Cerritos High School - SARC Reports - sarconline.org

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Cerritos High School 12500 E. 183rd Street • Cerritos, CA 90703 • (562) 926-5566 • Grades 9-12 Patrick Walker, Principal [email protected]

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2014-15 School Accountability Report Card Published During the 2015-16 School Year School Description Dear Cerritos High School Community:

------ABC Unified School District 16700 Norwalk Blvd. Cerritos, CA 90703 (562) 926-5566 www.abcusd.k12.ca.us District Governing Board Olympia Chen, President Christopher Apodaca, Vice President Soo Yoo, Clerk Lynda Johnson Maynard Law Leticia Mendoza Sophia Tse District Administration Dr. Mary Sieu Superintendent Valencia Mayfield Assistant Superintendent,Academic Services Toan Nguyen Assistant Superintendent,Business ServicesChief Financial Officer Dr. Susan Hixon Assistant Superintendent,Human Resources

After completing my first year as the Principal at Cerritos High School, I have to admit-- I had an absolute blast! Quite frankly, it’ll be quite a challenge for all of us at CHS to top last year’s accomplishments: the Regiment of Gold’s State Band Championship, our Model United Nations National Ranking, National Titles for our Cheer and Dance Drill Teams, CIF titles for our Boys’ and Girls’ Swim Teams, and Cerritos High School being named a Gold Ribbon School! Most memorable for me, though, will be my daily interactions with the most considerate, helpful, and caring students I have ever encountered. Indeed, Cerritos High School is a special place where kindness and respectfulness permeate the entire campus. It’s something that we’ve identified as The Cerritos Way. Still, while last year was good, I’m convinced that the upcoming 201516 school year will be just as good…if not better! Cerritos High School takes pride in educating the “whole child”. In addition to our rigorous curricula, CHS promotes a “Character Counts” program to enhance students’ growth in personal character. Under the direction of our ASB’s “Commissioner of Character”, CHS proactively instructs the six pillars of Character: Trustworthiness, Respect, Responsibility, Fairness, Caring, and Citizenship. These six pillars are the true foundation of the Cerritos Way. At Cerritos High School, we know that a strong partnership between home and school will assuredly propel our students to be the best that they can be—academically and socially. Please use this Student Handbook as a resource to become familiar with all of the CHS rules and procedures to help ensure a successful and productive school year for everyone. In closing, I want to remind everyone how fortunate we are to be able to call CHS our “home”. That being said, let’s all STRIVE (Students Taking Responsibility in Valuing Education) to be at this great place on time, every day! Your daily, prompt attendance will improve your academic success, build good habits for your future college and career experience, and add revenue to our school budget. As for the 2015-16 school year, I am certain we will all strive to create another great year of exceptional Academics, Activities, Arts, and Athletics! Because it is….The Cerritos Way! Let’s Go Dons! Pat Walker Principal

Cerritos High School is one of four comprehensive high schools in the culturally and ethnically diverse ABC Unified School District that is located in Southern California within the boundaries of Los Angeles County. ABC Unified School District educates children from preschool through twelve grade encompassing the communities of Lakewood, Artesia, Cerritos, Hawaiian Gardens, and portions of Norwalk. ABCUSD emphasizes high achievement for students, preparation for productive citizenship and a commitment to strong instructional programs for all students, ensuring excellence in education.

2014-15 School Accountability Report Card for Cerritos High School

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Cerritos High School, located in the city of Cerritos, serves over 2,000 students in grades nine through twelve on a traditional calendar system. Cerritos High School is dedicated to ensuring the academic success of every student and provides a safe and comprehensive educational experience. Cerritos High School utilizes all available resources to enable students to become life-long learners who possess the ability to achieve their utmost potential. We promote a safe, nurturing, and stimulating environment that invites students to actively participate in diverse educational opportunities. We welcome parents and community members to become partners in our students' educational endeavors. Individual academic and social needs of staff and students are met, creating a positive and safe environment where all participants can be successful. Cerritos High School Mission Statement Cerritos High School challenges students academically, socially, and creatively. Cerritos High School promote critical thinking, problem solving, and literacy throughout the curriculum. Cerritos High School enriches student life with a variety of extra curricular activities. Cerritos High School fosters collaboration between students, parents, staff, and community. Cerritos High School identifies and intervenes to further the success of all students.

