School Accountability Report Card Reported for S=
chool
Year 2008-09 Published During 2009-10
Executive Summary School Accountability Report C=
ard,
2008-09
Independence Hi=
gh
(Continuation) School
|
Address:
|
525 Independence Dr. , Sutter Creek CA 95685 &n=
bsp;
|
Phone:
|
209-257-5100
|
|
Principal:
|
Peggy Gardner
|
Grade Span:
|
9 - 12
|
This executive summary of the
School Accountability Report Card (SARC) is intended to provide parents and
community members with a quick snapshot of school accountability. The data
presented in this report are reported for the 2008-09 school year, except t=
he
School Finances and School Completion data that are reported for the 2007-08
school year. For additional information about the school, parents and commu=
nity
members should review the entire SARC or contact the school principal or the
district office.
About This
School
|
Independence
is located in the Sierra foothills, an hour from Sacramento. Students att=
end
our school when they lack credits, wish to graduate early, or become
disenchanted with traditional public school. A student must be sixteen ye=
ars
of age to attend Independence High School. We try to provide seamless
transitions through programs designed to support the
success
of students through:
- The Achievement of high (State, District, and personal) stand=
ards
- All stakeholders take pride in teaching and student learning =
and
want the student to be in school.
- Students and the community eagerly interact for mutual benefi=
t.
- <=
span
style=3D'font-size:11.0pt;font-family:Arial;color:windowtext'>Studen=
ts
have access to a variety of flexible programs to meet their changing
needs.=
|
Student
Enrollment
|
Group
|
Percent
|
|
African
American
|
%
|
|
American
Indian or Alaska Native
|
3.39
%
|
|
Asian
|
%
|
|
Filipino
|
1.69
%
|
|
Hispanic
or Latino
|
10.17
%
|
|
Pacific
Islander
|
%
|
|
White
(not Hispanic)
|
74.58
%
|
|
Multiple
or No Response
|
10.17
%
|
|
Socioeconomically
Disadvantaged
|
58.00
%
|
|
English
Learners
|
%
|
|
Students
with Disabilities
|
16.00
%
|
|
Total Number of Students
|
59
|
Teachers <=
o:p>
|
Indicator
|
Teachers
|
|
Teachers
with full credential
|
4
|
|
Teachers
without full credential
|
0
|
|
Teachers
Teaching Outside Subject Area of Competence
|
0
|
|
Misassignments of Teachers of E=
nglish
Learners
|
0
|
|
Total
Teacher Misassignments
|
0
|
Student
Performance
|
Subject
|
Students Proficient and Above on California Standards
Tests
|
|
English-Language
Arts
|
13%
|
|
Mathematics
|
11%
|
|
Science
|
6%
|
|
History-Social
Science
|
27%
|
Academic
Progress
|
Indicator
|
Result
|
|
2009
Growth API Score (from 2009 Growth API Report)
|
595
*
|
|
Statewide
Rank (from 2008 Base API Report)
|
B
*
|
|
2009-10
Program Improvement Status (PI Year)
|
|
School
Facilities
Summary of Most
Recent Site Inspection
|
Independence High School received a rating of 96.25% on the most
recent site inspection using the State of California Facility Inspection
Tool. This indicates an ove=
rall
rating of GOOD. A GOOD rati=
ng
indicates that a school is maintained in good repair with a number of
non-critical deficiencies noted.
These deficiencies are isolated and may result from minor wear and
tear and are in the process of being mitigated.
|
Repairs Needed&=
nbsp;
|
Repairs needed are inclusive of: remediating ants, fixing a hummi=
ng light
fixtures and cleaning bathroom partitions.
|
Corrective Acti=
ons
Taken or Planned
|
Repairs will be inclusive of fixing or replacing the light fixtur=
e,
cleaning the bathrooms and getting rid of the ants.
|
Curriculum and
Instructional Materials
|
Core Curriculum Areas
|
Pupils Who Lack Textbooks and Instructional Materials =
|
|
Reading/Language
Arts
|
0%
|
|
Mathematics
|
0%
|
|
Science
|
0%
|
|
History-Social
Science
|
0%
|
|
Foreign
Language
|
0%
|
|
Health
|
0%
|
|
Visual
and Performing Arts
|
0%
|
|
Science
Laboratory Equipment (grades 9-12)
|
0%
|
School Finances=
|
Level
|
Expenditures Per Pupil (Unrestricted Sources Only)
|
|
School
Site
|
$
6,170
|
|
District
|
$
5,917
|
|
State
|
$5,512
|
School Completi=
on
|
Indicator
|
Result
|
|
Graduation
Rate
|
89.4
%
|
Postsecondary
Preparation
|
Measures
|
Percent
|
|
Pupils
Who Completed a Career Technical Education Program and Earned a High Scho=
ol
Diploma
|
0%
|
|
Graduates
Who Completed All Courses Required for University of California or Califo=
rnia
State University Admission
|
0%
|
NAEP Reading, G=
rade
4
|
Level
|
Result
|
|
Average
Scale Score - State
|
209
|
|
Average
Scale Score - National
|
220
|
|
Achievement
Level - Basic
|
30%
|
|
Achievement
Level - Proficient
|
18%
|
|
Achievement
Level - Advanced
|
5%
|
NAEP Reading, G=
rade
8
|
Level
|
Result
|
|
Average
Scale Score - State
|
251
|
|
Average
Scale Score - National
|
261
|
|
Achievement
Level - Basic
|
41%
|
|
Achievement
Level - Proficient
|
20%
|
|
Achievement
Level - Advanced
|
2%
|
NAEP Mathematic=
s,
Grade 4
|
Level
|
Result
|
|
Average
Scale Score - State
|
232
|
|
Average
Scale Score - National
|
239
|
|
Achievement
Level - Basic
|
41%
|
|
Achievement
Level - Proficient
|
25%
|
|
Achievement
Level - Advanced
|
5%
|
NAEP Mathematic=
s,
Grade 8
|
Level
|
Result
|
|
Average
Scale Score - State
|
270
|
|
Average
Scale Score - National
|
282
|
|
Achievement
Level - Basic
|
36%
|
|
Achievement
Level - Proficient
|
18%
|
|
Achievement
Level - Advanced
|
5%
|
School Accountability Report Card Reported for S=
chool
Year 2008-09 Published During 2009-10
The School Accountability Re=
port
Card (SARC), which is required by law to be published annually, contains
information about the condition and performance of each California public
school. More information about SARC requirements is available on the Califo=
rnia
Department of Education (CDE) S=
ARC
Web page. For additional information about the school, parents and community
members should contact the school principal or the district office.
