School Accountability Report Card Reported for School Year 2002-2003 Published During 2003-2004
Notes regarding the source and currency of data: Data included in this School Accountability Report Card (SARC) are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site at http://www.cde.ca.gov/ope/sarc/data.htm. Most data presented in this report were collected from the 2002-03 school year or from the two preceding years (2000-01 and 2001-02). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2001-02. A glossary of terms is available at http://www.cde.ca.gov/demographics/glossary.
School Information
District Information
School Name
Meadow Green Elementary
District Name
Lowell Joint
Principal
Liz Kaneshiro
Superintendent
Dr. Joe Gillentine
Street
12025 S. Grovedale Dr.
11019 Valley Home Ave.
City, State, Zip
Whittier, CA 90604-3754
Whittier, CA 90603-3042
Phone Number
(562) 902-4241
( 562) 943-0211
FAX Number
(562) 902-9208
(562) 947-3620
Web Site
www.ljsd.org/meadowgreen
www.ljsd.org
E-mail Address
lkaneshi@lws.lacoe.edu
jgillent@lws.lacoe.edu
CDS Code
19-64766-6020192
SARC Contact
John Laurich, Asst. Supt.
School Description and Mission Statement
School Profile
Meadow Green Elementary School, one of six schools in the Lowell Joint School District, is located in a suburban community in an unincorporated area of Los Angeles County. The current enrollment of Meadow Green is 545 students in preschool through grade six. The ethnic make-up of this population includes fifty-one percent white, forty-two percent Hispanic and eight percent multiple or other ethnic backgrounds. Twenty-one percent of the students participate in the free or reduced lunch program. The average class size in grades 1-3 is nineteen and for grades 4-6, twenty-nine. The Meadow Green staff consists of twenty-six certificated and nineteen classified employees. Meadow Green is a single track, Title I year round school that provides a regular kindergarten through sixth grade program, a special education preschool and kindergarten program, and a myriad of support programs and student opportunities that enhance our educational program. They include:
The instructional programs at Meadow Green are firmly aligned to the Lowell Joint School District Standards, which follow the State Frameworks and Standards. The goal for all students is to achievement at or above grade level in all areas curricular areas. Teachers, students, and parents all work toward this goal in a concerted effort to provide the highest quality educational program. Meadow Green is now for its safe and orderly learning environment. The rate of suspensions is very low at .01% and the use of drugs on campus is nonexistent.
Mission Statement
The mission of Meadow Green School is to encourage students and staff to seek excellence in academic achievement and personal conduct. We are committed to fostering in students self-direction, self-motivation, self-discipline, and the ability to recognize the importance of learning. We believe that a close partnership between home, school, and community is essential to our children’s success, and that by working together, we can foster productive citizens and life-long learners.
We believe:
Opportunities for Parental Involvement
Contact Person Name
Contact Person Phone Number
Meadow Green Elementary School parents are involved on many different levels. They are partners with the school as they work to get their children to school on time each day and as they assist in the completion of homework in a timely manner. Parents are encouraged to sign a learning compact at the beginning of the school year that outlines the responsibilities of teachers, students, and parents in the support of the educational program of our school. Parents are also active participants in raising funds that provide for school field trips and assemblies. In addition, PTA funds support the school-wide PRIDE Program that enhances student’s Personal Responsibility In Daily Effort. Parents also serve on the School Site Council, which is the primary site-based decision making body on campus. This council consists of school staff, teachers, and parents and makes decisions on major budget expenditures of Title I and School Improvement Programs. As volunteers, parents regularly assist in supporting classroom teachers and the educational program by assisting in the classroom. The PTA provides a forum for parents to regularly participate in school activities and functions such as student-centered activities and fund raisers. Various grade levels perform at monthly PTA meetings and parents are invited and encouraged to attend. Parents are invited to attend monthly awards assemblies that honor students for citizenship and achievement. They accompany classes on field trips and assist with special projects and presentations at school. Meadow Green holds an annual Holiday Program, Grandparent’s Day, and a Volunteer Tea, all aimed at inviting and encouraging parental involvement. Both Back-to-School Night and Open House are excellent opportunities for parents to participate in school functions and become an active part in the school and their child’s education.
