KIPP San Jose Collegiate

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1 KIPP San Jose Collegiate Tom Ryan, Principal Principal, KIPP San Jose Collegiate About Our School About Our School This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of information related to individual public schools. Most data presented in this report are reported for the school year. School finances and school completion data are reported for the school year. Contact information, facilities, curriculum and instructional materials, and select teacher data are reported for the school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office. Contact 1790 Educational Park Dr. San Jose, CA Phone: View Larger Map

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 KIPP San Jose Collegiate District Name East Side Union High Street 1790 Educational Park Dr. Phone Number (408) City, State, Zip San Jose, Ca, Web Site Phone Number Superintendent First Name Chris Principal Tom Ryan, Principal Superintendent Last Name Funk Address Address County-District School (CDS) Code School Description and Mission Statement (School Year ) School Description and Mission Statement (School Year ) Mission KIPP San Jose Collegiate will provide a rigorous, academic program to prepare students to enter and succeed in the nation s finest four-year colleges and universities and the competitive world beyond. By building poised, confident, and articulate leaders, our graduates will use their education and life experiences to make positive change in their own lives, within the East San Jose community, and among our global society. History In August 2008, KIPP San Jose Collegiate opened its doors to students from East San Jose who are committed to working hard to prepare for college and success in life. The school was founded by Melissa Gonzales, who was herself a founding teacher at KIPP Heartwood Academy in Opportunities for Parental Involvement (School Year ) Opportunities for Parental Involvement (School Year ) Parental Involvement KIPP San Jose Collegiate operates under the premise that the teachers, parents, and students must work together as partners to create the potential for a quality education. Parents are a vital part of this partnership. KIPP San Jose Collegiate involves parents as key stakeholders in the school. It is important to KSJC that parents feel part of the high school and college readiness process for their child. KSJC wants students to go home and talk about the college application and financial aid process with their parents just as much as they do with their college counselor. More importantly, San Jose Collegiate wants parents, especially those who never graduated from high school or college, to feel confident in assisting their child in the college application process and to help students make informed and smart decisions about their future. Below are some ways that KSJC intends to involve KIPP San Jose Collegiate parents: KIPP Parent Association (KPA) It is KSJC s hope that parents will take ownership of the KPA and be the main drivers of what is accomplished. Some projects that KSJC parents take on are to plan and manage events for the student body, complete campus beautification projects, raise money for athletics and extracurricular activities, and volunteer at the school. Like the middle school, the KPA meets once a month during Saturday schools. Meetings take place on the high school campus. The Parent Liaison meets regularly with the KPA leadership team to assist with any projects and to ensure alignment between school and projects; however, the Parent Liaison does not take lead on any projects or events run by KPA. KIPP San Jose Collegiate s hope is that parents will feel Page 3 of 28

4 empowered by leadership on campus. Student-Parent Conferences In order to keep parents informed about the academic performance of their children, KIPP San Jose Collegiate holds student-parent conferences three times per year. Parents are required to attend their scheduled student-conference once in the fall and once in the spring. Page 4 of 28

5 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 83% 81% 74% 49% 50% 52% 54% 56% 55% Mathematics 61% 57% 51% 30% 29% 28% 49% 50% 50% Science 31% 51% 60% 50% 52% 52% 57% 60% 59% History-Social Science 87% 75% 81% 43% 43% 45% 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 Math Percent of Students Scoring at Proficient or Advanced Page 5 of 28

6 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 52% 28% 52% 45% All Students at the School 74% 51% 60% 81% Male 72% 49% 63% 83% Female 77% 54% 57% 78% Black or African American N/A N/A N/A N/A American Indian or Alaska Native N/A N/A N/A N/A Asian 95% 86% 85% 94% Filipino N/A N/A N/A N/A Hispanic or Latino 70% 45% 57% 77% Native Hawaiian or Pacific Islander N/A N/A N/A N/A White N/A N/A N/A N/A Two or More Races 73% 55% N/A N/A Socioeconomically Disadvantaged 73% 50% 58% 81% English Learners 33% 30% N/A 55% Students with Disabilities 45% 31% N/A N/A 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 6 of 28

7 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 82% 76% 75% 55% 54% 56% 59% 56% 57% Mathematics 77% 90% 82% 61% 61% 63% 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 90 Mathematics Percent of Students Scoring at Proficient or Advanced Page 7 of 28

