Executive Summary School Accountability Report Card, 2011–12

 

For Middletown High

Address:

20932 Big Canyon Rd., Middletown, CA, 95461-0338

Phone:

(707) 987-4140

Principal:

Bill Roderick, Principal

Grade Span:

9-12


This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of information related to individual public schools. Most data presented in this report are reported for the 2011–12 school year. School finances and school completion data are reported for the 2010–11 school year. Contact information, facilities, curriculum and instructional materials, and select teacher data are reported for the 2012–13 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office.

About This School

Middletown High School has its origins in 1919 with what was a one building school house.

 

Approximately 515 students attend Middletown High School from the town of Middletown as well as the surrounding communities of Cobb Mountain and Hidden Valley Lake. MHS is the regular High School, for the Middletown Unified School District, whose geographic area encompasses communities clustered along Highway 29 in Lake County.

 

Although the population of Lake County is higher than it was in the year 2000 by over 6,300 residents, we are experiencing a decline due to the recent economic woes that have hurt the rest of the nation.  The school enrollment in the Middletown Unified School District is recovering after it dropped sharply with the economic issues that also affected our county population   With a lack of jobs in the community and the county; Lake County is experiencing one of the highest unemployment rates in California.

 

In addition to the surrounding area, we have a thriving school community represented by almost 100 years of tradition. Reflecting the community at large, MHS enjoys a parental community who actively participates in Middletown High School events.  Community service clubs are actively involved with the success of our students, providing scholarships, monetary assistance for programs and facilities, and human resources to help run the programs. The local community service organizations are active and supportive of the high school and its endeavors.

 

Student Enrollment

Group

Enrollment

Number of students

514

Black or African American

1.0%

American Indian or Alaska Native

1.6%

Asian

0.8%

Filipino

0.6%

Hispanic or Latino

19.5%

Native Hawaiian or Pacific Islander

1.4%

White

72.8%

Two or More Races

2.5%

Socioeconomically Disadvantaged

37.0%

English Learners

5.6%

Students with Disabilities

4.9%

Teachers

Indicator

Teachers

Teachers with full credential

26

Teachers without full credential

0

Teachers Teaching Outside Subject Area of Competence

0

Misassignments of Teachers of English Learners

0

Total Teacher Misassignments

0

Student Performance

Subject

Students Proficient and Above on STAR* Program Results

English-Language Arts

56%

Mathematics

14%

Science

56%

History-Social Science

44%

*Standardized Testing and Reporting Program assessments used for accountability purposes include the California Standards Tests, the California Modified Assessment, and the California Alternate Performance Assessment.

Academic Progress*

Indicator

Result

2012 Growth API Score (from 2012 Growth API Report)

762

Statewide Rank (from 2011 Base API Report)

6

Met All 2012 AYP Requirements

no

Number of AYP Criteria Met Out of the Total Number of Criteria Possible

Met 8 of 10

2012–13 Program Improvement Status (PI Year)

 

*The Academic Performance Index is required under state law. Adequate Yearly Progress is required by federal law.

School Facilities

Summary of Most Recent Site Inspection

The Middletown High School campus is generally in a state of good repair. There are light ballasts that need to be fixed, leaking water fountains outside the gym and an unfinished quad area for students. The classrooms are safe and secure. Not all classes have doors that can be secured from the inside.

Repairs Needed

The continual and ongoing maintenance of the high school campus that used to happen on a daily basis is not happening as regular as it did. This is a direct result of budget cuts reducing our staff. Minor safety issues are prioritized as they come up and are addressed as needed to insure the safety of students, parents, staff members as well as visitors on campus.

Corrective Actions Taken or Planned

Safety issues are reported to the district office via an electronic form. Reported repairs are categorized and repaired accordingly.

Curriculum and Instructional Materials

Core Curriculum Area

Pupils Who Lack Textbooks and Instructional Materials

Reading/Language Arts

0

Mathematics

0

Science

0

History-Social Science

0

Foreign Language

0

Health

0

Visual and Performing Arts

0

Science Laboratory Equipment (grades 9-12)

0

School Finances

Level

Expenditures Per Pupil (Unrestricted Sources Only)

School Site

$6,935

District

N/A

State

$5,455

School Completion

Indicator

Result

Graduation Rate (if applicable)

94.59

Postsecondary Preparation

Measure

Percent

Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma

15

Graduates Who Completed All Courses Required for University of California or California State University Admission

37.9%

School Accountability Report Card

 

Reported Using Data from the 2011–12 School Year

 

Published During 2012–13

Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school.

