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Executive Summary School Accountability Report Card, 2011–12


For CORE Butte Charter

Address: 260 Cohasset Rd., Ste. 120, Chico, CA, 95926-2282 Phone: (530) 894-3952
Principal: Jonelle Pena, School Director Grade Span: K-12

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of information related to individual public schools. Most data presented in this report are reported for the 2011–12 school year. School finances and school completion data are reported for the 2010–11 school year. Contact information, facilities, curriculum and instructional materials, and select teacher data are reported for the 2012–13 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office.

About This School

The mission of CORE Charter Schools is to provide opportunities for teachers, parents, pupils, and community members to improve pupil learning; encourage the use of different and innovative teaching methods; and provide parents and pupils with expanded choices in the types of educational opportunities that are available within the public school system. In order to foster the educational pursuits of our K-12 students in rural Northern California, CORE utilizes the independent study/personalized learning approach: supporting development through choice of curriculum aligned with state standards, engaging parents along with students in learning and offering classes at our centers, and within the community, with the goal that students will demonstrate measurable academic growth in addition to the social skills necessary for their future success

Student Enrollment

Group Enrollment
Number of students 535
Black or African American 2.2%
American Indian or Alaska Native 1.5%
Asian 2.4%
Filipino 0.2%
Hispanic or Latino 14.2%
Native Hawaiian or Pacific Islander 0.2%
White 79.3%
Two or More Races 0.0%
Socioeconomically Disadvantaged 38.9%
English Learners 1.7%
Students with Disabilities 6.5%

Teachers

Indicator Teachers
Teachers with full credential 31
Teachers without full credential 0
Teachers Teaching Outside Subject Area of Competence 0
Misassignments of Teachers of English Learners 0
Total Teacher Misassignments 0

Student Performance

Subject Students Proficient and Above on STAR* Program Results
English-Language Arts 56%
Mathematics 39%
Science 61%
History-Social Science 51%
*Standardized Testing and Reporting Program assessments used for accountability purposes include the California Standards Tests, the California Modified Assessment, and the California Alternate Performance Assessment.

Academic Progress*

Indicator Result
2012 Growth API Score (from 2012 Growth API Report) 787
Statewide Rank (from 2011 Base API Report) 4
Met All 2012 AYP Requirements no
Number of AYP Criteria Met Out of the Total Number of Criteria Possible Met 14 of 16
2012–13 Program Improvement Status (PI Year)
*The Academic Performance Index is required under state law. Adequate Yearly Progress is required by federal law.

School Facilities

Summary of Most Recent Site Inspection

Both Chico and Paradise Centers were inspected in Fall, 2011 and Fall, 2012.

Repairs Needed

Fire safety lights were due for replacement at the Chico Center.  No other repairs needed.

Corrective Actions Taken or Planned

Safety lights were replaced on October 30, 2012.

Curriculum and Instructional Materials

Core Curriculum Area Pupils Who Lack Textbooks and Instructional Materials
Reading/Language Arts NONE
Mathematics NONE
Science NONE
History-Social Science NONE
Foreign Language NONE
Health NONE
Visual and Performing Arts NONE
Science Laboratory Equipment (grades 9-12) NONE

School Finances

Level Expenditures Per Pupil (Unrestricted Sources Only)
School Site 0
District 0
State $5,455

School Completion

Indicator Result
Graduation Rate (if applicable) 95.31

Postsecondary Preparation

Measure Percent
Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma 6%
Graduates Who Completed All Courses Required for University of California or California State University Admission 10%

School Accountability Report Card


Reported Using Data from the 2011–12 School Year


Published During 2012–13

Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school.
  • For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.
  • For additional information about the school, parents and community members should contact the school principal or the district office.


I. Data and Access

Ed-Data Partnership Web Site

Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school districts and schools.

DataQuest

DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet Access

Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

II. About This School

Contact Information (School Year 2012–13)

School District
School Name CORE Butte Charter District Name Butte County Office of Education
Street 260 Cohasset Rd., Ste. 120 Phone Number (530) 532-5761
City, State, Zip Chico, CA, 95926-2282 Web Site www.bcoe.org
Phone Number (530) 894-3952 Superintendent Tim Taylor
Principal Jonelle Pena, School Director E-mail Address ttaylor@bcoe.org
E-mail Address jplearn@aol.com CDS Code 04100410114991

School Description and Mission Statement (School Year 2011–12)

Mission Statement: CORE Butte Charter School, in order to foster the educational pursuits of our K-12 students in rural Northern California, utilizes the independent study/personalized learning approach: supporting development through choice of curriculum aligned with state standards, engaging parents along with students in learning, and offering classes at our centers and within the community, with the goal that students will demonstrate measurable academic growth in addition to the social skills necessary for their future success.

