School Accountability Report Card
Reported Using Data from the 2022-2023 School Year
California Department of Education
(Published During 2023-2024)
Belmont Senior High
By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.
DataQuest is an online data tool located on the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners.)
California School Dashboard The California School Dashboard (Dashboard) https://www.caschooldashboard.org/ reflects California's new accountability and continuous improvement system and provides information about how LEAs and schools are meeting the needs of California's diverse student population. The Dashboard contains reports that display the performance of LEAs, schools, and student groups on a set of state and local measures to assist in identifying strengths, challenges, and areas in need of improvement.
Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.
| Entity | Contact Information |
| District Name | Los Angeles Unified School District |
|---|---|
| Phone Number | 213-241-1000 |
| Superintendent | Alberto M. Carvalho |
| Email Address | superintendent@lausd.net |
| Website | www.lausd.org |
| Entity | Contact Information |
| School Name | Belmont Senior High Belmont Senior High (Belmont SH) |
|---|---|
| Street | 1575 W 2ND ST |
| City, State, Zip | LOS ANGELES, CA 90026 |
| Phone Number | 213-241-4300 |
| Principal | SOLORZANO, MARCOS S |
| Email Address | mss0819@lausd.net |
| Website | Belmonthighschool.org |
| County-District-School (CDS) Code | 19 64733 1930924 |
All youth achieving is the overall mission of Los Angeles Unified School District. The District's vision is that every LAUSD student will complete high school college-prepared and career-ready. To achieve our mission and vision, all schools in the District are committed to meeting the five goals listed below:
This School Accountability Report Card shows how well our school and students are meeting the District's goals. |
|---|
| Grade Level | Number of Students |
| Kindergarten | 0 |
|---|---|
| Grade 1 | 0 |
| Grade 2 | 0 |
| Grade 3 | 0 |
| Grade 4 | 0 |
| Grade 5 | 0 |
| Grade 6 | 0 |
| Grade 7 | 0 |
| Grade 8 | 0 |
| Grade 9 | 183 |
| Grade 10 | 217 |
| Grade 11 | 100 |
| Grade 12 | 99 |
| Total Enrollment | 599 |
| Group | Percent of Total Enrollment |
| Female | 36.4 |
|---|---|
| Male | 63.6 |
| Non-Binary | |
| American Indian or Alaska Native | |
| Asian | 0.7 |
| Black or African American | 0.8 |
| Filipino | 0.2 |
| Hispanic or Latino | 91.5 |
| Native Hawaiian or Pacific Islander | |
| Two or More Races | 0.2 |
| White | 0.7 |
| English Learners | 52.1 |
| Foster Youth | 0.5 |
| Homeless | 14 |
| Migrant | |
| Socioeconomically Disadvantaged | 98 |
| Students with Disabilities | 9.3 |
The SARC provides the following information relevant to the Basic State Priority (Priority 1):
| Authorization / Assignment | School | District | State | |||
| Number | Percent | Number | Percent | Number | Percent | |
| Fully (Preliminary or Clear) Credentialed for Subject and Student Placement (properly assigned) | 33.2 | 89.15 | 22369.2 | 82.26 | 228366.1 | 83.12 |
|---|---|---|---|---|---|---|
| Intern Credential Holders Properly Assigned | 0 | 0 | 714.6 | 2.63 | 4205.9 | 1.53 |
| Teachers Without Credentials and Misassignments ("ineffective" under ESSA) | 0.5 | 1.5 | 1398.6 | 5.14 | 11216.7 | 4.08 |
| Credentialed Teachers Assigned Out-of-Field ("out-of-field" under ESSA) | 1.2 | 3.43 | 1060.3 | 3.9 | 12115.8 | 4.41 |
| Unknown / Incomplete / NA | 2.1 | 5.87 | 1651.3 | 6.07 | 18854.3 | 6.86 |
| Total Teaching Positions | 37.3 | 100 | 27194.2 | 100 | 274759.1 | 100 |
Note: The data in this table is based on full-time equivalent (FTE) status. One FTE equals one staff member working full-time; one FTE could also represent two staff members who each work 50 percent of full-time. Additionally, an assignment is defined as a position that an educator is assigned to based on setting, subject, and grade level. An authorization is defined as the services that an educator is authorized to provide to students.
