School Accountability Report Card    
  Reported for School Year 2002-2003  

Published During 2003-2004

 

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 at http://www.cde.ca.gov/ope/sarc/data.htm. Most data presented in this report were collected from the 2002-03 school year or from the two preceding years (2000-01 and 2001-02). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2001-02. A glossary of terms is available at http://www.cde.ca.gov/demographics/glossary.

 

School Information

District Information

 School Name

 Connecting Waters Charter

 District Name

 Waterford Unified

 School Director

 Sherri Nelson

 Superintendent

  Frank Cranley

 Street

 219 North Reinway

 Street

 12420 Bentley St.

 City, State, Zip

 Waterford, CA    95386-9194

 City, State, Zip

 Waterford, CA    95386-9158

 Phone Number

 (209)874-9463

 Phone Number

 (209) 874-1809

 FAX Number

 (209)874-9531

 FAX Number

 (209) 874-3109

 Web Site

 http://www.connectingwaters.org/

 Web Site

 http://www.waterford.k12.ca.us/

 E-mail Address

cwcs@connectingwaters.org

 E-mail Address

 clinder@waterford.k12.ca.us

 CDS Code

 50-75572-5030317

 SARC Contact

 Janet E. Marsh


School Description and Mission Statement

The mission of CWCS is to:

Empower a community of parents, students, and teachers to create learning opportunities which will develop accountable, responsible, and contributing members of society who are independent, life-long learners.

 

Our school operates within Stanislaus, Alameda, Calaveras, Mariposa, Merced, San Joaquin, Santa Clara, and Tuolumne

counties. The cornerstone of our school philosophy is parental involvement, providing ample learning programs and

opportunities for all learning styles, and supporting an individualized curriculum approach to learning.

 


Opportunities for Parental Involvement

 Contact Person Name

  Marsha Silva

 Contact Person Phone Number

  (800) 762-1888

 Imagine a public school that supports greater parent involvement! Connecting Waters Charter School provides parents, in cooperation with a credentialed teacher, the opportunity to:

• Design and oversee the course of their child’s education

• Teach lessons and subjects directly

• Choose qualified local community instructors for a wide variety of subjects

• Network with other parents and students

Connecting Waters Charter School provides support to parents through our parent support department which gives up to date information in the form of newsletters, list serve communications, letters sent to the home, information given through their Education Specialists, and meetings throughout the year.  Parent Support personnel is available to answer frequently asked questions and give out information on many aspects of the school.  A Parent Monthly Curriculum Training is provided for parents and teachers on a wide range of educational subjects.  Most years we have a curriculum fair to provide exposure to the many vendors and materials that are available to support our educational efforts. 


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

 Grade Level

 Enrollment

 Kindergarten

48 

 Grade 9

97 

 Grade 1

56 

 Grade 10

132 

 Grade 2

63 

 Grade 11

111 

 Grade 3

57 

 Grade 12

147 

 Grade 4

70 

 Ungraded Secondary

 Grade 5

68 

 

 

 Grade 6

88 

 Grade 7

88 

 Grade 8

95 

 Ungraded Elementary

 Total Enrollment

1120 


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

 Racial/Ethnic Category

 Number
of
Students

 Percent
of
Students

 African-American

66 

5.9 

 Hispanic or Latino

155 

13.8 

 American Indian or Alaska Native

20 

1.8 

 Pacific Islander

0.2 

 Asian

10 

0.9 

 White (Not Hispanic)

716 

63.9 

 Filipino

11 

1.0 

 Multiple or No Response

140 

12.5 


II. School Safety and Climate for Learning

School Safety Plan

 Date of Last Review/Update

 

 Date Last Discussed with Staff

 

 N/A
 


School Programs and Practices that Promote a Positive Learning Environment

CWCS’s  Education Specialists are California certified teachers employed by our school, whose educational expertise guide parents in choosing the right combination of learning programs that best meet each student’s educational needs.

 

Together with the ES, parents help create learning opportunities by:

Choosing home-based instruction, independent study, or a combination of learning formats

Assisting students and parents with educational guidance

Individualizing curriculum to meet students’ needs

Providing materials, resources and supportive instruction

Allowing flexibility in both teaching styles and learning styles

Promoting real-life context-based learning

Challenging students to achieve mastery of academic standards

Selecting individualized tutoring

 

Our school also has learning centers which serve as an ideal meeting place for students and teachers, classes, resource libraries, open houses, welcome events, and other training or learning activities.