About the SARC

2014-15 Student Enrollment by Group

By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). 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. • 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/. • 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/guardians and community members should contact the school at (562) 926-5566 or the district office. 2014-15 Student Enrollment by Grade Level Grade Level

Number of Students

Grade 9

531

Grade 10

540

Grade 11

539

Grade 12

566

Total Enrollment

2,176

Group

Percent of Total Enrollment

Black or African American

5.9

American Indian or Alaska Native

0.1

Asian

45.4

Filipino

17

Hispanic or Latino

21.4

Native Hawaiian or Pacific Islander

0.5

White

7.4

Two or More Races

2.3

Socioeconomically Disadvantaged

26.6

English Learners

5.3

Students with Disabilities

7

Foster Youth

0.1

A. Conditions of Learning 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. Teacher Credentials Cerritos High School

13-14

14-15

15-16

With Full Credential

87

90

90

Without Full Credential

0

0

0

Teaching Outside Subject Area of Competence

0

0

0 15-16

ABC Unified School District


13-14

14-15

With Full Credential

♦

♦

Without Full Credential

♦

♦

Teaching Outside Subject Area of Competence

♦

♦

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Teacher Misassignments and Vacant Teacher Positions at this School Cerritos High School

13-14

14-15

15-16

Teachers of English Learners

0

0

0

Total Teacher Misassignments

0

0

0

Vacant Teacher Positions *

“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.

Core Academic Classes Taught by Highly Qualified Teachers 2014-15 Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers Location of Classes This School

Taught by Highly Qualified Teachers

Not Taught by Highly Qualified Teachers

100.0

0.0

Districtwide All Schools

100.0

0.0

High-Poverty Schools

100.0

0.0

Low-Poverty Schools

100.0

0.0

*

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.

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2015-16) Textbooks and Instructional Materials

Year and month in which data were collected: October 2015 Core Curriculum Area Reading/Language Arts

Textbooks and Instructional Materials/Year of Adoption Gr. 9-12:Holt, Rinehart, & Winston: Literature & Language Arts, Meeting the CA Standards Intervention Steck Vaugh/ H.M.: California GatewaysGr. 9-12: Holt, Rinehart, & Winston: Literature & Language Arts, Meeting the CA Standards Intervention Steck Vaugh/ H.M.: California GatewaysBedford St.Martin: AP Composition EnglishMcGraw Hill: AP Literature, reading, fiction, poetry dramaPrentice Hall: Literature-Timesless Voices & ThemesEnglish ELD: Shining StarHampton Brown: Reading Intervention-High Point SeriesWright/McGraw Hill: Fast Track SeriesMcDougall Littell: Language Network & Bridges to Literature The textbooks listed are from most recent adoption: Percent of students lacking their own assigned textbook:

Mathematics

Gr. 9-12: Pro Learning Source: Integrated Math I,II,III, Geometry, Algebra 2 (Common Core Math Program) Cengage Learning: Pre Calculus, AP Calculus Pearson: AP Calculus BC Power Algebra Bedford Freeman Worth: AP Statistics & Statistical Reasoning McDougall Littell: Supplemental Trig Math, Data Analysis John Wiley & Sons: Supplemental Text- Trig, Math Analysis & Intro to Calculus The textbooks listed are from most recent adoption: Percent of students lacking their own assigned textbook:

Science

Yes 0%

Yes 0%

Gr 9-12: John Wiley & Sons: Anatomy & Physiology, Adv Topics Bio #1 Pearson/Prentice Hall: Earth Science, Life Science, Honors Physics, Forensics Science Glencoe/McGraw Hill: Earth Science, Physical Science, CP Physics Cengage Learning: Fire Science, 4th edition Pearson/Benjamin Cummings: AP Biology McDougall Littell: CP Biology Holt, Rinehart, Winston: Honors Biology- Current Publishing: Marine Biology Thomson, Brooks, Cole: Chemistry of living things, AP Environmental Science, AP Chemistry, AP Physics Houghton Mifflin: CP & Honors Chemistry Jones & Barlett Publishers: Advance Topics in Bio #3 Kendall & Hunt: Adv Topics in Bio # 2


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Textbooks and Instructional Materials