| Authorization / Assignment | School | District | State | |||
| Number | Percent | Number | Percent | Number | Percent | |
| Fully (Preliminary or Clear) Credentialed for Subject and Student Placement (properly assigned) | 35 | 95.11 | 23128.2 | 84.33 | 234405.2 | 84 |
|---|---|---|---|---|---|---|
| Intern Credential Holders Properly Assigned | 0 | 0 | 804.5 | 2.93 | 4853 | 1.74 |
| Teachers Without Credentials and Misassignments ("ineffective" under ESSA) | 0.7 | 1.9 | 1474.9 | 5.38 | 12001.5 | 4.3 |
| Credentialed Teachers Assigned Out-of-Field ("out-of-field" under ESSA) | 0 | 0 | 1009.6 | 3.68 | 11953.1 | 4.28 |
| Unknown / Incomplete / NA | 1 | 2.96 | 1009.3 | 3.68 | 15831.9 | 5.67 |
| Total Teaching Positions | 36.8 | 100 | 27426.8 | 100 | 279044.8 | 100 |
Note: The data in this table is based on FTE status. One FTE equals one staff member working full-time; one FTE could also represent two staff members who each work 50 percent of full-time. Additionally, an assignment is defined as a position that an educator is assigned to based on setting, subject, and grade level. An authorization is defined as the services that an educator is authorized to provide to students.
| Authorization / Assignment | 2020-21 Number | 2021-22 Number |
| Permits and Waivers | 0 | 0 |
|---|---|---|
| Misassignments | 0.5 | 0.7 |
| Vacant Positions | 0 | 0 |
| Total Teachers Without Credentials and Misassignments | 0.5 | 0.7 |
| Indicator | 2020-21 Number | 2021-22 Number |
| Credentialed Teachers Authorized on a Permit or Waiver | 0 | 0 |
|---|---|---|
| Local Assignment Options | 1.2 | 0 |
| Total Out-of-Field Teachers | 1.2 | 0 |
| Indicator | 2020-21 Percent | 2021-22 Percent |
| Misassignments for English Learners (a percentage of all the classes with English learners taught by teachers that are misassigned) | 1.5 | 8.5 |
|---|---|---|
| No credential, permit or authorization to teach (a percentage of all the classes taught by teachers with no record of an authorization to teach) | 0 | 6.2 |
Note: For more information refer to the Updated Teacher Equity Definitions web page at https://www.cde.ca.gov/pd/ee/teacherequitydefinitions.asp.
| Subject | Textbooks and Other Instructional Materials / Year of Adoption |
From Most Recent Adoption? | Percent Students Lacking Own Assigned Copy |
| Reading / Language Arts | 2016 | Yes | 0 |
|---|---|---|---|
| Mathematics | 2020 | Yes | 0 |
| Science | 2020 | Yes | 0 |
| History-Social Science | 2017 | Yes | 0 |
| Foreign Language | 2020/2021 | Yes | 0 |
| Health | 2020 | Yes | 0 |
| Visual and Performing Arts | 2008 | Yes | TBA |
| Science Laboratory Equipment (Grades 9-12) | N/A | N/A | 0%* |
Note: Cells with N/A values do not require data.