I. Demographic Information Student Enrollment, by Grade Level Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).
Grade Level
Enrollment
Kindergarten
77
Grade 9
0
Grade 1
67
Grade 10
Grade 2
62
Grade 11
Grade 3
80
Grade 12
Grade 4
72
Ungraded Secondary
Grade 5
78
Grade 6
88
Grade 7
Grade 8
Ungraded Elementary
20
Total Enrollment
544
Student Enrollment, by Ethnic Group Data reported are the number and percent of students in each racial/ethnic category as reported by CBEDS.
Racial/Ethnic Category
Number of Students
Percent of Students
African-American
9
1.7
Hispanic or Latino
229
42.1
American Indian or Alaska Native
0.0
Pacific Islander
Asian
14
2.6
White (Not Hispanic)
278
51.1
Filipino
7
1.3
Multiple or No Response
II. School Safety and Climate for Learning School Safety Plan
Date of Last Review/Update
November 2002
Date Last Discussed with Staff
May 2003
Meadow Green Elementary School is committed to the safety and security of each student.
To maintain these conditions which contribute to the best possible learning environment, the School Safety Plan includes the following elements:
1. School Crime Assessment: Meadow Green Elementary School provides compiled school crime information each month for the California Safe School Assessment as mandated by the State of California. This information is analyzed at the school site to determine what steps may be taken to reduce incidents of crime.
2. Child Abuse Reporting: Teachers and other school employees are required by law to report any cases of suspected child abuse or child neglect. Reports are investigated by the Department of Social Services to determine if any follow-up on the report is necessary.
3. Disaster Procedures: In order to ensure the safety of students and school personnel, the school safety committee has created a comprehensive Disaster Preparedness Plan. This Disaster Plan is revised and reviewed annually. Emergency fire drills are held once a month and evaluated for effectiveness.
4. School Discipline: Meadow Green Elementary School has created a school-wide discipline plan in order to communicate high standards and expectations and to hold students accountable for their behavior. The discipline plan is given to every student and reviewed in student assemblies or classroom presentations. Staff members consistently enforce the school-wide standards. Meadow Green also has a strong positive component to its discipline policy. This includes a PRIDE program of recognition for citizenship, good behavior, and responsibility. An awards program recognizes students for their positive choices.
5. Sexual Harassment Policy: Meadow Green Elementary School strictly adheres to LJSD policies that prohibit sexual harassment or discrimination of any kind. The sexual harassment policy is distributed to each student at the beginning of the school year, and employees are advised of their rights.
6. School-wide Dress Code: Meadow Green Elementary School believes that a clearly defined dress code contributes to a positive school environment. The primary standards for student dress and grooming include: the student should be neat and clean at school, and the student should not wear clothing that compromises safety or modesty or that is disruptive to the educational process. Each student receives annually a written copy of the school dress code.
7. Safe and Orderly Environment: Meadow Green Elementary School believes a safe and orderly environment is necessary to ensure a positive learning experience for all students. Regular supervision of students is the core of creating and maintaining a safe and orderly environment. Teachers, administrators, campus supervisors and parent volunteers consistently supervise and interact with students to reinforce behavioral expectations and safety standards.
School Programs and Practices that Promote a Positive Learning Environment
Among the many programs and practices which contribute to the positive atmosphere are the following:
• Positive reinforcement programs take place in classrooms throughout our school.
• Character Education Citizens of the Month are recognized for selected traits and are recognized at the monthly school-wide PRIDE Assembly. Students of the Month are also selected and recognized at the assembly for their effort toward improvement.
• Quarterly students are recognized for math achievement in the Math Club.