Year and month in which data were collected: October 2015 Core Curriculum Area

Textbooks and Instructional Materials/Year of Adoption The textbooks listed are from most recent adoption: Percent of students lacking their own assigned textbook:

History-Social Science

Yes 0%

Gr 9-12: McDougell Littell: US History, AP US History(American Pageant 13th edition & American Spirit 11th edition), World History (Modern world), AP Euro(Western Society, 5th edition) Bedford/St.Martin: AP US History, 3rd edition Glencoe/Mcgraw Hill: AP Honors World History, 3rd edition, Economics for Business Leaders Pearson/Prentice Hall: AP Human Geography-A cultural landscape, 7th edition, Psychology Prentice Hall: Civics-Magruders American Govt, AP Civics-Institutions & Policies 10th edition, Economics Thomas/South Western: AP Economics SRA/McGraw Hill: SDAIE US History(1st edition) & World History Thomson Wadsworth: Psychology Concepts & Connection 9th edition Houghton Mifflin: AP Psychology- Concepts & Application, 1st edition The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0%

Foreign Language

Gr 9-12: Pearson Education: Chinese, Lvl 1-2, AP French Columbia University Press: AP Chinese Holt, Rinehart, Winston: French Lvl 1-3, Spanish (advanced) Thomson Heinle: French Interaction(7th edition), Sur Le vif(4th edition) Cheng & Tsui Co.: Adventures in Japanese 1,2,3,4 Tuttle,Verity Communication, Univ. of Hawaii: Tagalog McDougal Littell: Avancemos! 1,2,3,4 Pearson/Prentice Hall: Spanish: Lectura & Gramatica, AP Spanish Vista Higher Learning: Honors Spanish IV: Imagina Korean Lang. Educ. Center: Korean 1,2,3,4 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0%

Health

Gr. 9-12: Glencoe/McGraw Hill: Health 9th Edition Mendez Foundation: Too Good for drugs and Violence Delmar/Cengage: Intro to Sports Medicine & Athletic training, 2nd edition The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0%

Visual and Performing Arts

Gr. 9-12 Glencoe/McGraw Hill: Music Appreciation Gr. 9-12 Glencoe/McGraw Hill: Art Talk The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0%

Science Laboratory Equipment

Various The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0%

School Facility Conditions and Planned Improvements (Most Recent Year) Mobile cleaning teams have been used to provide in-depth cleaning assistance services at this school. Custodial Supervisors perform regular site inspections. ABC Unified School District employs an aggressive preventative maintenance program that ensures all schools are maintained at an efficient operating level. Custodial staff follow a detailed checklist to ascertain the condition of the school, make on the spot corrections, and schedule needed maintenance.


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School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 9/1/2015 Repair Status

System Inspected

Good

Fair

Repair Needed and Action Taken or Planned

Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X

None needed

Interior: Interior Surfaces

X

None needed

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X

None needed.

Electrical: Electrical

X

None needed

Restrooms/Fountains: Restrooms, Sinks/ Fountains

X

None needed

Safety: Fire Safety, Hazardous Materials

X

None needed

Structural: Structural Damage, Roofs

X

None needed.

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

X

None needed

Overall Rating

Exemplary

----------

Good

Fair

Poor

X

B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): • Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California Standards Tests); 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

Grade Level

2014-15 Percent of Students Meeting Fitness Standards

---9--*

All the above areas were repaired and/or addressed. Overall condition of the school can be described as good.

4 of 6

5 of 6

6 of 6

16.80

15.30

55.80

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.

2014-15 CAASPP Results by Student Group Group

Percent of Students Scoring at Proficient or Advanced

Science (grades 5, 8, and 10) All Students in the LEA

69

Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11) Subject School District State

All Student at the School

74

Male

82

Female

67

ELA

2014-15 CAASPP Results for All Students

Math *

76

58

44


65

58

48

33

Asian

81

Filipino

77

Hispanic or Latino

59


--

White

76

Two or More Races

--


55

English Learners

33


61

Students Receiving Migrant Education Services

--

Foster Youth

--


CAASPP Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) Subject

School

District

State

12-13 13-14 14-15 12-13 13-14 14-15 12-13 13-14 14-15 Science *

76

80

74

70

72

69

59

60

56

Results are for 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.