·                  For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.

·                  For additional information about the school, parents and community members should contact the school principal or the district office.

 

I. Data and Access

Ed-Data Partnership Web Site

Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school districts and schools.

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., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet Access

Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

II. About This School

Contact Information (School Year 2012–13)

School

District

School Name

Middletown High

District Name

Middletown Unified

Street

20932 Big Canyon Rd.

Phone Number

(707) 987-4100

City, State, Zip

Middletown, CA, 95461-0338

Web Site

www.middletownusd.org

Phone Number

(707) 987-4140

Superintendent

Korby Olson

Principal

Bill Roderick, Principal

E-mail Address

korby.olson@middletownusd.org

E-mail Address

bill.roderick@middletownusd.org

CDS Code

17640551736008

School Description and Mission Statement (School Year 2011–12)

Middletown High School will provide each student with the opportunity to achieve the maximum growth of which he or she is capable, in order to become a competent adult in a changing world.  The school program is directed to helping each student develop a feeling of self-worth, to be able to make decisions and accept responsibility for them, to understand change and how it may be influenced, to recognize the variety of cultural heritages, to develop a commitment to the attainment of a more democratic society and to live in harmony with our environment. 

 

Expected School-wide Learning Results

 

  1. Be able to resolve problems and justify their positions:

a.       Students will create a project, devise a plan, and bring it to completion.

b.      Students will analyze a situation, take a stand, and defend their position in a variety of ways.

  1. Effective communication skills:

a.       Students will demonstrate effective communication through oral, visual, and written expression.

b.      Students will demonstrate active listening skills.

  1. Be capable of independently accessing information:

a.       Students will determine what information is relevant, valid, and appropriate to their task.

b.      Students will know how to locate subject specific information.

c.       Students will complete research activities by effectively using a variety of resources.

  1. Be able to formally evaluate their efforts:

a.       Students will complete a self-evaluation at the end of projects, units, or performance based projects, and will identify steps to improve their performance.

b.      Students will be able to regularly review their transcripts, chart progress, towards graduation, and determine what is necessary to reach their future goals.

  1. Demonstrate academic skills:

a.       Students will meet state curriculum standards.

  1. Exhibit skills necessary to become responsible and valuable citizens:

a.       Students will respect individual differences.

b.      Students will resolve conflicts in a responsible manner.

c.       Students will respect others, property, and self.

d.      Students will contribute, positively, to the community.

  1. Be aware of the mental, physical, social, and emotional elements of well being:

a.       Students will active and successful team members and academic and extra curricular activities.

b.      Students will be respectful and tolerant of individual differences.

c.       Students will interact and behave in appropriate and acceptable ways.

 

Opportunities for Parental Involvement (School Year 2011–12)

Actions to involve staff, parents and community in support of this plan:

The following areas are part of our WASC self study in regards to parent and community involvement.

School Site Council.

A parent newsletter will be mailed home.  It will include dates of meetings and opportunities for involvement, and curriculum/program information.  We also have launched a website that is regularly updated in addition to sending out critical information for parents to our e-mail list.

Implementers:

Teachers, administrators, parents, and classified staff for SSC.

School secretary for parent newsletter

Timeline:

SSC will meet monthly, with exceptions for short or busy months.

Newsletters will be sent home twice quarterly.

Actions to provide support and auxiliary services to students and parents:

Back to School Night.

Open House.

