A B IL I T Y
California Academic Performance Index (API) The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. APIs range from 200 to 1000, with a statewide target of 800. Detailed information about the API can be found on the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/.
API Ranks: Three-Year Comparison The state assigns statewide and similar-schools API ranks for all schools. The API ranks range from 1 to 10. A statewide rank of 1 means that the school has an API in the lowest 10 percent of all high schools in the state, while a statewide rank of 10 means that the school has an API in the highest 10 percent of all high schools in the state. The similar-schools API rank reflects how a school compares with 100 statistically matched schools that have similar teachers and students. API RANK
2008–2009
2009–2010
2010–2011
Statewide rank
8
7
7
Similar-schools rank
6
3
2
SOURCE: The API Base Report from December 2011.
API Changes by Subgroup: Three-Year Comparison API changes for all students and student subgroups: the actual API changes in points added or lost for the past three years, and the most recent API. Note: “N/A” means that the student group is not numerically significant. ACTUAL API CHANGE SUBGROUP
API
2008–2009
2009–2010
2010–2011
2010–2011
All students at the school
-12
+23
+12
793
Black/African American
N/A
N/A
+56
814
American Indian or Alaska Native
N/A
N/A
N/A
N/A
Asian
N/A
N/A
-10
881
Filipino
-15
+32
+19
794
Hispanic or Latino
-24
-8
+25
728
Pacific Islander
N/A
N/A
N/A
N/A
White (non Hispanic)
-16
+27
-13
807
Two or more races
N/A
N/A
+50
803
Socioeconomically disadvantaged
-13
+34
+35
795
English Learners
N/A
N/A
+66
754
Students with disabilities
N/A
N/A
+211
746
SOURCE: The API Growth Report as released in the Accountability Progress Report in December 2011.
Jefferson Union High School District
Page 45
Oceana High School School Accountability Report Card for 2010–2011
API Scores by Subgroup This table includes Academic Performance Index results for our school, our district, and the state. SCHOOL
DISTRICT
STATE
NUMBER OF STUDENTS
API
NUMBER OF STUDENTS
API
NUMBER OF STUDENTS
API
404
793
3,483
761
4,683,676
778
12
814
118
598
317,856
696
0
N/A
6
N/A
33,774
733
57
881
490
857
398,869
898
111
794
902
784
123,245
859
99
728
958
690
2,406,749
729
1
N/A
55
697
26,953
764
White (non Hispanic)
76
807
605
791
1,258,831
845
Two or more races
48
803
345
788
76,766
836
Socioeconomically disadvantaged
62
795
809
706
2,731,843
726
English Learners
75
754
810
651
1,521,844
707
Students with disabilities
38
746
254
467
521,815
595
SUBGROUP
All students Black/African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Pacific Islander
SOURCE: The API Growth Report as released in the Accountability Progress Report in December 2011.
Jefferson Union High School District
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Oceana High School School Accountability Report Card for 2010–2011
Federal Adequate Yearly Progress (AYP) and Intervention Programs The federal law known as No Child Left Behind requires that all schools and districts meet all four of the following criteria in order to attain Adequate Yearly Progress (AYP): (a) a 95-percent participation rate on the state’s tests (b) a CDE-mandated percentage of students scoring Proficient or higher on the English/language arts and mathematics tests (c) an API of at least 710 or growth of at least one point (d) the graduation rate for the graduating class must be higher than 90 percent (or satisfy alternate improvement criteria).
AYP for the District Whether the district met the federal requirement for AYP overall, and whether the district met each of the AYP criteria. AYP CRITERIA
DISTRICT
Overall
No
Graduation rate
Yes
Participation rate in English/language arts
Yes
Participation rate in mathematics
Yes
Percent Proficient in English/language arts
No
Percent Proficient in mathematics
No
Met Academic Performance Index (API)
Yes
SOURCE: The AYP Report as released in the Accountability Progress Report in December 2011.
