City Unified School District Encinal High School

2008-2009 School Accountability Report Card

Principal’s Message Michael Cooper, Welcome to Encinal High School, Home of the Jets. At Encinal High we are committed to providing a full range of academic, social and creative opportunities to help our students meet the challenges of life beyond Principal high school. The Encinal community is a nurturing family. For over 50 years, people have been proud to call themselves Encinal Jets. Our nationally recognized and other academic programs have been instrumental in School Address: helping Encinal High students gain acceptance to many top universities. The Encinal Jet Music program has 210 Central Ave. won numerous competitions for our Marching Band, Jazz Band and Flag Team. Atheltic teams at Encinal High School have a tradition of success and our Art and Drama programs are a source of pride for the entire Alameda, CA community. Encinal High is a diverse, friendly and caring school community where student achievement is expected 94501-3278 and creativity, kindness and humanity are valued. Take a close look at our SARC report because we are proud of our school. Look up our test scores for 2008-2009 and you will see that Encinal High increased (510)748-7023 their API by 36 points. If you are interested in sending your child to Encinal High School please schedule a visit soon. It’s a great school!

Contact Information Parents or community members who wish to participate in leadership teams, school committees, school activities, or become a volunteer may contact Encinal High at 510-748-4023.

School Profile Kirsten Vital, Encinal High is one of two comprehensive high schools Superintendent in the Alameda City Unified. Curriculum is focused on Student Enrollment by Ethnic Group state standards. The school supports cultural 2008-09 awareness on a daily basis through its diverse literature Percentage District Address: selections. During the 2008-2009 school year, 1,075 9th-12th African American 22.7% 2200 Central Ave. grade students were enrolled at the school, with classes American Indian 0.6% arranged on a traditional schedule. Alameda, CA Asian 25.9% Caucasian 18.3% 94501-4450 Mission Statement Filipino 14.6% An intergrated community of confident learners Hispanic or Latino 14.8% A safe and supportive environment, (510) 337-7060 Pacific Islander 1.5% Empowering and challenging students to ask how and Multiple or No Response 1.5% why, Honoring their achievement, and Structuring a foundation for their future.

Parent Involvement Encinal High greatly benefits from its supportive parents who volunteer, fundraise, assist in many areas such as athletics, music and drama. Parents are also welcome to join any and all organizations including PTA, School Site Council and booster clubs. The school also benefits from several community partnerships, www.alameda. including 21st Century. k12.ca.us

Encinal High 1 Published: January 2010 Enrollment By Grade Safe School Plan This chart illustrates the enrollment trend by grade level for the past 3 Safety of students and staff is a primary concern of Encinal High. The school years. school is always in compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. The Enrollment Trend by Grade Level School Site Safety plan was last reviewed and updated October, 2006 by the School Safety Committee. All revisions were communicated to both the 2006-07 2007-08 2008-09 classified and certificated staff. The school’s disaster preparedness plan 9th 313 271 300 includes steps for ensuring student and staff safety during a disaster. Fire 10th 292 333 266 and disaster drills are conducted on a a regular basis throughout the school year. Lockdown drills are held once a year. Students are supervised before 11th 270 278 290 and after school by a vice principal, and classified staff and vice principal 12th 271 250 243 supervise students during lunch. There is a designated area for student drop off and pick up. All visitors check in the office. Discipline & Climate for Learning School Facilities Students at Encinal High are guided by specific rules and classroom expectations that promote respect, cooperation, courtesy and acceptance Encinal High was originally constructed in 1950 and is comprised of 55 of others. Parents and students are informed of school rules and discipline classrooms, 1 gym, 1 multipurpose room/cafeteria, 1 library, 1 staff lounge, policies through the Parent/Student handbook which is sent home at the 2 computer labs, and 1 playing field. Cleaning Process: The principal works beggining of the school year. The Suspensions and Expulsions table daily with the custodial staff of 7 (6 full-time and 1 part-time) to ensure that illustrates total cases for the last three years, as well as a percentage the cleaning of the school is maintained to provide for a clean and safe of enrollment. Suspensions are expressed in terms of total infractions, school. The district governing board has adopted cleaning standards for not number of students suspended, as some students may have been all schools in the district. A summary of these standards are available at suspended on multiple occasions. Expulsions occur only when required by the district office for review. Maintenance and Repair District maintenance law or when all other alternatives are exhausted. Students are encouraged staff ensures that the repairs necessary to keep the school in good to participate in the school’s additional academic and extracurricular repair and work orders are completed in a timely manner. A work order activities, which are an integral part of the educational program. These process is used to ensure efficient service and highest priority are given schoolwide and classroom incentives promote positive attitudes, to emergency repairs. While reviewing this report, please note that even encourage achievement, and aid in the prevention of behavioral problems. minor discrepancies are reported in the inspection process. The items Extracurricular activities, clubs, and programs include: Key Club, California noted in the table have been corrected or are in the process of remediation. Scholarshp Federation, French/Travel Club, National Honor Society, Red Deferred Maintenance Budget The district participates in the State School Cross and a variety of ethnic clubs. The school’s interscholastic athletic Deferred Maintenance Program, which provides matching funds on a programs promote individual and team-oriented achievement and self- dollar–for–dollar basis, to assist school districts with expenditures for major esteem through school-sponsored teams that compete with other schools repair or replacement of existing school building components. Typically this in the area. Athletic programs include: badmittion, basketball, soccer, includes roofing, plumbing, heating, electrical systems, interior or exterior softball, swimming, tennis, volleyball, golf, track/field and water polo. painting, and floor systems. For the 2008/09 school year the district School recognizes and celebrates the achievements and successes of allocated $445,172 for deferred maintenance program. This represents students and staff on a regular basis. Students are recognized for their .5% of the district’s general fund budget. During the 2005 school year, the achievements during awards assemblies for such merits as Student of the district’s governing board did approve deferred maintenance projects for Month and attaining an “Academic E.” the school, which included Heating system upgrade.

