Executive Summary School Accountability Report Card,

Executive Summary School Accountability Report Car, 2010 11 For Marco Antonio Firebaugh High Aress: 5246 Martin Luther King Blv., Lynwoo, CA, 90262 Phone: (310) 886-5200 Principal: Mr. Tony Hua, Principal Grae Span: 9-12 This executive summary of the School Accountability Report Car (SARC) is intene to provie parents an community members with a quick snapshot of information relate to iniviual public schools. Most ata presente in this report are reporte for the 2010 11 school year. School finances an school completion ata are reporte for the 2009 10 school year. Contact information, facilities, curriculum an instructional materials, an select teacher ata are reporte for the 2011 12 school year. For aitional information about the school, parents an community members shoul review the entire SARC or contact the school principal or the istrict office. About This School Marco Antonio Firebaugh High School is locate in Lynwoo, a city ajacent to South Los Angeles. Lynwoo was a part of lan grant in 1810 an originally known as Rancho San Antonio. With the passing of the ranchero, the ranch was inherite by his chilren, an over time was hel by various owners. In the early 1900 s the lan was purchase by a airyman who name the area for his wife, Ms. Lynne Woo. The airy became known as The Lynwoo Dairy an Creamery. The city of Lynwoo was incorporate in 1921 an the Lynwoo Unifie School District was establishe in 1950. Lynwoo lies ajacent to South Los Angeles an has approximately 70,000 resients. Nearly 90% of whom are Latino, an more than 65% have a Mexican heritage. Approximately 10% of the community is black. Accoring to the 2010 census, nearly 33% of the resients are uner the age of 18. The population of Lynwoo is ecrease by 0.1% since the 2000 census. Firebaugh High School (FHS) was officially opene on September 12, 2005. It was name in honor of Marco Antonio Firebaugh, a Latino-American who worke for the Lynwoo community as a state assemblyman, Mexican Caucus leaer, an avocate of the unerprivilege. With his eath in March 2006 at the age of 39, much attention began to focus on the new high school, an his legacy continues to inspire the school community to realize his vision of acaemic success for Lynwoo stuents. What separates FHS from other schools with similar emographics is our commitment to preparing stuents for college, emphasizing the A-G courses require by the University of California (UC) an California State University (CSU) system. This emphasis is evient in that of the 380 stuents grauating from the school in 2010, 91% ha met the UC an CSU requirements. Aitionally, 90% of the class of 2011 also met the UC an CSU requirements. FHS was built on property that was formerly a city park. The school is the secon comprehensive high school in the Lynwoo Unifie School District, an began as a 9 th grae campus. Since its

opening, graes 10 through 12 have been ae; the class of 2009 was the first grauating class. In the 2008, the school istrict ecie to return the 9 th grae to the mile school, so FHS became a grae 10 12 school for the 2009-2010 an 2010-2011 school years. In the 2010-2011 school year, the school s enrollment was 1,505, with 561 stuents in grae 10, 501 stuents in grae 11, an 441 stuents in grae 12. Since the school s inception, parents have establishe several parent-school organizations, an a local chapter of the Lions Club International. There is also an effort to establish school/business relationships, an steps have been taken by parents an staff to evelop an soliify these. Parents are active in the life of the school, attening weekly meetings for the Falcon s Prie Parent Booster Club an quarterly AVID meetings. They also participate in the istrict an site councils (School Site Council, Superintenent s Avisory Council, the School Avisory Council, English Language Acquisition Council, an English Language Learner Avisory Council or ELAC). Parents agree to volunteer thirty hours per year on the school campus, thus affirming to stuents their belief that school an its purpose are important. Most parents complete the thirty hours of volunteer service. Stuent Enrollment Group Enrollment Number of stuents 1944 Black or African American 5.75% American Inian or Alaska Native 0.0% Asian 0.0% Filipino 0.0% Hispanic or Latino 93.5% Native Hawaiian or Pacific Islaner 0.1% White 0.0% Two or More Races 0.0% Socioeconomically Disavantage 88.0% English Learners 25.25% Stuents with Disabilities 5.5%

