Aspire Langston Hughes Academy

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1 Aspire Langston Hughes Academy

2 Data and Access Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page. For additional information about the school, parents and community members should contact the school principal or the district office. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners. Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents. Additional Information For further information regarding the data elements and terms used in the SARC see the Academic Performance Index Reports Information Guide located on the CDE API Web page. Page 2 of 28

3 About This School Contact Information (School Year ) Contact Information (School Year ) School District School Name Aspire Langston Hughes Academy District Name Stockton Unified Street 2050 West Ln. Phone Number (209) City, State, Zip Stockton, Ca, Web Site Phone Number Superintendent First Name Steven Principal Anthony Solina, Principal Superintendent Last Name Lowder Address Address County-District School (CDS) Code Last updated: 1/31/2014 School Description and Mission Statement (School Year ) School Description and Mission Statement (School Year ) English and Spanish SARCs can be found on the school's website. Aspire Langston Hughes Academy is a 6-12 school in Stockton that is part of the Aspire Public Schools network. Aspire Langston Hughes Academy opened in 2006 Aspire Public Schools is a non-profit organization that operates high performing charter schools across the state of California that focus on one goal- preparing urban students for college Our Vision Every student is prepared to earn a college degree. Our Mission To open and operate small, high-quality charter schools in low-income neighborhoods, in order to: Increase the academic performance of underserved students Develop effective educators Share successful practices with other forward-thinking educators, and Page 3 of 28

4 Catalyze change in public schools. Our Core Values Purposefulness: Deliberate action, focused on the organization s goals and priorities Collaboration: Working collectively to accomplish more than what is possible alone Ownership: Individual and group accountability for results, actions and decisions Quality: Commitment to excellence and the discipline to continually improve Customer Service: Responsiveness to the needs of external and internal customers Aspire Langston Hughes Academy is a safe, caring, academically rigorous and inspiring learning environment where students develop the skills, knowledge and traits to become college-educated leaders in their communities. The School's mission is to provide all students with an exceptional education that allow them to excel inside and outside the classroom. The School seeks to achieve this mission by providing students a rigorous core curriculum, a well-trained staff, high standards and expectations, extended instructional hours and support, personalized learning opportunities, and early access to college-preparatory experiences. By ensuring students become voracious, self-motivated, competent and lifelong learners. The School will prepare them not only for college but also for the 21st Century world. Opportunities for Parental Involvement (School Year ) Opportunities for Parental Involvement (School Year ) Last updated: 1/31/2014 Family and Community Involvement Aspire encourages all groups to participate in and share responsibility for the educational process and educational results. In order to achieve this important end, the School plans to share local control with an Advisory School Council ( ASC ), consisting of family and school representatives. Each school s ASC may participate in developing school policies and share in efforts to engage the support of the community. The ASC may make recommendations about issues related to the school and participate in reviewing family and community concerns. The ASC will consist of representatives of the following parties: the principal, teachers, and family members. The principal is responsible for communicating all ASC policy recommendations to the Aspire Board of Directors. In short, Aspire s Board of Directors oversees issues related to Aspire schools in general, while the ASCs focus on the day-to-day concerns of each respective Aspire school. Additional Opportunities for Family Involvement Families, students and teachers meet at least twice a year to plan and assess the students learning progress and determine goals Exhibition Panels families may sit on panels to judge student work School and Staff Evaluations families fill out a survey each year evaluating the strengths and weaknesses they identify with the program at the School Student-led Conferences students will lead conferences on their work during the year to keep their families informed Page 4 of 28

5 Volunteer Opportunities various opportunities will arise for families to volunteer, such as helping in classrooms, leading extra-curricular activities, assisting in event planning, attending study trips, and serving on family committees Fundraising families and community members may work with the school to raise additional resources to support students and the school program Aspire Board of Directors Meetings families and community members are welcome to the Board meeting. In compliance with the Brown Act, Aspire posts the agenda for Aspire Board of Directors meetings at least 72 hours prior to the meeting. Page 5 of 28