Suspensions & Expulsions School Facility Conditions Date of Last Inspection: 01/10/2010 School District Overall Summary of School Facility Conditions: Fair 06-07 07-08 08-09 06-07 07-08 08-09 Facility Component Deficiency & Remedial Suspensions 199 162 97 1348 1126 1016 Items Inspected System Status Actions Taken or Planned Suspension Rate 17.4% 14.3% 8.8% 13.2% 10.9% 9.9% Good Fair Poor Expulsions 1 3 0 13 6 11 Systems (Gas Leaks, X Expulsion Rate 0.1% 0.3% 0.0% 0.1% 0.1% 0.1% Mech/HVAC, Sewer) Interior X Cleanliness (Overall Class Size Cleanliness, Pest/ X Average class sizes vary by grade level and subject area taught. In addition Vermin Infestation) to credentialed teachers, students receive assistance in the classroom Electrical X from parent volunteers. The table indicates the average class size by Restrooms/Fountains X grade level or subject area, as well as the number of classes offered in Safety (Fire Safety, reference to their enrollment. X Hazardous Materials) Class Size Distribution Structural (Structural X Damage, Roofs) Classrooms Containing: External (Grounds, Average 1-20 21-32 33+ Windows, Doors, X Class Size Students Students Students Gates, Fences) 07 08 09 07 08 09 07 08 09 07 08 09 English 24 23 23 22 25 27 11 16 16 15 10 9 Mathematics 25 24 21 17 20 28 10 8 10 11 13 5 Science 30 31 30 3 1 4 14 14 13 14 15 13 Social Science 29 30 30 5 6 4 11 10 11 14 12 14