I. Data and
Access
DataQuest
DataQue=
st is an online data tool located on th=
e CDE DataQuest
Web page that contains additional information about this school and compari=
sons
of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports f=
or
accountability (e.g., Academic Performance Index [API], Adequate Yearly
Progress [AYP]), test data, enrollment, 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 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. &n=
bsp;
II. About This School
Contact Informa=
tion
(School Year 2009-10)
This section provides the sc=
hools
contact information.
|
School
|
District
|
|
School
Name
|
Independence
High (Continuation)
|
District
Name
|
Amador
County Unified
|
|
Street
|
525
Independence Dr.
|
Phone
Number
|
209-223-1750
|
|
City,
State, Zip
|
Sutter
Creek , CA 95685
|
Web
Site
|
www.amadorcoe.org
|
|
Phone
Number
|
209-257-5100
|
Superintendent
|
Dick
Glock
|
|
Principal
|
Peggy
Gardner
|
E-mail
Address
|
dglock@amadorcoe.k12.ca.us
|
|
E-mail
Address
|
pgardner@amadorcoe.k12.ca.us
|
CDS
Code
|
03-
73981- 0330019
|
School Descript=
ion
and Mission Statement (School Year 2008-09)
School Description and Missi=
on
Statement (School Year 2008-09)
|
The mission of Independence =
High
School is to provide each student with new opportunities and alternative =
ways
to fulfill his or her unique potential.&=
nbsp;
We strive to promote student success in a positive alternative
environment that acknowledges and nurture unique learning styles. The sta=
ff
seeks to provide educational, social, and career development services to
students based on state, district, and school site goals. We also endeavo=
r to
create a positive climate with an emphasis on enhancing academic achievem=
ent,
self-esteem, physical well-being, personal goal setting, and interpersonal
skills emphasizing respect for self and others.
|
Opportunities f=
or
Parental Involvement (School Year 2008-09)
Opportunities for Parental
Involvement (School Year 2008-09)
|
Independence
High is always looking for parents and community members to volunteer at =
our
site. Because of the limited number of students, it is difficult to get
parents involved in areas where they are needed. We have been somewhat
successful in recruiting parent and community volunteers for our School S=
ite
Council (SSC). There are parent volunteer sign-up forms in the office dur=
ing
Back to School Night and Open House. We also ask for SSC volunteers in our
mailings to parents at the beginning of each school year and in our maili=
ngs
home in the spring for the following school year.
We
had an incredible response from members of our community when we invited =
them
to participate in our Career Weeks at school. These events have been very
positive for our students and have helped them to make informed decisions
about their futures.
In
the spring we hold our Open House during the day and serve lunch. This ev=
ent
has been very successful. Students and their parents participate, and a h=
uge
proportion of our community visits. They tour our school, have lunch, tal=
k to
the teachers, and socialize with others attending the event.
In
the fall we have Parent Awareness/Back to School Night. We invite parents=
to
come to the school and learn about what their children will be doing over=
the
course of the school year. On this occasion, we ask parents to help with
field trips, district parent committees, and other activities that need
parent involvement.
To volunteer at our school,
contact the principal (209) 257-5100.
|
Student Enrollm=
ent by
Grade Level (School Year 2008-09)
This table displays the numb=
er of
students enrolled in each grade level at the school.
|
Grade Level
|
Number of Students
|
|
Kindergarten
|
0
|
|
Grade
1
|
0
|
|
Grade
2
|
0
|
|
Grade
3
|
0
|
|
Grade
4
|
0
|
|
Grade
5
|
0
|
|
Grade
6
|
0
|
|
Grade
7
|
0
|
|
Grade
8
|
0
|
|
Ungraded
Elementary
|
0
|
|
Grade
9
|
1
|
|
Grade
10
|
3
|
|
Grade
11
|
14
|
|
Grade
12
|
41
|
|
Ungraded
Secondary
|
0
|
|
Total
Enrollment
|
59
|
Student Enrollm=
ent by
Group (School Year 2008-09)
This table displays the perc=
ent of
students enrolled at the school who are identified as being in a particular
group.
|
Group
|
Percent of Total Enrollment
|
|
African
American
|
%
|
|
American
Indian or Alaska Native
|
3.39
%
|
|
Asian
|
%
|
|
Filipino
|
1.69
%
|
|
Hispanic
or Latino
|
10.17
%
|
|
Pacific
Islander
|
%
|
|
White
(not Hispanic)
|
74.58
%
|
|
Multiple
or No Response
|
10.17
%
|
|
Socioeconomically
Disadvantaged
|
58.00
%
|
|
English
Learners
|
%
|
|
Students
with Disabilities
|
16.00
%
|
Average Class S=
ize
and Class Size Distribution (Secondary)
This table displays=
by
subject area the average class size and the number of classrooms that fall =
into
each size category (a range of total students per classroom).
|
Subject
|
2006-07
|
2007-08
|
2008-09
|
|
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
|
8.5
|
10
|
0
|
|
7.3
|
12
|
1
|
|
9.0
|
7
|
0
|
|
|
Mathematics
|
7.2
|
6
|
|
|
5.8
|
4
|
|
|
9.5
|
4
|
|
|
|
Science
|
6.0
|
3
|
|
|
4.8
|
5
|
|
|
7.7
|
3
|
|
|
|
Social
Science
|
6.3
|
15
|
|
|
5.7
|
18
|
|
|
6.5
|
8
|
|
|
III. School
Climate
School Safety P=
lan
(School Year 2008-09)
This section provides inform=
ation about
the school's comprehensive safety plan.
|
Each September the staff rev=
iews
our School Safety Plan. It includes emergency numbers, a disaster
preparedness plan, and instructions for evacuating the building. We have
posted a map next to each door in every classroom that shows designated a=
reas
for evacuation.
|
Suspensions and
Expulsions
This table displays the rate=
of
suspensions and expulsions (the total number of incidents divided by the to=
tal
enrollment) at the school and district levels for the most recent three-year
period.
|
Rate
|
School
|
District
|
|
2006-07
|
2007-08
|
2008-09
|
2006-07
|
2007-08
|
2008-09
|
|
Suspensions
|
41.6
|
38.0
|
81.4
|
17.6
|
11.4
|
33.1
|
|
Expulsions
|
2.6
|
1.3
|
3.4
|
0.9
|
0.3
|
0.5
|
IV. School
Facilities
School Facility
Conditions and Planned Improvements (School Year 2009-10) <=
/span>
This section provides inform=
ation
about the condition of the school’s grounds, buildings, and restrooms,
and a description of any planned or recently completed facility
improvements.