6 Student Performance Standardized Testing and Reporting Program The Standardized Testing and Reporting (STAR) Program consists of several key components, including: California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations. Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels. For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site. Standardized Testing and Reporting Results for All Students - Three-Year Standardized Testing and Reporting Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State Subject English-Language Arts 49% 50% 52% 36% 38% 37% 54% 56% 55% Mathematics 50% 46% 45% 34% 34% 34% 49% 50% 50% Science 56% 60% 58% 30% 35% 33% 57% 60% 59% History-Social Science 25% 26% 40% 26% 27% 27% 48% 49% 49% Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. English-Language Arts Percent of Students Scoring at Proficient or Advanced 60 Math Percent of Students Scoring at Proficient or Advanced Page 6 of 28

7 Science Percent of Students Scoring at Proficient or Advanced History Percent of Students Scoring at Proficient or Advanced Standardized Testing and Reporting Results by Student Group Most Recent Year Standardized Testing and Reporting Results by Student Group Most Recent Year Percent of Students Scoring at Proficient or Advanced Group English-Language Arts Mathematics Science History-Social Science All Students in the LEA 37% 34% 34% 27% All Students at the School 52% 45% 58% 40% Male 44% 43% 57% 36% Female 60% 47% 59% 43% Black or African American 54% 46% 56% 42% American Indian or Alaska Native N/A N/A N/A N/A Asian 63% 59% N/A 64% Filipino N/A N/A N/A N/A Hispanic or Latino 48% 41% 53% 34% Native Hawaiian or Pacific Islander N/A N/A N/A N/A White 61% 53% 79% 44% Two or More Races 64% 55% N/A N/A Socioeconomically Disadvantaged 51% 43% 56% 37% English Learners 7% 23% N/A N/A Students with Disabilities 14% 16% N/A 10% Students Receiving Migrant Education Services N/A N/A N/A N/A Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Page 7 of 28

8 California High School Exit Examination Results for All Grade Ten Students Three-Year Comparison Three-Year Comparison The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade ten results of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics to compute AYP designations required by the federal ESEA, also known as NCLB. For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at Percent of Students Scoring at Proficient or Advanced School District State Subject English-Language Arts 75% 58% 55% 44% 42% 44% 59% 56% 57% Mathematics 79% 53% 65% 43% 46% 49% 56% 58% 60% Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. English-Language Arts Percent of Students Scoring at Proficient or Advanced Mathematics Percent of Students Scoring at Proficient or Advanced Page 8 of 28

9 California High School Exit Examination Grade Ten Results by Student Group California High School Exit Examination Grade Ten Results by Student Group English-Language Arts Mathematics Group Not Proficient Proficient Advanced Not Proficient Proficient Advanced All Students in the LEA 56% 22% 22% 51% 33% 15% All Students at the School 45% 25% 31% 35% 49% 15% Male 52% 26% 23% 38% 44% 19% Female 38% 24% 38% 33% 55% 12% Black or African American N/A N/A N/A N/A N/A N/A American Indian or Alaska Native N/A N/A N/A N/A N/A N/A Asian N/A N/A N/A N/A N/A N/A Filipino N/A N/A N/A N/A N/A N/A Hispanic or Latino 47% 28% 26% 37% 51% 12% Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A N/A White N/A N/A N/A N/A N/A N/A Two or More Races N/A N/A N/A N/A N/A N/A Socioeconomically Disadvantaged 42% 26% 32% 34% 52% 14% English Learners N/A N/A N/A N/A N/A N/A Students with Disabilities N/A N/A N/A N/A N/A N/A Students Receiving Migrant Education Services N/A N/A N/A N/A N/A N/A Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Page 9 of 28

10 California Physical Fitness Test Results (School Year ) California Physical Fitness Test Results (School Year ) The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. For detailed information regarding this test, and comparisons of a school s test results to the district and state, see the CDE PFT Web page. Percent of Students Meeting Fitness Standards Grade level Four of Six Standards Five of Six Standards Six of Six Standards 5 N/A N/A N/A % 26.2% 1.6% % 20.3% 1.3% Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Page 10 of 28

11 Accountability Academic Performance Index The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API Web page. Academic Performance Index Ranks Three-Year Comparison Academic Performance Index Ranks Three-Year Comparison This table displays the school s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched similar schools. A similar schools rank of 1 means that the school s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of 10 means that the school s academic performance is better than at least 90 of the 100 similar schools. API Rank Statewide Similar Schools Academic Performance Index Growth by Student Group Three-Year Comparison Academic Performance Index Growth by Student Group Three-Year Comparison Group Actual API Change Actual API Change Actual API Change All Students at the School Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners -58 Students with Disabilities Note: N/D means that no data were available to the CDE or LEA to report. B means the school did not have a valid API Base and there is no Growth or target information. C means the school had significant demographic changes and there is no Growth or target information. Page 11 of 28

