School Accountability Report Card    
  Reported for School Year 2002-2003  
Published During 2003-2004

Notes regarding the source and currency of data:
Data included in this School Accountability Report Card (SARC) are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/sa/definitions03.asp. Most data presented in this report were collected from the 2002-03 school year or from the two preceding years (2000-01 and 2001-02). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2001-02. A glossary of terms is available at http://www.cde.ca.gov/demographics/glossary.

School InformationDistrict Information
 School Name Edison High School District Name Huntington Beach Union High
 Principal Cynthia Clark  Superintendent Dr. Van W. Riley
 Street 21400 Magnolia Street 10251 Yorktown Ave.
 City, State, Zip Huntington Beach, CA  92646-6306 City, State, Zip Huntington Beach, CA  92646-2999
 Phone Number (714) 962-1356 Phone Number (714) 964-3339
 FAX Number  FAX Number 
 Web Site www.edisonchargers.com Web Site www.hbuhsd.org
 E-mail Address  E-mail Address 
 CDS Code 30-66548-3031895 SARC Contact Dorothy Crutcher

School Description and Mission Statement
Edison High School, a California Distinguished School and Digital High School, provides access to a positive, caring, environment that offers an appropriate, challenging curriculum that creates life-long learners, critical thinkers, effective communicators and self expressive, responsible citizens.  We, the Edison staff, are committed to working closely together to create and maintain an environment in which our students can grow physically, emotionally and intellectually into healthy, productive members of our society.  Although our expectations are high, they are realistically set and pursued by a well trained staff who never forget they are here to nurture and educate our students. 

Opportunities for Parental Involvement
 Contact Person Name  

 

 Contact Person Phone Number  
The school budget and special program budgets are approved by the School Site Council, which is composed of students, parents, and staff.  Parents also serve on a special English Language Learner Advisory Committee which is part of the School Site Council.  Last school year, parents logged over 87,000 hours of volunteer time.  Edison has more than 35 booster clubs, and parents are encouraged to become involved in these and other groups. 

I. Demographic Information

Student Enrollment, by Grade Level
Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).
 Grade Level  Enrollment
 Grade 9 585 
 Grade 10 531 
 Grade 11 508 
 Grade 12 512 
 Ungraded Secondary 141 
 Total Enrollment 2277 

Student Enrollment, by Ethnic Group
Data reported are the number and percent of students in each racial/ethnic category as reported by CBEDS.
 Racial/Ethnic Category Number
of
Students		 Percent
of
Students		 Racial/Ethnic Category Number
of
Students		 Percent
of
Students
 African-American12 0.5  Hispanic or Latino175 7.7 
 American Indian or Alaska Native200 8.8  Pacific Islander27 1.2 
 Asian266 11.7  White (Not Hispanic)1,578 69.3 
 Filipino19 0.8  Multiple or No Response0 0.0 

II. School Safety and Climate for Learning

School Safety Plan
 Date of Last Review/Update    Date Last Discussed with Staff  
Parent and Student Surveys show that the campus is seen as a safe place; grounds are monitored before and after school by a supervision staff and a campus police officer; the school is a closed campus and is a designated site for county emergencies. Closed circuit cameras are used on campus twenty-four hours a day. 

School Programs and Practices that Promote a Positive Learning Environment
Discipline:  Discipline is consistent and is handled by four grade level administrators.  Each administrator follows a class to graduation.  Saturday Schools and In House Suspension are used.  Edison High School’s policy is to work with each student on an individual basis.

Homework:  Students are asked to complete approximately one and one half hours (or more) of homework daily. Students are asked to silently read for fifteen minutes each day in core classes.  Parents are asked to keep in contact with teachers and to attend Back to School Night.  


Suspensions and Expulsions
Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that result in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS 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.
  School District
 2001 2002 2003 2001 2002 2003
 Number of Suspensions           
 Rate of Suspensions           
 Number of Expulsions           
 Rate of Expulsions           

School Facilities
Buildings:  EHS is viewed as having a safe, clean and orderly campus.  Function, utility, and economy were original architectural design components.  EHS occupies 46.64 acres and has a triple gym, Olympic size pool, and ample space for physical education and athletics. Edison High School has recently experienced major renovation, including construction of a new science wing with state of the art facilities. New roofing, air conditioning, and retrofitting has recently been completed. The community makes extensive use of the facility during non-school hours for recreation and community activities. 

