School Accountability Report Card Reported for School Year 2003-2004 Published During 2004-2005
Notes regarding the source and currency of data: Data included in this School Accountability Report Card (SARC) are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site http://www.cde.ca.gov/ta/ac/sa/definitions04.asp. Most data presented in this report were collected from the 2003-04 school year or from the two preceding years (2001-02 and 2002-03). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2002-03.
School Information
District Information
School Name
Ahwahnee High
District Name
Yosemite Joint Union High
Principal
Roberta Tackett
Superintendent
Bill McCabe
Street
49980 Road 427
50200 Road 427
City, State, Zip
Oakhurst, CA 93644-
Oakhurst, CA 93644-9506
Phone Number
559-683-8801 ext. 311
559-683-8801
FAX Number
559-658-2034
559-683-4160
Web Site
http://www.yosemiteuhsd.com
E-mail Address
rtackett@yosemiteuhsd.com
eward@yosemiteuhsd.com
CDS Code
20-73734-2030039
SARC Contact
Earlene Ward
School Description and Mission Statement
Ahwahnee High School is a continuation school serving grades 9-12 in Eastern Madera County. It is a part of the Yosemite Joint Union High School District and is located adjacent to Yosemite High School in Oakhurst. This is a two-room school with all grades in these rooms. There is one certificated teacher and two paraeducators at the school. The students have access to computers in the classroom and use them on a regular basis to complete their assignments. The computers are connected to the Internet. Students transfer to Ahwahnee High School from Yosemite High School; some remain at AHS and graduate from there; others return to YHS to complete their schooling.
Connecting all students with their past, present, and future, the Yosemite Joint Union High School District will be a community of responsible young adults cooperatively learning creative problem solving skills to help them achieve their full potential as life-long learners, citizens, and workers.
THROUGH INVOLVEMENT IN THE ACADEMIC CURRICULUM AND SOCIAL PREPARATION IN THE YOSEMITE JOINT UNION HIGH SCHOOL DISTRICT, STUDENTS WILL DEMONSTRATE THE ABILITY TO:
1. Understand and value one’s self, others, and our common heritage.
2. Communicate appropriately and effectively.
3. Be able to solve problems independently and as a group.
4. Be responsible decision-makers.
5. Define and value aesthetics.
6. Appreciate and value culture and environmental diversity and relationships.
7. Acquire, process, and utilize information using appropriate technology and other resources.
8. Be productive, active, ethical contributors to themselves, their families, communities, nations, and the world.
9. Develop a professional work ethic and sense of purpose.
10. Be life-long learners.
Opportunities for Parental Involvement
Contact Person Name
Brenna Neely
Contact Person Phone Number
559-683-8801 ext. 336
Parents are welcome to be involved in any activities at AHS. They are encouraged to be chaperones on field trips, to assist in the classroom, to help with graduation or to speak to the students. They are invited to attend the oral presentation of the Senior Project each student is required to complete as a graduation requirement.
I. Demographic Information Student Enrollment, by Grade Level Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).
Grade Level
Enrollment
Kindergarten
0
Grade 9
1
Grade 1
Grade 10
2
Grade 2
Grade 11
10
Grade 3
Grade 12
13
Grade 4
Ungraded Secondary
Grade 5
Grade 6
Grade 7
Grade 8
Ungraded Elementary
Total Enrollment
26
Student Enrollment, by Ethnic Group Data reported are the number and percent of students in each racial/ethnic category as reported by CBEDS.
Racial/Ethnic Category
Number of Students
Percent of Students
African-American
0.0
Hispanic or Latino
6
23.1
American Indian or Alaska Native
4
15.4
Pacific Islander
Asian
White (Not Hispanic)
16
61.5
Filipino
Multiple or No Response
II. School Safety and Climate for Learning School Safety Plan
Date of Last Review/Update
2003
Date Last Discussed with Staff
Ahwahnee High School maintains a safe and positive learning environment. The school has a set of behavior standards to which the students must adhere; violations are dealt with in a prompt manner. The staff and students respect each other.
