Alliance Marc and Eva Stern Math and Science High …...Alliance Marc and Eva Stern Math and Science...

Alliance Marc and Eva Stern Math and Science High School

Alliance for College-Ready Public Schools 2010-2011 School Accountability Report Card

Every student has the ability.

We give them the opportunity.

Alliance Marc and Eva Stern Math and Science School School Accountability Report Card for 2010-‐2011

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What is a School Accountability Report Card? The School Accountability Report Card (SARC) provides both parents and community members a detailed report of Alliance Marc and Eva Stern Math and Science School and compares its success with schools within Los Angeles Unified School District, Los Angeles County, and California. The information provided in this report represents the previous 2010-2011 school year because this is the most complete and recent data available. Additional information about the school and any of the components in this report can be found on the California Department of Education’s DataQuest website (http://dq.cde.ca.gov/dataquest). This online tool allows any individual to view all public data regarding student demographics, student achievement, college-readiness indicators, and teacher information for all years Alliance Marc and Eva Stern Math and Science School has been open. Further information about Alliance Marc and Eva Stern Math and Science School can also be received by contacting the principal or Alliance College-Ready Public Schools. School Information: 5151 State University Drive, CSULA, Mail Code 8981-06, Lot 2 Los Angeles, CA 90032 Principal: Kirsten Woo Phone: (323) 987-2144 Fax: (323) 987-2149 http://www.sternmass.org/ Charter Management Organization: Alliance College-Ready Public Schools 1940 S. Figueroa Street Los Angeles, CA 90007 Phone: (213) 943-4930 Fax: (213) 943-4931 http://www.laalliance.org


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Welcome to Alliance Marc and Eva Stern Math and Science School Principal’s Message Alliance Marc and Eva Stern Math and Science School (ASMASS) is an exceptional opportunity for students in the East Los Angeles area to earn a high quality education. As part of Alliance College-Ready Public Schools, ASMASS prepares students to attend college and to be able to pursue doctoral degrees in the math/sciences. ASMASS is one of the highest 20 performing high school in the Los Angeles Unified School District. We are ranked #40 of all California Schools by Washington Post, accredited by the Western Association of Schools and Colleges (WASC), and compete in California Interscholastic Federation (CIF) sports. All Students are enrolled in college preparatory courses that allow them to apply to four-year universities during senior year. ASMASS is also a unique collaboration with California State University, Los Angeles (CSULA). ASMASS is located on the campus of CSULA, and CSULA faculty collaborates with ASMASS faculty in professional learning communities and curriculum development. ASMASS students may enroll in CSULA courses during their senior year. ASMASS prepares its graduating students to be the most highly competitive college applicants in the entire United States.

- Kirsten Woo, Principal

2010-2011 Year Opened 2006 Academic Performance Index 809 Grade Range 9-12 Total Enrollment 523 Number of Teachers 29 Number of Students per Teacher 25


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Parent Involvement At Alliance Marc and Eva Stern Math and Science School, we realize that student success is not only measured through academic achievement, but in ensuring that our students are adequately prepared for the future. Parental support and involvement are key components in students’ academic success that are essential for parents to be fully knowledgeable about preparing their children for college.

ASMASS is proud to support high levels of parent involvement because parent involvement is a key to student performance. At ASMASS, parents are required to volunteer at least 40 hours each school year. Parents are encouraged to volunteer at least 20 hours participating in academic-related activities. Parent Association meetings are held once per month and include reports from the principal as well as educational information about the school. The Parent Association elects representatives who become members of the School Advisory Council. The School Advisory Council is an advisory council to the principal and consists of representatives from each stakeholder group (e.g., students, parents, teachers, classified staff). Parent workshops are held once per month that are designed to educate parents about college planning, supporting student academic work, communicating with teenagers, and other timely topics as identified from parent input. Parents are also welcome to volunteer anytime at the school to assist the office staff and to assist with meal service.

Please contact the school’s parent liaison for additional information about parent involvement at ASMASS.