8 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 44% 22% 34% 37% 33% 30% All Students at the School 25% 37% 38% 18% 49% 33% Male 34% 30% 36% 15% 46% 38% Female 16% 43% 41% 22% 51% 27% 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 46% 54% N/A 31% 69% Filipino N/A N/A N/A N/A N/A N/A Hispanic or Latino 28% 38% 33% 20% 53% 27% 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 25% 40% 35% 18% 52% 30% 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 8 of 28

9 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 % 26.5% 46.9% 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 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 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 10 of 28

11 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 6 1, ,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 No No Met API Criteria Yes Yes Met Graduation Rate N/A Yes Page 11 of 28

12 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 Not in PI In PI First Year of Program Improvement Year in Program Improvement Year 3 Number of Schools Currently in Program Improvement N/A 13 Percent of Schools Currently in Program Improvement N/A 81.3% Note: Cells shaded in black or with N/A values do not require data. Page 12 of 28

13 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 Total Enrollment 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 0.7 American Indian or Alaska Native 0.0 Asian 13.2 Filipino 3.2 Hispanic or Latino %1% 14% 3% Native Hawaiian or Pacific Islander 0.5 White 1.7 Two or More Races 1.7 Socioeconomically Disadvantaged 78.0 English Learners 25.7 Students with Disabilities 6.1 Black or African American American Indian or Alaska Native Asian 81% Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Page 13 of 28

14 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 Other Average Class Size Average Class Size Average Class Size * 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 ) KIPP San Jose Collegiate adheres to an Emergency Preparedness Handbook drafted specifically to meet the needs of the school site in conjunction with law enforcement and the Fire Marshall. The Handbook includes a comprehensive set of health, safety and risk management policies that address, at a minimum, the following:?policies and procedures for responses to disasters and emergencies, including fires and earthquakes.?policies relating to blood-borne pathogens?policies relating to the administration of prescription drugs and other medicines; and?a policy establishing KIPP San Jose Collegiate as a drug, alcohol and tobacco free workplace. KIPP San Jose Collegiate s policies also adhere to district standards and procedures. Page 14 of 28

15 Page 15 of 28

16 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 1.0 School Suspensions District Suspensions 1.0 School Expulsions District Expulsions Page 16 of 28

17 School Facilities School Facility Conditions and Planned Improvements (School Year ) School Facility Conditions and Planned Improvements (School Year ) General KIPP San Jose Collegiate and the East Side Union High School District take great efforts to ensure that all schools are clean, safe and functional. This is accomplished through clear cleaning process and schedule. Age of School Buildings The main campus was constructed in 1976, however KIPP San Jose Collegiate occupies portables that have been added since then. Cleaning Process and Schedule The principal works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school. The school operates according to approved cleaning standards. 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 Fair Fair Fair Fair Fair Good Fair Fair Repair Needed and Action Taken or Planned Overall Facility Rate (School Year ) Overall Rating Fair Page 17 of 28

18 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 18 of 28

19 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. Page 19 of 28

20 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) 1.0 N/A Library Media Teacher (librarian) 0.0 N/A Library Media Services Staff (paraprofessional) 0.0 N/A Psychologist 0.0 N/A Social Worker 0.0 N/A Nurse 0.0 N/A Speech/Language/Hearing Specialist 0.0 N/A Resource Specialist (non-teaching) 0.0 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. Page 20 of 28

21 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 Various 0.0 Mathematics Algebra Structure and Method McDougal Littell Algebra 2 McDougal Littell Geometry - McDougal Littell Pre-calculus - McDougal Littell 0.0 Science Conceptual Physics Pearson Physics Principals and Problems Glencoe Chemistry 0.0 History-Social Science Traditions and Encounters A Brief Global History McGraw Hill AP World History 0.0 Foreign Language Spanish 1, 2, 3 textbooks Avancemos 1/ Avancemos 2/ Avancemos 3 - McDougal Littell 0.0 Health 0.0 Visual and Performing Arts 0.0 Science Laboratory Equipment (grades 9-12) 0.0 Page 21 of 28