The District takes great efforts to ensure that all schools are clean, safe, and functional within the available resources. The District has established cleaning standards for all school facilities in assigning and inspecting custodial work. Food service and restroom facilities are given highest priority on a daily basis to ensure the health and safety of students and staff. Other cleaning functions may be scheduled on a less than daily frequency due to the limitation of available custodial resources. Determination of repair status is based on the most recent SARC Inspection. Additional information about the condition of the school facilities may be obtained from the school. |
|---|
| System Inspected | Repair Status | Repair Needed and Action Taken or Planned |
| Systems: Gas Leaks, Mechanical / HVAC, Sewer | GOOD | |
|---|---|---|
| Interior: Interior Surfaces | GOOD | |
| Cleanliness: Overall Cleanliness, Pest / Vermin Infestation | GOOD | |
| Electrical: Electrical | GOOD | |
| Restrooms / Fountains: Restrooms, Sinks / Fountains | GOOD | |
| Safety: Fire Safety, Hazardous Materials | GOOD | |
| Structural: Structural Damage, Roofs | GOOD | |
| External: Playground / School Grounds, Windows / Doors / Gates / Fences | GOOD | |
| Overall Rating | EXEMPLARY |
The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4):
| Percentage of Students Meeting or Exceeding the State Standards | ||||||
| Subject | School | District | State | |||
| 2021-22 | 2022-23 | 2021-22 | 2022-23 | 2021-22 | 2022-23 | |
| English Language Arts / Literacy (Grades 3-8 and 11) | 31 | 18 | 41 | 41 | 47 | 46 |
|---|---|---|---|---|---|---|
| Mathematics (Grades 3-8 and 11) | 9 | 4 | 27 | 29 | 33 | 34 |
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
Note: ELA and mathematics test results include the Smarter Balanced Summative Assessments and the CAA. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.
| Student Group | Total Enrollment |
Number Tested |
Percent Tested |
Percent Not Tested |
Percent Met or Exceeded |
| All Students | 100 | 98 | 98.00 | 2.00 | 18.37 |
|---|---|---|---|---|---|
| Female | 35 | 33 | 94.29 | 5.71 | 15.15 |
| Male | 65 | 65 | 100.00 | 0.00 | 20.00 |
| American Indian or Alaska Native | 0 | 0 | 0 | 0 | 0 |
| Asian | -- | -- | -- | -- | -- |
| Black or African American | -- | -- | -- | -- | -- |
| Filipino | -- | -- | -- | -- | -- |
| Hispanic or Latino | 84 | 84 | 100.00 | 0.00 | 19.05 |
| Native Hawaiian or Pacific Islander | 0 | 0 | 0 | 0 | 0 |
| Two or More Races | -- | -- | -- | -- | -- |
| White | -- | -- | -- | -- | -- |
| English Learners | 15 | 14 | 93.33 | 6.67 | 0.00 |
| Foster Youth | 0 | 0 | 0 | 0 | 0 |
| Homeless | -- | -- | -- | -- | -- |
| Military | 0 | 0 | 0 | 0 | 0 |
| Socioeconomically Disadvantaged | 97 | 95 | 97.94 | 2.06 | 18.95 |
| Students Receiving Migrant Education Services | 0 | 0 | 0 | 0 | 0 |
| Students with Disabilities | 17 | 17 | 100.00 | 0.00 | 0.00 |
Note: ELA and Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.
| Student Group | Total Enrollment |
Number Tested |
Percent Tested |
Percent Not Tested |
Percent Met or Exceeded |
| All Students | 100 | 98 | 98.00 | 2.00 | 4.08 |
|---|---|---|---|---|---|
| Female | 35 | 33 | 94.29 | 5.71 | 3.03 |
| Male | 65 | 65 | 100.00 | 0.00 | 4.62 |
| American Indian or Alaska Native | 0 | 0 | 0 | 0 | 0 |
| Asian | -- | -- | -- | -- | -- |
| Black or African American | -- | -- | -- | -- | -- |
| Filipino | -- | -- | -- | -- | -- |
| Hispanic or Latino | 84 | 84 | 100.00 | 0.00 | 3.57 |
| Native Hawaiian or Pacific Islander | 0 | 0 | 0 | 0 | 0 |
| Two or More Races | -- | -- | -- | -- | -- |
| White | -- | -- | -- | -- | -- |
| English Learners | 15 | 14 | 93.33 | 6.67 | 0.00 |
| Foster Youth | 0 | 0 | 0 | 0 | 0 |
| Homeless | -- | -- | -- | -- | -- |
| Military | 0 | 0 | 0 | 0 | 0 |
| Socioeconomically Disadvantaged | 97 | 95 | 97.94 | 2.06 | 3.16 |
| Students Receiving Migrant Education Services | 0 | 0 | 0 | 0 | 0 |
| Students with Disabilities | 17 | 17 | 100.00 | 0.00 | 0.00 |
Note: ELA and Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.
