School Accountability Report Card Reported for School Year 2002-2003
Notes regarding the source and currency of data:
School Information
District Information
School Name
Olita Elementary (Lh,Rsp)
District Name
Lowell Joint
Principal
Linda Boznanski
Superintendent
Dr. Joe Gillentine
Street
950 S. Briercliff Dr.
11019 Valley Home Ave.
City, State, Zip
La Habra, CA 90631-6223
Whittier, CA 90603-3042
Phone Number
562-902-4251
562-943-0211
FAX Number
562-690-0273
562-947-3620
Web Site
www.ljsd.k12.ca.us/olita
www.ljsd.k12.ca.us
E-mail Address
lboznans@lws.lacoe.edu
Jlaurich@lws.lacoe.edu
CDS Code
19-64766-6020200
SARC Contact
John Laurich
School Description and Mission Statement
OLITA’S PROFILE
Olita School is located on 950 S. Briefcliff Drive in La Habra, California, and is one of five elementary schools in the Lowell Joint School District. Our school serves students in grades kindergarten through sixth grade with an enrollment of 463 students. There are two Special Day classes on campus; one class for grades 1-3, the other for grades 4-6. Grades one through three have classroom sizes of 20:1, while upper grade classrooms have fewer than 30 students.
Twelve percent of the parent community have graduate degrees, while 65%, the majority of the parent population, have some college background or college degree.
The ethnic distribution of the enrollment finds 49 % of students white, 40% Hispanic, 6% Asian, and the remainder, made up of black and other, less than 3%. Twenty one percent of the student body in grades 3-6 have been identified GATE and 9% are ELL.
The flavor of Olita Elementary School can best be captured in the yearly schoolwide themes that we have had over the years- Camp Olita-The Adventure Begins, Camp Olita-The Adventure Continues, Olita Has Star Power-Watch Us Shine, We Celebrate Learning, We Are Olita’s All-Star Team, We Cultivate Minds and Values- Watch Us Grow, and Olita – a Sea of Knowledge. Each theme sets the tone for high expectations, attainment of excellence, and a lifetime adventure for learning.
The school’s vision is for students to have enthusiasm for learning coupled with strong character traits that will carry them through the years as life-long learners. This vision is the shared responsibility of students, staff, parents and community. Staff stresses personal integrity, social responsibility and our national heritage.
Character building is a strong component of everyday instruction. We have a sequential, spiraled character education program that starts in kindergarten and follows through to sixth grade. Monthly qualities are taught, rewarded, communicated to parents, and displayed on our marquee and monthly office bulletin board.
Teaming and collaborative planning have provided the backbone for a strong academic program that sets a schoolwide vision where every part of the school skeleton is joined. Certificated and classified staff members work in harmony to provide a learning environment that is safe, creative, challenging and appropriate for the various levels of learners. There is a common vision for behavior, student and staff recognition, excellence, and time on task.
Olita parents are actively involved in the education of their children. Parents work in classrooms and participate in fundraising and expanded curricular events. Parents serve on Olita’s School Site council, PTA Executive Board as well as the chaired PTA committees. Attendance at Back to School Night and Open House are extraordinary with classrooms averaging 85-100%.
Mission Statement
Our mission is to encourage each child to develop individual excellence and a desire for lifelong learning so that they can be contributing members of society. To accomplish this we provide a positive, engaging, and challenging learning environment where all students are given equal access to the core curriculum.
We believe that each child is a unique learner and that children thrive with personal recognition for academic progress and effort. With parents as partners, we have established a nurturing and supportive learning community, where staff work collaboratively and cohesively and share in the responsibility of assisting Olita students in demonstrating positive character traits, tolerance, social skills, effective communication, critical and creative thinking, problem solving and decision making.
Olita’s learning environment supports and empowers each child to become a responsible and productive citizen.
Opportunities for Parental Involvement
Contact Person Name
Contact Person Phone Number
(562) 902-4251
Each year PTA fills a 12 seat executive board with an accompanying 19 person support group that runs the committees. Parents work closely with the school to promote school spirit, conduct fundraisers, plan social events, plan assemblies, run the Reflections Program, put together a yearbook, provide identification bracelets, organize reading incentives, organize Red Ribbon Day, and conduct outreach programs, such as making meals for families in distress or providing eye glasses for Third World countries. Parents and teachers also support outreach efforts by participating in Project Love (Indian gift program) and project Santa.
Last year parent volunteers logged in a documented 5,279 hours (perhaps with an equal number of hours not documented) which is about 14 hours per family. PTA membership increased by almost 100% from the two prior years. We have a student enrollment of 470 and a PTA membership of 424. Parents attend Bingo Night, carnival, Family Night, skate nights, picnics, and field trips. They are kept apprised of school events through the monthly voice mail, weekly mailings and monthly newsette. Parents also wear their Olita spirit shirts on Friday and on field trips.