A quick snapshot of our parent involvement can be seen in the accompanying table, and can also be found in the School Performance Dashboard located at the end of this report. Parent Involvement

2008-2009 2009-2010 2010-2011

Families Completing 20+ Hours N/A 100% 100% Families Completing 40+ Hours 62% 71% 43% Families Attending Parent Conferences 44% 39% 66%


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School Environment A key factor to learning is the environment we create for our students. At Alliance Marc and Eva Stern Math and Science School, we understand that students cannot learn if they do not feel safe or if their classrooms are not adequate. This is why our students’ safety is one of our main concerns, along with providing them with large, open classrooms and school sites. Safety ASMASS is dedicated to the safety of its school community members by operating a closed campus. With support from CSULA university police, ASMASS has developed a safety plan that ensures daily on-campus safety and emergency preparedness. Visitors to ASMASS are required to sign in and out at the main office and are required to wear a visitor’s badge at all times. The school safety plan is reviewed and revised in August of each year to update information about evacuation plans, lockdown procedures, and school activity supervision. The school safety plan is reviewed with teachers in pre-service professional development in August before the school year begins, and is reviewed again before the two evacuation drills held during each school year. ASMASS staff has coordinated with CSULA university police in order to train personnel and prepare for disaster emergencies, and ASMASS holds regular evacuation drills each year in coordination with CSULA public safety staff.

Suspensions and Expulsions School safety is further reinforced with discipline. The chart below displays suspension and expulsion rates for our school for the last 3 years. Disruptive behavior is monitored and is not tolerated at our school since it distracts students from learning and performing to the best of their abilities.

Suspensions and Expulsions

Our School Los Angeles Unified School

District

2008-2009

2009-2010

2010-2011

2008-2009

2009-2010

2010-2011

Total Students Enrolled 446 539 523 730,359 667,251 -- Suspensions 2% 3% 4% 6.90% 5.26% -- Expulsions 0% 0% 0% .01% .01% --

Rates are derived by dividing the number of incidents by total student enrollment of that school year.


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Facilities The condition of our facilities is determined using the Facilities Inspection Tool, issued by the Office of Public School Construction. The table below displays the results of the most recently completed school site inspection, determining our school’s good repair status. ASMASS operates a permanent facility on Lot 2 of the CSULA campus. The permanent facility has 24 classrooms, a multipurpose room, a library, administrative offices, a parent center, a professional development center, and a conference room. Science labs in the permanent facility will be suitable for college-level chemistry courses. One classroom includes a fitness room with equipment for use by physical education classes and athletic teams. The rooftop eating area includes a garden and planter boxes that were obtained through community beautification and garden grants. CSULA staff has access to the professional development center for college courses.

Facilities Inspection Tool

System Inspected:

Repair Status Repair Needed/Action

Taken or Planned

Exemplary Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer X

Interior: Interior Surfaces X Cleanliness: Overall Cleanliness 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

Inspected By: Favio Solares, Facilities Management Coordinator Additional Inspectors: Date of Last Inspection: 01/18/12


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How Is Our School Performing? School performance and progress are measured in a variety of ways. Standardized tests and student performance are all used to calculate the Academic Performance Index, Academic Yearly Progress, and State and Similar School Ranks each year. We additionally look at student graduation and cohort matriculation as measures of our own success since successfully preparing students to graduate college within 5 years is our main goal. Academic Performance Index (API) The API is a single number, ranging from 200-1000, that reflects a school’s or a subgroup’s performance level, based on the results of statewide testing. Its purpose is to measure the academic performance and growth of schools. The API was established by the Public Schools Accountability Act of 1999, a landmark state law that created a new academic accountability system for K-12 public education in California. A school’s API is calculated using student results from the California Standards Tests (CST) and the California High School Exit Exam (CAHSEE) for continuing high schools. Alliance Marc and Eva Stern Math and Science School’s API for 2010-2011 was 809. The 2010-2011 school year was started with a base API of 788 and had a growth target of 5 points. Historical API growth can be seen in the chart below, and additional information regarding API can be found on the CDE DataQuest website.