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

 2001

 2002

 2003

 2001

 2002

 2003

 Number of Suspensions

 

 

 

 

 

 

 Rate of Suspensions

 

 

 

 

 

 

 Number of Expulsions

 

 

 

 

 

 

 Rate of Expulsions

 

 

 

 

 

 


School Facilities

Our school office is located in Waterford, Ca.  We operate 2 learning centers, located in Ceres/Modesto and in Manteca.  We offer a small K-12 site school located in Riverbank, Ca.


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) in English-language arts and mathematics in grades 2-11, science and history/social science in grades 9-11, and a norm-referenced test, which 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. Detailed information regarding 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 standard) and percent not tested.

 Performance Level

 School

 District

 State

 2001

 2002

 2003

 2001

 2002

 2003

 2001

 2002

 2003

English Language Arts

 Proficient or Advanced

 

 

 30

 18

 19

 26

 30

 32

 36

 Not Tested

 

 

 4

 12

 8

 2

 6

 8

 1

Mathematics

 Proficient or Advanced

 

 

 17

 

 17

 22

 

 31

 35

 Not Tested

 

 

 17

 

 16

 12

 

 10

 4

Science

 Proficient or Advanced

 

 

 19

 

 14

 23

 

 30

 28

 Not Tested

 

 

 87

 

 69

 87

 

 57

 84

History/Social Science

 Proficient or Advanced

 

 

 18

 

 10

 19

 

 28

 29

 Not Tested

 

 

 66

 

 4

 69

 

 11

 73


CST - Racial/Ethnic Groups
Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.

 Performance Level

 African-
American

 American
Indian or
Alaska
Native

 Asian

 Filipino

 Hispanic
or Latino

 Pacific
Islander

 White
(not
Hispanic)

English Language Arts

 Proficient or Advanced

 25

 

 

 

 15

 

 34

 

 

 Not Tested

 0

 

 

 

 5

 

 3

 

 

Mathematics

 Proficient or Advanced

 6

 

 

 

 5

 

 22

 

 

 Not Tested

 11

 

 

 

 30

 

 12

 

 

Science

 Proficient or Advanced

 

 

 

 

 6

 

 18

 

 

 Not Tested

 78

 

 

 

 82

 

 90

 

 

History/Social Science

 Proficient or Advanced

 17

 

 

 

 5

 

 22

 

 

 Not Tested

 67

 

 

 

 53

 

 72

 

 


CST - Subgroups
Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.

Performance Level

 Male 

Female

English
Learners

Socioeconomically
Disadvantaged

Students With
Disabilities

Migrant
Education
Services

Yes

No

Yes

No

English Language Arts

 Proficient or Advanced

 24

 35

 

 41

 26

 0

 31

 

 

 Not Tested

 1

 7

 

 3

 4

 0

 4

 

 

Mathematics

 Proficient or Advanced

 19

 15

 

 21

 16

 0

 18

 

 

 Not Tested

 14

 19

 

 9

 19

 13

 17

 

 

Science

 Proficient or Advanced

 24

 14

 

 

 16

 

 19

 

 

 Not Tested

 86

 87

 

 91

 86

 100

 87

 

 

History/Social Science

 Proficient or Advanced

 20

 16

 

 25

 16

 

 18

 

 

 Not Tested

 65

 68

 

 76

 64

 73

 66

 

 


Norm-Referenced Test (NRT)
Reading and mathematics results from the Norm-Referenced Test (NRT), adopted by the State Board of Education (this was the Stanford 9 test up until 2003, but was changed to the California Achievement Test, Sixth Edition for 2003), 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. 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.

Subject

 School

 District

 State

 2001

 2002

 2003

 2001

 2002

 2003

 2001

 2002

 2003

 Reading

 

 

 48

 35

 36

 40

 44

 45

 44

 Mathematics

 

 

 39

 42

 44

 40

 53

 55

 51


NRT - Racial/Ethnic Groups
Data reported are the percent of students scoring at or above the 50th percentile.

