Note:
If there are more than 10 schools in the area you selected, this option will sort the entire list of schools, not just the ones on this page.
| School Name |
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This data shows the schools that were found within the region you selected. If you click the "sort by" button, you can order the schools alphabetically. Note: If there are more than 10 schools in the area you selected, this option will sort the entire list of schools, not just the ones on this page.
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| Distance |
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This data shows how far these schools are from your address or from the school you selected. By clicking the "sort by" button, you can order the schools in terms of distance. Note: This option will sort the entire list of schools, not just the 10 on this page.
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| Socioeconomically Disadvantaged |
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Students are considered socioeconomically disadvantaged if they participate in the free and reduced-price lunch program or if neither parent graduated from high school. The National School Lunch program provides free lunches to students whose family income is below 130% of the federal poverty line; it offers reduced-price lunches to students whose family income is between 130% and 185% of the poverty line. Lunch program participation is often used as an indication of family income levels at the school.
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| API Similar Schools Rank |
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2003 API Similar Schools Rank:
The California Department of Education creates the similar schools rank by comparing each school's API (Academic Performance Index) to the APIs for the 100 schools in the state with a similar demographic profile. To identify similar schools, the department uses parent education level, poverty level, student mobility, student ethnicity and other data. A rank of 10 means that the school's API is the top 10% of the 100 schools similar to it, while a 1 means the school is in the bottom 10%. Date/source: California Department of Education, based on results of tests taken in spring 2003
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| Percentage of Schools That Met API Targets |
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This column shows the percentage of schools across the state at the same grade level that met each of the API targets below. If your school did not meet one or more of these targets, you can look at these percentages to see how common it was for other schools to also fall short. These percentages are based on data from the California Department of Education released October 2003.
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| Teacher Experience |
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This number shows the average years of teaching experience for teachers in each school. The state average for California is 13 years. Date/source: 2002-2003 school year, California Department of Education Additional information: This number is based on all teachers at the school, whether they work full time or part time.
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| Teacher Credentials |
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This is the percentage of teachers in a school that hold a credential or certification to teach in the state of California. California requires all teachers to earn a credential, but many schools, especially in lower-income neighborhoods, end up hiring applicants with "emergency" credentials due to a lack of qualified applicants.
Date/source: GreatSchools.net computed these percentages using data from the California Department of Education for the 2002-2003 school year. Additional information: The state publishes data on the following types of credentials: full, district internships, university internships, pre-internships, emergency permits and waivers. A full credential indicates the teacher is licensed to teach in California. To get a full credential, teachers must graduate from an accredited college, complete a teacher preparation program and pass the California Basic Educational Skills Test (CBEST). District and university interns have completed all the requirements for a full credential, except for finishing their internships. Interns are in charge of their classes; they are not assistants or student teachers. Pre-interns are participants in district or county programs to help them qualify for regular internships or full credentials. Emergency permit holders must be college graduates and pass the CBEST. Districts can apply for an emergency permit for a teacher only if they cannot hire interns or fully credentialed teachers. Emergency permits may be renewed up to four times. Teachers with waivers must be working on their credentials. Districts cannot get waivers unless they are unable to hire teachers in other categories. The count of teachers includes both full-time and part-time staff.
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| Parent Education Level |
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The education level of the most educated parent was coded for students who took the Stanford 9 in the spring of 2004. The percentage shown is the number of students in each group as a percentage of students for whom this information was available. Schools collect this information using a form distributed to students or their parents. Because data is less reliable when response rates are low, parent education information is not displayed when the response rate is less than 25%.
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| Mobility Rate |
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The mobility rate is the percentage of students who entered this school for the first time during the 2003-2004 school year.
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| Advancement Rate |
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The advancement rate is a way to tell how quickly a school is helping English Language Learners learn English. This is the number of English Learners (EL) who achieved English proficiency during the 2002-2003 school year, expressed as a percentage of the number of English Learners the previous year. This is sometimes called the “redesignation rate.”