*


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 5 of 11

School Year 2014-15 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven Number of Students Student Group

Percent of Students

Grade Enrolled

Tested

Tested

Standard Not Met

Standard Nearly Met

Standard Met

Standard Exceeded

517

504

97.5

7

17

39

37

All Students

11

Male

11

249

48.2

9

20

39

32

Female

11

255

49.3

5

13

40

41


11

35

6.8

9

23

54

14


11

1

0.2

--

--

--

--

Asian

11

220

42.6

4

14

35

46

Filipino

11

99

19.1

4

20

43

31

Hispanic or Latino

11

100

19.3

12

15

42

30


11

6

1.2

--

--

--

--

White

11

34

6.6

15

21

29

35

Two or More Races

11

9

1.7

--

--

--

--


11

142

27.5

9

18

39

33

English Learners

11

23

4.4

43

43

13

0


11

24

4.6

50

25

13

8


11

2

0.4

--

--

--

--

Foster Youth

11

--

--

--

--

--

--

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores.

School Year 2014-15 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven Number of Students Student Group

Percent of Students

Grade Enrolled

Tested

Tested

Standard Not Met

Standard Nearly Met

Standard Met

Standard Exceeded

517

503

97.3

20

22

30

27

All Students

11

Male

11

249

48.2

19

22

32

27

Female

11

254

49.1

21

22

29

28


11

35

6.8

43

20

29

9


11

1

0.2

--

--

--

--

Asian

11

220

42.6

10

16

33

42

Filipino

11

99

19.1

22

30

26

21

Hispanic or Latino

11

99

19.1

27

28

30

14


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School Year 2014-15 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven Number of Students Student Group

Percent of Students

Grade Enrolled

Tested

Tested

Standard Not Met

Standard Nearly Met

Standard Met

Standard Exceeded


11

6

1.2

--

--

--

--

White

11

34

6.6

29

26

32

12

Two or More Races

11

9

1.7

--

--

--

--


11

141

27.3

23

24

31

22

English Learners

11

23

4.4

57

13

17

13


11

24

4.6

67

4

21

8


11

1

0.2

--

--

--

--

Foster Youth

11

--

--

--

--

--

--

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores.

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 and community members are very supportive of the educational program at Cerritos High School. Staff members and parents participate on various committees and groups that make recommendations and decisions regarding the priorities and directions of Cerritos High School's educational plan to ensure instructional programs are consistent with students' needs and comply with ABC's Strategic Plan Goals. As well as being vital partners in their child's education, parents are encouraged to participate on one or more of the following committees, organizations and/or events: PTSA, School Site Council, Student Study Teams, English Language Advisory Committee, Parent Nights, Back to School Night, Open House, Ninth Grade Orientation, and various booster groups. The School Site Council, consisting of school staff, students, and parents is a governing body that meets regularly to review the ongoing WASC process and action plan, approve specific budgets, discuss the effectiveness of the current educational programs, and approve the yearly Single Plan for Student Achievement and Local Control Accountability Plan. 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 Cerritos High School provides a safe, clean environment for students, staff and volunteers. The school, in consultation with the Los Angeles County Office of Education and ABCUSD Child Welfare Office personnel, has developed a comprehensive Safe School Plan. The safety plan provides students and staff with procedures ensuring a safe and orderly learning environment. The plan includes: • Child abuse reporting procedures • Disaster procedures: routing and emergency • Notification to teachers of suspensions involving possible safety concerns. • Sexual harassment policy • Provision of a school-wide dress code • Safe and orderly school environment • School rules and procedures The school evaluates and updates the Safe School Plan yearly to reflect the changes in staff, facility, and recommended policy and procedure changes. The plan was last updated in the Fall of 2013 and is reviewed by the staff at the beginning of each school year. An updated copy is available to the public in the school office.