Encinal High 2 Published: January 2010 Teacher Assignment Counseling & Support Staff Alameda City Unified recruits and employs the most qualified credentialed It is the goal of Encinal High to assist students in their social and personal teachers. For the 2008-09 school year, Encinal High had 59 fully development as well as academics. The school gives special attention credentialed teachers who met all credential requirements in accordance to students who experience achievement problems, difficulty coping with with State of California guidelines. personal and family problems, trouble with decision making, or handling peer pressure. The counselor to pupil ratio is 1:350. The table lists the Teacher Credential Status support service personnel available at Encinal High. School District Counseling & Support Services Staff 06-07 07-08 08-09 08-09 Number of Full Time Fully Credentialed 51 50 53 522 Staff Equivalent Without Full Credentials 5 4 3 25 Academic Counselor 3 1.0 Working Outside Subject 1 0 0 5 Librarian/library media 1 1.00 teacher Teacher misassignments reflect the number of placements within a school for which the certificated employee in the teaching or services position (including positions that involve teaching English Learners) does not hold Staff Development a legally recognized certificate or credential. Teacher vacancies reflect the Staff members build teaching skills and concepts by participating in number of positions to which a single designated certificated employee many conferences and workshops throughout the year, then sharing their has not been assigned at the beginning of the year for an entire year. For experiences and knowledge with district colleagues. The district dedicates3 the 2008-09 school year, the most current data are reported. days to staff development annually. Topics for staff development during the 2007-08 school year included: Misassignments/Vacancies • Math Collaboration grades 6-12 06-07 07-08 08-09 • Departmental Collaboration grades 9-12 Misassignments of Teachers of English Learners 27 16 10 • Strategic Instruction Model grades 6-12 Misassignments of Teachers (other) 0 0 0 Total Misassignments of Teachers 27 16 10 Curriculum Development Vacant Teacher Positions 1 0 0 All curriculum development in the is based on the California State Content Standards and Frameworks. Curriculum guides are updated regularly by the Director of Curriculum and Instruction and Assessment Cooridnator to Highly Qualified Teachers align with the state standards, district goals, and the statewide assessment The Federal No Child Left Behind Act requires that all teachers in core program. subject areas meet certain requirements in order to be considered as During the 2008/09, changes to the curriculum included: “Highly Qualified” no later than the end of the 2005-06 school year. Minimum qualifications include: possession of a Bachelor’s Degree, possession of an • Adoption of new Houghton Mifflin California Math program for appropriate California teaching credential, and demonstrated competence elementary schools, grades K- 5 in core academic subjects. • Adoption of new Houghton Mifflin California Math programs for 6-8th grade NCLB Compliant Teachers % of Core % of Core Physical Fitness Academic Academic Courses Courses In the spring of each year, Encinal High is required by the state to Taught Taught By administer a physical fitness test to all students in grade nine. The physical By NCLB Non-NCLB fitness test is a standardized evaluation that tracks the development of Compliant Compliant high-quality fitness programs and assists students in establishing physical Teachers Teachers activity as part of their daily lives. Results of student performance are compared to other students statewide who took the test. School 94.4% 5.6% District 94.5% 5.5% Percentage of Students in Healthy Fitness Zone Four of Six Five of Six Six of Six High-Poverty Schools in District 0.0% 0.0% Grade Level Standards Standards Standards Low-Poverty Schools in District 96.7% 3.3% 9 16.3% 31.9% 38.0% *Scores are not disclosed when fewer than 10 students are tested Data Sources in a grade level and/or subgroup. Data within the SARC was provided by Alameda City Unified School District, retrieved from the 2007-08 SARC template, and/or located on Dataquest (http://data1.cde.ca.gov/dataquest). Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows the public to search for facts and figures pertaining to schools and districts throughout the state. Among the data available, parents and community may find information about school performance, test scores, student demographics, staffing, and student misconduct/intervention.

Encinal High 3 Published: January 2010 California Standards Test The California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). The combined percentage of students scoring at the Proficient and Advanced levels in English/Language Arts, Math, Social Science, Science, for the most recent three-year period, is shown. Summative scores are not available for Math (grades 8-11), Science (available for grades 5 and 8 only), and grade 9 Social Science. For results on course specific tests, please see http://star.cde.ca.gov.

California Standards Test (CST) Subject School District State 2007 2008 2009 2007 2008 2009 2007 2008 2009 English/Language Arts 39 42 48 58 60 63 43 46 50 Mathematics 22 21 31 52 52 55 40 43 46 Science 37 35 57 49 56 60 38 46 50 History/Social Science 31 37 43 45 46 50 33 36 41

California Standards Test (CST) Subgroups English/ History/ Subject Language Mathematics Science Social Arts Science African American 34 19 35 26 American Indian * * * * Asian 59 50 68 53 Filipino 43 27 50 31 Hispanic or Latino 41 17 67 46 Pacific Islander 54 25 * * Caucasian 63 34 76 59 Males 46 31 54 43 Females 51 31 60 44 Socioeconomically 38 32 47 34 Disadvantaged English Learners 20 27 40 16 Students with 22 16 22 14 Disabilities Migrant Education * * * * *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. Adequate Yearly Progress No Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have limited English proficiency) in all grades meet the state academic achievement standards for Mathematics and English/Language Arts by 2014. Schools must demonstrate “Adequate Yearly Progress” (AYP) toward achieving that goal. The federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) requirements: • Participation rate on the state’s standards-based assessments Adequate Yearly Progress (AYP) in English/Language Arts (ELA) and Mathematics. School District • Percent proficient on the state’s standards-based assessments in ELA and Mathematics. Made AYP Overall No No • API as an additional indicator. English - English - Met AYP Criteria Language Mathematics Language Mathematics • Graduation rate (for secondary schools). Arts Arts There are several consequences for schools that do not meet the Participation Rate Yes Yes Yes Yes AYP standards, including additional tutoring and replacing of staff. Students would also be allowed to transfer to schools (within their Percent Proficient No No No No district) that have met their AYP’s, and the former school would API School Results Yes Yes be required to provide the transportation to the new site. Results Graduation Rate Yes Yes of school and district performance are displayed in the chart.