Intervention Program: District Program Improvement (PI) 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 (English/language arts or mathematics) and for each grade span or on the same indicator (API or graduation rate). After entering PI, districts advance to the next level of intervention with each additional year that they do not make AYP. INDICATOR
DISTRICT
PI stage
3 of 3
The year the district entered PI
2007
Number of schools currently in PI Percentage of schools currently in PI
1 20%
SOURCE: The Program Improvement Report as released in the Accountability Progress Report in December 2011.
Jefferson Union High School District
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Oceana High School School Accountability Report Card for 2010–2011
D I S T R I CT E X P E N D I T U R E S According to the CDE, “State certification/release dates for fiscal data occur in middle to late spring, precluding the inclusion of 2010–11 data in most cases. Therefore, 2009–10 data are used for report cards prepared during 2011–12.” Total expenses include only the costs related to direct educational services to students. This figure does not include food services, land acquisition, new construction, and other expenditures unrelated to core educational purposes. The expensesper-student figure is calculated by dividing total expenses by the district’s average daily attendance (ADA). More information is available on the CDE’s Web site. CATEGORY OF EXPENSE
OUR DISTRICT
SIMILAR DISTRICTS
ALL DISTRICTS
FISCAL YEAR 2009–2010 Total expenses
$40,330,677
N/A
N/A
$8,550
$8,750
$8,452
$42,353,530
N/A
N/A
$8,952
$9,024
$8,736
Expenses per student
FISCAL YEAR 2008–2009 Total expenses Expenses per student SOURCE: Fiscal Services Division, California Department of Education.
District Salaries, 2009–2010 This table reports the salaries of teachers and administrators in our district for the 2009–2010 school year. This table compares our average salaries with those in districts like ours, based on both enrollment and the grade level of our students. In addition, we report the percentage of our district’s total budget dedicated to teachers’ and administrators’ salaries. The costs of health insurance, pensions, and other indirect compensation are not included. DISTRICT AVERAGE
STATE AVERAGE
Beginning teacher’s salary
$41,113
$42,954
Midrange teacher’s salary
$57,017
$69,905
Highest-paid teacher’s salary
$72,464
$89,464
Average principal’s salary (high school)
$107,216
$128,348
Superintendent’s salary
$169,215
$205,119
Percentage of budget for teachers’ salaries
33%
37%
Percentage of budget for administrators’ salaries
4%
5%
SALARY INFORMATION
SOURCE: School Accountability Report Card unit of the California Department of Education.
Jefferson Union High School District
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Oceana High School School Accountability Report Card for 2010–2011
S C H O O L C O M P L E T IO N A ND P R E P A R A T I O N F O R C O L L E G E
Dropout Rate and Graduation Rate The dropout rate is an estimate of the percentage of all students who drop out before the end of the school year (one-year rate). Graduation rate is an estimate of the four-year completion rate for all students. KEY FACTOR
SCHOOL
DISTRICT
STATE
2009–2010
3%
3%
3%
2008–2009
3%
3%
4%
2007–2008
2%
2%
3%
2009–2010
90%
88%
86%
2008–2009
92%
89%
84%
2007–2008
98%
93%
86%
Dropout rate (one-year)
Graduation rate (four-year)
SOURCE: CALPADS, October 2010. District and state averages represent high schools only.
Courses Required for Admission to the University of California or California State University Systems Percentage of students enrolled in the A-G courses required for admission to the University of California (UC) or California State University (CSU). KEY FACTOR
SCHOOL
DISTRICT
STATE
Percentage of students enrolled in courses required for UC/CSU admission
67%
67%
65%
Percentage of graduates from class of 2010 who completed all courses required for UC/CSU admission
1%
1%
39%
SOURCE: CALPADS, October 2010, for the class of 2010. District and state averages represent high schools only.