Key elements of the School Safety Plan include:
A. Personal Characteristics of Students and Staff
1. Goal: To help students overcome alcohol and other drug abuse.
2. Activities: Create a program to help students with their substance abuse. Students may attend smoking cessation programs and may meet with a counselor to deal with substance abuse issues.
B. School’s Physical Environment
1. Goal: To monitor the area near the campus where students congregate to smoke and possibly use other substances.
2. Activities: This area is closely monitored by staff and the sheriff’s deputy assigned to the district. Students no longer congregate in that area.
C. School’s Social Environment
1. Goal: To increase participation and involvement.
2. Activities: Adopt a portion of the sheriff’s department camp facility and work to maintain it; field trips; trips to fine arts events.
D. School’s Culture
1. Goal: To develop programs that allow students to bond with each other.
2. Activities: Same as School’s Social Environment.
The school has made excellent progress in meeting these key goals. Staff and students will be surveyed early in the 2004-05 school year and the School Safety Plan will be revised and updated.
School Programs and Practices that Promote a Positive Learning Environment
AHS is a small school with a student/teacher ratio of no more than 15/1. The staff demands that students show respect for themselves, their peers and the staff. In turn, the staff respects the students. There are a well-known set or rules to which the students adhere. Students know the consequences of violating those rules. Because of the size of the school and the nature of the program, staff and students develop a close, supportive relationship that helps promote a positive learning environment.
Suspensions and Expulsions Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that result in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.
School
District
2002
2004
Number of Suspensions
5
9
77
100
85
Rate of Suspensions
21.7
64%
53.8%
5.6
7.4
6.0
Number of Expulsions
Rate of Expulsions
<1%
School Facilities Safety, cleanliness, and adequacy of school facilities, including any needed maintenance to ensure good repair. Description of the condition and cleanliness of the school grounds, buildings, and restrooms.
The district takes great efforts to assure that all schools are clean, safe and functional. To assist in this effort, the district will be using a facility survey instrument developed by the State of California Office of Public School Construction. This survey will be completed by July 2005. The results of this survey will be available after July at the school office, the district office or on the Internet at www.yosemiteuhsd.com
Age of School Buildings:
Ahwahnee High School is a two room facility comprised of portable buildings. The original portables were put on the site in 1982; a new portable was added in 2004 that houses a science laboratory and computer laboratory.
Maintenance and Repair:
District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given the highest priority.
There are currently no emergency facility needs at the school.
Cleaning Process and Schedule:
The director of maintenance, operations and transportation is a member of the district management team and is in daily contact with the operations facilitator and the custodial supervisor to ensure an efficient cleaning process and schedule. The staff works together to ensure a clean and safe school.
Deferred Maintenance Budget:
The district participates in the State School Deferred Maintenance Program which provides state matching funds on a dollar-for-dollar basis to assist school districts with expenditures for major repair or replacement of existing school building components. For the 2004-05 school year, the district has budgeted $200,000 for the deferred maintenance program. This represents less than one percent of the district’s general fund budget. Deferred maintenance projects in the district include floor covering, heating and air conditioning, painting and paving,
III. Academic Data Standardized Testing and Reporting (STAR) Through the California Standardized Testing and Reporting (STAR) program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) and a norm-referenced test (NRT). The CST tests English-language arts and mathematics in grades 2-11, science in grades 5, 9, 10, and 11, and history-social science in grades 8, 10, and 11. The NRT tests reading, language, and mathematics in grades 2-11, spelling in grades 2-8, and science in grades 9-11. California Standards Tests (CST) The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Students scoring at the Proficient or Advanced level meet state standards in that content area. Students with significant cognitive disabilities who are unable to take the CST are tested using the California Alternate Performance Assessment (CAPA). Detailed information regarding CST and CAPA results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. CST - All Students Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
Subject
State
English-Language Arts
18
11
7
43
49
50
32
35
36
Mathematics
31
34
Science
27
46
37
30
25
History-Social Science
28
29
CST - Racial/Ethnic Groups Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
African- American
White (not Hispanic)
8
CST - Subgroups Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
Male
Female
English Learners
Economically Disadvantaged
Students With Disabilities
Migrant Education Services
Yes
No
Norm-Referenced Test (NRT) Reading and mathematics results from the California Achievement Test, Sixth Edition (CAT-6), the current NRT adopted by the State Board of Education, are reported for each grade level as the percent of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. The CAT-6 was adopted in 2003; therefore, no data are reported for 2002. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. NRT - All Students Data reported are the percent of students scoring at or above the 50th percentile.
