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Academic Performance Index / Adequate Yearly Progress Academic Performance Index (API) Adequate Yearly Progress (AYP) Met Program Improvement (PI) School State Rank Similar School Rank Derrick Chau, Principal Evelyn Licea, Assistant Principal Cynthia Casillas, Office Manager 792 Yes No 10 789 No No Expected 4/2011 Expected 4/2011 California Standards Test (CST) Enrollment Asian Other English Only English Learners Ini=al Fluent English Proficient Reclassified Fluent English Proficient Special Educa=on English/Language Arts Grade 9 Grade 10 Grade 11 Mathema=cs Algebra 1 Geometry Algebra II Summa=ve Math 16 16 18 19 16 16 16 16 33% 32% 21% 100% in 14% 15% 6% 2% Percent of Students Scoring 3, 4, or 5 Advanced Placement (AP) Exams Biology Calculus AB English Language and Composi=on English Literature and Composi=on European History Spanish Language U.S History World History US Government and Poli=cs Music Theory CSU Early Assessment Program (EAP) Class of 2010 Class of 2011 2010 2009 Tested Passed Tested Passed Tested Passed 109 0% 84 0% 13 1% 34 0% 26 31% 31 16% 20 20% 31 0% 29 28% 33 100% 75 87% 71 89% 70 3% 35 17% 57 0% 34 15% 11 0% Percent of Students College-‐Ready English Math Math Condi=onally 2008 9% 21% 2% 1% 43% 31% CAHSEE Passing English Sec=on Math Sec=on CAHSEE Requirement CAHSEE Proficiency English Proficiency Math Proficiency 20 10 20 09 20 08 96% 95% 102% 101% 20 10 47% 56% 56% 46% 62% 53% 45% 68% 64% 42% 66% 54% 59% 61% 22% 30% 90% 88% 83% 91% 86% 81% 81% 84% 77% 56% 54% 51% 62% 48% 54% Students speaking a home language other than English are annually administered the CELDT Scores of Advanced or Early Advanced indicate English Learner students are fluent in English and ready for reclassifica=on CELDT Test 2010 Listening Speaking Reading Wri=ng Overall Advanced Early Advanced Intermediate Early Intermediate Beginner 17% 46% 28% 26% 24% 38% 30% 21% 32% 43% 42% 23% 29% 33% 28% 3% 1% 14% 9% 5% 0% 0% 9% 1% 0% 2009 11% 2010 18% Reclassifica=on of English Learners 96% 46% California English Language Development Test (CELDT) Attendance 106% 43% 20% 14% 23% California High School Exit Exam (CAHSEE) Percent Reclassified Our schools strive to meet a 95% or higher aeendance rate for all students Consistent aeendance is important to maintaining the quality of both our schools and the educa=on of our students Schools must also meet a designated enrollment rate to maintain the budget Average Daily Aeendance Annual Budgeted Aeendance 15% 14% 28% 31% Students must pass the CAHSEE in English and Math to receive a high school diploma Students are first administered the CAHSEE in grade 10 A passing scaled score is 350 and students are proficient with a scaled score of 380 Percentages reflect informa=on from grade 10 administra=on Sc ie nc e g 17% 21% 61% 44% 48% at h ng 20% 100% Re ad at h h Math Reading Science 22 21 24 M English 18 15% 100% Percent of Students College-‐Ready gli s Average Score ACT 431 600 59% 38% 44% 20 08 427 670 M in Re ad 414 570 En Class of 2010 Class of 2011 W ri= g History/Social Science World History College Readiness Indicators US History All students par=cipate in college entrance and readiness exams to indicate college-‐readiness by Science the end of grade 12 Target readiness scores: SAT (500), ACT (18-‐21), AP (3) Biology Percent of Students Chemistry Average Score College-‐Ready Life Science SAT Reasoning Reading Wri=ng Math Target Score: 500 38% 42% 20 10 Grade 11 Grade 12 Male Female Meal Program 99% 0% 1% 0% 0% 18% 17% 7% 58% 5% 20 09 Hispanic Black White 537 145 157 100 135 44% 56% 91% 20 09 Enrollment Total School Enrollment Grade 9 Grade 10 20 08 The CST is one indicator that determines how well students are achieving California’s content standards in English, math, science, and history The state target is for all students to perform at the proficient or advanced level The percent of students proficient or advanced is reported below Student demographic data provides an overall descrip=on of the school’s popula=on Percentages are based on the overall school enrollment in October Target Score Class of 2010 Class of 2011 788 Yes No 10 20 10 20 08 Marc and Eva Stern Math and Science School 5151 State University Drive, CSULA, Lot 2, Los Angeles, CA 90032 Phone: (323) 987-‐2144, Fax: (323) 987-‐2149 www.sternmass.org 20 09 API and AYP measure the academic