Library:  The library/media center is open daily from 7:00 a.m. until approximately 3:30 p.m., and it houses more than 2,000 books.  It is technologically excellent, with more than a dozen computers for students and staff to use.  The library is staffed by a full time media clerk and a half time librarian.

Computers:  Besides providing computers in classrooms, EHS also has three computer labs as well as a special Model United Nations Computer Lab.  The labs are open daily for constant use by students and teachers.  The labs have a technology assistant to help with operations of the lab.


III. Academic Data

Standardized Testing and Reporting (STAR)
Through the California 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, science and history/social science in grades 9-11, and a norm-referenced test, which tests reading, language, and mathematics in grades 2-11, spelling in grades 2-8, and science in grades 9-11.

California Standards Tests (CST)
The California Standards Tests (CST) 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 state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet 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, scores are not shown when the number of students tested is 10 or less.

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/.
 Performance Level School District State
 2001 2002 2003 2001 2002 2003 2001 2002 2003
English Language Arts
 Proficient or Advanced 48 54 54 40 44 45 30 32 35
 Not Tested 2 8 0 7 11 1 6 8 1
Mathematics
 Proficient or Advanced  35 29  39 30  31 35
 Not Tested --- --- --- --- --- --- --- --- ---
Science
 Proficient or Advanced  56 49  58 45  30 27
 Not Tested --- --- --- --- --- --- --- --- ---
History/Social Science
 Proficient or Advanced  44 37  40 41  28 28
 Not 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/.
 Performance Level African-
American		 American
Indian or
Alaska
Native		 Asian Filipino Hispanic
or Latino		 Pacific
Islander		 White
(not
Hispanic)
English Language Arts
 Proficient or Advanced  48 71 64 51 45 52
 Not Tested  0 0 0 0 0 0
Mathematics
 Proficient or Advanced  25 54 50 24 10 26
 Not Tested --- --- --- --- --- --- ---
Science
 Proficient or Advanced  44 63  51  46
 Not Tested --- --- --- --- --- --- ---
History/Social Science
 Proficient or Advanced  30 53  23 25 36
 Not 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/.
Performance Level Male FemaleEnglish
Learners		Socioeconomically
Disadvantaged		Students With
Disabilities		Migrant
Education
Services
YesNoYesNo
English Language Arts
 Proficient or Advanced 45 63 29 41 54 10 58 48
 Not Tested 0 0 0 0 0 0 0 0
Mathematics
 Proficient or Advanced 27 31 27 23 29 6 31 25
 Not Tested --- --- --- --- --- --- --- ---
Science
 Proficient or Advanced 50 49 25  49 33 50 44
 Not Tested --- --- --- --- --- --- --- ---
History/Social Science
 Proficient or Advanced 37 36 26 22 37 9 39 30
 Not Tested --- --- --- --- --- --- --- ---

Norm-Referenced Test (NRT)
Reading and mathematics 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 for 2003), are reported for each grade level as the percent 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 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, scores are not shown when the number of students tested is 10 or less.

NRT - All Students
Data reported are the percent of students scoring at or above the 50th percentile.
Subject School District State
 2001 2002 2003 2001 2002 2003 2001 2002 2003
 Reading 58 57 68 48 48 58 44 45 43
 Mathematics 68 66 69 65 65 62 53 55 50

NRT - Racial/Ethnic Groups
Data reported are the percent of students scoring at or above the 50th percentile.
Subject African-
American		 American
Indian or
Alaska
Native		 Asian Filipino Hispanic
or Latino		 Pacific
Islander		 White
(not
Hispanic)
 Reading  58 80 79 63 86 68
 Mathematics  60 89 79 62 73 68