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Cerritos High School is a closed campus during school hours. The entrance is secured to ensure that visitors check in with the office. Access is restricted to the front office to ensure that all visitors are sign-in and wear visitors' badges during their stay. While the school welcomes visits by parents and community members, anyone wishing to be on campus during school hours should notify school staff ahead of time. School Intervention Assistants SIAs, administrators, and teachers supervise students and monitor the campus as a whole. Date of Last Review/Update: October 2015 Date Last Reviewed with Staff: October 2015 Suspensions and Expulsions School

2012-13

2013-14

2014-15

Suspensions Rate

3.54

2.46

3.14

Expulsions Rate

0.00

0.00

0.00

2012-13

2013-14

2014-15

Suspensions Rate

3.64

1.92

2.12

Expulsions Rate

0.00

0.00

0.00

2012-13

2013-14

2014-15

Suspensions Rate

5.07

4.36

3.80

Expulsions Rate

0.13

0.10

0.09

District

State

D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

2015-16 Federal Intervention Program Indicator

2014-15 Adequate Yearly Progress Overall and by Criteria AYP Criteria

School Yes

Yes

Yes

Met Percent Proficient

N/A

N/A

N/A

Yes

Yes

Yes

Met Percent Proficient

N/A

N/A

N/A

Made AYP Overall

Yes

Yes

Yes

Met Attendance Rate

N/A

Yes

Yes

Met Graduation Rate

Yes

Yes

Yes

2009-2010

Year in Program Improvement

Mathematics Met Participation Rate

In PI

First Year of Program Improvement

English Language Arts Met Participation Rate

District

Program Improvement Status

State

District

School

Year 3

Number of Schools Currently in Program Improvement

12

Percent of Schools Currently in Program Improvement

85.7

Average Class Size and Class Size Distribution (Secondary) Number of Classrooms*

Average Class Size Subject

*

1-22

23-32

33+

2012-13

2013-14

2014-15

2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

English

29

29

28

12

13

15

25

23

32

39

42

34

Math---

30

30

30

8

10

11

24

16

20

36

44

39

Science

33

31

32

2

5

4

18

22

18

39

31

34

SS-----

31

33

32

4

4

6

25

13

13

35

46

43

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.


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Academic Counselors and Other Support Staff at this School Number of Full-Time Equivalent (FTE) Academic Counselor-------

3.5

Counselor (Social/Behavioral or Career Development)

2

Library Media Teacher (Librarian)

0

Library Media Services Staff (Paraprofessional)

2

Psychologist-------

.8

Social Worker-------

1

Nurse-------

.8

Speech/Language/Hearing Specialist

2

Resource Specialist-------

2

Other-------

1 Average Number of Students per Staff Member

Academic Counselor------*

460

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.

Professional Development provided for Teachers Our teachers actively seek opportunities for professional growth to provide effective instruction with the focus on student learning. Staff development is based on the assessed needs of the school personnel.. Staff members work collaboratively to determine the school's needs and take direction from District and State requirements when establishing professional development goals for the school year. At CHS, every Wednesday is a "Professional Learning Wednesday". Teachers and Administrators meet--by department or as an entire staff--to participate in professional learning opportunities. School wide training focus areas include transitions to the Common Core State Standards, Smarter Balanced Assessments, technology, School Safety, English Language Development, and using data to drive instruction. Staff members build teaching skills and concepts by participating conferences and workshops throughout the year and by sharing their experiences and knowledge with colleagues. The District offers support to school sites for professional development activities. Transitioning to the Common Core Standards and assessments are also the focus of our district wide professional development.

FY 2013-14 Teacher and Administrative Salaries

FY 2013-14 Expenditures Per Pupil and School Site Teacher Salaries

District Amount

State Average for Districts In Same Category

Beginning Teacher Salary

$47,834

$43,165

Mid-Range Teacher Salary

$70,221

Highest Teacher Salary

$95,354

Average Principal Salary (ES)

Total

Restricted

Unrestricted

Average Teacher Salary

$5,065

$17

$5,048

$74,903

$68,574

School Site-----District------

♦

♦

$6,028

$76,197

$89,146

State-------

♦

♦

$5,348

$72,971

$119,626

$111,129

Percent Difference: School Site/District

-16.3

-1.7

Average Principal Salary (MS)

$118,346

$116,569

Percent Difference: School Site/ State

-5.6

2.6

Average Principal Salary (HS)

$138,590

$127,448

*

Superintendent Salary

$224,933

$234,382

Category

Expenditures Per Pupil

Level

Cells with ♦ do not require data.

Percent of District Budget Teacher Salaries

40%

38%

Administrative Salaries

5%

5%

*

For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at www.cde.ca.gov/ds/fd/cs/.