Encinal High 4 Published: January 2010 National Assessment of Educational Progress The National Assessment of Educational National Assessment of Educational Progress Progress (NAEP) is a nationally representative assessment of what America’s students know and Reading and Mathematics Results for Grades 4 & 8 can do in various subject areas. Assessments are By Performance Level - All Students conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, Average Scale Score % at Each Achievement Level geography, and U.S. history. Student scores State National Basic Proficient Advanced for reading and mathematics are reported as performance levels (i.e., basic, proficient, and Reading 2007 Grade 4 209 220 30 18 5 advanced) and the participation of students with Reading 2007 Grade 8 251 261 41 20 2 disabilities (SD) and English language learners (ELL) is reported based on three levels (identified, Math 2009 Grade 4 232 239 41 25 5 excluded, and assessed). Detailed information Math 2009 Grade 8 270 282 36 18 5 regarding the NAEP results for each grade, performance level, and participation rate can be National Assessment of Educational Progress found on the National Assessment of Educational Progress Web Reading and Mathematics Results for page at http://nces.ed.gov/nationsreportcard/. Students with Disabilities (SD) and/or English Language Learners (ELL) The first table displays the National Assessment of Educational Progress Results for reading (2007) and mathematics (2009) for By Grades 4 & 8 and Participation Rate - All Students grades four and eight by scale score and achievement level. Participation Rate The second table displays the participation rates on the National State National Assessment of Educational Progress for reading (2007) and mathematics (2009) by students with disabilities and/or English SD ELL SD ELL language learners for grades four and eight. Reading 2007 Grade 4 74 93 65 80 NOTE: Only a sample group of California’s schools and districts Reading 2007 Grade 8 78 92 66 77 participate in the NAEP testing cycle. Therefore, students in any particular school or district may not be included in these results. Math 2009 Grade 4 79 96 84 94 The NAEP reflects state test results and is not reflective of either Math 2009 Grade 8 85 96 78 92 the LEA or the individual school. Federal Intervention Programs Federal Intervention Program School District Schools and districts receiving federal Title I funding enter Program Improvement (PI) Status Not in PI Not in PI Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English/Language First Year in PI - - Arts or Mathematics) or on the same indicator (API or graduation Year in PI (2009-10) - - rate). After entering PI, schools and districts advance to the next # of Schools Currently in PI - 1 level of intervention with each additional year that they do not make AYP % of Schools Identified for PI - 5.26%

Academic Performance Index API School Results The Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annually measures the academic performance 2009 API Growth 06-07 07-08 08-09 and progress of individual schools in California. On an interim basis, Score the state has set 800 as the API score that schools should strive Statewide Rank 6 5 5 to meet. Statewide Rank: Schools receiving an API Base score are ranked in ten categories of equal size (deciles) from 1 (lowest) to 10 Similar Schools Rank 8 6 4 (highest), according to type of school (elementary, middle, or high All Students school). Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic Actual Growth -13 10 36 747 characteristics. Each set of 100 schools is ranked by API score from Socioeconomically Disadvantaged 1 (lowest) to 10 (highest) to indicate how well the school performed Actual Growth -1 11 34 714 compared to similar schools. African American Additional Internet Access/Public Actual Growth -9 1 43 655 Libraries Asian For additional research materials and Internet availability, students Actual Growth -27 27 21 812 are encouraged to visit the Alameda Free Library, 1550 Oak Street, Filipino which contains numerous computer workstations. Actual Growth -65 13 34 761 Hispanic or Latino Actual Growth 17 -9 76 709 Caucasian Actual Growth 1 32 4 786 English Learners Actual Growth -40 18 44 707