Subject

 African-
American

 American
Indian or
Alaska
Native

 Asian

 Filipino

 Hispanic
or Latino

 Pacific
Islander

 White
(not
Hispanic)

 Reading

 

 

 

 

 28

 

 55

 Mathematics

 31

 

 

 

 

 27

 


NRT - Subgroups
Data reported are the percent of students scoring at or above the 50th percentile.

Subject

   Male  

 Female

 English
Learners

Socioeconomically
Disadvantaged

 Students With
Disabilities

 Migrant
Education
Services

 Yes

 No

 Yes

 No

 Reading

 43

 53

 

 57

 45

 7

 49

 

 Mathematics

 40

 39

 

 50

 36

 7

 40

 


Local Assessment
Data reported are the percent of students meeting or exceeding the district standard.

 Grade
Level

 Reading

 Writing

 Mathematics

 2001

 2002

 2003

 2001

 2002

 2003

 2001

 2002

 2003

 K

 

 

 

 

 

 

 

 

 

 1

 

 

 

 

 

 

 

 

 

 2

 

 

 

 

 

 

 

 

 

 3

 

 

 

 

 

 

 

 

 

 4

 

 

 

 

 

 

 

 

 

 5

 

 

 

 

 

 

 

 

 

 6

 

 

 

 

 

 

 

 

 

 7

 

 

 

 

 

 

 

 

 

 8

 

 

 

 

 

 

 

 

 

 9

 

 

 

 

 

 

 

 

 

 10

 

 

 

 

 

 

 

 

 

 11

 

 

 

 

 

 

 

 

 

 12

 

 

 

 

 

 

 

 

 


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/statetests/pe/pe.html. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

 Grade
Level

 School

 District

 State

  Total 

 Female

  Male 

  Total 

 Female

  Male 

  Total 

 Female

  Male 

 5

 27.9

 25.0

 29.6

 2.8

 0.0

 6.6

 23.1

 24.5

 21.7

 7

 28.6

 18.8

 38.7

 16.4

 14.1

 18.1

 27.2

 28.9

 25.5

 9

 28.8

 27.6

 30.0

 19.7

 16.9

 22.4

 24.2

 22.7

 25.7


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/psaa/api/ or by speaking with the school principal.

Schoolwide API

 API Base Data

 API Growth Data

 

 2000

 2001

 2002

 

From
2000
to 2001

From
2001
to 2002

From
2002
to 2003

 Percent Tested

 

 

 

 Percent Tested

 

 

 81

 API Base Score

 

 

 

 API Growth Score

 

 

 623

 Growth Target

 

 

 

 Actual Growth

 

 

 

 Statewide Rank

 

 

 

 

 Similar Schools Rank

 

 

 


API Subgroups - Racial/Ethnic Groups

 API Base Data

 API Growth Data

 

 2000

 2001

 2002

 

From
2000
to 2001

From
2001
to 2002

From
2002
to 2003

 African-American

 African-American

 API Base Score

 

 

 

 API Growth Score

 

 

 

 Growth Target

 

 

 

 Actual Growth

 

 

 

 American Indian or Alaska Native

 American Indian or Alaska Native

 API Base Score

 

 

 

 API Growth Score

 

 

 

 Growth Target

 

 

 

 Actual Growth

 

 

 

 Asian

 Asian

 API Base Score

 

 

 

 API Growth Score

 

 

 

 Growth Target

 

 

 

 Actual Growth

 

 

 

 Filipino

 Filipino

 API Base Score

 

 

 

 API Growth Score

 

 

 

 Growth Target

 

 

 

 Actual Growth

 

 

 

 Hispanic or Latino

 Hispanic or Latino

 API Base Score

 

 

 

 API Growth Score

 

 

 526

 Growth Target

 

 

 

 Actual Growth

 

 

 

 Pacific Islander

 Pacific Islander

 API Base Score

 

 

 

 API Growth Score

 

 

 

 Growth Target

 

 

 

 Actual Growth

 

 

 

 White (Not Hispanic)

 White (Not Hispanic)

 API Base Score

 

 

 

 API Growth Score

 

 

 652

 Growth Target

 

 

 

 Actual Growth

 

 

 


API Subgroups - Socioeconomically Disadvantaged

 API Base Data

 API Growth Data

 

 2000

 2001

 2002

 

From
2000
to 2001

From
2001
to 2002

From
2002
to 2003

 API Base Score

 

 

 

 API Growth Score

 

 

 

 Growth Target

 

 

 

 Actual Growth

 

 

 


Awards and Intervention Programs
Eligibility for statewide award or intervention programs is based on API growth data from the previous academic year.
The Immediate Intervention/Underperforming Schools Program was not funded for the year 2002 or 2003.

