Cupertino High School Accountabiltiy Report Card. Kami Tomberlain, Principal FREMONT UNION HIGH SCHOOL DISTRICT

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1 Cupertino High Kami Tomberlain, Principal Address: Finch Avenue, Cupertino, CA FREMONT UNION HIGH SCHOOL DISTRICT Accountabiltiy Report Card Profile Cupertino is a four-year comprehensive high school with an enrollment of about 1,800 students, grades 9-12, in the school year. Established in 1958, CHS is one of five high schools in the Fremont Union High and serves students from the suburban areas of Sunnyvale, Santa Clara, San Jose, and Cupertino. Located in the heart of Silicon Valley, the City of Cupertino is a blend of residential areas and high technology industry including the home of Apple Computer, Inc. Students come from homes where many parents have advanced educational degrees and are committed to academic excellence. The school benefits from industry partnerships, special district programs, and strong community support. Cupertino High staff continually reassesses programs to meet the needs of all students for life in the 21st century. Our school mission statement is to prepare students to be effective and productive members of society who possess skills in communication, critical thinking, lifelong learning and self-discipline, and involved citizenship. For students in need of additional academic support, CHS offers built-in tutorial time twice a week for all students. Students have the option to use this time to seek specific subject matter help from their content teachers or work independently on assignments or course reading. Students who are not earning passing grades will be assigned to guided study halls during tutorial and any open periods. Additionally, all ninth graders are assigned a Freshman Advisory that meets every Wednesday during tutorial and is staffed by both a teacher and student leaders. The school also offers a strong after school academic support center with available peer and teacher tutors. An excellent co-curricular program complements the academic program at Cupertino High. The visualperforming arts program is thriving in the areas of drama, choral, and instrumental music. CHS also offers a wide variety of other opportunities including athletics, clubs, student leadership activities, and community service. Students can also connect with the school and other students through such programs and activities as peer tutoring, a ninth grade mentoring program (Tino Crew), and a Best Buddies program linking general and special education students. Athletics is a large program at Cupertino High and over 600 students participate in competitive sports on an annual basis. Student Enrollment by Ethnic Group Percentage African American 1.8% American Indian 0.7% Asian 55.5% Filipino 1.6% Hispanic or Latino 10.3% Pacific Islander 0.5% White 29.6% Polly M. Bove, Superintendent 589 W. Fremont Avenue, Sunnyvale, CA Climate for Learning & Discipline Cupertino High has a reputation as a warm and caring place that values students and their personal development. To help incoming 9th graders, the Freshman Alliance program was implemented to support students who historically start high school with a pattern of low achievement based on their 8th grade test scores, grades and attendance. Additionally, all ninth graders are assigned Freshman Advisory during tutorial period where a group of volunteer teachers and student leaders work to help these students connect to high school and the available resources. Many ninth graders participate in AVID (Advancement Via Individual Determination), a program designed to meet the needs of socio-economically and racially underrepresented students in guiding them toward college prep classes. Cupertino places a high premium on the value of good communication with families. The school website is in a constant state of change and improvement as staff and students add more information almost daily. Parents and staff value Loop as a home and school communication system that provides information to students and parents about class work, assignments, attendance, grades, and general school information. continues to be an effective means of communication between the school and families and Loop helps facilitate such electronic communication. Safe, orderly schools are the highest priority of the Board of Trustees and staff. Before the beginning of each school year, parents receive written notification of parent/student rights and responsibilities with clearly-stated expectations for student behavior. Additionally, each student attends a presentation by the administrative team in which behavioral expectations are illustrated and reinforced. The has a strictly enforced anti-discrimination policy that prohibits harassment of students or staff based on race, gender, disability, religion, or sexual orientation. The Board maintains a zero tolerance policy for violent or threatening behaviors, but is committed first to the prevention of harmful behaviors. Students are provided with opportunities within the classroom and co-curricular programs to build positive relationships to help create a more supportive school community. Cupertino High 1