Encinal High 5 Published: January 2010 Instructional Materials District-Adopted Textbooks AUSD held a Public Hearing on September 22, 2009, and determined Grade Adoption % that each school within the District has sufficient and good quality Subject Publisher Sufficient Levels Year Lacking textbooks, instructional materials, or science lab equipment pursuant McDougal to the settlement of Williams vs. the State of California. All students, 9th Mathematics 2001 Yes 0.0% including English learners, are given their own individual standards- Littell aligned textbooks or instructional materials, or both, in core McDougal 10th Mathematics 1999 Yes 0.0% subjects for use in the classroom and to take home. Textbooks and Littell supplementary materials are adopted according to a cycle developed Reading/ Glencoe/ by the State Department of Education, making the textbooks used in 9th-10th 2001 Yes 0.0% the school the most current available. Materials approved for use by English McGraw Hill the State are reviewed by all teachers and a recommendation is made Reading/ 11th-12th Prentice Hall 2001 Yes 0.0% to the School Board by a selection committee composed of teachers English and administrators. All recommended materials are available for 9th Science Holt 2006 Yes 0.0% parent examination at the district office prior to adoption. The table displays information about the quality, currency, and availability of the 11th Science Prentice Hall 2000 Yes 0.0% standards-aligned textbooks and other instructional materials used at 10th Science Prentice Hall 2004 Yes 0.0% the school. In addition, ASTI students use college texts provided in Social their classes at . McDougal 11th Science/ 2007 Yes 0.0% Littell History Dropout & Graduation Rates Social Encinal High believes that effective instruction consists of the 12th Science/ Prentice Hall 2003 Yes 0.0% continuous building of new concepts upon existing ones and requires History regular attendance and participation. Social 10th Science/ Prentice Hall 2007 Yes 0.0% Graduation & Dropout Rates History 05-06 06-07 07-08 Dropout Rate 4.30% 1.80% 1.60% Graduation Rate 92.70% 95.50% 95.40%

District Expenditures Expenditures per Pupil School Alameda City Unified spent an average of $7856.07 to educate each student, based on 2006-07 FY audited financial statements). The table provides a comparison of Total Expenditures Per Pupil $4,279 a school’s per pupil funding from unrestricted sources with other schools in the From Restricted Sources $173 district and throughout the state. From Unrestricted Sources $4,106 District Revenue Sources District From Unrestricted Sources $664 In addition to general state funding, Encinal High receives state and federal funding for the following categorical funds and other support programs: Percentage of Variation between School & District 518.37% • State Lottery • Class Size Reduction 9-12 State • 21st Century • Medi-Cal Billing Option From Unrestricted Sources $5,512 • Other Federal • Teachers As a Priority (TAP) • Lottery: Instructional Materials • Economic Impact Aid Percentage of Variation between School & State 25.51% • Transportation Bus Replacement • IASA-VI Formula Entitlements • Immediate Intervention • Tenth Grade Counseling • Other local • Title VI Innovative Ed Strategies Formula Entitlements Instructional Minutes By Grade Level Instructional Time (Includes Minimum Days) Minutes Required Actual Minutes For the 2007-08, Encinal High offered 180 days of instruction, comprised of 180 regular days. All 9th- 64,800 0 instructional time either met or exceeded the daily instructional minute requirements specified in 12th the California Education Code. The state requires a minumum of 64,800 instructional minutes at grdes 9-12. Encinal High School students attended school for 65,740 minutes.

School Site Teacher Salaries Average Teacher Salaries The chart illustrates the average teacher salary at the school and compares it to the average School & District teacher salary at the district and state (based on FY 2007-08 financial statements). School $81,205 District $62,223 Percentage of Variation 30.50% School & State All Unified School Districts $64,246 Percentage of Variation 26.39%

Encinal High 6 Published: January 2010 Teacher & Administrative Salaries as a Percentage Average Salary Information of Total Budget Teachers - Principal - Superintendent This table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and 2007-08 size. The table also displays teacher and administrative salaries as a percent of the District State districts budget, and compares these figures to the state averages for districts of the Beginning Teachers $40,673 $40,917 same type and size. Detailed information regarding salaries may be found at the CDE Web site. Mid-Range Teachers $58,529 $64,688 Highest Teachers $77,556 $82,849 Completion of High School Graduation Elementary School Principals $101,085 $102,130 Requirements Middle School Principals $106,320 $108,050 Beginning with the graduating class of 2006, students in California public schools High School Principals $112,983 $117,805 must pass both the English-language arts and mathematics portions of the California Superintendent $172,396 $176,845 High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 2006-07 school year in the 12th grade, the table displays Salaries as a Percentage of Total Budget by student group the percent who met all state and local graduation requirements Teacher Salaries 42.4% 40.3% for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Detailed information about the CAHSEE Administrative Salaries 5.7% 5.9% can be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/hs/. Note: “*” means that the student group is not numerically significant. Completion of High School Graduation Requirements School District State * Data was not available at the time of publication.