12 Academic Performance Index Growth by Student Group Growth API Comparison This table displays, by student group, the number of students included in the API and the Growth API at the school, LEA, and state level. Group Number of Students School Number of Students LEA Number of Students State All Students at the School , ,655, Black or African American , , American Indian or Alaska Native , Asian , , Filipino 9 1, , Hispanic or Latino , ,438, Native Hawaiian or Pacific Islander , White , ,200, Two or More Races , Socioeconomically Disadvantaged , ,774, English Learners , ,482, Students with Disabilities , , Adequate Yearly Progress Overall and by Criteria (School Year ) Adequate Yearly Progress Overall and by Criteria (School Year ) The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: Participation rate on the state s standards-based assessments in ELA and mathematics Percent proficient on the state s standards-based assessments in ELA and mathematics API as an additional indicator Graduation rate (for secondary schools) For detailed information about AYP, including participation rates and percent proficient results by student group, see the CDE AYP Web page. AYP Criteria School District Made AYP Overall No No Met Participation Rate - English-Language Arts Yes Yes Met Participation Rate - Mathematics Yes Yes Met Percent Proficient - English-Language Arts No No Met Percent Proficient - Mathematics Yes No Met API Criteria Yes Yes Met Graduation Rate N/A N/A Page 12 of 28

13 Federal Intervention Program (School Year ) Federal Intervention Program (School Year ) Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. For detailed information about PI identification, see the CDE PI Status Determinations Web page. Indicator School District Program Improvement Status In PI In PI First Year of Program Improvement Year in Program Improvement Year 2 Year 3 Number of Schools Currently in Program Improvement N/A Percent of Schools Currently in Program Improvement N/A % Note: Cells shaded in black or with N/A values do not require data. Page 13 of 28

14 School Climate Student Enrollment by Grade Level (School Year ) Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Grade Grade Grade Grade 9 92 Grade Grade Grade Total Enrollment Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Student Enrollment by Student Group (School Year ) Student Enrollment by Student Group (School Year ) Group Percent of Total Enrollment Black or African American 26.8 American Indian or Alaska Native 0.5 Asian 6.2 Filipino 1.5 Hispanic or Latino 56.2 Native Hawaiian or Pacific Islander 0.2 White 7.2 Two or More Races 1.5 Socioeconomically Disadvantaged 90.6 English Learners 15.3 Students with Disabilities 6.9 7% 1% Black or African American American Indian or Alaska Native 58% Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races 27% 6% 1% Page 14 of 28

15 Average Class Size and Class Size Distribution (Elementary) Average Class Size and Class Size Distribution (Elementary) Number of Classes * Number of Classes * Number of Classes * Grade Level K Average Class Size Average Class Size Average Class Size Other * Number of classes indicates how many classes fall into each size category (a range of total students per class). Average Class Size and Class Size Distribution (Secondary) Average Class Size and Class Size Distribution (Secondary) Number of Classes * Number of Classes * Number of Classes * Subject Average Class Size Average Class Size Average Class Size English Mathematics Science Social Science * Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level. School Safety Plan (School Year ) School Safety Plan (School Year ) STATEMENT OF SAFETY POLICY It is the policy of Aspire Public Schools ( Aspire ) to strive for the highest safety standards and to provide a safe workplace for all employees and a safe school for all students. Aspire has developed a comprehensive Injury and Illness Prevention Program ( IIP Program ) to achieve this end. The goal of this program is to minimize the frequency and severity of employee and student accidents and to comply with the laws and regulations that pertain to our operations. The program has been designed to eliminate physical hazards from the work and school environment andtrain all employees in safe work practices. ASSIGNMENT OF RESPONSIBILITY Aspire Principals have the ultimate responsibility for the implementation and enforcement of the IIP Program at their school site. Aspire Office Managers are responsible for the record keeping and coordination of the safety training programs at their school site. Employees It is the responsibility of all Aspire employees to bring any unsafe actions, practices, or conditions to the attention of his/her manager or supervisor. Page 15 of 28

