School Accountability Report Card Reported for School Year 2007-08 Published During 2008-09

Executive Summary School Accountability Report Card, 2007-08
Monterey County Home Charter School
Address:	901 Blanco Cir. , Salinas CA 93901	Phone:	831-755-0331
Principal:	Mary Sgheiza	Grade Span:	K - 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 2007-08 school year, except the School Finances and School Completion data that are reported for the 2006-07 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

The Monterey County Home Charter School is a dependent charter with the Monterey County Office of Education. MCHCS serves students whose families are willing and able to provide instruction at home in Kindergarten through grade 12 in Monterey County and adjacent counties. Credentialed teachers contact families weekly and monitor students' progress in curricular areas as outlined by the California State Standards.

"The mission of the Monterey County Home Charter School is to plan, monitor and assist in the education of students in K - 12 in a homeschool learning environment enabling them to speak, read, write, use technology and calculate effectively to become self-motivated, competent, and life-long learners. The Monterey County Home Charter School will provide students with the necessary resources to achieve success and meet state standards in core academic subjects appropriate to their level. This will be achieved in a collaborative effort with parents as primary deliverers of the educational program, certificated teachers and the community."

Student Enrollment

Group	Percent
African American	3.06 %
American Indian or Alaska Native	2.12 %
Asian	1.88 %
Filipino	0.71 %
Hispanic or Latino	32 %
Pacific Islander	1.41 %
White (not Hispanic)	51.53 %
Multiple or No Response	7.29 %
Socioeconomically Disadvantaged	%
English Learners	5 %
Students with Disabilities	9 %

Total Number of students

425

Teachers

Indicator	Teachers
Teachers with full credential	21
Teachers without full credential	0
Teachers Teaching Outside Subject Area of Competence
Misassignments of Teachers of English Learners
Total Teacher Misassignments

School Facilities

Summary of Most Recent Site Inspection

The Monterey County Home Charter School is housed at the Monterey County Office of Education in portable buildings that are in good condition. The restrooms are shared by other housed programs and are modern and in excellent condition. The portables used are well cared for. This winter the roofs of the two buildings we use were redone. The Monterey County Office of Education has a long-term plan to replace the portables with a permanent structure and are working toward that goal.

Repairs Needed

The carpeting in the two offices we use is beginning to buckle.

Corrective Actions Taken or Planned

At this time we are scheduled to have our carpeting replaced during the 2009/10 school year.

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	n/a
Health	0%
Visual and Performing Arts	0%
Science Laboratory Equipment (grades 9-12)	n/a*

School Finances

Level	Expenditures Per Pupil (Unrestricted Sources Only)
School Site	$ 5,900
District	n/a
State	$5,300

Student Performance

Subject	Students Proficient and Above on California Standards Tests
English-Language Arts	49.4 %
Mathematics	30.3 %
Science	n/a
History-Social Science	n/a

Academic Progress

Indicator	Result
2008 Growth API Score (from 2008 Growth API Report)	677
Statewide Rank (from 2007 Base API Report)	4
2008-09 Program Improvement Status (PI Year)

School Completion

Indicator	Result
Graduation Rate	86.4%

Postsecondary Preparation

Measures	Percent of Graduates
Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma	0%
Graduates Who Completed All Courses Required for University of California or California StateUniversity Admission	0%

2007-08 School Accountability Report Card Report (SARC)

The School Accountability Report 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 at the SARC Web site. For additional information about the school, parents and community members should contact the school principal or the district office.

I. Data and Access

DataQuest

DataQuest is an online data tool 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. 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.

II. About This School

Contact Information (School Year 2008-09)

This section provides the schools contact information.

School		District
School Name	Monterey County Home Charter	District Name	Monterey County Office of Education
Street	901 Blanco Cir.	Phone Number	831-755-0301
City, State, Zip	Salinas , CA 93901	Web Site	www.monterey.k12.ca.us
Phone Number	831-755-0331	Superintendent	Nancy Kotowski
Principal	Amy Ish	E-mail Address	kotowski@monterey.k12.ca.uk
E-mail Address	amish@monterey.k12.ca.us	CDS Code	27-10272-2730232

School Description and Mission Statement (School Year 2007-08)

This section provides information about the school's goals and programs.