Description: CORE Butte Charter School is a Personalized Learning, independent study/classroom hybrid funded on the independent study model. Families work with certificated teachers to select a standards based curriculum and learning setting that is most appropriate for that student.

Opportunities for Parental Involvement (School Year 2011–12)

Parents and guardians are encouraged to serve as volunteers in the schools, attend student performances and school meetings, and participate in charter advisory councils, school board and other activities in which they may undertake governance, advisory and advocacy roles

Student Enrollment by Grade Level (School Year 2011–12)

Grade Level Number of Students Grade Level Number of Students
Kindergarten 39 Grade 8 32
Grade 1 42 Ungraded Elementary 0
Grade 2 41 Grade 9 44
Grade 3 36 Grade 10 57
Grade 4 34 Grade 11 49
Grade 5 34 Grade 12 57
Grade 6 33 Ungraded Secondary 0
Grade 7 37 Total Enrollment 535

Student Enrollment by Student Group (School Year 2011-12)

Group Percent of Total Enrollment
Black or African American 2.2%
American Indian or Alaska Native 1.5%
Asian 2.4%
Filipino 0.2%
Hispanic or Latino 14.2%
Native Hawaiian or Pacific Islander 0.2%
White 79.3%
Two or More Races 0.0%
Socioeconomically Disadvantaged 38.9%
English Learners 1.7%
Students with Disabilities 6.5%

Average Class Size and Class Size Distribution (Elementary)

Grade Level Avg. Class Size 2009–10 Number of Classes* Avg. Class Size 2010–11 Number of Classes* Avg. Class Size 2011–12 Number of Classes*
1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+
K         4.7 6 0 0 7.8 4 0 0
1         11.5 4 0 0 7.4 5 0 0
2         1.0 3 0 0 8.1 7 0 0
3         6.0 4 0 0 2.5 2 0 0
4         9.2 6 0 0 1.0 2 0 0
5         4.5 2 0 0 5.3 3 0 0
6         2.0 2 0 0 8.0 4 0 0
Other        
* Number of classes indicates how many classes fall into each size category (a range of total students per classroom).

Average Class Size and Class Size Distribution (Secondary)

Subject Avg. Class Size 2009–10 Number of Classes* Avg. Class Size 2010–11 Number of Classes* Avg. Class Size 2011–12 Number of Classes*
1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+
English         2.6 87 0 0 3.0 81 0 0
Mathematics         2.3 71 0 0 3.2 64 0 0
Science         2.8 48 0 0 3.8 25 0 0
Social Science         2.6 87 1 0 2.6 88 0 0
* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.

III. School Climate

School Safety Plan (School Year 2011–12)

All workers, including managers and supervisors, shall have training and instruction on general and job-specific safety and health practices. Training and instruction is provided:

  1. When the IIP Program is first established;
  2. To all new employees;
  3. To all employees given new job assignments for which training has not been previously provided;
  4. Whenever new substances, processes, procedures or equipment are introduced to the workplace and represent a new hazard;
  5. Whenever made aware of a new or previously unrecognized hazard;
  6. To supervisors to familiarize them with the safety and health hazards to which workers under their immediate direction and control may be exposed; and
  7. To all employees with respect to hazards specific to each job assignment.

General workplace safety and health practices include, but are not limited to, the following:

  1. Implementation and maintenance of the IIP Program.
  2. Emergency action and fire prevention plan.
  3. Provisions for medical services and first aid including emergency procedures.
  4. Prevention of musculoskeletal disorders, including proper lifting techniques.
  5. Proper housekeeping, such as keeping stairways and aisles clear, work areas neat and orderly, and promptly cleaning up spills.
  6. Prohibiting horseplay, scuffling, or other acts that tends to adversely influence safety.
  7. Proper storage to prevent stacking goods in an unstable manner and storing goods against doors, exits, fire extinguishing equipment and electrical panels.
  8. Proper reporting of hazards and accidents to supervisors.

Suspensions and Expulsions

Rate* School 2009–10 School 2010–11 School 2011–12 District 2009–10 District 2010–11 District 2011–12
Suspensions 0 0 0 0 0 0
Expulsions 0 0 0 0 0 0
* The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment.