|
Independence High School received a rating of 96.25% on the most
recent site inspection using the State of California Facility Inspection
Tool. This indicates an ove=
rall
rating of GOOD. A GOOD rati=
ng
indicates that a school is maintained in good repair with a number of non=
-critical
deficiencies noted. These
deficiencies are isolated and may result from minor wear and tear and are=
in
the process of being mitigated.
|
School Facility=
Good
Repair Status (School Year 2009-10)
|
<=
o:p>
|
PART
III: CATEGORY TOTALS AND
RANKING (=
round
all calculations to two decimal places)
|
<=
o:p>
|
|
![](3D"SchoolAccountabilityReportCard(SARC)_files/image002.gif")
|
TOTAL NUMBER OF AREAS EVALU=
ATED
|
|
|
<=
o:p>
|
CATEGORY TOTALS
|
A. SYSTEMS<=
/b>
|
B. INTERIOR=
|
C. CLEANLINESS
|
D. ELECTRICAL
|
E. RESTROOMS/FOUNTAINS
|
F. SAFETY
|
G. STRUCTURAL
|
H. EXTERNAL=
|
|
GAS LEAKS
|
MECH/HVAC
|
SEWER
|
INTERIOR SURFACES<=
/span>
|
OVERALL
CLEANLINESS
|
PEST/VERMIN INFESTATION<=
/o:p>
|
ELECTRICAL<=
/p>
|
RESTROOMS
|
SINKS/
FOUNTAINS
|
FIRE SAFETY=
|
HAZARDOUS
MATERIALS
|
STRUCTURAL
DAMAGE
|
ROOFS
|
PLAYGROUND/ SCHOOL GROUNDS
|
WINDOWS/DOORS/
GATES/FENCES
|
|
Number of "ü"s:
|
10
|
10
|
7
|
9
|
9
|
9
|
9
|
4
|
7
|
10
|
10
|
10
|
10
|
10
|
10
|
|
Number of "D"s:
|
0
|
0
|
0
|
1
|
1
|
1
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
|
10
|
Number of "X"s:
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
|
Number of N/As:
|
0
|
0
|
3
|
0
|
0
|
0
|
0
|
6
|
3
|
0
|
0
|
0
|
0
|
0
|
0
|
|
Percent of System in Good
Repair
Number of "ü"s divided by &nbs=
p;
(Total Areas - "NA"s)*<=
/o:p>
|
100.00%
|
100.00%
|
100.00%
|
90.00%
|
90.00%
|
90.00%
|
90.00%
|
100.00%
|
100.00%
|
100.00%
|
100.00%
|
100.00%
|
100.00%
|
100.00%
|
100.00%
|
|
Total Percent per Category
(average of above)*
|
100.00%
|
90.00%
|
90.00%
|
90.00%
|
100.00%
|
100.00%
|
100.00%
|
100.00%
|
|
Rank (Circle one)
GOOD =3D 90%=
-100%
FAIR =3D 75%-89.99%
POOR =3D 0%-74.99%
|
GOOD
FAIR
POOR
|
GOOD
FAIR
POOR
|
GOOD
FAIR
POOR
|
GOOD
FAIR
POOR
|
GOOD
FAIR
POOR
|
GOOD
FAIR
POOR
|
GOOD
FAIR
POOR
|
GOOD
FAIR
POOR
|
|
*Note: An extreme deficiency in a=
ny
area automatically results in a "poor" ranking for that category
and a zero for "Total Percent per Category".<=
/p>
|
|
OVERALL RATING:
|
![](3D"SchoolAccountabilityReportCard(SARC)_files/image003.gif")
|
DETERMINE
AVERAGE PERCENTAGE OF 8 CATEGORIES ABOVE
|
<=
o:p>
|
96.25%
|
![](3D"SchoolAccountabilityReportCard(SARC)_files/image004.gif")
<=
o:p>
|
Good
|
<=
o:p>
|
|
|
**For School Rating, apply the
Percentage Range below to the average percentage determined above, taking=
into
account the rating Description below.
|
<=
o:p>
|
|
PERCENTAGE<=
/b>
|
DESCRIPTION=
|
RATING<=
/p>
|
|
99%-100%
|
Th=
e school
meets most or all standards of good repair. Deficiencies noted, if any, are not significant and/or impact a very s=
mall
area of the school.
|
EXEMPLARY
|
|
90%-98.99%<=
/p>
|
Th=
e school
is maintained in good repair with a number of non-critical deficiencies n=
oted.
These deficiencies are isolated, and/or resulting from minor wear and tea=
r,
and/or in the process of being mitigated.
|
GOOD
|
|
75.%-89.99%=
|
Th=
e school
is not in good repair. Some deficiencies noted are critical and/or widesp=
read.
Repairs and/or additional maintenance are necessary in several areas of t=
he
school site.
|
FAIR
|
|
0%-74.99%
|
Th=
e school
facilities are in poor condition. Deficiencies of various degrees have be=
en noted
throughout the site. Major repairs and maintenance are necessary througho=
ut
the campus.
|
POOR
|
|
<=
o:p>
|
<=
o:p>
|
<=
o:p>
|
<=
o:p>
|
<=
o:p>
|
<=
o:p>
|
<=
o:p>
|
<=
o:p>
|
<=
o:p>
|
<=
o:p>
|
<=
o:p>
|
<=
o:p>
|
<=
o:p>
|
<=
o:p>
|
<=
o:p>
|
<=
o:p>
|
<=
o:p>
|
<=
o:p>
|
|
Overall Rating
|
LEA
Provided
|
N/A
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
V. Teachers&nbs=
p;
Teacher
Credentials
This table displays the numb=
er of
teachers assigned to the school with a full credential, without a full
credential, and those teaching outside of their subject area of competence.