22 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 $10,007 $1,001 $9,006 $59,345 District N/A N/A N/A $77,737 Percent Difference School Site and District N/A N/A N/A 23.00% State N/A N/A $5,537 $71,584 Percent Difference School Site and State N/A N/A 45.00% 17.00% 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 ) More time on task is central to the success of KIPP students. KIPP supplements the regular day with instruction several days a week, as well as during the summer and on Saturdays when necessary. Supplemental instruction may also be offered for several weeks outside of the regular school year calendar. As part of the Commitment to Excellence form, parents agree to participate in all supplemental instruction opportunities provided to their child, and are notified regularly as to the nature of their child s extended day program (remediation, enrichment activities, homework club, etc.). Despite the long day, we have found that KIPP students enthusiastically attend school each day; KIPP schools have a very high attendance rate. The extracurricular program may include competitive sports (such as basketball and soccer), drama, school newspaper and magazine, yearbook, music and service projects. Teacher and Administrative Salaries (Fiscal Year ) Teacher and Administrative Salaries (Fiscal Year ) Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $47,104 $42,865 Mid-Range Teacher Salary $74,444 $69,484 Highest Teacher Salary $95,445 $89,290 Average Principal Salary (Elementary) $00 N/A Average Principal Salary (Middle) $00 $119,946 Average Principal Salary (High) $117,702 $128,378 Superintendent Salary $217,392 $202,664 Page 22 of 28

23 Percent of Budget for Teacher Salaries 40.0% 37.0% Percent of Budget for Administrative Salaries 4.0% 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) Page 23 of 28

24 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 Dropout Rate (1 year) Graduation Rate Page 24 of 28

25 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 57 5, ,598 Black or African American ,078 American Indian or Alaska Native 11 3,123 Asian 16 1,765 41,700 Filipino ,745 Hispanic or Latino 38 2, ,516 Native Hawaiian or Pacific Islander 43 2,585 White ,801 Two or More Races 52 6,790 Socioeconomically Disadvantaged 45 2, ,915 English Learners 14 1,714 93,297 Students with Disabilities ,683 Note: N/D means that no data were available to the CDE or LEA to report. Career Technical Education Programs (School Year ) Career Technical Education Programs (School Year ) N/A Career Technical Education Participation (School Year ) Career Technical Education Participation (School Year ) Measure CTE Program Participation Number of pupils participating in CTE 0 Percent of pupils completing a CTE program and earning a high school diploma 0.0 Percent of CTE courses sequenced or articulated between the school and institutions of postsecondary education 0.0 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 Page 25 of 28

26 Students Enrolled in Courses Required for UC/CSU Admission Graduates Who Completed All Courses Required for UC/CSU Admission 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 N/A N/A N/A Foreign Language 6 N/A Mathematics 4 N/A Science 4 N/A Social Science 4 N/A All Courses Note: Cells shaded in black or with N/A values do not require data. *Where there are student course enrollments. 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. During the school year, staff development will continue through professional development days, whole staff meetings, and department and grade level team meetings. KIPP San Jose Collegiate teachers will receive at least one week of inservice during which they are trained to function effectively within the parameters of the school and to meet the goals outlined in the accountability agreement. During the school year, staff development will continue through professional development days, whole staff meetings, and vertical and grade level team meetings. During these meetings, time will be dedicated to critically look at student work using a research-based protocol and to engage in dialogue regarding common professional texts read by all faculty. The best professional development is closely linked to teachers classroom practice. Thus, the most frequently used professional development tool at KIPP San Jose Collegiate will be classroom observation, followed by substantive conversation about the observation. Each teacher will be observed informally by the Principal several times each month. Teachers will also be given the opportunity to observe a complete lesson taught by another teacher and discuss it during shared planning time or in a faculty meeting. All classrooms at KIPP San Jose Collegiate will have an open door policy. Faculty, administrators, and visitors to the school are encouraged to visit any classroom unannounced, and to discuss the class afterwards with the teacher. Teachers will also have the opportunity to visit other KIPP schools, attend subjectmatter conferences with other KIPP teachers around the country, as well as an annual gathering of over 1,200 KIPP teachers. KIPP San Jose Collegiate would request the opportunity to attend scheduled staff development programs of interest on a seat availability basis through the East Side Union. KIPP San Jose Collegiate will contract for staff development needs, beyond those available, with either the District or other private providers. Faculty members are also encouraged to attend professional conferences and workshops according to their own and the school community s needs. Page 28 of 28

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