• Opportunities exist for teachers at all grade levels to send students to the principal for recognition of special achievements.
• A Homework Club supports and extends learning opportunities for students and is held twice a week. This club is run by several volunteer teachers for a total of sixty minutes a week.
• The school librarian supervises an after school Reading Club twice a week for thirty minutes each day. Students are able to join in for an extended reading adventure to encourage a love of reading and improve reading skills.
• Students who make improvement in the areas of academics or behavior are selected by teachers monthly and have "Lunch with the Principal"
• Meadow Green has established a school-wide reading incentive program to encourage and support a love of reading.
Suspensions and Expulsions Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that result in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.
School
District
2001
2002
2003
Number of Suspensions
2
169
51
249
Rate of Suspensions
.01
.004
.05
.02
Number of Expulsions
Rate of Expulsions
School Facilities
Meadow Green school was built in 1962. There are twenty-eight classrooms on campus. Safe and clean schools are fundamental necessities of a successful academic environment. Our Maintenance Department is proud to impart solutions and services integral to providing a safe environment conducive to learning. Safety inspections are held annually to ensure the maintenance of an optimal learning environment.
III. Academic Data Standardized Testing and Reporting (STAR) Through the California Standardized Testing and Reporting (STAR) Program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) in English-language arts and mathematics in grades 2-11, science and history/social science in grades 9-11, and a norm-referenced test, which tests reading, language, and mathematics in grades 2-11, spelling in grades 2-8, and science in grades 9-11. California Standards Tests (CST) The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Detailed information regarding results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. CST - All Students Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.
Performance Level
State
English Language Arts
Proficient or Advanced
45
49
55
56
57
30
32
35
Not Tested
1
3
6
8
Mathematics
52
54
31
---
Science
27
History/Social Science
37
28
CST - Racial/Ethnic Groups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.
African- American
White (not Hispanic)
47
58
42
CST - Subgroups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.
Male
Female
English Learners
Socioeconomically Disadvantaged
Students With Disabilities
Migrant Education Services
Yes
No
59
24
22
46
53
26
Norm-Referenced Test (NRT) Reading and mathematics results from the Norm-Referenced Test (NRT), adopted by the State Board of Education (this was the Stanford 9 test up until 2003, but was changed to the California Achievement Test, Sixth Edition for 2003), are reported for each grade level as the percent of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. NRT - All Students Data reported are the percent of students scoring at or above the 50th percentile.
Subject
Reading
65
61
44
43
76
82
64
81
83
68
50
NRT - Racial/Ethnic Groups Data reported are the percent of students scoring at or above the 50th percentile.
63
NRT - Subgroups Data reported are the percent of students scoring at or above the 50th percentile.
13
60
66
29
Local Assessment Data reported are the percent of students meeting or exceeding the district standard.
Writing
K
86
96
94
92
91
97
99
90
93
84
79
85
4
71
5
69
89
10
11
12
California Physical Fitness Test Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards). Detailed information regarding the California Physical Fitness Test may be found at the California Department of Education Web site at http://www.cde.ca.gov/statetests/pe/pe.html. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
Total
3.9
3.1
4.5
15.4
14.7
16.0
23.1
24.5
21.7
26.5
22.7
30.1
27.2
28.9
25.5
24.2
25.7
Academic Performance Index (API) The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet. Growth Targets: The annual growth target for a school is 5 percent of the distance between its Base API and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement. There was no money allocated to the II/USP Program in 2002 or 2003. Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards. Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2-8 and high schools must test at least 90 percent of their students in grades 9-11 on STAR. Statewide Rank: Schools receiving a Base API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (highest), according to type of school (elementary, middle, or high school). Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to ten (highest) to indicate how well the school performed compared to schools most like it. API criteria are subject to change as new legislation is enacted into law. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the California Department of Education Web site at http://www.cde.ca.gov/psaa/api/ or by speaking with the school principal. Schoolwide API
API Base Data
API Growth Data
2000
From 2000 to 2001
From 2001 to 2002
From 2002 to 2003
Percent Tested
100
API Base Score
796
790
783
API Growth Score
794
808
809
Growth Target
Actual Growth
-2
18
Statewide Rank
Similar Schools Rank
API Subgroups - Racial/Ethnic Groups
755
757
758
759
784
780
816
804
803
828
820
#
A
-8
17
API Subgroups - Socioeconomically Disadvantaged
695
708
720
709
742
773
34
Awards and Intervention Programs Eligibility for statewide award or intervention programs is based on API growth data from the previous academic year. The Immediate Intervention/Underperforming Schools Program was not funded for the year 2002 or 2003.