2 Guidance Counselors, Student Conduct Specialists, Student Advocates (licensed family therapists), and peer counselors help students work through personal issues. The Suspensions and Expulsions table illustrates total cases for the last three years, as well as a percentage of enrollment. Suspensions are expressed in terms of total infractions, not number of students suspended, as some students may have been suspended on multiple occasions. Expulsions occur only when required by law or when all other alternatives are exhausted. Enrollment By Grade This chart illustrates the enrollment trend by grade level for the past three (3) school years. Class Size Average class sizes vary by grade level and subject area taught. In addition to credentialed teachers, students receive assistance in some classrooms from instructional assistants. The table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom). Staff Development Suspensions & Expulsions Suspensions Suspension Rate 6.2% 18.5% 8.7% 4.0% 10.7% 4.6% Expulsions Expulsion Rate 0.6% 0.2% 0.9% 0.3% 0.2% 0.4% Enrollment Trend by Grade Level th th th th Average Class Size Class Size Distribution 1-20 Students Classrooms Containing: Students 33+ Students English Mathematics Science Social Science A variety of strategies have been implemented at Cupertino High to improve teaching and learning. The Staff Development Team helps organize and facilitate the staff development program, which 100% of the teaching staff participates in, thus increasing the leadership capacity of teachers on campus. These efforts have provided a greater staff-wide focus on improving student leaning. Teachers and administrators are actively involved in professional growth activities at the school, district, state and national level. Staff development days and/or special meetings are scheduled before and throughout the school year. Late-start days are dedicated to staff training and collaborative work time. administrators attend a leadership development session before the start of each school year and attend staff development seminars throughout the year. Counseling & Support Staff The Fremont Union High strives to provide all students with high quality personal, vocational, and academic guidance. Cupertino High staff continually reassesses programs to meet the needs of all students for life in the 21st century. Students engage in career assessments and exploration activities through the Career Center and Library/Media Center, and plan appropriate post-secondary education with the help of four (4) assistant principals, three (3) academic counselors, and Career Center and Library staff. Cupertino High s ratio of students per Counselor = 569:1, but with the additional help of the assistant principals, the ratio = 244:1. Support staff also includes 1 library media teacher, 2 Psychologists, 1 Speech/Language/Hearing Specialist, and 26 fulltime and 25 halftime paraprofessional/clerical employees. A districtwide college faire is held each year and school sites offer grade level college information nights for students and their parents. Most materials are translated into Chinese, Japanese, Korean, and/or Spanish; on-site translators may also be provided. Ongoing intervention programs are provided for students who need them. Special education students are provided with transition plans and specialized work training programs. Teacher Credentials The Fremont Union High recruits and employs the most qualified credentialed teachers. For the school year, Cupertino High had 87 fully credentialed teachers who met all credential requirements in accordance with State of California guidelines and two teachers without a full credential. Volunteer Opportunities Parents and community members can get involved through the following: PTSA; Site Council; Latino and Korean Parent Groups, booster organizations for athletics, music, and choir; and as volunteers that help keep the school running. For information pertaining to opportunities for parental involvement, please contact the Executive Assistant to the Principal at Contact Information Teacher Credential Status CUPERTINO HIGH SCHOOL Finch Avenue, Cupertino, CA PRINCIPAL: Kami Tomberlain PHONE: FA: COLORS: Cardinal Red, Gold & Grey MASCOT: Pioneers ESTABLISHED: 1958 CDS Code FREMONT UNION HIGH SCHOOL DISTRICT W. Fremont Avenue, Sunnyvale, CA SUPERINTENDENT: Polly M. Bove PHONE: Fully Credentialed Without Full Credentials Working Outside Subject Misassignments/Vacancies Misassignments of Teachers of English Learners Misassignments of Teachers (other) Total Misassignments of Teachers Vacant Teacher Positions Cupertino High 2