IV. School Facilities

School Facility Conditions and Planned Improvements (School Year 2012–13)

School conditions are good.  No major planned improvements planned for 2012-2013 school year.

School Facility Good Repair Status (School Year 2012–13)

System Inspected Repair Status Repair Needed and Action Taken or Planned
Exemplary Good Fair Poor
Systems: Gas Leaks, Mechanical/HVAC, Sewer X      
Interior: Interior Surfaces X      
Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation X      
Electrical: Electrical X      
Restrooms/Fountains: Restrooms, Sinks/ Fountains X      
Safety: Fire Safety, Hazardous Materials X      
Structural: Structural Damage, Roofs X      
External: Playground/School Grounds, Windows/ Doors/Gates/Fences X      
Overall Rating   X    
Note: Cells shaded in black do not require data.

V. Teachers

Teacher Credentials

Teachers School 2009–10 School 2010–11 School 2011–12 District 2011–12
With Full Credential 100% 100% 100% 100%
Without Full Credential NONE NONE NONE NONE
Teaching Outside Subject Area of Competence (with full credential) NONE NONE NONE NONE

Teacher Misassignments and Vacant Teacher Positions

Indicator 2010–11 2011–12 2012–13
Misassignments of Teachers of English Learners  NONE NONE NONE
Total Teacher Misassignments* NONE NONE NONE
Vacant Teacher Positions NONE NONE NONE
Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011–12)

The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/
Location of Classes Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers
This School  100.00% 0.00%
All Schools in District 100.00% 0.00%
High-Poverty Schools in District 0.00% 0.00%
Low-Poverty Schools in District 0.00% 0.00%
Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 25 percent or less in the free and reduced price meals program.

VI. Support Staff

Academic Counselors and Other Support Staff (School Year 2011–12)

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor
Academic Counselor 1 250
Counselor (Social/Behavioral or Career Development) 0
Library Media Teacher (librarian) 0
Library Media Services Staff (paraprofessional) 1
Psychologist .5
Social Worker 0
Nurse 0
Speech/Language/Hearing Specialist .5
Resource Specialist (non-teaching) 4
Other N/A
Note: Cells shaded in black do not require data.
* One Full-Time Equivalent (FTE) equals one staff member working full-time; one FTE could also represent two staff members who each work 50 percent of full-time.

VII. Curriculum and Instructional Materials

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2012–13)

This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.
Year and month in which data were collected: ____________________
Core Curriculum Area Textbooks and instructional materials/year of adoption From most recent adoption? Percent students lacking own assigned copy
Reading/Language Arts

AGS American Literature (rev. 2007) AGS British Literature (2007) AGS World Literature (rev. 2007) AGS Basic English Composition (rev 2003) AGS Exploring Literature (rev. 2007)  Barton Reading Remediation Program Easy Grammar  Educators Publishing Service Phonics Educators Publishing Service Grammar Evan-Moor Grammar & Punctuation Gr. 1-6 Evan-Moor Spelling GR 1-6 Glencoe Speech Gr. 10 Readers Choice Course 5 Gr. 11 Readers Choice American Literature Gr. 12 Readers Choice British Literature Gr. 9 Readers Choice Course 4 Glencoe Journalism Today Daybook of Critical Reading & Writing Great Source Reading & Writing Houghton Mifflin Elementary Language Arts k-6 Handwriting Without Tears Student Writing Intensive Gr 4-11 McDougal The Language of Literature HS Pathway Readers K-3 Gr K-1 Learning Through Sounds Workbook Bk. 2 Prentice Hall Timeless Voices Gr. 7-12  Saxon Phonics Strategies for Writers GR 1-8 Zaner Bloser Grammar (G.U.M.)  Zaner Bloser Handwriting, Words are Wonderful, Elementary, Wordly Wise 2nd Edition Grades 2-12, Glencoe Treasures, Middle School, Pearson Reading Street, Elem, Vocabulary from Classical Roots, Middle School Language Arts Glencoe Treasures, Gr. 2-5, Pearson Reading Street

YES NONE
Mathematics

AGS Pre-Algebra  AGS Geometry  Glencoe Algebra II [CA ed.] Glencoe Accounting: Real World Applications Glencoe Math with Business Applications Glencoe Pre-Algebra Glencoe Algebra I [CA ed.] Glencoe Geometry [CA ed.] Prentice Hall Algebra II Prentice Hall Algebra I (CA ed.) Prentice Hall Geometry (CA ed)  Prentice Hall Pre-Algebra (CA ed.) Progress in Math Gr. 1  Progress in Math Gr. 2  Progress in Math Gr. 3  Progress in Math Gr. 4  Progress in Math Gr. 5  Progress in Math Gr. 6  Progress in Math Gr. K
Teaching Texbooks, Gr. 3- CalcAlg 2, Singapore Math k-6, Excel Math k-6