Parent speakers come to the classrooms and talk to the classes about their heritage, what they do for a living, or an interest or hobby they have. We also have a group of parents who decorate the outside office windows with seasonal themes. Parents cook foods from their culture to celebrate international holidays. They help with Indian Day, Aloha Day, Johnny Appleseed Day, Hoe Downs, colonial day and Thanksgiving.
Parents are further involved in Student Study Team meetings, School Site Council, the District’s Academic Day of Excellence, 2 parent conferences a year, as tutors in the classroom and assistants to the teacher, signing of assignment books, being noon duty aides, plus intramural and physical education helpers.
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
50
Grade 9
0
Grade 1
68
Grade 10
Grade 2
66
Grade 11
Grade 3
82
Grade 12
Grade 4
77
Ungraded Secondary
Grade 5
Grade 6
60
Grade 7
Grade 8
Ungraded Elementary
Total Enrollment
469
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
4
0.9
Hispanic or Latino
189
40.3
American Indian or Alaska Native
1
0.2
Pacific Islander
2
0.4
Asian
29
6.2
White (Not Hispanic)
229
48.8
Filipino
Multiple or No Response
14
3.0
II. School Safety and Climate for Learning School Safety Plan
Date of Last Review/Update
Date Last Discussed with Staff
There is a consistent discipline plan with expected consequences. The agreed upon rules were reviewed and posted in each classroom and sent home to parents. Students are aware of inappropriate behaviors. Students understand the ideas behind the Peter, Paul, and Mary Video and CD, "Don’t Laugh at Me". Students follow a district adopted code of dress that is consistently enforced.
Students are accounted for, and when out of the classroom they have restroom or hall passes. Students cannot come to the office without a pass. Only one runner goes to the classrooms to pick up the lunch count/absences. Visitors must check into the office, sign in and wear a visitor pin. There’s a minimum of classroom interruptions. Teachers are not called out of their classrooms or to the phone during instruction time. Announcements are made once a week on Tuesdays by the principal. Teachers make sure that students are in the room during announcement time. Phone messages are given to staff through notes in their mailboxes. Students line up before school and are brought by the teacher to the classroom. Parents and students are assisted at arrival and dismissal time by a student Safety Patrol, which is sanctioned by the Automobile Club of Southern California. Our Safety Patrol program has been adopted by two other schools in the district. Noisy groundskeeping work is done before students arrive and during recess. Students use walkways and do not run around campus. So as not to interfere with classroom activities, lunches and materials that arrive late to school via parents are delivered to classrooms only at recess or lunch time. Parents follow a traffic pattern when delivering and picking up their child. The rules are reviewed often in the monthly newsette.
We have monthly fire dills, lock down drills, and mock earthquake drills. In place is a comprehensive earthquake plan with job descriptions. After each drill we have a debriefing and make any changes that would better our procedures. The absence phone line is used by parents to report absences. If we do not hear from parents, we call that day to verify an absence. We want to make sure that the child is safe and with adult supervision.
School Programs and Practices that Promote a Positive Learning Environment
Award assemblies are held each month to recognize each class’ Citizen of the Month, Student of the Month (based on the month’s character education quality), and "Catch Them Being Good" winners. Monthly awards are also given through Cafeteria Trophies and a Principal’s Award. Students in grades 4-6 work to qualify for each month’s Homework Club Award.
Students are given opportunities to be class leaders through either the Student Leadership
To encourage a love for reading we have sponsored the Olita Reading Club for grades k-4 and a twice a year Reading Raffle for grades five and six. Students in grades 3-6 can compete to become Multiplication Champions with recognition in our monthly Newsette and attendance at gatherings to celebrate. Students in grades one and two compete to be Fry Word Champions and if they achieve this honor they receive a "Fry Word" tee shirt that they wear on "FRY..day".
Recognition is given per quarter for students who are judged to be the best scribe by displaying exceptional printing or cursive writing. Students can qualify for the school’s academic honor roll. We participate with the Kiwanis Club of La Habra to recognize those students who have brought up their grades through the " BUG" award.
Fifth and sixth graders may participate in the district’s Day of Excellence and compete for academic medals. The nation’s Presidential Academic Awards are also given to sixth graders who have attained a high academic grade point average through elementary school. Jog-a-thons, Book Swaps, spirit days, and cards given for acts of kindness are other methods to promote a positive learning environment where students are given recognition both in the classroom and schoolwide.