Teachers Inicator Teachers Teachers with full creential 65 Teachers without full creential Teachers Teaching Outsie Subject Area of Competence Misassignments of Teachers of English Learners Total Teacher Misassignments ONE ONE NONE ONE Stuent Performance Subject Stuents Proficient an Above on STAR* Program Results English-Language Arts 31% Mathematics 11% Science 29% History-Social Science 27% *Stanarize Testing an Reporting Program assessments use for accountability purposes inclue the California Stanars Tests, the California Moifie Assessment, an the California Alternate Performance Assessment. Acaemic Progress* Inicator Result 2011 Growth API Score (from 2011 Growth API Report) 662 Statewie Rank (from 2010 Base API Report) 3 Met All 2011 AYP Requirements no Number of AYP Criteria Met Out of the Total Number of Criteria Possible Met 8 of 17 2011 12 Program Improvement Status (PI Year) Year 4 *The Acaemic Performance Inex is require uner state law. Aequate Yearly Progress is require by feeral law.

School Facilities Summary of Most Recent Site Inspection Narrative provie by the. Repairs Neee Narrative provie by the. Corrective Actions Taken or Planne Narrative provie by the. Curriculum an Instructional Materials Core Curriculum Area Reaing/Language Arts Mathematics Science History-Social Science Foreign Language Health Visual an Performing Arts Science Laboratory Equipment (graes 9-12) Pupils Who Lack Textbooks an Instructional Materials School Finances Level Expenitures Per Pupil (Unrestricte Sources Only) School Site 226 District 3,401 State $5,455

School Completion Inicator Result Grauation Rate (if applicable) 78.84 Postseconary Preparation Measure Pupils Who Complete a Career Technical Eucation Program an Earne a High School Diploma Percent Grauates Who Complete All Courses Require for University of California or California State University Amission School Accountability Report Car Reporte Using Data from the 2010 11 School Year Publishe During 2011 12 Every school in California is require by state law to publish a School Accountability Report Car (SARC), by February 1 of each year. The SARC contains information about the conition an performance of each California public school. For more information about SARC requirements, see the California Department of Eucation (CDE) SARC Web page at http://www.ce.ca.gov/ta/ac/sa/. For aitional information about the school, parents an community members shoul contact the school principal or the istrict office. I. Data an Access E-Data Partnership Web Site E-Data is a partnership of the CDE, ESource, an the Fiscal Crisis an Management Assistance Team (FCMAT) that provies extensive financial, emographic, an performance information about California s public kinergarten through grae twelve school istricts an schools.

DataQuest DataQuest is an online ata tool locate on the CDE DataQuest Web page at http://q.ce.ca.gov/ataquest/ that contains aitional information about this school an comparisons of the school to the istrict, the county, an the state. Specifically, DataQuest is a ynamic system that provies reports for accountability (e.g., state Acaemic Performance Inex [API], feeral Aequate Yearly Progress [AYP]), test ata, enrollment, high school grauates, ropouts, course enrollments, staffing, an ata regaring English learners. Internet Access Internet access is available at public libraries an other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries an public locations is generally provie on a first-come, first-serve basis. Other use restrictions may inclue the hours of operation, the length of time that a workstation may be use (epening on availability), the types of software programs available on a workstation, an the ability to print ocuments. II. About This School Contact Information (School Year 2011 12) School District School Name Marco Antonio Firebaugh High District Name Lynwoo Unifie Street 5246 Martin Luther King Blv. Phone Number (310) 886-1600 City, State, Zip Lynwoo, CA, 90262 Web Site www.lynwoo.k12.ca.us Phone Number (310) 886-5200 Superintenent Ewar Velasquez Principal Mr. Tony Hua, Principal E-mail Aress evelasquez@lynwoo.k12.ca.us E-mail Aress thua@lynwoo.k12.ca.us CDS Coe 19647740109538 School Description an Mission Statement (School Year 2010 11) Safety at this facility is our main concern. The Firebaugh High School builing are new an in excellent conitions. Our school staff an District Maintenance Department work har to ensure that all restrooms are clean an overall in mint conition. All mechanical systems at the school are in prime conition. There is no structural amage since the builings are new. Drinking fountains (insie an out), grouns an electrical system are all in goo conition. Our school provies a safe, clean environment for stuents, staff, an volunteers. Classroom, bathrooms, an general areas are in goo repair an receive basic cleaning on a aily basis. Detaile cleaning is one uring vacation perios. The istrict provies maintenance service on a regular scheule or when an emergency occurs. Safety concerns are the number one priority of Maintenance an Operations. District maintenance supervisors are proactive an conuct inspections at school sites on a continual basis. The istrict aministers a scheule maintenance program to ensure a suitable learning environment. At the time this report was publishe, all restrooms on campus were in goo working orer. Daily reports of incients that require repair at the school sites are processe through work orers. Emergency repairs are given the highest priority. The remaining incients are hanle on a firstcome, first-serve basis to ensure efficient service. The istrict participates in the State School Deferre Maintenance Program, which provies state matching funs on a ollar-for-ollar basis to assist school istricts with expenitures for major repair or replacement of existing school builing components. Typically this inclues roofing, plumbing, heating, air conitioning, electrical systems, interior or

