Home // About District E
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With
the passage of Proposition 98 in 1988, School Accountability Report
Cards have been issued annually for each elementary and secondary school
in the State of California. The Report Card provides an assessment of
selected conditions related to the school, its resources, its successes,
and the areas in which improvements may be needed. This year similar
Report Cards are being issued for each of the eleven Local Districts in
the Los Angeles Unified School District.
As you read the Report Card for Local District E, you will notice that our strength is in our diversity. With nearly 72,000 students from many different backgrounds, including 34,000 English Learners, the staffs from Local District E schools are committed to meeting the needs of every child. As a result, test scores and other measures indicate continuous improvement. Local District E schools are working to improve the teaching and learning of literacy and mathematics and in the core content areas at the secondary level. While the emphasis is on good first teaching, quality intervention programs are in place for those students who need extra assistance. Dedicated staff, involved families and community contribute to the many successes of Local District E schools. Dr. Edgar Seal - Interim, Superintendent |
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2002-03 LOCAL DISTRICT E
ACCOUNTABILITY REPORT CARD
I. DEMOGRAPHIC INFORMATION
Grade Configurations
Racial/Ethnic Composition The percentage of students is the number of students in a racial/ethnic category divided by the school's most recent California Basic Educational Data Systems (CBEDS) total enrollment.
II. SCHOOL SAFETY AND CLIMATE FOR LEARNING
Suspensions and Expulsions The number of suspensions and expulsions is the total number of incidents. The rate of suspensions and expulsions is the total number of incidents divided by the school's California Basic Educational Data Systems (CBEDS) total enrollment for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.
Student Attendance School attendance is vital to students' achievement. The goal of our school is to continue improving attendance through a variety of programs which include: calling parents by the third day of absence, providing counseling for students, offering incentives for good and perfect attendance, establishing a bond between students and teachers, and recognizing the value and necessity of school attendance to student achievement. Attendance Percentage Summary (In-Seat Attendance)
III. ACADEMIC DATA
Standardized Testing and Reporting (STAR) Through the Standardized Testing and Reporting (STAR) Program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) in English Language Arts and Mathematics in grades 2-11, and Science and History-Social Science in grades 9-11; and the Norm-Referenced Test, which tests Reading, Language, Mathematics grades 2-11, Spelling in grades 2-8, and Science in grades 9-11. California Standards Tests (CST) (Percentage of Students Proficient) The California Standards Tests show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). Students scoring at the Proficient or Advanced level have met state standards in that content area. Detailed information regarding results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov or by speaking with the school principal. Note: To protect student privacy, asterisks appear in any cell whenever 10 or fewer students had valid test scores. CST - All Students Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested. For mathematics, science, and history/social science, data regarding the percent not tested, by grade level and subgroup, are available at http://star.cde.ca.gov/.
** Scores are not reported when 10 or less students are tested. CST Racial/Ethnic Groups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested. For mathematics, science, and history/social science, data regarding the percent not tested, by grade level and subgroup, are available at http://star.cde.ca.gov/.
** Scores are not reported when 10 or less students are tested. CST Subgroups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested. For mathematics, science, and history/social science, data regarding the percent not tested, by grade level and subgroup, are available at http://star.cde.ca.gov/.
** Scores are not reported when 10 or less students are tested.
Norm-Referenced Test (NRT)
Reading, mathematics and language results from the Norm-Referenced Test (NRT), adopted by the State Board of Education (this was the Stanford 9 test up until 2003, but was changed to the California Achievement Test, Sixth Edition (CAT/6) for 2003, are reported for each grade level as the percentage of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. Detailed information regarding results for each grade can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. NRT - All Students Data reported are the percent of students scoring at or above the 50th percentile.
** Scores are not reported when 10 or less students are tested.
NRT - Racial/Ethnic Groups Data reported are the percent of students scoring at or above the 50th percentile.
** Scores are not reported when 10 or less students are tested.
NRT - Subgroups Percentage of students scoring at or above the 50th percentile.