Detailed information about teacher qualifications can be found on the CDE DataQuest
Web page.
|
Teachers
|
School
|
District
|
|
2006-07
|
2007-08
|
2008-09
|
2008-09
|
|
With
Full Credential
|
5
|
4
|
4
|
194
|
|
Without
Full Credential
|
0
|
0
|
0
|
1
|
|
Teaching
Outside Subject Area of Competence
|
0
|
0
|
0
|
0
|
Teacher Misassignments and Vacant Teacher Positions
This table displays the numb=
er of
teacher misassignments (teachers assigned witho=
ut
proper legal authorization) and the number of vacant teacher positions (not
filled by a single designated teacher assigned to teach the entire course at
the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments
of Teachers of English Learners.
|
Indicator
|
2007-08
|
2008-09
|
2009-10
|
|
Misassignments of Teachers of E=
nglish
Learners
|
0
|
0
|
0
|
|
Total
Teacher Misassignments
|
0
|
0
|
0
|
|
Vacant
Teacher Positions
|
0
|
0
|
0
|
Core Academic C=
lasses
Taught by No Child Left Behind Compliant Teachers
(School Year 2008-09)
This table displays the perc=
ent of
classes in core academic subjects taught by No Child Left Behind
(NCLB) compliant and non-NCLB compliant teachers in the school, in all scho=
ols
in the district, in high-poverty schools in the district, and in low-poverty
schools in the district. High poverty schools are defined as those schools =
with
student participation of approximately 75 percent or more in the free and
reduced price meals program. Low poverty schools are those with student
participation of approximately 25 percent or less in the free and reduced p=
rice
meals program. More information on teacher qualifications required under NC=
LB
can be found on the CDE Impro=
ving
Teacher and Principal Quality Web page.
|
Location of Classes
|
Percent of Classes In Core Academic Subjects
|
|
Taught by NCLB Compliant Teachers
|
Taught by Non-NCLB Compliant Teachers
|
|
This
School
|
100.0
|
0.0
|
|
All
Schools in District
|
98.0
|
2.0
|
|
High-Poverty
Schools in District
|
100
|
0
|
|
Low-Poverty
Schools in District
|
97.5
|
2.5
|
VI. Support
Staff
Academic Counse=
lors
and Other Support Staff (School Year 2008-09)
This table displays, in unit=
s of
full-time equivalents (FTE), the number of academic counselors and other
support staff who are assigned to the school and the average number of stud=
ents
per academic counselor. One FTE equals one staff member working full time; =
one
FTE could also represent two staff members who each work 50 percent of full
time.
|
Title
|
Number of FTE Assigned to School
|
Average Number of Students per Academic Counselor
|
|
Academic
Counselor
|
1.0
|
59
|
|
Library
Media Teacher (Librarian)
|
|
N/A
|
|
Psychologist
|
.15
|
N/A
|
|
Social
Worker
|
|
N/A
|
|
Nurse
|
.15
|
N/A
|
|
Speech/Language/Hearing
Specialist
|
|
N/A
|
|
Resource
Specialist (non-teaching)
|
|
N/A
|
|
Other
|
|
|
VII. Curriculum=
and
Instructional Materials
Quality, Curren=
cy,
Availability of Textbooks and Instructional Materials (School Year
2009-10)
This table displays informat=
ion
about the quality, currency, and availability of the standards-aligned
textbooks and other instructional materials used at the school, and informa=
tion
about the school’s use of any supplemental curriculum or non-adopted
textbooks or instructional materials.
|
Core Curriculum Area
|
Quality, Currency, and Availability of Textbooks and
Instructional Materials
|
Percent of Pupils Who Lack Their Own Assigned Textbooks and
Instructional Materials
|
|
Reading/Language
Arts
|
Language
of Literature 2002 – 9th grade:
McDougal
Littell
Language
of Literature 2002 – 10th
grade:
McDougal Littell
Language
of Literature 2002 – American
Literature
– McDougal Littell
Language
of 2002 – British Literature-
McDougal Littell
All
students have textbooks and instructional materials
|
0
|
|
Mathematics
|
Algebra 1 – Prentice Hal=
l
CPM
Algebra
Geometry
– Prentice Hall
CPM
Geometry
Algebra
II - Prentice Hall
CPM
Algebra II
Pre-Calc/Trig
– Houghton Mifflin
CPM
Analysis
Calculus
– Houghton Mifflin Calculus/
Single
Variable
AP
Calculus Houghton Mifflin Calculus/
Sin=
gle
Variable
All
students have textbooks and instructional materials
|
0
|
|
Science
|
Biology
& Ag Biology – Glencoe:
Science
Biology California Ed.
Physics
– Glencoe: Science Physics
Principles
& Problems
Chemistry
– Science Chemistry Matter &
Change
Life
Science – Holt: Biology California
Edition
AP
Biology – Pearson: AP Edition
Biology
Anatomy
& Physiology: Mosby:
Anthony’s
Textbook of Anatomy &
Physiology
All
students have textbooks and instructional materials
|
0
|
|
History-Social
Science
|
Glencoe:
World Geography 2005
Prentice
Hall: World History: The
Modern
World 2007
AP
EURO: Western Civilization
AP
U.S.: The American Pageant
Government:
McGraw Hill: Government:
Democracy
in Action
AP
Government: Glencoe/McGraw Hill Government in America
Eco=
nomics:
New Ways of Thinking
All
students have textbooks and instructional materials
|
0
|
|
Foreign
Language
|
Holt,
Rinehart and Winston: Allez, Viens
McDougal, Littell: En Es=
panol!
All
students have textbooks and instructional materials
|
0
|
|
Health
|
West
Educational Publishing: Health
Making Life Choices
All
students have textbooks and instructional materials
|
0
|
|
Visual
and Performing Arts
|
Prentice
Hall – Art History
Meriwether
Publishing – Everything
About
Theatre
All
students have textbooks and instructional materials
|
0
|
|
Science
Laboratory Equipment (grades 9-12)
|
All
students have textbooks and instructional materials
|
Adequate
|
VIII. School
Finances
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year
2007-08)
This table displays a compar=
ison
of the school’s per pupil expenditures from unrestricted (basic) sour=
ces
with other schools in the district and throughout the state, and a comparis=
on
of the average teacher salary at the school site with average teacher salar=
ies
at the district and state levels. Detailed information regarding school
expenditures can be found on the CDE Current
Expense of Education & Per-pupil Spending Web page and teacher sala=
ries
can be found on the CDE Certifi=
cated
Salaries & Benefits Web page.
|
Level
|
Total Expenditures Per Pupil
|
Expenditures Per Pupil (Supplemental / Restricted)
|
Expenditures Per Pupil (Basic / Unrestricted)
|
Average Teacher Salary
|
|
School
Site
|
$6170
|
$451
|
$4,291
|
$59,200
|
|
District
|
$6170
|
$451
|
$5,917
|
$60,590
|
|
Percent
Difference – School Site and District
|
0
|
0
|
12%
|
3%
|
|
State
|
N/A
|
N/A
|
$5,512
|
$60,994
|
|
Percent
Difference – School Site and State
|
N/A
|
N/A
|
12%
|
3%
|
Types of Servic=
es
Funded (Fiscal Year 2008-09)
This section provides inform=
ation
about the programs and supplemental services that are available at the scho=
ol
and funded through either categorical or other sources.
|
Due to the curre=
nt
California fiscal crisis and the categorical sweep of 2009 – we hav=
e no
extra programs funded from State and or Federal Categorical programs.