3 Highly Qualified Teachers This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-nclb compliant teachers. High poverty schools are defined as those schools with student participation of approximately 75% or more in the free and reduced price meals program. Low poverty schools are those with student participation of approximately 25% or less in the free and reduced lunch program. More information on teacher qualifications required under NCLB can be found on the CDE website Instructional Materials The adoption of textbooks and other supplemental instructional materials follows state standards. Teachers and administrators are involved in the review and adoption process. A Public Hearing was held on September 21, 2010, and the Board of Trustees adopted Resolution # Certifying Sufficiency of Textbooks and Instructional Materials in Mathematics, Science, History-Social Science, and English/Language Arts. Students enrolled in foreign language or health classes have sufficient textbooks and instructional materials and there is sufficient laboratory science equipment for science laboratory courses in grades 9 to 12. Additional Internet Access/Public Libraries For additional research materials and Internet availability, students are encouraged to visit the public libraries located in the cities of Cupertino, Sunnyvale, Los Altos, Santa Clara, San Jose, and Saratoga. These cities are located in Santa Clara County. In November 2009, the Santa Clara County Library system was ranked second in the nation by Hennen s American Public Library Ratings. Free wireless Internet access is also provided as a feature in city lplazas, coffee shops and other businesses that are publicly accessible. Science Lab Equipment The school stocks an adequate supply of equipment for its students. Inventory includes, but is not limited to: microscopes, slides, ring stands, clamps, support rings, utility clamps, test tubes, test tube holders and brushes, tongs, flasks, beakers, and Bunsen burners. For more information, please call the school office. Facilities NCLB Compliant Teachers % of Core Academic Courses Taught By NCLB Compliant Teachers % of Core Academic Courses Taught By Non-NCLB Compliant Teachers 99.0% 1.0% 0.0% 0.0% High-Poverty s in N/A N/A Low-Poverty s in 99.0% 1.0% Cupertino High was modernized from every instructional classroom was remodeled and updated. New facilities include an eight-classroom science building, field house (practice gym), dance studio, and swimming pool. Other key venues that were remodeled include a performing arts theatre, gym/locker rooms, library, cafeteria, and administration building. The physical and instructional environment has been dramatically improved for students and staff. Measure B, a 66% voter-approved $198 million school facilities bond passed in June 2008, is providing funds needed to continue to renovate and modernize Cupertino, Fremont, Homestead, Lynbrook, and Monta Vista High s. Funds will be used to create a dedicated Technology Fund that will allow the district to upgrade and maintain classroom computers and related technology; build new science labs; construct the new classrooms needed to avoid overcrowding; replace aging heating, lighting, plumbing and electrical systems; improve energy efficiency at each high school; create classrooms/labs designed for career and technical education classes that supplement traditional college preparatory courses; upgrade and improve athletic facilities and fields; improve campus safety and security; upgrade and improve emergency communications systems; and add solar power and make the dollars now spent on utility bills available to support classroom programs. Installation of solar electric panel arrays is complete in the student parking lots at all five high schools and in the staff parking lots at Homestead and Cupertino High s. The s solar system is connected and expected to generate over $1,000,000 in savings on the s electric bill and that number will grow every year as electricity rates escalate. Construction of new baseball, softball and soccer fields began in June Renovation of the football field at Cupertino High is targeted to begin in December Follow track and field renovation at The Cupertino High campus was inspected on June 25, 2010 and is in good condition. The Facilities Manager, in collaboration with the Principal, works daily with six (6) full-time custodians to ensure that the cleaning of the school is maintained to provide for a clean and safe school. maintenance staff ensures that the repairs necessary to keep the school in good repair and work orders are completed in a timely manner. The rotates a deep cleaning crew at all campuses during breaks and over the summer. Increased custodial coverage of fields and grounds supports a safe and clean campus. Safe Plan Facility Conditions Date of Last Inspection: 06/25/2010 Overall Summary of Facility Conditions: Good Items Inspected Systems (Gas Leaks, Mech/HVAC, Sewer) Interior Cleanliness (Overall Cleanliness, Pest/ Vermin Infestation) Electrical Restrooms/Fountains Safety (Fire Safety, Hazardous Materials) Structural (Structural Damage, Roofs) External (Grounds, Windows, Doors, Gates, Fences) Facility Component System Status Good Fair Poor Deficiency & Remedial Actions Taken or Planned 100 Wing - Minor termite infestation. 400 Wing - Minor termite infestation. Cafeteria & Kitchen - Sewer problems in kitchen. Corridor Eaves - Foam type roofs have many cracks, leaking into structure. Safe, orderly schools are the highest priority of the Board of Trustees and staff. The high school is always in compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. Cupertino s Safety Plan was revised and updated in October The staff is being trained at staff meetings throughout the school year on the contents of the plan and a variety of emergency drills will take place throughout the year on a quarterly basis. Cupertino High 3