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| % Completing UC/CSU Requirements |
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This is the percentage of graduates who completed the required courses for admission to the University of California (UC) or California State Universities (CSU) with a grade of C or better in all courses.
Date: Graduate data is reported in the current year, 2002-2003 for the previous years, 2001-2002 graduates. Additional information: This figure gives an indication of how many students at this school plan to attend college. The minimum sequence of courses required by UC includes two years of history/social science, four years of English, three of mathematics, two of a foreign language, two of laboratory sciences and two years of other college preparatory electives. Beginning in the fall of 2003, one year of visual or performing arts also will be required, and one less year of electives will be required. The minimum CSU sequence includes one year of U.S. history/government, four years of English, three of mathematics, one of laboratory science, two of a foreign language, one of visual or performing arts and three years of other college preparatory electives. Beginning in the fall of 2003, another year of history/social science and laboratory sciences will be required, and only one year of electives will be required. Admission requirements are complicated and subject to change. For more information, see the UC site or the CSU site .
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| AP Credits per 100 Juniors and Seniors |
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This is the number of students per 100 students enrolled in grade 11 and 12 during the 2002-2003 school year who earned a score of 3 or higher on College Board Advanced Placement (AP) tests. Individual students may have taken more than one test.
All AP tests are scored on a scale of 1 to 5. Many colleges grant college-level course credit for AP test scores of 3 or higher, although policies differ.
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| First-Year Chemistry and Physics Enrollment |
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This is the number of students in grades 9 through 12 who
are enrolled in first-year chemistry and physics classes, divided by the total
enrollment in grades 11 and 12.
Date/source: GreatSchools.net computed this figure using data from the California Department of Education for the 2002-2003 school year. Additional information: A student enrolled in both courses is counted twice, so this number may exceed 100.
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| Advanced Math Enrollment |
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This is the number of students in grades 9 through 12 enrolled in intermediate algebra, algebra II or any other advanced math class, divided by the total enrollment in grades 11 and 12. Date/source: GreatSchools.net computed this figure using data from the California Department of Education for the 2002-2003 school year. Additional information: A student enrolled in more than one such class is counted more than once, so percentages sometimes exceed 100%.
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| Vocational Education Enrollment |
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This is the number of students in grades 9 through 12 enrolled in vocational education classes, expressed as a percentage of total enrollment in grades 9 through 12. Date/source: GreatSchools.net computed this figure using data from the California Department of Education for the 2002-2003 school year. Additional information: A student enrolled in more than one such class is counted more than once, so percentages sometimes exceed 100%.
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| Stanford 9 Test |
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The Stanford Achievement Test, Ninth Edition (Stanford 9), is a national test that was administered annually to students in grades 2 through 11 as part of California's Standardized Testing and Reporting (STAR) program. It was replaced in 2003 with California's own norm-referenced test, the California Achievement Test, Sixth Edition (CAT/6).
The Stanford 9 is a multiple-choice test that measures basic skills in reading, language and math. Scores are reported in terms of the percentage of students scoring at or above the national average, which is the 50th percentile. For example, if your district's result is 60%, that means that 60% of the students scored at or above the national average, while 40% were below. The state's goal was to increase the percentage of students who score at or above the national average on the Stanford 9. Percentages include all students, which means everyone who took the test except some students who were exempted. Schools are required to test a high percentage of students, so the vast majority of children take the test. However, some students in special education and English language learning programs may be exempted. Date/source: Scores shown are from spring 2002 and were released by the California Department of Education on August 29, 2002.
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| English Language Learners |
| Students are designated as English Language Learners because their native language is not English and they are still in the process of learning English. Date/source: 2002-2003 school year, California Department of Education
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| Special Education Services |
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Students included in the Special Education Services group are those who have an Individual Education Plan (IEP) and who took the Stanford Achievement Test, ninth edition (Stanford 9), under standard conditions. Examples of nonstandard conditions that are sometimes allowed by IEPs might include taking a Braille version, getting extra time to take the test or using a calculator. Furthermore, some special ed students are exempted entirely from taking the Stanford 9 by the terms of their IEPs. The proportion of special ed students included in the summary reports may differ considerably among schools, and may vary from year to year in the same school, making it difficult to make comparisons in this category.