YES NONE
Science

AGS Biology ( Basic) AGS Earth Science (basic) AGS Physical Science (basic) Glencoe Biology: The Dynamics of Life (CA) Glencoe Earth Science: Geology, the Environment and the Universe Glencoe Focus on Earth Science (6) Glencoe Focus on Life Science (7) Glencoe Focus on Physical Science (8) Glencoe Physical Science (HS) Harcourt Science Text Gr 1-5 Harcourt K Science Instant Readers Collection Ecology of a Changing Planet (ecology) 3d ed. Essentials of Anatomy & Physiology (an & ph)
Focus On Sciece, Glencoe Middle School

YES NONE
History-Social Science

AGS Economics AGS U.S. Government (rev.) AGS U.S. History AGS World History Hammond Odyssey World Atlas with Map Harcourt SS Intermediate Atlas Harcourt SS Primary Atlas American Odyssey (U.S. History) Economics: Principles and Practices GR 6 Discovering Our Past: Ancient Civilizations  GR 7 Discovering Our Past: Medieval & Early Modern  GR 8 Discovering Our Past: American Journey-WWI  Glencoe The Developing Child Glencoe U.S. Government: Democracy In Action Glencoe Understanding Psychology Glencoe Understanding Sociology World History Modern Times (2006)  Harcourt SS GR 1-6  Modern World History The Americans ( U.S. History) Oxford University Press Ancient History Oxford University Press Medieval History Oxford University Press A History of US (CA Ed.) The Story of the World, Vol. 1-4 Prentice Hall Economics: Principles In Action Magruders American Government Prentice Hall World Geography
Middle School Glencoe Discovering Our Past, Oxford University Press Ancient World, Medieval History

YES NONE
Foreign Language

Powerglide Spanish  Glencoe Buen Viaje (Spanish) Powerglide French Powerglide German Powerglide Latin Prentice Hall Learning American Sign Language French The Learnables  German The Learnables  Japanese The Rosetta Stone, Learnables Spanish The Learnables

YES NONE
Health

Health Seven Habits of Highly Effective Teens Glencoe Health Glencoe Nutrition & Wellness, Glencoe School-To-Work Glencoe The Developing Child

YES NONE
Visual and Performing Arts

Draw Write Now Book 1-8 Glencoe Art in Focus - Studio Art Glencoe Art Talk - Art Appreciation McGraw Hill Film Art: An Introduction

YES NONE
Science Laboratory Equipment (grades 9-12)

Biology and Chemistry lab provided

 

YES NONE


VIII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2010–11)

Level Total Expenditures Per Pupil Expenditures Per Pupil (Supplemental / Restricted) Expenditures Per Pupil (Basic / Unrestricted) Average Teacher Salary
School Site $6,424 $385 $6,039 $50,901
District  
Percent Difference – School Site and District N/D N/D
State $5,455 N/D
Percent Difference – School Site and State N/D N/D
Note: Cells shaded in black do not require data.

Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.

For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org.

Types of Services Funded (Fiscal Year 2011–12)

Special Education
CAHSEE
Lottery, Restricted
ARRA

Teacher and Administrative Salaries (Fiscal Year 2010–11)

Category District Amount State Average For Districts In Same Category
Beginning Teacher Salary 40,765 N/D
Mid-Range Teacher Salary 51,865 N/D
Highest Teacher Salary 63,755 N/D
Average Principal Salary (Elementary) N/A N/D
Average Principal Salary (Middle) N/A N/D
Average Principal Salary (High) N/A N/D
Superintendent Salary 98,000 N/D
Percent of Budget for Teacher Salaries 42% N/D
Percent of Budget for Administrative Salaries 3.5% N/D
Note: For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

IX. Student Performance

Standardized Testing and Reporting Program


The Standardized Testing and Reporting (STAR) Program consists of several key components, including:
  • California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven.
  • California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations.
  • California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations.


The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels.

For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov.