4 A schoolwide lockdown drill and Code Red exercise will be executed in Spring 2010 and will be practiced with the assistance and presence of members of the Santa Clara Sheriff s department. Adequate Yearly Progress The federal No Child Left Behind (NCLB) Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: participation rate on the state s standards-based assessment in English Language Arts and mathematics, percent proficient on the state s standards-based assessments in English Language Arts and mathematics, API as an additional indicator, and graduation rate. Physical Fitness Adequate Yearly Progress (AYP) The California Physical Fitness Test is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting fitness standards for the most recent testing period. * scores were not released by the CDE at the time of publication. Federal Intervention Program s 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 (English/Language Arts 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. Dropout & Graduation Rates Made AYP Overall Yes No Met AYP Criteria English - Language Arts Mathematics English - Language Arts Mathematics Participation Rate Yes Yes No Yes Percent Proficient Yes Yes No No API Results Yes Yes Graduation Rate Yes Yes Federal Intervention Programs Program Improvement (PI) Status Not in PI Not in PI First Year in PI - - Year in PI ( ) - - # of s Currently in PI - 0 % of s Identified for PI % This table displays the high school s one-year dropout rate and graduation rate for the most recent three-year period. Detailed information about dropout rates and graduation rates can be found at the CDE website at Graduation & Dropout Rates Dropout Rate 1.00% 1.00% 2.00% Graduation Rate 98.00% 95.00% 92.00% Advanced Placement Classes Cupertino High has open access to Advanced Placement (AP) courses for all eligible students. Juniors and seniors achieving a score of three, four, or five on the final AP exams qualify for college credit at most of the nation s colleges. During the school year, 371 students took 758 AP Exams and 90% of Exams scored 3 or higher. Students often take more than one AP course. Advanced Placement Classes UC/CSU Course Completion # of Courses Enrollment Computer Science 1 23 English 1 46 Foreign Language 4 88 Mathematics Science Social Science Totals Percent of Students in AP Courses 44% This table displays for the most recent year two measures related to the school s courses that are required for University of California (UC) and/ or California State University (CSU) admission. Detailed information about student enrollment in and completion of courses required for UC/ CSU admission can be found at the CDE Web site at dataquest/. % of Student Enrollment in Courses Required for UC/ CSU Admission % of Graduates Who Completed All Courses Required for UC/CSU Admission UC/CSU Course Enrollment Percentage 92.0% 63.1% * Duplicated Count (one student can be enrolled in several courses). Completion of High Graduation Requirements Students in California public schools must meet all state and local graduation requirements for grade twelve completion and pass both the English-language arts and mathematics portions of the California High Exit Examination (CAHSEE) to receive a high school diploma. For students who began the school year in grade 12, this table displays by student group the percent who met all state and local graduation requirements and successfully passed the CAHSEE. Completion of High Graduation Requirements State All Students 94.0% 94.0% * Socioeconomically Disadvantaged 87.0% 83.0% * Asian 97.0% 98.0% * Hispanic or Latino 75.0% 76.0% * White 94.0% 96.0% * English Learners 93.0% 87.0% * Students with Disabilities 76.0% 83.0% * * Data was not available at the time of publication. Cupertino High 4

5 Academic Performance Index The API is a single number, ranging from a low of 200 to a high of 1000, that reflects a school s, a s, or a subgroup s performance level, based on the results of statewide testing. Its purpose is to measure the academic performance and growth of schools. The API is calculated by converting a student s performance on statewide assessments across multiple content areas into points on the API scale. These points are then averaged across all students and all tests. The result is the API. An API is calculated for schools,, and for each numerically significant subgroup of students at a school or a. In order to measure the academic improvement of a school, academic results in the form of the API are compared from year to year. Growth (or change) in the API is the difference between the Base API and Growth API within a reporting cycle. California Standards Test Growth API State All Students Asian Hispanic or Latino White English Learners Students with Disabilities API Results Statewide Similar s All Students at the Actual API Change The California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). The combined percentage of students scoring at the Proficient and Advanced levels in English/Language Arts, Math, Social Science, Science, for the most recent three-year period, is shown in the table below. For results on course specific tests, please see California Standards Test (CST) Subject State Asian Actual API Change Hispanic or Latino Actual API Change White Actual API Change Two or More Races Actual API Change English/Language Arts Mathematics Science History/Social Science *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. Subject California Standards Test (CST) Subgroups English/ Language Arts Mathematics English Learners Actual API Change * Statewide and similar schools ranks are based on the first year listed. (Example: the rank reflects testing from Spring 2007.) Science History/ Social Science African American * 73 American Indian * * * * Asian Filipino * 46 Hispanic or Latino Pacific Islander * * * * White Males Females Socioeconomically Disadvantaged English Learners Students with Disabilities Migrant Education * * * * *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. Cupertino High 5