 School

 District

 Federal Programs

 2001

 2002

 2003

 Federal Programs

 2001

 2002

 2003

 Recognition for
 Achievement (Title 1)

 No

 No

 No

 Number of Schools Identified
 for Program Improvement

 0

 0

 0

 Identified for Program
 Improvement (Title 1)

 No

 No

 No

 Percent of Schools Identified
 for Program Improvement

 0.0

 0.0

 0.0

 Exited Title 1 Program
 Improvement

 No

 No

 No

 

 Years Identified for
 Program Improvement

 

 

 

 California Programs

 2001

 2002

 2003

 Eligible for Governor's
 Performance Award

 N/A

 N/A

 N/A

 
 Eligible for II/USP

 n/a

 ---

 ---

 
 Applied for II/USP Funding

 n/a

 ---

 ---

 
 Received II/USP Funding

 n/a

 ---

 ---


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. Data reported show whether all groups of students in the school made Adequate Yearly Progress (AYP). Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ayp/ or by speaking with the school principal.

 Groups

 School

 District

 2001

 2002

 2003

 2001

 2002

 2003

 All Students

 ---

 ---

 No

 ---

 ---

 No

 African American

 ---

 ---

 N/A

 ---

 ---

 N/A

 American Indian or Alaska Native

 ---

 ---

 N/A

 ---

 ---

 N/A

 Asian

 ---

 ---

 N/A

 ---

 ---

 N/A

 Filipino

 ---

 ---

 N/A

 ---

 ---

 N/A

 Hispanic or Latino

 ---

 ---

 No

 ---

 ---

 No

 Pacific Islander

 ---

 ---

 N/A

 ---

 ---

 N/A

 White (not Hispanic)

 ---

 ---

 No

 ---

 ---

 No

 Socioeconomically Disadvantaged

 ---

 ---

 N/A

 ---

 ---

 No

 English Learners

 ---

 ---

 N/A

 ---

 ---

 Yes

 Students with Disabilities

 ---

 ---

 N/A

 ---

 ---

 No


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.
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 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

Class Size Reduction Participation
California's K-3 Class Size Reduction program began in 1996 for children in kindergarten and grades one through three. Funding is provided to participating school districts to decrease the size of K-3 classes to 20 or fewer students per certificated teacher. Data reported are the percent of students in each grade level in the school that are in a class size reduction classroom.

 Grade Level

 Percent of Students Participating

 2001

 2002

 2003

 K

 

 

N/A

 1

 

 

 N/A

 2

 

 

 N/A

 3

 

 

 N/A


VI. Teacher and Staff Information

Teacher Credentials
Data reported are the number of teachers (full-time and part-time). 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.

 

   2001  

   2002  

   2003  

 Total Teachers
 

 

 

 64

 Teachers with Full Credential
 (full credential and teaching in subject area)

 

 

 58

 Teachers Teaching Outside Subject Area
 (full credential but teaching outside subject area)

 

 

 

 Teachers with Emergency Credential
 (includes District Internship, University Internship, Pre-Interns, and Emergency Permits)

 

 

 6

 Teachers with Waivers
 (does not have credential and does not qualify for an Emergency Permit)

 

 

 


Highly Qualified Teachers
The No Child Left Behind Act (NCLB) requires local educational agencies (LEAs) to report specific data regarding highly qualified teachers. As of December of 2003, the State Board of Education (SBE) had not approved a definition for use in reporting data pertaining to highly qualified teachers. Therefore, the requirement that LEAs include these data will not apply to reports published during the 2003-04 school year.

The State Board of Education is scheduled to approve a definition for "highly qualified teacher" in 2004. Once approved, LEAs will be required to use the definition to provide data on report cards published during the 2004-05 school year.


Professional Qualifications of Teachers

N/A


Teacher Evaluations

 N/A


Substitute Teachers

 N/A


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 equals one FTE.