Federal Programs
Recognition for Achievement (Title 1)
Number of Schools Identified for Program Improvement
Identified for Program Improvement (Title 1)
Percent of Schools Identified for Program Improvement
Exited Title 1 Program Improvement
Years Identified for Program Improvement
California Programs
Eligible for Governor's Performance Award
Eligible for II/USP
Applied for II/USP Funding
Received II/USP Funding
Adequate Yearly Progress (AYP) The federal No Child Left Behind Act (NCLB) requires that all students perform at or above the proficient level on the state's standards-based assessments by 2014. In order to achieve this goal and meet annual performance objectives, districts and schools must improve each year according to set requirements. Data reported show whether all groups of students in the school made Adequate Yearly Progress (AYP). Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ayp/ or by speaking with the school principal.
Groups
All Students
African American
N/A
Students with Disabilities
IV. School Completion (Secondary Schools) California High School Exit Exam (CAHSEE) Beginning with the graduating class of 2006, students in California public schools will have to pass the California High School Exit Exam (CAHSEE) to receive a high school diploma. The School Accountability Report Card for that year will report the percent of students completing grade 12 who successfully completed the CAHSEE.
These data are not required to be reported until 2006 when they can be reported for the entire potential graduating class. When implemented, the data will be disaggregated by special education status, English language learners, socioeconomic status, gender, and ethnic group.
Dropout Rate and Graduation Rate Data reported regarding progress toward reducing dropout rates over the most recent three-year period include: grade 9-12 enrollment, the number of dropouts, and the one-year dropout rate as reported by CBEDS. The formula for the one-year dropout rate is (Grades 9-12 Dropouts divided by Grades 9-12 Enrollment) multiplied by 100. The graduation rate, required by the federal No Child Left Behind Act (NCLB), is calculated by dividing the number of high school graduates by the sum of dropouts for grades 9 through 12, in consecutive years, plus the number of graduates. V. Class Size Average Class Size and Class Size Distribution Data reported are the average class size and the number of classrooms that fall into each category (i.e., number of students), by grade level, as reported by CBEDS.
Grade
Avg. Class Size
Number of Classrooms
1-20
21-32
33+
28.33
27.67
25.67
18.25
16.25
19.33
19.00
17.33
18.75
20.00
26.33
25.75
31.00
33.00
29.50
25.00
27.00
K-3
3-4
4-8
24.00
Other
14.00
Average Teaching Load and Teaching Load Distribution Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by subject area as reported by CBEDS. No data are available for this section Class Size Reduction Participation California's K-3 Class Size Reduction program began in 1996 for children in kindergarten and grades one through three. Funding is provided to participating school districts to decrease the size of K-3 classes to 20 or fewer students per certificated teacher. Data reported are the percent of students in each grade level in the school that are in a class size reduction classroom.
Percent of Students Participating
VI. Teacher and Staff Information Teacher Credentials Data reported are the number of teachers (full-time and part-time). Each teacher is counted as '1'. If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area.