6 Career Technical Education Participation The Fremont Union High considers preparation for the workplace a key goal of schooling. Students engage in career assessments and exploration activities and plan appropriate post-secondary education with the help of assistant principals, guidance counselors, Career Center, and Library staff. Each high school has a Career Center and Library/Media Center that provide students with opportunities to explore college and careers through the web-based guidance program Naviance, as well as utilizing other district-approved career guidance activities. Career/College Liaisons, Library Specialists, and Library Media Technology teachers, as well as assistant principals, and guidance counselors are available to help train students in the use of this software, and to assist them in their career development process. facilities are often open in the afternoon and evenings for students and parents to use the computerized college and career search tools. In , 519 Cupertino High students in grades 9-12 (30.4% of total enrollment) participated in career technical education classes and 139 (26.8%) of them were seniors who graduated. Student run clubs such as Future Business Leaders of America and DECA provide skills and experiences to help prepare students for success in business leadership and marketing. Enrollment & Program Completion in Career/ Technical Education (CTE) Programs (Carl Perkins Vocational and Technical Education Act) Question How many of the school s pupils participate in CTE? What percent of the school s pupils complete a CTE program and earn a high school diploma? What percent of the school s CTE courses are sequenced or articulated between the school and institutions of post secondary education? Response Career Technical Education (CTE) Programs Career Technical Education courses are available as elective classes in business, industrial technology, and through the North County Regional Occupation Program (NCROP). High-end ROP courses provide students with the opportunity to explore career possibilities most often in their junior and senior years when students may have more choices in their schedules. These courses provide career/technical skills training and/or on-the-job training with work-based learning. Beginning in the school year, there is increased flexibility regarding when these courses are available to students. Depending on pre-requisites and space availability, these classes are now open to students in all grade levels. The offered 17 ROP courses in school year that are certified with the California Department of Education: Administration of Justice, Advanced Engineering, Advanced Multimedia, Advanced Visual Communications, Athletic Training/Sports Medicine, Automotive Technology Level I and II, Biotechnology, Broadcast Journalism, Commercial Art/Graphic Design, Culinary Arts I and II, Engineering I, Stagecraft Technology, Technical Writing, and TV/Film/Video. Not all courses are offered at every high school campus, but are open to students if scheduling permits. ROP courses articulated with De Anza Community College: Administration of Justice, Athletic Training/Sports Medicine, Automotive Technology, Culinary Arts, Graphic Design/Commercial Art, Stagecraft Theatre and TV Film Video; and ROP course articulated with Foothill Community College: Technology. The following courses are being considered for articulation: Broadcast journalism, Biotechnology, Multimedia and Engineering. The following ROP courses are UC approved: Biotechnology (d), Engineering Technology (g), Computer Programming (JAVA) (g), Digital Design: Video and Animation (f) and Journalism (g). The following are being developed for submission to UC for approval for : Food Science and Culinary Arts (g) and Multimedia Design (f or g). College Entrance Info students can access a College and Career Planning Website at This site has various links to help parents and students begin planning for college and beyond. All five of the s high schools use Naviance, a college and career planning resource that allows students and families to investigate, research, track, and plan for the college admission process. 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 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 University of California Web site at CALIFORNIA STATE UNIVERSITY Admission requirements for the California State University (CSU) use three factors to determine eligibility. They are specific high school courses; grades in specified courses and test scores; and 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 utilize 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 general admissions requirements please visit the California State University Web site at LOCAL COMMUNITY COLLEGES The Foothill-De Anza Community College provides a dynamic learning environment that fosters excellence, opportunity and innovation in meeting the educational needs of its diverse students and community. Located in the heart of Silicon Valley, the district serves the communities of Cupertino, Los Altos, Los Altos Hills, Mountain View, Palo Alto, Sunnyvale and portions of San Jose. Cupertino High 6