The state of California is t=
he
primary source of funding for the Amador County Unified Schools. The dist=
rict
receives general funds for basic operation based on average daily attenda=
nce
figures. All student absences, regardless of the reason, result in lost
funding to the district and, therefore, to the individual school site.
Excessive absences can seriously affect school site budgets. General fund
expenditure include salaries, benefits, books, supplies, equipment purcha=
ses,
maintenance and repair of facilities and equipment, transportation costs,=
and
utilities. The principal and school staff decides on how best to use a
portion of the general fund money for site-specific purposes. State and
federal programs sometimes designate certain funds for specific purposes.=
|
Teacher and
Administrative Salaries (Fiscal Year 2007-08)
This table displays district
salaries for teachers, principals, and superintendents, and compares these
figures to the state averages for districts of the same type and size. The
table also displays teacher and administrative salaries as a percent of a
district's budget, and compares these figures to the state averages for
districts of the same type and size based on the salary schedule. Detailed
information regarding salaries may be found on the CDE Certificated Salaries & Benefi=
ts
Web page.
|
Category
|
District Amount
|
State Average For Districts In Same Category
|
|
Beginning
Teacher Salary
|
$39,832
|
$38,941
|
|
Mid-Range
Teacher Salary
|
$57,405
|
$59,686
|
|
Highest
Teacher Salary
|
$75,618
|
$77,828
|
|
Average
Principal Salary (Elementary)
|
$81,394
|
$94,258
|
|
Average
Principal Salary (Middle)
|
$83,853
|
$98,271
|
|
Average
Principal Salary (High)
|
$91,587
|
$104,869
|
|
Superintendent
Salary
|
$133,000
|
$142,247
|
|
Percent
of Budget for Teacher Salaries
|
38.70
%
|
38.20
%
|
|
Percent
of Budget for Administrative Salaries
|
6.20
%
|
5.90
%
|
IX. Student
Performance
Standardized Te=
sting
and Reporting Program
The Standardized Te=
sting
and Reporting (STAR) Program consists of several key components, including =
the
California Standards Tests (CSTs); the Californ=
ia
Modified Assessment (CMA), and the California Alternate Performance Assessm=
ent
(CAPA). The CSTs show how well students are doi=
ng in
relation to the state content standards. The CSTs
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 ten through eleven. The CAPA
includes ELA, mathematics, and science in grades two through eleven, and for
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 CMA includes ELA and
mathematics for grades three through eight and science in grade five and is=
an
alternate assessment that is based on modifiedachievem=
ent
standards. 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. Student scores=
are
reported as performance levels. Detailed information regarding the STAR Pro=
gram
results for each grade and performance level, including the percent of stud=
ents
not tested, can be found on the CDE Sta=
ndardized
Testing and Reporting (STAR) Results Web site. Program information
regarding the STAR Program can be found in the Expla=
ining
2008 STAR Program Summary Results to the Public guide. 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 o=
r to
protect student privacy. In no case shall any group score be reported that
would deliberately or inadvertently make public the score or performance of=
any
individual student.
Standardized Te=
sting
and Reporting Results for All Students – Three-Year Comparison <=
o:p>
This table displays the perc=
ent of
students achieving at the Proficient or Advanced level (meeting or exceeding
the state standards).
|
Subject
|
School
|
District
|
State
|
|
2006-07
|
2007-08
|
2008-09
|
2006-07
|
2007-08
|
2008-09
|
2006-07
|
2007-08
|
2008-09
|
|
English-Language
Arts
|
14
|
14
|
13
|
49
|
52
|
54
|
43
|
46
|
50
|
|
Mathematics
|
0
|
18
|
11
|
40
|
43
|
45
|
40
|
43
|
46
|
|
Science
|
*
|
*
|
6
|
46
|
58
|
53
|
38
|
46
|
50
|
|
History-Social
Science
|
0
|
20
|
20
|
33
|
43
|
43
|
33
|
36
|
41
|
|
Note: Scores are not shown when the number of students teste=
d is
10 or less because the number of students in this category is too small f=
or
statistical accuracy or privacy protection. In no case shall any group sc=
ore
be reported that would deliberately or inadvertently make public the scor=
e or
performance of any individual student.
|
Standardized Te=
sting
and Reporting Results by Student Group (School Year 2008-09)
This table displays the perc=
ent of
students, by group, achieving at the Proficient or Advanced level (meeting =
or
exceeding the state standards) for the most recent testing period.
|
Group
|
Percent of Students Scoring at Proficient or Advanced =
|
|
English-Language Arts
|
Mathematics
|
Science
|
History-Social Science
|
|
African
American
|
|
|
|
|
|
American
Indian or Alaska Native
|
*
|
*
|
*
|
*
|
|
Asian
|
|
|
|
|
|
Filipino
|
|
|
|
|
|
Hispanic
or Latino
|
*
|
*
|
|
*
|
|
Pacific
Islander
|
|
|
|
|
|
White
(not Hispanic)
|
10
|
7
|
0
|
25
|
|
Male
|
17
|
15
|
*
|
30
|
|
Female
|
6
|
*
|
*
|
0
|
|
Economically
Disadvantaged
|
16
|
15
|
8
|
23
|
|
English
Learners
|
|
|
|
|
|
Students
with Disabilities
|
*
|
*
|
*
|
*
|
|
Students
Receiving Migrant Education Services
|
|
|
|
|
Note: Scores are not show=
n when
the number of students tested is 10 or less because the number of students =
in
this category is too small for statistical accuracy or privacy protection. =
In
no case shall any group score be reported that would deliberately or
inadvertently make public the score or performance of any individual studen=
t.