College Entrance Exam Reasoning Test (SAT) The percentage of twelfth grade students (seniors) who voluntarily take the SAT Reasoning Test to apply to college, and the average critical reading, math, and writing scores of those students. KEY FACTOR
2007–2008
2008–2009
2009–2010
Percentage of seniors taking the SAT
54%
43%
56%
Average critical reading score
456
483
487
Average math score
483
517
516
Average writing score
473
481
494
SOURCE: Original data from the College Board, for the class of 2010, and republished by the California Department of Education. To protect student privacy, scores are not shown when the number of students tested is fewer than 11.
rev20120111x_41-68924-4135075h/23452
Jefferson Union High School District
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School Accountability Report Card for 2010–2011
CAREER TECHNICAL EDUCATION Programs and Courses Our district offers courses intended to help students prepare for the world of work. These career technical education courses (CTE, formerly known as vocational education) are open to all students.
AGENCY OFFERING COURSE
OFFERED THROUGH ROC?
SATISFIES GRADUATION REQUIREMENTS?
PART OF A-G CURRICULUM?
PROGRAM
COURSE
Building Trades
Beginning Woods
JUHSD
No
Yes
No
Building Trades
Wood Technology 1
JUHSD
No
Yes
No
Building Trades
Wood Technology 2
JUHSD
No
Yes
No
Building Trades
Wood Technology 3
JUHSD
No
Yes
No
Engineering & Design
Intro Technical Engineering
JUHSD
No
Yes
No
Fashion & Interior Design
Fabric Arts
JUHSD
No
Yes
No
Fashion & Interior Design
Advanced Fabric Arts
JUHSD
No
Yes
No
Finance & Business
Accounting
JUHSD
No
Yes
No
Finance & Business
Advanced Accounting
JUHSD
No
Yes
No
Finance & Business
Personal Finance
JUHSD
Yes
Yes
No
Health & Human Services
Life Management
JUHSD
No
Yes
No
Hospitality & Tourism
Culinary Arts
JUHSD
Yes
Yes
No
Hospitality & Tourism
Foods & Nutrition
JUHSD
No
Yes
No
Hospitality & Tourism
Advanced Foods & Nutrition
JUHSD
No
Yes
No
Information Technology
Computer Concepts
JUHSD
Yes
Yes
No
Information Technology
Computer Concepts 3-4
JUHSD
Yes
Yes
No
Information Technology
Computer Foundations
JUHSD
No
Yes
No
Information Technology
Computer Foundations Sheltered
JUHSD
No
Yes
No
Information Technology
Web Design
JUHSD
No
Yes
No
Transportation
Auto Technology 1
JUHSD
Yes
Yes
No
Transportation
Auto Technology 2
JUHSD
Yes
Yes
No
Transportation
Auto Technology 3
JUHSD
Yes
Yes
No
Health & Human Services
Medical Healthcare Careers
SMCOE ROP
Yes
Yes
No
Hospitality & Tourism
Hotel Management
SMCOE ROP
Yes
Yes
No
Information Technology
Computer Office Careers
SMCOE ROP
Yes
Yes
No
Jefferson Union High School District
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School Accountability Report Card for 2010–2011
Advisors If you’d like more information about the programs our schools offer in career technical education, please speak with our staff. More information about career technical education policy is available on the CDE Web site.