Opportunities for Parental Involvement (School Year 2007-08)

This section provides information about opportunities for parents to become involved with school activities.

Parents meet with their assigned credentialed resource teacher for weekly meetings. They are completely involved as the daily and primary instructors of their children. Parents also have an opportunity to be representatives on the school's Governance Council as well as taking active roles on our Foundation. Workshops, field trips, and monthly programs are available for parents to share with their students. Their participation is highly encouraged.

Student Enrollment by Grade Level (School Year 2007-08)

This table displays the number of students enrolled in each grade level at the school.

Grade Level	Number of Students
Kindergarten	12
Grade 1	24
Grade 2	24
Grade 3	26
Grade 4	23
Grade 5	23
Grade 6	34
Grade 7	35
Grade 8	33
Ungraded Elementary	0
Grade 9	49
Grade 10	43
Grade 11	49
Grade 12	50
Ungraded Secondary	0
Total Enrollment	425

Student Enrollment by Group (School Year 2007-08)

This table displays the percent of students enrolled at the school who are identified as being in a particular group.

Group	Percent of Total Enrollment
African American	3.06 %
American Indian or Alaska Native	2.12 %
Asian	1.88 %
Filipino	0.71 %
Hispanic or Latino	32 %
Pacific Islander	1.41 %
White (not Hispanic)	51.53 %
Multiple or No Response	7.29 %
Socioeconomically Disadvantaged	%
English Learners	5 %
Students with Disabilities	9 %

III. School Climate

School Safety Plan (School Year 2007-08)

This section provides information about the school's comprehensive safety plan.

The School Safety Plan is reviewed and discussed annually and on an ongoing basis with the staff. The plan is modeled after and is in conjunction with the Monterey County Office of Education Alternative Programs' Safety Plan. It includes actions to be taken in the event of a crisis and shall ensure compliance with law, Board Policy and Administrtive Regulations. The MCOE Superintendent is responsible for reviewing with staff on an annual basis the components of the comprehensive safety plan. Legal reference: Education Code 212.6 Sexual harassment, 32260-32262 Interagency School Safety Demonstration Act of 1985, 335147 School Site Councils and advisory committees, 35183 School dress code; uniforms, 35291 Rules, 35291.5 School adopted discipline rules, 35294-35294.9 School Safety Plans, 48900-48926 Suspension and Expulsion, 48950 Speech and other communication.

Adopted: April 21, 1999

Policies and Procedures: Child Abuse; Disaster; Suspension and Expulsion; Notification to Teachers; Sexual Harassment; Dress Code; Ingress and Egress; Safe and orderly environment: Tobacco, alcohol, and drugs; Accident Prevention; Health Standards; Arrest; Interrogation; Weapons; Explosives; Property; Privacy; Searches; School Discipline.

Suspensions and Expulsions

This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period.

Rate	School			District
Rate	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08
Suspensions				3.3	0.1	10.5
Expulsions				0.0	0.0	0.0

IV. School Facilities

Facility Conditions and Planned Improvements (School Year 2008-09)

This section provides information about the condition of the school's grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements.

School Facility Good Repair Status (School Year 2008-09)

This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status.

Item Inspected	Repair Status			Repair Needed and Action Taken or Planned
Item Inspected	Good	Fair	Poor	Repair Needed and Action Taken or Planned
Gas Leaks	X
Mechanical Systems	X
Windows/Doors/Gates (interior and exterior)	X
Interior Surfaces (walls, floors, and ceilings)		X		Carpeting is scheduled to be replaced in 2009/10
Hazardous Materials (interior and exterior)	X
Structural Damage	X
Fire Safety	X
Electrical (interior and exterior)	X
Pest/Vermin Infestation	X
Drinking Fountains (inside and outside)	n/a
Restrooms	X
Sewer	X
Playground/School Grounds	X
Roofs	X
Overall Cleanliness	X

Overall Summary of School Facility Good Repair Status (School Year 2008-09)

This table displays the overall summary of the results of the most recently completed school site inspection.