California High
School Exit Examination Results
The California High School E=
xit
Examination (CAHSEE) is primarily used as a graduation requirement. However,
the grade ten results of this exam are also used to establish the percentag=
es
of students at three proficiency levels (not proficient, proficient, or
advanced) in ELA and mathematics in order to compute Adequate Yearly Progre=
ss
(AYP) designations as required by the federal NCLB Act of 2001. Detailed
information regarding CAHSEE results can be found at the CDE California High School Exit Examination
(CAHSEE) Web site. Note: Scores are not shown when the number of studen=
ts
tested is ten or less, either because the number of students in this catego=
ry
is too small for statistical accuracy, or to protect student privacy. In no
case shall any group score be reported that would deliberately or inadverte=
ntly
make public the score or performance of any individual student.<=
/span>
California High
School Exit Examination Results for All Students – Three-Year Compari=
son
This table displays the perc=
ent of
students achieving at the Proficient or Advanced level in ELA and mathemati=
cs.
|
Subject
|
School
|
District
|
State
|
|
2006-07
|
2007-08
|
2008-09
|
2006-07
|
2007-08
|
2008-09
|
2006-07
|
2007-08
|
2008-09
|
|
English-Language
Arts
|
*
|
*
|
*
|
60.4
|
58.6
|
60.6
|
48.6
|
52.9
|
52.0
|
|
Mathematics
|
*
|
*
|
*
|
53.8
|
55.8
|
55.6
|
49.9
|
51.3
|
53.3
|
Note: Scores are not show=
n when
the number of students tested is 10 or less, either because the number of
students in this category is too small for statistical accuracy or to prote=
ct
student privacy. In no case shall any group score be reported that would
deliberately or inadvertently make public the score or performance of any
individual student.<=
o:p>
California High
School Exit Examination Results by Performance Level for Student Groups =
211;
Most Recent Year
This table displays=
the
percent of students, by group, achieving at each performance level in Engli=
sh
language-arts and mathematics for the most recent testing period.
|
Group
|
English
|
Mathematics
|
|
Not Proficient
|
Proficient
|
Advanced
|
Not Proficient
|
Proficient
|
Advanced
|
|
All
Students
|
*
|
*
|
*
|
*
|
*
|
*
|
|
Male
|
*
|
*
|
*
|
*
|
*
|
*
|
|
Female
|
*
|
*
|
*
|
*
|
*
|
*
|
|
African
American
|
*
|
*
|
*
|
*
|
*
|
*
|
|
American
Indian or Alaska Native
|
*
|
*
|
*
|
*
|
*
|
*
|
|
Asian
|
*
|
*
|
*
|
*
|
*
|
*
|
|
Filipino
|
*
|
*
|
*
|
*
|
*
|
*
|
|
Hispanic
or Latino
|
*
|
*
|
*
|
*
|
*
|
*
|
|
Pacific
Islander
|
*
|
*
|
*
|
*
|
*
|
*
|
|
White
(not Hispanic)
|
*
|
*
|
*
|
*
|
*
|
*
|
|
English
Learners
|
*
|
*
|
*
|
*
|
*
|
*
|
|
Socioeconomically
Disadvantaged
|
*
|
*
|
*
|
*
|
*
|
*
|
|
Students
Receiving Migrant Education Services
|
*
|
*
|
*
|
*
|
*
|
*
|
|
Students
with Disabilities
|
*
|
*
|
*
|
*
|
*
|
*
|
Note: Scores are not show=
n when
the number of students tested is 10 or less, either because the number of
students in this category is too small for statistical accuracy or to prote=
ct
student privacy. In no case shall any group score be reported that would
deliberately or inadvertently make public the score or performance of any
individual student. =
California Phys=
ical
Fitness Test Results (School Year 2008-09)
The California Physical Fitn=
ess
Test is administered to students in grades five, seven, and nine only. This
table displays by grade level the percent of students meeting fitness stand=
ards
for the most recent testing period. Detailed information regarding this tes=
t,
and comparisons of a school’s test results to the district and state
levels, may be found on the CDE Physical
Fitness Testing (PFT) Web page. Note: Scores are not shown when the num=
ber
of students tested is ten or less because the number of students in this ca=
tegory
is too small for statistical accuracy or privacy protection. In no case sha=
ll
any group score be reported that would deliberately or inadvertently make
public the score or performance of any individual student.
|
Grade Level
|
Percent of Students Meeting Healthy Fitness Zones
|
|
Four of Six Standards
|
Five of Six Standards
|
Six of Six Standards
|
|
5
|
Not applicable
|
Not applicable
|
Not applicable
|
|
7
|
Not applicable
|
Not applicable
|
Not applicable
|
|
9
|
Not applicable
|
Not applicable
|
Not applicable
|
X.
Accountability
Academic Perfor=
mance
Index
The Academic Performance Ind=
ex
(API) is an annual measure of the academic performance and progress of scho=
ols in
California. API scores range from 200 to 1,000, with a statewide target of =
800.
Detailed information about the API can be found on the CDE Academic Performance Index (API) Web
page.
Academic Perfor=
mance
Index Ranks – Three-Year Comparison
This table displays the
school’s statewide and similar schools API ranks. The
statewide API rank ranges from one to ten. A statewide rank of one m=
eans
that the school has an API score in the lowest ten percent of all schools in
the state, while a statewide rank of ten means that the school has an API s=
core
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 “sim=
ilar
schools.” A similar schools rank of one 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 ten means that the
school’s academic performance is better than at least 90 of the 100
similar schools.
|
API Rank
|
2006
|
2007
|
2008
|
|
Statewide
|
B
*
|
B
*
|
B
*
|
|
Similar
Schools
|
B
|
B
|
B
|
|
"N/A"
|
means a number is not applicable or not availab=
le
due to missing data.
|
|
"B"
|
means this is either an LEA or an Alternative
Schools Accountability Model (ASAM) school. Schools participating in the =
ASAM
do not currently receive growth, target information, or statewide or simi=
lar
schools rankings on this report in recognition of their markedly different
educational missions and populations served. ASAM schools are covered und=
er
the Alternative Accountability system as required by Education Code Secti=
on
52052 and not the API accountability system. However, API information is
needed to comply with the federal No Child Left Behind (NCLB) law. Growth,
target and rank information are not applicable to LE=
As.
|
|
"C"
|
means this is a special education school. State=
wide
and similar schools ranks are not applicable to special education schools=
.