FIELD OR INDUSTRY
ADVISOR
PHONE
EMAIL
Home Economics
Alioto, Kathryn
650-550-7700
[email protected]
Home Economics
Calonico, Karen
650-550-7400
[email protected]
Home Economics
Kilty, Erin
650-550-7600
[email protected]
Business
Earle, Michelle
650-550-7400
[email protected]
Business
Joe, Howard
650-550-7600
[email protected]
Business
Koliopoulos, Maryann
650-550-7400
[email protected]
Business
Sansot, Nancy
650-550-7400
[email protected]
Business
Tillery, Delores
650-550-7700
[email protected]
Industrial Tech
Braden, Donald
650-550-7400
[email protected]
Industrial Tech
Crowley, Brent
650-550-7600
[email protected]
Industrial Tech
De Jong, James
650-550-7700
[email protected]
Industrial Tech
Dyssegard, David
650-550-7400
[email protected]
Vice Principal of Guidance
Seibel, Sandra
650-550-7700
[email protected]
Vice Principal of Guidance
Woolsey, Nina
650-550-7400
[email protected]
Vice Principal of Guidance
Yoshimoto, Shana
650-550-7600
[email protected]
Jefferson Union High School District
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School Accountability Report Card for 2010–2011
TEXTBOOKS
Textbook Adoption List DATE OF PUBLICATION
ADOPTION DATE
TITLE
SUBJECT
A Catcher in the Rye
English
2006
A Lesson Before Dying
English
2006
A Yellow Raft in Blue Water
English
2006
Adventures of Huckleberry Finn
English
2006
All Quiet on the Western Front
English
2006
All the Pretty Horses
English
2006
America is in the Heart: A Personal History
English
2006
American Son: A Novel
English
2006
Animal Farm
English
2006
Antigone
English
2006
A Streetcar Named Desire
English
2006
Black Boy
English
2006
Bless Me Ultima
English
2006
Born Red: A Chronicle of the Cultural Revolution
English
2006
Brave New World
English
2006
Building Academic Lit
English
2006
Children of the River
English
2006
Dead Man Walking
English
2006
Death of a Salesman
English
2006
Ender's Game
English
2006
Enrique's Journey
English
2006
Fahrenheit 451
English
2006
Fences
English
2006
Four Great Plays by Henrik Ibsen
English
2006
Frankenstein
English
2006
Great Gatsby
English
2006
Grendel
English
2006
Hamlet
English
2006
House of Bernarda Alba
English
2006
Jefferson Union High School District
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School Accountability Report Card for 2010–2011
Textbook Adoption List (continued) DATE OF PUBLICATION
ADOPTION DATE
TITLE
SUBJECT
Huckleberry Finn
English
2006
I Know Why the Caged Bird Sings
English
2006
Julius Caesar
English
2006
Kaffir Boy: An Autobiography
English
2006
Like Water for Chocolate
English
2006
Macbeth
English
2006
Merchant of Venice
English
2006
Middle Passage
English
2006
Moby Dick
English
2006
Native Son
English
2006
Nickel and Dimed
English
2006
Night
English
2006
Of Mice and Men
English
2006
One Flew Over the Cuckoo's Nest
English
2006
Orwell's 1984
English
2006
Othello
English
2006
Red Azalea
English
2006
Romeo and Juliet
English
2006
Scarlet Letter
English
2006
Tale of Two Cities
English
2006
The Alchemist
English
2006
The Crucible
English
2006
The Joy Luck Club
English
2006
The Pearl
English
2006
The Stranger
English
2006
Their Eyes Were Watching God
English
2006
Things Fall Apart
English
2006
To Kill a Mockingbird
English
2006
When the Rainbow Goddess Wept
English
2006
Zoot Suit
English
2006
A Writer's Workbook
ESL Jefferson Union High School District
2005
2006
Page 53
School Accountability Report Card for 2010–2011
Textbook Adoption List (continued) DATE OF PUBLICATION
ADOPTION DATE
ESL
2008
2008
Discovering Fiction
ESL
2001
2006
Facts and Figures
ESL
1998
2006
Focus on Grammar
ESL
2000
2006
Fundamentals of English Grammar
ESL
2003
2006
Grammar Troublespots
ESL
2004
2006
Northstar Listening and Speaking: Basic/Low
ESL
2004
2006
Northstar Reading and Writing: Intermediate
ESL
2004
2006
Photo Dictionary of American English