Total Teachers
Teachers with Full Credential (full credential and teaching in subject area)
25
Teachers Teaching Outside Subject Area (full credential but teaching outside subject area)
Teachers with Emergency Credential (includes District Internship, University Internship, Pre-Interns, and Emergency Permits)
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)
Highly Qualified Teachers The No Child Left Behind Act (NCLB) requires local educational agencies (LEAs) to report specific data regarding highly qualified teachers. As of December of 2003, the State Board of Education (SBE) had not approved a definition for use in reporting data pertaining to highly qualified teachers. Therefore, the requirement that LEAs include these data will not apply to reports published during the 2003-04 school year.
The State Board of Education is scheduled to approve a definition for "highly qualified teacher" in 2004. Once approved, LEAs will be required to use the definition to provide data on report cards published during the 2004-05 school year.
Professional Qualifications of Teachers
Meadow Green has a staff development plan to insure all teachers are highly qualified. 96% of our teachers are fully credentialed with the remainder actively pursuing their full credential. Every teacher at our school has a minimum of a Bachelor’s Degree, while 46% have post-graduate degrees. Every year teachers participate in professional development at the site and district level.
Teacher Evaluations
Site and school district administrators routinely observe all Lowell Joint School District teachers. Tenured classroom teachers are observed and evaluated every year. Non-tenured teachers are observed and evaluated regularly each year until they are recommended for tenure. Teachers are evaluated on the following professional standards of performance: curriculum and instruction, learning environment, student growth, and professional qualities. Each teacher meets with his or her administrative supervisor annually to establish individual performance goals.
Substitute Teachers
The school district maintains qualified credentialed substitute teachers each school year.
Counselors and Other Support Staff Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equals one FTE. No data are available for this section VII. Curriculum and Instruction School Instruction and Leadership
Lowell Joint school District provides strong direction and guidance in the area of curriculum. A District Curriculum Guide spells out in detail every academic area along with support materials and pacing guides. Coupled with the District’s Standards, Balanced Literacy Guide, Patriotic Guide, and Character Education Program, these resources provide the framework for a successful coherent instructional program.
All staff members are involved in the decision-making process. Each grade level has a Team Leader who meets with the principal to discuss and plan in the areas of curriculum and instruction as it pertains to school improvement, general school operations, such as facilities, assembly schedules, and safety issues. Special needs of individual students are addressed at Student Study Team meetings, which are attended by an administrator, the psychologist, resource specialist, speech pathologist, and classroom teachers. Vehicles for community input and involvement include our Meadow Green PTA, School Site Council, and parent meetings on various aspects of the instructional program.
Many opportunities also exist for students to demonstrate leadership during their instructional day. Three Student Leadership Teams exist at Meadow Green and students have the opportunity to participate in a variety of activities from service, conservation and campus beautification, and the informational press club. These teams arrange spirit days and conduct fund-raiser projects for worthy causes.
Professional Development
Many opportunities for professional development are available for teachers and staff. Rick Morris has presented classroom management training for LJSD for the past nine years. An ELD workshop is scheduled for January 2003, with follow-up sessions totaling forty hours. At Meadow Green, monthly technology inservice meetings are held in addition to presentations at Monday planning meetings and/or staff meetings which feature reading skills, comprehension, and differentiated instruction. These inservices help support our School Improvement Plan. Our special education staff has extensive training sessions dealing with special education issues. Teachers also receive extensive inservice on newly adopted text books.
Quality and Currency of Textbooks and Other Instructional Materials
The adoption of textbooks and other supplemental instructional materials in Lowell School District follows the state curriculum cycle established by the California Department of Education. On a rotating basis, subject matter disciplines such as mathematics, language arts, or science are reviewed and updated. Instructional disciplines rotate through this cycle every seven years. The focus for the 2001-02 school year was the implementation of newly adopted mathematics and social studies program. The grades K-6 adopted textbook in mathematics is Sadlier, and in social studies, McGraw Hill. Language arts materials are being reviewed during 2002-03 and will be adopted as soon as funds are avialable. LJSD teachers are involved in many aspects of the adoption process. They evaluate the materials to ensure they are aligned to state standards and make a recommendation to the Board of Trustees. Funding for the purchase of new textbooks is provided through state textbook funds and Schiff-Bustamante monies. All students have a copy of each adopted textbook for their grade level.