exterior painting, an floor systems. The istrict s complete eferre maintenance plan is available at the istrict office. Mission Statement: Within a school culture of prie an ownership, Firebaugh High School will prepare stuents to be successful at a four-year college or university. Opportunities for Parental Involvement (School Year 2010 11) Parents are a welcome partner at FHS. A parent club, name Falcon s Prie Parent Booster Club, was forme to invite all parents to participate in the sharing of information an ecision making where appropriate. Parent meetings are hel weekly. Parents are also encourage to participate in most school activities, an many volunteer at the school site nearly every ay. Firebaugh High School values parental an community input. We have many opportunities for parents to take part in various areas. One of the arenas for parental involvement is the School Site Council (SSC). Another opportunity for parents in our English Language Learner Avisory Council (ELAC). This Council is hel on campus to provie parents with information, knowlege, skills, an a personal commitment to improve their chil s eucation. Parents have an opportunity to be aware of, an take part in the process of ecision-making that affects stuent learning. Stuent Enrollment by Grae Level (School Year 2010 11) Grae Level Number of Stuents Grae Level Number of Stuents Kinergarten 0 Grae 8 0 Grae 1 0 Ungrae Elementary 0 Grae 2 0 Grae 9 566 Grae 3 0 Grae 10 438 Grae 4 0 Grae 11 486 Grae 5 0 Grae 12 450 Grae 6 0 Ungrae Seconary 0 Grae 7 0 Total Enrollment 1,505 Stuent Enrollment by Subgroup (School Year 2010 11) Group Percent of Total Enrollment Black or African American 3.7% American Inian or Alaska Native 0.1% Asian 0.1% Filipino 0.0%

Hispanic or Latino 95.3% Native Hawaiian or Pacific Islaner 0.1% White 0.0% Two or More Races 0.0% Socioeconomically Disavantage 82.3% English Learners 59.4% Stuents with Disabilities 4.3% Average Class Size an Class Size Distribution (Seconary) Subject Avg. Clas s Size 1-2 2 2008 09 Number of Classes* 23-32 33+ Avg. Class Size 2009 10 Number of Classes* 1-22 23-32 33+ Avg. Clas s Size 1-2 2 2010 11 Number of Classes* 23-32 33+ English 3 17 35 Mathematics 3 7 34 Science 3 7 29 Social Science 3 26 19 * Number of classes inicates how many classrooms fall into each size category (a range of total stuents per classroom). At the seconary school level, this information is reporte by subject area rather than grae level.

