School Accountability Report Card

 

Executive Summary School Accountability Report Card, 2011–12

 

For Vallecitos Elementary

Address:

5211 Fifth St., Rainbow, CA, 92028-9795

Phone:

(760) 728-7092

Principal:

Mr. David Jones, Principal/Superintendent

Grade Span:

K-8


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

Narrative provided by the LEA.

Student Enrollment

Group

Enrollment

Number of students

219

Black or African American

0.0%

American Indian or Alaska Native

1.8%

Asian

0.0%

Filipino

0.0%

Hispanic or Latino

78.1%

Native Hawaiian or Pacific Islander

0.5%

White

19.2%

Two or More Races

0.5%

Socioeconomically Disadvantaged

95.0%

English Learners

65.8%

Students with Disabilities

11.0%

Teachers

Indicator

Teachers

Teachers with full credential

LEA Provided

Teachers without full credential

LEA Provided

Teachers Teaching Outside Subject Area of Competence

LEA Provided

Misassignments of Teachers of English Learners

LEA Provided

Total Teacher Misassignments

LEA Provided

Student Performance

Subject

Students Proficient and Above on STAR* Program Results

English-Language Arts

67%

Mathematics

69%

Science

54%

History-Social Science

41%

*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)

856

Statewide Rank (from 2011 Base API Report)

7

Met All 2012 AYP Requirements

no

Number of AYP Criteria Met Out of the Total Number of Criteria Possible

Met 17 of 17

2012–13 Program Improvement Status (PI Year)

Year 2

*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

Narrative provided by the LEA.

Repairs Needed

Narrative provided by the LEA.

Corrective Actions Taken or Planned

Narrative provided by the LEA.

Curriculum and Instructional Materials

Core Curriculum Area

Pupils Who Lack Textbooks and Instructional Materials

Reading/Language Arts

LEA Provided

Mathematics

LEA Provided

Science

LEA Provided

History-Social Science

LEA Provided

Foreign Language

LEA Provided

Health

LEA Provided

Visual and Performing Arts

LEA Provided

Science Laboratory Equipment (grades 9-12)

LEA Provided

School Finances

Level

Expenditures Per Pupil (Unrestricted Sources Only)

School Site

LEA Provided

District

LEA Provided

State

$5,455

School Completion

Indicator

Result

Graduation Rate (if applicable)

Postsecondary Preparation

Measure

Percent

Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma

LEA Provided

Graduates Who Completed All Courses Required for University of California or California State University Admission

0.0%

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

Vallecitos Elementary

District Name

Vallecitos Elementary

Street

5211 Fifth St.

Phone Number

(760) 451-8200

City, State, Zip

Rainbow, CA, 92028-9795

Web Site

www.vallecitossd.com

Phone Number

(760) 728-7092

Superintendent

David Jones

Principal

Mr. David Jones, Principal/Superintendent

E-mail Address

djones@vallecitossd.net

E-mail Address

djones@vallecitossd.net

CDS Code

37684376040562

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

Narrative provided by the LEA.

Opportunities for Parental Involvement (School Year 2011–12)

Narrative provided by the LEA.

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

Grade Level

Number of Students

Grade Level

Number of Students

Kindergarten

33

Grade 8

18

Grade 1

30

Ungraded Elementary

0

Grade 2

31

Grade 9

0

Grade 3

25

Grade 10

0

Grade 4

25

Grade 11

0

Grade 5

14

Grade 12

0

Grade 6

14

Ungraded Secondary

0

Grade 7

29

Total Enrollment

219

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

Group

Percent of Total Enrollment

Black or African American

0.0%

American Indian or Alaska Native

1.8%

Asian

0.0%

Filipino

0.0%

Hispanic or Latino

78.1%

Native Hawaiian or Pacific Islander

0.5%

White

19.2%

Two or More Races

0.5%

Socioeconomically Disadvantaged

95.0%

English Learners

65.8%

Students with Disabilities

11.0%

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

LEA Provided

LEA Provided

LEA Provided

LEA Provided

19.0

2

0

0

21.0

2

0

0

1

LEA Provided

LEA Provided

LEA Provided

LEA Provided

17.5

2

0

0

21.0

1

0

0

2

LEA Provided

LEA Provided

LEA Provided

LEA Provided

18.0

1

0

0

18.5

2

0

0

3

LEA Provided

LEA Provided

LEA Provided

LEA Provided

22.0

1

0

0

19.0

1

0

0

4

LEA Provided

LEA Provided

LEA Provided

LEA Provided

25.0

0

1

0

5

LEA Provided

LEA Provided

LEA Provided

LEA Provided

28.0

0

1

0

6

LEA Provided

LEA Provided

LEA Provided

LEA Provided

31.0

0

1

0

Other

LEA Provided

LEA Provided

LEA Provided

LEA Provided

* 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

LEA Provided

LEA Provided

LEA Provided

LEA Provided

Mathematics

LEA Provided

LEA Provided

LEA Provided

LEA Provided

Science

LEA Provided

LEA Provided

LEA Provided

LEA Provided

Social Science

LEA Provided

LEA Provided

LEA Provided

LEA Provided

* 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)

Narrative provided by the LEA.