|
|
" * "
|
means this API is calculated for a small school=
or
a small LEA, defined as having between 11 and 99 valid STAR Program test
scores included in the API. APIs based on small numbers of students are l=
ess
reliable and therefore should be carefully interpreted. Similar schools r=
anks
are not calculated for small schools.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Academic Perfor=
mance
Index Growth by Student Group – Three-Year Comparison
This table displays, by stud=
ent
group, the actual API changes in points added or lost for the past three ye=
ars,
and the most recent API score. Note: "N/A" means that the student
group is not numerically significant.
|
Group
|
Actual API Change
|
Growth API Score
|
|
2006-07
|
2007-08
|
2008-09
|
2009
|
|
All
Students at the School
|
9
|
-14
|
8
|
595
*
|
|
African
American
|
|
|
|
|
|
American
Indian or Alaska Native
|
|
|
|
|
|
Asian
|
|
|
|
|
|
Filipino
|
|
|
|
|
|
Hispanic
or Latino
|
|
|
|
|
|
Pacific
Islander
|
|
|
|
|
|
White
(not Hispanic)
|
|
|
|
|
|
Socioeconomically
Disadvantaged
|
|
|
|
|
|
English
Learners
|
|
|
|
|
|
Students
with Disabilities
|
|
|
|
|
|
|
|
"N/A"
|
means a number is not applicable or not availab=
le
due to missing data.
|
|
"*"
|
means this API is calculated for a small school,
defined as having between 11 and 99 valid Standardized Testing and Report=
ing
(STAR) Program test scores included in the API. The API is asterisked if =
the
school was small either in 2008 or 2009. APIs based on small numbers of
students are less reliable and therefore should be carefully interpreted.=
|
|
|
|
|
|
|
|
|
|
|
|
|
Adequate Yearly
Progress
The federal NCLB Act require=
s that
all schools and districts meet the following Adequate Yearly Progress (AYP)
criteria:
&n=
bsp; Participation rate =
on the
state’s standards-based assessments in ELA and mathematics
&n=
bsp; Percent proficient =
on the
state’s standards-based assessments in ELA and mathematics
&n=
bsp; API as an additional
indicator
&n=
bsp; Graduation rate (for
secondary schools)
Detailed information about A=
YP,
including participation rates and percent proficient results by student gro=
up,
can be found on the CDE Adequate
Yearly Progress (AYP) Web page.
Adequate Yearly
Progress Overall and by Criteria (School Year 2008-09)
This table displays an indic=
ation
of whether the school and the district made AYP overall and whether the sch=
ool
and the district met each of the AYP criteria.
|
AYP Criteria
|
School
|
District
|
|
Overall
|
Yes
|
No
|
|
Participation
Rate - English-Language Arts
|
Yes
|
Yes
|
|
Participation
Rate - Mathematics
|
Yes
|
Yes
|
|
Percent
Proficient - English-Language Arts
|
Yes
|
No
|
|
Percent
Proficient - Mathematics
|
Yes
|
No
|
|
API
|
Yes
|
Yes
|
|
Graduation
Rate
|
Yes
|
Yes
|
|
"Yes"
|
Met
2009 AYP Criteria
|
|
"No"
|
Did
not Meet 2009 AYP Criteria
|
Federal Interve=
ntion
Program (School Year 2009-10)
Schools and districts receiv=
ing
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 ye=
ar
that they do not make AYP. Detailed information about PI identification can=
be
found on the CDE Adequate Yearly
Progress (AYP) Web page.
|
Indicator
|
School
|
District
|
|
Program
Improvement Status
|
|
Not
In PI
|
|
First
Year of Program Improvement
|
|
|
|
Year
in Program Improvement
|
|
|
|
Number
of Schools Currently in Program Improvement
|
N/A
|
|
|
Percent
of Schools Currently in Program Improvement
|
N/A
|
|
XI. School Comp=
letion
and Postsecondary Preparation
Admission
Requirements for California Public Universities
University of California
Admission requirements for t=
he
University of California (UC) follow guidelines =
set
forth in the Master Plan, which requires that the top one-eighth of the sta=
te's
high school graduates, as well as those transfer students who have successf=
ully
completed specified college work, be eligible for admission to the UC. These
requirements are designed to ensure that all eligible students are adequate=
ly
prepared for University-level work. For general admissions requirements ple=
ase
visit the Gene=
ral
Admissions Information Web page (Outside Source).
California State Universit=
y
Admission requirements for t=
he
California State University (CSU) use three factors to determine eligibilit=
y.
They are specific high school courses; grades in specified courses and test
scores; and 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 utilize local admission guarantee policies for students who gradua=
te
or transfer from high schools and colleges that are historically served by a
CSU campus in that region. For general admissions requirements please visit=
the
Undergraduate Admission
& Requirements Web page (Outside Source).
Dropout Rate and
Graduation Rate
This table displays the
school’s one-year dropout and graduation rates for the most recent
three-year period for which data are available. For comparison purposes, da=
ta
are also provided at the district and state levels. Detailed information ab=
out
dropout rates and graduation rates can be found on the CDE DataQuest
Web page.
|
Indicator
|
School
|
District
|
State
|
|
2005-06
|
2006-07
|
2007-08
|
2005-06
|
2006-07
|
2007-08
|
2005-06
|
2006-07
|
2007-08
|
|
Dropout
Rate (1-year)
|
13.2
|
46.8
|
32.9
|
1.4
|
3.8
|
2.9
|
3.5
|
4.4
|
3.9
|
|
Graduation
Rate
|
91.2
|
86.1
|
89.4
|
91.2
|
86.1
|
89.4
|
83.4
|
80.6
|
80.2
|
Completion of H=
igh
School Graduation Requirements
Students in California public
schools must pass both the ELA and mathematics portions of the CAHSEE to
receive a high school diploma. For students who began the 2008-09 school ye=
ar
in grade twelve this table displays by student group the percent who met all
state and local graduation requirements for grade twelve completion. <=
o:p>
|
Group
|
Graduating Class of 2009
|
|
School
|
District
|
State
|
|
All
Students
|
15
|
325
|
N/A
|
|
African
American
|
0
|
1
|
N/A
|
|
American
Indian or Alaska Native
|
2
|
13
|
N/A
|
|
Asian
|
0
|
3
|
N/A
|
|
Filipino
|
0
|
1
|
N/A
|
|
Hispanic
or Latino
|
1
|
21
|
N/A
|
|
Pacific
Islander
|
0
|
1
|
N/A
|
|
White
(not Hispanic)
|
12
|
279
|
N/A
|
|
Socioeconomically
Disadvantaged
|
7
|
50
|
N/A
|
|
English
Learners
|
0
|
1
|
N/A
|
|
Students
with Disabilities
|
0
|
16
|
N/A
|
Career Technical
Education Programs (School Year 2008-09)
This section provides inform=
ation
about the degree to which pupils are prepared to enter the workforce, inclu=
ding
a list of career technical education (CTE) programs offered at the
school.