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 What does this mean? |
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2002 Base API: API stands for Academic Performance Index, a measure used by the state of California to assess school performance. The 2002 Base API number, which ranges from 200 to 1000, was calculated using scores from tests that students took in the spring of 2002: the Stanford Achievement Test, ninth edition (Stanford 9), California Standards Tests and the California High School Exit Examination. The API goal set by the state for all schools is 800. If a school's API number is higher, that means students scored better on the tests. Date/source: Data is based on spring 2002 tests released by the California Department of Education in February 2003. |
| Growth API |
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API stands for Academic Performance Index, a measure used by the state of California to assess school performance. The number in this column is the 2004 Growth API, which can be compared with the 2003 Base API to see how well the school improved. Growth APIs range from 200 to 1000 and are based on test scores from spring 2004. The API goal set by the state for all schools is 800; higher API numbers indicate that students scored better on the tests. Date/source: Data is based on spring 2004 test scores, released by the California Department of Education in October 2004.
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| Class Size |
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This number shows the average number of students for each school. For elementary schools, it is the average number of students in kindergarten through third grade. For middle and high schools, it is the average number of students in core subjects (English, foreign languages, math, science and social science). Date/source: California Department of Education, 2001-2002 school year
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| API Improvement |
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This number shows how many points each school's Academic Performance Index (API) improved between spring 2003 and spring 2004. Improvement numbers are computed by subtracting the 2003 Base API from the 2004 Growth API. Positive numbers in this column indicate that scores increased on the CAT/6 (in relation to the previously administered Stanford 9), California Standards Tests and the California High School Exit Examination, while negative numbers show that test scores declined. Date/source: California Department of Education growth data released in October 2004 and base data released in February 2003.
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| CAT/6 Reading |
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This number shows how well students at each school scored in reading on the California Achievement Test, Sixth Edition (CAT/6), in spring 2004. The CAT/6 is a national test; results show the percentage of students scoring at or above the national average, which is 50%. For example, if the number is 45%, that means 45% of students scored at or above the national average, while 55% scored below. Date/source: These numbers are based on the results of the California Achievement Test, Sixth Edition (CAT/6) from spring 2004, as reported by the California Department of Education on August 16, 2004.
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| CAT/6 Math |
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CAT/6 Math: This number shows how well students at each school scored in math on the California Achievement Test, ninth edition (CAT/6), in spring 2004. The CAT/6 is a national test; results show the percentage of students scoring at or above the national average, which is 50%. For example, if the number is 45%, that means 45% of students scored at or above the national average, while 55% scored below. Date/source: These numbers are based on the results of the CAT/6 tests from spring 2003, as reported by the California Department of Education on August 16, 2004.
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| % Free Lunch |
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This is the percentage of students that participate in the federal free and reduced-price lunch program. Participation in the federal lunch program is often used as a measure of family income levels at a school. The percentages are only useful, however, to compare schools with the same grade levels. As students get older, they are less likely to participate in the lunch program; high schools typically have lower rates than middle and elementary schools, although family income levels may be similar.
Date/source: 2002-2003 school year, California Department of Education
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| Student Ethnicity |
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This table shows the percentage of students at each school that fall into each ethnicity category. For example, if the column for "Hispanic" says "22%," that means that 22% of the students at this school are Hispanic.
Date/source: 2003-2004 school year, California Department of Education
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| Adequate Yearly Progress (AYP) |
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NCLB requires states to measure "adequate yearly progress" (AYP) for school districts
and schools receiving Title I funds with the goal of all students reaching the proficient
level on reading/language arts and mathematics tests by the 2013-14 school year. States
must define minimum levels of improvement as measured by standardized tests
chosen by the state. AYP targets must be set for overall achievement and for
subgroups of students, including major ethnic/racial groups, economically disadvantaged
students, limited English proficient (LEP) students and students with disabilities.
If a school fails to meet AYP for two consecutive years, the school is deemed in need of improvement -- Year 1 and must offer public school choice. If a school fails to meet AYP for three consecutive years, the school is labeled in need of improvement -- Year 2 and must offer public school choice and supplemental services, including tutoring. If a school fails to meet AYP for four consecutive years, the school is labeled in need of improvement -- Year 3 and must take corrective action. If a school fails to meet AYP for five consecutive years, the school is labeled in need of improvement -- Year 4 and must face restructuring. A school exits Program Improvement when it meets AYP for two out of three years. Date/source: 2003-04 school year, California Department of Education
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| No Child Left Behind (NCLB) |
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The federal No Child Left Behind (NCLB) act of 2001 aims to bring all students up to the proficient
level on state tests by the 2013-14 school year, and to hold states and schools more accountable for results. NCLB
requires all districts and schools receiving Title I funds to meet state "adequate yearly
progress" (AYP) goals for their total student populations and for specified demographic
subgroups, including major ethnic/racial groups, economically disadvantaged students,
limited English proficient (LEP) students, and students with disabilities. If these schools
fail to meet AYP goals for two or more years, they are classified as schools in need of
improvement and face consequences as outlined below.
Consequences for Title I schools that fail to make AYP:
NCLB requires states to align tests with state academic standards and begin testing students on an annual basis in reading and math in grades 3-8 and at least once during grades 10 through 12 by the 2005-06 school year. It requires the National Assessment of Educational Progress (NAEP) reading and mathematics tests to be administered to a sample of fourth and eighth graders in each state every other year in order to make cross-state comparisons. NCLB also requires school districts to hire teachers designated as "highly qualified" to teach core academic subjects in Title I programs. Finally, states must issue annual local report cards.
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| Title I Schools |
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Schools where at least 40 percent of the children in the school
attendance area are from low-income families or at least 40 percent of
the student enrollment are from low-income families are eligible to
receive federal Title I funds. The proportion of low-income families is
most frequently measured by the percent of students receiving free and
reduced-price lunch. Title I funds are to be used for programs designed
to improve the academic achievement of children from low-income homes.
Over half of all public schools receive funding under Title I. No Child
Left Behind requires all districts and schools receiving Title I funds
to meet state "adequate yearly progress" (AYP) goals for their total
student populations and for specified demographic subgroups. If a school
receiving federal Title I funding fails to meet the AYP target for two
consecutive years or more, the school is designated in need of
improvement and faces consequences, including public school choice for
students in the school, supplemental services (including
tutoring) for students, certain corrective actions and school
restructuring.
Date/source: 2002-03 school year, California Department of Education
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| NCLB Status of Schools in this District |
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Schools in need of improvement
Schools in need of improvement -- Year 1 The school has failed to meet adequate yearly progress (AYP) goals for two consecutive years. School Choice Options & Consequences for Title 1 Schools:Parents of children in Title I schools have the choice to transfer their children to schools which are (1) not identified for school improvement and (2) not identified by the state as a persistently dangerous schools. The law requires that priority in school choice be given to low-achieving children from low-income families. However, if all public schools served by the district are classified as schools in need of improvement, the district should try to establish a cooperative agreement with other districts in order to provide school choice. Regardless of whether all schools in a district are classified as in need of improvement, districts may establish cooperative agreements with one another. Finally, public school choice must be provided to eligible students unless prohibited by state law; a district cannot deny school choice to eligible students due to lack of capacity. Schools in need of improvement -- Year 2 The school has failed to meet adequate yearly progress (AYP) goals for three consecutive years. School Choice Options & Consequences for Title 1 Schools: Parents of children in Title I schools have the choice to transfer their children to schools which are (1) not identified for school improvement and (2) not identified by the state as a persistently dangerous schools. The law requires that priority in school choice be given to low-achieving children from low-income families. However, if all public schools served by the district are classified as schools in need of improvement, the district should try to establish a cooperative agreement with other districts in order to provide school choice. Regardless of whether all schools in a district are classified as in need of improvement, districts may establish cooperative agreements with one another. Finally, public school choice must be provided to eligible students unless prohibited by state law; a district cannot deny school choice to eligible students due to lack of capacity.Schools in need of improvement -- Year 3 (Corrective Action) The school has failed to meet adequate yearly progress (AYP) goals for four consecutive years. School Choice Options & Consequences for Title 1 Schools:
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| Schools that may be available for transfer |
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States are required to notify parents of students eligible for school choice about schools
qualified to accept transfers.
Innovations in Education: Creating Strong District School Choice Programs
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| State-approved Tutoring and Other Supplemental Services |
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Students in Title I schools that are in need of improvement -- Year 2 (fail to meet adequate
yearly progress (AYP) goals for three consecutive years) are eligible for public school
choice and supplemental education services, which include tutoring or other extra
education services that provide academic aid to students. Parents can choose from a list
of state-approved supplemental service providers (SSPs), which are generally available on
state Department of Education Web sites.
To find out which supplemental services are available in your district, and if your child is eligible, contact your school district office directly.
To learn more about supplemental services, how to find state-approved services in your community, and what questions to ask of supplemental service providers, check the Tutorsforkids.org Web Site.
Date/source:2002-03 school year, California Department of Education
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| Adequate Yearly Progress (AYP) Under Review |
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This school's adequate yearly progress status is under review. Although this school had been classified as "in need of improvement," it met adequate yearly progress in Phase I. It will need to make adequate yearly progress in Phase II in order to be considered for reclassification. A school exits Program Improvement when it makes adequate yearly progress (AYP) for two out of three years. Schools and districts must meet both Phase I and Phase II requirements in order to be classified as meeting AYP. The AYP Phase I Report determines whether or not schools and districts met their annual measurable objectives in English-Language Arts and mathematics as well as the assessment participation rate criteria. The Phase II Report summarizes school and district results on the growth API as well as graduation rates for high schools.
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| Not Applicable for No Child Left Behind |
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The state is not required to give this school an improvement status
because it is not a Title I school. Title I schools classified as in
need of improvement may be eligible for school choice and supplemental
services under No Child Left Behind.
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| Program Improvement |
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This school met AYP in 2003, but is still classified as in need of
improvement by the federal government under the No Child Left Behind Act
(NCLB). It must meet AYP again within the next two years in order to be
reclassified.
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| API Base Scores by Subgroup |
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This graph shows the school's Base APIs for all students and for each of the major "subgroups" of students in a school in order to encourage teachers and principals to close any performance gaps between groups. These Base API numbers will be used to gauge improvement against 2004 results. Date/source: California Department of Education, based on results of tests taken in spring 2003
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| API Growth Scores by Subgroup |
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This graph shows the school's Growth APIs for all students and for each of the major "subgroups" of students in a school in order to encourage teachers and principals to close any performance gaps between groups. Date/source: California Department of Education, based on results of tests taken in spring 2004
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| Test Score Rating Not Available |
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Some or all data to create a test score rating for this school was unavailable.
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| School Completion Rating |
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The school completion rate is calculated using the number of graduates divided by the number of 12th graders, the number of graduates divided by the number of 9th graders three years prior, and the number of dropouts in grades 9 through 12 divided by the enrollment for grades 9 through 12.
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| School Completion Rating Not Available |
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Data to create a school completion rating for this school was unavailable.
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| Staffing Resources Rating |
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The staffing resources rating is calculated using average teacher experience and student-teacher ratio..
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| Staffing Resources Rating Not Available |
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Data to create a staffing resources rating for this school was unavailable.
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