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
6
15
169
51
249
Rate of Suspensions
.01
.07
.05
.02
Number of Expulsions
Rate of Expulsions
School Facilities
Olita School consists of seven major buildings with five bungalows. There are two wings for the primary classrooms and an additional two wings for the upper grade classrooms. Kindergarten is separated from the rest of the campus by an enclosed play yard. In addition to the classrooms there is a library, computer lab, reading center, speech room and a school psychologist’s room. The central office houses the office manager’s station, attendance clerk’s office, nurse’s office, principal’s office, lounge, workroom, EL teacher’s room plus the multi-use and kitchen.
In year 2002, two major additions were made to the primary and upper grade playgrounds, with an expenditure of $43,000.
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
64
70
56
57
58
30
32
36
Not Tested
3
8
Mathematics
54
31
35
10
Science
28
99
100
84
History/Social Science
37
11
73
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)
95
63
98
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
65
75
83
79
67
20
74
69
76
24
72
97
88
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
81
61
44
45
90
91
53
55
NRT - Racial/Ethnic Groups Data reported are the percent of students scoring at or above the 50th percentile.
NRT - Subgroups Data reported are the percent of students scoring at or above the 50th percentile.
59
16
92
Local Assessment Data reported are the percent of students meeting or exceeding the district standard.
Writing
K
--
93
87
96
94
78
86
85
89
5
80
7
9
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
19.7
0.0
30.2
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
API Base Score
874
872
862
API Growth Score
880
887
864
Growth Target
#
A
Actual Growth
Statewide Rank
Similar Schools Rank
API Subgroups - Racial/Ethnic Groups
847
859
850
865
877
844
18
-6
885
867
888
871
API Subgroups - Socioeconomically Disadvantaged
820
821
828
801
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+
30.00
25.00
17.75
22.33
17.33
18.00
18.25
19.00
21.67
19.25
19.60
28.50
32.00
32.50
25.50
26.50
31.50
28.00
28.67
K-3
3-4
4-8
27.00
24.00
Other
17.00
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
25
26
27
Teachers with Full Credential
23
Teachers Teaching Outside Subject Area
Teachers with Emergency Credential
Teachers with Waivers
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
All teachers at Olita School are qualified to perform their responsibilities as classroom teacher. While each teacher possesses a bachelor’s degree, fifty six percent of staff also possesses a master’s degree. Three teachers are currently on an emergency credential as they complete the requirements to be fully credentialed.
Teacher Evaluations
Tenured teachers are given formal evaluations annually by their supervisors. Probationary teachers are evaluated twice annually. Teacher salary increases may be withheld if performance is less than District standards. Unsatisfactory teachers are subject to disciplinary action.
Substitute Teachers
Teacher attendance is high but when illness takes a teacher away from classroom duties, a replacement from a cadre of fully-qualified substitute teachers is on call.
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
Olita is an extremely high performing school given the modest socio-economic make-up of the
Every classroom uses a basal math text. Teachers view the basals as only one tool for instruction. Math is supplemented with the following programs: Mountain Math, Math for Today, Bellwork, AIMS (activities that integrate math and science), manipulatives, timed basic fact tests, word problem of the day, STAR math, and teacher made tests. Students work on their individual marker boards when doing guided practice. Chapter tests are given along with teacher made tests which include review items from previously taught concepts. Teachers like knowing from their own tests which concepts need to be refreshed. A Multiplication Club was organized and members who pass their timed tests without error are invited to parties to celebrate. For a six week period starting in January, grades 3-6 take the same tests with different time allotments. Teacher input and suggestions have been instrumental in implementing these supplemental programs. In addition, sixth grade advanced math students are working from an accelerated basal text that was recommended to us by the district’s junior high school.
Students get a hands-on approach for math and science as they measure, weigh, chart, graph, draw, construct, predict, estimate, tabulate, and solve problems. Learning is cemented by providing these real life experiences.
Professional Development
Our teaching staff is continually seeking ways to improve their skills and the instructional program. Teacher training priorities are identified each year and teachers and administrators participate in District and school-level inservice programs. All elementary schools are provided one shortened day per week for site-based inservices related to specific school goals. All schools participate in annual August inservices, after-school and Saturday inservices, as well as various conferences throughout the year.
Quality and Currency of Textbooks and Other Instructional Materials
Every student is issued his or her own copy of all the textbooks used in the basic subject areas. These are selected from State adopted lists and are updated regularly in conjunction with the State Textbook Adoption Cycle. In addition to textbooks, each classroom has access to a large inventory of instructional materials and audio-visual equipment, both at the school site and on check-out from the District Instructional Materials Center. We also maintain a computer and a very fine school library where students go regularly to use and check-out materials for research projects and recreational and subject matter reading.
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
50,400
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
Olita School has three minimum days a year.
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, comapred 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)
$20,746,127
$6,273
$6,444
$6,719