16 DISASTER PLANS Disaster plans are located in each classroom. Each plan is site and classroom specific and covers such disasters as fire safety, earthquake safety, flood, severe weather warnings, electrical failure, gas line problems, water main breaks, water contamination, chemical spills, lock down/shooting incidents, bomb threats, explosions, and intruders. Last updated: 12/19/2013 Page 16 of 28

17 Suspensions and Expulsions School District Rate * Suspensions Expulsions * The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment. Suspensions Expulsions 25 School Suspensions District Suspensions 1.0 School Expulsions District Expulsions Page 17 of 28

18 School Facilities School Facility Conditions and Planned Improvements (School Year ) School Facility Conditions and Planned Improvements (School Year ) Site overall looks to be in good condition. School Facility Good Repair Status (School Year ) System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences Repair Status Good Good Good Good Good Good Good Good Repair Needed and Action Taken or Planned Overall Facility Rate (School Year ) Overall Rating Good Page 18 of 28

19 Teachers Teacher Credentials Teacher Credentials Teachers School District With Full Credential Teachers with Full Credential Teachers without Full Credential Teachers Teaching Outside Subject Area of Competence Without Full Credential Teachers Teaching Outside Subject Area of Competence (with full credential) Teacher Misassignments and Vacant Teacher Positions Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners Total Teacher Misassignments* Vacant Teacher Positions Misassignments of Teachers of English Learners Total Teacher Misassignments Vacant Teacher Positions Note: Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Page 19 of 28

20 Core Academic Classes Taught by Highly Qualified Teachers (School Year ) Core Academic Classes Taught by Highly Qualified Teachers (School Year ) The federal ESEA, also known as NCLB, requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality Web page. Location of Classes Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers This School All Schools in District High-Poverty Schools in District Low-Poverty Schools in District Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Lowpoverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. Last updated: 1/24/2014 Page 20 of 28

21 Support Staff Academic Counselors and Other Support Staff (School Year ) Academic Counselors and Other Support Staff (School Year ) Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor Academic Counselor Counselor (Social/Behavioral or Career Development) 0.5 N/A Library Media Teacher (librarian) 0.0 N/A Library Media Services Staff (paraprofessional) 0.0 N/A Psychologist 0.3 N/A Social Worker 0.0 N/A Nurse 0.0 N/A Speech/Language/Hearing Specialist 0.1 N/A Resource Specialist (non-teaching) 2.0 N/A Other 0.0 N/A Note: Cells shaded in black or with N/A values do not require data. * One Full-Time Equivalent (FTE) equals one staff member working full-time; one FTE could also represent two staff members who each work 50 percent of full-time. Last updated: 1/24/2014 Page 21 of 28

22 Curriculum and Instructional Materials Quality, Currency, Availability of Textbooks and Instructional Materials (Fiscal Quality, Currency, Availability of Textbooks and Instructional Materials (Fiscal Year ) Year ) This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school s use of any supplemental curriculum or non-adopted textbooks or instructional materials. Year and month in which data were collected: January 2014 Core Curriculum Area Textbooks and instructional materials From most recent adoption? Percent students lacking own assigned copy Reading/Language Arts Good quality and availability 0.0 Mathematics Good quality and availability 0.0 Science Good quality and availability 0.0 History-Social Science Good quality and availability 0.0 Foreign Language Good quality and availability 0.0 Health n/a 0.0 Visual and Performing Arts n/a 0.0 Science Laboratory Equipment (grades 9-12) n/a 0.0 Last updated: 1/24/2014 Page 22 of 28

23 School Finances Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Level Total Expenditures Per Pupil Expenditures Per Pupil (Supplemental / Restricted) Expenditures Per Pupil (Basic / Unrestricted) Average Teacher Salary School Site $8,550 $1,091 $7,459 $49,505 District N/A N/A $00 $61,007 Percent Difference School Site and District N/A N/A 0.00% 19.00% State N/A N/A $5,537 $69,704 Percent Difference School Site and State N/A N/A 35.00% 29.00% Note: Cells shaded in black or with N/A values do not require data. Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor. For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site. Types of Services Funded (Fiscal Year ) Types of Services Funded (Fiscal Year ) Last updated: 1/31/2014 Family Night ASC Meetings Special Education Read 180 ipass Text Talk Tutoring Math Professional Development for Teachers Writing Professional Development for Teachers New Teacher training Summer School Page 23 of 28