Standardized Testing and Reporting Results for All Students – Three-Year Comparison

Subject Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)
School District State
2009–10 2010–11 2011–12 2009–10 2010–11 2011–12 2009–10 2010–11 2011–12
English-Language Arts 61% 55% 56% 49% 49% 49% 52% 54% 56%
Mathematics 37% 39% 39% 30% 36% 34% 48% 50% 51%
Science 67% 57% 61% 44% 47% 52% 54% 57% 60%
History-Social Science 45% 40% 51% 31% 32% 32% 44% 48% 49%
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Standardized Testing and Reporting Results by Student Group – Most Recent Year

Group Percent of Students Scoring at Proficient or Advanced
English- Language Arts Mathematics Science History- Social Science
All Students in the LEA 49% 34% 52% 32%
All Students at the School 56% 39% 61% 51%
Male 53% 40% 62% 53%
Female 59% 38% 61% 49%
Black or African American 0% 0% 0% 0%
American Indian or Alaska Native 0% 0% 0% 0%
Asian 82% 91% 0% 0%
Filipino 0% 0% 0% 0%
Hispanic or Latino 45% 30% 36% 40%
Native Hawaiian or Pacific Islander 0% 0% 0% 0%
White 57% 39% 66% 52%
Two or More Races
Socioeconomically Disadvantaged 45% 33% 46% 40%
English Learners 0% 0% 0% 0%
Students with Disabilities 39% 30% 0% 0%
Students Receiving Migrant Education Services
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

California High School Exit Examination

The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade ten results of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics to compute AYP designations required by the federal ESEA, also known as NCLB.

For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at http://cahsee.cde.ca.gov/.

California High School Exit Examination Results for All Grade Ten Students – Three-Year Comparison (if applicable)

Subject Percent of Students Scoring at Proficient or Advanced
School District State
2009–10 2010–11 2011–12 2009–10 2010–11 2011–12 2009–10 2010–11 2011–12
English-Language Arts 84% 69% 62% 53% 57% 56% 54% 59% 56%
Mathematics 67% 67% 59% 40% 43% 45% 54% 56% 58%
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

California High School Exit Examination Grade Ten Results by Student Group – Most Recent Year (if applicable)

Group English-Language Arts Mathematics
Not Proficient Proficient Advanced Not Proficient Proficient Advanced
All Students in the LEA 44% 27% 29% 55% 35% 10%
All Students at the School 38% 21% 41% 41% 44% 15%
Male 52% 19% 29% 42% 42% 16%
Female 27% 22% 51% 41% 46% 14%
Black or African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino 38% 31% 31% 38% 46% 15%
Native Hawaiian or Pacific Islander
White 41% 18% 41% 43% 43% 14%
Two or More Races
Socioeconomically Disadvantaged 48% 21% 30% 59% 31% 9%
English Learners
Students with Disabilities
Students Receiving Migrant Education Services
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

California Physical Fitness Test Results (School Year 2011–12)

The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. For detailed information regarding this test, and comparisons of a school’s test results to the district and state, see the CDE PFT Web page at http://www.cde.ca.gov/ta/tg/pf/.
Grade Level Percent of Students Meeting Fitness Standards
Four of Six Standards Five of Six Standards Six of Six Standards
5 20.70% 34.50% 24.10%
7 31.40% 17.10% 37.10%
9 11.10% 19.40% 33.30%
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

X. Accountability

Academic Performance Index

The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API Web page at http://www.cde.ca.gov/ta/ac/ap/.

Academic Performance Index Ranks – Three-Year Comparison

This table displays the school’s statewide and similar schools’ API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state.

The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools.
API Rank 2009 2010 2011
Statewide 5 5 4
Similar Schools 10 8 9

Academic Performance Index Growth by Student Group – Three-Year Comparison

Group Actual API Change 2009–10 Actual API Change 2010–11 Actual API Change 2011–12
All Students at the School -4 -4 2
Black or African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Native Hawaiian or Pacific Islander
White -5 1 -9
Two or More Races
Socioeconomically Disadvantaged 9 7 2
English Learners
Students with Disabilities
Note: “N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or target information. “C” means the school had significant demographic changes and there is no Growth or target information.