** Scores are not reported when 10 or less students are tested.
Local Assessment (Percentage of Students Meeting or Exceeding the District Standard)
Pupil achievement, as measured by the Performance Assignments, is reported by grade level for English Language Arts, as the percentage of students achieving at the proficiency level (either meeting or exceeding the standard) for the most current three years.
California Fitness Test (Percentage of Students Meeting Fitness Standards) The percentage of students in grades 5, 7, and 9, as appropriate, who scored in the healthy fitness zone on all six fitness standards on the California Fitness Test. Note: To protect student privacy, asterisks appear in any cell whenever 10 or fewer students had valid test scores.
Number of Reclassified English Learners
Student Performance in Academic Subjects
IV. SCHOOL COMPLETION (Secondary Schools)
California High School Exit Exam (CAHSEE) Beginning with the graduating class of 2004, students in California public schools will have to pass the California High School Exit Exam to receive a high school diploma. The School Accountability Report Card for that year will report the percentage of students completing grade 12 who successfully complete the California High School Exit Exam.
Dropout Rate and Graduation Data reported regarding progress over the most recent three-year period toward reducing dropout rates includes: grade 9-12 enrollment, the number of dropouts, and the one-year dropout rate listed in the California Basic Educational Data System (CBEDS). The formula for the one-year dropout rate is: (Grades 9-12 Dropouts/Grades 9-12 Enrollment) multiplied by 100. Graduation rate data will be reported after the California State Board of Education approves a graduation rate formula.
* Unavailable
V. CLASS SIZE
Average Class Size and Class Size Distribution Data reported are the average class size and the number of classrooms for each range of students by grade level as reported by CBEDS.
Average Teaching Load and Teaching Load Distribution Data reported are the average class size and the number of classrooms for each range of students by subject area as reported by CBEDS
Class Size Reduction California's K-3 Class Size Reduction program began in 1996 for children in kindergarten and grades one through three. Funding is provided to participating school districts to decrease the size of K-3 classes to 20 or fewer students per certificated teacher.
Course Content/Preparations For Secondary Teachers
VI. TEACHER AND STAFF INFORMATION
Teacher Credential Information Data reported are the number of teachers (full-time and part-time). Each teacher is counted as '1'. If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area..
In addition, the following teachers possess bilingual certification or language development certification:
Highly Qualified Teachers The No Child Left Behind Act (NCLB) requires local educational agencies (LEAs) to report specific data regarding highly qualified teachers. As of December of 2003, the State Board of Education (SBE) had not approved a definition for use in reporting data pertaining to highly qualified teachers . Therefore, the requirement that LEAs include these data will not apply to reports published during the 2003-04 school year.
Teacher Evaluations Teachers are evaluated on a regular basis by administrators in accordance with State and District requirements and contractual agreements. The District requires annual evaluations for provisional and probationary teachers and biennial for permanent teachers. To ensure continued development of professional skills, staff participated in the following growth opportunities: Types of Activities
Counselors and Other Support Staff Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person working 100% of full time. Two staff persons working 50% of full time also equals one FTE.
Academic Counselors Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100% of full time. Two staff persons working 50% of full time also equals one FTE. The ratio of pupils per academic counselor is enrollment, as reported in the most recent California Basic Educational Data System (CBEDS) data collection, divided by the number of academic counselors.