Item Inspected	Facility Condition
	Exemplary	Good	Fair	Poor
Overall Summary	X

V. Teachers

Teacher Credentials

This table displays the number 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 at the DataQuest Web site.

Teachers	School			District
Teachers	2005-06	2006-07	2007-08	2007-08
With Full Credential	23	20	21	151
Without Full Credential	0	0	0	33
Teaching Outside Subject Area of Competence	23	20	21*	N/A

*The Independnt Study nature of our school requires teachers to teach all curricular areas.

Our teachers are aware that they need to be fully qualified in all four core curricular areas by 2010.

The teachers are participating in the VPSS program administered by the County Office.

Teacher Misassignments and Vacant Teacher Positions

This table displays the number of teacher misassignments (teachers assigned without 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 ofMisassignments of Teachers of English Learners.

Indicator	2006-07	2007-08	2008-09
Misassignments of Teachers of English Learners	2	3	1
Total Teacher Misassignments	2	3	1
Vacant Teacher Positions	0	0	0

Core Academic Classes Taught by No Child Left Behind Compliant Teachers (School Year 2007-08)

This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at the NCLB Web site.

Location of Classes	Percent of Classes In Core Academic Subjects
Location of Classes	Taught by NCLB Compliant Teachers	Taught by Non-NCLB Compliant Teachers
This School	100.0	0.0
All Schools in District	81.3	18.7
High-Poverty Schools in District	90.3	9.7
Low-Poverty Schools in District

VI. Support Staff

Academic Counselors and Other Support Staff (School Year 2007-08)

This table displays, in units 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 students 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		N/A
Library Media Teacher (Librarian)		N/A
Library Media Services Staff (paraprofessional)		N/A
Psychologist		N/A
Social Worker		N/A
Nurse		N/A
Speech/Language/Hearing Specialist		N/A
Resource Specialist (non-teaching)		N/A
Other		N/A

VII. Curriculum and Instructional Materials

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2008-09)

This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information 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	100%	0
Mathematics	100%	0
Science	100%	0
History-Social Science	100%	0
Foreign Language	n/a	n/a
Health	100%	0
Visual and Performing Arts	100%	0
Science Laboratory Equipment (grades 9-12)	n/a	n/a

VIII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2006-07)

This table displays a comparison of the school's per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding school expenditures can be found at the Current Expense of Education Web page and teacher salaries can be found on the Certificated Salaries and Benefits Web page.

Level	Total Expenditures Per Pupil	Expenditures Per Pupil (Supplemental)	Expenditures Per Pupil (Basic)	Average Teacher Salary
School Site	$5,900	$400	$5,500	$57,000
District	N/A	N/A		$
Percent Difference - School Site and District	N/A	N/A
State	N/A	N/A	$5300	$
Percent Difference - School Site and State	N/A	N/A

Types of Services Funded (Fiscal Year 2007-08)

This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources.

The school, using monies from grants and supplementary funding, provides enrichment programs such as science workshops, music classes, and field trips. It also uses supplementary funding to provide academic tutoring.

Teacher and Administrative Salaries (Fiscal Year 2006-07)

This table displays district-level salary information 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. Detailed information regarding salaries may be found on the Certificated Salaries and Benefits Web page.

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	$46,615	$
Mid-Range Teacher Salary	$61,417	$
Highest Teacher Salary	$81,257	$
Average Principal Salary (Elementary)	$84,892	$
Average Principal Salary (Middle)	$84,892	$
Average Principal Salary (High)	$84,892	$
Superintendent Salary	$154,737	$
Percent of Budget for Teacher Salaries	%	%
Percent of Budget for Administrative Salaries	%	%

IX. Student Performance

California Standards Tests

The California Standards Tests (CSTs) show how well students are doing in relation to the state content standards. TheCSTs include English-language arts (ELA) and mathematics in grades 2 through 11; science in grades 5, 8, and 9 through 11; and history-social science in grades 8, and 10 through 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and performance level, including the percent of students not tested, can be found on the Standardized Testing and Reporting (STAR) Results Web page.