Suspensions and Expulsions

Rate*

School 2009–10

School 2010–11

School 2011–12

District 2009–10

District 2010–11

District 2011–12

Suspensions

LEA provided

LEA provided

LEA provided

LEA provided

LEA provided

LEA provided

Expulsions

LEA provided

LEA provided

LEA provided

LEA provided

LEA provided

LEA provided

* 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)

Narrative provided by the LEA.

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

LEA Provided

LEA Provided

LEA Provided

LEA Provided

Interior: Interior Surfaces

LEA Provided

LEA Provided

LEA Provided

LEA Provided

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

LEA Provided

LEA Provided

LEA Provided

LEA Provided

Electrical: Electrical

LEA Provided

LEA Provided

LEA Provided

LEA Provided

Restrooms/Fountains: Restrooms, Sinks/ Fountains

LEA Provided

LEA Provided

LEA Provided

LEA Provided

Safety: Fire Safety, Hazardous Materials

LEA Provided

LEA Provided

LEA Provided

LEA Provided

Structural: Structural Damage, Roofs

LEA Provided

LEA Provided

LEA Provided

LEA Provided

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

LEA Provided

LEA Provided

LEA Provided

LEA Provided

Overall Rating

LEA Provided

LEA Provided

LEA Provided

LEA Provided

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

LEA Provided

LEA Provided

LEA Provided

LEA Provided

Without Full Credential

LEA Provided

LEA Provided

LEA Provided

LEA Provided

Teaching Outside Subject Area of Competence (with full credential)

LEA Provided

LEA Provided

LEA Provided

LEA Provided

Teacher Misassignments and Vacant Teacher Positions

 

Indicator

2010–11

2011–12

2012–13

Misassignments of Teachers of English Learners 

LEA Provided

LEA Provided

LEA Provided

Total Teacher Misassignments*

LEA Provided

LEA Provided

LEA Provided

Vacant Teacher Positions

LEA Provided

LEA Provided

LEA Provided

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 

LEA Provided

LEA Provided

All Schools in District

LEA Provided

LEA Provided

High-Poverty Schools in District

LEA Provided

LEA Provided

Low-Poverty Schools in District

LEA Provided

LEA Provided

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

LEA Provided

LEA Provided

Counselor (Social/Behavioral or Career Development)

LEA Provided

Library Media Teacher (librarian)

LEA Provided

Library Media Services Staff (paraprofessional)

LEA Provided

Psychologist

LEA Provided

Social Worker

LEA Provided

Nurse

LEA Provided

Speech/Language/Hearing Specialist

LEA Provided

Resource Specialist (non-teaching)

LEA Provided

Other

LEA Provided

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

LEA Provided

LEA Provided

LEA Provided

Mathematics

LEA Provided

LEA Provided

LEA Provided

Science

LEA Provided

LEA Provided

LEA Provided

History-Social Science

LEA Provided

LEA Provided

LEA Provided

Foreign Language

LEA Provided

LEA Provided

LEA Provided

Health

LEA Provided

LEA Provided

LEA Provided

Visual and Performing Arts

LEA Provided

LEA Provided

LEA Provided

Science Laboratory Equipment (grades 9-12)

LEA Provided

LEA Provided

LEA Provided

 

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

LEA Provided

LEA Provided

LEA Provided

LEA Provided

District

LEA Provided

Percent Difference – School Site and District

LEA Provided

LEA Provided

State

$5,455

$57,019

Percent Difference – School Site and State

LEA Provided

LEA Provided

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)

Narrative provided by the LEA.

