Martin Luther King Jr. Junior High School

Transcription

1 Martin Luther King Jr. Junior High School School Accountability Report Card Published During the Principal s Message I am the proud principal of Martin Luther King, Jr. Junior High School. Our school is the third junior high school in the city of Pittsburg. We have a school population this year of over 700 scholars. Martin Luther King, Jr. Junior High is the very first junior high school in this neighborhood and the first school in over 40 years. We have been welcomed by businesses and the school community. Our goal is to educate our scholars to their highest potential both academically and socially. We pledge to move our students academically toward proficiency in core subjects. We are establishing a culture of success and showing our value of diversity by presenting monthly assemblies, such as Latinos Unidos during Latino Heritage month and bringing Aztec dancers during Native American Heritage month. Our scholars are taught the importance of leaving their own legacies as Dr. King did. We have implemented the Six Pillars of character to help us model the behaviors we want to see in our school. We are striving to lower the number of referrals for all students by 10 percent in the second half of the school year and to raise proficiency levels by 5 percent for each identified subgroup. Our TIGER TEAM endeavors to help our scholars become more than they ever thought they could be. Angela Stevens Stevenson, Principal astevenson@pittsburg.k12.ca.us 2012 Carion Court Pittsburg, CA Phone: (925) CDS Code: Grades: District Mission Statement It is the mission of Pittsburg Unified School District to inspire our students, to ensure they achieve equity in academic excellence and to bring students closer together through shared experiences in learning. We believe the cultural diversity of our community and our youth are our greatest assets. We endeavor to bring our students to their fullest potential and to create lifelong learners who will contribute positively to the world. School Mission Statement The TIGER TEAM of Martin Luther King, Jr. Junior High endeavors to prepare all scholars to be college and career ready, so that they are able to function as productive citizens within the community. We will use data to guide their instruction and make nonacademic commitments to model social responsibilities and expectations. Parental Involvement A collaborative effort from parents, teachers, administrators, and the community at large is required to ensure the educational success of every child. The District is a member of the National Network of Partnership Schools, which provides a foundation and process for engaging parental and community involvement in schools. The Parent Coordinator at Martin Luther King, Jr. Junior High works collaboratively with parents as she solicits their assistance with both ongoing activities, such as the School Site Council (SSC), English Learner Advisory Committee (ELAC), Parent Booster Club, and one-time opportunities such as Backto-School Night, Open House, Family Science Night, Family Literacy Night, Family Math Night, our winter and spring band and choir concerts, and our ethnic heritage programs. Parents are encouraged to visit the school, volunteer in classrooms, chaperone on field trips, and attend special programs designed to increase the level of parental and community engagement with our school such as parenting and health classes. For more information on how to become involved at the school, contact Parent Coordinator Ana Perez at (925) extension We believe the cultural diversity of our community and our youth are our greatest assets. Pittsburg Unified School District Linda Rondeau, Superintendent lrondeau@pittsburg.k12.ca.us 2000 Railroad Avenue Pittsburg, CA Phone: (925) School Accountability Report Card In accordance with State and federal requirements, the School Accountability Report Card (SARC) is put forth annually by all public schools as a tool for parents and interested parties to stay informed of the school s progress, test scores, and achievements.