| Percentage of Students Meeting or Exceeding the State Standard | ||||||
| Subject | School | District | State | |||
| 2021-22 | 2022-23 | 2021-22 | 2022-23 | 2021-22 | 2022-23 | |
| Science (Grades 5, 8, and High School) | 11.48 | 13.85 | 20.02 | 20.46 | 29.47 | 30.29 |
|---|---|---|---|---|---|---|
Note: Science test results include the CAST and the CAA for Science. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the CAST plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAA for Science divided by the total number of students who participated in a science assessments.
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.
| Student Group | Total Enrollment |
Number Tested |
Percent Tested |
Percent Not Tested |
Percent Met or Exceeded |
| All Students | 198 | 196 | 98.99 | 1.01 | 13.78 |
|---|---|---|---|---|---|
| Female | 85 | 83 | 97.65 | 2.35 | 14.46 |
| Male | 113 | 113 | 100.00 | 0.00 | 13.27 |
| American Indian or Alaska Native | 0 | 0 | 0 | 0 | 0 |
| Asian | -- | -- | -- | -- | -- |
| Black or African American | -- | -- | -- | -- | -- |
| Filipino | -- | -- | -- | -- | -- |
| Hispanic or Latino | 175 | 175 | 100.00 | 0.00 | 13.71 |
| Native Hawaiian or Pacific Islander | 0 | 0 | 0 | 0 | 0 |
| Two or More Races | -- | -- | -- | -- | -- |
| White | -- | -- | -- | -- | -- |
| English Learners | 51 | 50 | 98.04 | 1.96 | 0.00 |
| Foster Youth | 0 | 0 | 0 | 0 | 0 |
| Homeless | 17 | 17 | 100.00 | 0.00 | 0.00 |
| Military | 0 | 0 | 0 | 0 | 0 |
| Socioeconomically Disadvantaged | 192 | 190 | 98.96 | 1.04 | 13.16 |
| Students Receiving Migrant Education Services | 0 | 0 | 0 | 0 | 0 |
| Students with Disabilities | 26 | 26 | 100.00 | 0.00 | 3.85 |
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
Career and Technical Education (CTE) programs within the Los Angeles Unified School District (LAUSD) are designed to equip students for both higher education and the competitive global workforce. These programs involve a comprehensive, multi-year curriculum that integrates fundamental academic subjects with industry-specific technical knowledge. Upon successfully completing this non-repetitive sequence of CTE courses, students graduate from high school possessing a diverse set of academic, technical, and employability skills. These CTE courses align with the California Common Core State Standards and CTE Model Curriculum Standards, incorporating Standards for Career Ready Practices. By doing so, the programs effectively prepare students for a successful high school experience, various postsecondary options, and the demands of the contemporary job market. In these CTE programs, students engage in the analysis and application of knowledge and skills acquired in core academic subjects such as English, mathematics, and science. This holistic approach ensures that students not only acquire theoretical knowledge but also develop practical skills that are directly applicable in real-world professional settings. The California Department of Education has identified 15 distinct industry sectors and 58 corresponding career pathways. Within this framework, the Los Angeles Unified School District (LAUSD) provides programs across 38 of these pathways. In the academic year 2022-23, LAUSD featured 487 career pathways, each taught by teachers holding credentials in Career and Technical Education (CTE), spread across 155 middle and high schools throughout the district. In addition to industry-specific training, students enrolled in these pathways also receive instruction in career readiness, enhance their preparation for the workforce, have the opportunity to acquire an industry-recognized credential, and earn a work-ready badge. The Los Angeles Unified School District (LAUSD) secures substantial funding to enhance its career technical education programs. Specifically, it