|
The Career Technical Educati=
on
Programs are open to enrollment to any student in our school district. He=
re
is a list of classes available for a student to enroll.=
Foods and Consumer Econ=
Computer Literacy=
Ag Mechanics
Early Childhood Education
ROP Culinary Arts=
ROP Health Career=
Graphic and Visual Arts=
ROP Auto
Business Education/Marketing=
Fashion Design
Media Technician<=
/span>
Journalism=
Power, Energy, Transportatio=
n Tech
Ag Construction
ROP MS Office
ROP Web Design
Drafting
Fir=
e/Police
Science
|
Career Technical
Education Participation (School Year 2008-09)
This table displays informat=
ion
about participation in the school’s CTE programs.
|
Measure
|
CTE Program Participation
|
|
Number
of the school’s pupils participating in CTE
|
0
|
|
Percent
of the school's pupils completing a CTE program and earning a high school
diploma
|
0
|
|
Percent
of school's CTE courses sequenced or articulated between the school and
institutions of postsecondary education
|
N/A
|
Courses for
University of California and/or California State University Admission (Scho=
ol
Year 2007-08)
This table displays, for the=
most
recent year, two measures related to the school’s courses that are
required for University of California (UC) and/or California State Universi=
ty
(CSU) admission. Detailed information about student enrollment in, and
completion, of courses required for UC/CSU admission can be found on the CD=
E DataQuest
Web page.
|
UC/CSU Course Measure
|
Percent
|
|
Students
Enrolled in Courses Required for UC/CSU Admission
|
0
|
|
Graduates
Who Completed All Courses Required for UC/CSU Admission =
|
0
|
XII. Instructio=
nal
Planning and Scheduling
Professional
Development
This section provides inform=
ation
on the annual number of school days dedicated to staff development for the =
most
recent three-year period.
|
2008-2009
3 days
2007-2008
20 days
2006-2007
12 days
2005-2006
7 days
In
order to build our learning environment, we continue to expand our knowle=
dge
and use of technology. Independence High School annually has three days
funded by the state for staff training in curriculum and instructional
strategies. The school and district provide funds for attendance at
conferences. The curriculum office provides additional in-service
opportunities.
We receive teaching assistan=
ce
through the district’s PAR program. Our teachers also attend grade
level meetings to talk and plan together.
|
XIII. National =
Assessment
of Educational Progress
National Assess=
ment
of Educational Progress
The National Assessment of
Educational Progress (NAEP) is a nationally representative assessment of wh=
at
America's students know and can do in various subject areas. Assessments are
conducted periodically in mathematics, reading, science, writing, the arts,
civics, economics, geography, and U.S. history. Student scores for reading =
and
mathematics are reported as performance levels (i.e., basic, proficient, and
advanced) and the participation of students with disabilities and English
language learners is reported based on three levels (identified, excluded, =
and
assessed). Detailed information regarding the NAEP results for each grade,
performance level, and participation rate can be found on the National Assessment of Educa=
tional
Progress Web page (Outside Source).
Note: Only a sample group of
California's schools and districts participate in the NAEP testing cycle. T=
herefore,
students in any particular school or district may not be included in these
results. The NAEP reflects state test results and is not reflective of eith=
er
the LEA or the individual school. Comparisons of student performance on the
NAEP and student performance on the Standardized Testing and Reporting (STA=
R)
Program assessments cannot be made without an understanding of the key
differences between the two assessment programs. For example, the NAEP only
assesses grades four, eight and twelve and for long-term trends assesses gr=
ades
nine, thirteen, and seventeen. Additionally, the NAEP only provides state t=
est
results for grades four and eight. The California Standards Tests (CSTs) are based on a different set of standards than =
the
NAEP assessments. For example, the NAEP is not aligned with California acad=
emic
content and achievement standards and, therefore, does not necessarily refl=
ect
the curriculum and instruction to which students are exposed in the classro=
om.
The NAEP assesses reading and writing separately, while the CSTs
assess English-language arts (ELA), encompassing reading as well as writing
conventions, spelling, and grammar. Scores on the CSTs=
and other assessments are not directly comparable to those on NAEP. The
averages and percentages presented are estimates based on samples of studen=
ts
rather than on entire populations. Finally, the questions students respond =
to
are only a sample of the knowledge and skills covered by the NAEP framework=
s.
Information on the differences between NAEP and CST can be found on the CDE=
National Assessment of Educational
Progress (NAEP) Web page.
National Assess=
ment
of Educational Progress Reading and Mathematics Results by Grade Level R=
11;
Aggregated
This table displays the scale
scores and achievement levels on the National Assessment of Educational
Progress Results for reading (2007) and mathematics (2009) for grades four =
and
eight
|
Subject and Grade Level
|
Average Scale Score
|
State Percent at Achievement Level <=
/b>
|
|
State
|
National
|
Basic
|
Proficient
|
Advanced
|
|
Reading
2007, Grade 4
|
209
|
220
|
30
|
18
|
5
|
|
Reading
2007, Grade 8
|
251
|
261
|
41
|
20
|
2
|
|
Mathematics
2009, Grade 4
|
232
|
239
|
41
|
25
|
5
|
|
Mathematics
2009, Grade 8
|
270
|
282
|
36
|
18
|
5
|
National Assess=
ment
of Educational Progress Reading and Mathematics Results for Students with D=
isabilities
and/or English Language Learners by Grade Level – Aggregated
This table displays the stat=
e and
national participation rates on the National Assessment of Educational Prog=
ress
for reading (2007) and mathematics (2009) for students with disabilities an=
d/or
English language learners for grades four and eight.
|
Subject and Grade Level
|
State Participation Rate
|
National Participation Rate
|
|
Students With Disabilities
|
English Language Learners
|
Students With Disabilities
|
English Language Learners
|
|
Reading
2007, Grade 4
|
74
|
93
|
65
|
80
|
|
Reading
2007, Grade 8
|
78
|
92
|
66
|
77
|
|
Mathematics
2009, Grade 4
|
79
|
96
|
84
|
94
|
|
Mathematics
2009, Grade 8
|
85
|
96
|
78
|
92
|