2 2 Enrollment by Grade Level The bar graph displays the total number of students enrolled in each grade for the school year. Enrollment by Student Group The total enrollment at the school was 667 students for the school year. The pie chart displays the percentage of students enrolled in each group. Demographics School Year Enrollment by Grade Black or African American 30.9% White 5.7% Two or More Races 1.2% Filipino 3.9% No Response 0.9% Native Hawaiian or Pacific Islander 0.7% Asian 3.0% School Safety The School Safety Plan was last reviewed, updated, and discussed with the school faculty in January Students and staff members are prepared to respond to various emergencies through monthly drills and class discussions. The School Safety Plan addresses information regarding the physical, social, and cultural aspects of the school environment. In addition, the District has developed a Crisis Intervention Plan, activated in the event of an emergency. Support staff is available to provide targeted support in the event of a crisis. A copy of the plan is located in the main office, and emergency procedures are included in the District handbook and the school parent handbook. Class Size Distribution The bar graph displays the three-year data for average class size and the table displays the three-year data for the number of classrooms by size. Average Class Size American Indian or Alaska Native 0.3% 20 Hispanic or Latino 53.4% Socioeconomically Disadvantaged 88.50% English Learners 42.40% Students with Disabilities 10.80% Suspensions and Expulsions This table shows the school and district suspension and expulsion rates for the most recent three-year period. Please note, a new method for calculating suspension and expulsion rates was implemented starting in the school year the rates in and beyond cannot be truly compared to previous rates since they are calculated differently. 6th Grade English- Langauge Arts Number of Classrooms by Size Mathematics Science History-Social Science Suspension and Expulsion Rates Suspension Rates Expulsion Rates Suspension Rates Expulsion Rates ³ ³ 24.1% ³ ³ 0.1% % 14.0% 13.6% 0.2% 0.1% 0.1% Grade ³ ³ ³ ³ ³ ³ Subject English-Language Arts ³ ³ ³ ³ ³ ³ Mathematics ³ ³ ³ ³ ³ ³ Science ³ ³ ³ ³ ³ ³ History-Social Science ³ ³ ³ ³ ³ ³ ³ The school first opened in the school year. Therefore, there is no data prior to

3 Martin Luther King Jr. Junior High School SARC 3 School Facility Items Inspected The tables show the results of the school s most recent inspection using the Facility Inspection Tool (FIT) or equivalent school form. The following is a list of items inspected. Systems: Gas Systems and Pipes, Sewer, Mechanical Systems (heating, ventilation, and air conditioning) Interior: Interior Surfaces (floors, ceilings, walls, and window casings) Cleanliness: Pest/Vermin Control, Overall Cleanliness (school grounds, buildings, rooms, and common areas) Electrical: Electrical Systems (interior and exterior) Restrooms/Fountains: Restrooms, Sinks/Drinking Fountains (interior and exterior) Safety: Fire Safety Equipment, Emergency Systems, Hazardous Materials (interior and exterior) Structural: Structural Condition, Roofs External: Windows/Doors/Gates/Fences, Playgrounds/School Grounds School Facility Good Repair Status This inspection determines the school facility s good repair status using ratings of good condition, fair condition, or poor condition. The overall summary of facility conditions uses ratings of exemplary, good, fair, or poor. School Facility Good Repair Status Items Inspected Repair Status Items Inspected Repair Status Systems Good Restrooms/Fountains Good Interior Good Safety Good Cleanliness Good Structural Good Electrical Good External Good School Facilities Martin Luther King, Jr. Junior High School is a brand new facility which opened Aug. 22, There are 27 classrooms, two computer labs, a library, a gymnasium, and baseball and soccer fields. There is a very large courtyard with two covered areas for eating lunch. There are three fulltime custodians and one half-time custodian/half-time gardener. The head custodian works early morning to afternoon. The custodian/ gardener works from morning to evening. The evening custodian works from afternoon to night. Our student resource officer along with our campus resource assistants and administration work together to maintain a safe and secure campus environment. Security cameras are installed to monitor all areas of the school. All exterior gates of the school are locked immediately at the sound of the 8:30 a.m. bell. The gates to the side street are also locked. All gates remain locked until the end of the school day. All visitors must enter the school through the main doors of the administration building. Overall Summary of Facility Conditions Exemplary Date of the Most Recent School Site Inspection 08/20/2013 Date of the Most Recent Completion of the Inspection Form 08/20/2013 Deficiencies and Repairs The table lists the repairs required for all deficiencies found during the site inspection. Regardless of each item s repair status, all deficiencies are listed. Deficiencies and Repairs Items Inspected Restrooms/Fountains Deficiencies, Action Taken or Planned, and Date of Action Water fountains must be installed outside of the cafeteria. Planned repairs to be announced. Board Goals 1. All schools and their student subgroups will attain a score of 800 or higher on the Academic Performance Index by Schools and student subgroups that attain a score of 800 will continue to meet annual growth targets. 2. The Board will allocate resources to support all goals while maintaining fiscal solvency in the multiyear budget plan. 3. Beginning academic year , an annual survey of students, parents and staff will be administered in order to determine if the learning and teaching environments are emotionally and physically safe, and that all students and staff are valued and acknowledged. The survey will also provide feedback regarding the quality and competitiveness of the extra and cocurricular programs provided by the District for the purpose of guiding improvements to the programs. 4. Beginning academic year , all District facilities will be reviewed quarterly for cleanliness, operational integrity and safety using a standardized rating system to ensure established standards are maintained. 5. Beginning in academic year , the District and all schools will utilize current technology to communicate with all stakeholders on a monthly basis during each school year. Governing Board Mr. Duane Smith Trustee Dr. Laura Canciamilla Trustee Mr. Vincent Ferrante President Mr. George Miller Vice President Mr. Joseph Arenivar Trustee