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API scores are further used to calculate State and Similar School Rankings. The state gives all schools a ranking on a scale of 1 to 10 (10 being the highest). The Similar Schools Ranking is given on a comparison scale of 100 schools of similar student population and demographics. Information regarding our school rankings for the 2010-2011 school year will not be available until April of 2012, as these scores are not calculated until one full year has passed.

Academic Performance Index Growth by Student Group 3 Year Comparison

Group

API Growth 2008-2009



Black/African American: -- -- --

American Indian/Alaska Native: -- -- --

Asian: -- -- --

Filipino: -- -- --

Hispanic/Latino: 768 748 810

Native Hawaiian/Pacific Islander: -- -- --

White: -- -- --

Two or More Races: -- -- -- Socioeconomically Disadvantaged: 786 787 808

Students with Disabilities: -- -- --

English Only: -- -- --

English Learners: 770 771 747

Initially Fluent English Proficient: -- -- -- Reclassified Fluent English Proficient: -- -- --

State and Similar Schools Ranking

2008-2009

2009-2010

2010-2011

State Rank 8 8 -- Similar Schools Rank 10 10 --


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Adequate Yearly Progress (AYP) and Program Improvement (PI) AYP is a series of annual academic performance goals established for each school, district, and the state as a whole. Schools, LEAs, and the state are determined to have met AYP if they meet or exceed each year’s goals (AYP targets of participation and proficiency performance). AYP is required under Title I of the federal ESEA. States commit to the goals of ESEA by participating in Title I, a program under ESEA that provides funding to help educate low-income children. The primary goal of Title I is for all students to be proficient in ELA and Mathematics, as determined by state assessments, by 2014. For middle schools and high schools with only grade nine students, AYP is calculated based on CST performance. For high schools, AYP is calculated based on the performance on the CAHSEE grade 10 census administration. 95% of all students and significant subgroups must participate in the administration. Schools must also earn an API score of 680 or higher or increase their score from last year by one point. If a school fails to meet any of the criteria, it does not meet AYP. Schools that do not make AYP for two or more years in a row will be put on a Program Improvement (PI) plan, offer student transfers to other schools, and provide additional instructional support services. The table below shows our school’s AYP and PI statuses over the last 3 years.

Academic Yearly Progress & Program Improvement Status 2008-2009 2009-2010 2010-2011 Criteria Met 18/18 13/17 17/17 Met AYP? Yes No Yes Program Improvement School? No No No


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How Are Our Students Performing? Enrollment Below is a table with our school’s total student enrollment and enrollment per grade level.

This table shows the percent of students enrolled at our school who are identified as being in a specific group. Enrollment by Group

2010-2011 (Percent of Total

Enrollment) Black/African American: -- American Indian/Alaska Native: --

Asian: 1% Filipino: -- Hispanic/Latino: 98% Native Hawaiian/Pacific Islander: --

White: -- Two or More Races: -- Socioeconomically Disadvantaged: 92%

Students with Disabilities: 7%

English Only: 24% English Learners: 17% Initially Fluent English Proficient: 7%

Reclassified Fluent English Proficient: 52%

Migrant Education Services: --

Enrollment by Grade

2010-2011 Total Enrollment: 523 Grade 9: 157 Grade 10: 133 Grade 11: 143 Grade 12: 90 Male: 48% Female: 52%

Enrollment counts listed are as of 2010-2011 data collection day, October 6, 2010. At the time of submission, some student information is unknown, explaining possible incomplete totals for a particular category


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Testing California Standards Test (CST) Students are required to take the California Standards Test each year. The results provide information regarding the progress and potential of our student body. California standards are considered to be some of the most rigorous in the country and can be further explored on the California Content Standards page on the CDE website. Our CST results are also matched up against other similar schools to compare how our students perform in comparison to others in the state of California. The CSTs include tests on English Language Arts (grades 2-11), Math (grades 2-11), Science (grades 5, 8-11), and History Social-Science (grades 8-11).