NRT - Subgroups
Data reported are the percent of students scoring at or above the 50th percentile.
Subject   Male   Female English
Learners		Socioeconomically
Disadvantaged		 Students With
Disabilities		 Migrant
Education
Services
 Yes No Yes No
 Reading 59 79 33 52 69 18 73 58
 Mathematics 67 72 48 52 69 22 73 59

Local Assessment
Data reported are the percent of students meeting or exceeding the district standard.
 Grade
Level		 Reading Writing Mathematics
 2001 2002 2003 2001 2002 2003 2001 2002 2003
 9         
 10         
 11         
 12         

California Physical Fitness Test
Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards). Detailed information regarding the California Physical Fitness Test may be found at the California Department of Education Web site at http://www.cde.ca.gov/statetests/pe/pe.html. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

       No data are available for this section

Academic Performance Index (API)

The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet.

Growth Targets: The annual growth target for a school is 5 percent of the distance between its Base API and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement. There was no money allocated to the II/USP Program in 2002 or 2003.

Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards.

Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2-8 and high schools must test at least 90 percent of their students in grades 9-11 on STAR.

Statewide Rank: Schools receiving a Base API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (highest), according to type of school (elementary, middle, or high school).

Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to ten (highest) to indicate how well the school performed compared to schools most like it.

API criteria are subject to change as new legislation is enacted into law. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the California Department of Education Web site at http://www.cde.ca.gov/psaa/api/ or by speaking with the school principal.

Schoolwide API
 API Base Data API Growth Data
  2000 2001 2002 From
2000
to 2001		From
2001
to 2002		From
2002
to 2003
 Percent Tested 96 97 100 Percent Tested 97 100 97
 API Base Score 739 744 750 API Growth Score 754 738 739
 Growth Target 3 3 3 Actual Growth 3 -6 -11
 Statewide Rank 9 9 9 
 Similar Schools Rank 4 2 10

API Subgroups - Racial/Ethnic Groups
 API Base Data API Growth Data
  2000 2001 2002 From
2000
to 2001		From
2001
to 2002		From
2002
to 2003
 African-American African-American
 API Base Score    API Growth Score   
 Growth Target    Actual Growth   
 American Indian or Alaska Native American Indian or Alaska Native
 API Base Score  724 743 API Growth Score 733 717 706
 Growth Target  2 2 Actual Growth -1 -7 -37
 Asian Asian
 API Base Score 815 816 828 API Growth Score 824 840 822
 Growth Target # A A Actual Growth 0 24 -6
 Filipino Filipino
 API Base Score    API Growth Score   
 Growth Target    Actual Growth   
 Hispanic or Latino Hispanic or Latino
 API Base Score  700  API Growth Score 705  687
 Growth Target  2  Actual Growth 25  
 Pacific Islander Pacific Islander
 API Base Score    API Growth Score   
 Growth Target    Actual Growth   
 White (Not Hispanic) White (Not Hispanic)
 API Base Score 734 741 747 API Growth Score 752 732 733
 Growth Target 2 2 2 Actual Growth 1 -9 -14

API Subgroups - Socioeconomically Disadvantaged
 API Base Data API Growth Data
  2000 2001 2002 From
2000
to 2001		From
2001
to 2002		From
2002
to 2003
 API Base Score    API Growth Score   
 Growth Target    Actual Growth   

Awards and Intervention Programs
Eligibility for statewide award or intervention programs is based on API growth data from the previous academic year.
The Immediate Intervention/Underperforming Schools Program was not funded for the year 2002 or 2003.
 School District
 Federal Programs 2001 2002 2003 Federal Programs 2001 2002 2003
 Recognition for
 Achievement (Title 1)		 No No No Number of Schools Identified
 for Program Improvement		 0 0 0
 Identified for Program
 Improvement (Title 1)		 No No No Percent of Schools Identified
 for Program Improvement		 0.0 0.0 0.0
 Exited Title 1 Program
 Improvement		 No No No 
 Years Identified for
 Program Improvement		   
 California Programs 2001 2002 2003
 Eligible for Governor's
 Performance Award		 No No No
 