School Awards – The Golden Mustangs

Pre-Registration and Clearance Day

 

Student Enrollment by Grade Level (School Year 2011–12)

Grade Level

Number of Students

Grade Level

Number of Students

Kindergarten

0

Grade 8

2

Grade 1

0

Ungraded Elementary

0

Grade 2

0

Grade 9

125

Grade 3

0

Grade 10

136

Grade 4

0

Grade 11

114

Grade 5

0

Grade 12

137

Grade 6

0

Ungraded Secondary

0

Grade 7

0

Total Enrollment

514

Student Enrollment by Student Group (School Year 2011-12)

Group

Percent of Total Enrollment

Black or African American

1.0%

American Indian or Alaska Native

1.6%

Asian

0.8%

Filipino

0.6%

Hispanic or Latino

19.5%

Native Hawaiian or Pacific Islander

1.4%

White

72.8%

Two or More Races

2.5%

Socioeconomically Disadvantaged

37.0%

English Learners

5.6%

Students with Disabilities

4.9%

Average Class Size and Class Size Distribution (Secondary)

Subject

Avg. Class Size

2009–10 Number of Classes*

Avg. Class Size

2010–11 Number of Classes*

Avg. Class Size

2011–12 Number of Classes*

1-22

23-32

33+

1-22

23-32

33+

1-22

23-32

33+

English

20.5

7

20

0

26

4

15

0

29.5

2

10

1

Mathematics

18.7

6

12

0

22.3

11

9

0

21.5

6

5

0

Science

16.8

4

14

0

22.4

7

11

0

22.1

2

5

0

Social Science

24.4

12

5

0

21.3

7

10

0

21.6

6

5

0

* 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.

III. School Climate

School Safety Plan (School Year 2011–12)

School Safety Plan on File with the District office.

Suspensions and Expulsions

Rate*

School 2009–10

School 2010–11

School 2011–12

District 2009–10

District 2010–11

District 2011–12

Suspensions

9.4

24

23

7.6

20

NA

Expulsions

1.2

.3

.3

.5

.3

.3

* The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment.

IV. School Facilities

School Facility Conditions and Planned Improvements (School Year 2012–13)

There is a plan to begin to finish the student quad area in the spring of 2013.

School Facility Good Repair Status (School Year 2012–13)

System Inspected

Repair Status

Repair Needed and Action Taken or Planned

Exemplary

Good

Fair

Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

 

XXX

 

 

 

Interior: Interior Surfaces

 

XXX

 

 

 

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

 

 

XXX

 

Need More Custodial Support

Electrical: Electrical

 

XXX

 

 

 

Restrooms/Fountains: Restrooms, Sinks/ Fountains

 

 

XXX

 

Fountains Leak

Safety: Fire Safety, Hazardous Materials

 

XXX

 

 

 

Structural: Structural Damage, Roofs

 

XXX

 

 

 

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

 

XXX

 

 

 

Overall Rating

 

X

X  

 

 

Note: Cells shaded in black do not require data.

V. Teachers

Teacher Credentials

 

 

Teachers

School 2009–10

School 2010–11

School 2011–12

District 2011–12

With Full Credential

27

24

26

76

Without Full Credential

0

0

0

0

Teaching Outside Subject Area of Competence (with full credential)

0

1

0

0

Teacher Misassignments and Vacant Teacher Positions

 

 

Indicator

2010–11

2011–12

2012–13

Misassignments of Teachers of English Learners 

3

0

0

Total Teacher Misassignments*

3

0

0

Vacant Teacher Positions

0

0

0

 

 

 

 

Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011–12)

The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/

 

 

Location of Classes

Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers

Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers

This School 

100

0

All Schools in District

100

0

High-Poverty Schools in District

100

0

Low-Poverty Schools in District

100

0

Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 25 percent or less in the free and reduced price meals program.

VI. Support Staff

Academic Counselors and Other Support Staff (School Year 2011–12)

Title

Number of FTE* Assigned to School

Average Number of Students per Academic Counselor

Academic Counselor

.33

0

Counselor (Social/Behavioral or Career Development)

0

 

Library Media Teacher (librarian)

.0

 

Library Media Services Staff (paraprofessional)

1.0

 

Psychologist

.5

 

Social Worker

0

 

Nurse

.2

 

Speech/Language/Hearing Specialist

.2

 

Resource Specialist (non-teaching)

0

 

Other

0

 

Note: Cells shaded in black do not require data.
* One Full-Time Equivalent (FTE) equals one staff member working full-time; one FTE could also represent two staff members who each work 50 percent of full-time.