4 4 STAR Results for All Students The Standardized Testing and Reporting Program (STAR) results are evaluated and compared to state content standards using the following five performance levels: Advanced (exceeds state standards), Proficient (meets state standards), Basic, Below Basic, and Far Below Basic. Students scoring at the Proficient or Advanced level meet state standards in that content area. The tables show the percentage of students who scored at Proficient or Advanced levels in English-language arts, mathematics, science, and history-social science. Students Scoring at Proficient or Advanced Levels Standardized Testing and Reporting Program The Standardized Testing and Reporting Program (STAR) aims to identify strengths and weaknesses to improve student learning. The STAR consists of several key tests that are designed for the student s age and individual needs. These tests include the California Standards Test (CST), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). The CSTs are multiple choice tests in English-language arts, mathematics, science, and history-social science for varying grade levels. Some grade levels also participate in an essay writing test. The CSTs are used to determine students achievement of the California Academic Content Standards. These standards describe the knowledge and skills that students are expected to learn at each grade level and subject. The CMA is a modified assessment for students with disabilities who have an Individualized Education Plan. It is designed to assess those students whose disabilities prevent them from achieving grade-level proficiency on an assessment of the content standards with or without accommodations. The CAPA is an alternate assessment for students with significant cognitive disabilities who are unable to take the CST with accommodations or modifications or the CMA with accommodations. For more information on the STAR including tests, participation, groups, and scores by grade level, please visit star.cde.ca.gov. California Subject English-Language Arts ³ ³ 38% 41% 44% 43% 54% 56% 55% Mathematics ³ ³ 28% 42% 43% 40% 49% 50% 50% Science ³ ³ 40% 42% 44% 44% 57% 60% 59% History-Social Science ³ ³ 43% 37% 36% 37% 48% 49% 49% STAR Results by Student Group: English-Language Arts, Mathematics, Science, and History-Social Science Students Scoring at Proficient or Advanced Levels Group English- Language Arts Mathematics Science Spring 2013 Results History- Social Science All Students in the District 43% 40% 44% 37% All Students at the School 38% 28% 40% 43% Male 35% 30% 46% 50% Female 40% 25% 35% 37% Black or African American 36% 22% 37% 38% American Indian or Alaska Native v v v v Asian v v v v Filipino 71% 46% v v Hispanic or Latino 33% 27% 36% 41% Native Hawaiian or Pacific Islander v v v v White 50% 45% 45% 38% Two or More Races 62% 38% v v Socioeconomically Disadvantaged 35% 26% 36% 39% English Learners 8% 9% 13% 15% Students with Disabilities 35% 36% 25% 16% Students Receiving Migrant Education Services v v v v ³ The school first opened in the school year. Therefore, there is no data prior to v Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