Teacher and Administrative Salaries (Fiscal Year 2010–11)

Category

District Amount

State Average For Districts In Same Category

Beginning Teacher Salary

$38,625

Mid-Range Teacher Salary

$55,530

Highest Teacher Salary

$70,729

Average Principal Salary (Elementary)

$92,955

Average Principal Salary (Middle)

$96,092

Average Principal Salary (High)

$94,993

Superintendent Salary

$106,757

Percent of Budget for Teacher Salaries

42.00%

36.00%

Percent of Budget for Administrative Salaries

13.00%

7.00%

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

57%

56%

67%

55%

56%

59%

52%

54%

56%

Mathematics

59%

57%

69%

43%

45%

47%

48%

50%

51%

Science

41%

55%

54%

45%

54%

47%

54%

57%

60%

History-Social Science

21%

36%

41%

35%

48%

53%

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

59%

47%

47%

53%

All Students at the School

67%

69%

54%

41%

Male

57%

69%

69%

0%

Female

75%

70%

33%

0%

Black or African American

American Indian or Alaska Native

Asian

Filipino

Hispanic or Latino

63%

68%

48%

29%

Native Hawaiian or Pacific Islander

0%

0%

0%

0%

White

89%

78%

0%

0%

Two or More Races

Socioeconomically Disadvantaged

65%

69%

43%

0%

English Learners

55%

68%

0%

0%

Students with Disabilities

35%

41%

0%

0%

Students Receiving Migrant Education Services

63%

64%

0%

0%

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

80%

85%

60%

54%

59%

56%

Mathematics

40%

52%

50%

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

40%

35%

25%

50%

40%

10%

All Students at the School

Male

Female

Black or African American

American Indian or Alaska Native

Asian

Filipino

Hispanic or Latino

Native Hawaiian or Pacific Islander

White

Two or More Races

Socioeconomically Disadvantaged

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

7

9

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

6

5

5

Similar Schools

10

10

10

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

-11

13

40

Black or African American

American Indian or Alaska Native

Asian

Filipino

Hispanic or Latino

-10

11

46

Native Hawaiian or Pacific Islander

White

Two or More Races

Socioeconomically Disadvantaged

-14

12

English Learners

-24

8

76

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

School

Number of Students

LEA

Number of Students

State

All Students at the School

140

848

140

848

4,664,264

788

Black or African American

0

0

313,201

710

American Indian or Alaska Native

0

0

31,606

742

Asian

0

0

404,670

905

Filipino

0

0

124,824

869

Hispanic or Latino

114

829

114

829

2,425,230

740

Native Hawaiian or Pacific Islander

1

1

26,563

775

White

25

941

25

941

1,221,860

853

Two or More Races

0

0

88,428

849

Socioeconomically Disadvantaged

73

73

828

2,779,680

737

English Learners

92

824

92

824

1,530,297

716

Students with Disabilities

19

699

19

699

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

Yes

Met Participation Rate - English-Language Arts

Yes

Yes

Met Participation Rate - Mathematics

Yes

Yes

Met Percent Proficient - English-Language Arts

No

Yes

Met Percent Proficient - Mathematics

No

Yes

Met API Criteria

Yes

Yes

Met Graduation Rate

N/A

N/A

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

In PI

Not In PI

First Year of Program Improvement

2011-2012

Year in Program Improvement

Year 2

Number of Schools Currently in Program Improvement

1

Percent of Schools Currently in Program Improvement

50.0%

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

16.6

14.4

Graduation Rate

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

LEA Provided

LEA Provided

N/D

Black or African American

LEA Provided

LEA Provided

N/D

American Indian or Alaska Native

LEA Provided

LEA Provided

N/D

Asian

LEA Provided

LEA Provided

N/D

Filipino

LEA Provided

LEA Provided

N/D

Hispanic or Latino

LEA Provided

LEA Provided

N/D

Native Hawaiian or Pacific Islander

LEA Provided

LEA Provided

N/D

White

LEA Provided

LEA Provided

N/D

Two or More Races

LEA Provided

LEA Provided

N/D

Socioeconomically Disadvantaged

LEA Provided

LEA Provided

N/D

English Learners

LEA Provided

LEA Provided

N/D

Students with Disabilities

LEA Provided

LEA Provided

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)

Narrative provided by the LEA.

Career Technical Education Participation (School Year 2011–12)

Measure

CTE Program Participation

Number of pupils participating in CTE

LEA Provided

Percent of pupils completing a CTE program and earning a high school diploma

LEA Provided

Percent of CTE courses sequenced or articulated between the school and institutions of postsecondary education

LEA Provided

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

0.0%

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

English

Fine and Performing Arts

Foreign Language

Mathematics

Science

Social Science

All courses

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.

Narrative provided by the LEA.

 

Vallecitos Elementary

 

School Accountability Report Card, 2011-2012

Vallecitos Elementary

 

Provided by the Ed-Data Partnership

 

 

For more information visit www.ed-data.org

 

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