VII. Curriculum and Instructional Materials

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2012–13)

This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.
Year and month in which data were collected: ____________________

Core Curriculum Area

Textbooks and instructional materials/year of adoption

From most recent adoption?

Percent students lacking own assigned copy

Reading/Language Arts

2009

Yes

0

Mathematics

2010

Yes

0

Science

2008

Yes

0

History-Social Science

2008

Yes

0

Foreign Language

2009

Yes

0

Health

2009

Yes

0

Visual and Performing Arts

2007

Yes

0

Science Laboratory Equipment (grades 9-12)

Ongoing

Na

0

 

VIII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2010–11)

Level

Total Expenditures Per Pupil

Expenditures Per Pupil (Supplemental / Restricted)

Expenditures Per Pupil (Basic / Unrestricted)

Average Teacher Salary

School Site

$6,935

$2,130

$4,805

$58,933

District

 

 

LEA Provided

$58,338

Percent Difference – School Site and District

 

 

3%

1%

State

 

 

$5,455

$62,892

Percent Difference – School Site and State

 

 

14%

7%

Note: Cells shaded in black do not require data.

Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.

For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org.

Types of Services Funded (Fiscal Year 2011–12)

Middletown High School allocates nearly 100% percent of its resources to classroom instruction, and instructional support. The monies are spent on: technology, ELD support, classroom aid time, instructional materials and classroom supplies, with greatest amount covering the salaries of classroom teachers, support staff and school administration..

Teacher and Administrative Salaries (Fiscal Year 2010–11)

Category

District Amount

State Average For Districts In Same Category

Beginning Teacher Salary

$38,235

$38,725

Mid-Range Teacher Salary

$53,250

$59,717

Highest Teacher Salary

$61,923

$77,957

Average Principal Salary (Elementary)

$75,104

$95,363

Average Principal Salary (Middle)

$91,791

$98,545

Average Principal Salary (High)

$91,791

$107,031

Superintendent Salary

$111,805

$149,398

Percent of Budget for Teacher Salaries

41.00%

37.00%

Percent of Budget for Administrative Salaries

6.00%

6.00%

Note: For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

IX. Student Performance

Standardized Testing and Reporting Program


The Standardized Testing and Reporting (STAR) Program consists of several key components, including:

·                  California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven.

·                  California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations.

·                  California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations.



The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels.

For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov.

Standardized Testing and Reporting Results for All Students – Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)

School

District

State

2009–10

2010–11

2011–12

2009–10

2010–11

2011–12

2009–10

2010–11

2011–12

English-Language Arts

64%

61%

56%

57%

58%

59%

52%

54%

56%

Mathematics

14%

11%

14%

44%

44%

47%

48%

50%

51%

Science

54%

57%

56%

60%

67%

65%

54%

57%

60%

History-Social Science

45%

47%

44%

46%

45%

46%

44%

48%

49%

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Standardized Testing and Reporting Results by Student Group – Most Recent Year

Group

Percent of Students Scoring at Proficient or Advanced

English- Language Arts

Mathematics

Science

History- Social Science

All Students in the LEA

59%

47%

65%

46%

All Students at the School

56%

14%

56%

44%

Male

52%

14%

51%

46%

Female

60%

15%

62%

42%

Black or African American

0%

0%

0%

0%

American Indian or Alaska Native

0%

0%

0%

0%

Asian

0%

0%

0%

0%

Filipino

0%

0%

0%

0%

Hispanic or Latino

51%

16%

38%

44%

Native Hawaiian or Pacific Islander

0%

0%

0%

0%

White

57%

14%

62%

45%

Two or More Races

55%

27%

0%

0%

Socioeconomically Disadvantaged

40%

10%

20%

32%

English Learners

10%

0%

0%

0%

Students with Disabilities

12%

8%

0%

0%

Students Receiving Migrant Education Services

 

 

 

 

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

California High School Exit Examination

The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade ten results of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics to compute AYP designations required by the federal ESEA, also known as NCLB.

For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at http://cahsee.cde.ca.gov/.