Types of Services Funded The total district expenditures for all school sites for FY 2014-15 was $188,646,814.58. The district spent $6457.62 per student. 63.13 cents of every dollar went to teacher salaries and 16.63 cents was spent for administration. The remainder (20.24cents) was for district support (instructional assistants, books, materials, supplies, equipment, student support staff, curriculum support, transportation, maintenance and operations of school buildings, grounds maintenance).


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2014-15 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

32

23

45

28

35

37

All Students at the School

19

23

58

17

37

46

Male

22

21

57

15

38

48

Female

17

25

59

19

37

44


23

33

43

23

50

27

Asian

12

18

70

6

27

67

Filipino

19

25

55

8

55

36

Hispanic or Latino

29

32

39

39

40

21

White

23

15

62

19

43

38

Two or More Races

33

17

50

17

25

58


30

27

44

30

41

29

English Learners

76

9

15

36

36

27


79

4

17

71

8

21

*


CAHSEE Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced Cerritos High School

Career Technical Education Participation CTE Program Participation

Measure

2012-13

2013-14

2014-15

English-Language Arts

79

79

81

Number of pupils participating in CTE

Mathematics

84

86

83

15.4%

2012-13

2013-14

2014-15

% of pupils completing a CTE program and earning a high school diploma


67

48

52

100%

Mathematics

74

54

55

% of CTE courses sequenced or articulated between the school and institutions of postsecondary education

2012-13

2013-14

2014-15


57

56

58

Mathematics

60

62

59


California

*


Dropout Rate and Graduation Rate (Four-Year Cohort Rate) Cerritos High School

240

Completion of High School Graduation Requirements Group

Graduating Class of 2014 School

District

State

All Students

97.14

91.39

84.6


96.77

90.63

76

100

133.33

78.07


2011-12

2012-13

2013-14

Asian

98.17

96.39

92.62

Dropout Rate

1.70

1.00

0.20

Filipino

102.5

97.51

96.49

Graduation Rate

94.77

96.94

98.64

Hispanic or Latino

96.77

86.83

81.28

60

88.24

83.58

89.83

89.93


2011-12

2012-13

2013-14

Dropout Rate

2.60

3.50

2.30

White

87.5

Graduation Rate

91.74

93.39

93.50

Two or More Races

81.25

75

82.8

2011-12

2012-13

2013-14


78.13

85.06

61.28

Dropout Rate

13.10

11.40

11.50

English Learners

81.82

67.55

50.76

Graduation Rate

78.87

80.44

80.95


99.28

89.34

81.36

--

--

--

California

Native Hawaiian/Pacific Islander

Foster Youth


Page 10 of 11

Courses for University of California (UC) and/or California State University (CSU) Admission UC/CSU Course Measure

2014-15 Advanced Placement Courses Number of AP Courses Offered*

Percent of Students In AP Courses

Computer Science

2

♦

English-------

12

♦

Percent

2014-15 Students Enrolled in Courses Required for UC/CSU Admission 2013-14 Graduates Who Completed All Courses Required for UC/CSU Admission

Subject

98.53 59.33

♦

Fine and Performing Arts Foreign Language

1

♦

Mathematics

8

♦

Science-------

7

♦

Social Science

21

♦

All courses

51

1.9

*

Where there are student course enrollments.

Career Technical Education Programs The ABC Unified School District’s Career and Technical Education (CTE) classes provide students the opportunity to become productive citizens in our ever increasing technology-rich world. Students receive training in classes designed to give them the knowledge, skills, and background that will prepare them to compete in fields where proficiency in technology is the main criteria for employment. CTE classes’ integration of core academic standards (Math and English) allows for the application of them into the curricular content of technology courses. Additionally; their focus is not only on college-bound students but also for those who are entering vocational fields upon graduation from high school. Classes are designed with the input of teachers, business partners, and post-secondary schools to create a curriculum that will provide a pathway to technology-based employment. In ABC, the goal for Career Technical Education classes is to be integrated and aligned with our middle and high school students’ coursework. CTE courses are evaluated based upon the following criteria: number of students enrolling in them, completion of coursework, and the grades earned by those completing the classes. Another goal of CTE classes--along with preparing students for future employment--is to increase student engagement, reduce high school drop-out rates, and allow more students to participate in post-secondary education.

DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ 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., 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.


Page 11 of 11

Cerritos High School - SARC Reports - sarconline.org

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