 Eligible for II/USP		 No --- ---
 
 Applied for II/USP Funding		 No --- ---
 
 Received II/USP Funding		 No --- ---

Adequate Yearly Progress (AYP)
The federal No Child Left Behind Act (NCLB) requires that all students perform at or above the proficient level on the state's standards-based assessments by 2014. In order to achieve this goal and meet annual performance objectives, districts and schools must improve each year according to set requirements. Data reported show whether all groups of students in the school made Adequate Yearly Progress (AYP). Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ayp/ or by speaking with the school principal.
 Groups School District
 2001 2002 2003 2001 2002 2003
 All Students --- --- Yes --- --- Yes
 African American --- --- N/A --- --- N/A
 American Indian or Alaska Native --- --- N/A --- --- Yes
 Asian --- --- N/A --- --- Yes
 Filipino --- --- N/A --- --- N/A
 Hispanic or Latino --- --- N/A --- --- Yes
 Pacific Islander --- --- N/A --- --- N/A
 White (not Hispanic) --- --- Yes --- --- Yes
 Socioeconomically Disadvantaged --- --- N/A --- --- Yes
 English Learners --- --- N/A --- --- Yes
 Students with Disabilities --- --- N/A --- --- Yes

IV. School Completion (Secondary Schools)

California High School Exit Exam (CAHSEE)
Beginning with the graduating class of 2006, students in California public schools will have to pass the California High School Exit Exam (CAHSEE) to receive a high school diploma. The School Accountability Report Card for that year will report the percent of students completing grade 12 who successfully completed the CAHSEE.
These data are not required to be reported until 2006 when they can be reported for the entire potential graduating class. When implemented, the data will be disaggregated by special education status, English language learners, socioeconomic status, gender, and ethnic group.

Dropout Rate and Graduation Rate
Data reported regarding progress toward reducing dropout rates over the most recent three-year period include: grade 9-12 enrollment, the number of dropouts, and the one-year dropout rate as reported by CBEDS. The formula for the one-year dropout rate is (Grades 9-12 Dropouts divided by Grades 9-12 Enrollment) multiplied by 100. The graduation rate, required by the federal No Child Left Behind Act (NCLB), is calculated by dividing the number of high school graduates by the sum of dropouts for grades 9 through 12, in consecutive years, plus the number of graduates.
  School District State
   2000     2001     2002     2000     2001     2002     2000     2001     2002  
 Enrollment (9-12) 2290 2269 2275 14310 14359 14434 1703492 1735576 1772417
 Number of Dropouts 12 4 1 298 244 178 47282 47899 48454
 Dropout Rate (1-year) 0.5 0.2  2.1 1.7 1.2 2.8 2.8 2.7
 Graduation Rate 96.8 98.6 99.3 91.6 91.2 93.4 85.9 86.7 86.9

V. Class Size

Average Class Size and Class Size Distribution
Data reported are the average class size and the number of classrooms that fall into each category (i.e., number of students), by grade level, as reported by CBEDS.

       No data are available for this section

Average Teaching Load and Teaching Load Distribution
Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by subject area as reported by CBEDS.
 Subject 2001 2002 2003
 Avg.
Class
Size		Number of Classrooms Avg.
Class
Size		Number of Classrooms Avg.
Class
Size		Number of Classrooms
 1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+
 English 32.92 3 21 41 30.48 11 19 41 32.41 11 12 43
 Mathematics 33.60  15 40 31.74 8 13 37 32.26 5 18 35
 Science 34.52 1 11 36 34.17  14 34 34.59  11 35
 Social Science 32.54 4 14 32 33.78 1 12 36 33.45 1 16 32


VI. Teacher and Staff Information

Teacher Credentials
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.
    2001     2002     2003  
 Total Teachers
 		 98 97 97
 Teachers with Full Credential
 (full credential and teaching in subject area)		 92 91 93
 Teachers Teaching Outside Subject Area
 (full credential but teaching outside subject area)		   
 Teachers with Emergency Credential
 (includes District Internship, University Internship, Pre-Interns, and Emergency Permits)		 9 9 8
 Teachers with Waivers
 (does not have credential and does not qualify for an Emergency Permit)		   

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.
The State Board of Education is scheduled to approve a definition for "highly qualified teacher" in 2004. Once approved, LEAs will be required to use the definition to provide data on report cards published during the 2004-05 school year.