III. School Climate School Safety Plan (School Year 2010 11) Safety of stuents an staff is a primary concern of Firebaugh High School. Aministrators, safety officers an teachers regularly monitor the campus. All visitors must sign in at the office an wear ientification bages throughout the uration of their stay. Stuents wear school shirts, making it easier to ientify someone on campus who is not a stuent. The School safety plan is revise every spring by the School Site Council: revisions are share immeiately with all members of the staff. The key elements outline within the plan inclue: 1) chil abuse reporting proceures; 2) teacher notification of angerous pupils proceures; 3) isaster response proceures; 4) proceures for safe entrance an exit from school; 5) sexual harassment policy; 6) suspensions an expulsion policies; 7) ress coe; 8) iscipline policies. The school compliance with the laws, rules, an regulations pertaining to hazarous materials an state earthquake stanars. The school s isaster prepareness plan inclues steps for ensuring stuent an staff safety uring isaster. Fire an isaster rills are conucte on a regular basis throughout the school year. Suspensions an Expulsions Rate* School 2008 09 School 2009 10 School 2010 11 District 2008 09 District 2009 10 District 2010 11 Suspensions 11.31% 12.07% 11.30% 9.06% 12.63% 9.14% Expulsions 0.00% 0.00% 0.60% 0.02% 0.03% 0.21% * The rate of suspensions an expulsions is calculate by iviing the total number of incients by the total enrollment. IV. School Facilities School Facility Conitions an Planne Improvements (School Year 2011 12) Narrative provie by the. School Facility Goo Repair Status (School Year 2011 12) System Inspecte Systems: Gas Leaks, Mechanical/HVAC, Sewer Repair Status Exemplary Goo Fair Poor X Repair Neee an Action Taken or Planne Interior: Interior Surfaces X Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation X

Electrical: Electrical X Restrooms/Fountains: Restrooms, Sinks/ Fountains X Safety: Fire Safety, Hazarous Materials Structural: Structural Damage, Roofs External: Playgroun/School Grouns, Winows/ Doors/Gates/Fences Overall Rating X X X X Note: Cells shae in gray o not require ata. V. Teachers Teacher Creentials Teachers School 2008 09 School 2009 10 School 2010 11 District 2010 11 With Full Creential 65 Without Full Creential 19 Teaching Outsie Subject Area of Competence (with full creential) Teacher Misassignments an Vacant Teacher Positions Inicator 2009 10 2010 11 2011 12 Misassignments of Teachers of English Learners Total Teacher Misassignments* Vacant Teacher Positions Note: Misassignments refers to the number of positions fille by teachers who lack legal authorization to teach that grae level, subject area, stuent group, etc. * Total Teacher Misassignments inclues the number of Misassignments of Teachers of English Learners. Core Acaemic Classes Taught by Highly Qualifie Teachers (School Year 2010 11) The Feeral Elementary an Seconary Eucation Act (ESEA), also known as No Chil Left Behin (NCLB), requires that core acaemic subjects be taught by Highly Qualifie Teachers, efine as having at least a bachelor s egree, an appropriate California teaching creential, an emonstrate core acaemic subject area competence. For more information, see the CDE Improving Teacher an Principal Quality Web page at: http://www.ce.ca.gov/nclb/sr/tq/

Location of Classes Percent of Classes In Core Acaemic Subjects Taught by Highly Qualifie Teachers Percent of Classes In Core Acaemic Subjects Not Taught by Highly Qualifie Teachers This School 100% All Schools in District 100% High-Poverty Schools in District 100% Low-Poverty Schools in District N/A Note: High-poverty schools are efine as those schools with stuent eligibility of approximately 40 percent or more in the free an reuce price meals program. Low-poverty schools are those with stuent eligibility of approximately 25 percent or less in the free an reuce price meals program. VI. Support Staff Acaemic Counselors an Other Support Staff (School Year 2010 11) Title Number of FTE* Assigne to School Average Number of Stuents per Acaemic Counselor Acaemic Counselor Counselor (Social/Behavioral or Career Development) Library Meia Teacher (librarian) Library Meia Services Staff (paraprofessional) Psychologist Social Worker Health Technician Speech/Language/Hearing Specialist Resource Specialist (non-teaching) Other Note: Cells shae in black o not require ata. * One Full-Time Equivalent (FTE) equals one staff member working full-time; one FTE coul also represent two staff members who each work 50 percent of full-time.