ESL
2003
2006
Practical English
ESL
1986
2006
Side by Side
ESL
2001
2006
Weaving it Together 3
ESL
2004
2006
Weaving it Together 4
ESL
2004
2006
Writing Practical English
ESL
1986
2006
CPM College Preparatory Mathematics III
CPM Mathematics
2002
2008
CPM Algebra Connections, California Pupil Edition
Algebra
2006
2008
Algebra I - McGraw-Hill - California Pupil Edition
Algebra
2008
2008
Algebra I - McDougal Littell - California Pupil Edition
Algebra
2007
2008
Algebra I: Concepts, Skills and Problem Solving
Algebra
2008
2008
Algebra and Trigonometry: Structure and Method
Trigonometry
2000
2008
Algebra II - Prentice Hall - California Pupil Edition
Algebra II
2008
2008
Algebra II - Glencoe - California Pupil Edition
Algebra II
2004
2008
Geometry - McDougal Littell - California Pupil Edition
Geometry
2007
2008
Geometry - Glencoe - California Pupil Edition
Geometry
2008
2008
Advanced Mathematics
Math Analysis
1994
2006
Pre-Calculus, 5th Edition
Math Analysis
2006
2008
Calculus
Calculus
1999
2006
Calculus of a Single Variable - Houghton Mifflin
Calculus
2006
2008
Statistics: Informed Decisions Using Data - P. Hall
Statistics
2007
2008
The Practice of Statistics
AP Statistics
1998
2008
Moving with Math: Conquering the CAHSEE
Math Support
2007
2008
TITLE
SUBJECT
Edge, Levels A and B, for ELD I Thru III
Jefferson Union High School District
Page 54
School Accountability Report Card for 2010–2011
Textbook Adoption List (continued) DATE OF PUBLICATION
ADOPTION DATE
Physiology
2004
2006
Biology: 5th Ed. (Campbell)
Biology
2001
2008
Biology: (Miller/Levine) California Pupil Edition
Biology
2007
2008
Biology: Glencoe - California Pupil Edition
Biology
2007
2008
Biology: The Dynamics of Life-California Edition
Biology
2005
2006
Biology - Advanced Placement Edition
AP Biology
2008
2008
Chemistry: California Pupil Edition - Prentice Hall
Chemistry
2007
2009
Advanced Placement Chemistry: McGraw Hill
AP Chemistry
2002
2008
Earth Science, Prentice Hall - California Edition
Earth Science
2006
2006
Physical Science - Glencoe
Physical Science
2002
2006
Conceptual Physical Science Explorations-NEW
Conceptual Physics
2007
2007
Physics: Principles and Problems-California Edition
Physics
2008
2008
Advanced Placement Environmental Science
AP Environmental
2009
2009
The Modern Era World History - CA Pupil Edition
World History
2006
2006
A History of Western Society
AP World History
2008
2008
Pacemaker World History
World History
2002
2006
American Vision - California Pupil Edition
American History
2006
2006
The American Pageant
AP American History
2002
2006
McGruder's American Government - CA Edition
American Government
2006
2006
Pacemaker American Government
American Government
2001
2006
Government in America - Advanced Placement Ed.
AP Government
2006
2006
Economics: Concepts and Choices - CA Edition
American Government
2007
2008
Introduction to Psychology
Psychology
2008
2008
Health: A Guide to Wellness
Health Education
2007
2007
Bienvenue - French 1: Glencoe
French 1
1998
2008
A Bord - French 2: Glencoe
French 2
1998
2008
A Bord: Glencoe
French 3 - 6
1994
2008
Bien Viaje - Spanish 1: Glencoe
Spanish 1
2005
2008
Paso A Paso - Prentice Hall Spanish 1 - CA Adoption
Spanish 1
2000
2008
Spanish First Year: Amsco
Spanish 1
2000
2008
Spanish Year 2: Amsco
Spanish 2
2000
2008
TITLE
SUBJECT
Anthony's Textbook of Anatomy and Physiology
Jefferson Union High School District
Page 55
School Accountability Report Card for 2010–2011
Textbook Adoption List (continued) DATE OF PUBLICATION
ADOPTION DATE
Spanish 2
2000
2008
Spanish Year 3: Amsco
Spanish 3
1988
2006
Spanish for Mastery 3: Heath
Spanish 3
1988
2006
Barron's AP Spanish, 6th Edition
AP Spanish
2008
2008
TITLE
SUBJECT
Paso A Paso - Prentice Hall Book 2 - CA Adoption
Jefferson Union High School District