Reading
---
39
47
65
68
58
61
51
NRT - Racial/Ethnic Groups Data reported are the percent of students scoring at or above the 50th percentile.
42
NRT - Subgroups Data reported are the percent of students scoring at or above the 50th percentile.
California Physical Fitness Test Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards). Detailed information regarding the California Physical Fitness Test may be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. No data are available for this section Academic Performance Index (API) The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet. Growth Targets: The annual growth target for a school is 5 percent of the distance between its Base API and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement. There was no money allocated to the II/USP Program in 2002 or 2003. Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards. Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2-8 and high schools must test at least 90 percent of their students in grades 9-11 on STAR. Statewide Rank: Schools receiving a Base API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (highest), according to type of school (elementary, middle, or high school). Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to ten (highest) to indicate how well the school performed compared to schools most like it. API criteria are subject to change as new legislation is enacted into law. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal. Schoolwide API
API Base Data
API Growth Data
2001
From 2001 to 2002
From 2002 to 2003
From 2003 to 2004
Percent Tested
API Base Score
API Growth Score
503
Growth Target
Actual Growth
Statewide Rank
Similar Schools Rank
API Subgroups - Racial/Ethnic Groups
API Subgroups - Socioeconomically Disadvantaged
State Award and Intervention Programs
Although state intervention and awards programs are currently in the California Education Code, the programs were not funded for the period addressed by this report. Therefore, there are currently no data available to report.
Federal Intervention Programs Schools receiving Title I funding enter federal Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive years. After entering PI, schools advance to the next level of intervention with each additional year that they do not make AYP. Information about PI, including a list of all PI schools, can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.
Year Identified for Program Improvement
Year in Program Improvement
Year Exited Program Improvement
Number of Schools Currently in Program Improvement
Percent of Schools Identified for Program Improvement
Adequate Yearly Progress (AYP) The federal No Child Left Behind Act (NCLB) requires that all students perform at or above the proficient level on the state's standards-based assessments by 2014. In order to achieve this goal and meet annual performance objectives, districts and schools must improve each year according to set requirements. A "Yes" in the following table displaying Overall AYP Status indicated that AYP was met for all students and all subgroups, or that exception criteria were met, or that an appeal of the school or district's AYP status was approved. Additional data by subgroup show whether all groups of students in the school and district made the annual measurable objectives for the percent proficient or above and the participation rate required under AYP. Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.
Overall
All Students
Subgroups
African American
n/a
Socioeconomically Disadvantaged
Students with Disabilities
IV. School Completion (Secondary Schools) California High School Exit Exam (CAHSEE) Beginning with the graduating class of 2006, students in California public schools will have to pass the California High School Exit Exam (CAHSEE) to receive a high school diploma. The School Accountability Report Card for that year will report the percent of students completing grade 12 who successfully completed the CAHSEE.
These data are not required to be reported until 2006 when they can be reported for the entire potential graduating class. When implemented, the data will be disaggregated by special education status, English language learners, socioeconomic status, gender, and ethnic group.