VII. Curriculum an Instructional Materials Quality, Currency, Availability of Textbooks an Instructional Materials (School Year 2011 12) This section escribes whether the textbooks an instructional materials use at the school are from the most recent aoption; whether there are sufficient textbooks an instruction materials for each stuent; an information about the school s use of any supplemental curriculum or non-aopte textbooks or instructional materials. Year an month in which ata were collecte: September 2011 Core Curriculum Area Textbooks an instructional materials/year of aoption From most recent aoption? Percent stuents lacking own assigne copy Reaing/Language Arts Mathematics Science History-Social Science Foreign Language Health Visual an Performing Arts Science Laboratory Equipment (graes 9-12) VIII. School Finances Expenitures Per Pupil an School Site Teacher Salaries (Fiscal Year 20010 11) Level Total Expenitures Per Pupil Expenitures Per Pupil (Supplemental / Restricte) Expenitures Per Pupil (Basic / Unrestricte) Average Teacher Salary School Site 21,001 20,775 226 District 3,401 $63,917 Percent Difference School Site an District 0 State $5,455 $67,932 Percent Difference 5.5%

School Site an State Note: Cells shae in gray o not require ata. Supplemental/Restricte expenitures come from money whose use is controlle by law or by a onor. Money that is esignate for specific purposes by the istrict or governing boar is not consiere restricte. Basic/unrestricte expenitures are from money whose use, except for general guielines, is not controlle by law or by a onor. For etaile information on school expenitures for all istricts in California, see the CDE Current Expense of Eucation & Per-pupil Spening Web page at http://www.ce.ca.gov/s/f/ec/. For information on teacher salaries for all istricts in California, see the CDE Certificate Salaries & Benefits Web page at http://www.ce.ca.gov/s/f/cs/. To look up expenitures an salaries for a specific school istrict, see the E-Data Web site at: http://www.e-ata.org. Types of Services Fune (Fiscal Year 2010 11) Narrative provie by the. Teacher an Aministrative Salaries (Fiscal Year 2009 10) Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $42,084 $41,035 Mi-Range Teacher Salary $68,689 $65,412 Highest Teacher Salary $79,999 $84,837 Average Principal Salary (Elementary) $105,370 $106,217 Average Principal Salary (Mile) $106,889 $111,763 Average Principal Salary (High) $115,189 $121,538 Percent of Buget for Teacher Salaries 36.00% 39.00% Percent of Buget for Aministrative Salaries 5.00% 5.00% Note: For etaile information on salaries, see the CDE Certificate Salaries & Benefits Web page at http://www.ce.ca.gov/s/f/cs/.

IX. Stuent Performance Stanarize Testing an Reporting Program The Stanarize Testing an Reporting (STAR) Program consists of several key components, incluing: California Stanars Tests (CSTs), which inclue English-language arts (ELA) an mathematics in graes two through eleven; science in graes five, eight, an nine through eleven; an history-social science in graes eight, an nine through eleven. California Moifie Assessment (CMA), an alternate assessment that is base on moifie achievement stanars in ELA for graes three through eleven; mathematics for graes three through seven, Algebra I, an Geometry; an science in graes five an eight, an Life Science in grae ten. The CMA is esigne to assess those stuents whose isabilities preclue them from achieving grae-level proficiency on an assessment of the California content stanars with or without accommoations. California Alternate Performance Assessment (CAPA), inclues ELA an mathematics in graes two through eleven, an science for graes five, eight, an ten. The CAPA is given to those stuents with significant cognitive isabilities whose isabilities prevent them from taking either the CSTs with accommoations or moifications or the CMA with accommoations. The assessments uner the STAR Program show how well stuents are oing in relation to the state content stanars. On each of these assessments, stuent scores are reporte as performance levels. For etaile information regaring the STAR Program results for each grae an performance level, incluing the percent of stuents not teste, see the CDE STAR Results Web site at http://star.ce.ca.gov. Stanarize Testing an Reporting Results for All Stuents Three-Year Comparison Percent of Stuents Scoring at Proficient or Avance (meeting or exceeing the state stanars) Subject School District State 2008 09 2009 10 2010 11 2008 09 2009 10 2010 11 2008 09 2009 10 2010 11 English- Language Arts 43% 31% 31% 32% 35% 35% 50% 52% 54% Mathematics 17% 9% 11% 32% 33% 32% 46% 48% 50% Science 32% 30% 29% 28% 32% 32% 50% 53% 56% History-Social Science 31% 23% 27% 20% 25% 22% 41% 44% 48% Note: Scores are not shown when the number of stuents teste is ten or less, either because the number of stuents in this category is too small for statistical accuracy or to protect stuent privacy.