24 Teacher and Administrative Salaries (Fiscal Year ) Teacher and Administrative Salaries (Fiscal Year ) Last updated: 1/24/2014 Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $39,193 $41,462 Mid-Range Teacher Salary $59,623 $66,133 Highest Teacher Salary $75,113 $85,735 Average Principal Salary (Elementary) $103,753 $107,206 Average Principal Salary (Middle) $00 $111,641 Average Principal Salary (High) $115,142 $122,628 Superintendent Salary $230,000 $225,176 Percent of Budget for Teacher Salaries 37.0% 38.0% Percent of Budget for Administrative Salaries 5.0% 5.0% For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page. Teacher Salary Chart Principal Salary Chart Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary 0 Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Last updated: 1/24/2014 Page 24 of 28

25 School Completion and Postsecondary Preparation Admission Requirements for California s Public Universities University of California Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state s high school graduates, as well as those transfer students who have successfully completed specified college course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For general admissions requirements, please visit the UC Admissions Information Web page. California State University Eligibility for admission to the California State University (CSU) is determined by three factors: Specific high school courses Grades in specified courses and test scores Graduation from high school Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application, and fee information see the CSU Web page. Dropout Rate and Graduation Rate Dropout Rate and Graduation Rate School District State Indicator Dropout Rate Graduation Rate Dropout/Graduation Rate Chart 1.0 Dropout Rate (1 year) Graduation Rate Last updated: 1/24/2014 Page 25 of 28

26 Completion of High School Graduation Requirements Completion of High School Graduation Requirements This table displays, by student group, the percent of students who began the school year in grade twelve and were a part of the school s most recent graduating class, meeting all state and local graduation requirements for grade twelve completion, including having passed both the ELA and mathematics portions of the CAHSEE or received a local waiver or state exemption. Graduating Class of 2012 Group School District State All Students 1 1, ,598 Black or African American ,078 American Indian or Alaska Native 85 3,123 Asian ,700 Filipino ,745 Hispanic or Latino ,516 Native Hawaiian or Pacific Islander 13 2,585 White ,801 Two or More Races 2 6,790 Socioeconomically Disadvantaged 1 1, ,915 English Learners ,297 Students with Disabilities 80 31,683 Note: N/D means that no data were available to the CDE or LEA to report. Last updated: 1/24/2014 Courses for University of California and/or California State University Admission Courses for University of California and/or California State University Admission UC/CSU Course Measure Percent Students Enrolled in Courses Required for UC/CSU Admission Graduates Who Completed All Courses Required for UC/CSU Admission 0.0 Last updated: 1/24/2014 Page 26 of 28

27 Advanced Placement Courses (School Year ) Advanced Placement Courses (School Year ) Subject Number of AP Courses Offered* Percent of Students In AP Courses Computer Science English Fine and Performing Arts Foreign Language Mathematics Science Social Science N/A N/A N/A N/A N/A N/A N/A All Courses Note: Cells shaded in black or with N/A values do not require data. *Where there are student course enrollments. Last updated: 1/29/2014 Page 27 of 28

28 Instructional Planning and Scheduling Professional Development Professional Development This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period. Aspire is committed to the professional development of all of its team members. Once teachers are hired, Aspire invests in their continued professional development. Teachers new to Aspire participate in 1-2 weeks of summer training to build classroom management skills, increase their capacity to plan meaningful and engaging lessons, and practice specific Instructional Guidelines that are core to the Aspire education program. As follow-up they receive on-going coaching support from a variety of individuals to reinforce and deepen their training. The School Principal, in his/her capacity as instructional leader, provides on-site coaching to all teachers. Teachers are organized into teams, led by an experienced lead teacher who has the skills to mentor others. Teachers are given time during the regular school day to collaborate and support each other to reach the Schools and individual students learning goals. This includes common preparation time through use of Integral Subjects (e.g. music, Spanish) and early release days on Wednesdays.Aspire also has instructional coaches who travel between school sites to provide additional support, give one on-one consultation, and conduct school-based professional development sessions. Instructional coaches also guide experienced educators in their application for certification from the National Board for Professional Teaching Standards. In addition, Aspire conducts one or two regional training sessions in areas identified as system-wide weaknesses based on the prior year s STAR results. Teachers are observed and given feedback a minimum of four times per year by their school administrator. Last updated: 12/19/2013 Page 28 of 28

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