5 Martin Luther King Jr. Junior High School SARC 5 API Ranks Schools are ranked in 10 categories of equal size, called deciles, from one (lowest) to 10 (highest) based on their API Base reports. A school s statewide API rank compares its API to the APIs of all other schools statewide of the same type (elementary, middle, or high school). A similar schools API rank reflects how a school compares to 100 statistically matched similar schools. This table shows the school s three-year data for statewide API rank and similar schools API rank. API Ranks Statewide API Rank ³ ³ ³ Similar Schools API Rank ³ ³ ³ Academic Performance Index The Academic Performance Index (API) is an annual measure of the academic performance and progress of the schools within California. API is measured on a scale from 200 to 1,000. This score reflects the school, district, or a student group s performance level based on the results of statewide testing. The state has set an API score of 800 as the statewide target. The annual API reporting cycle consists of the Base API (not published in this SARC) and Growth API. The Base API begins the reporting cycle and the results are released approximately a year after testing occurs (e.g. The 2012 Base API is calculated from results of statewide testing in spring 2012, but the results are not released until May 2013). Growth API calculates test results in the same fashion and with the same indicators as the Base API but from test results from the following year (e.g. The 2013 Growth API is calculated from results of statewide testing in spring 2013 and released in September 2013). To represent how much a school s API changed from , the 2012 Base API is subtracted from the 2013 Growth API. The Base API Report includes the Base API, targets, and ranks. The Growth API Report includes Growth API, growth achieved, and whether or not targets were met. To learn more about API, visit for the API information guide and the API overview guide. API Growth by Student Group Assessment data is reported only for numerically significant groups. To be considered numerically significant for the API, the group must have either: (1) at least 50 students with valid STAR scores who make up at least 15 percent of the total valid STAR scores, or (2) at least 100 students with valid STAR scores. This table displays, by student group, first, the 2013 Growth API at the school, district, and state level followed by the actual API change in points added or lost for the past three years at the school. API Growth by Student Group 2013 Growth API and Group Number of Students 2013 Growth API California Growth API Number of Students Growth API Number of Students Growth API Actual API Change All Students , ,655, ³ ³ ³ Black or African American , , ³ ³ ³ American Indian or Alaska Native 2 v , ³ ³ ³ Asian , ³ ³ ³ Filipino , ³ ³ ³ Hispanic or Latino , ,438, ³ ³ ³ Native Hawaiian or Pacific Islander 4 v , ³ ³ ³ White ,200, ³ ³ ³ Two or More Races 7 v , ³ ³ ³ Socioeconomically Disadvantaged , ,774, ³ ³ ³ English Learners , ,482, ³ ³ ³ Students with Disabilities , ³ ³ ³ ³ The school first opened in the school year. Therefore, there is no data prior to Also, there will be no API comparison change data. v Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

6 6 Public Internet Access Internet access is available at public libraries and other locations that are publicly accessible (i.e., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available at a workstation, and the ability to print documents. Adequate Yearly Progress The federal Elementary and Secondary Education Act (ESEA) requires all schools and districts meet Adequate Yearly Progress (AYP) requirements. California public schools and districts are required to meet or exceed criteria in the following four target areas: 1. Participation rate on statewide assessments in English-language arts and mathematics 2. Percentage of students scoring proficient on statewide assessments in English-language arts and mathematics 3. API scores 4. Graduation rate for high schools The table displays whether or not the school and district met each of the AYP criteria and made overall AYP for For more information, visit Adequate Yearly Progress Criteria School Year Met Overall AYP No No Met Participation Rate English-Language Arts Yes No Mathematics Yes Yes California Physical Fitness Test Each spring, all students in grades 5, 7, and 9 are required to participate in the California Physical Fitness Test (PFT). The Fitnessgram is the designated PFT for students in California public schools put forth by the State Board of Education. The PFT measures six key fitness areas: 1. Aerobic Capacity 2. Body Composition 3. Flexibility 4. Abdominal Strength and Endurance 5. Upper Body Strength and Endurance 6. Trunk Extensor Strength and Flexibility Encouraging and assisting students in establishing lifelong habits of regular physical activity is the primary goal of the Fitnessgram. The table shows the percentage of students meeting the fitness standards of being in the healthy fitness zone for the most recent testing period. For more detailed information on the California PFT, please visit ca.gov/ta/tg/pf. Percentage of Students Meeting Fitness Standards School Year Grade 7 Four of Six Standards 27.10% Met Percent Proficient English-Language Arts No No Mathematics No No Met API Criteria No No Met Graduation Rate No Federal Intervention Program Schools and districts receiving Title I funding that fail to meet AYP over two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate) enter into Program Improvement (PI). Each additional year that the district or school(s) do not meet AYP results in advancement to the next level of intervention. This table displays the Program Improvement status for the school and district. For detailed information about PI Identification, please visit Federal Intervention Program Program Improvement Status Not In PI In PI First Year of Program Improvement ² Year in Program Improvement ² Year 3 Number of Schools Identified for Program Improvement 8 Percent of Schools Identified for Program Improvement 72.70% Five of Six Standards 17.30% Six of Six Standards 30.80% Not applicable. The graduation rate for AYP criteria applies to high schools. ² Not applicable.