Stanarize Testing an Reporting Results by Stuent Group Most Recent Year Group Percent of Stuents Scoring at Proficient or Avance English- Language Arts Mathematics Science History- Social Science All Stuents in the 35% 32% 32% 22% All Stuents at the School 31% 11% 29% 27% Male 31% 11% 32% 30% Female 30% 10% 27% 23% Black or African American 14% 0% 30% 21% American Inian or Alaska Native 0% 0% 0% 0% Asian 0% 0% 0% 0% Filipino Hispanic or Latino 31% 11% 29% 27% Native Hawaiian or Pacific Islaner 0% 0% 0% 0% White 0% 0% 0% 0% Two or More Races 0% 0% 0% 0% Socioeconomically Disavantage 31% 12% 30% 27% English Learners 3% 0% 6% 6% Stuents with Disabilities 2% 0% 0% 9% Stuents Receiving Migrant Eucation Services Note: Scores are not shown when the number of stuents teste is ten or less, either because the number of stuents in this category is too small for statistical accuracy or to protect stuent privacy. California High School Exit Examination The California High School Exit Examination (CAHSEE) is primarily use as a grauation requirement. However, the grae ten results of this exam are also use to establish the percentages of stuents at three proficiency levels (not proficient, proficient, or avance) in ELA an mathematics to compute AYP esignations require by the feeral ESEA, also known as NCLB.

For etaile information regaring CAHSEE results, see the CDE CAHSEE Web site at http://cahsee.ce.ca.gov/. Year Comparison (if applicable) Percent of Stuents Scoring at Proficient or Avance Subject School District State 2008 09 2009 10 2010 11 2008 09 2009 10 2010 11 2008 09 2009 10 2010 11 California High School Exit Examination Results for All Grae Ten Stuents Three- English- Language Arts 42% 45% 37% 33% 37% 39% 52% 54% 59% Mathematics 49% 49% 36% 36% 36% 31% 53% 54% 56% Note: Scores are not shown when the number of stuents teste is ten or less, either because the number of stuents in this category is too small for statistical accuracy or to protect stuent privacy. California High School Exit Examination Grae Ten Results by Stuent Group Most Recent Year (if applicable) Group English-Language Arts Not Proficient Proficient Avance Not Proficient Mathematics Proficient Avance All Stuents in the 61% 25% 15% 69% 24% 7% All Stuents at the School 63% 23% 14% 64% 27% 9% Male 65% 24% 11% 67% 24% 9% Female 61% 21% 17% 62% 30% 8% Black or African American 75% 25% 0% 76% 24% 0% American Inian or Alaska Native 0% 0% 0% 0% 0% 0% Asian 0% 0% 0% 0% 0% 0% Filipino 0% 0% 0% 0% 0% 0% Hispanic or Latino 63% 22% 15% 64% 27% 9% Native Hawaiian or Pacific Islaner 0% 0% 0% 0% 0% 0%