7 Admission to De Anza College in Cupertino is open to anyone (subject to the residency requirements) who has a high school diploma, a General Education Diploma, a proficiency certificate, or is at least 18 years old and shows evidence of being able to benefit from the instruction offered by the college. For general admissions requirements please visit Foothill College, located in Los Altos Hills, has an open-door admission policy for all high-school graduates and non-graduates who are 18 years of age or older. Students enrolled in the junior and senior year of high school may attend Foothill College with written parental and school permission. Forms for parental and school permission are available in the Admissions & Records Offices at both Foothill campuses or online at: admissions.php. California High Exit Exam (CAHSEE) The California High Exit Exam is primarily used as a graduation requirement in California, but the results of this exam are also used to determine Adequate Yearly Progress (AYP) for high schools, as required by the Federal No Child Left Behind (NCLB) law. The CAHSEE has an English languagearts section and a math section and, for purposes of calculating AYP, three performance levels were set: Advanced, Proficient, and Not Proficient. The score a student must achieve to be considered Proficient is different than the passing score for the graduation requirement. The first table displays the percent of students achieving at the Proficient or Advanced level for the past three years. The second table displays the percent of students, by group, achieving at each performance level in English language-arts and math separately for the most recent testing period. CAHSEE By Subject State State State English Mathematics All Students All Students Not Proficient CAHSEE By Student Group English Proficient Advanced Not Proficient Mathematics Proficient Advanced Male Female Asian Hispanic or Latino White English Learners Socioeconomically Disadvantaged Students with Disabilities Site Teacher Salaries The chart illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state (fiscal year ) financial statements). Average Teacher Salaries & $73,323 $73,323 Percentage of Variation 0.00% & State All High s $69,595 Percentage of Variation 5.35% Cupertino High 7

8 Teacher & Administrative Salaries as a Percentage of Total Budget This table displays salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of the s budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE website. Average Salary Information Teachers - Principal - Superintendent State Beginning Teachers $50,104 $43,096 Mid-Range Teachers $78,069 $70,018 Highest Teachers $93,827 $89,675 Elementary Principals - - Middle Principals - $122,408 High Principals $151,919 $128,615 Superintendent $261,515 $204,469 Salaries as a Percentage of Total Budget Teacher Salaries 35.7% 37.7% Administrative Salaries 8.7% 5.1% Expenditures In , the Fremont Union High s total expenditure per pupil was $9,159 of which $6,538 was unrestricted. The table provides a comparison of a school s per pupil funding from unrestricted sources with the district and the state. Expenditures per Pupil Total Expenditures Per Pupil $9,345 From Restricted Sources $2,892 From Unrestricted Sources $6,453 From Unrestricted Sources $6,538 Percentage of Variation between & 1.30% State From Unrestricted Sources $5,681 Percentage of Variation between & State 13.59% Revenue Sources The Fremont Union High relies almost exclusively on local property taxes for general fund revenue. Enrollment has been about 10,300 students for two years in a row but is projected to increase at 2-3% per year for several years in the future. Since the is not paid by the State of California per student, it must absorb all new costs associated with student growth. In January 2005 the Fremont Union High began a residency verification effort to ensure that our schools are reserved for only those students who are valid residents within the boundaries. Our residency verification process ensures that every tax dollar of our community is used to support the students who actually live in our attendance area. On November 2, 2010, our $98 parcel tax was renewed through the school year. The tax is assessed against each parcel of taxable land in the. A parcel is defined as any unit of land in the that receives a separate tax bill from the Santa Clara County Assessor s Office. Optional Exemption from the $98 Parcel Tax is available to senior citizens (65 years or older) who own and occupy, as a principal residence, a parcel and apply to the for exemption. Data Sources Data within the SARC was provided by the Fremont Union High and/or located on Dataquest ( Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows the public to search for facts and figures pertaining to schools and districts throughout the state. Cupertino High 8