Dropout Rate and Graduation Rate Data reported regarding progress toward reducing dropout rates over the most recent three-year period include: grade 9-12 enrollment, the number of dropouts, and the one-year dropout rate as reported by CBEDS. The formula for the one-year dropout rate is (grades 9-12 dropouts divided by grades 9-12 enrollment) multiplied by 100. The graduation rate, required by the federal No Child Left Behind Act (NCLB), is calculated by dividing the number of high school graduates by the sum of dropouts for grades 9 through 12, in consecutive years, plus the number of graduates.
Enrollment (9-12)
21
23
14
1261
1370
1358
1735576
1772417
1830664
Number of Dropouts
47899
48210
58493
Dropout Rate (1-year)
0.5
0.7
0.4
2.8
2.7
3.2
Graduation Rate
100.0
95.2
97.3
98.9
86.7
87.0
V. Class Size Average Class Size and Class Size Distribution Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by grade level, as reported by CBEDS. No data are available for this section Average Teaching Load and Teaching Load Distribution Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by subject area, as reported by CBEDS. No data are available for this section VI. Teacher and Staff Information Core Academic Courses Not Taught by NCLB Compliant Teachers The No Child Left Behind Act (NCLB) requires that all teachers teaching in core academic subjects are to be "highly qualified" not later than the end of the 2005-06 school year. In general, NCLB requires that each teacher must have: (1) a bachelor's degree, (2) a state credential or an Intern Certificate/Credential for no more than three years, and (3) demonstrated subject matter competence for each core subject to be taught by the teacher. More information on teacher qualifications required under NCLB can be found at the California Department of Education's Web site at http://www.cde.ca.gov/nclb/sr/tq/. For a school, the data reported are the percent of a school's classes in core content areas not taught by NCLB compliant teachers. For a district, the data reported are the percent of all classes in core content areas not taught by NCLB compliant teachers in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district.
This School
88.9%
All Schools in District
38.7%
High-Poverty Schools in District
NA
Low-Poverty Schools in District
Teacher Credentials Data reported are the number of teachers (full-time and part-time) as reported by CBEDS. Each teacher is counted as "1". If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area.
Total Teachers
Teachers with Full Credential
Teachers Teaching Outside Subject Area (full credential but teaching outside subject area)
Teachers in Alternative Routes to Certification (district and university internship)
Pre-Internship
Teachers with Emergency Permits (not qualified for a credential or internship but meeting minimum requirements)
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)
Teacher Misassignments Data reported are the number of placements of a certificated employee in a teaching or services position for which the employee does not hold a legally recognized certificate or credential, or the placement of a certificated employee in a teaching or services position that the employee is not otherwise authorized by statute to hold.
Misassignments of Teachers of English Learners
Total Teacher Misassignments
Teacher Education Level Data reported are the percent of teachers by education level.
Doctorate
1.6
Master's Degree plus 30 or more semester hours
12.5
Master's Degree
15.6
Bachelor's Degree plus 30 or more semester hours
59.4
Bachelor's Degree
10.9
Less than Bachelor's Degree
Vacant Teacher Positions Data reported are the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year or, if the position is for a one-semester course, a position to which a single designated certificated employee has not been assigned at the beginning of a semester for an entire semester.
Vacant Teacher Positions
Teacher Evaluations
Teacher evaluation is an on-going process because of the size of the school. The principal is in the classroom on a frequent basis, observing the teacher in many and varied circumstances. A formal evaluation is prepared annually.
Substitute Teachers
During the 2003-04 school year there were several days when substitute teachers were not available. Other teachers on staff or administrators covered classes. In an effort to increase the number of substitute teachers in our pool, the Board increased the salary for long-term commitment in the same assignment. The pay scale for substitute teachers is:
$65 1-5 days
$70 6-10 days
$80 11-15 days
$90 16-20 days
$100 21 or more day
Counselors and Other Support Staff Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equal one FTE.