Below you will find our student’s proficiency performance for the last 3 years on all CST subjects tested at our school. All student assessment results are displayed in one of five proficiency bands used to measure student progress. The five bands are Advanced, Proficient, Basic, Below Basic, and Far Below Basic. Our immediate goal is to annually move students up one performance band. The tables on the next page show the percent of our students who scored at the Proficient or Advanced level in content area subjects. Additional grade-level results and other information regarding the Standardized Testing and Reporting (STAR) Program and CST can be found on the STAR website (http://www.startest.org).


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Standardized Testing and Reporting Results for All Students 3 Year Comparison

Our School Los Angeles Unified

School District State

2008-2009

2009-2010

2010-2011

2008-2009

2009-2010

2010-2011

2008-2009

2009-2010

2010-2011

English Language Arts

56% 56% 51% 38% 41% 44% 50% 52% 54%

Mathematics 27% 30% 31% 37% 39% 43% 46% 48% 50% History Social Science 56% 52% 50% 28% 31% 35% 41% 44% 48%

Science 58% 58% 59% 18% 21% 29% 36% 40% 47%

Standardized Testing and Reporting Results by Student Group - 2010-2011

English

Language Arts Math

History Social

Science Science Students Tested in the School 51% 31% 56% 59% Male 52% 33% 34% 62% Female 50% 30% 26% 57% Black/African American -- -- -- -- American Indian/Alaskan Native -- -- -- -- Asian -- -- -- -- Filipino -- -- -- -- Hispanic/Latino 51% 31% 56% 59% Native Hawaiian/Pacific Islander -- -- -- -- White -- -- 0% -- Two or More Races/Other 63% 33% -- -- Socioeconomically Disadvantaged 50% 29% 54% 56% English Learners 8% 17% 17% 10% Special Education 23% 26% 28% 33% Migrant Education Services -- -- -- --


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California High School Exit Exam (CAHSEE) High school students are required to pass the California High School Exit Exam as a graduation requirement. The results of this exam are also used to determine student proficiency levels that are used in AYP calculations. Proficiency level designations should not be confused with pass rates, as the criteria for passing the CAHSEE are at a slightly lower standard than those required to meet proficiency. Students are required to pass, but are encouraged to score at the Proficient or Advanced level. If a student does not pass the first administration in grade 10, he has two additional chances to retake and pass in grade 11 and between 3-5 opportunities in grade 12. Additional information about the CAHSEE can be found on the CAHSEE website. Below is a table representing our school’s CAHSEE pass rates for the last 3 years. Also displayed is a table showing CAHSEE results for Grade 10 students by student group for the most recent year of testing. California High School Exit Exam Results for Grade 10 Students 2009 2010 2011 English Math English Math English Math Our School: Passed 91% 86% 81% 84% 91% 93% Los Angeles Unified School District: Passed 72% 72% 74% 73% 75% 75% State: Passed 80% 81% 80% 81% 82% 83% CAHSEE Results for Grade 10 Students by Group

2011 English Language Arts Math

Passed Proficient/ Advanced Passed Proficient/

Advanced Our School 91% 64% 93% 72% Male 90% 62% 95% 83% Female 93% 66% 93% 63% Black/African American - - - - American Indian/Alaska Native - - - - Asian - - - - Filipino - - - - Hispanic/Latino 91% 64% 94% 72% Native Hawaiian/Pacific Islander - - - - White - - - - Socioeconomically Disadvantaged 91% 62% 93% 69% English Learners 70% 22% 87% 57% Special Education 57% 0% 71% 57%


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Physical Fitness Exam (PFT) The PFT is a required performance exam for students in grades 5, 7, and 9 that tests state fitness standards. Students are tested in these six areas, aerobic capacity, body composition, abdominal strength, trunk extension strength, upper body strength, and flexibility. Detailed information regarding the test and comparisons of school results statewide can be found on the Physical Fitness Testing page through DataQuest on the CDE website.