Instructional Minutes The California Education Code establishes the required number of instructional minutes per year for each grade. Data reported compares the number of instructional minutes offered at the school level to the state requirement for each grade.
Instructional Minutes
Offered
State Requirement
36,000
53,220
50,400
54,450
54,000
64,800
Continuation School Instructional Days Data reported are the number of instructional days offered at the school level compared to the state requirement for each grade.
Instructional Days With At Least 180 Instructional Minutes
180 days
Total Number of Minimum Days
Lowell Joint School District operates a traditional calendar with a total of one-hundred eighty days of student attendance, three of which are minimum days.
VIII. Postsecondary Preparation (Secondary Schools) Advanced Placement/International Baccalaureate Courses Offered The Advanced Placement (AP) and International Baccalaureate (IB) programs give students an opportunity to take college-level courses and exams while still in high school. Data reported are the number of courses and classes offered, and the enrollment in various AP and IB classes. The data for Fine and Performing Arts include AP Art and AP Music, and the data for Social Science include IB Humanities. No data are available for this section Students Enrolled in Courses Required for University of California (UC) and California State University (CSU) Admission Data reported are the number and percent of students enrolled in courses required for UC and/or CSU admission. The percent of students is calculated by dividing the total number of students enrolled in courses required for UC and/or CSU admission by the total number of students enrolled in all courses. No data are available for this section Graduates Who Have Completed All Courses Required for University of California (UC) and California State University (CSU) Admission Data reported are the number and percent of graduates who have completed all courses required for UC and/or CSU admission. The percent of graduates is calculated by dividing the total number of graduates who have completed all courses required for UC and/or CSU admission by the total number of graduates. No data are available for this section SAT I Reasoning Test Students may voluntarily take the SAT test for college entrance. The test may or may not be available to students at a given school. Students may take the test more than once, but only the highest score is reported at the year of graduation. Detailed information regarding SAT results may be found at the California Department of Education Web site at http://www.cde.ca.gov/ope/research/sat/. No data are available for this section College Admission Test Preparation Course Program
Degree to Which Students are Prepared to Enter Workforce
Enrollment and Program Completion in Career/Technical Education (CTE) Programs Data reported are from the Report of Career-Technical Education Enrollment and Program Completion for School Year 2001-2002 (CDE 101 E-1). Data have been aggregated to the district level.
CTE Participants
Secondary CTE Students
Grade 12 CTE Students
Total Course Enrollment
Number of Concentrators
Number of Completers
Completion Rate
Number Earning Diploma
Graduation Rate
IX. Fiscal and Expenditure Data Average Salaries (Fiscal Year 2001-2002) Data reported are the district average salary for teachers, principals, and superintendents, compared to the state average salaries for districts of the same type and size, as defined by Education Code Section 41409. The district average principal salary is shown separately for elementary, middle, and high schools, but the state average principal salary is combined.
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
33556
35371
Mid-Range Teacher Salary
64714
55531
Highest Teacher Salary
72727
67900
Average Principal Salary (Elementary)
83432
83242
Average Principal Salary (Middle)
88031
Average Principal Salary (High)
Superintendent Salary
144279
115103
Percent of Budget for Teacher Salaries
42.66
42.96
Percent of Budget for Administrative Salaries
5.53
6.17
Expenditures (Fiscal Year 2001-2002) Data reported are total dollars expended in the district, and the dollars expended per student at the district compared to the state average. Detailed information regarding expenditures may be found at the California Department of Education Web site at http://www.cde.ca.gov/fiscal/financial/.
State Average All Districts
Total Dollars
Dollars per Student (ADA)
$20746127
$6273
$6444
$6719
Types of Services Funded
K-8 Education, Special Day Pre-school and Kindergarten.