performance and growth of schools as it moves towards target goals The API target is 800 AYP has mul=ple targets for school-‐wide and subgroup growth Marc and Eva Stern Math and Science School, 2009-‐2010 Graduation and College Acceptance With a college-‐bound culture at our schools, 100% of our seniors have the requirements needed to successfully apply to four year colleges throughout the na=on Gradua=on Rate 20 10 Parent, Student, and Staff Satisfaction Parents, students, and school staff provide annual feedback about the culture, instruc=on, aspect and achievement of the school Principals use this feedback to evolve the school’s culture to fit the needs of all people Percent Gradua=on Rate Sa=sfied Seniors Con=nuously Enrolled Since Grade 9 Seniors Con=nuously Enrolled Since Grade 9 & Gradua=ng Parents Are Sa=sfied With the School Believe the Academic Program is Very Effec=ve See an Effec=ve College-‐Bound Culture in the School Students Are Sa=sfied With the School Feel Teachers Have High Expecta=ons For All Students Believe Teachers Use Variety of Materials to Help Students Learn Staff Are Sa=sfied With the School Feel Academic Achievement is Very Effec=ve Believe the College-‐Bound Culture is Very Effec=ve 95% 96% 94% College Acceptance 94% 116 64% Class of 2010 20 10 20 09 100% 84% 100% 79% $2,163,342 93% Scholarships Awarded: Total Number of Accep=ng Colleges: 55 90% Amherst College; Boston College; Boston University; Brown University; California Polytechnic State University; San Luis Obispo; California State Polytechnic University, Pomona; California State University, 97% Bakersfield; California State University, Chico; California State University, Dominguez Hills; California State 97% University, Fullerton; California State University, Long Beach; California State University, Los Angeles; 100% California State University, Monterey Bay; California State University, Northridge; California State University, Sacramento; California State University, San Bernardino; California State University, Stanislaus; Chaminade University of Honolulu; Columbia College Hollywood; Cornell University; Dartmouth College; Drexel Parent Involvement University; East Los Angeles College; Hofstra University; Humboldt State University; Marymount College; Parents help improve achievement by suppor=ng their students through volunteer hours, 20 of Menlo College; Mount St Mary's College (Chalon); Mount St Mary's College (Doheny); New York University; which must be academically related Parent conferences help improve communica=on between Northern Arizona University; Occidental College; Pitzer College; Rensselaer Polytechnic Ins=tute; San Diego parents, teachers, and the school State University; San Francisco State University; Santa Clara University; Seton Hall University; Smith College; Sonoma State University; Universal Technical Ins=tute of California; University of California at Berkeley; University of California at Davis; University of California at Irvine; University of California at Los Angeles; University of California at Merced; University of California at Riverside; University of California at San Diego; Families Comple=ng 20+ Hours 100% University of California at Santa Barbara; University of California at Santa Cruz; University of Great Falls; Families Comple=ng 40+ Hours 13% 62% 71% University of New Mexico; University of Pennsylvania; Wellesley College; Williams College Families Aeending Parent Conferences 59% 44% 39% 20 08 Applied to 4-‐year School Accepted to 4-‐year School: Accepted to 2-‐year or 4-‐year School: Teacher Information 20 10 Principals select teachers knowledgeable in their field to provide students a high quality educa=on Highly cer=fied teachers ensure an academically rich learning experience for all students Teachers are selected on a rigorous hiring process that includes a sample teaching lesson as part of the interview process Number of Teachers Percent of Teachers Highly Cer=fied Percent of Teachers with Intern Creden=al Percent of Teachers with Emergency Creden=al Percent of Teachers Teaching Outside of Creden=aled Area Percent of Teachers Returning Fall of Next School Year 29 93% 3% 3% 3% 83% Assessment and Data Analysis Services, October 1, 2010 ...Marc and Eva ? ?Stern Math and Science School, 2009-‐2010 Graduation and College Acceptance With a college-‐bound
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