7 Martin Luther King Jr. Junior High School SARC 7 Teacher Qualifications This table shows information about teacher credentials and teacher qualifications. Teachers without a full credential include teachers with district and university internships, pre-internships, emergency or other permits, and waivers. For more information on teacher credentials, visit Teacher Credential Information Teachers With Full Credential 460 ³ ³ 30 Without Full Credential 25 ³ ³ 3 Teaching Outside Subject Area of Competence ³ ³ 1 Teacher Misassignments and Vacant Teacher Positions This table displays the number of teacher misassignments (positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Please note total teacher misassignments includes the number of teacher misassignments of English Learners. Teachers fulfill the NCLB requirements for being highly qualified with District support. Teacher Misassignments and Vacant Teacher Positions Teachers Teacher Misassignments of English Learners ³ 0 0 Total Teacher Misassignments ³ 0 0 Vacant Teacher Positions ³ 0 0 Core Academic Classes Taught by Highly Qualified Teachers The No Child Left Behind Act (NCLB) extended ESEA to require 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 competence for each core academic subject area he or she teaches. The table displays data regarding highly qualified teachers from the school year. High-poverty schools are defined as those schools with student participation of approximately 40 percent or more in the free and reduced priced meals program. Low-poverty schools are those with student participation of approximately 39 percent or less in the free and reduced priced meals program. For more information on teacher qualifications related to NCLB, visit No Child Left Behind Compliant Teachers School Year Percent of Classes in Core Academic Subjects Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers 95.9% 4.1% All Schools in District 96.9% 3.1% High-Poverty Schools in District 96.9% 3.1% Low-Poverty Schools in District ² ² Academic Counselors and School Support Staff This table displays information about academic counselors and support staff at the school and their full-time equivalent (FTE). Academic Counselors and School Support Staff Data School Year Academic Counselors FTE of Academic Counselors Ratio of Students Per Academic Counselor Support Staff Social/Behavioral or Career Development Counselors Library Media Teacher (Librarian) Library Media Services Staff (Paraprofessional) :1 FTE Psychologist 0.75 Social Worker 0.00 Nurse 0.00 ² Not applicable. ³ The school first opened in the school year. Therefore, there is no data prior to Speech/Language/Hearing Specialist Resource Specialist (non-teaching)