received $7.2 million from the Strengthening Career and Technical Education for the 21st Century Grant (Perkins V), $8.6 million from the Career Technical Education Incentive Grant (CTEIG), and an additional $738,141 from the K-12 Strong Workforce Program. These funds are earmarked to initiate, expand, and enhance career technical education initiatives, with the ultimate goal of preparing students for certification in high-demand, high-wage occupations. This financial support underscores LAUSD's commitment to providing students with robust and relevant educational opportunities aligned with the needs of the contemporary job market. Additionally, there are 47 California Partnership Academies and 73 Linked Learning pathways, which exemplify the career academy model for preparing high school students to succeed in both college and careers. Linked Learning pathways further integrate career-technical education with rigorous academics, work-based learning experiences, and student support. Students participate in authentic learning experiences through multi-disciplined, project-based learning. These projects provide opportunities for students to connect the knowledge and skills they learn in their CTE and core courses as they apply this learning to solve problems and begin to understand the world of work. As a result, research shows students are more likely to deeply engage in their learning and more likely to transform passion into a profession. In 2022-23 there were 51,122 students enrolled in CTE courses. 368 students were enrolled in a CTE Dual enrollment college course and earned college credit while in high school. The CTE-Linked Learning department has a vision that every CTE student will graduate with college credit and knowledge of the opportunities offered at the local community colleges aligned to their CTE Pathway and/or career goals. They will be equipped with the knowledge and skills necessary to enroll in a postsecondary education or certificate program. This work is in alignment with the state K-12 Strong Workforce Program initiative. There were 4,231 CTE students who earned an industry-recognized certificate in 2022-23, such as Microsoft Office Specialist/Microsoft Technology Assistant, First Aid/CPR, Adobe Certified Assistant, and California Food Handler Cards. Our office supported 3,752 students in work-based learning experiences ranging from career days, guest speakers, mentoring, and job shadowing, to unpaid and paid internships. In 2022-23, there were 646 students who participated in paid internships. For additional information, please contact the LAUSD CTE office (213-241-0374) or the school principal for a specific school CTE program.
|
|---|
| Measure | CTE Program Participation |
| Number of Pupils Participating in CTE | 404 |
|---|---|
| Percent of Pupils that Complete a CTE Program and Earn a High School Diploma | 23.8 |
| Percent of CTE Courses that are Sequenced or Articulated Between the School and Institutions of Postsecondary Education |
| UC/CSU Course Measure | Percent |
| 2022-23 Students Enrolled in Courses Required for UC/CSU Admission | 99.16 |
|---|---|
| 2021-22 Graduates Who Completed All Courses Required for UC/CSU Admission | 55.4 |
The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8):
| Percentage of Students Participating in each of the five Fitness Components | Grade 5 | Grade 7 | Grade 9 |
| Component 1: Aerobic Capacity | 77.21 | ||
|---|---|---|---|
| Component 2: Abdominal Strength and Endurance | 75.85 | ||
| Component 3: Trunk Extensor and Strength and Flexibility | 77.89 | ||
| Component 4: Upper Body Strength and Endurance | 77.89 | ||
| Component 5: Flexibility | 76.53 |
Note: The administration of the PFT during 2021–22 and 2022-23 school years, only participation results are required for these five fitness areas.
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3):
| School Year |
Advisory Council |
Governance Council |
PTA / PTO |
Classroom Volunteer |
Office Volunteer |
Supervision Volunteer |
Fund Raising |
School Beautification |
Other |
| 2023-24 | TBD | TBD | TBD | TBD | TBD | TBD | TBD | TBD | TBD |
|---|
The SARC provides the following information relevant to the Pupil Engagement State Priority (Priority 5):
| Indicator | School | District | State | ||||||
| 2020-21 | 2021-22 | 2022-23 | 2020-21 | 2021-22 | 2022-23 | 2020-21 | 2021-22 | 2022-23 | |
| Dropout Rate | 26.1 | 35.4 | 33.3 | 8.1 | 7.8 | 8.5 | 9.4 | 7.8 | 8.2 |
|---|---|---|---|---|---|---|---|---|---|
| Graduation Rate | 64.3 | 60.3 | 65.3 | 83.5 | 87.4 | 86.1 | 83.6 | 87 | 86.2 |
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
| Student Group | Number of Students in Cohort |
Number of Cohort Graduates |
Cohort Graduation Rate |
| All Students | 147 | 96 | 65.3 |
|---|---|---|---|
| Female | 64 | 51 | 79.7 |
| Male | 83 | 45 | 54.2 |
| Non-Binary | 0.0 | 0.0 | 0.0 |
| American Indian or Alaska Native | 0 | 0 | 0.00 |
| Asian | -- | -- | -- |
| Black or African American | -- | -- | -- |
| Filipino | -- | -- | -- |
| Hispanic or Latino | 138 | 89 | 64.5 |
| Native Hawaiian or Pacific Islander | 0 | 0 | 0.00 |
| Two or More Races | 0 | 0 | 0.00 |
| White | -- | -- | -- |
| English Learners | 89 | 42 | 47.2 |
| Foster Youth | -- | -- | -- |
| Homeless | 36 | 16 | 44.4 |
| Socioeconomically Disadvantaged | 145 | 94 | 64.8 |
| Students Receiving Migrant Education Services | 0.0 | 0.0 | 0.0 |
| Students with Disabilities | 13 | 11 | 84.6 |
Note: For information on the Four-Year Adjusted Cohort Graduation Rate (ACGR), visit the CDE Adjusted Cohort Graduation Rate web page at https://www.cde.ca.gov/ds/ad/acgrinfo.asp.
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
| Student Group | Cumulative Enrollment |
Chronic Absenteeism Eligible Enrollment |
Chronic Absenteeism Count |
Chronic Absenteeism Rate |
| All Students | 777 | 724 | 299 | 41.3 |
|---|---|---|---|---|
| Female | 277 | 258 | 105 | 40.7 |
| Male | 500 | 466 | 194 | 41.6 |
| Non-Binary | 0 | 0 | 0 | 0.0 |
| American Indian or Alaska Native | 0 | 0 | 0 | 0.0 |
| Asian | 19 | 17 | 5 | 29.4 |
| Black or African American | 21 | 14 | 5 | 35.7 |
| Filipino | 8 | 8 | 4 | 50.0 |
| Hispanic or Latino | 691 | 650 | 265 | 40.8 |
| Native Hawaiian or Pacific Islander | 1 | 1 | 1 | 100.0 |
| Two or More Races | 1 | 1 | 1 | 100.0 |
| White | 19 | 18 | 12 | 66.7 |
| English Learners | 457 | 427 | 207 | 48.5 |
| Foster Youth | 8 | 3 | 3 | 100.0 |
| Homeless | 0 | 0 | 0 | 0.0 |
| Socioeconomically Disadvantaged | 545 | 507 | 209 | 41.2 |
| Students Receiving Migrant Education Services | 0 | 0 | 0 | 0.0 |
| Students with Disabilities | 68 | 64 | 22 | 34.4 |
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
The SARC provides the following information relevant to the School Climate State Priority (Priority 6):
| Rate | School | District | State | ||||||
| 2020-21 | 2021-22 | 2022-23 | 2020-21 | 2021-22 | 2022-23 | 2021-22 | 2020-21 | 2022-23 | |
| Suspensions | 0 | 0.13 | 0.13 | 0 | 0.46 | 0.55 | 0.2 | 3.17 | 3.6 |
|---|---|---|---|---|---|---|---|---|---|
| Expulsions | 0 | 0 | 0 | 0 | 0.02 | 0.02 | 0 | 0.07 | 0.08 |
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
| Student Group | Suspensions Rate |
Expulsions Rate |
| All Students | 0.13 | 0 |
|---|---|---|
| Female | 0 | 0 |
| Male | 0.2 | 0 |
| Non-Binary | 0 | 0 |
| American Indian or Alaska Native | 0 | 0 |
| Asian | 0 | 0 |
| Black or African American | 0 | 0 |
| Filipino | 0 | 0 |
| Hispanic or Latino | 0 | 0 |
| Native Hawaiian or Pacific Islander | 0 | 0 |
| Two or More Races | 0 | 0 |
| White | 0 | 0 |
| English Learners | 0 | 0 |
| Foster Youth | 0 | 0 |
| Homeless | 0 | 0 |
| Socioeconomically Disadvantaged | 0.18 | 0 |
| Students Receiving Migrant Education Services | 0 | 0 |
| Students with Disabilities | 1.47 | 0 |
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
|
Our school makes every effort to provide a safe, clean environment for learning. Classroom space is used to support our instructional program. Emergency drills are routinely held for earthquake and fire preparedness for our students and staff. As required by California Education Code (CEC), Section 35294, the school's Safe School Plan was revised and reviewed with staff on the following dates:
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|---|
The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
| Grade Level |
Avg. Class Size |
Number of Classes* | ||
| 1-20 | 21-32 | 33+ | ||
| K | ||||
|---|---|---|---|---|
| 1 | ||||
| 2 | ||||
| 3 | ||||
| 4 | ||||
| 5 | ||||
| 6 | ||||
| Other** | ||||
* Number of classes indicates how many classes fall into each size category (a range of total students per class).
** "Other" category is for multi-grade level classes.
| Grade Level |
Avg. Class Size |
Number of Classes* | ||
| 1-20 | 21-32 | 33+ | ||
| K | ||||
|---|---|---|---|---|
| 1 | ||||
| 2 | ||||
| 3 | ||||
| 4 | ||||
| 5 | ||||
| 6 | ||||
| Other** | ||||
* Number of classes indicates how many classes fall into each size category (a range of total students per class).
** "Other" category is for multi-grade level classes.
| Grade Level |
Avg. Class Size |
Number of Classes* | ||
| 1-20 | 21-32 | 33+ | ||
| K | ||||
|---|---|---|---|---|
| 1 | ||||
| 2 | ||||
| 3 | ||||
| 4 | ||||
| 5 | ||||
| 6 | ||||
| Other** | ||||
* Number of classes indicates how many classes fall into each size category (a range of total students per class).
** "Other" category is for multi-grade level classes.
| Subject | Avg. Class Size |
Number of Classes* | ||
| 1-22 | 23-32 | 33+ | ||
| English Language Arts | 23 | 23 | 15 | 17 |
|---|---|---|---|---|
| Mathematics | 25 | 9 | 12 | 7 |
| Science | 23 | 9 | 9 | 6 |
| Social Science | 28 | 7 | 4 | 11 |
* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.
| Subject | Avg. Class Size |
Number of Classes* | ||
| 1-22 | 23-32 | 33+ | ||
| English Language Arts | 18 | 25 | 9 | 5 |
|---|---|---|---|---|
| Mathematics | 19 | 13 | 8 | 4 |
| Science | 18 | 10 | 4 | 3 |
| Social Science | 24 | 6 | 9 | 2 |
* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.
| Subject | Avg. Class Size |
Number of Classes* | ||
| 1-22 | 23-32 | 33+ | ||
| English Language Arts | 19 | 18 | 12 | 5 |
|---|---|---|---|---|
| Mathematics | 19 | 11 | 11 | 0 |
| Science | 18 | 9 | 10 | 0 |
| Social Science | 18 | 13 | 6 | 0 |
* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.
| Title | Ratio |
| Pupils to Academic Counselor* | 119.8 |
|---|
* One full time equivalent (FTE) equals one staff member working full-time; one FTE could also represent two staff members who each work 50 percent of full-time.
| Title | Number of FTE* Assigned to School |
| Counselor (Academic, Social / Behavioral or Career Development) | |
|---|---|
| Library Media Teacher (Librarian) | |
| Library Media Services Staff (Paraprofessional) | |
| Psychologist | |
| Social Worker | |
| Nurse | |
| Speech / Language / Hearing Specialist | |
| Resource Specialist (non-teaching) | |
| Other | 5 |
* One full time equivalent (FTE) equals one staff member working full-time; one FTE could also represent two staff members who each work 50 percent of full-time.
| Level | Expenditures Per Pupil | Average Teacher Salary |
||
| Total Expenditures |
Restricted | Unrestricted | ||
| School Site | $22,524 | $8,861 | $13,662 | $84,839 |
|---|---|---|---|---|
| District | N/A | N/A | $8,789 | $81,337 |
| Percent Difference - School Site and District | N/A | N/A | 55% | 4% |
| State | N/A | N/A | $6,594 | $87,885 |
| Percent Difference - School Site and State | N/A | N/A | 107% | -3% |
Note: Cells with N/A values do not require data.
|
This section provides information about the programs and supplemental services that are available at the school and funded through categorical sources. Title I funds are used to support effective, evidence based educational strategies for students not meeting the state's challenging academic achievement standards. Title I funds are distributed to schools with a minimum of 50% poverty on a per-pupil basis. Based on an analysis of student achievement data, Title I resources may be used for professional development, supplemental instruction and intervention, parental involvement, personalization and support for students who are academically at risk. Title III funds are allocated to supplement the core language instruction educational programs to ensure English Learner (EL) students, including immigrant children and youth, achieve English proficiency and meet the same challenging state academic standards that other students are expected to meet. These support services must be based on evidence that demonstrates program effectiveness and may include effective professional development to teachers, principals, administrators, and other school or community-based organizational personnel. Professional development activities funded with Title III funds must be of sufficient intensity and duration to have a positive and lasting impact on teacher capacity to meet the instructional needs of English learners. Each local district determines how funds are distributed to school sites based on locally determined needs. Funds may be used to provide EL instructional coaches and professional development services.
|
|---|
| Category | District Amount | State Average For Districts In Same Category |
| Beginning Teacher Salary | $48,916 | $55,550 |
|---|---|---|
| Mid-Range Teacher Salary | $78,133 | $80,703 |
| Highest Teacher Salary | $97,008 | $109,418 |
| Average Principal Salary (Elementary) | $124,723 | $137,703 |
| Average Principal Salary (Middle) | $136,178 | $143,760 |
| Average Principal Salary (High) | $139,415 | $159,021 |
| Superintendent Salary | $440,000 | $319,443 |
| Percent of Budget for Teacher Salaries | 25.32 | 30.35 |
| Percent of Budget for Administrative Salaries | 4.83 | 4.87 |
Note: For detailed information on salaries, see the CDE Certificated Salaries & Benefits web page at http://www.cde.ca.gov/ds/fd/cs.
| Subject | Number of AP Courses Offered* |
| Computer Science | 0 |
|---|---|
| English | 2 |
| Fine and Performing Arts | 0 |
| Foreign Language | 8 |
| Mathematics | 1 |
| Science | 3 |
| Social Science | 3 |
| Total AP Courses Offered* | 17 |
* Where there are student course enrollments of at least one student.
The 2020-21 school year professional development was designed to deepen the knowledge of teachers and school leaders of priority District-wide initiatives as identified through data analysis and input from schools. These initiatives focused on improving instruction and services to specific student groups through a multi-tiered system of supports. Some specific student groups identified through data include English Learners, Standard English Learners, and foster youth. District-wide professional development included:
In addition, professional development that focused on the California content standards and frameworks in English language arts, English language development, mathematics, history/social studies, science, visual performing arts, health, physical education, other content subjects and literacy in history/social studies, science, and technical subjects. The professional development has built upon the phases of implementation of the standards, the Professional Learning and Leadership Development initiatives incorporating the Teaching and Learning and School Leadership frameworks, and targeted instruction for student groups. The primary focus of professional development within the District continues to be focused on effective first instruction. and tiered support for all students. Specific focus areas have been on the delivery of literacy and language instruction that ensures that all students read, write, speak and listen effectively, accurately, and fluently by the end of second grade; the implementation of the California English language development standards; the transition to the new state History/Social Science and Science Frameworks; and the development of the instructional leadership team to collectively build capacity that increases the ability of all educators to make the instructional changes needed for all students to be college-prepared and career-ready. Time Contractually Allotted for Professional Development for Teachers*
Note: Schools often provided additional professional development time based on specific school-site scheduling and budgetary decisions. |
|---|