School Completion Dropout and Graduation Rates A dropout is defined as any student who left our school before the end of the 2009-2010 school year and did not re-enroll in another school for the 2010-2011 school year. The graduation rate is calculated by the number of students who have met all graduation requirements in four years by the last day of instruction for the 2010-2011 school year. These percentages are displayed in comparison to those of schools in the state. Further information and statewide school comparisons regarding graduation rates can be found under the Student Demographics menu on the CDE DataQuest site. Below you can find information regarding Alliance Marc and Eva Stern Math and Science School’s dropout rate for the most recent school year and graduation rate for all applicable years.

Dropout and Graduation Rates


School District State

2007-2008

2008-2009

2009-2010

2007-2008

2008-2009

2009-2010

2007-2008

2008-2009

2009-2010

Dropout Rate (most recent year only)

0.3% 0.9% 0.9% 6.7% 7.6% 6.4% 4.9% 5.7% 4.6%

Graduation Rate -- -- 97.0% 71.1% 69.1% 68.7% 80.2% 78.6% 80.4

Physical Fitness Exam (PFT)

Grade 9 2010-2011 Passing 6 of 6 Tests 7% Passing 5 of 6 Tests 38% Passing 4 of 6 Tests 52%


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College Readiness Indicators Our overarching goal is to prepare our students for college by graduating them with a comprehensive grasp of knowledge in core content areas and ensuring that they are on the correct track for post-secondary education. All students must fulfill A-G requirements to graduate. Advanced Placement and Early Assessment Program Advanced Placement courses allow students to develop skills and experience a higher level of learning that better prepares them for college. The numbers below show the percent of students who scored a 3, 4, or 5 on the AP exam and could potentially earn college credit. ASMASS offered 8 Advanced Placement courses in 2010-2011. The Early Assessment Program additionally tests students’ level of college-readiness and helps them develop certain skills in their senior year. The table shows the percent of students who have been determined college-ready. Career Technical Education Programs We at Alliance Marc and Eva Stern Math and Science School believe that our curriculum must be teamed with other components to prepare students for post-secondary education both in and out of the classroom. Although we do not currently offer any Career Technical Education Programs, students may take them at nearby colleges.

Advanced Placement Exams

Percent of Students Scoring 3, 4, or 5

2010 Tested Passed

Biology 83 7% Calculus AB 1 0% English Lang 45 47% English Lit 20 20% European History 11 9% Spanish Lang 74 80% US Government 26 23% US History 50 26%

CSU Early Assessment Program

Percent of Students College-Ready

English Math Math

Conditionally Class of 2010 9% 2% 43% Class of 2011 21% 1% 31% Class of 2012 16% 9% 68%


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Materials for Success Textbooks Due to the rigor and continuity of yearlong testing, it is important to make sure our students have access to materials that properly align with California Content Standards. We do our best to provide additional resources that will facilitate higher levels of learning. In the Appendix, you will find a table that displays information regarding the quality, currency, availability, and length of adoption for all instructional materials used at our school. Science Laboratory Classes Many of our science courses require students to actively conduct experiments, a fact that we do our best to support by providing them with ample resources in the form of science labs and equipment. Below is a table that shows the science subject areas our labs are equipped to support. While reviewing, it is important to note that there is no state standard regarding science labs. We rely on the authority of our school administration to make governing decisions about approving standards for equipping our students with science labs.

Science Labs

Course Name

Do Labs Meet District Defined Standard of "Sufficient"?

Percent of Students Having Access to Sufficient Science Labs and Equipment

Biology Yes 100% Chemistry Yes 100% Physics N/A N/A


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Facilitators of Student Achievement Teachers The success of our students is based on the strength of our teaching staff. The table shows the types of credentials held by our teachers, as well as years of experience, college degrees, and teacher credentialing information. A “highly qualified” teacher is one who has a full credential (bachelor’s degree) and demonstrates expertise in a particular core field. A teacher who holds an “emergency permit” is one who lacks full credentials but may be working towards them. A teacher who is “teaching out of field” lacks the subject area authorization for a particular course. Support Staff

Our school also employs other staff whom aid in supporting our students’ needs. Some support staff members are part-time and may also work at other schools within our organization, but the table below displays the number of full-time equivalents (FTE) we have at our site and the average number of students per staff member.