       No data are available for this section

VII. Curriculum and Instruction

School
Instruction and Leadership

 


Professional Development

We provide monthly required professional development training meetings for our teachers. Our Staff Development meetings are meant to be a time when the school communicates to the ES on issues regarding teaching strategies, classroom management, conflict resolution, and curriculum (as dictated by the staff development guidelines given by the state).In addition to our local training meetings, our teachers are also completing online courses offered by CTAP. 


Quality and Currency of Textbooks and Other Instructional Materials

A wide variety of current textbooks are available/purchased for individual student needs on a yearly basis. 


Instructional Minutes
The California Education Code establishes the required number of instructional minutes per year for each grade. Data reported compares the number of instructional minutes offered at the school level to the state requirement for each grade.

 Grade
Level

 Instructional Minutes

 Offered

 State Requirement

 K

 N/A 

 36,000

 1

 N/A

 50,400

 2

 N/A

 50,400

 3

 N/A

 50,400

 4

 N/A

 54,000

 5

 N/A

 54,000

 6

 N/A

 54,000

 7

 N/A

 54,000

 8

 N/A

 54,000

 9

  N/A

 64,800

 10

 N/A

 64,800

 11

  N/A

 64,800

 12

  N/A

 64,800


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.

 Grade
Level

 Instructional Days With At Least 180 Instructional Minutes

 Offered

 State Requirement

 9

 N/A

 180 days

 10

  N/A

 180 days

 11

  N/A

 180 days

 12

  N/A

 180 days


Total Number of Minimum Days

 N/A


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 by the total number of students enrolled in all courses.

       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.

       No data are available for this section

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/ope/research/sat/.

 

 School

 District

 State

 2001

 2002

 2003

 2001

 2002

 2003

 2001

 2002

 2003

 Grade 12 Enrollment

 

 

 147

 

 

 245

 357789

 365907

 385181

 Percent of Grade 12
 Enrollment Taking Test

 

 

 1.40

 

 

 5.71

 36.66

 37.26

 36.63

 Average Verbal Score

 

 

 445

 

 

 399

 492

 490

 494

 Average Math Score

 

 

 455

 

 

 436

 516

 516

 518


College Admission Test Preparation Course Program

 N/A


Degree to Which Students are Prepared to Enter Workforce

We provide an opportunity for and encourage our students to participate in a wide variety of career exploration programs, apprenticeships, and ROP classes while enrolled at CWCS. 


Enrollment and Program Completion in Career/Technical Education (CTE) Programs
Data reported are from the Report of Career-Technical Education Enrollment and Program Completion for School Year 2001-2002 (CDE 101 E-1). Data have been aggregated to the district level.

 CTE Participants 

 Secondary CTE Students

 Grade 12 CTE Students

 Total
Course
Enrollment

 Number
of
Concentrators

 Number
of
Completers

 Completion
Rate

 Number
of
Completers

 Number
Earning
Diploma

 Graduation
Rate

 

 

 

 

 

 


IX. Fiscal and Expenditure Data

Average Salaries (Fiscal Year 2001-2002)
Data reported are the district average salary for teachers, principals, and superintendents, comapred to the state average salaries for districts of the same type and size, as defined by Education Code Section 41409. The district average principal salary is shown separately for elementary, middle, and high schools, but the state average principal salary is combined.

 Category

 District
Amount

 State Average
For Districts
In Same Category

 Beginning Teacher Salary

 36420

 33904

 Mid-Range Teacher Salary

 54792

 51643

 Highest Teacher Salary

 64447

 66015

 Average Principal Salary (Elementary)

 85739

 81560

 Average Principal Salary (Middle)

 85739

 Average Principal Salary (High)

 92033

 Superintendent Salary

 112585

 110173

 Percent of Budget for Teacher Salaries

 38.27

 41.08

 Percent of Budget for Administrative Salaries

 7.31

 5.88


Expenditures (Fiscal Year 2001-2002)
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/fiscal/financial/.

 District

 District

 State Average
For Districts
In Same Category

 State Average
All Districts

 Total Dollars

 Dollars per Student
(ADA)

 Dollars per Student
(ADA)

 Dollars per Student
(ADA)

 $10,757,254

 $6,682

 $6,770

 $6,719


Types of Services Funded