8 8 Professional Development The Local Education Agency Plan (LEAP) and the sites Single Plan for Student Achievement (SPSA) are the genesis of selected focus for professional development. The data from student achievement drives the selection of adult learning opportunities. Based on student achievement data, including underperforming subgroups, the District is focusing professional development on mathematics and writing. Every teacher participates in professional development days. Beyond the professional development days, educators collaborate with each other in facilitated grade-level/department meetings. Site administrators provide support and feedback to staff members related to targeted improvements. Summer institutes are numerous and comprehensive. In-depth trainings are available in implementing core curricula, intervention programs, English-Language Development, structured engagement, expository writing, reading comprehension, and mathematics as a few examples. Teachers fulfill the NCLB requirements for being highly qualified with District support. Compensation is provided to teachers who attend professional development outside the work day. Substitutes are provided when necessary. Professional development topics are jointly determined by administrator and teacher input based on student performance data. For the previous three school years, we had three days each year dedicated to staff and professional development. Textbooks and Instructional Materials California State-adopted textbooks are recommended by District committees adopted by the Board and then purchased. Each site, through funds supplied by the District, has been able to provide every student with a copy of every core textbook to use in class and take home for homework. The District has purchased textbooks and instructional materials for grades K-12; said textbooks and instructional materials are used by students at each grade level in each school. The Pittsburg Unified School District Governing Board declared at their fall school board meeting that the District has provided sufficient textbooks or instructional materials consistent with the State Board-adopted curriculum framework cycle. Textbooks and Instructional Materials List Subject Textbook Adopted English-Language Arts Glencoe McGraw Hill (6-8) 2010 Mathematics Math, Prentice Hall (6-8) 2008 Mathematics Pre-Algebra, Prentice Hall (6-8) 2008 Mathematics Algebra 1, Prentice Hall (6-8) 2008 Science Prentice Hall (6-8) 2007 History-Social Science Holt (6-8) 2006 Availability of Textbooks and Instructional Materials The following lists the percentage of pupils who lack their own assigned textbooks and instructional materials. Percentage of Students Lacking Materials by Subject Percent Lacking Reading/Language Arts 0% Mathematics 0% Science 0% History-Social Science 0% Visual and Performing Arts 0% Foreign Language 0% Health 0% Quality of Textbooks The following table outlines the criteria required for choosing textbooks and instructional materials. Currency of Textbook Data This table displays the date when the textbook and instructional materials information was collected and verified. Currency of Textbooks Data Collection Date 08/2013 Quality of Textbooks Criteria Are the textbooks adopted from the most recent state-approved or local governing board-approved list? Are the textbooks consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education? Do all students, including English Learners, have access to their own textbooks and instructional materials to use in class and to take home? Yes/No Yes Yes Yes

9 Martin Luther King Jr. Junior High School SARC 9 Financial Data The financial data displayed in this SARC is from the fiscal year. The most current fiscal information available provided by the state is always two years behind the current school year, and one year behind most other data included in this report. For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at School Financial Data The following table displays the school s average teacher salary and a breakdown of the school s expenditures per pupil from unrestricted and restricted sources. School Financial Data District Financial Data This table displays district teacher and administrative salary information and compares the figures to the state averages for districts of the same type and size based on the salary schedule. Note the district salary data does not include benefits. District Salary Data Fiscal Year Similar Sized District Beginning Teacher Salary $41,019 $40,928 Mid-Range Teacher Salary $61,256 $64, Fiscal Year Total Expenditures Per Pupil Expenditures Per Pupil From Restricted Sources Expenditures Per Pupil From Unrestricted Sources Annual Average Teacher Salary ³ ³ ³ ³ Highest Teacher Salary $76,123 $82,826 Average Elementary School Principal Salary $102,676 $102,640 Average Middle School Principal Salary $106,667 $109,253 Average High School Principal Salary $120,281 $118,527 Superintendent Salary $190,055 $183,968 Teacher Salaries Percent of Budget 39% 40% Administrative Salaries Percent of Budget 6% 6% Expenditures Per Pupil 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. School Motto: Carrying on the Dream Financial Data Comparison This table displays the school s per pupil expenditures from unrestricted sources and the school s average teacher salary and compares it to the district and state data. Financial Data Comparison Expenditures Per Pupil From Unrestricted Sources Fiscal Year Annual Average Teacher Salary ³ ³ $5,325 $58,408 California $5,537 $67,106 School and District Percent Difference ³ ³ School and California Percent Difference ³ ³ Types of Services Funded The following services are provided at the District and/or site level: Collaboration and Intervention Team Professional Development including: ELA & math trainings, cross-cultural language and academic development examination, ADEPT, Systematic ELD, math teachers network, data protocol, etc. Parent trainings Extended day and summer intervention programs College readiness programs Counseling Class size reduction Early Back Summer Programs Credit Recovery Programs ³ The school first opened in the school year. Therefore, there is no data prior to

10 Martin 10 Luther King Jr. Junior High School School Accountability Report Card Published During the Data for this year s SARC was provided by the California Department of Education (CDE), school, and district offices. For additional information on California schools and districts, please visit DataQuest at DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English Learners. 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 at Per Education Code Section 35256, each school district shall make hard copies of its annually updated report card available, upon request, on or before February 1 of each year. All data accurate as of December School Accountability Report Card Published By: