Carpinteria High School
----
4810 Foothill Road • Carpinteria, CA 93013 • 805-684-4107 • Grades 9-12 Mr. Gerardo Cornejo, Principal
[email protected] www.cusd.net/chs/
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-------Carpinteria Unified School District 1400 Linden Avenue Carpinteria, CA 93013 805-684-4511 www.cusd.net
2013-14 School Accountability Report Card Published During the 2014-15 School Year School Description Carpinteria High School is a comprehensive four-year school that serves a rural, agriculturalsuburban and coastal area from the Ventura-Santa Barbara County line northwest to include the City of Carpinteria and the village of Summerland. The school was founded in 1916 and has occupied its present 43-acre site since 1967. Carpinteria High School is the smallest full-service public high school in either Ventura or Santa Barbara Counties. We have academies in three areas: culinary arts, agriculture science, and multimedia.
District Governing Board Terry Hickey Banks Jaclyn Phuong Fabre Alison Livett, Ph.D. Michelle Robertson
Mission Statement Carpinteria High School, in partnership with the community and parents, believes that all students can learn and are capable of being successful in our diverse society. We are committed to providing a quality educational program in a caring, positive environment, which promotes selfesteem and mutual respect.
Andy Sheaffer District Administration Paul A. Cordeiro Superintendent
2013-14 School Accountability Report Card for Carpinteria High School
Page 1 of 10
About the SARC
A. Conditions of Learning
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. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.
State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): • Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; • Pupils have access to standards-aligned instructional materials; and • School facilities are maintained in good repair.
•
• • •
For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/. View this SARC online at the school and/or LEA Web sites. For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. For additional information about the school, parents and community members should contact the school at 805-684-4107. 2013-14 Student Enrollment by Grade Level Grade Level
Number of Students
Gr. 9--
181
Gr. 10-
172
Gr. 11-
162
Gr. 12-
149
Total--
664
Carpinteria High School
12-13
13-14
14-15
Fully Credentialed
33
32
36
Without Full Credential
0
0
0
Teaching Outside Subject Area of Competence
0
0
0
12-13
13-14
14-15
Fully Credentialed
♦
♦
36
Without Full Credential
♦
♦
0
Teaching Outside Subject Area of Competence
♦
♦
0
Carpinteria Unified School District
Teacher Misassignments and Vacant Teacher Positions at this School Carpinteria High School
2013-14 Student Enrollment by Group Group
Teacher Credentials
Percent of Total Enrollment
12-13
13-14
14-15
Teachers of English Learners
0
0
0
Total Teacher Misassignments
0
0
0
Vacant Teacher Positions
0
0
0
*
“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.
Black or African American-------
1.2
American Indian or Alaska Native-----Asian-------
0.2 1.8
Core Academic Classes Taught by Highly Qualified Teachers
Filipino-------
0.6
2013-14 Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers
Hispanic or Latino-------
72.6
Native Hawaiian/Pacific Islander
0.2
White
23.2
Two or More Races
0.3
Socioeconomically Disadvantaged
59.0
All Schools
100.00
0.00
English Learners
21.5
High-Poverty Schools
100.00
0.00
Students with Disabilities
10.7
Low-Poverty Schools
100.00
0.00
Location of Classes This School
Not Taught by Highly Qualified Teachers
100.00
0.00
Districtwide
*
2013-14 School Accountability Report Card for Carpinteria High School
Taught by Highly Qualified Teachers
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. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program.
Page 2 of 10
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2014-15) Carpinteria Unified School District selects textbooks and other instructional materials from the most recent list of Standards-based materials adopted by the State Board of Education. Students have current textbooks in the core areas of the curriculum and textbooks are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education. The District has affirmed that each pupil, including English Learners, has their own textbook to use in class and to take home. Every student has access to his or her own textbook for each subject area. Textbooks and Instructional Materials
Year and month in which data were collected: September 2014 Core Curriculum Area
Textbooks and Instructional Materials/Year of Adoption
Reading/Language Arts The textbooks listed are from most recent adoption:
Yes
Percent of students lacking their own assigned textbook:
0
Mathematics The textbooks listed are from most recent adoption:
Yes
Percent of students lacking their own assigned textbook:
0
Science The textbooks listed are from most recent adoption:
Yes
Percent of students lacking their own assigned textbook:
0
History-Social Science The textbooks listed are from most recent adoption:
Yes
Percent of students lacking their own assigned textbook:
0
Foreign Language The textbooks listed are from most recent adoption:
Yes
Percent of students lacking their own assigned textbook:
0
Health The textbooks listed are from most recent adoption:
Yes
Percent of students lacking their own assigned textbook:
0
Science Laboratory Equipment The textbooks listed are from most recent adoption:
Yes
Percent of students lacking their own assigned textbook:
0
Language of Literature (9th,10th), McDougal Littell, Adopted 2002 American Literature (11th), McDougal Littell, Adopted 2002 Conversations on American Literature, Adopted 2014 System 44, Adopted 2012 Read 180, Scholastics, Adopted 2012 Algebra 1, Holt, Adopted 2008 California Algebra 2, Holt, Adopted 2008 Calculus, Stewart James, Adopted 2003 Geometry, Holt, Adopted 2008 Pre-Calculus, Larson Boswell Knold, Adopted 2004 Consumer Mathematics, AGS Publishing, Adopted 2003 AP Statistics, WH Freeman and Worth Publishing, Adopted 2014 Agricultural Mechanics, Cooper Elmer, Adopted 1987 AP Biology, Campbell Reece Mitch, (10th)Adopted 2014 AP Chemistry, Zumdahl, Adopted 2003 Biology, Miller Levine, Adopted 2002 AP Biology, Pearson, Adopted 2014 Chemistry, Holt, Reinhart and Winston, Adopted 2006 Chemistry in the Community, Chemcom, Adopted 2006 Earth Science, Spaulding/Namowitz, Adopted 2005 Physics Principles, Glencoe, Adopted 2008 College Physics AP Edition, Brooks/Cole, Adopted 2012 Science of Agriculture, Delmar, Adopted 1997 American Government, (12th), Prentice Hall, Adopted 2006 American Pageant (AP), Houghton Mifflin, Adopted 2006 The Americas (US History), McDougal Littell, Adopted 2006 AP American Government, Wilson-Dilulio, Adopted 2006 Discovering The American Past, Wheeler-Becker, Adopted 2000 Economics Principles, Clayton Gary, Adopted 2005 Modern World (10th), Beck Roger, Adopted 2003 Nation of Nations, McGraw-Hill, Adopted 2005 We the People, Ginsberg Lowi Weir, Adopted 2005 Cultural Landscape Human Geography, Pearson, Adopted 2008 AP World History Ways of the World, A Global History with Sources, Bedford/St. Martins, Adopted 2008 AP Psychology 2e, Bedford, Freeman & Worth Publishers, Adopted 2014 Aventura 1, 2, 3, EMC Publishing, Adopted 2013 AP Spanish Abriendo Paso Temas y Lecturas, Pearson Education, Adopted 2013 Health A Guide to Wellness, McGraw-Hill, Adopted 2001
2013-14 School Accountability Report Card for Carpinteria High School
AP Biology, Adopted 2001 AP Chemistry, Adopted 2001 Biology, Adopted 2001 Chemistry, Adopted 2001 Earth Science, Adopted 2001 Physics Principles, Adopted 2001 Science of Agriculture, Adopted 2001
Page 3 of 10
School Facility Conditions and Planned Improvements (Most Recent Year) Carpinteria High School classrooms and buildings reflect an atmosphere of caring and pride. We have one custodian during the day and two full time custodians in the evening to provide a high quality of cleanliness that can be observed throughout the campus. Custodians follow a clearly designed schedule to clean the campus buildings daily. During vacation days, classrooms and buildings are thoroughly cleaned (furniture, tables, carpets, and floors are cleaned, waxed, and polished to maintain the highest standards of repair and cleanliness). Routine maintenance work is completed according to a seasonal schedule; for example, three times a year all furnace filters are replaced. Roofing and painting is completed as needed. District has a welldeveloped system for requesting repairs; requests are submitted to the District on work orders authorized by the high school administration. Carpinteria High School was built in 1967 and has 21 regular classrooms, a science lab, a library, four computer labs, a multi purpose room, and three Special Education rooms. Athletic facilities include a stadium, weight training room, locker room, gymnasium, baseball field, softball field.. Our school provides a safe, clean, and functional environment for learning through proper facilities maintenance and campus supervision. Carpinteria High School has a work order system where facility repairs are sent to our maintenance department to be repaired. In order to provide a quality educational program, school safety is of utmost importance at Carpinteria High School. If students are not safe, they cannot learn. The District participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar-for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior or exterior painting, and floor systems. For the 2013-14 school year, the District budgeted $91,107 for the Deferred Maintenance Program. This represents 1% of the District’s general fund budget.
School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 11/14/2013 Repair Status
System Inspected
Good
Fair
Poor
Systems: Gas Leaks, Mechanical/HVAC, Sewer
[X]
[ ]
[ ]
Interior: Interior Surfaces
[X]
[ ]
[ ]
Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation
[X]
[ ]
[ ]
Electrical: Electrical
[X]
[ ]
[ ]
Restrooms/Fountains: Restrooms, Sinks/ Fountains
[X]
[ ]
[ ]
Safety: Fire Safety, Hazardous Materials
[ ]
[X]
[ ]
Structural: Structural Damage, Roofs
[X]
[ ]
[ ]
External: Playground/School Grounds, Windows/ Doors/Gates/Fences
[X]
[ ]
[ ]
Overall Rating
Exemplary
Good
Fair
Poor
[ ]
[X]
[ ]
[ ]
----------
2013-14 School Accountability Report Card for Carpinteria High School
Repair Needed and Action Taken or Planned
Page 4 of 10
B. Pupil Outcomes 2013-14 CAASPP Results by Student Group State Priority: Pupil Achievement The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4): • Statewide assessments (i.e., California Assessment of Student Performance and Progress and its successor the Standardized Testing and Reporting Program); • The Academic Performance Index; and • The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.
Group
Percent of Students Scoring at Proficient or Advanced
Science (grades 5, 8, and 10) All Students in the LEA
58
All Student at the School
56
Male-------
59
Female-------
54
Black or African American American Indian or Alaska Native Asian-------
CAASPP Results for All Students - Three-Year Comparison
Filipino-------
Percent of Students Scoring at Proficient or Advanced
(meeting or exceeding the state standards) Subject
School
District
Hispanic or Latino
State
11-12 12-13 13-14 11-12 12-13 13-14 11-12 12-13 13-14 Science *
50
53
56
54
63
58
60
59
60
Science (grades 5, 8, and 10) assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). 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.
STAR Results for All Students - Three-Year Comparison
White------Socioeconomically Disadvantaged
45
English Learners-------
16
Students with Disabilities Students Receiving Migrant Education Services *
(meeting or exceeding the state standards) School
District
ELA
51
53
55
53
54
57
54
56
55
Math
23
23
25
49
49
51
49
50
50
HSS
48
49
50
46
47
51
48
49
49
STAR Program was last administered in 2012-13. Percentages are not calculated 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.
Academic Performance Index Ranks - Three-Year Comparison API Rank
CAASPP includes science assessments (CSTs, CMA, and CAPA) in grades 5, 8, and 10. 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.
State
10-11 11-12 12-13 10-11 11-12 12-13 10-11 11-12 12-13
*
88
Two or More Races-------
Percent of Students Scoring at Proficient or Advanced Subject
API Growth by Student Group – Three-Year Comparison Group
11-12
12-13
-2
15
20
-3
23
23
2
14
-15
Socioeconomically Disadvantaged
18
30
19
English Learners
-17
46
21
All Students at the School Black or African American American Indian or Alaska Native Asian------Filipino-------
2011-12
2012-13
Statewide-------
5
5
6
Native Hawaiian/Pacific Islander
Similar Schools-------
5
3
7
White-------
For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced.
Grade Level ---9--*
2013-14 Percent of Students Meeting Fitness Standards 4 of 6
5 of 6
6 of 6
8.6
36.0
53.1
Percentages are not calculated 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.
2013-14 School Accountability Report Card for Carpinteria High School
Actual API Change 10-11
2010-11
*
45
Native Hawaiian/Pacific Islander
Hispanic or Latino
Two or More Races
Students with Disabilities *
"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 5 of 10
C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): • Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement Parents are encouraged to become involved in the activities and learning experiences of their children through many and varied means. First and foremost, they are encouraged to meet with administrators, counselors, or teachers at any time to discuss their child’s educational plans, status, and progress. Concerns and questions are always welcomed. The School Site Council (SSC) has three parent members and meets every third Tuesday of the month. The public is invited. The School Board meets the second and fourth Tuesdays of the month, and the public is encouraged to attend. The meetings are recorded and can be viewed on a local community TV service channel. The Parent Support Group (PSG) meets five times per year. The PSG provides support to the school via fundraising activities; hosting luncheons and desserts for the faculty; and assisting with Back to School Night, Open House, and graduation. The PSG provides support funding that allows us to purchase school equipment, computer equipment for classroom use, updated software for our career center and disaster kits. The Athletic Boosters and Agriculture Boosters rely on volunteers to help them raise funds to support their respective programs. They have a constant need for volunteers. Parents are involved with the band, theater arts, and the drama programs. Advisory committees—comprised of parents, teachers, and community members—are needed for all of our Regional Occupational Programs (ROP). Parents are always encouraged to volunteer at our school site to serve as test proctors for required State exams, and as chaperones at various sporting events and/or school activities such as dances or the Prom. For more information on how to become involved at the school, please contact Cathy Cleek, PSG President, at (805) 684-4107.
State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): • • •
Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety.
School Safety Plan Our Safe School Plan was developed with the input of all stakeholders. Our high school has a well developed emergency plan to provide for the safety of all students and staff. This plan is reviewed annually and there are practice exercises at regular intervals during the school year. Maps with designated collection points are posted throughout the campus for easy reference. The School Safety Plan was last reviewed, updated, and discussed with the school faculty in August 2014. Medical supplies, fire extinguishers and defibrillators are placed at strategic locations. We recognize all forms of harm and violence to be inappropriate behavior. We are committed to providing a comprehensive safe school plan, as part of the school’s broader effort to reach our commitment to school safety, which includes the concerns, wishes, and hopes of our school community. All potentially dangerous material utilized within the science, agriculture, and home economics departments is safely stored and handled only by those individuals authorized to use the materials. At Carpinteria High School we provide ongoing Campus Security before, during, and after school hours (6:30am-3:30pm). Staffed with 2 (two) campus security specialists throughout the school day as well as additional supervision by 2 or more administrative staff and/or designees during Nutrition and Lunch breaks and after school, Carpinteria High School takes a proactive approach to maintain a safe and orderly school climate. After school at extracurricular events (i.e. football games, performances, dances) security and adult chaperones monitor student safety with an administrator or designee present. Carpinteria High School is a closed campus and all staff members must display a name badge. All visitors are notified by signage around campus and staff members to check in at the Main Office where they must be an approved visitor and wear a visitor’s pass to be on campus. Staff and students have been trained on how to respond to emergency situations through regular safety drills (i.e. Lockdown, Fire, Earthquake, etc.). The school is equipped with AED Defibrillator devices and fire extinguishers placed strategically around campus if an emergency occurs. In the case of a lockdown, each classroom has an emergency bucket containing supplies (i.e. first aid supplies, water, toiletry items, etc.). In addition to being prepared to handle emergency situations and providing supervision, Carpinteria High School has developed a number of resources and interventions for its students to maintain a safe and healthy campus.
2013-14 School Accountability Report Card for Carpinteria High School
Page 6 of 10
Suspensions and Expulsions School
11-12
12-13
13-14
Suspensions Rate
2.6
5.2
4.9
Expulsions Rate
0.6
0.4
0.3
11-12
12-13
13-14
Suspensions Rate
4.3
5.3
4.6
Expulsions Rate
0.5
0.3
0.3
11-12
12-13
13-14
Suspensions Rate
5.7
5.1
4.4
Expulsions Rate
0.1
0.1
0.1
District
State
*
The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment x 100.
D. Other SARC Information
Academic Counselors and Other Support Staff at this School
The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
Number of Full-Time Equivalent (FTE) Academic Counselor-------
2013-14 Adequate Yearly Progress Overall and by Criteria AYP Criteria
School
District
3
Counselor (Social/Behavioral or Career Development)
1.5
Made AYP Overall
No
Library Media Teacher (Librarian)
0
Met Participation Rate: English-Language Arts
Yes
Library Media Services Staff (Paraprofessional)
1
Met Participation Rate: Mathematics
Yes
Psychologist-------
.5
Met Percent Proficient: English-Language Arts
No
Social Worker-------
0
Met Percent Proficient: Mathematics
No
Nurse-------
.2
Met API Criteria
Yes
Speech/Language/Hearing Specialist
.5
Resource Specialist-------
3
Other-------
2014-15 Federal Intervention Program Indicator
School
Program Improvement Status
2013-2014
Year in Program Improvement
*
Year 1
Number of Schools Currently in Program Improvement
3
Percent of Schools Currently in Program Improvement
100.0
*
Academic Counselor-------
In PI
First Year of Program Improvement
Average Number of Students per Staff Member
District
FY 2012-13 Teacher and Administrative Salaries District Amount
State Average for Districts In Same Category
Beginning Teacher Salary
38,527
$38,920
Mid-Range Teacher Salary
52,499
$59,803
Highest Teacher Salary
72,195
$78,096
Average Principal Salary (ES)
93,267
$95,836
DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in accordance with the flexibility granted through the federal waiver process.
Category
Average Class Size and Class Size Distribution Number of Classrooms*
Average Class Size Grade
21-32
33+
13
14
12
13
14
12
13
14
12
13
14
Average Principal Salary (MS)
97,199
$99,849
English 25.3
26
25
7
8
7
11
7
14
6
11
5
Average Principal Salary (HS)
120,041
$107,599
Math--- 25.8
25
23
8
11 15
9
8
6
8
8
7
Superintendent Salary
154,620
$151,912
Science 25.3
23
25
3
7
8
6
8
8
2
2
3
26.4
28
28
5
2
5
8
12
6
5
4
7
SS----*
12
1-20
233:1
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.
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.
2013-14 School Accountability Report Card for Carpinteria High School
Percent of District Budget Teacher Salaries
32
37
Administrative Salaries
7
6
*
For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at www.cde.ca.gov/ds/fd/cs/.
Page 7 of 10
FY 2012-13 Expenditures Per Pupil and School Site Teacher Salaries Level
Expenditures Per Pupil
Average Teacher Salary
Total
Restricted
Unrestricted
5,656
232
5,424
59,309
District-------
♦
♦
6,236
53,983
State-------
♦
♦
$4,690
$63,037
Percent Difference: School Site/District
-13.0
9.9
Percent Difference: School Site/ State
15.7
-5.9
School Site-------
Types of Services Funded at Carpinteria High School These programs and supplemental services are provided at the school either through categorical funds or other sources that support and assist students: • Title II (Teacher & Principal Training & Recruiting) • Title III (for Limited English Proficient Students) • Title IV (Safe and Drug-Free Schools and Communities) • Economic Impact Aid/Limited English Proficient (EIA/LEP) • Gifted and Talented Education (GATE) • Beginning Teacher Support and Assessment (BTSA) • School Improvement Program (SIP) • Special Education • Migrant Education • Peer Assistance and Review (PAR) • Block Grant • AB1113 School Safety & Violence Preven?? on • National School Lunch Program • After School Education and Safety Grant (ASES) • Safe Schools Healthy Students Initiative Grant (SSHS) • Safe and Drug Free Schools Counseling Grant (Pride)
Professional Development provided for Teachers at Carpinteria High School The District and school staff development in-service training includes workshops and training in the area of language arts and math programs; aligning content standards with assessment and instruction; and meeting the needs of economically disadvantaged students and English Learners. Additional staff development is offered to meet specific teacher/aide needs through site, District, and county workshops; conferences; and, for beginning teachers, Beginning Teacher Support and Assessment (BTSA). Principals have gone through AB75 training to help them in carrying out the many responsibilities of a site administrator, including assisting teachers in improving instruction and meeting the needs of under-performing students. The training also includes extensive data analysis. Three staff development days are scheduled each year and facilitated by the District administrative team. The content of the training is determined by teachers and administrators and focuses on identified needs. Monthly grade level and department meetings are held at each school site to provide time for ongoing teacher training, dialogue, problem solving, monitoring student progress, and meeting needs of students. In addition, teacher teams are sent to conferences annually. Administrators and teachers have received training in data analysis and how to use the findings to improve a student performance.
2013-14 School Accountability Report Card for Carpinteria High School
Page 8 of 10
2013-14 California High School Exit Examination Grade Ten Results by Student Group English-Language Arts
Group
Mathematics
Not Proficient
Proficient
Advanced
Not Proficient
Proficient
Advanced
All Students in the LEA
51
27
22
43
37
20
All Students at the School
48
29
23
40
39
21
Male-------
53
31
16
38
41
21
Female-------
44
28
29
41
38
21
59
26
15
48
41
11
14
42
44
17
34
49
Socioeconomically Disadvantaged
67
22
11
56
36
8
English Learners-------
92
8
82
15
3
Students with Disabilities
93
7
Black or African American American Indian or Alaska Native Asian------Filipino------Hispanic or Latino Native Hawaiian/Pacific Islander White------Two or More Races
Students Receiving Migrant Education Services *
Percentages are not calculated 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.
CAHSEE Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced Carpinteria High School
Completion of High School Graduation Requirements
2011-12
2012-13
2013-14
English-Language Arts
51
55
52
Mathematics
56
72
60
2011-12
2012-13
2013-14
English-Language Arts
47
52
49
Mathematics
50
67
57
2011-12
2012-13
2013-14
English-Language Arts
56
57
56
Mathematics
58
60
62
Carpinteria Unified School District
California
*
Percentages are not calculated 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.
2013-14 School Accountability Report Card for Carpinteria High School
Group
Graduating Class of 2013 School
District
State
All Students
90.96
87.74
84.56
Black or African American
100.00
100.00
75.90
0.00
100.00
77.82
Asian-------
100.00
80.00
92.94
Filipino-------
100.00
100.00
92.20
Hispanic or Latino
90.37
88.51
80.83
Native Hawaiian/Pacific Islander
100.00
100.00
84.06
White-------
90.70
84.31
90.15
Two or More Races
100.00
100.00
89.03
Socioeconomically Disadvantaged
97.44
95.31
82.58
English Learners
78.38
67.39
53.68
Students with Disabilities
50.00
50.00
60.31
American Indian or Alaska Native
Page 9 of 10
2013-14 Advanced Placement Courses
Dropout Rate and Graduation Rate Carpinteria High School Dropout Rate (1-year)
2010-11
2011-12
2012-13 Subject
Number of AP Courses Offered*
Percent of Students In AP Courses
8.1
5.4
4.9
90.68
90.48
93.96
2010-11
2011-12
2012-13
8.9
6.1
6.9
89.06
87.88
91.58
Foreign Language
1
♦
2010-11
2011-12
2012-13
Mathematics
1
♦
Dropout Rate (1-year)
14.7
13.1
11.4
Science-------
2
♦
Graduation Rate
77.14
78.87
80.44
Social Science
4
♦
All courses
11
0.8
Graduation Rate Carpinteria Unified School District Dropout Rate (1-year) Graduation Rate California
♦
Computer Science English-------
♦
3
♦
Fine and Performing Arts
*
Where there are student course enrollments.
Courses for University of California (UC) and/or California State University (CSU) Admission UC/CSU Course Measure
Percent
2013-14 Enrollment in Courses Required for UC/CSU Admission 2012-13 Graduates Who Completed All Courses Required for UC/CSU Admission
68.64 46.78
Career Technical Education Participation Measure Number of pupils participating in CTE % of pupils completing a CTE program and earning a high school diploma % of CTE courses sequenced or articulated between the school and institutions of postsecondary education
CTE Program Participation 283 92.13 75
Career Technical Education Programs Carpinteria High School receives Carl Perkins Act funds. Ninth graders complete an online career path exploration program. Our goal is to offer programs and courses that are integrated with our CCSS-based curriculum, while developing career pathways that will help students meet the demanding performance requirements expected of the 21st century workforce. Some of these programs include: • Culinary Arts Institute • Agricultural Science and Technology Academy • Virtual Enterprise In addition, Carpinteria High School offers Regional Occupational Program (ROP). The ROP program provides students with job skill training, an opportunity to learn about related college majors, and a chance to obtain employment. Students receive a certificate. ROP courses include: • Computer Graphics • Sports Medicine Mr. Gerardo Cornejo is the primary representative of the Career Technical Education advisory committee Programs are evaluated for effectiveness based on projects and research papers completed by the students and final products that students produce.
2013-14 School Accountability Report Card for Carpinteria High School
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