Teacher Information

Our School

Los Angeles Unified School District

State

Number of Teachers 29 33,188 286,969 Average Years of Teaching Experience in the Field 4 13.1 13.8

Average Years of Teaching Experience at District 4 12.6 11.7

Teachers Holding an MA or Higher 39.6% 40.5%

Highly Qualified 20 -- -- Clear Credential 11 -- -- Intern/Preliminary Credential -- -- Emergency Credential 2 -- -- Out of Field Teaching

Our School

Total Teaching Outside of Credentialed Area TBD Teacher Misassignments for Classes with English Learners TBD English TBD Math TBD Science TBD Social Science TBD

Support Staff

Position

Number of FTE at Our School

Ratio of Students per

Staff Member

Academic Counselor 3 174 Counselor (Social/Behavioral or Career Development) -- --

Librarians -- -- Psychologists 1 523 Social Workers -- -- Nurses -- -- Speech/Language/Hearing Specialists -- -- Resource Specialists 2 262


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Class Sizes The number of teachers and support staff at ASMASS prevents overcrowding in classrooms since it is easier for students to learn and excel with focused instruction. Our average class size is 25 students per teacher. The supplemental table also provides information about the number of classrooms we have on site as well as those allotted for each subject area.

Core Academic Classes Taught by Highly Qualified Teachers

Core Subjects Taught by Highly Qualified Teachers

Core Subjects Not Taught by Highly Qualified Teachers

School 94.0% 6.0% LAUSD High Poverty Schools 79.9% 20.1%

LAUSD Low Poverty Schools 88.5% 11.5%

Average Class Size and Classroom Information

Grade Span: 9-12 Our School

Average Class Size 25 Total Number of Classrooms 24 Classrooms Designated for English Language Arts: 5 Classrooms Designated for Math: 6 Classrooms Designated for Science: 5 Classrooms Designated for History/Social Science: 3


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School Finances and Instructional Planning ASMASS receives funding each year from local, state, and federal government sources. These are strategically distributed to ensure that all of our values, goals, and student needs are met. Comparisons below are made to evaluate our school’s expenditures per student with those throughout the state. The budget also includes teacher and administrator salaries. State education funding represents the largest percentage of funding and is based on the average daily attendance of the school. ASMASS receives federal funding from Title 1 for low income students and from the federal nutrition program to fund school breakfasts and lunches. Other state and local funding includes state special education program funding and other smaller revenue sources. The bulk of ASMASS revenues are used for general operating expenditures such as personnel salaries, facilities costs, and instructional technology and materials. Expenditures Spending per Student While we have various resources for funding, state education funding is the largest apportionment and is based on student daily attendance. Funding is also divided into two categories: unrestricted and restricted. Unrestricted funds can be used for any lawful purpose, while restricted funds must be allocated to specific areas determined by the donor. Title I funding, for example, is allotted from the federal nutrition program to provide our students with breakfast and lunches. Cost per student for each category of funding can be seen in the table below. Further information regarding school expenditures can be found on the CDE Current Expense of Education & Per-Pupil Spending web page at http://www.cde.ca.gov/ds/fd/ec. School Finances - Expenses per Student

Our School District

School-to-District

Variance

State Average

School-to-State

Variance Unrestricted funds ($/student) $9,627.50 $9,627.50 0% -- --

Restricted funds ($/student) $263.81 $263.81 0% -- -- Total ($/student) $9,891.32 $9,891.32 0% $8,452 14.6%


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Services ASMASS also offers other services to our students. Additional information regarding costs and types of services can be seen in the accompanying table.