White 0% 0% 0% 0% 0% 0% Two or More Races 0% 0% 0% 0% 0% 0% Socioeconomically Disavantage 63% 23% 14% 63% 27% 9% English Learners 95% 5% 1% 94% 5% 1% Stuents with Disabilities 94% 6% 0% 90% 5% 5% Stuents Receiving Migrant Eucation Services 54% 15% 31% 54% 23% 23% Note: Scores are not shown when the number of stuents teste is ten or less, either because the number of stuents in this category is too small for statistical accuracy or to protect stuent privacy. California Physical Fitness Test Results (School Year 2010 11) The California Physical Fitness Test (PFT) is aministere to stuents in graes five, seven, an nine only. This table isplays by grae level the percent of stuents meeting the fitness stanars for the most recent testing perio. For etaile information regaring this test, an comparisons of a school s test results to the istrict an state, see the CDE PFT Web page at http://www.ce.ca.gov/ta/tg/pf/. Grae Level Percent of Stuents Meeting Fitness Stanars Four of Six Stanars Five of Six Stanars Six of Six Stanars 5 7 9 n/a n/a n/a Note: Scores are not shown when the number of stuents teste is ten or less, either because the number of stuents in this category is too small for statistical accuracy or to protect stuent privacy. X. Accountability Acaemic Performance Inex The Acaemic Performance Inex (API) is an annual measure of state acaemic performance an progress of schools in California. API scores range from 200 to 1,000, with a statewie target of 800. For etaile information about the API, see the CDE API Web page at http://www.ce.ca.gov/ta/ac/ap/. Acaemic Performance Inex Ranks Three-Year Comparison This table isplays the school s statewie an similar schools API ranks. The statewie API rank ranges from 1 to 10. A statewie rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewie 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 matche similar schools. A similar schools rank of 1 means that the school s acaemic 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 acaemic performance is better than at least 90 of the 100 similar schools. API Rank 2008 2009 2010 Statewie 5 4 3 Similar Schools 8 4 4 Acaemic Performance Inex Growth by Stuent Group Three-Year Comparison Group Actual API Change 2008 09 Actual API Change 2009 10 Actual API Change 2010 11 All Stuents at the School -21-19 -11 Black or African American American Inian or Alaska Native Asian Filipino Hispanic or Latino -23-17 -11 Native Hawaiian or Pacific Islaner White Two or More Races N/D Socioeconomically Disavantage -26-64 33 English Learners -29-25 -18 Stuents with Disabilities Note: N/D means that no ata were available to the CDE or to report. B means the school i not have a vali API Base an there is no Growth or target information. C means the school ha significant emographic changes an there is no Growth or target information.

Acaemic Performance Inex Growth by Stuent Group 2011 Growth API Comparison This table isplays, by stuent group, the number of stuents inclue in the API an the 2011 Growth API at the school,, an state level. 2011 Growth API Group Number of Stuents School Number of Stuents Number of Stuents State All Stuents at the School 958 662 11,429 689 4,683,676 778 Black or African American 35 617 610 641 317,856 696 American Inian or Alaska Native 1 3 33,774 733 Asian 1 15 765 398,869 898 Filipino 0 8 123,245 859 Hispanic or Latino 914 665 10,706 692 2,406,749 729 Native Hawaiian or Pacific Islaner 3 25 651 26,953 764 White 1 39 665 1,258,831 845 Two or More Races 0 3 76,766 836 Socioeconomically Disavantage 846 664 10,494 692 2,731,843 726 English Learners 564 590 7,339 657 1,521,844 707 Stuents with Disabilities 43 452 888 509 521,815 595 Aequate Yearly Progress The feeral ESEA requires that all schools an istricts meet the following Aequate Yearly Progress (AYP) criteria: Participation rate on the state s stanars-base assessments in ELA an mathematics Percent proficient on the state s stanars-base assessments in ELA an mathematics API as an aitional inicator Grauation rate (for seconary schools) For etaile information about AYP, incluing participation rates an percent proficient results by stuent group, see the CDE AYP Web page at http://www.ce.ca.gov/ta/ac/ay/.