California High School Exit Examination Results for All Grade Ten Students – Three-Year Comparison (if applicable)

Subject

Percent of Students Scoring at Proficient or Advanced

School

District

State

2009–10

2010–11

2011–12

2009–10

2010–11

2011–12

2009–10

2010–11

2011–12

English-Language Arts

68%

72%

66%

67%

68%

65%

54%

59%

56%

Mathematics

54%

58%

71%

53%

55%

68%

54%

56%

58%

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

California High School Exit Examination Grade Ten Results by Student Group – Most Recent Year (if applicable)

Group

English-Language Arts

Mathematics

Not Proficient

Proficient

Advanced

Not Proficient

Proficient

Advanced

All Students in the LEA

35%

32%

33%

32%

47%

22%

All Students at the School

34%

32%

34%

29%

49%

22%

Male

42%

28%

30%

19%

55%

26%

Female

25%

36%

39%

38%

43%

19%

Black or African American

 

 

 

 

 

 

American Indian or Alaska Native

 

 

 

 

 

 

Asian

 

 

 

 

 

 

Filipino

 

 

 

 

 

 

Hispanic or Latino

65%

15%

20%

35%

53%

12%

Native Hawaiian or Pacific Islander

 

 

 

 

 

 

White

26%

35%

39%

29%

45%

26%

Two or More Races

 

 

 

 

 

 

Socioeconomically Disadvantaged

60%

7%

33%

38%

38%

23%

English Learners

 

 

 

 

 

 

Students with Disabilities

86%

14%

0%

 

 

 

Students Receiving Migrant Education Services

 

 

 

 

 

 

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

California Physical Fitness Test Results (School Year 2011–12)

The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. For detailed information regarding this test, and comparisons of a school’s test results to the district and state, see the CDE PFT Web page at http://www.cde.ca.gov/ta/tg/pf/.

Grade Level

Percent of Students Meeting Fitness Standards

Four of Six Standards

Five of Six Standards

Six of Six Standards

5

0.00%

0.00%

0.00%

7

0.00%

0.00%

0.00%

9

16.90%

24.20%

45.20%

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

X. Accountability

Academic Performance Index

The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API Web page at http://www.cde.ca.gov/ta/ac/ap/.

Academic Performance Index Ranks – Three-Year Comparison

This table displays the school’s statewide and similar schools’ API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state.

The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools.

API Rank

2009

2010

2011

Statewide

8

7

6

Similar Schools

7

2

2

Academic Performance Index Growth by Student Group – Three-Year Comparison

Group

Actual API Change 2009–10

Actual API Change 2010–11

Actual API Change 2011–12

All Students at the School

-1

-12

1

Black or African American

 

 

 

American Indian or Alaska Native

 

 

 

Asian

 

 

 

Filipino

 

 

 

Hispanic or Latino

11

-30

-34

Native Hawaiian or Pacific Islander

 

 

 

White

-1

-10

10

Two or More Races

 

 

 

Socioeconomically Disadvantaged

31

-35

 

English Learners

 

 

 

Students with Disabilities

 

 

 

Note: “N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or target information. “C” means the school had significant demographic changes and there is no Growth or target information.

Academic Performance Index Growth by Student Group – 2012 Growth API Comparison

This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, LEA, and state level.

Group

2012 Growth API

Number of Students

School

Number of Students

LEA

Number of Students

State

All Students at the School

351

762

1,205

801

4,664,264

788

Black or African American

2

 

8

 

313,201

710

American Indian or Alaska Native

5

 

12

781

31,606

742

Asian

3

 

8

 

404,670

905

Filipino

2

 

11

847

124,824

869

Hispanic or Latino

68

718

255

751

2,425,230

740

Native Hawaiian or Pacific Islander

3

 

10

 

26,563

775

White

259

771

866

816

1,221,860

853

Two or More Races

9

 

32

822

88,428

849

Socioeconomically Disadvantaged

46

 

179

713

2,779,680

737

English Learners

22

568

94

636

1,530,297

716

Students with Disabilities

16

438

59

528

530,935

607

Adequate Yearly Progress

The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:

·                  Participation rate on the state’s standards-based assessments in ELA and mathematics

·                  Percent proficient on the state’s standards-based assessments in ELA and mathematics

·                  API as an additional indicator

·                  Graduation rate (for secondary schools)


For detailed information about AYP, including participation rates and percent proficient results by student group, see the CDE AYP Web page at http://www.cde.ca.gov/ta/ac/ay/.