California High School Exit CAHSEE By Subject Exam (CAHSEE) 2006-07 2007-08 2008-09 The California High School Exit Exam is primarily School District State School District State School District State used as a graduation requirement in California, but the results of this exam are also used to English 48.3 59.7 48.6 49.6 65.1 52.9 53.3 66.2 52.0 determine Adequate Yearly Progress (AYP) for Mathematics 40.6 59.1 49.9 50.2 65.1 51.3 56.0 66.5 53.3 high schools, as required by the Federal No Child Left Behind (NCLB) law. The CAHSEE CAHSEE By Student Group has an English language-arts section and a math section and, for purposes of English Mathematics calculating AYP, three performance levels Not Not Proficient Advanced Proficient Advanced were set: Advanced, Proficient, and Not Proficient Proficient Proficient. The score a student must achieve to be considered Proficient is different All Students 47.1 22.3 30.6 44.7 39.8 15.4 than the passing score for the graduation Males 52.4 22.6 25.0 50.8 35.7 13.5 requirement. Females 41.5 22.0 36.4 38.3 44.2 17.5 The first table displays the percent of students African American 66.7 14.3 19.0 67.7 26.2 6.2 achieving at the Proficient or Advanced level for the past three years. Asian 37.1 27.1 35.7 18.6 50.0 31.4 The second table displays the percent Filipino 47.4 21.1 31.6 57.9 36.8 5.3 of students, by group, achieving at each Hispanic or Latino 54.2 20.8 25.0 58.3 41.7 - performance level in English language-arts and math separately for the most recent Caucasian 35.0 22.5 42.5 35.7 40.5 23.8 testing period. English Learners 69.7 19.7 10.5 48.7 42.1 9.2 Socioeconomically 57.0 21.5 21.5 51.2 33.3 15.4 Disadvantaged Students with 95.8 - 4.2 92.0 8.0 - Disabilities

Enrollment & Program Completion in Career/ Technical Education (CTE) Programs (Carl Career Technical Education Participation Perkins Vocational and Technical Education Act) This table displays information about participation in the school’s Career Technical Education Question Response (CTE) programs. How many of the school’s pupils participate in CTE? What percent of the school’s pupils complete a CTE program and earn a high school diploma? What percent of the school’s CTE courses are sequenced or articulated between the school and institutions of post secondary education?

Encinal High 7 Published: January 2010 College Entrance Info California high school students have two options for attending public universities in the State: Universities of California (UC), or California State Universities (CSU). There are eight UC campuses statewide, and 28 CSU schools. A college preparatory high school program includes a minimum of the following courses, referred to as the “A-G requirements.” A: Two years of history/social science B: Four years of English C: Three years of college preparatory mathematics (Four recommended for UC) D: Two years of laboratory science (Three recommended for UC) E: Two years of a single language other than English (Three recommended for UC) F: One year of visual/performing arts G: One year of a college preparatory elective in one of the above subjects All courses must be completed with a grade of “C” or better. The minimum GPA required for admission to a UC is 3.15, and 2.0 for the CSU system. For more information about admissions to UC schools, please visit www.ucop.edu/pathways. To prepare for entrance to a CSU school, visit www.csumentor. edu.

Advanced Placement Classes Encinal High encourages students to continue their education past high school. Encinal High offers Advanced Placement (AP) courses for those students seeking to qualify for college credit. Juniors and seniors achieving a score of three, four, or five on the final AP exams qualify for college credit at most of the nation’s colleges. During the 2008/09, 411 students participated in taking the exams. Of the 411 students, 213 students scored a “3” or better for a 52% pass rate.

Advanced Placement Classes # of Courses Enrollment Science 3 112 Social Science 3 140 English 1 115 Foreign Language 2 50 Mathematics 2 53 Totals 11 470 Percent of Students in AP 8.1% Courses

UC/CSU Course Completion Students at Encinal High are encouraged to take /California State University (UC/CSU) preparatory courses if they plan to attend a four-year university. All students must pass each course with a grade no lower than a ‘C’.

UC/CSU Course Enrollment Percentage % of Student Enrollment in Courses Required for UC/ 63.2% CSU Admission % of Graduates Who Completed All Courses 51.0% Required for UC/CSU Admission * Duplicated Count (one student can be enrolled in several courses).

Encinal High 8 Published: January 2010