CST Results for All Students - Three-Year Comparison

This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

Subject	School			District			State
Subject	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08
English-Language Arts	34	38	40	15	23	34	42	43	46
Mathematics	24	24	24	14	21	32	40	40	43
Science	21	30	31	9	14	19	35	38	46
History-Social Science	17	23	18	8	8	11	33	33	36

Note: Scores are not shown 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 student.

CST Results by Student Group - Most Recent Year

This table displays the percent 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
Group	English-Language Arts	Mathematics	Science	History-Social Science
African American	36	*	*	*
American Indian or Alaska Native	*	*	*	*
Asian	*	*		*
Filipino	*	*		*
Hispanic or Latino	17	10	15	2
Pacific Islander	*	*		*
White (not Hispanic)	54	33	47	29
Male	37	20	36	20
Female	42	27	27	15
Economically Disadvantaged	12	7	*	0
English Learners	0	*	*	*
Students with Disabilities	21	16	*	*
Students Receiving Migrant Education Services

California High School Exit Examination

The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade 10 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 in order to compute Adequate Yearly Progress (AYP) designations as required by the federal NCLB Act of 2001. Detailed information regarding CAHSEE results can be found at the CAHSEE Web site.

CAHSEE Results by Performance Level for All Students - Three-Year Comparison

This table displays the percent of students achieving at the Proficient or Advanced level in English-Language Arts and mathematics.

Subject	School			District			State
Subject	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08
English			58.1			13.0			52.9
Mathematics			41.2			15.0			51.3

Note: Scores are not shown 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 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.

CAHSEE Results by Performance Level for Student Groups - Most Recent Year

This table displays the percent of students, by group, achieving at each performance level in English language-arts and mathematics for the most recent testing period.

Group	English			Mathematics
Group	Not Proficient	Proficient	Advanced	Not Proficient	Proficient	Advanced
All Students	41.9	48.4	9.7	58.8	35.3	5.9
Male	53.3	33.3	13.3	68.8	25.0	6.2
Female	31.2	62.5	6.2	50.0	44.4	5.6
African American	*	*	*	*	*	*
American Indian or Alaska Native	*	*	*	*	*	*
Asian	*	*	*	*	*	*
Filipino	*	*	*	*	*	*
Hispanic or Latino	56.2	37.5	6.2	68.8	25.0	6.2
Pacific Islander	*	*	*	*	*	*
White (not Hispanic)	*	*	*	53.8	46.2	0.0
English Learners	*	*	*	*	*	*
Socioeconomically Disadvantaged	*	*	*	*	*	*
Students Receiving Migrant Education Services	*	*	*	*	*	*
Students with Disabilities	*	*	*	*	*	*

California Physical Fitness Test Results (School Year 2007-08)

The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting the healthy fitness zone on all six fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school's test results to the district and state levels, may be found on the Physical Fitness Testing Web page.

Grade Level	Percent of Students Meeting Healthy Fitness Zones
5	4.3
7	11.6
9	1.9

X. Accountability

Academic Performance Index

The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools inCalifornia. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found at the API Web page.

API Ranks - Three-Year Comparison

This table displays the school's statewide and similar schools API ranks. These ranks are published when the Base API is released each March. 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 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 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 10 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	2005	2006	2007
Statewide	4	4	4
Similar Schools	9	8	9

"N/A"	means a number is not applicable or not available due to missing data.
*""**	means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2007 or 2008. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.
"A"	means the school or subgroups scored at or above the statewide performance target of 800 in 2008.
"B"	2730232
"C"	means the school had significant demographic changes and will not have any growth or target information.
"D"	means this is either an LEA, an Alternative Schools Accountability Model (ASAM) school, or a special education school. Target information is not applicable to LEAs, ASAM schools, or special education schools.
"E"	indicates this school was an ASAM school in the 2007 Base API Report and has no target information even though the school is no longer an ASAM school.