Professional Qualifications of Teachers
Edison High School employs 97 classroom teachers with the majority of the EHS teaching staff holding master's or doctoral degrees in addition to their bachelor's degrees.  Ninety-three EHS teachers hold fully completed California teaching credentials and are teaching in their major field, minor field, or a field they are mastering through graduate work at a local college or university.  

Teacher Evaluations
The process for teacher evaluation is good with the responsibility for teacher observations, follow-up conferences and evaluation divided among EHS administrators. The Clinical Supervision model for teacher evaluation is used which includes the administrator and teacher working together in planning and approving goals and objectives.  Each administrator is expected to be certified in Clinical Supervision and be familiar with California State Frameworks and assessment.

Professional staff improvement activities are conducted for all staff members throughout the year to ensure effective instructional techniques/strategies are being implemented. There are two annual staff development days, and there are several "modified Mondays" for staff development.  


Substitute Teachers
If a teacher is absent from the classroom, the district selects the best substitute teacher from a screened pool of teachers to substitute teach until the absent teacher returns.  

Counselors and Other Support Staff

Certificated:

Assistant Principal (Guidance)

Vice Principals (Attendance and Supervision)

Guidance Psychologist (1.5 positions)

Media Specialist (Half-time)

Nurse (Half-time)

 

Paraprofessional:

Guidance Specialists (Classes/progress)

College/Career Specialist (College Plans)

Registrar (Grades/transcripts/records)

Coastline ROP Career Specialist

 

Computerized Guidance Support

Student records

Student class schedule

Attendance reporting

Progress reports

Student transcript; Grade point averages

Candidacy for Academic Recognition

Master schedule/Class rosters

Mandated report to state (CBEDS)

Other communications to families


VII. Curriculum and Instruction

School Instruction and Leadership

The teaching and administrative staff are mature and experienced, with many EHS staff members being at the school since it opened. The staff and community are stable with relatively little turnover.

In addition to the regular education instruction in the core curriculum, EHS offers Special Education programs including:

• Learning Handicapped (Special Day class)

• Resource Specialist program

• Severely Handicapped (Special Day class)

• Adaptive Physical Education

• Speech and language services  


Professional Development
The HBUHSD is recognized statewide for the quality of its curriculum. Edison High School teachers, in collaboration with district curriculum specialists, review the curriculum on a regular basis in order to ensure quality of the instructional program. The resulting curriculum reflects State Frameworks, teacher recommendations, community needs, and the needs of all students as they pursue post-secondary goals.

Edison High School received a state grant to create a Center for International Business and Communications Studies. The grant is being used to update technology and curriculum in order to better prepare students for the work world.

The school also has received a Digital High School Grant; every classroom has a computer which accesses the internet, and there are two instructional computer labs with 36-40 computers. Teachers receive regular training in technology from specially trained Teacher Resource Trainers.

In addition to on campus activities which are attended by all instructional staff, the majority of teachers participate in off campus training programs or workshops. Curriculum implementation, Cooperative Learning, Interactive Teaching Strategies and assessment information were the focus of recent staff development involvements. 


Quality and Currency of Textbooks and Other Instructional Materials
Instructional materials used in district schools are current and of high quality. Before textbooks are purchased, they are thoroughly evaluated by teachers, administrators and curriculum specialists, made available for review by the community and approved by the Board of Trustees. Texts are replaced on a regular schedule, assuring that students use current and timely instructional materials. The effective use of instructional technology is also emphasized, with computer assisted instruction in the academic, business and technological programs.  

Instructional Minutes
The California Education Code establishes the required number of instructional minutes per year for each grade. Data reported compares the number of instructional minutes offered at the school level to the state requirement for each grade.
 Grade
Level		 Instructional Minutes
 Offered State Requirement
 9  64,800
 10  64,800
 11  64,800
 12  64,800


Total Number of Minimum Days
Schools in the Huntington Beach Union High School District use one minimum day per year for Back-to-School Night. 