Aequate Yearly Progress Overall an by Criteria (School Year 2010 11) AYP Criteria School District Mae 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 No No Met API Criteria No No Met Grauation Rate N/A Yes Feeral Intervention Program (School Year 2011 12) Schools an istricts receiving feeral Title I funing enter Program Improvement (PI) if they o not make AYP for two consecutive years in the same content area (ELA or mathematics) or on the same inicator (API or grauation rate). After entering PI, schools an istricts avance to the next level of intervention with each aitional year that they o not make AYP. For etaile information about PI ientification, see the CDE PI Status Determinations Web page: http://www.ce.ca.gov/ta/ac/ay/tietermine.asp. Inicator School District Program Improvement Status In PI In PI First Year of Program Improvement 2007-2008 2006-2007 Year in Program Improvement Year 4 Year 3 Number of Schools Currently in Program Improvement 16 Percent of Schools Currently in Program Improvement 80.0% Note: Cells shae in black o not require ata.

XI. School Completion an Postseconary Preparation Amission Requirements for California s Public Universities University of California Amission requirements for the University of California (UC) follow guielines set forth in the Master Plan, which requires that the top one-eighth of the state s high school grauates, as well as those transfer stuents who have successfully complete specifie college course work, be eligible for amission to the UC. These requirements are esigne to ensure that all eligible stuents are aequately prepare for University-level work. For general amissions requirements, please visit the UC Amissions Information Web page at http://www.universityofcalifornia.eu/amissions/. (Outsie source) California State University Eligibility for amission to the California State University (CSU) is etermine by three factors: Specific high school courses Graes in specifie courses an test scores Grauation from high school Some campuses have higher stanars for particular majors or stuents who live outsie the local campus area. Because of the number of stuents who apply, a few campuses have higher stanars (supplementary amission criteria) for all applicants. Most CSU campuses have local amission guarantee policies for stuents who grauate or transfer from high schools an colleges that are historically serve by a CSU campus in that region. For amission, application, an fee information see the CSU Web page at http://www.calstate.eu/amission/amission.shtml. (Outsie source) Dropout Rate an Grauation Rate School District State Inicator 2007 08 2008 09 2009 10 2007 08 2008 09 2009 10 2007 08 2008 09 2009 10 Dropout Rate (1-year) 2.1 0.0 0.0 7.7 0.0 144.0 4.9 5.7 4.6 Grauation Rate 78.84 61.68 0.00 68.68 80.21 78.59 80.44 Note: The National Center for Eucation Statistics grauation rate as reporte in AYP is provie in this table.

Completion of High School Grauation Requirements This table isplays, by stuent group, the percent of stuents who began the 2010 11 school year in grae twelve an were a part of the school s most recent grauating class, meeting all state an local grauation requirements for grae twelve completion, incluing having passe both the ELA an mathematics portions of the CAHSEE or receive a local waiver or state exemption. Group Grauating Class of 2011 School District State All Stuents N/D Black or African American N/D American Inian or Alaska Native N/D Asian N/D Filipino N/D Hispanic or Latino N/D Native Hawaiian or Pacific Islaner N/D White N/D Two or More Races N/D Socioeconomically Disavantage N/D English Learners N/D Stuents with Disabilities N/D Note: N/D means that no ata were available to the CDE or to report. Career Technical Eucation Programs (School Year 2010 11) Narrative provie by the. Career Technical Eucation Participation (School Year 2010 11) Number of pupils participating in CTE Measure CTE Program Participation Percent of pupils completing a CTE program an earning a high school iploma Percent of CTE courses sequence or articulate between the school an institutions of postseconary eucation

Courses for University of California an/or California State University Amission UC/CSU Course Measure Percent 2010-11 Stuents Enrolle in Courses Require for UC/CSU Amission 90% 2009-10 Grauates Who Complete All Courses Require for UC/CSU Amission 48% Avance Placement Courses (School Year 2010 11) Subject Number of AP Courses Offere* Percent of Stuents In AP Courses Computer Science n/a English n/a Fine an Performing Arts n/a Foreign Language n/a Mathematics n/a Science n/a Social Science n/a All courses n/a Note: Cells shae in gray o not require ata. *Where there are stuent course enrollments. XII. Instructional Planning an Scheuling Professional Development This section provies information on the annual number of school ays eicate to staff evelopment for the most recent three-year perio. Narrative provie by the. Marco Antonio Firebaugh High School Accountability Report Car, 2010-2011 Lynwoo Unifie by the E-Data Partnership For more information visit www.e-ata.org