Adequate Yearly Progress Overall and by Criteria (School Year 2011–12)

AYP Criteria

School

District

Made AYP Overall

No

No

Met Participation Rate - English-Language Arts

Yes

Yes

Met Participation Rate - Mathematics

Yes

Yes

Met Percent Proficient - English-Language Arts

No

No

Met Percent Proficient - Mathematics

Yes

No

Met API Criteria

Yes

Yes

Met Graduation Rate

Yes

No

Federal Intervention Program (School Year 2012–13)

Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. For detailed information about PI identification, see the CDE PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

Indicator

School

District

Program Improvement Status

 

In PI

First Year of Program Improvement

 

2012-2013

Year in Program Improvement

 

Year 1

Number of Schools Currently in Program Improvement

 

1

Percent of Schools Currently in Program Improvement

 

11.1%

Note: Cells shaded in black do not require data.

XI. School Completion and Postsecondary Preparation

Admission Requirements for California’s Public Universities

University of California

Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully completed specified college course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work.
For general admissions requirements, please visit the UC Admissions Information Web page at http://www.universityofcalifornia.edu/admissions/. (Outside source)

California State University

Eligibility for admission to the California State University (CSU) is determined by three factors:

·                  Specific high school courses

·                  Grades in specified courses and test scores

·                  Graduation from high school

Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application, and fee information see the CSU Web page at http://www.calstate.edu/admission/admission.shtml. (Outside source)

Dropout Rate and Graduation Rate

Indicator

School

District

State

2008–09

2009–10

2010–11

2008–09

2009–10

2010–11

2008–09

2009–10

2010–11

Dropout Rate

 

7.1

4.5

 

12.0

11.1

 

16.6

14.4

Graduation Rate

 

92.04

94.59

 

87.22

87.30

 

74.72

76.26

Note: Cells shaded in black do not require data.

Completion of High School Graduation Requirements

This table displays, by student group, the percent of students who began the 2011–12 school year in grade twelve and were a part of the school’s most recent graduating class, meeting all state and local graduation requirements for grade twelve completion, including having passed both the ELA and mathematics portions of the CAHSEE or received a local waiver or state exemption.

Group

Graduating Class of 2012

School

District

State

All Students

94.5

N/D

N/D

Black or African American

100

N/D

N/D

American Indian or Alaska Native

100

N/D

N/D

Asian

100

N/D

N/D

Filipino

N/D

N/D

N/D

Hispanic or Latino

96

N/D

N/D

Native Hawaiian or Pacific Islander

100

N/D

N/D

White

93

N/D

N/D

Two or More Races

N/D

N/D

N/D

Socioeconomically Disadvantaged

96

N/D

N/D

English Learners

100

N/D

N/D

Students with Disabilities

96

N/D

N/D

Note: “N/D” means that no data were available to the CDE or LEA to report.

Career Technical Education Programs (School Year 2011–12)

Narrative provided by the LEA.

Career Technical Education Participation (School Year 2011–12)

Measure

CTE Program Participation

Number of pupils participating in CTE

246

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

5%

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

60

Courses for University of California and/or California State University Admission

UC/CSU Course Measure

Percent

2011-12 Students Enrolled in Courses Required for UC/CSU Admission

36.0%

2010-11 Graduates Who Completed All Courses Required for UC/CSU Admission

37.9%

Advanced Placement Courses (School Year 2011–12)

Subject

Number of AP Courses Offered*

Percent of Students In AP Courses

Computer Science

0

 

English

1

 

Fine and Performing Arts

0

 

Foreign Language

1

 

Mathematics

1

 

Science

1

 

Social Science

1

 

All courses

5

2.3%

Note: Cells shaded in black do not require data. *Where there are student course enrollments.

XII. Instructional Planning and Scheduling

Professional Development

This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period.

For the 2011-12 School year Middletown High School dedicated 3 full days as well as the second half of six minimum days to staff development. This is what the average has been for the last years as well.

 

Middletown High

 

School Accountability Report Card, 2011-2012

Middletown Unified

 

Provided by the Ed-Data Partnership

 

 

For more information visit www.ed-data.org