VII. CURRICULUM AND INSTRUCTION
School Instruction and Leadership Each school's instructional program requires implementation of the District guidelines and courses of study which are aligned with State adopted frameworks and model curriculum guides for all grade levels and subject areas. The activities listed below provide opportunities for staff, parents, and community involvement in order to accomplish instructional priorities:
In addition, the local school leadership council is involved in shared decision making. The council is composed of the United Teachers of Los Angeles Chapter Chair, teachers, elected parents/community representatives, a classified employee representative, the principal, and at the secondary level, a student representative. The Council determines the following matters: a. Staff development program b. Student discipline guidelines and code of student conduct c. Schedule of school activities, events, and special schedules d. Guidelines for use of school equipment e. Local budgetary matters
Professional Development A continuous process for professional development and curriculum improvement is implemented by teachers and administrators at our school. Professional development activities were provided for staff: . Elementary Curriculum /Secondary Courses of Study . Master Plan for English Learners . Language acquisition/development . Instructional strategies . Test data analysis . Grade level expectations . State frameworks . Writing process
Quality and Currency of Textbooks and Other Instructional Materials The Los Angeles Unified School District has set a priority on ensuring that a sufficient number of textbooks to support the school's instructional program is available. The instructional materials are chosen primarily from the textbooks adopted by the California Department of Education. Acquisition of educational technology and access to current additional resources to support the instructional program for all students are priorities in determining the budget expenditures.
Instructional Minutes (School Year 2002-2003) The California Education Code requires a number of minutes per year for each grade.
Note: The number of minutes offered does not take into consideration pupil free days, minimum days or shortened days.
VIII. POST-SECONDARY PREPARATION (Secondary Schools)
Advanced Placement / International Baccalaureate Courses Offered The Advanced Placement (AP) and International Baccalaureate (IB) programs give students an opportunity to take college-level courses and exams while still in high school. The table below shows the number of classes offered and the enrollment in various AP or IB classes. The data for Fine and Performing Arts includes AP Art and AP Music, and the data for Social Science includes IB Humanities.
Percentage of Pupils Enrolled in Courses Required for University of California (UC) and California State University (CSU) Admission The percentage of pupils enrolled in courses required for UC and/or CSU admission is calculated by dividing the total number of pupils in courses required for UC and/or UC admission (duplicated count) by the the total number of pupils in all courses (also a duplicated count) for the most recent year.
Graduates Who Have Passed Course Requirements for University of California (UC) and California State University (CSU) Admission The percentage of graduates is the number of graduates who have passed course requirements for UC and/or CSU admission divided by the school's California Basic Educational Data Systems (CBEDS) total graduates for the most recent year.
SAT I Reasoning Test Students may voluntarily take the SAT test for college entrance. The test may or may not be available to students at a given school. Students may take the test more than once, but only the highest score is reported at the year of graduation.
Enrollment and Program Completion in Career/Technical Education Programs (CTE) Data are available from the Report of Career-Technical Education Enrollment and Program Completion for School Year 2002-03 (CDE 101 E-1). Data have been aggregated to the district level.
Degree to Which Students Are Prepared to Enter Workforce The senior high schools in Los Angeles Unified School District prepare students to enter the work force. The school: * provides instructional programs that foster the acquisition and growth of work-readiness skills on the part of the students * measures the success of its efforts to prepare students for the work force * meets the needs of special student populations in regard to their preparation to enter the work force.
IX. FISCAL AND EXPENDITURE DATA
Average Salaries (Fiscal Year 2001-02) * Data reported are the district average salary for teachers, principals, and superintendents, compared to the state average salaries for districts of the same type and size, as defined by Education Code Section 41409. The district average principal salary is shown seperately for elementary, middle, and high schools, but the state average principal salary is combined.
* Please note that these figures reflect salary and budget data for 2001-02 school year as required by the State, and the figures do not include general fun expenditures for employee benefits. ** Actual salaries and expenditures. Expenditures and Types of Services Direct charges to schools primarily include the following:
Explanation of Direct Expenditure Classifications
INSTRUCTION: Salaries and employee benefits of teachers and aides, textbooks, instructional materials. INSTRUCTIONAL SUPPORT: Instructional and school administration, instructional media, educational television and computer assisted instruction. PUPIL SERVICES: Attendance, welfare, guidance, counseling and health activities. SCHOOL MAINTENANCE: Repainting, resurfacing grounds, roof repair and related equipment acquisitions and replacement. SCHOOL OPERATIONS: Cleaning and utilities, gardening, trash disposal and laundry services. PUPIL TRANSPORTATION: Cost of
conveying pupils to and from school activities and between home and
school. Does not include field trips.
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