API Changes by Student Group - Three-Year Comparison

This table displays by student group the actual API changes in points added or lost for the past three years, 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
Group	2005-06	2006-07	2007-08	2008
All Students at the School	21	-8	6	677
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino		10	-30	566
Pacific Islander
White (not Hispanic)	28	-23	49	746
Socioeconomically Disadvantaged
English Learners
Students with Disabilities

"N/A"	means a number is not applicable or not available due to missing data.
*""**	means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2007 or 2008. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.
"A"	means the school or subgroups scored at or above the statewide performance target of 800 in 2008.
"B"	means the school did not have a valid 2007 Base API and will not have any growth or target information.
"C"	means the school had significant demographic changes and will not have any growth or target information.
"D"	means this is either an LEA, an Alternative Schools Accountability Model (ASAM) school, or a special education school. Target information is not applicable to LEAs, ASAM schools, or special education schools.
"E"	indicates this school was an ASAM school in the 2007 Base API Report and has no target information even though the school is no longer an ASAM school.

Adequate Yearly Progress

The federal NCLB act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:

Participation rate on the state's standards-based assessments in English-language arts (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)

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the AYP Web page.

AYP Overall and by Criteria (School Year 2007-08)

This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria.

AYP Criteria	School	District
Overall	No	No
Participation Rate - English-Language Arts	No	Yes
Participation Rate - Mathematics	No	No
Percent Proficient - English-Language Arts	No	Yes
Percent Proficient - Mathematics	No	No
API	Yes	Yes
Graduation Rate	Yes	Yes

Federal Intervention Program (School Year 2008-09)

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 (English-language arts 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. Detailed information about PI identification can be found at the 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	1
Percent of Schools Currently in Program Improvement	N/A	16.7

XI. School Completion and Postsecondary Preparation

Admission Requirements for California 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 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 University of California Web site.

California State University

Admission requirements for the California State University (CSU) use three factors to determine eligibility. 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 graduate 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 California State University Web site.

Dropout Rate and Graduation Rate

This table displays the school's one-year dropout rates and graduation rates for the most recent three-year period for which data is available. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found on the DataQuest Web site.

Indicator	School			District			State
Indicator	2004-05	2005-06	2006-07	2004-05	2005-06	2006-07	2004-05	2005-06	2006-07
Dropout Rate (1-year)			22.2			31.6	3.1	3.5	4.4
Graduation Rate	100.0	100.0	83.9	100.0	90.3	87.5	85.0	83.0	79.5

Completion of High School Graduation Requirements

Students in California public schools must pass both the English-language arts and mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 2007-08 school year in the 12th grade, as evidenced by that school year's October CBEDS enrollment, this table displays by student group the percent who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Detailed information about the CAHSEE can be found at the CAHSEE Web page. Note: "N/A" means that the student group is not numerically significant.

Group	Graduating Class of 2008
Group	School	District	State
All Students	95%	N/A	N/A
African American	N/A	N/A	N/A
American Indian or Alaska Native	N/A	N/A	N/A
Asian	N/A	N/A	N/A
Filipino	N/A	N/A	N/A
Hispanic or Latino	95%	N/A	N/A
Pacific Islander	N/A	N/A	N/A
White (not Hispanic)	100%	N/A	N/A
Socioeconomically Disadvantaged	N/A	N/A	N/A
English Learners	N/A	N/A	N/A
Students with Disabilities	N/A	N/A	N/A

Career Technical Education Programs (School Year 2007-08)

This section provides information about the degree to which pupils are prepared to enter the workforce, including a list of career technical education (CTE) programs offered at the school.

Students are encouraged and have the opportunity to take classes through the Regional Occupation Program and career education classes at the community colleges or through individualized approved courses.

Career Technical Education Participation (School Year 2007-08)

This table displays information about participation in the school's CTE programs.

Measure	CTE Program Participation
Number of the school's pupils participating in CTE	8
Percent of the school's pupils completing a CTE program and earning a high school diploma	100%
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 (School 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 University (CSU) admission. Detailed information about student enrollment, in and completion of, courses required for UC/CSU admission can be found at the DataQuest Web site.

UC/CSU Course Measure	Percent
Students Enrolled in Courses Required for UC/CSU Admission
Graduates Who Completed All Courses Required for UC/CSU Admission	10.6

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.

Teachers are entitled to two staff development days a year paid for by the school. Staff development themes are chosen for the appropriateness of the school's needs. These emphasize teaching strategies for the standards-based curriculum to student exam preparedness.

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