Service Total Cost Cost/Student Special Ed $18,626 $35.61 ASES -- -- Transportation $7,235 $13.83 Nursing -- -- Food Services $190,032 $363.35

Teacher and Administrative Salaries The table below provides information regarding salaries for administrators, teachers, and other staff members. In order to make fair comparisons across schools and other districts statewide, our compensation is reported for full-time certificated staff members. Figures are displayed per individual as a dollar amount of our total budget, and are compared to those of other districts of the same size and type. More information regarding salaries and compensation can be found on the CDE Certificated Salaries & Benefits website, at http://www.cde.ca.gov/ds/fd/cs/. Staff Compensation


School District State Average Beginning Teacher Salary ($/certificated staff) $41,000 $39,788 $42,017

Mid-Range Salary ($/certificated staff) $48,976 $63,553 $67,294

Highest Teacher Salary ($/certificated staff) $67,696 $78,906 $86,776

Average Principal Salary (Middle) -- $116,033 $112,893

Average Principal Salary (High) $103,000 $115,116 $123,331

Superintendent Salary -- $250,000 $226,417 Percent of Budget Allotted for Teacher Salaries 30% 34% 38%

Percent of Budget Allotted for Administrative Salaries 4% 5% 5%


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Instructional Planning Teachers participate in a 5-day professional development seminar before the opening of school. Ongoing professional and personal growth opportunities are conducted on a weekly basis at the school site. Teachers analyze student achievement data and identify student growth needs and interests. Teachers benefit most from professional development that provides time for teacher-to-teacher interaction in small learning communities focused on classroom practice. Our teachers have ongoing regular time for common planning, analysis of student work, and unit study based on core content standards. Teachers use instructional guides in core content areas and use data from quarterly benchmark assessments to re-teach low performing content standards.


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How Can Additional Information be Obtained? Information not included on the School Accountability Report Card can be obtained by contacting the school or at www.laalliance.org. Appendix In the appendix you will find additional information about various parts of the report, as well as the School Performance Dashboard. Additional Resources The following list includes all websites and references mentioned in this report: California Department of Education http://www.cde.ca.gov/index.asp California Department of Education: California Content Standards http://www.cde.ca.gov/be/st/ss/ California Department of Education: Certificated Salaries & Benefits http://www.cde.ca.gov/ds/fd/cs/ California Department of Education: Expense of Education & Per-pupil Spending http://www.cde.ca.gov/ds/fd/ec/ California Department of Education: DataQuest http://dq.cde.ca.gov/dataquest/ STAR: Standardized Testing and Reporting Program http://www.startest.org/


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Textbook List Textbooks

Publisher Condition Standards Aligned?

Percent of Students

Having Books to Take Home

English Language Arts Timeless Voices, Timeless Themes -

Gold Prentice Hall Good Yes 100% Timeless Voices, Timeless Themes -

Platinum Prentice Hall Good Yes 100% Timeless Voices, Timeless Themes -

American Experience Prentice Hall Good Yes 100%

The Language of Composition Bedford/St.

Martin's Good Yes 100% ERWC Handbook CSU Good Yes 100%

Norton Introduction to Poetry Norton Good Yes 100% Math

Algebra 1 (CA Edition) McDougal

Littell Good Yes 100% Geometry: Reasoning, Applying,

Measuring McDougal

Littell Good Yes 100%

Algebra 2 McDougal

Littell Good Yes 100% PreCalculus: Enhanced with Graphing

Utilities (5th ed) Prentice Hall Good Yes 100% Calculus: Single Variable (6th ed) Prentice Hall Good Yes 100%

Science Biology Prentice Hall Good Yes 100%

Chemistry Holt Good Yes 100% Biology (AP Edition) Prentice Hall Good Yes 100%

Social Science Modern World History: Patterns of

Interaction McDougal Good Yes 100%

Western Heritage (AP European History) Pearson

Prentice Hall Good Yes 100% America: Pathways to the Present

(Survey Ed) Prentice Hall Good Yes 100% Government in America (AP Ed 13th

Ed) Prentice Hall Good Yes 100%

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