VIII. Postsecondary 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. Data reported are the number of courses and classes offered, and the enrollment in various AP and IB classes. The data for Fine and Performing Arts include AP Art and AP Music, and the data for Social Science include IB Humanities.
 Subject Number of Courses Number of Classes Enrollment
 Fine and Performing Arts 1 1 22
 Computer Science   
 English 2 4 86
 Foreign Language 2 3 53
 Mathematics 2 4 100
 Science 4 8 239
 Social Science 1 2 65

Students Enrolled in Courses Required for University of California (UC) and California State University (CSU) Admission
Data reported are the number and percent of students enrolled in courses required for UC and/or CSU admission. The percent of students is calculated by dividing the total number of students enrolled in courses required for UC and/or CSU admission by the total number of students enrolled in all courses.
 Number of Students
Enrolled in All Courses		 Number of Students
Enrolled In Courses Required
For UC and/or CSU Admission		 Percent of Students
Enrolled In Courses Required
For UC and/or CSU Admission
 10324 8272 80.1

Graduates Who Have Completed All Courses Required for University of California (UC) and California State University (CSU) Admission
Data reported are the number and percent of graduates who have completed all courses required for UC and/or CSU admission. The percent of graduates is calculated by dividing the total number of graduates who have completed all courses required for UC and/or CSU admission by the total number of graduates.
 Number of Graduates Number of Graduates
Who Have Completed All Courses Required
For UC and/or CSU Admission		 Percent of Graduates
Who Have Completed All Courses Required
For UC and/or CSU Admission
 449 275 61.2

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. Detailed information regarding SAT results may be found at the California Department of Education Web site at http://www.cde.ca.gov/ope/research/sat/.
  School District State
 2001 2002 2003 2001 2002 2003 2001 2002 2003
 Grade 12 Enrollment 470 508 512 3427 3485 3413 357789 365907 385181
 Percent of Grade 12
 Enrollment Taking Test		 51.70 49.41 46.50 40.56 38.79 37.45 36.66 37.26 36.63
 Average Verbal Score 534 538 530 517 521 521 492 490 494
 Average Math Score 552 559 568 558 561 564 516 516 518

College Admission Test Preparation Course Program
 
 
 

Degree to Which Students are Prepared to Enter Workforce
 
 
 

Enrollment and Program Completion in Career/Technical Education (CTE) Programs
Data reported are from the Report of Career-Technical Education Enrollment and Program Completion for School Year 2001-2002 (CDE 101 E-1). Data have been aggregated to the district level.
 CTE Participants  Secondary CTE Students Grade 12 CTE Students
 Total
Course
Enrollment		 Number
of
Concentrators		 Number
of
Completers		 Completion
Rate		 Number
of
Completers		 Number
Earning
Diploma		 Graduation
Rate
       

IX. Fiscal and Expenditure Data

Average Salaries (Fiscal Year 2001-2002)
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 separately for elementary, middle, and high schools, but the state average principal salary is combined.
 Category District
Amount		 State Average
For Districts
In Same Category
 Beginning Teacher Salary 37851 36493
 Mid-Range Teacher Salary 64467 59875
 Highest Teacher Salary 80338 73992
 Average Principal Salary (Elementary)  88392
 Average Principal Salary (Middle) 
 Average Principal Salary (High) 113116
 Superintendent Salary 159549 149543
 Percent of Budget for Teacher Salaries 32.46 38.56
 Percent of Budget for Administrative Salaries 5.99 5.48

Expenditures (Fiscal Year 2001-2002)
Data reported are total dollars expended in the district, and the dollars expended per student at the district compared to the state average. Detailed information regarding expenditures may be found at the California Department of Education Web site at http://www.cde.ca.gov/fiscal/financial/.
 District District State Average
For Districts
In Same Category		 State Average
All Districts
 Total Dollars Dollars per Student
(ADA)		 Dollars per Student
(ADA)		 Dollars per Student
(ADA)
 $102951883 $7318 $6969 $6719

Types of Services Funded