Academic Performance Index Growth by Student Group – 2012 Growth API Comparison

This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, LEA, and state level.
Group 2012 Growth API
Number of Students API School Number of Students API LEA Number of Students API State
All Students at the School 356 787 237 708 4,664,264 788
Black or African American 3 4 313,201 710
American Indian or Alaska Native 5 16 686 31,606 742
Asian 9 1 404,670 905
Filipino 1 1 124,824 869
Hispanic or Latino 53 745 71 713 2,425,230 740
Native Hawaiian or Pacific Islander 1 0 26,563 775
White 284 789 130 714 1,221,860 853
Two or More Races 0 13 646 88,428 849
Socioeconomically Disadvantaged 124 748 157 700 2,779,680 737
English Learners 4 8 1,530,297 716
Students with Disabilities 34 620 36 574 530,935 607

Adequate Yearly Progress

The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:
  • Participation rate on the state’s standards-based assessments in ELA and mathematics
  • Percent proficient on the state’s standards-based assessments in ELA and mathematics
  • API as an additional indicator
  • Graduation rate (for secondary schools)

For detailed information about AYP, including participation rates and percent proficient results by student group, see the CDE AYP Web page at http://www.cde.ca.gov/ta/ac/ay/.

Adequate Yearly Progress Overall and by Criteria (School Year 2011–12)

AYP Criteria School District
Made AYP Overall No No
Met Participation Rate - English-Language Arts Yes Yes
Met Participation Rate - Mathematics Yes Yes
Met Percent Proficient - English-Language Arts No No
Met Percent Proficient - Mathematics No No
Met API Criteria Yes No
Met Graduation Rate Yes Yes

Federal Intervention Program (School Year 2012–13)

Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. For detailed information about PI identification, see the CDE PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.
Indicator School District
Program Improvement Status N/A In PI
First Year of Program Improvement 2010-2011
Year in Program Improvement Year 2
Number of Schools Currently in Program Improvement 1
Percent of Schools Currently in Program Improvement 25.0%
Note: Cells shaded in black do not require data.

XI. School Completion and Postsecondary Preparation

Admission Requirements for California’s Public Universities

University of California

Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully completed specified college course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work.
For general admissions requirements, please visit the UC Admissions Information Web page at http://www.universityofcalifornia.edu/admissions/. (Outside source)

California State University

Eligibility for admission to the California State University (CSU) is determined by three factors:
  • Specific high school courses
  • Grades in specified courses and test scores
  • Graduation from high school
Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application, and fee information see the CSU Web page at http://www.calstate.edu/admission/admission.shtml. (Outside source)

Dropout Rate and Graduation Rate

Indicator School District State
2008–09 2009–10 2010–11 2008–09 2009–10 2010–11 2008–09 2009–10 2010–11
Dropout Rate 4.0 4.7 14.3 11.3 16.6 14.4
Graduation Rate 92.00 95.31 80.52 83.99 74.72 76.26
Note: Cells shaded in black do not require data.

Completion of High School Graduation Requirements

This table displays, by student group, the percent of students who began the 2011–12 school year in grade twelve and were a part of the school’s most recent graduating class, meeting all state and local graduation requirements for grade twelve completion, including having passed both the ELA and mathematics portions of the CAHSEE or received a local waiver or state exemption.
Group Graduating Class of 2012
School District State
All Students 100% N/D N/D
Black or African American 100% N/D N/D
American Indian or Alaska Native 100% N/D N/D
Asian 100% N/D N/D
Filipino 100% N/D N/D
Hispanic or Latino 100% N/D N/D
Native Hawaiian or Pacific Islander 100% N/D N/D
White 95% N/D N/D
Two or More Races 100% N/D N/D
Socioeconomically Disadvantaged 100% N/D N/D
English Learners 100% N/D N/D
Students with Disabilities 100% N/D N/D
Note: “N/D” means that no data were available to the CDE or LEA to report.

Career Technical Education Programs (School Year 2011–12)

In 2011-2012 CORE began an Ag and a Journalism/Communications CTE program.  It has not been fully developed.

Career Technical Education Participation (School Year 2011–12)

Measure CTE Program Participation
Number of pupils participating in CTE 65
Percent of pupils completing a CTE program and earning a high school diploma 5
Percent of CTE courses sequenced or articulated between the school and institutions of postsecondary education in process

Courses for University of California and/or California State University Admission

UC/CSU Course Measure Percent
2011-12 Students Enrolled in Courses Required for UC/CSU Admission 33.0%
2010-11 Graduates Who Completed All Courses Required for UC/CSU Admission 0.0%

Advanced Placement Courses (School Year 2011–12)

Subject Number of AP Courses Offered* Percent of Students In AP Courses
Computer Science 0
English 0
Fine and Performing Arts 0
Foreign Language 0
Mathematics 0
Science 0
Social Science 0
All courses 0 0.0%
Note: Cells shaded in black do not require data. *Where there are student course enrollments.

XII. Instructional Planning and Scheduling

Professional Development

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