Title
FTE
Counselor
Librarian
Psychologist
Social Worker
Nurse
Speech/Language/Hearing Specialist
Resource Specialist (non-teaching)
Other
Academic Counselors Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equal one FTE. The ratio of students per academic counselor is defined as enrollment as reported by CBEDS divided by the full-time-equivalent academic counselors.
AHS students have access to all district support staff, including a counselor, librarian, part-time nurse, and other employees of the Madera County Office of Education. Counseling services are an integral component of this school.
There are no academic counselors at AHS. However, these students have transferred to AHS from Yosemite High School where they had access to the two counselors on staff. The teacher assists students with their academic issues.
VII. Curriculum and Instruction School Instruction and Leadership
The entire alternative education staff meets once a month with the principal. They discuss curriculum, testing, senior projects, grants, technology and other issues that are pertinent. The principal visits each of the alternative schools on a regular basis to meet with the staff and with the students, as needed.
The principal oversees the school instruction and provides the leadership for the school.
Professional Development
Facilitating continued positive professional growth for all teachers is a top priority for the Yosemite Joint Union High School District. The district budgets in excess of $75,000 annually to support professional development. Each teacher and administrator is responsible for developing a personal professional development plan. Teacher plans are aligned with the California Standards for the Teaching Profession. This process calls for teachers to specify the kinds of in-service, coursework, or conferences that will help them address student instructional needs identified by student assessments. The district is committed to helping each teacher obtain the kind of training he/she feels is necessary to achieve these objectives.
More than 80 percent of the staff participated in out-of-school training last year. Teachers and other staff members also provide training and assistance to one another, both in group settings and individually.
Staff development days for the past three years were:
2001-02 2
2002-03 2
2003-04 2
Quality and Currency of Textbooks and Other Instructional Materials
English 9:
Basic English Grammar, American Guidance Services, Inc. (AGS); 10 books; good condition
Scholastic Scope Literature, Level 3, Scholastic; 8 books; good condition
Romeo and Juliet, Barron’s; 11 books/ cassettes; good condition
English 10:
Scholastic Scope Literature, Level 4, Scholastic; 6 books; good condition
Julius Caesar, Barron’s; 29 books/cassettes; good condition
English 11:
Scholastic Scope Literature, Level 5, Scholastic; 5 books; good condition
Hamlet, Barron’s; 25 books/cassettes; good condition
English 12:
Scholastic Scope Literature, Level 6, Scholastic; 8 books; good condition
Macbeth, Barron’s; 23 books/cassettes; good condition
Senior Project/Student Manual, Far West Edge
Algebra A,B:
Math Steps, Houghton Mifflin, 5 books; good condition
Keys to Percentages, Fractions, Decimals, Key Curriculum; consumable – 5 copies each level
Algebra C, D and Algebra I:
Keys to Algebra, Key Curriculum; consumable – 15 each of 10 levels
Geometry:
Geometry, AGS; 9 books; good condition
Integrated Science 1 & 2:
Concepts and Challenges, Globe Fearon; Earth Science, 7 books; Life Science, 7 books; Physical Science, 9 books; also video series with texts; all good condition.
World History:
World History, AGS; 5 books; good condition
US History:
One Nation Many People, Volumes 1 and 2; Globe Fearon; Vol. 1, 8 books; vol. 2, 8 books; all good condition
Government:
United States Government, AGS; 9 books; good condition
Economics:
Economics For Everybody, AMSCO School Publications, Inc.; 7 books; good condition
Health:
Life Skills – Health, AGS; 9 books; good condition
Availability of Sufficient Standards-Aligned Textbooks and Other Instructional Materials The availability of sufficient state-adopted (grades K-8) and standards-aligned (grades K-12) textbooks and other instructional materials for each pupil, including English learners, that are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, history-social science, foreign language, and health (for grades K to 12, inclusive); and science laboratory equipment (for grades 9 to 12, inclusive), as appropriate.
All students have all textbooks available for their needs and additional books are available for new students. No books are board adopted. There has been a recent change in administration and we are currently revising curriculum; each course is being re-written and new texts proposed. The course descriptions and textbooks will be presented to the board of trustees for adoption in the near future.
Continuation School Instructional Days Data reported are the number of instructional days offered at the school level compared to the state requirement for each grade.
Instructional Days With At Least 180 Instructional Minutes
Offered
State Requirement
180 days
12
Total Number of Minimum Days
There were six minimum days for the finals testing schedule and two minimum days for the CAT 6 testing
VIII. Postsecondary Preparation (Secondary Schools) Advanced Placement/International Baccalaureate Courses Offered The Advanced Placement (AP) and International Baccalaureate (IB) programs give students an opportunity to take college-level courses and exams while still in high school. Data reported are the number of courses and classes offered, and the enrollment in various AP and IB classes. The data for Fine and Performing Arts include AP Art and AP Music, and the data for Social Science include IB Humanities. No data are available for this section Students Enrolled in Courses Required for University of California (UC) and California State University (CSU) Admission Data reported are the number and percent of students enrolled in courses required for UC and/or CSU admission. The percent of students is calculated by dividing the total number of students enrolled in courses required for UC and/or CSU admission (a duplicated count) by the total number of students enrolled in all courses (also a duplicatd count). No data are available for this section Graduates Who Have Completed All Courses Required for University of California (UC) and California State University (CSU) Admission Data reported are the number and percent of graduates who have completed all courses required for UC and/or CSU admission. The percent of graduates is calculated by dividing the total number of graduates who have completed all courses required for UC and/or CSU admission by the total number of graduates.
Number of Graduates
Number of Graduates Who Have Completed All Courses Required For UC and/or CSU Admission
Percent of Graduates Who Have Completed All Courses Required For UC and/or CSU Admission
SAT I Reasoning Test Students may voluntarily take the SAT test for college entrance. The test may or may not be available to students at a given school. Students may take the test more than once, but only the highest score is reported at the year of graduation. Detailed information regarding SAT results may be found at the California Department of Education Web site at http://www.cde.ca.gov/ds/sp/ai/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. No data are available for this section College Admission Test Preparation Course Program
AHS does not have a college admission test preparation course
Degree to Which Students are Prepared to Enter Workforce
Work skills and a positive work ethic are stressed to our students. Classes are geared to job-related skills. Field trips focus on job skills and many of the senior projects are based on career opportunities for students.
IX. Fiscal and Expenditure Data County offices of education are not required to report average salaries and expenditures. The California Department of Education's School Fiscal Services Division does not calculate statewide average salary and expenditure information for county offices of education. Average Salaries (Fiscal Year 2002-2003) Data reported are the district average salary for teachers, principals, and superintendents, compared to the state average salaries for districts of the same type and size, as defined by Education Code Section 41409. Detailed information regarding salaries may be found at the California Department of Education Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0203.asp.
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
$36,197
$36,423
Mid-Range Teacher Salary
$50,200
$56,732
Highest Teacher Salary
$65,881
$72,944
Average Principal Salary (Elementary)
Average Principal Salary (Middle)
Average Principal Salary (High)
$98,048
$94,302
Superintendent Salary
$117,676
$119,774
Percent of Budget for Teacher Salaries
36.7
37.7
Percent of Budget for Administrative Salaries
4.5
6.2
Expenditures (Fiscal Year 2002-2003) Data reported are total dollars expended in the district and the dollars expended per student at the district compared to the state average. Detailed information regarding expenditures may be found at the California Department of Education Web site at http://www.cde.ca.gov/ds/fd/ec/.
State Average All Districts
Total Dollars
Dollars per Student (ADA)
$9,135,721
$7,154
$6,977
$6,822
Types of Services Funded
Students have access to substance abuse counseling through the district. A school nurse and a school psychologist are also available through the district.